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Causes of Revolution

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|[pic] |Syllabus |
| |College of Humanities |
| |HIS/115 |
| |U.S. History to 1865 |

Copyright © 2011, 2009, 2008 by University of Phoenix. All rights reserved.

Course Description

This course provides an overview of the social, political, economic, and global events that have shaped the American scene from colonial times through the Civil War period.

Policies

Faculty and students/learners will be held responsible for understanding and adhering to all policies contained within the following two documents:

• University policies: You must be logged into the student website to view this document. • Instructor policies: This document is posted in the Course Materials forum.

University policies are subject to change. Be sure to read the policies at the beginning of each class. Policies may be slightly different depending on the modality in which you attend class. If you have recently changed modalities, read the policies governing your current class modality.

Course Materials

Schultz, K. M. (2012). HIST2, Volume 1 (2nd ed.). Boston, MA: Wadsworth, Cengage Learning.

All electronic materials are available on the student website.

|Week One: Contact, Settlement, Slavery |
| |Details |Due |Points |
|Objectives |Describe the clash of cultures that took place in North America between the Native Americans, | | |
| |colonists, and Black slaves. | | |
| |Describe the establishment of early colonies. | | |
| |Describe the development of regional differences among the British colonies. | | |
| |Explain the paradoxical rise of slavery and freedom in Colonial America. | | |
|Course Preparation |Read the course description and objectives. | | |
| |Read the instructor’s biography and post your own. | | |
|Reading |Read Ch. 1 of HIST2, Volume 1. | | |
|Reading |Read Ch. 2 of HIST2, Volume 1. | | |
|Reading |Read Ch. 3 of HIST2, Volume 1. | | |
|Reading |Read this week’s Electronic Reserve Readings. | | |
|Participation |Participate in class discussion. |Ongoing |30 |
| | | | |
| |Post at least two substantive posts per day on at least four different days during the week. | | |
| |Making eight posts total does not meet the requirement. You must post at least two | | |
| |substantive posts per day on at least four different days. | | |
| | | | |
| |Please see further details at the end of the syllabus. | | |
|Nongraded Activities and|Watch the “Explorer of the New World, First Voyage” video located in this week’s Electronic | | |
|Preparation |Reserve Readings. | | |
|Explorer of the New | | | |
|World, First Voyage | | | |
|Nongraded Activities and|Watch the “Native Americans and White Settlers” video located in this week’s Electronic | | |
|Preparation |Reserve Readings. | | |
|Native Americans and | | | |
|White Settlers | | | |
|Nongraded Activities and|Watch the “1637: English and Their Indian Allies Attack a Fort at Mystic, Connecticut” video | | |
|Preparation |located in this week’s Electronic Reserve Readings. | | |
|1637: English and Their | | | |
|Indian Allies Attack a | | | |
|Fort at Mystic | | | |
|Connecticut | | | |
|Nongraded Activities and|Watch the “Jamestown Colonists: Unrealistic Expectations” video located in this week’s | | |
|Preparation |Electronic Reserve Readings. | | |
|Jamestown Colonists: | | | |
|Unrealistic Expectations| | | |
|Nongraded Activities and|Watch the “Slave Traders” video located in this week’s Electronic Reserve Readings. | | |
|Preparation | | | |
|Slave Traders | | | |
|Individual |Complete Appendix A: Clash of Cultures worksheet located on the student website. |Day 7 (Sunday) |50 |
|Clash of Cultures | | | |
| |Post your assignment as an attachment in Microsoft Word format to the “Assignments” link. | | |

|Week Two: Toward Revolution |
| |Details |Due |Points |
|Objectives | | | |
| |Examine the long-term causes, philosophical ideals, and immediate actions that led to the | | |
| |Revolutionary War. | | |
| |Summarize the philosophical ideals of the Enlightenment embodied in the Declaration of | | |
| |Independence. | | |
|Reading |Read Ch. 4 of HIST2, Volume 1. | | |
|Reading |Read Ch. 5 of HIST2, Volume 1. | | |
|Reading |Read this week’s Electronic Reserve Readings. | | |
|Participation |Participate in class discussion. |Ongoing |30 |
| | | | |
| |Post at least two substantive posts per day on at least four different days during the week. | | |
| |Making eight posts total does not meet the requirement. You must post at least two | | |
| |substantive posts per day on at least four different days. | | |
| | | | |
| |Please see further details at the end of the syllabus. | | |
|Nongraded Activities and|Watch the “Great Awakening in America” video located in this week’s Electronic Reserve | | |
|Preparation |Readings. | | |
|Great Awakening in | | | |
|America | | | |
|Nongraded Activities and|Watch the “Sons of Liberty” video located in this week’s Electronic Reserve Readings. | | |
|Preparation | | | |
|Sons of Liberty | | | |
|Nongraded Activities and|Watch the “Declaring Independence” video located in this week’s Electronic Reserve Readings. | | |
|Preparation | | | |
|Declaring Independence | | | |
|Individual |Complete Appendix B: Causes of the Revolution located on the student website. |Day 7 (Sunday) |30 |
|Causes of the Revolution| | | |
| |Post your assignment as an attachment in Microsoft Word format to the “Assignments” link. | | |

|Week Three: Revolution |
| |Details |Due |Points |
|Objectives | | | |
| |Identify the relationship between the military events and outcomes of the Revolutionary War. | | |
| |Summarize the effect of the Revolutionary War on the colonists, slaves, native populations, | | |
| |and women. | | |
|Reading |Read Ch. 6 of HIST2, Volume 1. | | |
|Reading |Read this week’s Electronic Reserve Readings. | | |
|Participation |Participate in class discussion. |Ongoing |30 |
| | | | |
| |Post at least two substantive posts per day on at least four different days during the week. | | |
| |Making eight posts total does not meet the requirement. You must post at least two | | |
| |substantive posts per day on at least four different days. | | |
| | | | |
| |Please see further details at the end of the syllabus. | | |
|Nongraded Activities and|Watch the “George Washington: Hero, President, Father of His Country” video located in this | | |
|Preparation |week’s Electronic Reserve Readings. | | |
|Hero, President, Father | | | |
|of His Country | | | |
|Nongraded Activities and|Watch the “Crossing the Delaware” video located in this week’s Electronic Reserve Readings. | | |
|Preparation | | | |
|Crossing the Delaware | | | |
|Nongraded Activities and|Watch the “Consideration of Women’s Rights” video located in this week’s Electronic Reserve | | |
|Preparation |Readings. | | |
|Consideration of Women’s| | | |
|Rights | | | |
|Nongraded Activities and|Watch the “Battle of Saratoga” video located in this week’s Electronic Reserve Readings. | | |
|Preparation | | | |
|Battle of Saratoga | | | |
|Nongraded Activities and|Watch “History of America’s Black Warriors” video located in this week’s Electronic Reserve | | |
|Preparation |Readings. | | |
|History of America’s | | | |
|Black Warriors | | | |
|Individual |Resource: Ch. 1–6 of HIST2, Volume 1 |Day 7 (Sunday) |50 |
|Quiz 1 |Complete Quiz 1 located on the student website. | | |
| | | | |
| |You have 45 minutes to complete this quiz. At 45 minutes, you are timed out of the quiz | | |
| |application. | | |
| | | | |
| |If you experience technical difficulty with the quiz, please call Technical Support at (866) | | |
| |334-7332, available 24 hours a day, 7 days a week. | | |
| | | | |
|Individual |Complete Appendix C: Outcomes of the Revolution located on the student website |Day 7 (Sunday) |50 |
|Outcomes of the | | | |
|Revolution |Post your assignment as an attachment in Microsoft Word format to the “Assignments” link. | | |

|Week Four: A New Nation |
| |Details |Due |Points |
|Objectives | | | |
| |Compare and contrast the Articles of Confederation with the Constitution. | | |
| |Summarize major debates and compromises that took place during the writing of the | | |
| |Constitution. | | |
|Reading |Read Ch. 7 of HIST2, Volume 1. | | |
|Reading |Read this week’s Electronic Reserve Readings. | | |
|Participation |Participate in class discussion. |Ongoing |30 |
| | | | |
| |Post at least two substantive posts per day on at least four different days during the week. | | |
| |Making eight posts total does not meet the requirement. You must post at least two | | |
| |substantive posts per day on at least four different days. | | |
| | | | |
| |Please see further details at the end of the syllabus. | | |
|Nongraded Activities and|Watch the “Continental Congress: The Constitution” video located in this week’s Electronic | | |
|Preparation |Reserve Readings. | | |
|Continental Congress: | | | |
|The Constitution | | | |
|Nongraded Activities and|Watch “The Origins of the Judicial Branch” video located in this week’s Electronic Reserve | | |
|Preparation |Readings. | | |
|The Origins of the | | | |
|Judicial Branch | | | |
|Nongraded Activities and|Watch the “Legislative Branch: Lawmaking” video located in this week’s Electronic Reserve | | |
|Preparation |Readings. | | |
|Legislative Branch: | | | |
|Lawmaking | | | |
|Individual |Read the Articles of Confederation and the Constitution through the National Archives link on |Day 7 (Sunday) |100 |
|Constitution Paper |the student website. | | |
| |Write a 700- to 1,050-word paper in which you discuss the following: | | |
| | | | |
| |How the Constitution addressed the complaints in the Declaration of Independence | | |
| |How the Constitution addressed the weaknesses in the Articles of Confederation | | |
| |What the Great Compromise was and how representation of states in Congress is determined | | |
| | | | |
| |Include a more detailed discussion of one of the following topics in your paper: | | |
| | | | |
| |The method of election for officials in the U.S. House of Representatives, Senate, and | | |
| |executive branch | | |
| |The Electoral College and the indirect election of senators | | |
| |The treatment of slaves for the purpose of representation and the consequences of those | | |
| |decisions | | |
| |Methods of amendment | | |
| |The commerce clause and its significance | | |
| |The method of ratification of the original Constitution | | |
| |The Bill of Rights | | |
| | | | |
| |Format your paper consistent with APA guidelines (title page, internal citations, and | | |
| |reference page). | | |
| | | | |
| |Post your assignment as an attachment in Microsoft Word format to the “Assignments” link. | | |

|Week Five: Jeffersonian Period |
| |Details |Due |Points |
|Objectives | | | |
| |Trace the development of political parties in the new republic. | | |
| |Describe Jeffersonian democracy in relation to significant events from Jefferson’s presidency.| | |
| |Identify the relationship between the military events and outcomes of the War of 1812. | | |
|Reading |Read Ch. 8 of HIST2, Volume 1. | | |
|Reading |Read Ch. 9 of HIST2, Volume 1. | | |
|Reading |Read this week’s Electronic Reserve Readings. | | |
|Participation |Participate in class discussion. |Ongoing |30 |
| | | | |
| |Post at least two substantive posts per day on at least four different days during the week. | | |
| |Making eight posts total does not meet the requirement. You must post at least two | | |
| |substantive posts per day on at least four different days. | | |
| | | | |
| |Please see further details at the end of the syllabus. | | |
|Nongraded Activities and|Watch the “April 8, 1804: Sgt. John Orday’s Letter Home” video located in this week’s | | |
|Preparation |Electronic Reserve Readings. | | |
|April 8, 1804: Sgt. John| | | |
|Orday’s Letter Home | | | |
|Nongraded Activities and|Watch the Thomas Jefferson videos and the “James Madison: Presidency Defined” video located in| | |
|Preparation |this week’s Electronic Reserve Readings. | | |
|Thomas Jefferson and | | | |
|James Madison: | | | |
|Presidency Defined | | | |
|Nongraded Activities and|Watch the “John and Abigail Adams” video located in this week’s Electronic Reserve Readings. | | |
|Preparation | | | |
|John Adams | | | |
|Nongraded Activities and|Watch the “First Invasion: The War of 1812” video located in this week’s Electronic Reserve | | |
|Preparation |Readings. | | |
|The War of 1812 | | | |
|Individual |Complete Appendix D: Two-Party Politics worksheet located on the student website. |Day 7 (Sunday) |50 |
|Two-Party Politics | | | |
| |Post your assignment as an attachment in Microsoft Word format to the “Assignments” link. | | |
|Individual |Imagine you are a member of the U.S. militia in the early 1800s. |Day 7 (Sunday) |30 |
|War of 1812 |Choose one of the following events from the War of 1812 in which you took part: | | |
| | | | |
| |Fort McHenry | | |
| |Burning of Washington | | |
| |Battle of New Orleans | | |
| | | | |
| |Write a 350-word letter to a family member explaining the event and its significance to the | | |
| |war’s outcome. | | |
| | | | |
| |Post your assignment as an attachment in Microsoft Word format to the “Assignments” link. | | |

|Week Six: Jacksonian Period |
| |Details |Due |Points |
|Objectives | | | |
| |Identify the significance of early 19th-century themes and ideas on American society. | | |
| |Describe Jackson’s approach to the federal government in relation to significant events from | | |
| |his presidency. | | |
|Reading |Read Ch. 10 of HIST2, Volume 1. | | |
|Reading |Read Ch. 11 of HIST2, Volume 1. | | |
|Reading |Read this week’s Electronic Reserve Readings. | | |
|Participation |Participate in class discussion. |Ongoing |30 |
| | | | |
| |Post at least two substantive posts per day on at least four different days during the week. | | |
| |Making eight posts total does not meet the requirement. You must post at least two | | |
| |substantive posts per day on at least four different days. | | |
| | | | |
| |Please see further details at the end of the syllabus. | | |
|Nongraded Activities and|Watch the “Introduction to Transcendentalism” video located in this week’s Electronic Reserve | | |
|Preparation |Readings. | | |
|Introduction to | | | |
|Transcendentalism | | | |
|Nongraded Activities and|Watch the “First Women’s Rights Convention” video located in this week’s Electronic Reserve | | |
|Preparation |Readings. | | |
|First Women’s Rights | | | |
|Convention | | | |
|Nongraded Activities and|Watch the “Frederick Douglass, Charismatic Abolition Spokesperson” video located in this | | |
|Preparation |week’s Electronic Reserve Readings. | | |
|Frederick Douglass, | | | |
|Charismatic Abolition | | | |
|Spokesperson | | | |
|Nongraded Activities and|Watch the “Appalachian Settlement: Cherokee Nation” and “Andrew Jackson: Betrayal of the | | |
|Preparation |Cherokee” videos located in this week’s Electronic Reserve Readings. | | |
|Cherokee Nation and | | | |
|Andrew Jackson: Betrayal| | | |
|Nongraded Activities and|Watch the Andrew Jackson videos video located in this week’s Electronic Reserve Readings. | | |
|Preparation | | | |
|Andrew Jackson | | | |
|Individual |Resource: Ch. 7–11 of HIST2, Volume 1 |Day 7 (Sunday) |50 |
|Quiz 2 |Complete Quiz 2 located on the student website. | | |
| | | | |
| |You have 45 minutes to complete this quiz. At 45 minutes, you are timed out of the quiz | | |
| |application. | | |
| | | | |
| |If you experience technical difficulty with the quiz, please call Technical Support at (866) | | |
| |334-7332, available 24 hours a day, 7 days a week. | | |
|Individual |Choose one of the following movements of the early 19th century: |Day 7 (Sunday) |30 |
|19th-Century Ideas | | | |
| |Utopianism | | |
| |Second Great Awakening | | |
| |Early feminism | | |
| |Abolitionism | | |
| | | | |
| |Write a 350-word essay in which you answer the following questions regarding the movement you | | |
| |chose: | | |
| | | | |
| |What, if any, progress was been made by the movement? | | |
| |Is there a modern equivalent of the movement? If so, describe the modern equivalent. | | |
| |Are any of the early ideals still relevant? If so, how? | | |
| | | | |
| |Format your essay consistent with APA guidelines (title page, internal citations, and | | |
| |reference page). | | |
| | | | |
| |Post your assignment as an attachment in Microsoft Word format to the “Assignments” link. | | |
|Individual |Create a 3- to 5-slide presentation, using Microsoft® PowerPoint® on Andrew Jackson and his |Day 7 (Sunday) |30 |
|Andrew Jackson’s |presidency. | | |
|Presidency | | | |
| |Choose one of the following events and locate a political cartoon to represent that event: | | |
| | | | |
| |Nullification crisis | | |
| |National Bank | | |
| |Panic of 1837 | | |
| |Indian Removal Act | | |
| | | | |
| |Provide a brief synopsis of the event. | | |
| | | | |
| |Answer the following question: How was this event representative of Jackson’s presidency? | | |
| | | | |
| |Cite your sources consistent with APA guidelines (title page, internal citations, and | | |
| |reference page). | | |
| | | | |
| |Present the Andrew Jackson’s Presidency presentation. | | |
| | | | |
| |Post your assignment as an attachment in Microsoft PowerPoint format to the “Assignments” | | |
| |link. | | |

|Week Seven: Moving West |
| |Details |Due |Points |
|Objectives | | | |
| |Describe the exploration and settlement of the American West. | | |
| |Identify the relationship between the events and outcomes of territorial expansion in the | | |
| |pre–Civil War period. | | |
|Reading |Read Ch. 12 of HIST2, Volume 1. | | |
|Reading |Read Ch. 13 of HIST2, Volume 1. | | |
|Reading |Read this week’s Electronic Reserve Readings. | | |
|Participation |Participate in class discussion. |Ongoing |30 |
| | | | |
| |Post at least two substantive posts per day on at least four different days during the week. | | |
| |Making eight posts total does not meet the requirement. You must post at least two | | |
| |substantive posts per day on at least four different days. | | |
| | | | |
| |Please see further details at the end of the syllabus. | | |
|Nongraded Activities and|Watch the “Norwegian Immigrants’ Journey: Wisconsin to Minnesota” video located in this week’s| | |
|Preparation |Electronic Reserve Readings. | | |
|Norwegian Immigrants’ | | | |
|Journey: Wisconsin to | | | |
|Minnesota | | | |
|Nongraded Activities and|Watch Episode 2: “Empire Upon the Trails” from Ken Burns’s The West, located in this week’s | | |
|Preparation |Electronic Reserve Readings. | | |
|Empire Upon the Trails | | | |
|Nongraded Activities and|Watch Episode 3: “The Speck of the Future” from Ken Burns’s The West, located in this week’s | | |
|Preparation |Electronic Reserve Readings. | | |
|The Speck of the Future | | | |
|Nongraded Activities and|Watch Episode 4: “Death Runs Riot” from Ken Burns’s The West, located in this week’s | | |
|Preparation |Electronic Reserve Readings. | | |
|Death Runs Riot | | | |
|Nongraded Activities and|Watch the “Manifest Destiny” video located in this week’s Electronic Reserve Readings. | | |
|Preparation | | | |
|Manifest Destiny | | | |
|Individual |Choose one of the following people and document your experiences, in first person, as someone |Day 7 (Sunday) |50 |
|The Western Experience |living in the 19th century: | | |
| | | | |
| |A female pioneer on the Oregon Trail | | |
| |A Mormon pioneer in Utah | | |
| |A gold miner in California | | |
| |A Shoshoni Indian in Wyoming when Europeans arrived | | |
| |A White slave owner in Mexican Texas | | |
| |A Mexican Tejano or Tejana in American Texas | | |
| |A soldier at the Alamo during the battle | | |
| |A Native American displaced into Oklahoma | | |
| | | | |
| |Write a 350- to 700-word journal entry, either as a story or an explanation, that includes the| | |
| |following: | | |
| | | | |
| |Describe the social, economic, and political forces of the times | | |
| |Describe the U.S. acquisition of the territory where you live and discuss the effects of the | | |
| |acquisition on your life. (For example, if you chose to be a Mormon pioneer, discuss the | | |
| |United States’ acquisition of the Utah territory and discuss its effect on people living in | | |
| |the territory at the time.) | | |
| | | | |
| |Cite your sources consistent with APA guidelines (title page, internal citations, and | | |
| |reference page). | | |
| | | | |
| |Post your assignment as an attachment in Microsoft Word format to the “Assignments” link. | | |

|Week Eight: Towards Civil War |
| |Details |Due |Points |
|Objectives | | | |
| |Trace the development of slavery as a divisive issue that led to the Civil War. | | |
| |Assess Lincoln’s position on slavery. | | |
|Reading |Read Ch. 14 of HIST2, Volume 1. | | |
|Reading |Read this week’s Electronic Reserve Readings. | | |
|Participation |Participate in class discussion. |Ongoing |30 |
| | | | |
| |Post at least two substantive posts per day on at least four different days during the week. | | |
| |Making eight posts total does not meet the requirement. You must post at least two | | |
| |substantive posts per day on at least four different days. | | |
| | | | |
| |Please see further details at the end of the syllabus. | | |
|Nongraded Activities and|Watch the “Forward to Sumter” video located in this week’s Electronic Reserve Readings. | | |
|Preparation | | | |
|Forward to Sumter | | | |
|Nongraded Activities and|Watch the “Highlights of Lincoln’s Political Career” video located in this week’s Electronic | | |
|Preparation |Reserve Readings. | | |
|Highlights of Lincoln’s | | | |
|Political Career | | | |
|Nongraded Activities and|Watch Episode 1: “The Cause” from Ken Burns’s The Civil War, located in this week’s Electronic| | |
|Preparation |Reserve Readings. | | |
|The Cause | | | |
|Individual |Review the Territorial Expansion and Slavery timeline located on the student website. |Day 7 (Sunday) |30 |
|Territorial Expansion | | | |
|and Slavery |Write a 100- to 150-word response to each of the following questions: | | |
| | | | |
| |Compare the number of free and slave-holding states and territories throughout the timeline. | | |
| |How did Congress deal with the issue of slavery as new states were admitted and new | | |
| |territories acquired? How did these actions affect the tensions between the North and the | | |
| |South? | | |
| | | | |
| |What were some of the arguments centered on slavery and territorial expansion? How did the | | |
| |Compromise of 1850 fail to solve them? | | |
| | | | |
| |Identify at least 3 key events that took place in the 1850s. How did each of the events lead | | |
| |the country toward civil war? | | |
| | | | |
| |Cite your sources consistent with APA guidelines (title page, internal citations, and | | |
| |reference page). | | |
| | | | |
| |Post your assignment as an attachment in Microsoft Word format to the “Assignments” link. | | |
|Individual |Write a 350-word essay that responds to the following questions: |Day 7 (Sunday) |30 |
|Lincoln and Slavery | | | |
| |What was Lincoln’s position on slavery? | | |
| |What actions did he take during the Civil War that directly affected slaves? | | |
| | | | |
| |Format your essay consistent with APA guidelines (title page, internal citations, and | | |
| |reference page). | | |
| | | | |
| |Post your assignment as an attachment in Microsoft Word format to the “Assignments” link. | | |

|Week Nine: The Civil War |
| |Details |Due |Points |
|Objectives | | | |
| |Compare and contrast the advantages of the North and South at the start of the Civil War. | | |
| |Summarize the contributions of women and freed Blacks to the Civil War. | | |
| |Identify the relationship among the events, leaders, and outcomes of the Civil War. | | |
|Reading |Read Ch. 15 of HIST2, Volume 1. | | |
|Reading |Read this week’s Electronic Reserve Readings. | | |
|Participation |Participate in class discussion. |Ongoing |30 |
| | | | |
| |Post at least two substantive posts per day on at least four different days during the | | |
| |week. Making eight posts total does not meet the requirement. You must post at least two| | |
| |substantive posts per day on at least four different days. | | |
| | | | |
| |Please see further details at the end of the syllabus. | | |
|Nongraded Activities and|Watch the “America Transformed: A Photo-Montage” video located in this week’s Electronic | | |
|Preparation |Reserve Readings. | | |
|America Transformed: A | | | |
|Photo-Montage | | | |
|Nongraded Activities and|Watch Episode 5: “The Universe Of Battle” from Ken Burns’s The Civil War, located in this | | |
|Preparation |week’s Electronic Reserve Readings. | | |
|The Universe Of Battle | | | |
|Nongraded Activities and|Review Episodes 2–4 and 6–9 of Ken Burns’s The Civil War located in the American History | | |
|Preparation |in Video database in the University Library. | | |
|Ken Burns – The Civil | | | |
|War | | | |
|Nongraded Activities and|Watch the “History of Black Warriors,” “Massacre at Fort Pillow,” and “Buffalo Soldiers” | | |
|Preparation |videos located in this week’s Electronic Reserve Readings. | | |
|Black Warriors History, | | | |
|Massacre at Fort Pillow,| | | |
|and Buffalo Soldiers | | | |
|Nongraded Activities and|Watch the “Understanding the Emancipation Proclamation” video located in this week’s | | |
|Preparation |Electronic Reserve Readings. | | |
|Understanding the | | | |
|Emancipation | | | |
|Proclamation | | | |
|Individual |Resource: Ch. 12–15 of HIST2, Volume 1 |Day 7 (Sunday) |50 |
|Quiz 3 |Complete Quiz 3 located on the student website. | | |
| | | | |
| |You have 45 minutes to complete this quiz. At 45 minutes, you are timed out of the quiz | | |
| |application. | | |
| | | | |
| |If you experience technical difficulty with the quiz, please call Technical Support at | | |
| |(866) 334-7332, available 24 hours a day, 7 days a week. | | |
|Individual |Over 600,000 Americans lost their lives in the Civil War, with the Northern troops |Day 7 (Sunday) |100 |
|Civil War Paper and |suffering higher losses. The North believed the sacrifice was worth it: The slaves were | | |
|Presentation |freed and the Union was preserved. The people of the South, on the other hand, began | | |
| |almost immediately to glorify the “lost cause.” Their generals became mythic heroes and | | |
| |they looked wistfully back at the antebellum period. They almost regretted surrendering. | | |
| | | | |
| |Historian Shelby Foote said, | | |
| | | | |
| |Any understanding of this nation has to be based . . . on an understanding of the Civil | | |
| |War. . . . The Civil War defined us as what we are, and it opened us to being what we | | |
| |became, good and bad things. It is very necessary if you’re going to understand the | | |
| |American character in the 20th century to learn about this enormous catastrophe of the | | |
| |mid-19th century. It was the crossroads of our being. | | |
| | | | |
| |Burns, K. & Burns, R. (Writers). (1990). Episode 1: The cause (1861). In K. Burns | | |
| |(Producer), The Civil War. Arlington, VA: Public Broadcasting Service. | | |
| | | | |
| |Write a 700- to 1,050-word paper in which you answer the following questions: | | |
| | | | |
| |What do you think Foote meant in the passage quoted above? How does the Civil War define | | |
| |the United States? | | |
| | | | |
| |If Southern generals like Robert E. Lee and Stonewall Jackson were so brilliant, and if | | |
| |the South lost fewer men than the North, why did the North win? | | |
| | | | |
| |Format your paper consistent with APA guidelines (title page, internal citations, and | | |
| |reference page). | | |
| | | | |
| |Post your assignment as an attachment in Microsoft Word format to the “Assignments” link. | | |
| | | | |
| |Create a 3- to 5-slide presentation, using Microsoft® PowerPoint® to provide a visual tour| | |
| |of one of the major battlefields of the Civil War. | | |
| | | | |
| |Include photographs from the University Library, quotes, numbers of dead and wounded, and | | |
| |the significance of the battle. | | |
| | | | |
| |Cite all of your sources consistent with APA guidelines (title page, internal citations, | | |
| |and reference page). | | |
| | | | |
| |Present the Civil War presentation. | | |
| | | | |
| |Post your assignment as an attachment in Microsoft PowerPoint format to the “Assignments” | | |
| |link. | | |

Optional Discussion Questions

Week One Discussion Questions

• Compare the early exploration efforts of France, Spain, and England. What event in Europe most precipitated the drive to cross the Atlantic? Why?

• Compare European settlements in New England, the Middle Colonies, the Chesapeake, and the South in terms of goals, governments, social structures, and religions. What similarities do you find most remarkable? What differences do you find interesting? Why?

Week Two Discussion Questions

• You have been called to a town meeting to present a case for supporting the revolt against King George III. Present at least three arguments you might use to state your case. Why did you choose these arguments?

• When Thomas Jefferson wrote the words “All men are created equal” in the Declaration of Independence, what do you think he meant? How do you think those words should be understood today?

Week Three Discussion Questions

• What progress do you think was made toward the abolition of slavery during and immediately after the Revolutionary War? How do you think the war affected both freed Blacks and Black slaves?

• What do you think was most significant about the Battle of Saratoga? Why? How did this battle affect the relationship between the Americans and France?

Week Four Discussion Questions

• There are significant philosophical differences between the Articles of Confederation and the Constitution. If you lived during this period in history, which of these philosophies would you have supported?

• What was the significance of the Great Compromise to the development of the Constitution? Do you think the Constitution would have been written without it? Why, or why not?

Week Five Discussion Questions

• Some of the basic philosophical differences between the Federalists and the Democratic-Republicans revolved around the authority of the centralized governmental. Which side—Federalists or Democratic-Republicans—do you most relate with? Why?

• Although no territory was exchanged at the end of the War of 1812, the war accomplished the following:

o Affirmed the importance of a strong federal government o Ended direct British influence in America o Molded America’s role in the world o Increased American patriotism and unity

Did these outcomes significantly shape the developing nation after the war? How?

Week Six Discussion Questions

• The presidential election of 1828 is said to have brought a new style of politics to elections in the United States, particularly in the way campaigns were run. Do you see parallels in modern elections? Do you support this type of campaigning? Why or why not?

• Andrew Jackson was considered the candidate of the common man. Do you think his actions as president upheld this idea? Why or why not?

Week Seven Discussion Questions

• Why did it take so long for Texas to become a state? If you had lived prior to Texas becoming a state, where do you think you would have stood on the issue of statehood for Texas? Why?

• Do you think the war with Mexico was justified? Why, or why not?

Week Eight Discussion Questions

• Do you think the overall effect of Missouri Compromise improved relationships between the North and the South—even temporarily—or merely exacerbated the growing divide between them? Why?

• Some scholars believe that the Emancipation Proclamation was ineffective and did little to resolve the slavery issues. Others see it as one of the seminal documents of the Civil War. Which position do you agree with more? Why?

Week Nine Discussion Questions

• The Gettysburg Address has been such an enduring text that memorizing it used to be a common exercise for elementary school students. Do you think it warrants that attention? Why or why not?

• Once the Civil War was over, the United States adopted the Union vision for the nation with a strong federal government steering the course. Some historians believe adopting this vision helped create what would later become the most powerful nation in the world. Do you agree? Why or why not?

Discussion Questions:

Discussion question responses will count towards the class participation requirement. However, in order to receive participation credit for one of four required posting days, on the day that a student posts their discussion question response, he/she must post at least one additional substantive response. Students will not receive participation credit for one day if they only post the discussion question response. For participating in the weekly forum, students receive 7 points for each day (up to 4 days) that they post at least two substantive responses. If students meet these requirements on at least four days, they receive an extra two points. Students are encouraged to post more than the minimum to ensure they meet this requirement.

Subject of Participation Posts:

As you participate in discussions, please change the subject in the message as you make a contribution in order to allow the class to better follow where the conversation is headed. This is in the same manner that you would write the subject of an email to a friend. You would provide them with a preview of what you’re going to discuss in the message.

Required # of Posts:

Please remember that you must make at least two substantive posts per day on at least four different days during the week. Making eight posts total does not meet the requirement. You must post at least two substantive posts per day on at least four different days.

Please note that check-in posts do not count towards participation requirements.

Substantive Responses:

Responses must answer the assigned questions, elaborate on the questions, respond to classmates in a constructive manner, explain something and pose a question for follow-up responses, or make a comparison between the subject matter and your life experiences. I encourage lively and spirited debate on the subject matter, but please make sure to support or attack the historical individuals and events, not each other. I also encourage and welcome posts that say “I agree” and “You have a great idea,” but unless you add an additional substantive comment, the post will not count towards your required substantive posts for the day/week.

For participating in the weekly forum, students receive 7 points for each day (up to 4 days) that they post at least two substantive responses. If students meet these requirements on at least four days, they receive an extra two points.

1/4 days = 7 points
2/4 days = 14 points
3/4 days = 21 points
4/4 days = 28 + 2 points
UOPX Policy on Participation:

Participation is very important as it contributes to the overall learning and enjoyment of the class. For full participation credit, student/learners are required to contribute two substantive discussion messages four days each week in the Main Forum. Participation consists of messages sent above and beyond graded assignments. Both quantity and quality are important considerations when posting substantive messages. For example, "I agree” does not constitute participation because it does not add anything of substance to the discussion. In order to earn full participation points, the messages must be related to the course topics for the week and include new ideas, personal perspectives and examples, or poignant follow-up questions.

Copyright

University of Phoenix® is a registered trademark of Apollo Group, Inc. in the United States and/or other countries.

Microsoft®, Windows®, and Windows NT® are registered trademarks of Microsoft Corporation in the United States and/or other countries. All other company and product names are trademarks or registered trademarks of their respective companies. Use of these marks is not intended to imply endorsement, sponsorship, or affiliation.

Edited in accordance with University of Phoenix® editorial standards and practices.

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