American History Course Introduction and Expectations

Instructor Introduction:

• Professor Jameson, holding a master's degree, not a doctor.

• Started working at the institution off and on since $2019$.

• Specialization in American history; will refer questions about other historical periods, like ancient China, back to the student as it's outside expertise.

Course Trajectory and Philosophy:

• The course covers the trajectory of the American nation from prehistory to the present.

• Topics include discussions on invasions versus cooperation, successes and failures.

• Observes increasing political polarization in historical studies over the last $1.5$ to $5$ years.

• Core Principle: Good patriots should understand their nation's history from its founding to now.

• Disclaimer: Not intended to necessarily decry founding ideologies, but history is not all positive ("rainbows and uniforms"); it involves complexities and difficulties.

• All ideologies are welcome in class, but arguments must be "entrenched in research."

• Hearsay vs. Heresy:

  • Hearsay: Gossip, unverified information (e.g., "my dad's uncle's friend's cousin's aunt's brother's side job…"). In class, arguments not founded in research are considered hearsay.

  • Heresy: Going against church doctrine (not typically discussed in this class, except possibly when covering topics like Salem).

• Addresses the perception that conservative voices are difficult to express in college classes, stating it shouldn't be a problem if arguments are research-based.

• Truth vs. Perspective: While some believe in "many truths," in this class, fundamental differences are considered "different perspectives" (e.g., multiple people at a birth have different experiences and perspectives).

• Will present both "ugly" and "beautiful" aspects of American history.

• Professor's Opinion (not university's): American values have the potential to be "glorious," but whether they have been realized is debatable.

• Course Scope: Examining what America could be, is, and has been, aiming to cover up to Reconstruction.

  • Will explore whether America post-Reconstruction constitutes a "new" nation compared to its pre-Civil War self.

• Inclusivity: Will not forget indigenous people, marginalized communities, or diverse gender spectrums present in this part of the world.

• Commitment to grounded facts and research to ensure all people within the nation's boundaries can see themselves in history.

Prehistory and Early American Settlement:

• Traditional history often starts with European settlers; true history should begin with indigenous people.

• Challenging the Land Bridge Theory:

  • Many believe the land bridge theory (people walking over following animals).

  • Alternative theory: Chinese arrival in $1421$.

  • Prevailing Theory (currently in flux): Primarily settlement via watercraft (boats).

    • Oldest archaeological sites in the Americas are at the tip of Chile (South America), which is inconsistent with a land bridge from the North.

    • Possibility of origin from the other direction (e.g., Florida) or Polynesia.

    • Emphasizes people arriving in watercraft, making return trips, and coming back.

• Critique of "Open Virgin Territory" Narrative: Challenges the idea of America as an "open virgin territory" divinely ordained for settlers to create a "city on a hill" (Puritan ideal).

• Historical Context and Mindset Shift:

  • Puritans, often seen as conservative, engaged in behaviors like hooking up in front of their children due to one-room homes, highlighting how past mindsets differ greatly from modern ones.

Understanding Perspective and "Common Sense":

• "Tree" Experiment: Asking students to think of a tree results in diverse responses, even for a tangible object.

• Application to Abstract Concepts: If tangible objects evoke different images, abstract concepts like "love" or "justice" will have even more varied definitions and experiences based on individual context.

• "Common Sense Isn't Common":

  • Common sense is geographical context, shaped by upbringing and influences.

  • Examples: Knowing to shut a barnyard gate versus easily navigating public transit.

• Cultural Differences: Personal space norms vary (e.g., Americans' arm's length preference vs. smaller personal bubbles in other cultures).

• Emphasizes that even within the classroom, students operate under different contexts and rules.

Instructor Availability:

• Available on campus four days a week (not Fridays).

• Can meet early or stay late for appointments.

Essential Questions of the Course:

• Who decides who's an American?

• What do American citizens owe their nation?

• When was America great?

• Where in history did events change the trajectory of the nation?

• How does America's past change the way people feel they belong to the nation?

• These questions are meant to be discussed and answered using lectures, discussions, primary sources, and readings; they are not intended to be politically charged.

Course Structure and Materials:

• Class Schedule: Two-hour class format:

  • First hour: Lecture or planned activity.

  • Short phone break.

  • Second hour: Document analysis, discussion, or other activity.

• Required Textbook: Jill Lepore, These Truths.

  • Any edition is acceptable (e.g., bookstore version, eBay).

  • A very recent book by an "incredible," "readable" historian.

  • Noted as "dense" due to covering $400$ years in $11$ weeks.

  • Reading is due by Week $4$.

• Primary Source Documents:

  • Students will read many primary sources (written by people present at the time).

  • Considerations for Reading Primary Sources:

    • Author's opinion/bias (motivation for writing, intended audience).

    • Historical context.

    • Language differences (old English, words used differently).

• Modern Journal Articles:

  • Includes research from current academic journals (e.g., American Historical Association via JSTOR).

  • These articles will inform test questions.

• Supplemental/Other Reading: Paula Van Allen (indigenous scholar) book mentioned, noted for its potentially "confusing," "frustrating," or "weird" style that requires an open mind.

Assignments and Grading:

• Exams ($40\%$ of final grade):

  • Midterm Exam: Wednesday of Week $5$, in class.

  • Final Exam: During finals week, in class.

  • Both require a green exam booklet.

• Research Paper ($25\%$):

  • Interview two people from different generations (relatives, friends, strangers).

  • Develop questions based on the class's essential questions.

  • Due Dates:

    • Interview questions: Week $3$

    • Interview notes: Week $7$

    • $4$-$7$ page paper (double-spaced, Times New Roman $12$ font, normal margins – Garamond $10$ is fine but convert to $12$): Week $9$

  • Paper: Research interviewees' claims and either refute or sustain their conclusions.

• Written Responses ($25\%$):

  • Due in Weeks $1$, $4$, $6$, and $8$.

• Class Participation/Attendance:

  • Expected daily attendance.

  • Class discussion and presence are considered.

  • Shy students can fulfill participation by visiting office hours to discuss material verbally.

  • Small discussion groups will also be used to assess participation.

• No much extra credit.

Class Policies:

• AI (including Grammarly):

  • Plagiarism if it's not the student's own work (AI detection software picks up Grammarly).

  • Submit all assignments via SOU plagiarism checker.

  • Encouraged to be an "amateur historian" rather than produce overly polished computer-generated writing (e.g., AI tends to overuse the word "delve").

• Attendance: Expected; notify the instructor if you cannot make it.

• Citations: Strict requirement for Chicago style only.

  • A link to Chicago style guide is in the syllabus.

  • Non-negotiable; ensure citation engine is set to Chicago style.

• Computers: Research suggests handwritten notes are more impactful on the brain than computer notes.

• Disabilities: All SOU policies regarding visible and invisible disabilities are strictly adhered to.

• Emails:

  • Expected to be professional (e.g., no "bruh").

  • Instructor responds within $24$ hours on weekdays, or the next weekday after a weekend.

  • For super important matters, multiple emails can be sent, but immediate response is not guaranteed.

• Late Work:

  • "Some points are better than no work."

  • Assignments are open for two weeks after the due date.

  • For emergencies (death, family emergency, personal stress), notify the instructor for potential extensions; instructor will work with students to help them pass.

• Phones:

  • Keep phones on silent with haptics off.

  • Go outside for calls or urgent texts (can use phone break for others).

  • (Note: Staring at crotch implies looking at phone, which is discouraged).

• Respect:

  • Giving respect to classmates (attitude, body language) is non-negotiable.

  • Arguments should focus on the material, not on individuals (their identity, appearance, or personal beliefs).

• Rubrics:

  • The Undergraduate Writing Rubric will be used for every assignment.

  • Available on Moodle and will be provided in class.

  • Clearly outlines grading criteria, ranging from "way off" to "really good."

• Reading Schedule: Subject to change but efforts will be made to stick to it to cover Reconstruction.

Today's Session: Cut short due to technological issues; next class will be the full two hours on Monday at $1:30$ PM.