Syllabus for V25FA U.S. History to 1865 (HIS-1211-VO02)

Course Syllabus

HIS-1211-VO02 - U.S. History to 1865

To view the complete Course Description and Essential Objectives, please click on the following link: V25FA HIS-1211-VO02

See Course Information and Resources for details about the class and how it works. Note that all relevant information regarding the text (John Mack Faragher, et al, Out of Many, vol. 1) and details on ordering can be found at CCV's bookstore. A link to access the text can be found in Course Resources.

Syllabus, Fall 2025

Week 1: Welcome to our first week of class. By Monday, September 8, in our text, Out of Many: A History of the American People, by John Mack Faragher, et al., read chapter 1, A Continent of Villages, to 1500, Chapter 2, When Worlds Collide, 1492-1590, and read the Introduction to Week 1. Please also look at the supplementary reading(s) and/or videos as listed in each weekly module.

Instructor’s discussion questions for this week:

Compare and contrast the Native American societies that developed in the different cultural regions of North America. Evaluate the sociopolitical structures, economic systems, and cultural practices of Native American societies across the distinct cultural regions of North America (e.g., the Northeast, Southeast, Plains, Southwest, and Northwest Coast) from pre-Columbian times through European colonization, highlighting both the unique adaptations to their environments and the interactions with neighboring tribes and European settlers.
In what ways did the religious beliefs of indigenous peoples of America reflect their environmental adaptations? Evaluate how the religious beliefs and ritual practices of indigenous peoples across different regions of pre-Columbian America were shaped by their environmental adaptations, including their interactions with local flora and fauna, climate conditions, and geographical features.
What developments in European history paved the way for Columbus’s voyage and the subsequent collision of two worlds? Analyze the multifaceted developments in European history, including technological advancements, socio-political changes, economic motivations, and intellectual movements, that facilitated the encounter between the Old and New Worlds. How did these factors interplay to create the conditions necessary for this pivotal moment in history?
Critically evaluate the views of Bartolomé de Las Casas as presented in his Destruction of the Indies. To what extent did his advocacy influence Spanish imperial policy?
What impacts did the European invasion of America have on its native peoples? Analyze the multifaceted socio-economic, cultural, and environmental transformations experienced by various indigenous communities across North and South America as a result of prolonged European colonization, considering both immediate and long-term effects, and discuss the extent to which these impacts have shaped contemporary indigenous identities and their socio-political status.
Select a primary source, a video source, or a supplementary reading from this week’s module, excluding the main text. Analyze its content, context, and perspectives, and ask your classmates a question about the source. How does this source deepen your understanding of the event or era we are considering, and what are its potential limitations?

Week 2: By September 15, read chapter 3, Planting Colonies in North America, 1588-1701. Please also check out the supplementary materials and the Introduction to Week 2 posted in the week’s module. Choose ONE of the instructor’s questions to answer in detail, post a substantive question about this week’s reading assignment, respond to some of your classmates' questions, and participate as much as you can in the ongoing general discussion on the week's topics with multiple posts.

Start participating before the weekend or by Saturday at the very latest. Don't wait until the last couple days to contribute. Be sure to properly cite any sources used, including AI.

Analyze the multifaceted dynamics and long-term impacts of European and Native American interactions during the 1600s, focusing on the French, Spanish, and various British North American colonies. Consider the economic, cultural, and political dimensions, and how these relationships evolved over the century in different regions.

Analyze the social and political values of Puritanism and the various forms of religious dissent in shaping the socio-political landscape and historical trajectory of the New England colonies from the early 17th century to the mid-18th century.
Compare and contrast the economies, social structures, and racial and ethnic compositions of New England, the Chesapeake colonies, the Carolinas, and the Middle colonies in the seventeenth century. In your analysis, consider the influence of geographic and climatic factors, the role of indigenous populations, the impact of transatlantic trade, and the varying degrees of reliance on enslaved labor. Additionally, evaluate how these differences shaped inter-colonial relations and contributed to the distinct regional identities that emerged by the end of the century.
Critically evaluate the motivations behind the European colonists’ migration to New England, particularly focusing on the pursuit of religious freedom. Analyze the extent to which their quest for religious autonomy was genuine, considering their treatment and attitudes toward other religious groups, such as Quakers, Catholics, and Indigenous spiritual practices. How did these interactions reflect broader socio-political and theological dynamics of the time, and what implications did they have for the development of religious pluralism and intolerance in the region?
Analyze the multifaceted socio-political, economic, and cultural factors that contributed to the escalation of violent conflicts between various Indigenous tribes and European colonists in North America during the 17th and 18th centuries. Consider the roles of differing worldviews, resource competition, and the impact of European alliances with specific tribes.
Select a primary source, a video source, or a supplementary reading from this week's module, excluding the main text. Analyze its content, context, and perspectives, and ask your classmates a question about the source. How does this source deepen your understanding of the event or era we are considering, and what are its potential limitations?

Week 3: By September 22, read chapter 4, Slavery and Empire, 1441-1770. And see the Introduction to Week 3 and the additional readings for this week. As always, please answer an instructor’s question, post a question of your own, and respond to classmates’ questions while engaging fully in general discussion with the class.

Why, and to what extent, did slavery take root and develop in the American colonies? Analyze the economic, social, and political factors that contributed to the establishment and evolution of slavery in the American colonies, considering regional variations and the impact of transatlantic trade networks. How did these factors interplay to shape the institution of slavery from its inception through the 18th century?
How did African slaves create a distinct African American culture? Examine the processes through which African slaves synthesized diverse cultural traditions to forge a distinct African American culture. Consider the influences of African heritage, the constraints and opportunities within the American colonial context, and the role of resistance and adaptation. How did these elements collectively shape African American cultural identity from the 17th to the 19th century?
How did slavery fuel the economic development of Europe and the American colonies in the seventeenth and eighteenth centuries? Analyze the multifaceted economic impacts of the transatlantic slave trade on the industrialization of Europe and the agricultural expansion of the American colonies during the seventeenth and eighteenth centuries, considering both direct and indirect consequences, including the role of financial institutions, trade networks, and technological advancements.
Examine the multifaceted impacts of slavery on the economic, social, political, and cultural development of Southern colonial society, with a particular focus on the formation of social structures and the establishment of white skin privilege. Consider both short-term and long-term effects, and compare these impacts with those in other colonial regions.
Select a primary source, a video source, or a supplementary reading from this week's module, excluding the main text. Analyze its content, context, and perspectives, and ask your classmates a question about the source. How does this source deepen your understanding of the event or era we are considering, and what are its potential limitations?

Week 4: By September 29 read chapter 5, The Cultures of Colonial North America, 1700-1780. Also see the supplementary materials and the Introduction for this week. As always, please answer an instructor’s question, post a question of your own, and respond to classmates’ questions while engaging fully in general discussion with the class. Why did the French and British stage a bitter showdown for supremacy in North America?

Examine the major geopolitical, economic, and cultural regions of eighteenth-century North America, including New England, the Middle Colonies, the Southern Colonies, and the Western frontier. Discuss the unique characteristics and shared attributes of these regions, considering factors such as colonial governance structures, economic systems, religious practices, and interactions with Indigenous populations. How did these similarities and differences influence the development of regional identities and contribute to the broader colonial experience?
Investigate the diverse and interrelated demographic trends in eighteenth-century North America, focusing on the sources of population decline and growth. Analyze the impact of factors such as immigration patterns, birth and death rates, disease outbreaks, economic opportunities, and the transatlantic slave trade. Additionally, consider the roles of Indigenous population dynamics, European colonial policies, and environmental changes. How did these elements collectively shape the demographic landscape and influence social, economic, and political developments in the region?
How did tension between Enlightenment thought and traditional culture lead to the Great Awakening? What impact did the Great Awakening have on religious, social, educational, and political developments in eighteenth-century America?
Examine the intricate socio-political, economic, and cultural factors that led to the predominance of British immigration over other European nations during the colonial era in America. Consider the impact of specific historical events, policies, and transatlantic relationships, including the British encouragement of immigration from foreign nationals and the role of high birth rates among British settlers.
Select a primary source, a video source, or a supplementary reading from this week's module, excluding the main text. Analyze its content, context, and perspectives, and ask your classmates a question about the source. How does this source deepen your understanding of the event or era we are considering, and what are its potential limitations?

Week 5: By October 6, read chapter 6, From Empire to Independence, 1750-1776, and chapter 7, The American Revolution, 1776-1786. Please also read the Introduction to Week 5, and see the bonus readings and video. Answer an instructor’s question, post a question of your own, respond to classmates’ questions, and participate often in general discussion with the class.

Examine the multifaceted consequences of British success in the Seven Years’ War and how it precipitated an imperial crisis in British North America. Analyze the economic, political, and social ramifications of the war’s outcome, including the imposition of new taxes and trade regulations, the Proclamation of 1763, and the shifting balance of power between colonial and British authorities. Consider the perspectives of various stakeholders, such as colonial elites, frontier settlers, Indigenous nations, and British policymakers. How did these factors collectively contribute to growing colonial unrest and the eventual drive toward independence?
Analyze the spectrum of grievances that American colonists held against the British Empire in the lead-up to the American Revolution. Consider economic, political, and social dimensions, including taxation without representation, trade restrictions, and the imposition of British military presence. Evaluate the validity of these complaints by examining alternative perspectives and historical interpretations. How did these grievances reflect broader Enlightenment ideals and colonial experiences, and to what extent were they justified in the context of 18th-century imperial policies and governance?
Critically analyze how the ideals of American republicanism are articulated in the Declaration of Independence. Examine the philosophical underpinnings and Enlightenment influences that shaped the document, including concepts of natural rights, popular sovereignty, and the social contract. Discuss how these ideals were reflected in the specific grievances against King George III and the British government. Additionally, consider the broader implications of these republican principles for the emerging American political identity and their impact on subsequent constitutional developments and democratic practices.
Analyze the contrasting perspectives on the American Revolution from the viewpoints of a Loyalist residing in the American colonies and a law-abiding, taxpaying citizen in London. Consider the political, economic, and social factors influencing their opinions, including loyalty to the Crown, economic interests, and the impact of revolutionary propaganda. How would the involvement of Britain’s European enemies, such as France and Spain, influence their perspectives on the conflict and its broader geopolitical ramifications? How did these perspectives reflect broader transatlantic attitudes towards governance, taxation, and individual rights?
During the American Revolution, what complex decisions did various Native American tribes face regarding alliances, territorial sovereignty, and cultural preservation? How did these decisions vary among different tribes, and what were the long-term consequences of their choices in the context of shifting colonial and European power dynamics?
Examine the lessons early American history offers regarding multiculturalism, focusing on the interactions among diverse groups such as Indigenous peoples, European settlers, African slaves, and other immigrant communities. Analyze the social, economic, and political dynamics that shaped these interactions, including cooperation, conflict, assimilation, and resistance. Consider the roles of cultural exchange, power imbalances, and legal frameworks in shaping multicultural experiences. How did these historical interactions influence the development of American identity and contribute to contemporary understandings of multiculturalism?
Select a primary source, a video source, or a supplementary reading from this week's module, excluding the main text. Analyze its content, context, and perspectives, and ask your classmates a question about the source. How does this source deepen your understanding of the event or era we are considering, and what are its potential limitations?

Week 6: By October 13, read chapter 8, The New Nation, 1786-1800. See also the Introduction to Week 6 and the supplementary materials in this week’s module. Answer an instructor’s question, engage in general discussion, post a question of your own, and respond to your classmates’ questions.

Evaluate the assertion that most Americans in the 1780s preferred the government structure provided by the Articles of Confederation, despite its weaknesses. Analyze the political, economic, and social factors that influenced public opinion during this period. Consider the perspectives of various groups, including small farmers, merchants, state politicians, and veterans of the Revolutionary War. How did the experiences under British rule, the challenges of post-war recovery, and the debates at the Constitutional Convention shape attitudes toward the Articles of Confederation? Provide evidence to support whether this assertion is true or false, and discuss the broader implications for the development of the U.S. Constitution.
Critically assess whether the Federalist movement advocating for a stronger central government was primarily a reaction to the perceived excesses and weaknesses following the American Revolution or if it represented a counter-revolution orchestrated by the emerging elite. Analyze the socio-economic and political contexts of the 1780s, including the failures of the Articles of Confederation, Shays’ Rebellion, and the economic instability of the period. Consider the motivations and backgrounds of key Federalist figures, the influence of Enlightenment thought, and the opposition from Anti-Federalists. How did these factors shape the debate over the Constitution, and what does this reveal about the nature of the Federalist movement?
Evaluate the extent to which the Anti-Federalists’ concerns about a strong national government escaping the political control of the people have been realized in the context of American political history. Analyze key historical events and trends from the ratification of the Constitution to the present day, including the expansion of federal power, the role of the judiciary, the influence of special interest groups, and the evolution of federal-state relations. Consider the perspectives of various political movements and scholars on the balance of power between the federal government and the people. How do these developments align with or diverge from the Anti-Federalists’ original fears, and what implications do they have for contemporary democratic governance?
Analyze the implications of Benjamin Franklin’s statement, ‘It’s a republic, if you can keep it,’ made upon emerging from the Constitutional Convention. Explore the philosophical and practical challenges inherent in maintaining a republic, including the roles of civic virtue, public participation, and institutional checks and balances. Evaluate the historical trajectory of the United States from its founding to the present day, considering periods of crisis, reform, and resilience. How have various political, social, and economic factors influenced the stability and integrity of the American republic? To what extent can it be argued that the United States has succeeded or failed in ‘keeping’ its republic?
Analyze the extent to which ideological divisions over foreign policy between 1789 and 1800 influenced the formation and evolution of early American political parties, considering the impact of specific events, key figures, and international relations on domestic partisanship.
Select a primary source, a video source, or a supplementary reading from this week's module, excluding the main text. Analyze its content, context, and perspectives, and ask your classmates a question about the source. How does this source deepen your understanding of the event or era we are considering, and what are its potential limitations?

Week 7: By October 20, read chapter 9, An Empire for Liberty, 1790-1824. Please also see the week’s Introduction and the supplementary materials in this week's module. Answer an instructor’s question, post a question of your own, respond to your classmates’ questions, and participate in general discussion with the class.

Evaluate the Jefferson administration’s domestic and foreign policy achievements, considering the broader socio-political context of the early 19th century, the influence of Enlightenment ideals, and the administration’s responses to both internal and external challenges. How did these accomplishments shape the trajectory of the United States in subsequent decades?
Critically analyze the strategies and actions taken by various Native American tribes to resist American territorial expansion in the years surrounding the War of 1812. Consider the roles of key leaders, the impact of intertribal alliances and conflicts, and the influence of European powers on Native resistance efforts. How did these resistance efforts shape the subsequent policies and attitudes of the United States government towards Native American tribes?
Assess the outcomes of the War of 1812 from multiple perspectives, including American, British, and Native American viewpoints. How did the war’s conclusion influence the geopolitical landscape of North America, and what were the long-term implications for each group involved? Consider the Treaty of Ghent, territorial changes, and shifts in national identity and policy.
Evaluate the key achievements of the Federalist Party during their time in power, considering their influence on the formation of the United States’ political and economic systems. Analyze the internal and external factors that contributed to the party’s decline, including ideological conflicts, electoral challenges, and shifts in public opinion. How did the Federalists’ policies and political strategies shape the early republic, and what lessons can be drawn from their rise and fall in the context of American political development?
Critically evaluate the portrayal of Western life as romantic, heroic, and idyllic in popular lore. Consider the perspectives of various groups, including settlers, Native Americans, and immigrants, and analyze the socio-economic, environmental, and cultural realities of the time. How do these portrayals compare to historical evidence, and what factors have contributed to the persistence of these myths in American culture?
Analyze the provisions of the Missouri Compromise and their immediate and long-term effects on the sectional conflict over slavery in the United States. Consider the political, economic, and social implications of the compromise, the reactions from different regions and interest groups, and how it influenced subsequent legislative and judicial actions related to slavery. How did the Missouri Compromise shape the national discourse on slavery and contribute to the eventual outbreak of the Civil War?
Select a primary source, a video source, or a supplementary reading from this week's module, excluding the main text. Analyze its content, context, and perspectives, and ask your classmates a question about the source. How does this source deepen your understanding of the event or era we are considering, and what are its potential limitations?

Midterm Primary Source Essay due by October 20. In proper essay format, please submit per instructions provided in “Midterm and Final Essay Projects.” You cannot pass the class without submitting the midterm and final essays.

For your midterm essay, you will need to select a primary source from the list provided online at The American Yawp Reader (https://www.americanyawp.com/reader.html). Follow these steps to complete your assignment:

Choose a Primary Source: Go to the website and navigate to the section titled VOLUME I: BEFORE 1877. Browse through the list of primary sources and select one that interests you.
Identify and Describe the Source: Clearly name the primary source you have chosen. Provide a detailed description of the source, including its author (if known), the date it was created, and the main ideas or events it covers.
Contextualize the Source: Explain how this primary source fits into the broader context of early American history. Consider the following questions:

What historical events or developments are related to this source?
How does this source reflect the social, political, economic, or cultural aspects of the time period?
Why is this source significant for understanding early American history?

Support Your Argument: Use our course textbook and any other credible secondary sources to support your analysis. Make sure to:

Cite specific examples from the primary source to illustrate your points.
Reference relevant information from secondary sources to provide additional context and support your argument.

Write and Format Your Essay: Your essay should be well-organized and clearly written. Follow the guidelines detailed below. By following these steps, you will be able to create a comprehensive and insightful essay that demonstrates your understanding of early American history through the analysis of a primary source.

Week 8: By October 27, read chapter 10, The South and Slavery, 1790s-1850, and the Introduction to Week 8. Please also see the supplementary materials for this week. Answer an instructor’s question, post a question of your own, respond to your classmates’ questions, and participate in general discussion with the class.

Analyze the multifaceted economic, social, and political factors that contributed to the expansion and transformation of American slavery from the post-1790s era through the Civil War, considering regional variations and the impact of key legislative acts.
Evaluate the diverse strategies and methods employed by African-Americans to resist and undermine the institution of slavery from the colonial period through the Civil War, considering the influence of cultural, geographic, and temporal contexts, as well as the role of individual and collective actions.
Critically examine the intricate characteristics and dynamics of the white social hierarchy in the antebellum South, detailing the various social classes, their interrelationships, and their complex connections to the institution of slavery. Consider the influence of economic interests, cultural norms, and regional variations on these social structures.
Analyze the complex socio-economic, cultural, and political motivations behind the widespread support for the institution of slavery among white southerners who did not own slaves. Consider the roles of racial ideology, economic aspirations, social cohesion, and political power dynamics, as well as the influence of regional differences and historical context.
Critically evaluate the diverse and multifaceted arguments presented by Southern intellectuals, politicians, and social leaders to justify slavery as “a positive good” rather than merely a necessary evil. Analyze these justifications within the broader context of 19th-century sectional conflicts, racial ideologies, religious doctrines, and social hierarchies, considering how these arguments evolved over time and varied across different regions and social classes.
Select a primary source, a video source, or a supplementary reading from this week's module, excluding the main text. Analyze its content, context, and perspectives, and ask your classmates a question about the source. How does this source deepen your understanding of the event or era we are considering, and what are its potential limitations?

Week 9: By November 3, read chapter 11, The Growth of Democracy, 1824-1840. Please also see the Introduction to Week 9 and the supplementary materials in this week's module. Don't forget to answer an instructor's question, post a question of your own, and respond to classmates’ questions while participating as much as you can in general discussion.

Comprehensively analyze the evolution of American democracy in the early decades of the 1800s, considering the interplay of political, social, and economic factors. Examine the influence of key events, legislative acts, and ideological shifts, as well as the roles of various demographic groups, including women, Native Americans, African Americans, and immigrants, in shaping the democratic landscape.
Critically assess the extent to which Andrew Jackson embodied the principles of a popular democratic movement in the early 19th century. Analyze his political strengths and weaknesses within the context of his policies, leadership style, and the broader socio-political landscape of the era. Consider the perspectives of various demographic groups, including marginalized communities, and evaluate the long-term impacts of his presidency on American democracy.
Analyze the political, social, and economic factors that contributed to the party realignments leading to the formation of the second American party system. Examine the roles of key figures, regional influences, and significant events in this transformation. Additionally, evaluate the impact of these realignments on voter behavior, party ideologies, and the broader political landscape of the United States during the early 19th century.
Evaluate the economic principles and policies advocated by the Whig Party, and critically compare them to those of the Democratic Party during the same period. Analyze how the Whigs’ objectives reflected more modern economic theories and practices, considering factors such as industrialization, infrastructure development, banking, and trade. Additionally, assess the broader implications of these economic differences on American society and politics in the mid-19th century.
Select a primary source, a video source, or a supplementary reading from this week's module, excluding the main text. Analyze its content, context, and perspectives, and ask your classmates a question about the source. How does this source deepen your understanding of the event or era we are considering, and what are its potential limitations?

Week 10: By November 10, read chapter 12, Industry and the North, 1790s-1840s, and the Introduction to Week 10. Please also look at the extra readings in this week’s module. Answer an instructor’s question, post a question of your own, and respond to your classmates’ questions while engaging in general discussion. Final Exam Proposal Due November 11 (see Midterm and Final Essay Projects).

Analyze the specific technological innovations in agriculture, industry, and transportation during the late eighteenth and early nineteenth centuries. Discuss the multifaceted impacts these advancements had on the socio-economic structures, labor dynamics, and cultural shifts within American society. How did these changes influence regional development and the daily lives of diverse demographic groups, including women, enslaved people, and immigrants?
Critically evaluate the innovative aspects of the American system of manufactures, particularly focusing on the role of interchangeable parts and mechanization. How did these innovations influence the economic landscape, labor practices, and international competitiveness of the United States during the early 19th century? Additionally, analyze the broader implications of these manufacturing advancements on social hierarchies, regional economic disparities, and the evolution of consumer culture in America.
Evaluate the extent to which northern laborers’ conditions in the antebellum period paralleled those of southern slaves, considering economic, social, and legal dimensions. Incorporate a detailed analysis of the “putting-out system” and its impact on the livelihoods, autonomy, and socio-economic status of artisans and workers. How did these labor dynamics influence broader societal attitudes towards labor rights, class distinctions, and regional tensions in pre-Civil War America? Additionally, assess the role of gender and ethnicity in shaping the experiences of northern laborers compared to southern slaves.
Considering the multifaceted economic, social, and political transformations during the late eighteenth and early nineteenth centuries, how did the rise and consolidation of capitalism impact the livelihoods, social structures, and political agency of artisans and workers across different regions and industries?
Analyze the evolving characteristics and socio-economic dynamics of the emerging American middle class during the market revolution of the early 1800s, considering regional variations, gender roles, and the influence of technological advancements and transportation networks on their lifestyles and economic opportunities.
Select a primary source, a video source, or a supplementary reading from this week's module, excluding the main text. Analyze its content, context, and perspectives, and ask your classmates a question about the source. How does this source deepen your understanding of the event or era we are considering, and what are its potential limitations?

Final Essay Project Proposal due November 10

The final essay project consists of two parts. You will first submit a proposal, in which you will present your plan for approval so that you can move on to the second part, the essay. See “Midterm and Final Essay Projects” and "Final Essay Project: Additional Information," for details.

Choose any specific topic from American history from the Pre-Columbian era to Reconstruction. Identify and describe the historical topic and question you intend to study for your final project and why it engages you. Explain which topic you have chosen, and the ways in which this topic will effectively analyze the subject you are focusing on. Finally, identify the sources (primary, secondary, and tertiary) that you intend to use and how you intend to use them. You should also include a bibliography (citations in any style) of the sources you discuss (the bibliography is traditionally separate from the proposal’s page count). The proposal should be one to two full pages (1-2), double spaced, 12-point font, not including the bibliography, and should be submitted to the Turnitin link by November 11. Check back for comments from your instructor.

To submit your paper, first prepare it on your word processor and then upload the essay by clicking on “Upload Submission.” Upload or paste the text itself, not a link or an attachment. Do not submit the essay via email. Respond to all parts of the question and don't forget to proofread the essay.

Week 11: By November 17, read chapter 13, Immigration, Urbanization, and Social Reform 1820s-1850s, and the Introduction to Week 11. Please also see the supplementary materials in this week's module. Answer an instructor’s question, participate in general discussion, post a question of your own, and respond to your classmates’ questions.

Examine the multifaceted struggles faced by immigrants to the United States in the first half of the nineteenth century, considering the interplay of economic hardship, cultural assimilation, legal restrictions, and regional differences. How did these factors collectively shape their experiences and contributions to American society?
Analyze how immigration and rapid urban growth transformed American cities during the first half of the nineteenth century. Consider the socio-economic, cultural, and infrastructural changes, as well as the varying impacts on different demographic groups and urban regions. How did these dynamics influence urban planning, public health, and social stratification?
Analyze the multifaceted social issues targeted by various 19th-century American social reform movements, such as abolition, women’s suffrage, temperance, and labor rights. Evaluate the extent to which these movements achieved their goals, considering both immediate and long-term impacts. Additionally, critically assess how contemporary public education in the United States aligns with the foundational objectives established by mid-19th-century reformers like Horace Mann, particularly in terms of equity, accessibility, and civic education.
Examine the divergent objectives of the American Colonization Society, abolitionists, and African Americans in their opposition to slavery. Discuss how these goals reflected differing ideologies, strategies, and visions for the future of African Americans in the United States. Additionally, analyze the extent to which these groups’ efforts intersected or conflicted with each other, and evaluate the long-term social, political, and cultural impacts of their movements on American society.
Critically analyze the key achievements of the women’s rights movement during the 1830s and 1840s, considering both legislative and societal impacts. Compare and contrast the ideological foundations, strategies, and goals of modern feminists with those of early women’s rights leaders such as Elizabeth Cady Stanton and Lucretia Mott. Additionally, explore the intricate connections between the women’s rights movement and preceding social reform movements, such as abolitionism and temperance, and evaluate how these intersections influenced the trajectory and outcomes of women’s rights advocacy.
Select a primary source, a video source, or a supplementary reading from this week's module, excluding the main text. Analyze its content, context, and perspectives, and ask your classmates a question about the source. How does this source deepen your understanding of the event or era we are considering, and what are its potential limitations?

Week 12: By November 24, read chapter 14, The Territorial Expansion of the United States, 1830s-1850s, and the Introduction to Week 12. Please also see the supplementary materials in this week's module. Answer an instructor’s question, post a question of your own, and respond to your classmate’s questions while participating often in general discussion on this week's topics.

Analyze the diverse economic, social, political, and ideological factors that motivated Americans to migrate to the far west during the first half of the nineteenth century. Consider the roles of Manifest Destiny, land policies such as the Homestead Act, the discovery of precious metals, and the expansion of transportation networks. Additionally, evaluate the impact of these migrations on indigenous populations, the environment, and the socio-economic landscape of the United States. How did these factors collectively shape the American identity and contribute to the nation’s expansionist ethos?
Analyze the multifaceted causes of the Mexican-American War, considering economic, political, and ideological factors. Evaluate the extent to which the United States’ actions, including the doctrine of Manifest Destiny and the annexation of Texas, contributed to the escalation of tensions. Additionally, discuss the diverse perspectives within the U.S. Congress and the public, including the arguments of those, like Congressman Lincoln, who opposed the war on moral, political, and economic grounds.
Assess whether the Mexican-American War can be classified as an imperialistic endeavor by the United States, considering the political, economic, and ideological motivations behind the conflict. Furthermore, analyze the reasons why, despite the prevailing expansionist ethos of the mid-19th century, the United States refrained from annexing the entirety of Mexico. Discuss the internal and external factors, including racial, cultural, and political considerations that influenced this decision.
Delve into the ideological underpinnings of the term “Manifest Destiny” as articulated by 19th-century American expansionists. Critically evaluate the multifaceted arguments they employed to justify territorial expansion, including economic, political, religious, and racial rationales. Analyze the specific demographics and social groups these arguments were designed to appeal to, considering factors such as class, race, and regional affiliations. Additionally, explore the broader societal and geopolitical implications of these justifications, and how they influenced both domestic policies and international relations.
Examine the transformation of frontiers in Oregon, Texas, and California from inclusive to exclusive systems. Analyze the socio-political, economic, and cultural factors that drove this shift, considering the roles of indigenous populations, European settlers, and U.S. government policies. Discuss the impact of key events such as the Oregon Trail migration, the Texas Revolution, and the California Gold Rush on these dynamics. Additionally, evaluate the long-term consequences of this transition on the region’s demographic composition, land ownership patterns, and intergroup relations.
Select a primary source, a video source, or a supplementary reading from this week's module, excluding the main text. Analyze its content, context, and perspectives, and ask your classmates a question about the source. How does this source deepen your understanding of the event or era we are considering, and what are its potential limitations?

Week 13: By December 1, read chapter 15, The Coming Crisis, the 1850s. Please also see the Introduction to Week 13 and the supplementary materials for this week. Answer an instructor’s question, post a question of your own, respond to your classmates’ questions, and participate in general discussion with the class.

Conduct a comprehensive comparative analysis of the Free-Soil Party and the Abolitionist movement, focusing on their respective goals, ideological foundations, and strategies. Examine the socio-political and economic contexts that shaped their emergence and evolution. Evaluate the distinct and overlapping appeals of each movement, considering the demographics, regional affiliations, and social classes they attracted. Additionally, analyze the broader implications of their agendas on the political landscape of the United States, particularly in relation to the sectional tensions leading up to the Civil War.
Analyze the specific legislative measures within the Compromise of 1850 and the Fugitive Slave Act of 1850, detailing their intended and actual impacts on the socio-political landscape of the United States. Additionally, evaluate the multifaceted political, social, and economic challenges encountered during the legislative process, and how these obstacles were navigated by key political figures.
Critically examine the central thesis of Henry David Thoreau’s essay “Slavery in Massachusetts,” focusing on his rhetorical strategies and philosophical underpinnings. Discuss how Thoreau’s critique of Northern complicity in slavery reflects broader socio-political dynamics of the time, and analyze the implications of his assertion that slavery existed in the North. How does Thoreau’s perspective challenge conventional narratives about regional attitudes toward slavery in mid-19th century America?
Evaluate the historical significance of Grace Bedell’s 1860 letter to Abraham Lincoln, considering the broader context of political image-making and public perception during the pre-Civil War era. Analyze Lincoln’s response and subsequent decision to grow a beard, discussing how this interaction reflects the interplay between personal image and political strategy. Additionally, explore the cultural and societal implications of this exchange, particularly in terms of gender and age dynamics, and how it influenced Lincoln’s public persona and campaign.
What led to the demise of the national party system and the eventual creation of the Republican party? How was its breakdown related to immigration, nativism, slavery, and the spread of slavery into the West?
Select a primary source, a video source, or a supplementary reading from this week's module, excluding the main text. Analyze its content, context, and perspectives, and ask your classmates a question about the source. How does this source deepen your understanding of the event or era we are considering, and what are its potential limitations?

Week 14: By December 8, read chapter 16, The Civil War, 1861-1865. Read the Introduction to Week 14, and please also see the supplementary readings and videos for this week. Answer an instructor’s question, post a question of your own, respond to your classmates’ questions, and participate in general discussion with the class.

Analyze the evolution of Abraham Lincoln’s stance on slavery from his 1861 inaugural address to the issuance of the preliminary Emancipation Proclamation in September 1862. Discuss the political, military, and social factors that influenced this shift, including the impact of key events such as the Battle of Antietam. Evaluate how Lincoln’s changing views were reflected in his public statements and private correspondences, and assess the broader implications of this policy shift on the Union war effort and the abolitionist movement. How did Lincoln navigate the constitutional and political challenges associated with this significant change in policy?
Examine the complex interplay of political, economic, and social factors that culminated in the decision of Southern states to secede from the Union. Discuss the role of key legislative acts, such as the Missouri Compromise and the Kansas-Nebraska Act, in exacerbating sectional tensions. Analyze the influence of Southern political leaders and their rhetoric on the secession movement, and evaluate the impact of the 1860 presidential election on the secessionist agenda. Additionally, consider the economic dependencies on slavery and how these shaped the Southern states’ perspectives on union and independence. How did these multifaceted elements converge to make secession appear as the only viable option for the South? Compare and contrast the economic impact of the Civil War on the Union and the Confederacy.
Analyze the complex and evolving positions of Thomas Jefferson, John C. Calhoun, Daniel Webster, Henry Clay, and Stephen A. Douglas on the sectional conflict leading up to the Civil War. In your analysis, consider the following: the influence of their regional affiliations and personal backgrounds on their political stances; their contributions to key legislative measures and political doctrines that shaped the sectional divide; the ways in which their views and actions reflected or diverged from the broader public sentiment in their respective regions; and the long-term impact of their legacies on the political landscape of the United States.
Evaluate the plausibility of a Confederate victory in the Civil War by considering various factors such as strategic and tactical decisions made by leaders on both sides, economic and industrial disparities between the North and the South, the role of international diplomacy and potential foreign intervention, and the impact of internal political divisions within the Confederacy. Additionally, analyze whether the South could have more effectively safeguarded its interests through political means within the Union, rather than resorting to secession and war. In your analysis, consider the political landscape and power dynamics in the United States Congress during the antebellum period, the potential for compromise and legislative solutions to address Southern grievances, the influence of key political figures and their ability to negotiate and broker deals, and the long-term implications of a continued Union on the institution of slavery and Southern economic interests.
Critically analyze Colonel Robert Gould Shaw’s objections to the raid on Darien, Georgia, considering the broader context of military ethics and wartime conduct. In your analysis, address the following aspects: the specific actions during the raid that Shaw found objectionable and his reasons for these objections; the influence of Shaw’s personal background and moral beliefs on his perspective; the military and strategic rationale provided by Shaw’s superiors for the raid, and how these justifications align or conflict with Shaw’s views; the broader implications of the raid on Darien for the Union’s military strategy and its impact on civilian populations and the ethics of warfare.
Select a primary source, a video source, or a supplementary reading from this week's module, excluding the main text. Analyze its content, context, and perspectives, and ask your classmates a question about the source. How does this source deepen your understanding of the event or era we are considering, and what are its potential limitations?

Week 15: By December 15, read our final chapter 17, Reconstruction, 1863-1877, and the Introduction to Week 15. Also see the supplementary materials in this week’s module. Answer an instructor’s question, post a question of your own, respond to your classmates’ questions, and participate in general discussion with the class.

The Civil War left America at a crossroads, with competing visions for its future. Abraham Lincoln's Reconstruction plan sought reconciliation and a swift reunification of the Union, while Andrew Johnson's approach leaned toward leniency for the South, often at the expense of newly freed African Americans. Meanwhile, Radical Republicans like Thaddeus Stevens envisioned a transformative Reconstruction that prioritized civil rights and equality, contrasting sharply with the white supremacist agenda of figures like Nathan Bedford Forrest. Newly elected Black Congressmen in the South championed a vision of interracial democracy and empowerment. Analyze these divergent perspectives: What were the key principles and goals of each vision? Which of these arguments gained traction in the immediate aftermath of the Civil War, and which have had lasting influence on American society? Looking ahead, which vision do you believe holds the most promise for shaping the future of the United States?
Analyze the transformation of southern agriculture during the Reconstruction period, considering the interplay of economic, social, and environmental factors. How did the abolition of slavery, the collapse of the plantation economy, and the impacts of the Civil War contribute to the emergence of sharecropping and crop-lien systems? Evaluate the role of federal policies and local resistance in shaping these systems. What were the long-term consequences of sharecropping and crop-lien arrangements for the South's economic development, racial dynamics, and class structure? How did these systems perpetuate cycles of poverty and dependency for both white and black farmers, and what alternative paths might have been possible?
Examine the complex legacy of the Republican Reconstruction governments in the South. What were their most significant achievements? What challenges and failures did they face? Analyze the key groups that supported these governments, including African Americans, Northern Republicans, and some Southern Unionists, as well as those who opposed them, such as former Confederates and white supremacist organizations like the Ku Klux Klan. Explore the factors that led to their eventual collapse: How did economic struggles, racial violence, and political opposition contribute to their downfall? In what ways did the end of Reconstruction shape the future of the South and the nation as a whole?
The Freedmen’s Bureau, established in 1865, played a pivotal role in the Reconstruction era, aiming to assist newly emancipated African Americans in their transition from slavery to freedom. Analyze the role of the Freedmen’s Bureau in aiding emancipated African Americans during Reconstruction. Evaluate its initiatives in education, legal assistance, and economic support. Consider the challenges it faced, such as political opposition, limited resources, and resistance from Southern whites, and discuss how these obstacles impacted its effectiveness and shaped the broader struggle for civil rights.
Fascism is often characterized as a right-wing, repressive system of governance rooted in racist and nationalist ideologies, marked by severe economic and social regimentation, and maintained through violence or the threat of violence. In the aftermath of Reconstruction, to what extent did Southern states exhibit characteristics of fascism, particularly in their treatment of Black Americans? Analyze the role of systemic racism, voter suppression, and violent enforcement of segregation in shaping this period. Additionally, evaluate whether elements of this system persist in contemporary society, and if so, how they manifest in political, social, or economic structures.
Select a primary source, a video source, or a supplementary reading from this week's module. Analyze its content, context, and perspectives, and ask your classmates a question about the source. How does this source deepen your understanding of the event or era we are considering, and what are its potential limitations?

The final essay is due by Monday, December 15. In proper essay format, please submit the essay per instructions provided in “Midterm and Final Essay Projects.” You must submit both the midterm and final essays to pass the class.

Over the course of the semester, we have covered American history from before the founding of the nation to the end of Reconstruction, including a variety of topics. The final essay is your opportunity to do a deep dive into a specific historical topic that you are interested in engaging more thoroughly. This is also an opportunity to apply the historical skills that you have learned over the semester, including analyzing different kinds of sources and using them as evidence in a cohesive argument.

Select a specific topic from American history, ranging from the Pre-Columbian era to the Reconstruction period. Write a comprehensive essay that:

Describes the chosen topic: Provide a detailed overview of the historical context, key events, and significant figures associated with your topic.
Critically analyzes its importance: Discuss the impact and significance of this topic in the broader scope of American history.
Examines its relevance to the present: Reflect on how this historical topic influences or relates to contemporary issues or events.

Your essay should be well-researched, clearly organized, and thoughtfully written. Aim to engage your readers by highlighting the connections between past and present, and demonstrating the enduring relevance of history. See "Final Essay Project: Additional Information," in Course Information for additional guidance on this assignment.

Be sure to write your own essay. If you deploy AI materials for assistance, you must properly cite those resources and explain what they contribute to your arguments. Do not directly copy from the Internet or any other source. An important component of your essay is your own conclusion and opinion on the facts and the meaning and significance of the facts presented. Use quotes sparingly and construct the essays mainly in your own words, using proper citation for sources. See "Academic Honesty" for guidance on avoiding plagiarism. Citations should be in the proper style for the discipline of history (see “Midterm and Final Essay Projects”).