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... This syllabus and the content at FreeHistory.Space are licensed under the Creative Commons license CC-BY-SA-4.0. You may share, copy, and redistribute these materials; adapt, remix, transform and build upon them, so long as you attribute them to Denise Holladay Damico, do not use these materials for commercial purposes, and use the same license as this (CC-BY-SA). This syllabus and the materials at FreeHistory.Space were funded by the PA GOALS grant and by the Saint Francis University School of STEAM and Department of History and Political Science. Their support is gratefully acknowledged. History 103: U.S. History to 1877 Spring 22 (3 credits); Section G (MW, 2:10-3pm, plus Friday online activities) Instructor and Syllabus Creator: Dr. Denise Holladay Damico ddamico@francis.edu U.S. History to 1877: The Basic Overview History 103 is an introductory survey covering the history of the United States from the beginnings of European settlement in North America through the Civil War and Reconstruction. This course seeks to acquaint students with the substantive issues of U.S. history in the colonial, Revolutionary, early national, antebellum, and Civil War/Reconstruction time periods. Readings, assignments, videos and class discussions will focus on how historians have made sense of the past and the relationship between the past and present. Students will develop their own interpretations of the past. Students are expected to use and improve upon their critical thinking skills in this class. Historians analyze; we do not eulogize. We will explore evolving, conflicting interpretations of various events in U.S. history. In so doing, students will develop their own interpretations of the past, using and improving upon their critical thinking skills. Do not expect to memorize; rather, be prepared to interpret. Our course is structured around the questions: how do Americans remember their own history and how does that shape American national identity today? Why study the past? In particular, what assumptions do we make about the past and how do those assumptions guide how we think about the present and future?In studying the past, how do we balance empathy with those who lived in the past understanding their worldview with the understanding that we need to learn from the past including judging some past actions as right or wrong? No books to buy all readings available online/on Canvas. See FreeHistory.Space for the text. Damico History 103/Spring 2022 1 Course Assessment Your course grade will be assessed as follows: Class Work.600 Essay 1....................200 Essay 2....200 At the end of the course, your total number of points will be divided by 10 and your course grade calculated using the SFU grade scale: A 93-100; A- 90-92; B+ 87-89; B 83-86; B- 80-82; C+ 77-79; C 70-76; D 60-69; F 59 or lower. About the assignments. All written assignments will be submitted in 11-point Times New Roman font, with standard Microsoft Office margins and without your name or significant extra white space at the top or bottom of the page. All written assignments will be submitted via Canvas. On late assignments. All due dates are noted in this syllabus; please plan accordingly. Life Happens Clause: Each student may invoke the Life Happens Clause on up to three assignments per semester for a three-day extension on assignment due dates. Simply notify the instructor that life happened. No further explanation required. The instructor reserves the right to impose academic penalties or not accept late work. If you are more than three days behind on any assignment, and/or have already invoked your Life Happens Clause and continue to find yourself falling behind, please contact the instructor so we can make a plan to get you back on track. The instructor reserves the right to impose academic penalties and/or not accept late work. Class Work. (See end of syllabus for more information.) Class Work is a combination of: Homework (instructions on Canvas) Freewriting during class. Freewriting is writing whatever pops into your head when prompted with a question; this work is judged only on whether or not you completed it. The content itself is not judged. You should keep all of your In Class Work on your computer for your own reference this will help with the other homework. Class Work is relatively informal you are not graded on grammar, spelling, etc. You will submit Class Work four times over the course of the semester, but you should work on your Class Work before, during, and/or after every class. If you miss a class, you may make up the Class Work in this way: complete the assigned homework for that day, including any reading and reading questions. review that days posting (usually slides on Canvas) and answer the questions if the class has been recorded, you should also watch the recording! Essays. You will submit two essays. These essays are more formal than In Class Work. You will be given detailed instructions. (See end of syllabus for more information) Damico History 103/Spring 2022 2 Schedule of assignments. Please see course Canvas site for reading schedule, due dates, and class slides. PART ONE: I did not find, as some of us had expected, any cannibals among them Week 1 M Introduction W F Week One Friday Activity DUE FRIDAY: Week One Work Week 2 M W F Week Two Friday Activity Week 3 M W F Week Three Friday Activity. DUE: Class Work I Week 4 M W F Week Four Friday Activity Week 5 M W FWeek Five Canvas Activity PART TWO: You say you want a Revolution Week 6 M W F Week Six Online Activity. DUE: Class Work II Week 7 M W F Week Seven Online Activity. Essay One due Week 8 M W F Week Eight Online Activity Damico History 103/Spring 2022 3 PART THREE: What to the Slave is the Fourth of July? Week 9 M W F Week Nine Online Activity Week 10 M W F Week Ten Online Activity DUE: Class Work III Week 11 M W F Week Eleven Online Activity PART FOUR: A House Divided Week 12 M W F Week Twelve Online Activity Week 13 M W F Week Thirteen Online Activity Week 14 M W F Week Fourteen Online Activity Week 15 M W F Week Fifteen Online Activity DUE FRIDAY: Class Work IV Essay Two due in lieu of your scheduled final exam. Damico History 103/Spring 2022 4 Our course modality is hybrid. This means a combination of in-person and online instruction. Your online work is thus not just homework but also includes elements meant to supplement and stand in for some activities that we would normally do in class. This includes sometimes using the Discussion Board on Canvas instead of face-to-face discussions, and sometimes you will watch videos and/or complete other work on Canvas about those videos instead of in-class lectures. According to University policy, A hybrid course is one in which 25%-75% of the face-to-face meetings are replaced by online learning activities and engagement. The combined face-to-face meeting time plus estimated time spent in online learning activities and engagement meets credit-hour expectations. What You Should Expect From Me. Communication. You should attend or virtually participate in class regularly; any updates to the syllabus or other course information will be communicated on Canvas. Individual Meetings. See top of syllabus and Canvas for how to contact me. Please know that that I am available for videoconferences or phone calls during and outside of my office hours I welcome opportunities to talk to you! Please email me to set up a chat. Grades. I do try to keep the Canvas gradebook updated; however, it is your responsibility to keep track of your grade in this class. Furthermore, you should understand that your total grade in Canvas may not be accurate as it does not include work I have not yet graded or which you have not yet handed in. You may do so by noting the grades you have received on each assignment and computing their relative weight (see Course Assessment above). Class Work. If you miss a class, you may find instructions for that days work on Canvas, usually on the slides for that days class. I will post essay assignments at least one week before the essay is due. Note that I DO NOT ACCEPT ASSIGNMENTS VIA EMAIL. Submit all written work via Canvas with these two exceptions only: 1. I have previously specifically told you to email me the assignment. 2. If an assignment is due and you are having trouble submitting an assignment via Canvas, you may email me the assignment to demonstrate that you completed it on time. You still must do this by the assignments due date and you may only send such an email if you have completed this checklist: a. Restart your computer b. Try a different browser (e.g. instead of Internet Explorer, try Google Chrome or Mozilla Firefox) c. Compose an email to me explaining the situation and indicating you have tried both items (a) and (b) above. Damico History 103/Spring 2022 5 What I Expect From You. Time. You should plan to spend at least six hours per week, outside of class time, on this course. Attendance. I keep attendance and report absences to offices like Athletics or Advising at their request. You should come to class unless you feel sick or have an excused absence. IF YOU FEEL SICK IN ANY WAY DO NOT COME TO CLASS. You may attend live, virtually, on Canvas. I will livestream and record each class, barring technical difficulties. You will find the recording linked on Canvas. Unless you attend live, via livestream, you will be marked absent. Read and understand the syllabus. Most information you need is here in the syllabus and/or on Canvas. If you lose your syllabus, you may download another copy from Canvas. You should keep up-to-date with what is due and when. Any changes will be announced in class and posted on Canvas. Etiquette. The following is generally considered appropriate college classroom etiquette: You MAY NOT record our class (audio, visual, etc.) without my specific permission for each individual class period. When you use your laptop in class you should do so in a way that is directly pertinent to class and does not distract you or others from class. You should not use your phone in class. You should not wear headphones in class. I welcome your emails Please make sure you do the following when sending me an email: Include your full name and which class of mine you are in, including the section or time we meet. Course Objectives: Studying History is important for three main reasons, all of which relate to the General Education Objectives and History Program Objectives listed below. Dr. Damico's Reasons to Study the Past: Number 1. History is not writ in stone; rather, each generation re-imagines its past. Once we realize that History is a matter of interpretation, we can begin to question some of the most basic assumptions we make about the world around us. (See content-related objectives below) People in the past thought in very different ways than we do today. These differences shed light on the fact that we make so many assumptions about the world around us. Where (and when) did those assumptions come from? In this class, we'll be addressing those questions in the American context. What does it mean to be American and how did it get to be that way? We will critically evaluate our assumptions and consider how this course challenges those assumptions. Number 2. To help us become better consumers of information through critical thinking. Critical thinking = effective analysis. (See skills-related objectives below) Damico History 103/Spring 2022 6 Number 3. To become better producers of information through writing skills. (See skillsrelated objectives below) We'll write about the past, about questioning our assumptions, and about how we consume information about History. We'll integrate information from various sources with our own analysis. SFU History Program and General Education Program Objectives Addressed in This Class: I. Skills-Related Objectives (Communication, Writing, and Analysis) Students will: a. Develop effective writing skills, utilizing methods appropriate to the discipline of History. (History program Objective 3a] b. State, develop, and support a clear thesis. [Gen Ed Objective 4a] c. Analyze evidence, statements, and alternative interpretations and use these to synthesize multiple points of view in the creation of an argument. [Gen Ed Objective 6a] d. Critically evaluate sources and source information using discipline-related standards in order to distinguish relevant from irrelevant information. [Gen Ed Objective 6b] Develop critical thinking skills, analyzing primary source documents and interpreting secondary sources. [History program objective 2a and 2b] I. Content-Related Objectives (Information Learned in This Course) Students will: a. Explore and articulate multiple perspectives on race, ethnicity, social class, gender, ability, sexual orientation, national origin, verbal behavior, age, and religion. [Gen Ed Objective 2a] b. Evaluate the significance of historical events and documents within the United States and worldwide. [Gen Ed Objective 8c] Identify key events, movements, and figures in the history of the U.S. and understand these events, movements, and figures in transnational context. [History program objective 1a] This course is part of SFU's General Education program; for more information on the General Education Objectives and Outcomes referred to above, see http://info.francis.edu/programoutcomes-and-objectives/. The course's role in fulfilling the Franciscan goals of higher education. This course emphasizes respect for the uniqueness of individual persons, drawing upon historians awareness of the agency (the notion that History is people making choices and those choices making a difference) of individuals and groups, including both the traditionally-studied Great Men as well as subaltern groups. This course also encourages students to consider the ways in which, as Sir Francis Bacon, Thomas Jefferson, and many others have noted, Damico History 103/Spring 2022 7 knowledge is power, hopefully inspiring students to understand how fortunate we are to be able to delve into these questions, thus cultivating a humble and generous attitude toward learning. For more information on the Franciscan goals of higher education see https://www.francis.edu/franciscan-goals/ This courses attendance policy. Attendance will be taken on a regular basis. If you know in advance you will miss class, please inform the instructor. Athletes and others who miss class due to official Saint Francis University business, please remind the instructor in advance that you will be gone. Unless you attend in person or via livestream, you will be marked absent. Diversity Statement. This course studies the histories of American men and women of many different races, classes, ethnicities and socioeconomic backgrounds. Students are expected to respect the unique perspectives that each of us may bring to this course. Further explanation of assignments: Class Work four times a semester, students handed in Class Work Assignments. See FreeHistory.Space: U.S. History to 1877 for the chapters students read. The Class Work Assignments included student responses to each chapters Freewriting and Reflection Activities, together with Freewritings completed in class in response to questions posed by the instructor. Essays students handed in two essays. The essay assignments were as follows: Essay One Formatting: Times New Roman, 11 point, double spaced, standard margins. Write at least two pages. Look over your Class Work I and Class Work II submissions. Pick one to four topics you have read/written about so far in this class. Imagine you were explaining the topic to either your children (explain how old your children would be in this scenario. They can be any age you choose, including adults), your students if you were to become a teacher (explain what level you would be teaching in this scenario - i.e. what grade? You may choose any grade, from Kindergarten up to College level), a friend, or an enemy (explain who your friend or enemy would be). How would you explain the topic to your audience? How would you convince your audience that this is an interesting or important topic? Citing: Please cite specific pieces of evidence from the readings to the best of your ability. You may use in text citations, like this (Author's Last Name). Formatting: For each of your one to four topics: Damico History 103/Spring 2022 8 A Zippy Pithy Title (that relates to your topic somehow - puns encouraged. Example: What's for Breakfast? Rebellion) Topic: (name your topic, including place time period, as appropriate. Example: Bacon's Rebellion, Virginia, 1675-1676) Intended Audience: (explain who your intended audience is and why you have chosen that imaginary intended audience. What age level?) Explanation: What happened? Who? What? When? Where? Why? How? Please cite your sources of information using in-text citations to the best of your ability. In general you may use the author's last name. Example (Damico). Why You Should Care: Explain to your intended audience why they should care about this topic. What makes it interesting, important, relevant, etc. Essay Two Please look over these assignments you've submitted for this class: Class Work III and Class Work IV Using those assignments to remind you of what you've learned about in this class, please write a reflection of at( least one full page double spaced in Times New Roman 11 point font. Do NOT L include any title, your name/date/etc, or any white space at the top or bottom and i do use standard margins. You may write about some of the material we covered in the n first half of class, but also make certain to include things/events/themes/people/topics from the content covered in Class Work III k and Class Work IV. s t Please review o Chapter One of Free History: U.S. History to 1877. Link: https://freehistory.space/u-s- history-to-1877/chapter-one/ As a reminder, Chapter One discussed issues of memory a and history - how do we remember the past and why does it matter? Now that you have n completed our entire course, please pick at least two things you learned about that surprised you. Why did you find this information surprising? Could it be because learning about what actually ehappened may in some way contradict or contravene what x does this dissonance between what happened, and how we imagined occurred? What we imagine what happened, ttell you about the role of history and memory in American e what is the relationship between our myths of culture today? In other words, r American history and what actually happened in American history? These are n subjective questions - there is no right or wrong answer; please simply do a your best to reflect! l Damico s i t e . ) History 103/Spring 2022 9  ...

... This syllabus and the content at FreeHistory.Space are licensed under the Creative Commons license CC-BY-SA-4.0. You may share, copy, and redistribute these materials; adapt, remix, transform and build upon them, so long as you attribute them to Denise Holladay Damico, do not use these materials for commercial purposes, and use the same license as this (CC-BY-SA). This syllabus and the materials at FreeHistory.Space were funded by the PA GOALS grant and by the Saint Francis University School of STEAM and Department of History and Political Science. Their support is gratefully acknowledged. History 103: U.S. History to 1877 Spring 22 (3 credits); Section G (MW, 2:10-3pm, plus Friday online activities) Instructor and Syllabus Creator: Dr. Denise Holladay Damico ddamico@francis.edu U.S. History to 1877: The Basic Overview History 103 is an introductory survey covering the history of the United States from the beginnings of European settlement in North America through the Civil War and Reconstruction. This course seeks to acquaint students with the substantive issues of U.S. history in the colonial, Revolutionary, early national, antebellum, and Civil War/Reconstruction time periods. Readings, assignments, videos and class discussions will focus on how historians have made sense of the past and the relationship between the past and present. Students will develop their own interpretations of the past. Students are expected to use and improve upon their critical thinking skills in this class. Historians analyze; we do not eulogize. We will explore evolving, conflicting interpretations of various events in U.S. history. In so doing, students will develop their own interpretations of the past, using and improving upon their critical thinking skills. Do not expect to memorize; rather, be prepared to interpret. Our course is structured around the questions: how do Americans remember their own history and how does that shape American national identity today? Why study the past? In particular, what assumptions do we make about the past and how do those assumptions guide how we think about the present and future?In studying the past, how do we balance empathy with those who lived in the past understanding their worldview with the understanding that we need to learn from the past including judging some past actions as right or wrong? No books to buy all readings available online/on Canvas. See FreeHistory.Space for the text. Damico History 103/Spring 2022 1 Course Assessment Your course grade will be assessed as follows: Class Work.600 Essay 1....................200 Essay 2....200 At the end of the course, your total number of points will be divided by 10 and your course grade calculated using the SFU grade scale: A 93-100; A- 90-92; B+ 87-89; B 83-86; B- 80-82; C+ 77-79; C 70-76; D 60-69; F 59 or lower. About the assignments. All written assignments will be submitted in 11-point Times New Roman font, with standard Microsoft Office margins and without your name or significant extra white space at the top or bottom of the page. All written assignments will be submitted via Canvas. On late assignments. All due dates are noted in this syllabus; please plan accordingly. Life Happens Clause: Each student may invoke the Life Happens Clause on up to three assignments per semester for a three-day extension on assignment due dates. Simply notify the instructor that life happened. No further explanation required. The instructor reserves the right to impose academic penalties or not accept late work. If you are more than three days behind on any assignment, and/or have already invoked your Life Happens Clause and continue to find yourself falling behind, please contact the instructor so we can make a plan to get you back on track. The instructor reserves the right to impose academic penalties and/or not accept late work. Class Work. (See end of syllabus for more information.) Class Work is a combination of: Homework (instructions on Canvas) Freewriting during class. Freewriting is writing whatever pops into your head when prompted with a question; this work is judged only on whether or not you completed it. The content itself is not judged. You should keep all of your In Class Work on your computer for your own reference this will help with the other homework. Class Work is relatively informal you are not graded on grammar, spelling, etc. You will submit Class Work four times over the course of the semester, but you should work on your Class Work before, during, and/or after every class. If you miss a class, you may make up the Class Work in this way: complete the assigned homework for that day, including any reading and reading questions. review that days posting (usually slides on Canvas) and answer the questions if the class has been recorded, you should also watch the recording! Essays. You will submit two essays. These essays are more formal than In Class Work. You will be given detailed instructions. (See end of syllabus for more information) Damico History 103/Spring 2022 2 Schedule of assignments. Please see course Canvas site for reading schedule, due dates, and class slides. PART ONE: I did not find, as some of us had expected, any cannibals among them Week 1 M Introduction W F Week One Friday Activity DUE FRIDAY: Week One Work Week 2 M W F Week Two Friday Activity Week 3 M W F Week Three Friday Activity. DUE: Class Work I Week 4 M W F Week Four Friday Activity Week 5 M W FWeek Five Canvas Activity PART TWO: You say you want a Revolution Week 6 M W F Week Six Online Activity. DUE: Class Work II Week 7 M W F Week Seven Online Activity. Essay One due Week 8 M W F Week Eight Online Activity Damico History 103/Spring 2022 3 PART THREE: What to the Slave is the Fourth of July? Week 9 M W F Week Nine Online Activity Week 10 M W F Week Ten Online Activity DUE: Class Work III Week 11 M W F Week Eleven Online Activity PART FOUR: A House Divided Week 12 M W F Week Twelve Online Activity Week 13 M W F Week Thirteen Online Activity Week 14 M W F Week Fourteen Online Activity Week 15 M W F Week Fifteen Online Activity DUE FRIDAY: Class Work IV Essay Two due in lieu of your scheduled final exam. Damico History 103/Spring 2022 4 Our course modality is hybrid. This means a combination of in-person and online instruction. Your online work is thus not just homework but also includes elements meant to supplement and stand in for some activities that we would normally do in class. This includes sometimes using the Discussion Board on Canvas instead of face-to-face discussions, and sometimes you will watch videos and/or complete other work on Canvas about those videos instead of in-class lectures. According to University policy, A hybrid course is one in which 25%-75% of the face-to-face meetings are replaced by online learning activities and engagement. The combined face-to-face meeting time plus estimated time spent in online learning activities and engagement meets credit-hour expectations. What You Should Expect From Me. Communication. You should attend or virtually participate in class regularly; any updates to the syllabus or other course information will be communicated on Canvas. Individual Meetings. See top of syllabus and Canvas for how to contact me. Please know that that I am available for videoconferences or phone calls during and outside of my office hours I welcome opportunities to talk to you! Please email me to set up a chat. Grades. I do try to keep the Canvas gradebook updated; however, it is your responsibility to keep track of your grade in this class. Furthermore, you should understand that your total grade in Canvas may not be accurate as it does not include work I have not yet graded or which you have not yet handed in. You may do so by noting the grades you have received on each assignment and computing their relative weight (see Course Assessment above). Class Work. If you miss a class, you may find instructions for that days work on Canvas, usually on the slides for that days class. I will post essay assignments at least one week before the essay is due. Note that I DO NOT ACCEPT ASSIGNMENTS VIA EMAIL. Submit all written work via Canvas with these two exceptions only: 1. I have previously specifically told you to email me the assignment. 2. If an assignment is due and you are having trouble submitting an assignment via Canvas, you may email me the assignment to demonstrate that you completed it on time. You still must do this by the assignments due date and you may only send such an email if you have completed this checklist: a. Restart your computer b. Try a different browser (e.g. instead of Internet Explorer, try Google Chrome or Mozilla Firefox) c. Compose an email to me explaining the situation and indicating you have tried both items (a) and (b) above. Damico History 103/Spring 2022 5 What I Expect From You. Time. You should plan to spend at least six hours per week, outside of class time, on this course. Attendance. I keep attendance and report absences to offices like Athletics or Advising at their request. You should come to class unless you feel sick or have an excused absence. IF YOU FEEL SICK IN ANY WAY DO NOT COME TO CLASS. You may attend live, virtually, on Canvas. I will livestream and record each class, barring technical difficulties. You will find the recording linked on Canvas. Unless you attend live, via livestream, you will be marked absent. Read and understand the syllabus. Most information you need is here in the syllabus and/or on Canvas. If you lose your syllabus, you may download another copy from Canvas. You should keep up-to-date with what is due and when. Any changes will be announced in class and posted on Canvas. Etiquette. The following is generally considered appropriate college classroom etiquette: You MAY NOT record our class (audio, visual, etc.) without my specific permission for each individual class period. When you use your laptop in class you should do so in a way that is directly pertinent to class and does not distract you or others from class. You should not use your phone in class. You should not wear headphones in class. I welcome your emails Please make sure you do the following when sending me an email: Include your full name and which class of mine you are in, including the section or time we meet. Course Objectives: Studying History is important for three main reasons, all of which relate to the General Education Objectives and History Program Objectives listed below. Dr. Damico's Reasons to Study the Past: Number 1. History is not writ in stone; rather, each generation re-imagines its past. Once we realize that History is a matter of interpretation, we can begin to question some of the most basic assumptions we make about the world around us. (See content-related objectives below) People in the past thought in very different ways than we do today. These differences shed light on the fact that we make so many assumptions about the world around us. Where (and when) did those assumptions come from? In this class, we'll be addressing those questions in the American context. What does it mean to be American and how did it get to be that way? We will critically evaluate our assumptions and consider how this course challenges those assumptions. Number 2. To help us become better consumers of information through critical thinking. Critical thinking = effective analysis. (See skills-related objectives below) Damico History 103/Spring 2022 6 Number 3. To become better producers of information through writing skills. (See skillsrelated objectives below) We'll write about the past, about questioning our assumptions, and about how we consume information about History. We'll integrate information from various sources with our own analysis. SFU History Program and General Education Program Objectives Addressed in This Class: I. Skills-Related Objectives (Communication, Writing, and Analysis) Students will: a. Develop effective writing skills, utilizing methods appropriate to the discipline of History. (History program Objective 3a] b. State, develop, and support a clear thesis. [Gen Ed Objective 4a] c. Analyze evidence, statements, and alternative interpretations and use these to synthesize multiple points of view in the creation of an argument. [Gen Ed Objective 6a] d. Critically evaluate sources and source information using discipline-related standards in order to distinguish relevant from irrelevant information. [Gen Ed Objective 6b] Develop critical thinking skills, analyzing primary source documents and interpreting secondary sources. [History program objective 2a and 2b] I. Content-Related Objectives (Information Learned in This Course) Students will: a. Explore and articulate multiple perspectives on race, ethnicity, social class, gender, ability, sexual orientation, national origin, verbal behavior, age, and religion. [Gen Ed Objective 2a] b. Evaluate the significance of historical events and documents within the United States and worldwide. [Gen Ed Objective 8c] Identify key events, movements, and figures in the history of the U.S. and understand these events, movements, and figures in transnational context. [History program objective 1a] This course is part of SFU's General Education program; for more information on the General Education Objectives and Outcomes referred to above, see http://info.francis.edu/programoutcomes-and-objectives/. The course's role in fulfilling the Franciscan goals of higher education. This course emphasizes respect for the uniqueness of individual persons, drawing upon historians awareness of the agency (the notion that History is people making choices and those choices making a difference) of individuals and groups, including both the traditionally-studied Great Men as well as subaltern groups. This course also encourages students to consider the ways in which, as Sir Francis Bacon, Thomas Jefferson, and many others have noted, Damico History 103/Spring 2022 7 knowledge is power, hopefully inspiring students to understand how fortunate we are to be able to delve into these questions, thus cultivating a humble and generous attitude toward learning. For more information on the Franciscan goals of higher education see https://www.francis.edu/franciscan-goals/ This courses attendance policy. Attendance will be taken on a regular basis. If you know in advance you will miss class, please inform the instructor. Athletes and others who miss class due to official Saint Francis University business, please remind the instructor in advance that you will be gone. Unless you attend in person or via livestream, you will be marked absent. Diversity Statement. This course studies the histories of American men and women of many different races, classes, ethnicities and socioeconomic backgrounds. Students are expected to respect the unique perspectives that each of us may bring to this course. Further explanation of assignments: Class Work four times a semester, students handed in Class Work Assignments. See FreeHistory.Space: U.S. History to 1877 for the chapters students read. The Class Work Assignments included student responses to each chapters Freewriting and Reflection Activities, together with Freewritings completed in class in response to questions posed by the instructor. Essays students handed in two essays. The essay assignments were as follows: Essay One Formatting: Times New Roman, 11 point, double spaced, standard margins. Write at least two pages. Look over your Class Work I and Class Work II submissions. Pick one to four topics you have read/written about so far in this class. Imagine you were explaining the topic to either your children (explain how old your children would be in this scenario. They can be any age you choose, including adults), your students if you were to become a teacher (explain what level you would be teaching in this scenario - i.e. what grade? You may choose any grade, from Kindergarten up to College level), a friend, or an enemy (explain who your friend or enemy would be). How would you explain the topic to your audience? How would you convince your audience that this is an interesting or important topic? Citing: Please cite specific pieces of evidence from the readings to the best of your ability. You may use in text citations, like this (Author's Last Name). Formatting: For each of your one to four topics: Damico History 103/Spring 2022 8 A Zippy Pithy Title (that relates to your topic somehow - puns encouraged. Example: What's for Breakfast? Rebellion) Topic: (name your topic, including place time period, as appropriate. Example: Bacon's Rebellion, Virginia, 1675-1676) Intended Audience: (explain who your intended audience is and why you have chosen that imaginary intended audience. What age level?) Explanation: What happened? Who? What? When? Where? Why? How? Please cite your sources of information using in-text citations to the best of your ability. In general you may use the author's last name. Example (Damico). Why You Should Care: Explain to your intended audience why they should care about this topic. What makes it interesting, important, relevant, etc. Essay Two Please look over these assignments you've submitted for this class: Class Work III and Class Work IV Using those assignments to remind you of what you've learned about in this class, please write a reflection of at( least one full page double spaced in Times New Roman 11 point font. Do NOT L include any title, your name/date/etc, or any white space at the top or bottom and i do use standard margins. You may write about some of the material we covered in the n first half of class, but also make certain to include things/events/themes/people/topics from the content covered in Class Work III k and Class Work IV. s t Please review o Chapter One of Free History: U.S. History to 1877. Link: https://freehistory.space/u-s- history-to-1877/chapter-one/ As a reminder, Chapter One discussed issues of memory a and history - how do we remember the past and why does it matter? Now that you have n completed our entire course, please pick at least two things you learned about that surprised you. Why did you find this information surprising? Could it be because learning about what actually ehappened may in some way contradict or contravene what x does this dissonance between what happened, and how we imagined occurred? What we imagine what happened, ttell you about the role of history and memory in American e what is the relationship between our myths of culture today? In other words, r American history and what actually happened in American history? These are n subjective questions - there is no right or wrong answer; please simply do a your best to reflect! l Damico s i t e . ) History 103/Spring 2022 9  ...