SOLUTION: HIST 1301 HCC Incidents in the Life of a Slave Girl Book review

Division of Liberal Arts, Humanities, and Education
History Department
HIST 1301: United States History I | Lecture | #14825
Summer 2020 | 5 Weeks (1.21.2020-5.17.2020)
3 Credit Hours | 48 hours per semester
Instructor Contact Information
Instructor: Trina Walker
Office Phone:
Central South Campus,
Office Hours:
HCC Email:
Office Location:
Instructor’s Preferred Method of Contact
Please contact me via email. I will try to respond to emails within 24 hours Monday through Friday; I
will reply to weekend messages on Monday mornings.
What’s Exciting About This Course
While many of us learned History as a subject of the past, this particular class will focus on the impact
of colonization, the American revolution, the Constitution, industrialization, Westward Expansion, and
Civil War/Reconstruction in today’s world. Almost everything we do as a society, whether local or
global, has been shaped by historical actors and events. In this course we will be introduced to these
heroes and happenings and draw parallels between them and the important people and events of the
present. “The past is never dead. It’s not even past.” –William Faulkner
My Personal Welcome
Welcome to U.S. History—I’m delighted that you have chosen this course. One of my passions is to
know as much as I can about the past and how it impacts us today, and I can hardly wait to pass that
on. I will present the information in the most exciting way I know, so that you can grasp the concepts
and apply them now and hopefully throughout your life. As you read and wrestle with new ideas and
facts that may challenge you, I am available to support you. The fastest way to reach me is by my HCC
email. My goal is for you to walk out of the course with a better understanding of yourself and how
and why our country is what it is today. So please contact me whenever you have a question.
Prerequisites and/or Co-Requisites
Students enrolled in HIST 1301 must have passed ENGL 1301 (Composition I) or coenrolled in ENGL 1301 as a co-requisite. (Exception: Dual credit students only need to be
placed into college level reading and writing.)
Eagle Online Canvas Learning Management System
This section of HIST 1301 will use Eagle Online Canvas ( to supplement inclass assignments, exams, and activities. You will be able to use canvas to access your E-Reader
Assignments, Articles for Discussions, etc. HCCS Open Lab locations may be used to access the Internet
and Eagle Online Canvas. It is recommended that you USE FIREFOX OR CHROME AS YOUR BROWSER
HCC Online Information and Policies
Here is the link to information about HCC Online classes including the required Online
Orientation for all fully online classes:
Eagle Online Canvas Gradebook Notice
The gradebook tool in Canvas may not accurately reflect your current or final course
grade. Consult your syllabus and your assignment grades to calculate your course grade
and speak with the professor if you have questions.
Instructional Materials
-Writing materials for notes
-Index cards
Textbook Information
Alan Brinkley, Unfinished Nation 8th Edition
HCC provides free, confidential, and convenient academic support, including writing
critiques, to HCC students in an online environment and on campus. Tutoring is provided
by HCC personnel in order to ensure that it is contextual and appropriate. Visit the HCC
Tutoring Services website for services provided.
The HCC Library System consists of 9 libraries and 6 Electronic Resource Centers (ERCs)
that are inviting places to study and collaborate on projects. Librarians are available both
at the libraries and online to show you how to locate and use the resources you need.
The libraries maintain a large selection of electronic resources as well as collections of
books, magazines, newspapers, and audiovisual materials. The portal to all libraries’
resources and services is the HCCS library web page at
Supplemental Instruction
Supplemental Instruction is an academic enrichment and support program that uses peerassisted study sessions to improve student retention and success in historically difficult
courses. Peer Support is provided by students who have already succeeded in completion
of the specified course, and who earned a grade of A or B. Find details at
Course Overview
HIST 1301 is a survey of the social, political, economic, cultural, and intellectual history of
the United States from the pre-Columbian era to the Civil War/Reconstruction period.
United States History I includes the study of pre-Columbian, colonial, revolutionary, early
national, slavery and sectionalism, and the Civil War/Reconstruction eras. Themes that
may be addressed in United States History I include American settlement and diversity,
American culture, religion, civil and human rights, technological change, economic
change, immigration and migration, and creation of the federal government is a survey
course of the basic principles underlying human behavior.
Core Curriculum Objectives (CCOs)
HIST 1301 satisfies an American History requirement in the HCCS core curriculum.
History courses
• Critical Thinking Skills—to include creative thinking, innovation, inquiry, and
analysis, evaluation and synthesis of information.
• Communication Skills—to include effective development, interpretation and
expression of ideas through written, oral and visual communication.
• Personal Responsibility—to include the ability to connect choices, actions, and
consequences to ethical decision-making.
• Social Responsibility—to include intercultural competence, knowledge of civic
responsibility, and the ability to engage effectively in regional, national, and global
Program Student Learning Outcomes (PSLOs)
Discuss the Age of Exploration
Explain Colonization
Identify the Causes and effects of the American Revolution
Explain the origins and impact of Slavery
Analyze the formation of the Republic
Summarize the effects of Expansion and Innovation
Explain Nationalism and Sectionalism
Discuss the Civil War
Evaluate the effects of Reconstruction
Course Student Learning Outcomes (CSLOs)
Upon successful completion of this course, students will:
1. Create an argument through the use of historical evidence.
2. Analyze and interpret primary and secondary sources.
3. Analyze the effects of historical, social, political, economic, cultural, and global forces
on this period of United States history.
Student Success
Expect to spend at least twice as many hours per week outside of class as you do in class
studying the course content. Additional time will be required for written assignments.
The assignments provided will help you use your study hours wisely. Successful
completion of this course requires a combination of the following:
• Reading the textbook
• Attending class in person and/or online
• Completing assignments
• Participating in class activities
There is no short cut for success in this course; it requires reading (and probably rereading) and studying the material using the course objectives as your guide.
Instructor and Student Responsibilities
As your Instructor, it is my responsibility to:
• Provide the grading scale and detailed grading formula explaining how student
grades are to be derived
• Facilitate an effective learning environment through learner-centered instructional
• Provide a description of any special projects or assignments
• Inform students of policies such as attendance, withdrawal, tardiness, and make up
• Provide the course outline and class calendar which will include a description of any
special projects or assignments
• Arrange to meet with individual students before and after class as required
As a student, it is your responsibility to:
• Attend class in person and/or online
• Participate actively by reviewing course material, interacting with classmates, and
responding promptly in your communication with me
• Read and comprehend the textbook
• Complete the required assignments and exams
• Ask for help when there is a question or problem
• Keep copies of all paperwork, including this syllabus, handouts, and all assignments
• Attain a raw score of at least 50% on the departmental final exam
• Be aware of and comply with academic honesty policies in the HCCS Student
Assignments, Exams, and Activities
Written Assignment
There will be one book review for this class. Students will get to select from a list of three monographs
that include:
1) The Journey and Ordeal of Cabeza de Vaca: His Account of the Disastrous First European Exploration
of the American Southwest by Alvar Nunez Cabeza de Vaca
2) A Son of the Forest: The Experience of William Apess by William Apess
3) Incidents in the Life of a Slave Girl by Harriet Jacobs (AKA Linda Brent)
The objective of each review is to provide historical analysis of each work. Students will be expected to
present a college level critique of [two of] these important American stories and connect the material
to the subjects discussed in class.
There will be a midterm exam and a final exam
In-Class Activities
(See “Participation”)
Final Exam
See ‘Written Assignment’
Grading Formula
Daily Assignments-25 %
Weekly Assignments- 25%
Midterm- 25%
Paper- 25%
Course Calendar
Week 1
1. Monday, July 13
2. Tuesday, July 14
1. Introduction to course
1. Lecture: Collision of Cultures
2. Focus Question (Canvas)
3. Wednesday, July 15
1. Lecture: England’s Colonies
2. Focus Questions (Canvas)
4. Thursday, June 16
1. Lecture: Colonial Way of Life
2. Focus Questions (Canvas)
3. Reading assignments- Words Mean Things:
Colonialism, Chapters 1-3
4. Essay Due
Week 2
5. Monday, July 20
1. Lecture: From Colonies to States
2. Focus Questions (Canvas)
6. Tuesday, July 21
1. Lecture: The American Revolution
2. Focus Questions (Canvas)
7. Wednesday, July 22
1. Lecture: Strengthening the New Nation
2. Focus Questions (Canvas)
8. Thursday, July 23
1. Lecture: The Early Republic
2. Focus Questions (Canvas)
3. Reading assignments- Everyone’s Heard of the
Patriot Act. Here’s What It Actually Does, Chapter 4-7
4. Essay Due
Week 3
9. Monday, July 27
1. Lecture: The Emergence of a Market Economy
2. Focus Questions (Canvas)
10. Tuesday, July 28
11. Wednesday, July 29
1. Lecture: Nationalism and Sectionalism
2. Focus Questions (Canvas)
12. Thursday, July 30
1. Lecture: Jacksonian Era
2. Focus Questions (Canvas)
3. Reading assignments- How the U.S. Hides Its
4. Essay Due
Week 4
13. Monday, August 3
14. Tuesday, August 4
1. Lecture: The South, Slavery, and King Cotton
2. Focus Questions (Canvas)
1. Lecture: Religion, Romanticism, & Reform
2. Focus Questions (Canvas)
15. Wednesday, August 5
1. Lecture: Western Expansion
2. Focus Questions (Canvas)
16. Thursday, August 6
1. Lecture: The Gathering Storm
2. Focus Questions (Canvas)
3. Video assignments- America’s Great Divide,
Chapter 11-14
4. Essay Due
Week 5
17. Monday, August 13
1. Lecture: The War of the Union
2. Focus Questions (Canvas)
18. Tuesday, August 14
1. Lecture: The Era of Reconstruction
2. Focus Questions (Canvas)
19. Thursday, August 16
Syllabus Modifications
The instructor reserves the right to modify the syllabus at any time during the semester
and will promptly notify students in writing, typically by e-mail, of any such changes.
Instructor’s Practices and Procedures
Missed Assignments
You will have one week to make a missed exam, it will be returned with the next
Academic Dishonesty, Plagiarism, Cheating
Plagiarism, cheating, and other forms of academic dishonesty are prohibited by HCCS
policy. Plagiarism is the use of the ideas or words of another person (either in whole or in
part) without crediting the source. Plagiarism amounts to the theft of another person’s
work and its appropriation as one’s own. Students are also prohibiting from selfplagiarism or turning in work for one class in another class. Cheating involves fraud and
deception for the purpose of violating legitimate testing rules. Cheating includes but is
not limited to: copying from another student’s test paper, using materials not authorized
by the instructor during an exam; collaborating with another student during an exam;
knowingly using, buying, selling, etc. whole or part of an un-administered test. Any
questions about academic dishonesty should be referred to the Student Conduct section of
the College System catalogue. Students caught violating standards of academic honesty
will be given an F for the assignment and may be given an F for the course.
Here’s the link to the HCC information about academic integrity (Scholastic Dishonesty
and Violation of Academic Scholastic Dishonesty and Grievance):–procedures/studentprocedures/
Attendance Procedures
More than three absences on discussion days will significantly impact your grade
If you stop attending classes after the “Last day to withdraw”:
• Academic consequence – grade of “FX” (same impact on your GPA as an “F”)
• Financial consequence – required to repay all or a portion of your financial aid
**Future financial aid eligibility may be affected no matter when you withdraw.
Student Conduct
Students are expected to treat the professor and one another with respect.
Electronic Devices
Please silence all devices during class
HCC Policies
Here’s the link to the HCC Student Handbook In it you will find information about the following:
Academic Information
Incomplete Grades
Academic Support
International Student Services
Attendance, Repeating Courses, and
Health Awareness
Career Planning and Job Search
Police Services & Campus Safety
disAbility Support Services
Student Life at HCC
Electronic Devices
Student Rights and Responsibilities
Equal Educational Opportunity
Student Services
Financial Aid TV (FATV)
General Student Complaints
Transfer Planning
Grade of FX
Veteran Services
The EGLS3 (Evaluation for Greater Learning Student Survey System) will be available for
most courses near the end of the term until finals start. This brief survey will give
invaluable information to your faculty about their teaching. Results are anonymous and
will be available to faculty and division chairs after the end of the term. EGLS3 surveys
are only available for the Fall and Spring semesters. EGLS3 surveys are not offered
during the Summer semester due to logistical constraints.
Campus Carry Link
Here’s the link to the HCC information about Campus Carry:
HCC Email Policy
When communicating via email, HCC requires students to communicate only through the
HCC email system to protect your privacy. If you have not activated your HCC student
email account, you can go to HCC Eagle ID and activate it now. You may also use Canvas
Inbox to communicate.
Housing and Food Assistance for Students
Any student who faces challenges securing their foods or housing and believes this may
affect their performance in the course is urged to contact the Dean of Students at their
college for support. Furthermore, please notify the professor if you are comfortable in
doing so.
This will enable HCC to provide any resources that HCC may possess.
Office of Institutional Equity
Use the link below to access the HCC Office of Institutional Equity, Inclusion, and
Engagement (
disAbility Services
HCC strives to make all learning experiences as accessible as possible. If you anticipate
or experience academic barriers based on your disability (including mental health, chronic
or temporary medical conditions), please meet with a campus Abilities Counselor as soon
as possible in order to establish reasonable accommodations. Reasonable
accommodations are established through an interactive process between you, your
instructor(s) and Ability Services. It is the policy and practice of HCC to create inclusive
and accessible learning environments consistent with federal and state law. For more
information, please go to
Title IX
Houston Community College is committed to cultivating an environment free from
inappropriate conduct of a sexual or gender-based nature including sex discrimination,
sexual assault, sexual harassment, and sexual violence. Sex discrimination includes all
forms of sexual and gender-based misconduct and violates an individual’s fundamental
rights and personal dignity. Title IX prohibits discrimination on the basis of sex-including
pregnancy and parental status in educational programs and activities. If you require an
accommodation due to pregnancy please contact an Abilities Services Counselor. The
Director of EEO/Compliance is designated as the Title IX Coordinator and Section 504
Coordinator. All inquiries concerning HCC policies, compliance with applicable laws,
statutes, and regulations (such as Title VI, Title IX, and Section 504), and complaints may
be directed to:
David Cross
Director EEO/Compliance
Office of Institutional Equity & Diversity
3100 Main
(713) 718-8271
Houston, TX 77266-7517 or
History Department Chair Contact Information
Department Chair Gisela Ables, PhD
(713) 718-5779
U.S. History
Houston Community College
Trina Walker
Book Report
I am providing a short guide, meant to help you organize your paper.
1) Use complete sentences.
2) Your paper should be written in your [academic/professional] voice; it should NOT just be a
bunch of answers to questions. (I CANNOT STRESS THIS ENOUGH. IF YOU JUST
3) You are writing this paper for an audience that has NOT studied American History. Someone
who hasn’t taken this course should be able to understand your paper.
4) PLEASE proofread your paper, OR let a text-to-speech program read it to you. PLEASE
Paragraph I: Introduction
A. Title and Author of the book
B. When was the book written?
C. Why did you choose this book?
D. General synopsis (1-2) Sentences
Paragraph II: Overview/Summary
A: What issue, or set of issues, is the author attempting to address?
B. How does the author set up his or her argument? In other words, is it placed in some kind of
historical context explicitly, or is the historical context worked in throughout the work?
C. What are the key points of the argument? In other words how does the author move from one
point to another, and what does he or she consider important?
Paragraph III: Critique
A. Is the author’s argument convincing—that is, do you come away from the book with new
knowledge about a problem and its possible solution?
B. Are there parts of the argument that seem to be missing?
C. If you were asked to write this book, would you go about it in the same way as the author had
done or would you do something differently? (Essentially, this is a question about your overall
impression of the book.)
Paragraph IV: Conclusion
A. Restate the main points of this review.
B. How has this assignment helped you better understand the concepts discussed in class?
Running Head: CRITIQUE
Inciden …
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