Navigating the United States History Syllabus: A Comprehensive Guide

Understanding the United States history syllabus is crucial for students aiming to succeed in their history coursework. This article provides a detailed overview of the key components commonly found in a U.S. history syllabus, offering insights into course objectives, assessment methods, academic expectations, and available resources. Whether you're a dual credit student, an AP student, or simply enrolled in a general U.S. history class, this guide will help you navigate the course effectively.

Course Overview and Objectives

The primary purpose of a U.S. history course is to teach students how to analyze historical evidence using primary and secondary sources. The course aims to convey material through various methods, including lectures, discussions, primary and secondary documents, guest speakers, instructional videos, and PowerPoint presentations.

Core Objectives

Historical Analysis: Students must demonstrate their ability to think critically about history.
Communication Skills: Students will develop, interpret, and express ideas through written or verbal communication.
Civic Responsibility: Students will identify civic responsibility by analyzing historical characters and their contributions to the United States.

Attendance and Participation

Regular and punctual attendance is typically required of all students. For dual credit students meeting in person on campus, attendance policies may specify meeting times and locations. In online courses, attendance is often determined by the submission of assignments or participation in activities. Simply logging into a distance learning course without participating in an academic assignment may not constitute attendance, according to federal guidelines.

When a student has been ill or absent from class for approved extracurricular activities, they should be allowed to make up for the missed work as far as possible. However, if a student has not actively participated by the census date, they may be dropped by the instructor for non-attendance. It is the student's responsibility to ensure they have been officially withdrawn from a class if they choose to do so.

Health Science and Cosmetology courses may have more stringent attendance policies based on their accreditation agencies. Panola College welcomes pregnant and parenting students and is committed to providing support and adaptations for a successful educational experience.

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Assessment Methods

A U.S. history course typically employs a variety of assessment methods to evaluate student learning and comprehension of the material. These methods may include:

Unit Exams: These exams are administered over Open Educational Resources (OER), assigned readings, and lecture material. The number and style of the exams may vary based upon the instructor and the length of the course.
Research Paper: A research paper will constitute a portion of the class grade. The paper will require students to research and write about a historical figure within the time period. The paper requirements, such as length and style, may vary depending upon the length of the course and the individual instructor. Students must demonstrate their ability to think critically about history by writing a research paper on a historical figure within the time period. Students will write a paper analyzing the contributions of one historical figure who contributed to the early success of the United States. Students will be given a list of historical figures that impacted the United States from the Federalist Era until the American Civil War Era and will be asked to pick a character that impacted the United States the most.
Reading Assignments: Reading assignments will be administered during the semester. The interactive reading assignments will remain open for one week (14-week term) past the due date for continued discussion.
Attendance Grade: All students will be assigned an attendance grade. The means by which the grade is calculated shall be determined by the individual instructor and vary based upon the method of course delivery (i.e. face-to-face or internet class).
Mini-Essays: In each lesson, you will submit a mini-essay answering questions based on your readings for that lesson. Choose the mini-essay topic that most interests you (usually 2-3 options) and answer it, following the instructions provided. Your answer should be 2-3 paragraphs and use ideas and information from the lesson readings. You must use the textbook and supplementary readings for that lesson as evidence in your answer, and your work must be cited. Each mini-essay is worth 20 points, the lowest 2 will be dropped.
Project Prep Worksheets: The purpose of this assignment is to practice critical evaluation of historical sources and to prepare you for your History Exploration Projects. Choose a topic question. Read and analyze course materials related to your topic, perform research, and analyze the sources you find. You will also provide a working thesis and identify the format of your project.
History Exploration Projects: In each module, you will complete a History Exploration Project. Use the feedback you receive from your instructor on the Project Prep Worksheet to improve your final product. These projects are meant to make students curious about history, but also to sharpen skills of research, document analysis, and communication. For these projects, you will develop and answer your topic question in the format of your choice. You will need to use at least 5 sources that meet the requirements. Your answer should be clear and consistent and rely heavily on historical evidence.
Gallery: After you have completed the first two History Exploration Projects, you will choose your favorite and post it to the Gallery Discussion Board. Then, you may look through all the projects in class and respond to what you learned and appreciate about others’ work. Posting is worth 25 points, and you should complete at least 2 responses, also worth 25 points.
Speeches: Students will develop a Speech highlighting his/her strengths to run for public office.
Power Point Presentations: Students will develop a Power Point Presentation that accurately depicts one of the following (1) Colonial America (2) Revolutionary America. Topics are subject to change each semester.
Character Analysis Essays: Students will take on the character of an early American Historical character. As this character students will write a short essay, analyzing how this character contributed to the reformation or moral failure in the United States between 1783 till 1860.

Academic Freedom and Honesty

Academic freedom is a vital component of higher education, allowing instructors and students to address controversial subjects in pursuit of truth. Instructors have the right to express their opinions and knowledge on such subjects, and students' grades should not be diminished based on appropriately expressed political opinions. However, this freedom does not excuse inappropriate language or behavior. Obscenity, libel, or slander are not protected.

Academic honesty is strictly enforced. Cheating and plagiarism are prohibited. Students must not give or receive unauthorized assistance during exams, use unauthorized sources, or tamper with exam questions. Plagiarism, defined as taking another person's ideas, words, or information and claiming them as one's own, is also prohibited. Properly quoting and citing borrowed information is not plagiarism, but submitting an assignment with an excessive amount of properly cited material is not acceptable. Instructors reserve the right to employ any means for proving academic dishonesty.

Technology and AI

The syllabus may address the use of technology, including Artificial Intelligence (AI), in the course. AI can be a helpful tool for research, enhancing the academic experience. However, the primary goal of the course is for students to acquire specific skills and knowledge. Using AI for an easy grade rather than genuine learning invalidates the academic experience. Instructors reserve the right to assign grades that reflect the actual acquisition of skills and knowledge. In cases of disputed grades, students may be required to repeat assignments under controlled conditions without AI to demonstrate their true understanding.

Course Content and Structure

A U.S. history curriculum typically includes a range of units covering different periods and themes. Here's a possible sequence for the course:

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Overview of North America's Major Indigenous Nations: Exploration of their first interactions with European explorers.
Colonial America: Covering the New England, Middle, and Southern Colonies.
Revolutionary America
Federalist Era
American Civil War Era
Reconstruction Era
The Gilded Age
Progressive Era
Modern America

The history framework is organized into nine commonly taught units of study that provide one possible sequence for the course.

Resources and Support

Panola College offers various resources to support students, including accommodations for students with disabilities. Students with special classroom or testing needs due to a physical learning or emotional condition should contact the ADA Student Coordinator in Support Services.

Additional Information

Withdrawal Policy: Withdrawing from a course is the student’s responsibility.
Emergency Situations: In the event of an emergency or campus closure due to a natural disaster or pandemic, Panola College may move to altered operations.
Instructor Discretion: Each instructor maintains the right to stipulate rules concerning assignments, make-up work, grading rubrics, classroom recordings, excused absences, extra credit, and any other matters within the individual course offerings.
Textbook: The American Yawp by Stanford University Press is licensed under CC BY-SA 4.0. Your textbook readings for this course will be included in the interactive reading software, Perusall.

Higher Education and AP Courses

Higher education professionals play a key role in developing AP courses and exams, setting credit and placement policies, and scoring student work. The AP Program relies on development committees for their initial and ongoing voice in course and exam development.

This chart shows recommended scores for granting credit, and how much credit should be awarded, for each AP course.

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