present for present purposes. HISTORY 2301-01 (0804) …VERY IMPORTANT TIPS FOR BEING SUCCESSFUL:...

AlvinCommunityCollege HIST2301,Fall2015

ProfessorAndrewJosephPegoda Page1of11SyllabusandCourseCalendarSyllabusandCourseCalendar

HISTORY2301-01(0804)

TexasHistorySpring2016,TuesdaysandThursdays11:00-12:30pm,

LiberalArtsBuilding

[email protected]://andrewpegoda.com

G.Voice:979-341-9139Officehours:BeforeClass,G100

COURSEDESCRIPTION:Asurveyofthepolitical,social,economic,cultural,andintellectualhistoryofTexasfromthepre-Columbianeratothepresent.ThemesthatmaybeaddressedinTexasHistoryinclude:SpanishcolonizationandSpanishTexas;MexicanTexas;theRepublicofTexas;statehoodandsecession;oil,industrialization,andurbanization;civilrights;andmodernTexas.ProfessorPegoda’sDescription:TexasHistoryprovidesanacross-the-disciplinethinkingandwriting-intensivesurveyofimportantandinterestingevents,peoples,andideasinthecultural,economic,political,social,andintellectualdevelopmentofthegeopoliticalareacurrentlycalled“Texas”(anditsborderlands)fromthe“beginningoftime”tothepresent.Moreso,thiscourseprovidesanoverviewofandemphasisonbasicHistoricalMethods,includinginstructioninprimaryandsecondarysources.Asasurvey,coverageishighlyselective,bynecessity.Thiscourseisanexplorationofquestionsandperspectives.MajorCourseQuestions:1:How“revolutionary”wasRevolutionaryTexasandforwhom?2:Howdotime,place,andlargerhopesandfearsdeterminewhohadanddidnothavefreedom?3:Howdoeverydaypeople,especiallythosewithoutmuchfreedomorpower,haveavoice?4:HowhastheroleofgovernmentschangedinTexasandTexas’srolenationallyandinternationally?5:Whataretheconnectionsbetween“Texas”andgeopoliticsandbetweenborderlands,otherstates,othercountries,andothergeopoliticalareas?6:Whatis“Texas”“History”?WhatisthedifferencebetweenhistoryandHistory/historiographyandhistoricalmemory?betweenprimaryandsecondarysources?7:HowmuchorhowlittlehasTexaschangedsincepre-Columbiancontact?Howdohopesandfearsin2015growoutofhopesandfearsofpriorgenerations?8:Howdoes“TexasHistory”fit,challenge,and/orexpandotherhistoricalconceptualizations?9:Howdohopesandfearsinonegenerationoreraserveasaresponsetothehopes,fears,andeventsofpreviousgenerationsoreras?

Historyisataletoldaboutthepastinthepresentforpresentpurposes.

Thepastisneverdead.It’snoteventhepast.

ButthisisHistory.Distanceyourselves.Ourperspectiveonthepastalters.Lookingback,

immediatelyinfrontofusisdeadground.Wedon'tseeit,andbecausewedon'tseeitthismeansthatthereisnoperiodsoremoteastherecentpast.Andoneofthehistorian'sjobsistoanticipatewhatourperspectiveof

thatperiodwillbe.



THECBCOREOBJECTIVESAspartoftheTexasandACCCoreCurriculum,studentsinthiscoursewillgainafoundationofknowledgeinhumanculturesandthephysicalandnaturalworld,developprinciplesofpersonalandsocialresponsibilityforlivinginadiversework,andadvanceintellectualandpracticalskillsthatareessentialforalllearning.Thechartbelowdetailsthecorerequirementsthatareapplicabletothiscourse,theactivitiesinwhichstudentswillparticipatetodevelopskillsintherequiredareas,adeterminationofhowstudents’masteryofthoseareaswillbeassessed,andthelevelofexpertisestudentsareexpectedtodemonstrate.Pleasenotethattheserequirementsarealreadyincludedinthecomputationofthecoursegradeandnotaseparategrade.* CoreObjective Activities Assessments* CriticalThinkingSkills(CT):toinclude

creativethinking,innovation,inquiry,andanalysis,evaluationandsynthesisofinformation.

Allout-of-classwrittenwork,includingTexasCrossroadsquizzes,responses,weeklydiscussionboardpostsandreplies,bothexams,thearticleanalysis,andTheTrueAmericanproject,andallin-classwrittenwork,groupwork,andformalandinformalpresentationsaredesignedtospecificallyincludethisskillandtheothercoreskills.

Throughavarietyofassignments,studentswilldemonstrateeffectivecriticalthinkingto1)selectandexamineimportantargumentsinprimaryandsecondarysources;2)analyzeanddescribestrengthsandweaknessesoftheseargumentswhencomparedwithothersourcesand/orcriticalthinkingandconsiderotherpossibilities;and3)takeavarietyofperspectives,sources,andmethodologiestopresentoriginal,unifiedpointsofviews.Criticalthinkingincludescuriosity,connections,creativity,andcommunication.ThiswillbeassessedaccordingtoperformanceonTheTrueAmericanProjectusingtheACCCTrubric.

* Communication(COM)-Written:effectivedevelopment,interpretationandexpressionofideas

Allout-of-classwrittenwork,includingTexasCrossroadsquizzes,responses,weeklydiscussionboardpostsandreplies,bothexams,thearticleanalysis,andTheTrue

Throughavarietyofassignments,studentswilldemonstrateeffectivecommunicationskillsto1)appropriatelyfollowwrittendirectionsforwrittenassignments,2)

* Communication(COM)-Oral:effectivedevelopment,interpretationandexpressionofideas

* Communication(COM)-Visual:effectivedevelopment,interpretationandexpression



ofideas Americanproject,andallin-classwrittenwork,groupwork,andformalandinformalpresentationsaredesignedtospecificallyincludethisskillandtheothercoreskills.

writeformal,organized,complexpapersthatopenwithathesis,bodyparagraphsfollowwithtopicsentences,andconclusionsthatappropriatelymakelarger,real-lifeconnections,3)writepaperswithnomorethanonemechanical(i.e.,grammatical)errorforevery250words,and4)deliverorganized,appropriate,andinformedwritingandpresentationswiththeuseofvisuals.ThiswillbeassessedaccordingtoperformanceonTheTrueAmericanProjectusingtheACCCOMrubric.

EmpiricalandQuantitativeSkills:toincludethemanipulationandanalysisofnumericaldataorobservablefactsresultingininformedconclusions.

n/a n/a

Teamwork:toincludetheabilitytoconsiderdifferentpointofviewandtoworkeffectivelywithotherstosupportasharedgoal.

n/a n/a

* SocialResponsibility(SR):toincludeinterculturalcompetency,knowledgeofcivicresponsibility,andtheabilitytoengageeffectivelyinregional,national,andglobalcommunities.

Allout-of-classwrittenwork,includingTexasCrossroadsquizzes,responses,weeklydiscussionboardpostsandreplies,bothexams,thearticleanalysis,andTheTrueAmericanproject,andallin-classwrittenwork,groupwork,andformalandinformalpresentationsaredesignedtospecifically

Throughavarietyofassignments,studentswilldemonstratesocialresponsibility,includingunderstandingsofcitizenship,ecology,andsocialjustice.Inparticular,studentswillusecriticalthinkingandcommunicationskillstoevaluateissuesoffairness,prejudice,and/ordiscriminationandrecognizethe



includethisskillandtheothercoreskills.

subjective,always-changingshiftingmoresofsuchnotions.Socialresponsibilityalsoincludeswritingpapersthatarenotplagiarizedandthatcitecorrectly.ThiswillbeassessedaccordingtoperformanceonTheTrueAmericanProjectusingtheACCSRrubric.

* PersonalResponsibility(PR):toincludetheabilitytoconnectchoices,actions,andconsequencestoethicaldecision-making.

Allout-of-classwrittenwork,includingTexasCrossroadsquizzes,responses,weeklydiscussionboardpostsandreplies,bothexams,thearticleanalysis,andTheTrueAmericanproject,andallin-classwrittenwork,groupwork,andformalandinformalpresentationsaredesignedtospecificallyincludethisskillandtheothercoreskills.

Throughavarietyassignments,studentswillusecriticalthinkingandcommunicationskillstoarticulatetranslateseeminglyabstracthistoricaleventsandmethodologiestotheirpersonaleverydaylife.Specifically,byusingavarietyofsources,approaches,academicdisciplines,methodologies,andpersonalexperience,studentswillidentifyanddescribeethicaldilemmasinthewaysinwhichHistoryisrememberedandwrittenandstudiedbyhistoricalmethodologies.Additionally,studentswillapplytheseskillsinrecognizingethicalissuesinordertomakeandjustifyethicaldecisionsasresponsiblehistorystudents,“everydayhistorians,”andcitizens.Personalresponsibilityalsoincludeswritingpapers



thatarenotplagiarizedandthatcitecorrectly.ThiswillbeassessedaccordingtoperformanceonTheTrueAmericanProjectusingtheACCPRrubric.

*IndicatescoreareasrequiredforthiscourseLEARNINGOUTCOMES:Bytheendofthissemester,throughreadingandwritingassignments,interactivelessons,groupwork,anddiscussions,studentswillhaveincreasedtheirwrittencommunicationandcriticalthinkingabilities.Additionally,studentswillhavehonedtheabilityto1)createanargumentthroughtheuseofhistoricalevidence;2)analyzeandinterpretculturalartifactsandprimaryandsecondarysources;3)analyzetheeffectsofhistorical,social,political,economic,cultural,andglobalforcesonTexashistory.Additionally,asthegoalisinanyLiberalArtscourse,studentswillbemoreenlightened,well-roundedindividuals,withadesiretolearnandaskquestions.Specifically,studentsshouldbeabletorecognize1)theimportanceofsupporting“facts”basedbyevidence,2)on-goingdialoguesbetweenpastandpresent,3)broadpatternsandprocessesinsteadofspecificeventsperse,and4)aswellasmultipleperspectivesoneverythingandhowthesevarybytime,place,individuals,institutions,andtheories/perspectives.

VERYIMPORTANTTIPSFORBEINGSUCCESSFUL:Thisisnotdesignedtobeadifficultcourse.Pleasekeepinmindthatthepastismuchmorethanacollectionof“facts”tobememorized(andforgotten).Itisoneframeworkwhichhelpsexplainwherewehavebeenandwherewearegoing.Taughtandstudiedcorrectly,historyandHistoryare,simply,ablast!Whilechangeovertime,historicalsignificance,andvariousinterpretationsaremostimportant,allassignmentsandactivitiesinvolveconsideringwho,what,when,where,how,why,thehistoricalsignificance,context,andbackground.Additionally,notethatclasstimewillbeusedforinteractivethematiclessonsandtoexploretopics(or“episodes”inhistory)beyondthescopeofthereadings,sostudentsmustcomepreparedtoexplorenewtopics,toanalyzewrittendocumentsandculturalartifacts,andtoactivelyparticipatewithanopen-mind.Additionally,studentswhoread,takenotes,participate,andwhostudyactivelyanddeeply,willhavenoproblemearningahighgrade.Startingearly(andfollowingdirections)isthenumberonekeytobeingsuccessful.Theprofessorisavailabletostudentsforanyquestionsorconcernsaboutthesubjectmaterial,includingreviewingdraftsofassignments.Onefinalnote,whilestudentsfrequentlysay“thisisalotofreading,”pleaseremembertheprivilegeyouhavetobothbeabletoreadandtohavetheopportunitytoread.Studentswhoattendclassandmakegood-faitheffortstoparticipate,completeassignments,andlearnarejustaboutguaranteedtopasstheclassandreallyenjoytheexperience.Welcome!

COURSEREQUIREMENTS:Studentsarerequiredtoreadallmaterial,completeallassignments,andattendallclasses.Specifically,eachcoursecomponentmustbecompletedtoreceiveapassinggrade.Studentsarealwaysresponsibleforallmaterialcovered,whethercoveredinclassorsentbyemail/etc.Thereisnoextracredit.Professorsexpectcollegestudentstostudy2-3hoursoutsideofclassforevery1hourinclass;therefore,studentsshouldbeawarethatreading,writing,andthinkingfor6-9hoursweeklyisvitalforanycollegecourse,ascollegeisaboutlearning.Requirementsaredesignedtoprovidenumerouslow-riskopportunities,astooptimizestudentsuccessandlearning.Gradesarebasedonperformance.



Studentsmustwait24hoursbeforeaskingquestionsaboutreturnedwork.Thegeneralbreakdownofrequiredreadingsandcourserequirementsareasfollows:REQUIREDREADINGS:

REQUIREDVIEWINGS:

Studentsarealsorequiredtohaveafolderorbindertobeusedforhardcopiesofimportantcoursematerial,paper,blueorblackpenforin-classassignmentsandthefinal,andonebluebookforthefinal.Pleasenote:CopiesoftherequiredbookscanbeboughtoncampusorelsewhereonlineandareonreserveintheLibraryandmaybecheckedoutfortwohoursatatime.In-ClassParticipation(10%) Enrollmentinthiscourseacknowledgestheintenttolearn,andtheprofessoriscommittedtocreatingandmaintaininganopenandproductiveintellectuallyengaginglearningenvironment.Further,thisisacollegecourse,andstudentsshouldknowthatanythingisfairgame.Collegeclassroomsareuniqueplaceswherediverseideas,opinions,andperspectivesarewelcomedandshouldbeshared--respectfully.Therearenot“exact”answersasthereareinmathclasses.Additionally,professors(andstudents)havetheacademicfreedomtodiscussanythingtheydesirewithintheboundsofcommondecencyandgoodtaste,asrelatedtothestudyofHistory.Readings,videos,anddiscussions,etc.,willprovokestrongfeelings,astheyshould.Ourreactionstothesetopicswillvarybyage,experience,andinterest.Discussingthesefeelingsandreactionsinarespectful,open-mindedwayisvital.Students

ADDITIONALREADINGS:Occasionalreadingsannouncedandpostedoncoursewebpage.OneAcademicArticle(pickfromlist)



shouldalsorememberthattheydonotyetknowenoughto“disagree”persewiththemethodsandtheorieswithwhichscholarsstudyandshareknowledge.Behaviorsthatwouldimpedethisprocessareprohibited,suchastext-messaging,surfingtheWeb,answeringcellphones,talkingoutofturn,etc.Studentsareresponsibleforknowingandfollowingcommonsense.Disruptiveorrudestudentswillbeinstructedtoleave.Specifically,participationismandatoryandincludes,allofwhicharerequiredinordertobecountedpresent,arrivingontimeandremainingtheentireperiod;comingpreparedwithhardcopiesofreadings,paper,pens,etc;behavingappropriately;informedcontributions;etc.StudentswithSIXormorephysicalormentalabsenceswillearnanautomaticzeroonparticipation.Thereareno“excused”absences.Assignments(10%) Studentswillregularlycompleteavarietyofin-class,announcedandunannounced,assignmentsmostclasses.Blueorblackinkisrequired.Occasionally,smallout-of-classassignmentsmightalsobeassignedandassessedinthiscategory.15TextbookQuizzes(15%) Studentswilltakeafifteen-minute,ten-questionobjectivequizoverchaptersfromTexas:CrossroadsofNorthAmerica.Studentsmaytakeeachquiztwice.Onlythehighestgradecounts.Questionsarerandomlygenerated.Studentswillseeonequestionatatime.Oncesubmitted,studentswillnotbeabletorevisitaquestion.(Pleasenote:thesamplequizissettohaveanunlimitednumberofattempts,sostudentscanuseitanytimetoensuretheircomputercanproperlyopenandviewquizzes.Quizzescannotberesetorextendedinthecaseofanydifficulties–pleaseplanaccordingly.)Blog(35%) Studentswillcreateandmaintainawebsiteathttp://wordpress.com.Studentswillblogweekly.Postsshould500ormorewordsandbereflective.BlogsaredueSaturdaysat11:59PM(25%).Studentsaretomakethreerepliesweeklytootherreflections,plusanynecessaryrepliestotheirownpost.RepliesaredueMondaysat11:59PM(5%).Aesthetics,layout,design,theAboutpageneedattention,too(5%).TheTrueAmericanProject(10%) Studentswillcreatequestions,visuals,anddoacomparativeanalysisbasedonTheTrueAmericanandassignedfilms.ArticleAnalysis(10%)andPresentation(5%) Studentswillsignupfortwoarticlesoftheirchoicefromthelistprovided.Studentswillsubmita4-6-pagearticleanalysisandmakeapresentationtotheclassforbotharticlesonspecifieddays.FinalExam(5%) Thein-classfinalexamquestionwillbe:Whathaveyoulearned?WhatisTexasHistory?WhyisTexasHistoryimportant?TowhatdegreehasTexaschangedornotchanged?Howandwhyareprimaryandsecondarysourcesimportant?Studentswillalsoanalyzeaprimarysource.

**HonorsCreditisavailableandhighlyrecommended.**Thegradingscaleisasfollows:90-100,A80-80,B

70-79,C60-69,D

Below60orforacademicdishonesty,F



I—Incompletesareonlyconsideredwhenstudentshaveextremeanddocumentedemergencies,havebeenpassing,andareunabletocompletethecourse.W—Studentsshoulddiscusstheiroptionswiththeprofessorpriortowithdrawingfromaclass.CurrentcoursewithdrawalinformationcanbefoundintheprintedversionoftheACCScheduleoronline.Studentswhofilewithdrawalrequestsbythepublisheddeadlineandhavenotexceededthewithdrawalmaximum(6)willreceiveagradeofW.

POLICIESANDNOTICES:ACADEMICHONESTY:StudentsatAlvinCommunityCollegearemembersofaninstitutiondedicatedtothepursuitofknowledgethroughaformalizedprogramofinstructionandlearning.Attheheartofthisendeavor,liethecorevaluesofacademicintegrity,whichincludehonesty,truth,andfreedomfromliesandfraud.Becausepersonalintegrityisimportantinallaspectsoflife,studentsatAlvinCommunityCollegeareexpectedtoconductthemselveswithhonestyandintegritybothinandoutoftheclassroom.Incidentsofacademicdishonestywillnotbetoleratedandstudentsguiltyofsuchconductaresubjecttoseveredisciplinarymeasures.Studentswilltypicallyearnanautomatic“F”intheclassforanyinstanceofcheatingorplagiarizing.Innocase,willstudentswithanacademicdishonestlyreportearnabovea“C”intheclass.Professorsarerequiredtoreportviolationsofacademichonesty.Studentsareresponsibleforpoliciesinthestudenthandbook,aswellascommonsense.RIGHTSOFINDIVIDUALSWITHDISABILITIES:ACCcomplieswithADAand504Federalguidelinesbyaffordingequalaccesstoindividualswhoareseekinganeducation.StudentswhohaveadisabilityandwouldlikeclassroomaccommodationsmustregisterwiththeOfficeofDisabilityServices.Studentsmustpresentdocumentationtotheprofessortherequestedaccommodationsduringthefirstweekofclassorassoonasadisabilityarise.Professorsarenotabletoprovideaccommodationsotherwise.Call(281)756-3433oremailEileenCross.BEHAVIORALINTERVENTIONTEAM(BIT)–LETTINGSOMEONEKNOW:TheBehavioralInterventionTeam(BIT)atAlvinCommunityCollegeiscommittedtoimprovingcommunitysafetythroughaproactive,collaborative,coordinated,objective,andthoughtfulapproachtotheprevention,identification,assessment,intervention,andmanagementofsituationsthatpose,ormayreasonablypose,athreattothesafetyandwell-beingtothecampuscommunity.Collegefaculty,staff,students,andcommunitymembersmaycommunicateconcernsbyemailorbyWeb.SUPPORTINFORMATION:FortechnicalproblemswithBlackboardcompletetheOnlineSupportForm.ForWEBACCESScontact(281)756-3544orvisittheirWebpage.TheACCLibraryisanexcellentsourceforresearchandwritinghelp.Quietroomsareavailableforstudyinganddoingclasswork.Formoreinformation,visittheACCLibraryWebsiteorcall281-756-3559.TheACCTutoring/LearningLab,locatedupstairsinbuildingA,providesstudentswithavarietyofservicesincludingtutoring(math,writing,andotherdisciplines);computersandprinters;atestingfacility;andtables/carrelsforstudying.Call281-756-3566orvisittheACCTutoring/LearningWebsiteformoreinformation.



MENTALHEALTHCOUNSELINGANDSUICIDEPREVENTIONSERVICES:Asastudent,youmayexperiencearangeofchallengesthatcaninterferewithlearning,suchasstrainedrelationships,increasedanxiety,substanceuse,feelingdown,difficultyconcentrating,and/orlackofmotivation.Thesementalhealthconcernsorstressfuleventsmaydiminishyouracademicperformanceand/orreduceyourabilitytoparticipateindailyactivities.AdvisingservicesemploystwoLicensedProfessionalCounselorswhocanassiststudentswithissuesthatnegativelyimpactacademicsuccess.Consultationandreferralsareconfidential.TheCounselingReferralformislocatedat:http://www.alvincollege.edu/CounselingServices.aspxEMERGENCIES:IfyouorsomeoneyouknowatACCfeelsoverwhelmed,hopeless,depressed,and/oristhinkingaboutdyingbysuicide,supportiveservicesareavailablebyrequestsattheAdmissionsOfficeorbycalling281-756-3531,askforaCounselor.YoumayalsocalltheNationalSuicidePreventionHotline1-800-273-8255.Thisisa24hour,tollfree,confidentialsuicidepreventionhotlineavailabletoanyoneinsuicidalcrisesoremotionaldistress.If,however,youorsomeoneyouknowisinanimmediatecrisis,gotothenearestEmergencyRoom,orcall911.

**NOTE**Theprofessorreservestherighttochangeanypartofthecourserequirements,policies,deadlines,content,etc.Studentsareresponsibleforkeepingtrackofanyandallchanges.Anychangeswillbe

announcedinclassand/orsentbyemail.

Studentsaremorethanwelcometoemailatanytime.Pleasefeelfreetoaskquestions,expressconcerns,oreventosharesomethinginteresting.Emailswillgeneralbeansweredwithin24hours.

Additionally,theprofessorwillregularlysendemailswithupdatesandreminders.Besureyoureceivethese.

Visitingon-campusout-side-of-classisalwaysgreat,too!

Finally,thisclassandmyofficewillalwayswillbea

safeplace&judgmentfreezoneforeveryoneregardlessofrace,religion,color,sex,pregnancy,genderorgenderidentity/expression,sexualorientation,parentalstatus,nationalorigin,age,disability,familymedicalhistoryorgenetic

information,politicalaffiliation,AND/ORmilitaryserviceorveteransstatus.–tonamejustafewofthepossibleoverlappingvariablesthatmakeusuniqueandcontributetoour

intersectionality-

“Whatareyougoingtodo?Areyougoingtobeapassiverecipientofeducation,orareyougoingtobecomeanactiveownerofyoureducation?”


ProfessorAndrewJosephPegoda Page10of11SyllabusandCourseCalendar

CourseCalendar:Nolateormakeupworkpermitted.Noexceptions.Noexcuses.Pleasedonotwaituntilthelastminute.Planaheadafewdays,ifnotafullweek.Deadlineswillnotbeextendedfortechnicaldifficultiesorpoweroutages.Thefollowingcalendarprovidesthemajortopicforeachweek,aswellasreadingsandassignmentstocomplete,exceptforsomereadingsthatwillbeannouncedaswego.BlogpostsarealwaysdueFridaysat11:59PM.BlogrepliesarealwaysdueMondaysat11:59PM.ReadingsfromTexasCrossroadsandthosequizzesarealwaysdueMondaysat11:59PM.Planahead.ReadingsfromMajorProblemsarealwaysdueThursdays.Thearticleanalysisassignmentsaredueaccordingtothetopicselectedandareduethedaysthestudentpresents,accordingtodatesbelow.Weekone,1/19&1/21:WhatisTexasHistory?WhatistheHistoryofTexasHistory?Weektwo,1/26&1/28:TheWorldsCollide

o Texas:Crossroads–readCh.1,“FirstTexans,FirstEncounters:Prehistoryto1554”andBBQuizo MajorProblems–readCh.2,“ContestedEmpire:TheNativeAmericansofTexasandEuropeanContact”

Weekthree,2/2&2/4:BattlegroundsandBorderlands

o Texas:Crossroads–readCh.2,“NewSpain’sNortheasternFrontierto1767”andBBQuizo Texas:Crossroads–readCh.3,“NewOpportunities,NewRivalries,1767—1800”andBBQuizo MajorProblems–readCh.3,“TheChallengesofSpanishColonization:StrugglesandAccommodationin

theEighteenthCentury”Weekfour,2/9&2/11:MigrationandNationalBuilding

o Texas:Crossroads–readCh.4,“NewNeighbors,NewChallenges,1800—1821”andBBQuizo Texas:Crossroads–readCh.5,“MexicanTexas,1821—1835”andBBQuizo MajorProblems–readCh.4,“PopulatingTexasDuringtheLateSpanishandMexicanPeriods,1810-1835”

Weekfive,2/16&2/18:RevolutionaryTexas

o Texas:Crossroads–readCh.6,“Revolution,1835—1836”andBBQuizo Texas:Crossroads–readCh.7,“TexasIndependent,1836—1845”andBBQuizo MajorProblems–readCh.5,“RevolutionaryTexas,1835-1836”

JoinusFebruary19forafieldtrip!Detailstofollow.ExtraCreditavailable.Weeksix,2/23and2/25:ImperialismandManifestDestiny

o MajorProblems–readCh.6,“FromFragileRepublictoStatehood”o MajorProblems–readCh.7,“ChangingGenderRolesontheTexasFrontier”

February23isthefirstpresentationdayforWeek1-5articlesWeekseven,3/1&3/3:SlaveSocieties

o Texas:Crossroads–readCh.8,“StatehoodandCivilWar,1845—1865”andBBQuizo MajorProblems–readCh.8,“SecessionandCivilWar,1861-1865”

Weekeight,3/8&3/10:TheCultureofSegregation

o Texas:Crossroads–readCh.9,“Reconstruction,1865—1874”andBBQuizo MajorProblems–readCh.9,“Race,Politics,andReconstruction,1865-1875”

March14-18–HAPPYSPRINGBREAK!


ProfessorAndrewJosephPegoda Page11of11SyllabusandCourseCalendar

Weeknine,3/22&3/24:Industrialismo Texas:Crossroads–readCh.10,“CreatinganInfrastructure,1876—1898”andBBQuizo MajorProblems–readCh.10,“ConqueringandPopulatingtheFrontiers,1860-1920”o MajorProblems–readCh.12,“UrbanizationandIndustrialization,1900-1940”

Weekten,3/29&3/31:WomenandTexas

o Texas:Crossroads–readCh.11,“AContradictoryMovement:TexasProgressivism,1900—1929”andBBQuiz

o MajorProblems–readCh.11,“SuffrageandBeyond:TexasWomenandReform,1885-1925”March29isthesecondpresentationdayforWeek6-9articlesWeekeleven,4/5&4/7:TheLiberalConsensus

o Texas:Crossroads–readCh.12,“DepressionandWar,1929—1945”andBBQuizo Texas:Crossroads–readCh.13,“AConfluenceofAnxieties:Texasfrom1946—1960”andBBQuizo Texas:Crossroads–readCh.14,“TheConundrumofLyndonJohnson’sTexas,1960—1978”andBBQuizo BeginTheTrueAmericanProject–forsure,watchDallasBuyersClub

Weektwelve,4/12&4/14:CivilRightsRevolutions,partI

o MajorProblems–readCh.14,“TheAfricanAmericanStruggleforCivilRightsinTexas,1940-1960”o TheTrueAmericanProject–forsure,watchTheAmericanViolet

Weekthirteen,4/19&4/21:CivilRightsRevolutions,partII

o MajorProblems–readCh.13,“DefiningMexicanAmericanIdentityinTexas,1910-1950”o TheTrueAmericanProject–readthebook

Weekfourteen,4/26&4/28:TheConservativeConsensus

o Texas:Crossroads–readCh.15,“RecognizingOldandNewRealties”andBBQuizo MajorProblems–readCh.15,“TheRiseoftheRepublicanPartyandtheTransformationofTexasPolitics,

1960-2000”o TheTrueAmericanProject–finishthebook

April26isthefirstpresentationdayforWeek10-14articlesWeekfifteen,5/3&5/5:WhatisTexasHistory?

o FinishTheTrueAmericanProject

Weeksixteen,Thursday,May12,2016,11:00-12:50PM,FINALEXAM COPYRIGHTPROTECTION:©AndrewJosephPegoda,2007-2016.Allcopyrightprotectionsreservedforalloriginalmaterialpresentedinthiscourse.Unlessotherwisenoted,allmaterialsaretheintellectualpropertyoftheprofessorandarecopyrighted.Individualsareprohibitedfrombeingpaidfortaking,selling,orotherwisetransferringforvalue,classnotesorotherinformationmadeduringthiscoursetoanyentity.Inadditiontolegalsanctions,studentsfoundinviolationoftheseprohibitionsmaybesubjecttodisciplinaryactionfromtheadministration.

HISTORY2301-01(0804)

TexasHistoryProfessorPegoda~Spring2016

WeeklyBlogs

InordertoenhanceourstudyofTexasHistory,increaseourwrittenandanalyticalinterpersonalcommunicationskills,studentswillblogweekly.Studentswillhaveonepostdueeachweek,Fridaysat11:59PM.Thispostshouldbereflectiveinnature.Studentsalsoneedtomakethreerepliesweeklytootherreflections,plusanynecessaryrepliestotheirownpost,dueMondaysat11:59PM.Studentsarewelcometomaketheir500+wordreflectivepostaboutanythingtheywouldlikethatrelatestoTexasHistory.Questiontoconsiderwhenmakingpostsare:

Howareyoudoing?Whatwasmostinteresting,leastinteresting,new,and/orconfusingandwhyaboutthetopicsandreadingsthispastweek?Whatotherquestions,comments,orideasdoyouhave?Howdidyou“fail”insomewayasfarasanidea,question,orthoughtrelatedtocoursematerial?Doyouhaveanyinterestingpictures,videoormusicclips,orsomethingelsetosharethatwouldhelpourcollectiveunderstandings?Howdoesthismaterialrelatetotheemotionaldemandsofcollege?Howdoesthismaterialinformhopes,fears,andpersonalandresponsibility,aswellascivilengagementinthe2010s,andwhy?

Blogscan—andsometimesshould—beabitmoreinformal.However,paragraphsandcoherentpostsarestillrequired.Usetheseblogassignmentstothinkdifferentlyandcreatively.Blogsshouldhavegoodtitles,goodtagsandcategories,images,blockquotesasneeded,hyperlinkstoothercontent,Academichonestyisstillveryimportantandisrequired.Forout-of-classassignments,includingblogs,studentsareprohibitedfromusinganyoutsidesourceswithoutpriorpermissionoreachother,doingsoconstitutescheating.Studentsarealsoprohibitedfrom,forexample,turninginthesameblogasanotherstudentorhavingsomeoneelsewriteblogsforthem.Studentswhocheatorplagiarizewillbepunished.Cheatingorplagiarizingwillusuallyresultinan“F”forthecourse.Inallcases,allviolationsofacademichonestywillbereportedtotheVicePresidentofStudentServices,andstudentswillruntheriskofbeingexpelledfromAlvinCommunityCollege.Studentswithquestionsshouldask.Studentsareresponsibleforpoliciesinthestudenthandbook,aswellasrulesofcommonsense.Moredetailswillfollow.

HISTORY 2301-01 (0804)

Texas History Professor Pegoda ~ Spring 2016

The True American Project

This assignment is due May 2, 2016, online in Turnitin at 11:59 PM. A hardcopy is due May 3, 2016, at 11:00 am with the Academic Honesty Pledge attached. No late work will be accepted. The professor will happily go over projects and provide feedback before the deadline so students have an opportunity to improve. Students seeking early feedback should contract the professor several days before the due date. I. For each chapter in The True American: Murder and Mercy in Texas, students should: 1: write a high-level, thoughtful, yet dense reaction – no summary (approximately 75-125 words), 2: articulate meanings of and answers to “what is Texas History?” (approximately 75-125 words), 3: develop at least three high-level (i.e., how and why) questions, with at least one focused on ethical issues. Be sure to do this for each chapter as soon as you finish reading the chapter. II. Students also need to select (from Google, etc.) or make at least 15 images/ representations that could illustrate The True American. Be creative. Some images may certainly be abstract or memes. Students should think like a historian, too, and pick images that increase understandings of who, what, why, and context. Students need to briefly describe or annotate each image and justify its selection. Use PowerPoint (Google’s version of PowerPoint is fine) for this part of the assignment. One image per slide. Use textboxes to annotate images. Use the “speaker notes” section to justify the image. III. Students should write around 600-700 words comparing and contrasting The True American, American Violet, and Boyhood.

Review the following for information about successful college and university writing. Grammar and writing style matter for this assignment. “Five Characteristics of College Writing” http://andrewpegoda.com/resources/five-characteristics-of-college-writing/ “Checklist for Writing Assignments: http://andrewpegoda.com/resources/checklist-for-writing-assignments/ The Oxford Comma, plus Every Comma Rule You Need to Know” http://andrewpegoda.com/2014/06/24/the-oxford-comma-plus-every-comma-rule-you-need-to-know/ “Mastering the Semicolon, Colon, and Apostrophe” http://andrewpegoda.com/2014/06/25/mastering-the-semicolon-colon-and-apostrophe/ “14 Must Know Rules of Grammar Guaranteed for Successful Writing” http://andrewpegoda.com/2014/06/25/14-must-know-rules-of-grammar-guaranteed-for-successful-writing/ “Grading Rubric” http://andrewpegoda.com/resources/grading-rubric/ Additionally, please remember that all out-of-class work must be typed in Times New Roman size 12, with one-inch margins on all four sides, and double-spaced. Spelling, grammar, and format count – please use Academic English (this means NOT using first person [e.g., the word “I”], text-message language, contractions, clichés, or slang, for example). Students tend to make more mistakes on grammar than on content, so be careful. Out-of-class assignments must be submitted online for plagiarism detection in Blackboard. Additionally, students must bring a hardcopy to class with the academic honesty pledge attached—all pages must be stapled. Be sure and take the appropriate and necessary time to write a good, formal, publishable paper. Academic honesty is very important and is required. For out-of-class assignments, including this assignment, students are prohibited from using any unapproved sources or each other, doing so constitutes cheating. Students must complete the review INDEPENDENTLY. Students are also prohibited from, for example, turning in the same paper as another student, submitting an online review as their work, or having someone else write the paper for them. Students who cheat or plagiarize will be punished. Cheating or plagiarizing will usually result in an “F” for the course. In all cases, all violations of academic honesty will be reported to the Vice President of Student Services, and students will run the risk of being expelled from Alvin Community College. Students with questions should ask. Students are responsible for policies in the student handbook, as well as rules of common sense.

http://andrewpegoda.com/resources/five-characteristics-of-college-writing/

http://andrewpegoda.com/resources/checklist-for-writing-assignments/

http://andrewpegoda.com/2014/06/24/the-oxford-comma-plus-every-comma-rule-you-need-to-know/


http://andrewpegoda.com/2014/06/25/mastering-the-semicolon-colon-and-apostrophe/

http://andrewpegoda.com/2014/06/25/14-must-know-rules-of-grammar-guaranteed-for-successful-writing/


http://andrewpegoda.com/resources/grading-rubric/

HISTORY 2301-01 (0804)

Texas History Professor Pegoda ~ Spring 2016

Article Analysis and Presentation

Students will write two thoughtful article analysis essays of at least 4-6 pages each (1200-1800 words) where they analyze and evaluate two articles of their choice from the approved list. Papers will be due on three dates throughout the semester – February 23, March 29, and April 26. The exact due dates depend on the articles selected. Students must submit a copy of their paper through Turnitin in Blackboard no later than 11:59 PM the day before the paper is due in-class. On this day, a hardcopy should be brought to class and submitted no later 11:00 am, with the Academic Honesty Pledge attached. No late work will be accepted. The professor will happily go over reviews and provide feedback before the deadline so students have an opportunity to improve. Students seeking early feedback should contract the professor several days before the due date. Students should write both essays according to the following general outline. All of these questions should be considered but should be addressed in a narrative fashion that is clear and makes sense. Do not answer each question one-by-one, as the assignment calls for a coherent essay. **Briefly summarize and introduce the article and author. **Discuss the overall thesis. Identity, explain, and analyze the three most important arguments used by the author. Consider: importance (or lack of), related assumptions and implications. **Analyze evidence used and ask: does this evidence support claims made in the article? Would other evidence provide a different interpretation? **Look at the chosen article in broader perspectives. Given what we have studied and read, how compelling and relevant is the article, how does it compare and contrast with other primary and secondary readings, and what do historians tend to find important? **In order to meet state requirements, consider ethical issues involved. What kind of ethical issues do people and historians face, and who decides what is “ethical”? How does what is “ethical” change according to time and place? What kind of social and personal responsibility do we have to ensure “ethics” prevails? **Provide an opinion of the article. Consider the author’s writing style and ability to keep the attention of readers or even inspire them. Feel free to share other thoughts and comments related to or inspired by the article.

On the dates specified above, students will make a presentations of approximately 10 minutes. During this presentation, students should not read their paper. Students should share why the article is important, what it says, and how it compares and contrasts with other material. More details on the presentation will be discussed when we get there. Review the following for information about successful college and university writing. Grammar and writing style matter for this assignment. “Five Characteristics of College Writing” http://andrewpegoda.com/resources/five-characteristics-of-college-writing/ “Checklist for Writing Assignments: http://andrewpegoda.com/resources/checklist-for-writing-assignments/ The Oxford Comma, plus Every Comma Rule You Need to Know” http://andrewpegoda.com/2014/06/24/the-oxford-comma-plus-every-comma-rule-you-need-to-know/ “Mastering the Semicolon, Colon, and Apostrophe” http://andrewpegoda.com/2014/06/25/mastering-the-semicolon-colon-and-apostrophe/ “14 Must Know Rules of Grammar Guaranteed for Successful Writing” http://andrewpegoda.com/2014/06/25/14-must-know-rules-of-grammar-guaranteed-for-successful-writing/ “Grading Rubric” http://andrewpegoda.com/resources/grading-rubric/ Additionally, please remember that all out-of-class work must be typed in Times New Roman size 12, with one-inch margins on all four sides, and double-spaced. Spelling, grammar, and format count – please use Academic English (this means NOT using first person [e.g., the word “I”], text-message language, contractions, clichés, or slang, for example). Students tend to make more mistakes on grammar than on content, so be careful. Out-of-class assignments must be submitted online for plagiarism detection in Blackboard. Additionally, students must bring a hardcopy to class with the academic honesty pledge attached—all pages must be stapled. Quotations must be kept to a minimum. No more than four (brief) total sentences may be quoted throughout the paper. When quoting, put the page number in a parenthetical citation. For example, “I am quoting this line” (4). Be sure and take the appropriate and necessary time to write a good, formal, publishable paper.

http://andrewpegoda.com/resources/five-characteristics-of-college-writing/

http://andrewpegoda.com/resources/checklist-for-writing-assignments/



http://andrewpegoda.com/2014/06/25/mastering-the-semicolon-colon-and-apostrophe/



http://andrewpegoda.com/resources/grading-rubric/

Academic honesty is very important and is required. For out-of-class assignments, including this review, students are prohibited from using any outside sources or each other, doing so constitutes cheating. This means students MAY NOT reference any online sources or reviews about the book. Students must complete the review INDEPENDENTLY. Students may only reference material specifically assigned or discussed in this class, such as weekly packets, lectures, the textbook, or class discussions. Students are also prohibited from, for example, turning in the same paper as another student, submitting an online review as their work, or having someone else write the paper for them. Students who cheat or plagiarize will be punished. Cheating or plagiarizing will usually result in an “F” for the course. In all cases, all violations of academic honesty will be reported to the Vice President of Student Services, and students will run the risk of being expelled from Alvin Community College. Students with questions should ask. Students are responsible for policies in the student handbook, as well as rules of common sense.

If you select one of the following, your paper is due Monday, February 22, 2016, 11:59 PM. A hardcopy is due Tuesday, February 23, 2016, 8:00 AM. You’ll also do your presentation Tuesday, February 23. Week 2: “From Captives to Slaves: Commodifying Indian Women in the Borderlands” Week 3: “Spanish Law and Women in Colonial Texas, 1719–1821” Week 3: “The Mission as a Frontier Institution: Sixty Years of Interest and Research” Week 4: “The Hispanic Church in Texas under Spain and Mexico” Week 4: “The Kadohadacho Indians and the Louisiana-Texas Frontier, 1803-1815” Week 4: “The State of Coahuila y Tejas in 1824: A Governor’s View from Saltillo” Week 4: “Vision of a Utopian Texas: Robert Owen’s Colonization Scheme” Week 5: “Bexar: Profile of a Tejano Community, 1820-1832” Week 5: “The Little Book That Wasn’t There: The Myth and Mystery of the de la Peña Diary” If you select one of the following, your paper is due Monday, March 28, 2016, 11:59 PM. A hardcopy is due Tuesday, March 29, 2016, 8:00 AM. You’ll also do your presentation Tuesday, March 29. Week 6: ” A Comparative Approach to Western Religious History: Texas as a Case Study, 1845-1890″ Week 6: The Antebellum Texas Cattle Trade across the Gulf of Mexico Week 7: ” Memory, the Texas Revolution, and Secession: The Birth of Confederate Nationalism in Texas” Week 7: “Of Rutabagas and Redeemers: Rethinking the Texas Constitution of 1876” Week 7: “To Preserve African Slavery”: The Secession Commissioners to Texas, 1861 Week 7: Human Property: The Negro Slave in Harrison County, 1850-1960 Week 8: “Community Bonds in the Bayou City: Free Blacks and Local Reputation in Early Houston” Week 8: “Handwriting on the Wall: The Klan, Language Issues, Prohibition in the German Settlements of Eastern Texas” (optional*) Week 8: “Residential Segregation in Two Early West Texas Towns” Week 8: “The 1873 Mob Massacre of the Hill Family in Springtown, Texas” Week 8: The Life and Work of Dr. Beadie Eugene Conner: AA Physician in Jim Crow Texas

Week 9: “”‘I’m a Tool Pusher from Snyder’: Slim Willet’s Oil Patch Songs” Week 9: “Creating Company Culture: Oil Company Camps in the Southwest, 1920—1960” Week 9: “The Development of Galveston’s Hospitals during the Nineteenth Century” Week 9: “Verner White: Rediscovering a Neglected Texas Artist” Week 9: Opening the Closed Shop: The Galveston longshoremen’s Strike of 1920-1921 Week 9: Recording Race: General Stores and Race in the Late Nineteenth-Century Southwest If you select one of the following, your paper is due Monday, April 25, 2016, 11:59 PM. A hardcopy is due Tuesday, April 26, 2016, 8:00 AM. You’ll also do your presentation Tuesday, April 26. Week 10: “Ranch Women and Rodeo Performers in Post–World War II West Texas” Week 10: “The Woman Suffrage Movement in Texas” Week 10: The Origin of the Texas Birth Control Movement, 1933–1945 Week 11: “To Meet Fire with Fire: Lyndon Johnson, Tom Miller, and Home-Front Politics” Week 11: Culture War in Downtown Houston: Jones Hall and the Postwar Battle over Exclusive Space Week 11: Four Years and a World of Difference: Evolution of Lyndon Johnson and American Foreign Policy Week 11: The Texas Liberal Press and the Image of White Texas Masculinity, 1938–1963 Week 12: “Fighting for Caucasian Rights: Mexicans, Mexican Americans, and the Transnational Struggle for Civil Rights in World War II Texas” Week 12: “Latinas in Dallas, 1910–2010 Becoming New Women” Week 12: “Main House, Carriage House: African-American Domestic Employees at the McFaddin-Ward House in Beaumont, Texas, 1900-1950” Week 12: “The Texas Rangers Revisited: Old Themes and New Viewpoints” Week 12: “Without Pride or Apology: The University of Texas at Austin, Racial Integration, and theBarbara Smith Case” Week 12: Texas and the Master Civil Rights Narrative: Case Study of Black Females in Houston Week 13: “An Alternative Politics: Texas Baptists and the Rise of the Christian

Right, 1975-1985” Week 13: “Conquering Salem: The Triumph of the Christian Vision in Turn-of-the-Twentieth-Century Texas” Week 13: “Reaching for Power: Barbara C. Jordan and Liberals in the Texas Legislature, 1966-1972” Week 13: “Teaching Americanism: Ray K. Daily and the Persistence of Conservatism in Houston School Politics, 1943-1952” Week 13: “The Rise of Rightwing Republicanism”

Have a great summer. Please stay in touch.

HISTORY 2301-01 (0804)

Texas History Professor Pegoda - Spring 2016

Final Exam – May 12 – 120 minutes

Please show off what you have learned this semester! I look forward to reading your thoughts. Do your best. As a reminder, any form of cheating will result in an automatic “F” in this course. PART I. EXTENDED ESSAY Please remember to have a good, organized response to the question. Use key terms and major ideas from lessons and readings. Focus on who, what, when, where, how, and why questions. Change over time and historical significance are by far most important. Show how different concepts are connected in an organized essay (e.g., discuss events/people in order, either chronologically or thematically). Quality essays will be at least 5 pages in your Bluebook. Write on every line. Use the front of each page only. (80 points)

1. What have you learned? What is Texas History? Why is Texas History important? To what degree has Texas changed or not changed over the past 500 years? How and why are primary and secondary sources important?

PART II. SHORT ANSWER Please write a primary source essay of the attached document in your Bluebook. (20 points)

1) identify where, when, and by whom/for whom it was originally produced; 2) describe and evaluate at least three important points and the main argument and evaluate the credibility; 3) consider what assumptions the author(s) has; 4) analyze its various meanings to different people or groups (e.g., women, men, leaders, everyday people, “the other”); 5) compare/contrast it with other assigned texts; 6) explain why it is important (i.e., context and significance) and to whom; 7) recognize parallel events, peoples, perspectives from roughly the same time period; 8) consider how time and place have provided different perspectives; 9) consider how the core issue relates or does not relate to the same, different, similar, or parallel issues today; 10) state a reaction to the document; 11) consider what ethical issues are involved with said document being analyzed (this question is especially for sources that were not designed to be read by the public, such as private letters); 12) pull out one sentence (or so) that is especially effective from the document and explain why it was selected; and 13) develop several questions about the document that would be good for further research and a question that would be a good quiz/test question.

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