| Instructor Information |
| Instructor |
Dr. Christina Wilbur |
| Email |
wilburca@lamarpa.edu |
| Phone |
(409) 984-6394 |
| Office |
Student Center - Room: 414 |
| Office Hours |
Office Hours: Mon/Wed 1:15-3:15 Tues/Thurs 8:00-9:30 / 10:45-12:15
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| Additional Contact Information |
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| Course Information |
| Description |
A survey of the social, political, economic, cultural, and intellectual history of the United States from the pre-Columbian era to the Civil War/Reconstruction period. United States History I includes the study of pre-Columbian, colonial, revolutionary, early national, slavery and sectionalism, and the Civil War/Reconstruction eras. Themes that may be addressed in United States History I include: American settlement and diversity, American culture, religion, civil and human rights, technological
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| Required Textbooks |
Textbook Purchasing Statement: A student attending Lamar State College Port Arthur is not under any obligation to purchase a textbook from the college-affiliated bookstore. The same textbook may also be available from an independent retailer, including an online retailer.
Textbook:
The American Yawp: A Massively Collaborative Open U.S. History Textbook, Vol. 1: To 1877
Edited by Joseph L. Locke and Ben Wright
You can access your free, online textbook here: The American Yawp Online
A printable, PDF version of the textbook is available here: The American Yawp Printable PDF.
An audio version of the textbook is available here: The American Yawp Audio.
Video lectures for each chapter of the textbook are available here: The American Yawp Video. Lectures
Additional links to the textbook are also provided within Blackboard.
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| Additional Materials/Resources |
All course materials are available online, but students will need 4 Scantron 882-E forms for exams
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| Corequisites/Prerequisites |
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ENGL-0302 College Reading Skills
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ENGL-0327 Integrated Reading and Writing
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| Learning Outcomes |
Create an argument through the use of historical evidence.
Analyze and interpret primary and secondary sources.
Analyze the effects of historical, social, political, economic, cultural, and global forces on this period of United States history.
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| Core Objectives |
Critical Thinking Skills– Uses creative thinking, innovation, inquiry and analysis, evaluation, and synthesis of information.
Communication Skills– Demonstrates effective development, interpretation, and expression of ideas through written, oral, and/or visual communication.
Social Responsibility Skills- Expresses intercultural competence, knowledge of civic responsibility, and the ability to engage effectively in regional, national, and global communities.
Personal Responsibility Skills– Integrates choices, actions and consequences in ethical decision making.
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| Lecture Topics Outline |
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Module 1: Indigenous America to the American Revolution (Chapters 1–5 |
Course Introduction
What is history and how do historians construct narratives?
How do primary and secondary sources shape our understanding of the past?
What is The American Yawp and how will we use it?
How is this class organized?
Indigenous America (Ch. 1)
How did geography and environment shape Indigenous societies before European contact? |
Colliding Cultures (Ch. 2)
What were the major consequences of the Columbian Exchange for Native, European, and African societies?
How did Indigenous peoples resist European colonization? |
British North America (Ch. 3)
How did different colonial regions develop distinct identities and economies?
Colonial Society (Ch. 4)
How did intellectual and religious movements reshape colonial society? |
The American Revolution (Ch. 5)
What caused the breakdown of relations between Britain and its colonies? Why did colonists move from protest to revolution?
The American Revolution (Ch. 5)
How revolutionary was the American Revolution? |
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Module 2: Building the New Nation and Democracy (Chapters 6–9) |
A New Nation (Ch. 6)
How did Americans define and debate liberty and power in the new nation?
The Early Republic (Ch. 7)
How did early leaders define and contest the meaning of the republic? How did political parties and foreign conflicts shape the Early Republic?
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The Market Revolution (Ch. 8)
How did the Market Revolution transform the American economy and daily life?
The Market Revolution (Ch. 8)
Who benefited and who was left behind in this transformation?
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Democracy in America (Ch. 9)
In what ways did democracy expand in the Jacksonian era?
Democracy in America (Ch. 9)
How did policies toward Native Americans reflect contradictions in American democracy?
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Module 3: Religion, Reform, and Sectional Crisis (Chapters 10–13)
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Religion and Reform (Ch. 10)
How did religious revivalism inspire reform movements?
How did religion and reform movements reshape American culture and politics?
Religion and Reform (Ch. 10)
How radical were antebellum reform movements?
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The Cotton Revolution (Ch. 11)
How did slavery shape Southern society, economy, and culture?
Manifest Destiny (Ch. 12)
What motivated Americans to pursue westward expansion?
How did expansion intensify sectional divisions?
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The Sectional Crisis (Ch. 13)
Why did compromise repeatedly fail to resolve sectional tensions over slavery?
The Sectional Crisis (Ch. 13)
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Module 4: The Civil War, Reconstruction, and Historical Legacies: (Chapters 14–15) |
The Civil War (Ch. 14)
What were the central causes, turning points, and consequences of the Civil War? How did the Civil War transform the meaning of freedom in America?
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The Civil War (Ch. 14)
How did the Union ultimately prevail, and what issues did victory leave unresolved?
Reconstruction (Ch. 15)
To what extent did Reconstruction remake the South?
How did Reconstruction expand freedom, and why did it falter? |
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| Major Assignments Schedule |
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Class Schedule HIST 1301
MW class: HIST 1301.02
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Module 1
Weeks 1–5 |
Module 1: Indigenous America to the American Revolution (Chapters 1–5) |
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Week 1
Tues, 8/26: Course Introduction
What is history and how do historians construct narratives?
How do primary and secondary sources shape our understanding of the past?
What is The American Yawp and how will we use it?
How is this class organized?
Thurs, 8/28: Indigenous America (Ch. 1)
How did geography and environment shape Indigenous societies before European contact? |
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Week 2
Tues, 9/2: Colliding Cultures (Ch. 2)
Thurs, 9/4: Colliding Cultures (Ch. 2)
What were the major consequences of the Columbian Exchange for Native, European, and African societies?
How did Indigenous peoples resist European colonization? |
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Week 3
Tues, 9/9: British North America (Ch. 3)
How did different colonial regions develop distinct identities and economies?
Thurs, 9/11: Colonial Society (Ch. 4)
How did intellectual and religious movements reshape colonial society? |
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Week 4
Tues, 9/16: The American Revolution (Ch. 5)
What caused the breakdown of relations between Britain and its colonies? Why did colonists move from protest to revolution?
Thurs, 9/18: The American Revolution (Ch. 5)
How revolutionary was the American Revolution? |
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Week 5 (Exam Week)
Tues, 9/23 Exam 1 Written
Thurs, 9/25: Exam 1 Objective
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Module 2
Weeks 6–9 |
Module 2: Building the New Nation and Democracy (Chapters 6–9) |
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Week 6 (Monday, September 29: Last day to drop without penalty)
Tues, 9/30: A New Nation (Ch. 6)
How did Americans define and debate liberty and power in the new nation?
Thurs, 10/2: The Early Republic (Ch. 7)
How did early leaders define and contest the meaning of the republic? How did political parties and foreign conflicts shape the Early Republic? |
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Week 7
Tues, 10/7: The Market Revolution (Ch. 8)
How did the Market Revolution transform the American economy and daily life?
Thurs, 10/9: The Market Revolution (Ch. 8)
Who benefited and who was left behind in this transformation? |
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Week 8
Tues, 10/14: Democracy in America (Ch. 9)
In what ways did democracy expand in the Jacksonian era?
Thurs, 10/16: Democracy in America (Ch. 9)
How did policies toward Native Americans reflect contradictions in American democracy? |
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Week 9 (Exam Week)
Tues, 10/21: Exam 2: Written
Thurs, 10/23: Exam 2: Objective |
Module 3
Weeks 10–13 |
Module 3: Religion, Reform, and Sectional Crisis (Chapters 10–13)
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Week 10
Tues, 10/28: Religion and Reform (Ch. 10)
How did religious revivalism inspire reform movements?
How did religion and reform movements reshape American culture and politics?
Thurs, 10/30: Religion and Reform (Ch. 10)
How radical were antebellum reform movements? |
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Week 11
Tues, 11/4: The Cotton Revolution (Ch. 11)
How did slavery shape Southern society, economy, and culture?
Thurs, 11/6: Manifest Destiny (Ch. 12)
What motivated Americans to pursue westward expansion?
How did expansion intensify sectional divisions? |
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Week 12
Tues, 11/11: The Sectional Crisis (Ch. 13)
Why did compromise repeatedly fail to resolve sectional tensions over slavery?
Thurs, 11/13: The Sectional Crisis (Ch. 13) |
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Week 13 (Exam Week)
Tues, 11/18: Exam 3 Written
Thurs, 11/20: Exam 3 Objective |
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Module 4 Weeks 14-16 |
Module 4: The Civil War, Reconstruction, and Historical Legacies: (Chapters 14–15) |
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Week 14 (Monday, November 24: Last day to drop with penalty.)
Tues, 11/25:The Civil War (Ch. 14)
What were the central causes, turning points, and consequences of the Civil War? How did the Civil War transform the meaning of freedom in America?
Thurs, 11/27: Thanksgiving Break |
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Week 15
Tues, 12/2: The Civil War (Ch. 14)
How did the Union ultimately prevail, and what issues did victory leave unresolved?
Thurs, 12/4: Reconstruction (Ch. 15)
To what extent did Reconstruction remake the South?
How did Reconstruction expand freedom, and why did it falter? |
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Finals Week
Tues, 12/9: Exam 4: Written
Thurs, 12/11: Exam 4 Objective
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| Final Exam Date |
December 9, 2025 - 9:30 PM
Through December 11, 2025 - 10:45 PM
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| Grading Scale |
90 - 100=A 80 - 89=B 70 - 79=C 60 - 69=D Below 59 = F
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Determination of
Final Grade |
4 Exams: 20% each (80%).
Class participation/class activities: (20%). This requires informed and active participation in class. Please note that just attending class does not mean that you are participating in class.
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| Course Policies |
| Instructor Policies |
Additional required readings/videos:
Additional required readings and videos are included in Blackboard and listed under each Module.
Also, any class lecture PowerPoints, handouts, study guides or other ancillary material will be posted within each module.
Cell Phone Policy:
Cell phones are to be put away when class begins. If you need to make, or take, a phone call, please step out of the classroom and then return to class. If I must stop class and ask you to put your cell phone away, it will result in a 5-point deduction from your final course grade.
Exams:
You will take 4 major exams for this course.
Exams will take two class periods to complete: The written section will be completed during one class, and the section multiple choice/short answer/identification section will be completed during the next class period. You must be here for both sections. You will be allowed to have some materials to assist you with the written section of the exam. I will let you know what those are before each exam.
Makeup exams will only be provided in exceptional circumstances such as serious hospitalization or death in the family. Documentation may be required to take a missed exam. If a makeup exam is required, you will take it when you take the Final Exam.
Exam Dates:
Exam 1:
Tue, 9/23: Written
Thurs, 9/25: Objective
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Exam 2:
Tue, 10/21: Written
Thu, 10/23: Objective |
Exam 3:
Tue, 11/18: Written
Thu, 11/20: Objective |
Final Exam:
Tue, 12/9: Written
Thurs, 12/11: Objective |
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Makeup exams will be taken during the Final Exam |
Extra Credit:There is no extra credit offered for the course.
Civility in the Classroom
Student incivility, rudeness, or attacks of a personal nature will not be tolerated, whether directed at the instructor or another student. Any student engaging in disruptive or disrespectful activities on campus or in online classes will be required to cease such behavior. If the behavior continues after the first warning, the student will no longer continue as a student of the course.
Electronics in the Classroom:
Students may use laptops in the classroom if they choose to. But they may not record either audio or video. Other students in the classroom have a right to privacy. Only students that have an accommodation to record may record class.
During exams, cell phones may not be out, and any other technology such as smart watches, and earphones must be put away.
Email:
You must put the class and section number in the subject line of the email. I need to know what class you are in so that I can answer your question(s). You are welcome to email me, and I do try to respond promptly within 24 to 48 hours during the week. I am available during normal business hours – Monday-Friday 9-5. Emails received in the evening will not get a response until the next day. I do not check email on the weekends or holidays. Please use your lamarpa email to communicate with me as emails from Gmail, Yahoo, iCloud, etc. may end up in a clutter folder and I will not see it, and therefore, not respond. Additionally, do not use Blackboard email. You will not get a response. Most questions can be answered by reading the class syllabus, assignment sheet, asking a classmate or other directions available to you in Blackboard. But should you still need help or have a question, please let me know. Students should always be aware of the tone and structure of their correspondence.
All emails should include:
A greeting
A clear statement of the question or inquiry
Your name
Include proper spelling and grammar. 'Texting' abbreviations, lack of punctuation,and 'i' are not acceptable.
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| Attendance Policy |
Class Attendance:
Attendance is expected. Excessive absences or tardiness will have a detrimental effect on your overall performance in the class. Not only do you miss class content when you are absent, but you also miss the ability to participate in class discussions and to learn from your classmates. Participation is a key element of this class and of your overall grade. If a student has more than 6 absences, I reserve the right to lower a student’s final grade by one letter grade. Students are expected to arrive at class on time. If you cannot arrive on time for class or frequently need to leave early, you might need to consider registering for a class that better fits your schedule.
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| Additional Information |
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| Institutional Policies |
| MyLSCPA |
Be sure to check your campus email and Course Homepage using MyLSCPA campus web portal. You can also access your grades, transcripts, academic advisors, degree progress, and other services through
MyLSCPA.
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| Academic Honesty |
Academic honesty is expected from all students, and dishonesty in any form will not be tolerated. Please consult the LSCPA policies (Academic Dishonesty section in the Student Handbook) for consequences of academic dishonesty.
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| ADA Considerations |
The Americans with Disabilities Act (ADA) is a federal anti-discrimination statute that provides comprehensive
civil rights for persons with disabilities. Among other things, this legislation requires that all students
with disabilities be guaranteed a learning environment that provides for reasonable accommodation of their
disabilities. If you believe you have a disability requiring an accommodation, please contact the
Disability Services Coordinator, Room 117, in the Student Sucess Center. The phone number is (409) 984-6241.
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| COVID 19 Information |
The Lamar State College Port Arthur (LSCPA) Student Code of Conduct COVID 19 Policy requires students who have been diagnosed with COVID 19 to report their condition directly to their local health department. Students should also contact their course faculty to report their quarantine status. In addition, this policy requires all students to wear face coverings when directly exposed to COVID 19 in compliance with the criteria included in the policy. For more information please refer to the COVID 19 link on the LSCPA website.
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| Facility Policies |
No food or tobacco products are allowed in the classroom. Only students enrolled in the course are allowed in the classroom, except by special instructor permission. Use of electronic devices is prohibited.
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| HB 2504 |
This syllabus is part of LSCPA's efforts to comply with Texas House Bill 2504.
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| Mandatory Reporting of Child Abuse and Neglect |
As per Texas law and LSCPA policy, all LSCPA employees, including faculty, are required to report allegations or disclosures of child abuse or neglect to the designated authorities, which may include a local or state law enforcement agency or the Texas Department of Family Protective Services. For more information about mandatory reporting requirements, see
LSCPA's Policy and Procedure Manual.
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| Title IX and Sexual Misconduct |
LSCPA is committed to establishing and maintaining an environment that is free from all forms of sex discrimination, including sexual harassment, sexual violence, and other forms of sexual misconduct. All LSCPA employees, including faculty, have the responsibility to report disclosures of sexual misconduct, including sexual harassment, sexual assault (including rape and acquaintance rape), domestic violence, dating violence, relationship violence, or stalking, to LSCPA's Title IX Coordinator, whose role is to coordinate the college's response to sexual misconduct. For more information about Title IX protections, faculty reporting responsibilities, options for confidential reporting, and the resources available for support visit LSCPA's Title IX website.
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| Clery Act Crime Reporting |
For more information about the Clery Act and crime reporting, see the Annual Security & Fire Safety Report and the Campus Security website.
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| Grievance / Complaint / Concern |
If you have a grievance, complaint, or concern about this course that has not been resolved through discussion with the Instructor, please consult the Department Chair.
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| Department Information |
| General Education and Developmental Studies |
| Chair: | Dr. Steven Zani |
| Email: | zanisj@lamarpa.edu |
| Phone: | (409) 984-6431 |
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