|This is an archive of the Common Course Outlines prior to fall 2011. The current Common Course Outlines can be found at http://www.gpc.edu/programs/Common-Course-Outlines.|
|Course Title||United States Hisotry I (Honors)|
|Prerequisite(s)||Exit or exemption from Learning Support reading or all ESL requirements except ENSL 0091 and acceptance into the Honors Program|
This course is a study of United States history from the Age of Discovery through the Civil War. In conjunction with POLS 1101, it satisfies state law requiring instruction in United States and Georgia history and United States and Georgia Constitutions.This course is History 2111 for Honors students.
|Expected Educational Results|
As a result of completing this course the student will be able to:
1. Define history and distinguish between chronicle and history as higher learning.
2. Explain the origin, distribution, and culture of the American Indians.
3. Describe the cultural diversity created by the English, African, French, Dutch, Swedish and Spanish populations.
4. Explain the diversity of religious sects in the American colonies.
5. Explain the origin and development of the Georgia colony.
6. Explain the origin and nature of the conflict between the English colonies and the mother country which culminated in the American Revolution.
7. Explain the principles of government articulated in the Declaration of Independence.
8. Explain the problems of the Confederation which led to the adoption of the Constitution.
9. Describe the structure and function of the system created by the Constitution.
10. Explain why political parties were not anticipated or desired, and why they developed.
11. Describe some of the key decisions of the Marshall Court in the development of federal power.
12. Describe the major diplomatic problems in the Jeffersonian Era (1801-1825).
13. Explain the process by which the United States expanded over most of inhabited North America.
14. Describe the major technological developments in industry and transportation.
15. Explain the social impact of industrialization.
16. Describe the growth of religious diversity following the Second Great Awakening and the increase in Catholic immigration.
17. Describe the principle ideas and personalities of the Romantic era.
18. Describe the major efforts at social reform, specifically: women's rights, prohibition, and abolition.
19. Describe the rise of the Second Party System.
20. Describe the origin and development of slavery in America.
21. Explain the major economic, social, and intellectual differences between the North and the South.
22. Explain the position of Georgia relative to the North and to the other southern states in the antebellum period.
23. Explain the principal causes of the Civil War.
24. Explain the key battles and major turning points of the Civil War.
25. Explain the major long-range effects of the Civil War (both short and long-range).
|General Education Outcomes|
I. This course addresses the general education outcome relating to communications as follows:
A. Students develop their reading comprehension skills by reading the textbook and outside readings.
B. Students develop their listening skills through lecture and group problem solving.
C. Students develop their writing skills through papers and essays on exams.
D. Students develop their speaking skills through class discussions and oral reports.
II. This course addresses the general education outcomes of developing effective individual and group problem solving and critical thinking skills as follows:
A. Students will develop their ability to problem-solve and think critically by applying their knowledge of historical principals to historical events and developments.
B. Students will develop their ability to think critically through writing essays that require analysis of contemporary and historical problems.
III. This course addresses the general educational outcome relating to global economic, political, historical, and geographic forces through lectures, analytical essays and essay questions on tests.
1. Discovery and Settlement of the "New World"
· The Diversity of Cultures --- Native Americans, Spanish, African, French, English and others.
· The Establishment of the English colonies --- southern, middle, and New England colonies.
2. Eighteenth Century America
· The social, economic, religious, and political life of the colonies; and the relationship between England and the colonies.
· English - French rivalries for North America.
· The American Revolution and its aftermath, 1763-1789.
· The Federalist Era, 1789-1801.
3. The Jefferson Era, 1801-1825
· Westward expansion, 1803-1819.
· American society in the Age of Jefferson.
· Jefferson's presidency, 1801-1809.
· Madison and the War of 1812.
· Rise of the Factory System and the Transportation Revolution.
· The South after the War of 1812.
· Nationalism and Sectionalism.
· James Monroe and the Era of Good Feelings.
4. Era of Jacksonian Democracy and the Second Party System
· John Quincy Adams, 1825-1829.
· Andrew Jackson, 1829-1837.
· American society in the Age of Jackson: Literature, Religious diversity, the Family, and Social Reform.
· Expansion in the 1840s: Manifest Destiny
5. The North and South at 1850
· Technological developments in Industry and Transportation.
· The Industrial North and Northwest.
· The Plantation South.
6. The Sectional Crisis: The Civil War
· Coming of the Civil War: 1850s
· Secession and Civil War: Its Causes, progress, and consequences.
|Assessment of Outcome Objectives|
Assessment of Honors students will place an emphasis on high-level critical thinking, problem solving, and communication skills.
I. COURSE GRADE
Tests and a final exam prepared by individual instructors will be used to determine a part of the course grade. Tests and exams will focus on the objectives above and emphasize writing skills through utilization of essay questions. Writing assignments will emphasize higher order thinking skills by demonstrating student understanding of concepts, student ability to evaluate and synthesize information, and student ability to present the results in a logical and analytical fashion. Writing assignments, in whatever form the instructor desires, should be the basis for at least 20% of the final course grade.
II. DEPARTMENT ASSESSMENT
The final exam of students in History 2111 in each spring semester will consist, at least in part, of fifty multiple-choice questions incorporating fundamental concepts and developed by the U.S. History faculty. 70% of all students will successfully answer 70% of the questions on the Assessment Exam.
III. USE OF ASSESSMENT FINDINGS
Results from the Departmental Assessment will be analyzed by a U.S. History Faculty Committee consisting of all persons teaching History 2111. A summary of the group analysis in specific detail will be sent to the Vice-President for Academic Affairs, with recommendations for changes and improvements in teaching History 2111.
Last Revised: Aug. 08, 2011