History 101
American History to 1877
SP 2023
Instructor: Professor Terry Bouton (pronounced “bough-ton”)
Phone: 410-455-2056
E-MAIL: bouton[at]umbc.edu
Office: Fine Arts 510
Office Hours: (in person) Alternate Tuesdays/Thursdays 1:00pm-2:00pm; (online) by appointment
(It is always best to email before you plan to come to office hours so I can block out time for you. I typically schedule meetings with students and advisees during office hours, so it’s best to contact me before you plan to arrive to make certain I’m available.)
Teaching Assistant: Brianna Baker, bbaker5[at]umbc.edu
Office: Fine Arts 532 (be aware this is an office shared by numerous history graduate students)
Available by appointment. Office hours TBA
Course Webpage: https://terrybouton.wordpress.com/hist-101-american-history-to-1877-syllabus-sp-2023/
*I would advise bookmarking this page*
Course Meeting Place: Fine Arts 306
Campus Map: http://www.umbc.edu/aboutumbc/campusmap/map_flash.html
Course Meeting Time: Tues./Thurs., 11:30AM to 12:45PM
Course Description:
History 101 will explore the development of early America from 1492 through the period of Reconstruction following the Civil War. Particular attention will be devoted to examining the changing relationships between European, Native American, and African peoples as well as to the internal evolution of these diverse societies. Along the way we will explore such topics as colonization and cultural interactions between Europeans and Indians, the rise of slavery, the American Revolution, the beginning of industrialization, westward expansion, and the Civil War. The goal of the class will be to determine how race, geography, gender, class, and culture created competing worlds in America prior to 1877.
Course Format:
The amazing expansion of the internet has caused me to totally overhaul how I teach HIST 101. The motivation comes from the good things about the internet: the easy availability of an incredible array of primary and secondary source material. And from the bad things about it: the abundance of online misinformation and disinformation. Sometimes it’s innocent mistakes, sometimes not. Sometimes it’s exaggeration or sensationalizing for clicks and likes, sometimes it’s major interpretive errors or the reproduction of long discredited myths. Thanks to all the bad and just plain wrong history out there, understanding history no longer means just about knowing historical facts and interpretations. Now it’s also about identifying which historical facts and interpretations are genuine and which are mistaken, distorted, or fraudulent. The problem of authenticity has only increased as political actors in US and around the globe spread an ever-expanding volume of historical disinformation that grossly distorts the past to fit their present-day political agendas.
Among the biggest problems with early American history is the resurgence and viral spread of long-discredited, historically simplistic national myths. These are usually uncomplicated tales of great men doing great things told in a way that celebrates American greatness. Most of these mythic histories reach back centuries and have demonstrated phenomenal staying power despite the fact that professional historians long ago showed them to be vastly over-simplified or just plain wrong and despite the efforts of each new generation of historians to debunk them over and over again.
The spread of misinformation on the internet has made it even harder to debunk the myths because they are presented in ways where It’s often hard for non-historians to detect the fake from the real accounts. The mythic history sounds real and looks real. The sourcing and quotes look legit and much of it is published, often in old books (there’s A LOT of misinformation in old books you can find on Google books). The myths are often amplified by prominent people (acting in both good and bad faith) and sometimes spread at viral rates. They are often repeated on Twitter and broadcast in videos on YoutTube and TikTok.
This information/disinformation revolution has changed what students need to know to be effective consumers and producers of history. It has placed a premium on learning to locate reputable historical sources and interpretations online and developing the skills to cut through the distortions, misinformation, and fraud out there.
Students will cut through the inaccuracies of the US national myths by fact-checking them. We will start each unit by looking at the badly distorted and sometimes outright false claims made about a historical topic. We’ll break-down these myths into smaller ones and students will break-out into small groups to do research to test the myth against the historical record. They will locate reputable historical sources to learn what the experts have determined to be the most accurate interpretation of the past. Each group will collect the best pieces of evidence that the professional historians use to back their interpretations. Each group will write up their findings, have them fact-checked by another group, and revise their findings in light of that feedback and comments from me. Then we will all come together for the groups to share their findings and put the big-picture together. We will repeat this process for each of the seven topics the course covers, starting with the Myths of Christopher Columbus and ending with the Myths of Reconstruction (the period following the Civil War).
Given the active, online, and collaborative nature of the course, we will meet both in person and online. Essentially we will alternate between weeks where we meet in person and those where we meet online. Many of those online meeting will involve the 5-6 students who are in the same group, all working on the same topic that week. For online weeks, students will always be able to meet with me online (in my WebEx room) at some point during scheduled class time.
Learning Objectives:
- Develop skills in critically analyzing historical ideas, arguments, and evidence
- Assess the credibility of online historical sources and locate reputable secondary source materials.
- Make strong, clear arguments and support those arguments with effective use of quotes and specific examples from primary and secondary historical sources
- Write cogent, coherent, well organized, and persuasive essays—and gain insights on how to apply good writing techniques to other courses and projects
- Understand the main themes of colonial, Revolutionary, and 19th century American history
- Appreciate the divergent experiences, ambitions, and ideals of the different peoples who inhabited America before 1877
- Consider the influences and intersections of such factors as: economics, politics, ideology, race, ethnicity, class, gender, religion, and geography.
Readings:
There are no required readings to purchase. All reading material will be accessible for free online or through the UMBC library.
Requirements:
The various tests and assignments for the course will produce a possible 400 points. Your total grade for the class will be determined by tallying your scores the following five elements:
| MIDTERM EXAM: | 100 pts. | |
| FINAL EXAM: | 100 pts. | |
| DRAFT MYTH PROJECTS: | 350 pts. | (7 @ 50 pts. each) |
| REVISED MYTH PROJECTS: | 175 pts. | (7 @ 25 pts. each) |
| FACT-CHECK REPORTS: | 175 pts. | (7 @ 25 pts. each) |
| TOTAL GRADE: | 900 pts. |
At the end of the semester:
810-900 points will be an A
720-809 points will be a B
630-719 points will be a C
540-629 points will be a D
Below 540 points will be an F
NOTE: Students taking HIST 101 on a Credit/No Credit basis should remember that the university requires that you earn a final grade of at least a C to receive credit for the course. History majors and potential history majors need a C or better for the credits to count toward the major.
*Exams (200 Points, Midterm and Final Exam, each worth 100 points):
The Midterm and the Final Exam will each be composed of a take-home essay that students complete based on the collective student Myth-Busting essays compiled for each topic and unit. Exam rubrics will be posted on Blackboard. The exams are not cumulative: the Final Exam only covers material after the Midterm.
The First Midterm Examination will be due by 11:59PM on Thurs., Mar. 16
The Final Examination will be due TBD
*Myth-Busting Essays (525 Points in 7 essays, each worth 75 points, broken down into 50 pts. for the draft version and 25 pts. for the revised one).
The student-produced myth-busting essays are the heart of the course. I have broken up the time period we are covering (contact to 1877) into seven broad units, each of which will have its own over-arching myth-busting project. I have broken up each unit into a number of myth-related topics, each of which will be covered by a small group of five-to-six students working together (the groups will change for each project).
Each group will produce an essay that tests a myth against the work of professional historians. The objective of each essay is to see how the myth stands up to the historical record. Students will put each myth to the test by fact-checking it with the work of scholars who have made studying that particular topic their life’s work. Students will use reputable secondary sources to determine the consensus among expert historians on any given topic.
Each essay will be based on at least THREE appropriate and reputable secondary sources authored by professional historians that students locate themselves. Those sources will mostly be ebooks and journal articles available online. While students can find relevant paper-based sources in the university library, every project can be completed online using ebooks and electronic academic journal articles, all accessible through the main search engine on UMBC library website. (Find the main library search engine and enter the appropriate search terms using the different tabs. The tabs for “Everything,” “Books, Music, Videos,” and “Articles” tabs will be the most helpful).
Every assertion in the essay must by supported by those three sources. These sources may conflict with one another on matters of interpretation (your essay should note points of disagreement among historians on the substantive matters on the topic). But they should not disagree on historical facts. If there’s a conflict on factual points, you need to find out which author is correct–and then consider discarding the source that was incorrect as potentially unreliable or outdated. The point of using three separate sources is to ensure that the evidence and interpretations are solid and fit within the current scholarly consensus.
Cite each assertion you make in the essay to make it easy for others to trace the information back to the secondary source. For citations, use parenthesis at the end of the relevant sentence or paragraph (if everything in a paragraph comes from a single source). Include the author name and page number (ie. Jones, 234).
Each essay must include at least SIX direct primary source quotations that the authors of the secondary source book(s) or article(s) used to back their case. You may also quote the author’s interpretation if they state something particularly well, but non-primary source author quotations do not count for the six. Select at least six primary source quotations that provide the most compelling direct evidence from the original sources the authors cite. Each primary source quotation you use should definitively prove the point you are trying to make. For example, if your point is to show that slavery was the true cause of Southern secession and the Civil War, the primary sources you quote from the book or article should be statements from important Southerners or Southern state governments clearly and definitively stating that slavery was the main reason for secession. (You can quote an historian-author saying that slavery was definitively the cause–and that’s a great idea for your essay–but it doesn’t count as one of the six primary sources quotations).
Each group will submit a DRAFT essay to be reviewed by me and fact-checked by another student group. The group will submit one copy of the draft essay to the assignment prompt for me to review and grade and another to the Discussion Board for the fact-checkers to review. Guidelines and a rubric for the DRAFT essays are on Blackboard.
IMPORTANT: Along with the draft, each group must include a PDF copy of each secondary source they use for the essay (you need at least three). If using an academic journal article, include a PDF of the whole article. If using an ebook or paper book, make a PDF of the relevant pages, the corresponding footnotes/endnotes, and the book’s title page). You need to do that because…
Each group will have their draft fact-checked by members of another group. The fact-checkers will be reviewing the credentials of the secondary source authors and the reputation of the book or journal publishers. The fact-checkers will also compare the assertions your group makes in the essay against the three sources submitted along with the essay. I will be grading the fact-checkers (see below).
IMPORTANT: Starting with Unit 2 or 3 (depending on how the Fact-Checking Reports go), along with the factual assertions and quotations, each group will also include THREE completely FALSE assertions about the topic and ONE fabricated quotation to try to trip-up the fact checkers. These must be relatively easy to verify that they are inaccurate (which should be easy because your group makes them up!). The goal is to create FALSE assertions and quotations that are plausible enough that the fact-checkers cannot easily pick them out and have to do a good job of fact-checking to detect the frauds in the otherwise completely accurate essay. To add incentive, I’ll award any group that can get a fake fact or quote past the fact-checkers five bonus points on the assignment. NOTE: If your group’s DRAFT essay contains any factual error beyond the four your group intentionally plants (three fake assertions and one fake quotation), your group will not be eligible for the bonus points for fooling the fact-checkers.
After each group receives their Fact-Check Report, they will revise the draft essay for resubmission incorporating the feedback from the report as well as comments from me. I will provide feedback before your group receives the results of the fact-check so you can get started on revisions. I will follow-up with the group after I review the fact-checker’s report. Each group will submit their revised essay to both the group-assignment prompt and to the assigned Discussion Board folder for that unit. A rubric for the REVISED essay is on Blackboard.
For online weeks, I will be available via WebEx during entire regular class-time to meet with representatives from the groups to answer questions, offer clarification, or address issues.
*Fact-Check Reports (175 pts., 7 fact-check reports, each worth 25 pts.):
Each group will fact-check the DRAFT essay of another group and produce a report based on their review. The fact-check involves several steps (that can easily be divided among the group members).
The first step is determining the credibility of the authors of the particular source by doing a basic web search and BREIFLY reporting on their credentials to determine their reliability: Is the author a professional historian? Were they academically trained? In what field? Where does the author work? The team will then perform a credibility check for the source itself. If it’s a journal article, search in the title in the “Articles” tab on the library search engine and see what other scholars think about it. Remember to consider the reputation of the reviewing journal as well! Is it a book or article? What kind of publisher? Academic press? Trade press? Small, independent press? How reputable is the publisher? Does the publisher have an obvious or stated ideological slant or agenda? If its a book, skim a few reviews in ACADEMIC JOURNALS. (Here are a few titles to get you started: Journal of American History (all time periods), American Historical Review (all time periods), William and Mary Quarterly (Colonial and Revolutionary era), Journal of the Early Republic (Revolution and early republic). I’ll have you assess the credibility of the journals for specific topics and other time periods yourselves).
The second step is to check the essay for historical accuracy and to ensure that each assertion it makes is supported by the document and stated in ways that are fair and accurate. The accuracy check also involves comparing the quoted material in the essay with the secondary source it came from to ensure that the quotation was copied, identified, and interpreted correctly in the essay.
Important: By the second or third unit (I’ll let you know), your group will also be looking to find the THREE FALSE assertions and ONE FALSE quotation in the DRAFT essay. If your finds any additional error in the DRAFT beyond the four fakes (three assertions and one quote), your group will receive five bonus points.
Once those tasks are performed, the group will write a fact-check report that summarizes the credibility of the authors and sources and highlights any part of the essay where the claims it makes or the evidence it uses are unclear, questionable, or incorrect. Follow the fact-check guidelines and rubric posted on Blackboard.
Each Unit Will Follow the Same Basic Timeline
(I might adjust the deadlines and procedures depending on how the timing works):
On Tuesday prior to starting a new Myth-Busting unit, each student will sign-up for a topic. (NOTE: These are my initial ideas, I will consult with the entire class on the first day and get a consensus about how to best handle topic selection. So keep in mind that the selection process might change from what follows). I will pass around a paper sign-up sheet in class (so those who attend class have first choice of topics over students who miss class). I will give time at the end of that class period for groups to convene briefly to exchange contact information and perhaps set an initial meeting time. After class, each student will add their name and contact information to a Google doc so the team can coordinate. The group will collectively (in person or online) decide how to divide the tasks for: 1) the essay and 2) the fact-check.
On the following Monday, each group will submit the DRAFT of the essay along with PDFs for at least THREE secondary sources. The DRAFTS will be submitted to: 1) The assignment prompt for comment and grading by me, and 2) The assigned Discussion Board folder. The DRAFTS will be due by 11:59PM on Monday night. I will get my feedback back to the group as soon as possible and will follow-up after the group receives their Fact-Check Report.
Between Tuesdays and Thursday, each group will complete a fact-check of another group’s essay and write-up a Fact-Check Report for that group. The Fact-Check Report is due by 11:59PM
On the following Monday, each group will submit a REVISED version of the essay to: 1) The assignment prompt for grading by me, and 2) The designated Discussion Board folder where we will collect all the REVISED essays for that unit. Those essays will form the base of material you be tested on in the Midterm and Final exams. The REVISED essays are due on that Monday by 11:59PM.
On the next day, Tuesday, we get together to talk about what your group learned in that unit and to see how it fits together with what the other groups learned. During that class period, we will also select topics for the next unit, and the process begins again.
IMPORTANT Guidelines for Working as a Small Group:
Given the nature of the projects, I have decided that the best way to handle the work–really the only way–is through small groups. I’ve never been a fan of group projects because I had bad experiences with them when I was in college. The workload always seemed to be unevenly shared. Some people phoned it in, others did the bulk of the work, and occasionally one hyper-grade-conscious student would hijack the project and do most everything by themselves. While I am conscious of these realities, I think the benefits of groups for this course dramatically outweigh the costs. I think in this case, small groups can enhance the learning experience on all fronts: research, analysis, writing, revising, fact-checking. I also see the small groups as a system of checks-and-balances that will give us a better outcome for each element of the project, whether it’s finding reputable sources, determining the historical consensus on a topic, writing a coherent essay, and finding excellent evidence that proves the point the essay is making, or fact-checking the work of another group.
To give the process the best possible chance of producing a good outcome, I’m going to need everyone to consider the needs of the group. Do not be a slacker, a control freak, or someone who refuses to compromise. If you are in a group with your friends, be inclusive with other group members and please do not use your collective numbers to force through your ideas. Instead find ways to work together for a common goal, each person pitching in to about the same extent on a different part of the project.
Divide the work up as your group sees fit. Everyone must agree on the division of labor. There are a lot of different parts of the essay/fact-check assignments that your group will need to figure out how to handle: reading, writing, reviewing, editing, fact-checking, looking for the best evidence, checking quotes against the original text. Your group should divide those tasks in an equitable, mutually agreeable way. There are lots of choices. Each person (or team) does one part or everyone does a little bit on each part. One team from the group handles the essay, the other handles the fact check. Everyone does the essay and the fact-check but you all split up both assignments into different parts. Maybe you assign each secondary source to a different pair of group members who gather the best information, examples, and quotes from it. Maybe one team puts together the best quotations and best specific examples and the other team writes the essay based on the information compiled by the first team, and you all approve revisions. Maybe one team does a draft, another team does an edit, and a third team handles the revisions. Perhaps you do the same kind of thing with the fact-check: one team investigates the authors and sources, another team divides the sources to check them against the essay. Figure it out amongst yourselves and come to a mutually agreeable solution.
I STRONGLY ADVISE that you assign tasks to PAIRS or MULTI-PERSON TEAMS in the likely-at-some-point event that some group member has an issue and cannot complete their part. I almost made having pairs or teams a requirement but decided to leave it up to each group to UNANIMOUSLY decide their own preferred division of labor. But be forewarned: people get sick and have emergencies all the time and it usually happens unexpectedly. So have a back up plan in place in the event a group member cannot complete their part in the time for your group to meet all the submission deadlines.
While your group can divide the work however its members would like, I want everyone in the group to search for secondary sources together. Compile a list of potential secondary sources and divide it up between the group members. Each of you work through your list to find the quality, relevant sources and weed out the duds. Then the group can come together to compare the good ones and determine which three are best for the project. Teaching you to locate relevant and reputable sources is such an important course goal that I want everyone to get as much experience with it as possible. Some of the best learning comes from discussing those sources with each other and collectively determining which are the most reputable and appropriate.
Handling Group Conflict: I expect there to be occasional group conflict. If there is, I expect everyone to handle it like a mature adult. If that’s not possible–of if someone ghosts on the assignment–please let me know privately and I will address the situation. Please try to be kind, tolerant, and patient with each other while being diligent and responsible about the workload. And remember, there are seven different projects over the semester and you get some choice of topics, so you are unlikely to be in a group with the same person/people regularly unless you share the same subject interests or are actively trying to partner-up. I will do my best to handle any issues as discreetly and sensitively as possible.
Late Work:
I will accept late Projects for reduced credit. The credit will depend on the circumstances of the lateness, the quality of the work submitted, and the length of time it is late.
IMPORTANT: The Myth-Busting Projects will be the basis for the Midterm and Final exams. Think of the Projects as your combined reading and lecture notes for answering the exam questions. Even though you are only working on part of the story, you will see the big picture when you review all the other student projects, learning from the work of your peers as they learn from you.
IMPORTANT: I require everyone to save a personal copy of all of their work on their home computer, thumb drive, or whatever other storage device they have. Since Blackboard is occasionally buggy, I HIGHLY suggest that you type out your response with a word processing program and then cut and paste your response into Blackboard. If you have a problem with Blackboard, it is your responsibility to ensure that I receive a copy of your posting by the deadline. DO NOT automatically email me a copy of every posting. ONLY email postings in the event of a Blackboard emergency.
Getting started on Blackboard: Blackboard is relatively easy to use and will allow you to have access to course materials 24 hours a day, 7 days a week through the Internet. If you have registered for the course, you should automatically be registered on Blackboard. As a UMBC student, you have a personal email account and access to the Internet and through the school’s many on-campus computer labs. You can also access Blackboard off campus through a personal account or from the UMBC dial-up. BEFORE you do anything else, check to see if you are enrolled in the course by going to http://blackboard.umbc.edu. If you have been automatically registered, take some time to explore the Blackboard site for the course. If Blackboard indicates that you are not registered, follow the directions at the main Blackboard site for new users.
Email:
I will send all email messages to your UMBC email account (yourusername@umbc.edu). If you do not usually check this account, have messages forwarded to your preferred email address (such as yahoo, gmail, etc.). For help with this procedure, or if you have other questions about UMBC’s Office of Information Technology services visit the OIT helpsite at http://www.umbc.edu/oit/. Helpdesk personnel in the on-campus computer labs can help with most questions. The helpdesk phone number is 410-455-3838.
Masking in Class:
In consideration of the health of your classmates and instructor, you are requested to wear a facemask in our classroom. There are those among us who are immuno-compromised, chronically ill, or with vulnerable family members, and they need our care and protection. Let’s make our class a place where everyone can participate safely.
Random Rules:
1) TURN OFF CELL PHONES, BEEPERS, WATCH ALARMS, or any other device that might disturb the class. I will make examples of those who violate this rule (for example, if your phone rings, I will take the call).
2) Laptops in the Classroom: I’m fine with people using their laptops to take notes in class. But it is both rude and disruptive for you to be emailing, surfing the web, editing selfies on Instagram, playing World of Warcraft, IMing in Google chat, visiting your Second Life, watching SNL clips on Youtube, or updating your Facebook profile while you’re sitting in my class. If you don’t think I can tell, you’re wrong. (Hint: it’s something of a giveaway when you are staring at your laptop screen and smiling and laughing when we’re talking about an unsettling topic like the treatment of enslaved people ). If I have to speak to you about this, you’re not going to be happy. So try to curb your net addiction for the 75 minutes we’re in class. Thanks!
3) Coming to class late. At some point everyone is late for reasons beyond their control. I understand that. But when you start making a habit of coming to class late, you’re disrupting me and your fellow students.
Academic Integrity:
By enrolling in this course, each student assumes the responsibilities of an active participant in UMBC’s scholarly community in which everyone’s academic work and behavior are held to the highest standards of honesty. Cheating, fabrication, plagiarism, and helping others to commit these acts are all forms of academic dishonesty, and they are wrong. Academic misconduct could result in disciplinary action that may include, but is not limited to, suspension or dismissal. To read the full Student Academic Conduct Policy, consult the UMBC Student Handbook, the Faculty Handbook, or the UMBC Policies section of the UMBC Directory. To read the policy online, see: http://www.umbc.edu/integrity/.
See the UMBC resources on Academic Integrity: https://academicconduct.umbc.edu/plagiarism/
I show no mercy toward cheaters. If you are caught cheating on any test or assignment, you will receive a zero for that grade, fail the course, and I will submit your name to the proper disciplinary authority. Rest assured that I will do all I can to see that those disciplinary bodies take the strongest possible action against anyone who cheats. Potential cheaters: you have been warned.
All other course and university policies applicable to this class may be found on the course Blackboard site.
COURSE SCHEDULE
OF
TOPICS, ASSIGNMENTS, AND EXAMS
*Week 1: IN PERSON
Tues., Jan. 31:
Introduction: American History: Myths, Misinformation, and Disinformation
TOPIC SIGN-UP: Myths of Christopher Columbus
Thurs., Feb. 2:
Myths of Christopher Columbus (introduction and project walk-through)
*Week 2: ONLINE
Assignment Due: DRAFT Myths of Christopher Columbus. Due Monday, Feb. 6 by 11:59PM
Tues., Feb. 7:
Dr. Bouton on WebEx During Meeting Time for Questions and Issues (link to WebEx meeting room on Blackboard)
Thurs., Feb. 9:
Dr. Bouton on WebEx During Meeting Time for Questions and Issues (link to WebEx meeting room on Blackboard)
Assignment Due: FACT-CHECK REPORT due Thurs., Feb. 9 by 11:59PM
*Week 3: IN PERSON
Assignment Due: REVISED Myths of Christopher Columbus essay and primary sources. Due Monday, Feb. 13 by 11:59PM
Tues., Feb. 14:
Putting it All Together: Myths of Christopher Columbus
NEXT TOPIC SIGN-UP: Founded in Freedom?: Myths of Colonial America
Thurs., Feb. 16:
Founded in Freedom?: Myths of Colonial America (introduction)
*Week 4: ONLINE
Assignment Due: DRAFT Founded in Freedom?: Myths of Colonial America. Due Monday, Feb. 20 by 11:59PM
Tues., Feb. 21:
Dr. Bouton on WebEx During Meeting Time for Questions and Issues (link to WebEx meeting room on Blackboard)
Thurs., Feb. 23:
Dr. Bouton on WebEx During Meeting Time for Questions and Issues (link to WebEx meeting room on Blackboard)
Assignment Due: FACT-CHECK REPORT due Thurs., Feb. 23 by 11:59PM
*Week 5: IN PERSON
Assignment Due: REVISED Myths of Colonial America. Due Monday, Feb. 27 by 11:59PM
Tues., Feb. 28:
Putting it All Together (Day 1): Founded in Freedom?: Myths of Colonial America
NEXT TOPIC SIGN-UP: Myths of Early American Slavery
Thurs., Mar. 2:
Putting it All Together (Day 2): Founded in Freedom?: Myths of Colonial America
Myths of Early American Slavery (introduction)
*Week 6: ONLINE
Assignment Due: DRAFT Myths of Early American Slavery. Due Monday, Mar. 6 by 11:59PM
Tues., Mar. 7:
Dr. Bouton on WebEx During Meeting Time for Questions and Issues (link to WebEx meeting room on Blackboard)
Thurs., Mar. 9:
Dr. Bouton on WebEx During Meeting Time for Questions and Issues (link to WebEx meeting room on Blackboard)
Assignment Due: FACT-CHECK REPORT due Thurs., Mar. 9 by 11:59PM
*Week 7: IN PERSON
Assignment Due: REVISED Myths of Early American Slavery. Due Monday, Mar. 13 by 11:59PM
Tues., Mar. 14:
Putting it All Together: Myths of Early American Slavery
Myths of the American Revolution (introduction)
NEXT TOPIC SIGN-UP: Myths of the American Revolution
Thurs., Mar. 16:
MIDTERM EXAM
*Week 8:
Tues., Mar. 21:
SPRING BREAK: NO CLASS
Thurs., Mar. 23:
SPRING BREAK: NO CLASS
*Week 9: ONLINE
Assignment Due: DRAFT Myths of The American Revolution. Due Monday, Mar. 27 by 11:59PM
Tues., Mar. 28:
Dr. Bouton on WebEx During Meeting Time for Questions and Issues (link to WebEx meeting room on Blackboard)
Thurs., Mar. 30:
Dr. Bouton on WebEx During Meeting Time for Questions and Issues (link to WebEx meeting room on Blackboard)
Assignment Due: FACT-CHECK REPORT due Thurs., Mar. 30 by 11:59PM
*Week 10: IN PERSON
Assignment Due: REVISED Myths of The American Revolution.
Due Monday, Apr. 3 by 11:59PM
Tues., Apr. 4:
Putting it All together (Day 1): Myths of the American Revolution
NEXT TOPIC SIGN-UP: Myths of the “Era of the Common Man”: the Pre-Civil War West, North, and South
Thurs., Apr. 6:
Putting it All together (Day 2): Myths of the American Revolution
Myths of the “Era of the Common Man”: the Pre-Civil War West, North, and South (introduction)
*Week 11: ONLINE
Assignment Due: DRAFT Myths of the “Era of the Common Man”: the Pre-Civil War West, North, and South. Due Monday, Apr. 10 by 11:59PM
Tues., Apr. 11:
Dr. Bouton on WebEx During Meeting Time for Questions and Issues (link to WebEx meeting room on Blackboard)
Thurs., Apr. 13:
Dr. Bouton on WebEx During Meeting Time for Questions and Issues (link to WebEx meeting room on Blackboard)
Assignment Due: FACT-CHECK REPORT due Thurs., Apr. 13 by 11:59PM
*Week 12: IN PERSON
Assignment Due: REVISED Myths of the “Era of the Common Man”: the Pre-Civil War West, North, and South. Due Monday, Apr. 17 by 11:59PM
Tues., Apr. 18:
Putting it All Together (Day 1): Myths of the “Era of the Common Man”: the Pre-Civil War West, North, and South
NEXT TOPIC SIGN-UP: Myths of the Civil War
Thurs., Apr. 20:
Putting it All Together (Day 2): Myths of the “Era of the Common Man”: the Pre-Civil War West, North, and South
Myths of the Civil War (introduction)
*Week 13: ONLINE
Assignment Due: DRAFT Myths of the Civil War. Due Monday, Apr. 24 by 11:59PM
Tues., Apr. 25:
Dr. Bouton on WebEx During Meeting Time for Questions and Issues (link to WebEx meeting room on Blackboard)
Thurs., Apr. 27:
Dr. Bouton on WebEx During Meeting Time for Questions and Issues (link to WebEx meeting room on Blackboard)
Assignment Due: FACT-CHECK REPORT due Thurs., Apr. 27 by 11:59PM
*Week 14: IN PERSON
Assignment Due: REVISED Myths of the Civil War. Due Monday, May 1 by 11:59PM
Tues., May 2:
Putting it All Together: Myths of the Civil War
NEXT TOPIC SIGN-UP: Myths of Reconstruction
Thurs., May 4:
Putting it All Together: Myths of the Civil War
Myths of Reconstruction (introduction)
*Week 15: ONLINE
Assignment Due: DRAFT Myths of Reconstruction. Due Monday, May 8 by 11:59PM
Tues., May 9:
Dr. Bouton on WebEx During Meeting Time for Questions and Issues (link to WebEx meeting room on Blackboard)
Thurs., May 11:
Dr. Bouton on WebEx During Meeting Time for Questions and Issues (link to WebEx meeting room on Blackboard)
Assignment Due: FACT-CHECK REPORT due Thurs., May 11 by 11:59PM
*Week 16: ONLINE
Assignment Due: REVISED Myths of Reconstruction. Due Monday, May 15 by 11:59PM
Tues., May 16:
Putting it All Together: Myths of Reconstruction
Course Wrap Up
Terry Bouton 