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ENGL 105 Writing at the Research University

ENGL 105 SEC 050 Syllabus, Spring 2020

Page 1 of 15
ENGL 105: WRITING AT THE RESEARCH UNIVERSITY
Section 050 – Spring 2020 – T,Th – 8:00am-9:15am – Greenlaw Hall, Room 103
“Words—so innocent and powerless as they are, as standing in a dictionary, how potent for
good and evil they become in the hands of one who knows how to combine them.”
—Nathaniel Hawthorne

For the online (unofficial) syllabus: https://spark.adobe.com/page/QmSc1QgD66ZuU/

Instructor: Paul Blom
Email: paulblom@live.unc.edu
Office: Greenlaw Hall, Room 509
Office Hours: Tuesdays, 9:30am-11:00am; Thursdays, 9:30am-11:00am; & by appointment
Note: You are welcome to visit me during office hours unannounced, but due to the high volume of
student visits, it’s best if you set up an appointment with me in advance.
Mail: Greenlaw Hall, CB #3520, Chapel Hill, NC 27599-3520
UNC profile page: https://englishcomplit.unc.edu/grad-student/paul-blom/
Professional website: http://paulblom.web.unc.edu/

Required Materials:
• An electronic copy of the UNC Writing Program’s Tar Heel Writing Guide, 2019-2020.
• Your fully charged laptop (equipped with Microsoft Word and access to Google Docs;
Pages is NOT an acceptable format for this class). All members of the UNC community can
sign up for free access to Microsoft Office 365 (which includes Word)
at https://office.unc.edu/.
• Install the Adobe Creative Cloud desktop application: free download for members of the
UNC community at http://software.sites.unc.edu/adobe/. We will primarily use Adobe
Premiere.

Course Description:
Welcome to ENGL 105, Writing at the Research University! In this course, we will investigate
how writing works across the disciplines at the research university (specifically the natural sciences,
social sciences, and humanities). We will discover how different disciplines frame research questions,
evaluate evidence, and make knowledge claims. In order to accomplish the objectives set for this
course, you cannot think about writing as merely an assignment that satisfies a list of requirements
to achieve a grade. Thinking about writing only as a means to this end renders it artificial, solitary,
and static.

Instead, I want you to view writing as dynamic and problem-based. In this class, you will participate
in writing activities that call upon you to think about and place yourself in realistic rhetorical
situations. Your writing will become dynamic by actively responding to practical situations common
to academic communities and engaging with those communities. I want you to view your writing, as
well as yourself as a writer, as a work in progress. This course is more than a series of essays for
grades; it is a progression of encounters with rhetorical situations and genres that will prepare you to
be an effective writer and communicator in college and in your professional lives after college.

ENGL 105 SEC 050 Syllabus, Spring 2020

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Course Objectives:
By the end of this course you will be able to:
• Employ conventions, genres, and rhetoric practiced in the natural sciences, social sciences,
and humanities.
• Conduct research using a variety of methods, databases, and sources.
• Discuss and present research-based arguments and information.
• Identify how best to use research and evidence in discipline-specific compositions.
• Compose using written, oral, and multimedia modes.
• Review and revise one’s own work and assist others in revising their work.

Specifically, we will work toward the following goals:
• Reimagine, redefine, and understand the complexities of “writing” and “rhetoric.”
• Develop skills and awareness around your own writing and writing process.
• Develop writing strategies, awareness, and self-assessment skills to help you confidently
approach future writing challenges that you encounter in your academic and professional
lives at UNC and beyond.
• Tailor compositions to specific audiences and rhetorical situations by analyzing and adapting
genre conventions in multiple communities.
• Develop a social and process-oriented approach to composition in which collaboration and
revision are central components.
• Compose across technologies and modalities in words, sounds, images, video, and
hypertexts.
• Identify, evaluate, and appropriately use relevant research and resources to support your
compositions.

Course Design:
The course will be organized around the following principles:
• Student-centered: As opposed to a presentational lecture format, ENGL 105/105i classes
will be taught using a workshop approach that promotes interactive, experiential learning.
The class will function as a seminar with 20 or fewer students, which means that each
student will have a voice in the class and will be called upon to participate fully. My
instruction will emphasize process: how to read, write, analyze, interpret, understand, and
create oral, written, or multimedia texts. My role in this class is not that of a traditional
teacher who stands at the front of the room and lectures. Rather, I am someone who offers
structure, motivation, support, perspective, and feedback as YOU engage with your
classmates and the course projects. While I will ultimately take on the role of the evaluator at
the end of the semester, my main focus is on empowering you to make decisions about your
writing because that’s when you learn the most.
• Group-oriented: Classes will be taught using a workshop approach that emphasizes the role
of learning by writing and promotes interactive, experiential learning. Each of you will
become a member of a small working group. These groups will serve as writing groups,
discussion groups, and smaller cohorts in the larger classroom community. We will be
using Sakai (UNC’s online course management system) as forums for posting and
responding to drafts in progress and as a communication system so that you can access the
syllabus and daily homework assignments electronically.

ENGL 105 SEC 050 Syllabus, Spring 2020

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• Community-centered: ENGL 105/105i will introduce you to key campus resources and
may engage you with projects that seek an audience outside the class. In addition to
introducing you to the world-class library resources available at UNC, you may also engage
with a range of other campus partners, such as the Media Resources Center, rare
books and special collections at Wilson Library, Ackland Art Museum, Carolina Performing
Arts, and PlayMakers Repertory Company.
• Activity-focused: Each class will consist of a sequence of activities that engage students in
the writing process: how to read, write, analyze, interpret, understand, and create texts. You
will always be working on a project; each week you should be working on components of
that project in class and between classes.
• Process-based: We will move through three units, each one containing short “feeder”
assignments that build into one substantial unit project. The feeder assignments are generally
designed to give you practice with a particular skill (such as finding potential grants or
analyzing secondary sources) while the unit projects will ask you to synthesize primary and
secondary research. Using a process-based approach, you will write multiple drafts, receive
ongoing feedback from your peers and instructor, and participate in evaluating your own and
others’ projects throughout the composition process.
• Project-based: The three unit projects will engage you in rhetorical situations that explore
real-world contexts for writing and research that start from a problem or research question.
• Genre-based: The projects include a range of genres, forms, and mediums. You will get
experience with genres such as the conference paper, journal article, business pitch, digital
exhibit, or recommendation report. These genres will offer spoken and written modes as
well as different mediums—including print and digital formats.
• Research-based: You will undertake research projects that involve a variety of research
methods. These methods could be textual, library research, or they could also include
archival research methods and/or other types of empirical methods—such as interviews,
observations, or experimentation.
• Publication-oriented: Addressing an audience (not the teacher/grader) is key. ENGL
105/105i students are asked to “publish” their projects through a course structure using
portfolios, presenting at a conference held during the exam period, or submitting to journals
or an online format.

Evaluation and Grading:
This course will function on a simple point grading system. Further details and assignment handouts
will be provided via Sakai for each major assignment, etc. listed below:

• Feeder Assignments: 5% each x 6 = 30% total
• Unit 1 Final Project (Popular science article): 15%
• Unit 2 Final Project (Ethnography presentation): 15%
• Unit 3 Final Project (Literary analysis video essay): 15%
• Course Blog Post: 5%
• Class Participation and Engagement: 20%

To calculate your overall participation grade, I record a daily participation grade for each student for
every single class session based on the following criteria:

ENGL 105 SEC 050 Syllabus, Spring 2020

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• Attended all class sessions and conferences
• Arrived on time and fully prepared
• Engaged during class discussions and other activities
• Actively participated in group/partner work
• Completed all peer review activities
• Displayed significant investment in the revision process
• Note: If I notice you are not fully engaged or are engaged with non-class activities, your
participation grade for the day will be severely lowered. Additionally, being disruptive
earns an automatic participation grade of 0 for the day.

Note: There is no final exam for this course.

Feeders will be graded based on completion, prompt submission, and attention to assignment
details. Unit projects will be evaluated by rubrics developed by the instructor according to Writing
Program standards and individual assignment expectations.

Each unit will reflect a particular discipline: the natural sciences, the social sciences, and the
humanities. Additionally, one of these units may integrate a business writing component, one will
integrate an oral communication component, and another will integrate a digital literacy component.

Whether we are doing group work, peer editing, having a class discussion, or taking a trip to the
library, you should be alert and willing to participate in all activities. Not being on task, checking
social media, failing to engage with the day’s material, or failing to bring a draft to class will
significantly lower your participation grade. Participation grades may also be lowered for
inappropriate or disruptive behavior during class. Attendance is expected. Missing class will
impact your participation grade. Disruptive behavior will earn you a 0 for your daily participation
grade. An absence earns a 50 if you still submitted your work for the day, unless your absence is
excused by the Dean of Students. Contact me ahead of time if you are experiencing an issue that
might affect your ability to attend class, and we will discuss your options. For more information
about the University attendance policies (and what to do if you feel you have extenuating
circumstances regarding your absence), see https://catalog.unc.edu/policies-procedures/attendance-
grading-examination/#text.

Final letter grades are determined based on the following scale:

A (93-100)
A- (90-92)
B+ (87-89)
B (83-86)
B- (80-82)
C+ (77-79)
C (73-76)
C- (70-72)
D+ (67-69)
D (63-66)
F (below 63)

I will use traditional rounding to determine grades that fall between whole values. Any mixed
number with a decimal value of five tenths or higher will round up to the next whole number. (For
example, 92.5 will round up to an A as a 93, but 92.4 will not.)

Late Assignments
Each assignment should be completed and prepared in the correct format for submission on the day
it is due. This includes homework, drafts, presentations, final drafts of feeder assignments, and final
drafts of unit projects. Unless otherwise specified, daily homework assignments and larger projects
will typically be due via electronic submission through Sakai the night before a class session by

ENGL 105 SEC 050 Syllabus, Spring 2020

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11:59pm. Late submissions of daily homework assignments will significantly affect your participation
grade. Regarding graded assignments such as your blog post, feeders, and unit projects, I
will typically not accept late submissions. Plan ahead to prepare for potential conflicts or
submission/technical issues so you can avoid them. If your assignment is late or is going to be late,
however, I urge you to communicate with me immediately and attempt to submit the assignment
as soon as possible to see if we can determine a work-around to potentially minimize how much it
hurts your grade.

Most assignments will be submitted electronically, and it is YOUR responsibility to ensure that your
assignment was posted/submitted successfully. I will not accept excuses involving “technical
glitches” or “uploading errors.” It is your job to upload or submit your assignment and then click to
double-check and confirm that the correct document was submitted and that it was submitted
successfully. I will simply grade based on the document available from your submission.

Despite all of the above, I do recognize that life happens, and sometimes, extenuating circumstances
may prevent you from completing an assignment by the deadline. If you feel you cannot complete
an assignment by the deadline, speak with me, and we might be able to work out a reasonable
timeline that accommodates you. I will consider granting extensions on assignments up to 48
hours before the due date. Do NOT contact me the night before the assignment is due and expect
an extension. I will only consider granting extensions for reasons I consider valid.

What I Expect from You:
• Attend all class sessions. This is a workshop-based course, which means your participation
is vital to the overall success of the course, both for you and your peers. You can’t
participate if you’re not here, both physically and mentally present. I expect you to attend
every single class session. Failure to do so will affect your participation grade. Note that
missing student-instructor conferences will count as an absence. UNC policy states that
there is no such thing as an excused absence except for missing a class session in order to
participate in a mandatory university-sponsored activity or if approved by the Dean of
Students due to extenuating circumstances. Being sick, family trips, and doctor visits are not
excused absences and will affect your participation grade. If you miss a class session, it is
your responsibility to reach out to me or your classmates (especially the other members of
your working group) to find out what information you missed, including upcoming
assignments, changes in the schedule, etc. Ideally, you should contact me ahead of time if
you think you may need to miss a class. I do not want to know the reason for your absence;
if you feel your absence involves extenuating circumstances, please contact the Dean of
Students who will make a determination and, if necessary, contact me to excuse your
absence, at which point I will adjust your participation grade for the day(s) missed. Please
note that the Honor Code also applies to such requests made to the Dean of Students. The
UNC Writing Program’s policy states that students must attend 75% of class sessions. See
the University attendance policy at https://catalog.unc.edu/policies-procedures/attendance-
grading-examination/#text.
• Arrive on time. Class begins strictly at 8:00am, at which point you should already be in your
seat, ready to engage with the day’s material. Tardiness will affect your participation grade.
• Be prepared daily with assignments, drafts, readings, etc. If you show up to class
without your assignments, rough drafts, or laptop, you will be unable to engage with the

ENGL 105 SEC 050 Syllabus, Spring 2020

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material for the day and unable to contribute to class in a meaningful way, which will
inevitably affect your participation grade.
• Engage actively in all in-class exercises, writing workshops, and activities. Participate
intensively and diligently with your peers. Collaborate with your classmates by offering
consistently thoughtful questions, reactions, feedback, and discussion related to their work
and ideas. By closely engaging with your peers’ work, both you and your classmates will grow
as writers, and we will all learn and benefit from a collectively engaged community.
• Complete every assignment thoroughly, thoughtfully, and punctually. I expect your
best effort and attention to all reading, writing, and day-to-day activities in the
course. Please note that absence does not excuse you from completing any missed
assignments. It is your responsibility to figure out what assignments you have
missed and to work out an appropriate timeline with me for making them up. (Most,
if not all, assignments will be submitted electronically. If an assignment is due for a class
session you miss, you are still responsible for submitting that assignment on time.)
• Give thoughtful peer feedback during class workshops, and work faithfully with your
group on other collaborative tasks (such as sharing papers, commenting on drafts, peer
editing, online discussion boards, answering peer questions, etc.).
• Sustain effort and investment on each draft of all assignments (at least 2-3 drafts on
average).
• Make substantive revisions when the assignment is to revise, extending or changing the
thinking or the organization, not just editing or touching up. While you do not have to make
every change suggested by your readers, final drafts should show growth from original drafts
and evidence of your thoughtful engagement with peer and instructor feedback.
• Copy-edit successfully all final revisions of assignments so they conform to the
conventions of edited American English. While we will prioritize higher-order concerns
(ideas) over lower-order ones (sentence-level issues), your attention to detail reflects your
level of professionalism. The same standard for print projects applies equally to multimedia
projects.
• Be consistent. All assignments, unless otherwise specified, are to be completed and
submitted in standard academic format: Microsoft Word, one-inch margins on all sides,
double-spaced in size 12 Times New Roman black font, with a header in the top-right
corner that consists of page numbers accompanied by student’s last name (such as Blom 1,
Blom 2, etc.).

Important University Dates:
• Wed. Jan. 8:

FDOC (first day of classes)
• Thurs. Jan. 9:
First class session for ENGL 105, Sec 050
• Mon. Jan. 20:
Dr. MLK, Jr. Day (no classes held)
• Fri. Mar. 6:

Spring Break begins at 5:00pm
• Mon. Mar. 16:
Spring Break ends (classes resume at 8:00am)
• Fri. April 10:
Holiday (no classes held)
• Thurs. April 23:
Final class session for ENGL 105, Sec 050 (There is no final exam.)
• Fri. April 24:
LDOC (last day of classes)
• Mon. April 27:
Final grades for ENGL 105, Sec 050 reported
(For UNC's various calendars and dates, see https://registrar.unc.edu/academic-calendar/.)

ENGL 105 SEC 050 Syllabus, Spring 2020

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Due Dates:
• Feeder 1.1:

Wed. Jan. 22 by 11:59pm
• Feeder 1.2:

Wed. Jan. 29 by 11:59pm
• Unit Project 1:
Wed. Feb. 12 by 11:59pm
• Feeder 2.1:

Wed. Feb. 26 by 11:59pm
• Feeder 2.2:

Wed. March 4 by 11:59pm
• Unit Project 2:
Mon. March 23 by 11:59pm
• Feeder 3.1:

Wed. April 1 by 11:59pm
• Feeder 3.2:

Wed. April 8 by 11:59pm
• Unit Project 3:
Wed. April 22 by 11:59pm
• Course Blog Post:
TBD

Note: Typically, all assignments will be submitted electronically. The due dates listed above are for
the final drafts of each of these assignments. You will be expected to complete and turn in earlier
drafts of all of these assignments throughout the semester. Unless otherwise specified, all
assignments and drafts are due by 11:59pm on the given due date. Late submission of drafts will
severely affect your grades.

Course Policies:
Please remember that the syllabus functions as a contract between the instructor and the
students. You are responsible for knowing and abiding by these policies. Everyone has an “off” day
now and then, but when you are here, you need to be present, both physically and mentally.

Plagiarism/The Honor Code
The Honor Code applies to everything that we do at this university, including our use of
outside sources in our research and writing. Our work in this class will conform to the principles
and procedures defined in the Instrument of Student Judicial Governance (http://instrument.unc.edu/).
The research that we do this semester, whether primary or secondary, print or online, formal or
informal, will require careful documentation on your part. We will review citation guidelines early
and often throughout the semester. The need to cite your sources applies to all of your work,
including drafts as well as final versions of your feeders and projects. When in doubt: CITE.
If I suspect you of plagiarizing all or part of a paper, even unintentionally, I am required to report
the offense to the Honor Court. If you think you are running into trouble with an assignment,
PLEASE come and speak with me. To learn more about plagiarism, see the UNC Writing Center’s
page (https://writingcenter.unc.edu/tips-and-tools/plagiarism/) or the tutorial from the UNC
Libraries (https://guides.lib.unc.edu/plagiarism).

Class Decorum
There is a common saying that if you’re not uncomfortable, you’re not learning or growing.
Although I aspire to make my students intellectually “uncomfortable” by challenging (and hopefully
expanding) the ways in which they deconstruct texts (and the world around them) and write their
own, I most definitely do NOT wish to make my students uncomfortable in that they feel attacked,
exploited, mistreated, or neglected. I encourage an “uncomfortable” classroom (both our physical
class space and our digital class space on Sakai or other similar media) in an aspiration for intellectual

ENGL 105 SEC 050 Syllabus, Spring 2020

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stimulation and growth via exposure to new perspectives, texts, ideas, and voices. In contrast to that
interest in expanding one’s perspectives, I certainly do not wish to create and will not tolerate a
learning environment that is hostile, cruel, or exploitative.

We can never guarantee that a classroom will be a completely “safe” space. However, I believe
that our classroom should be a sacred space where students can share their thoughts and
ideas without fear. We are here to collaborate, to learn with and from each other. I value a free
exchange of ideas as long as that exchange prioritizes mutual respect, inclusivity, and assumptions of
good faith.

During our coursework, we may engage with texts that involve intense content, content some
may find emotionally triggering, upsetting, or controversial. This means that our discussions
may be equally difficult and potentially intense. I will do my best to be sensitive to such potential
reactions, and I expect all of you to do the same. I expect everyone to treat such material responsibly
and appropriately as we discuss them. I also ask that within our classroom community, we approach
such discussions with an assumption that we are all approaching these texts and this class in good
faith and with good intentions.

Additionally, we will share and comment on each other’s drafts, posts, papers, and other projects.
We will engage in difficult discussions and provide comments and feedback on each other’s work
both within the classroom and via other forms of communication such as the Sakai discussion
forums or dropbox, etc. Again, some of our discussions or interactions may be especially
challenging. During all of our interactions, however, we will always maintain an environment
of inclusiveness and mutual respect.

If you have concerns about any aspects of our class environment, please communicate them
directly to me immediately, so I have a chance to address those concerns and, if necessary,
make appropriate changes or adjustments. I sincerely welcome your feedback.

Technology
• Computers: Please bring your computer to class every day. Be sure that it is fully charged
because our classroom has limited and inconveniently placed outlets. Remember that use of
your computer for activities not related to class will harm your participation grade.
• Cell Phones: You can use your cell phone as a classroom tool to take pictures of the board
or print materials, record short lectures, navigate Sakai, view our readings, etc. However, cell
phones should not be used for endeavors unrelated to class during class sessions.
• Other Devices: Tablets and any other devices are welcome as long as you are using them for
work related to this course.

In this class, we will use Sakai (www.sakai.unc.edu), UNC’s online course management system, for a
number of course assignments. If you have difficulty accessing our Sakai page, please let me know
ASAP.

Remember: Just because you have access to the internet during class does not mean that you
should be using our class time to post on social media, check your email, etc. If I notice that your
participation is suffering due to technological distractions, I will ask you to come in for a conference
so that we can discuss a plan of action.

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Finally, it is important that you check your UNC email and our course Sakai site daily for
messages and updates, as these will be our primary forms of communication inside and
outside of class. Please keep all correspondence courteous and professional. I aim to respond to
email within 48 hours during business hours (Monday-Friday, 9:00am-5:00pm). Note: Before you
email me with a question about the course, please review the syllabus and specific assignment
prompts carefully to see if the answer is readily available there.

Non-Discrimination Policy
The University is committed to providing an inclusive and welcoming environment and to ensuring
that educational and employment decisions are based on individuals’ abilities and qualifications.
Consistent with these principles and applicable laws, it is therefore the University’s policy not to
discriminate on the basis of age, color, creed, disability, gender, gender expression, gender identity,
genetic information, national origin, race, religion, sex, sexual orientation, or veteran status as
consistent with the University’s Policy on Prohibited Discrimination, Harassment and Related
Misconduct. No person, on the basis of protected status, shall be excluded from participation in, be
denied the benefits of, or be subjected to unlawful discrimination, harassment, or retaliation under
any University program or activity, including with respect to employment terms and conditions.
Such a policy ensures that only relevant factors are considered and that equitable and consistent
standards of conduct and performance are applied.

Title IX makes it clear that violence and harassment based on sex and gender are Civil Rights
offenses subject to the same kinds of accountability and support applied to offenses against other
protected categories. If you or someone you know has been harassed or assaulted, I encourage you
to investigate these resources:
• SAFE at UNC: https://safe.unc.edu/
• Know Your IX: http://knowyourix.org/

Accessibility Statement
Disabilities can be visible and invisible, and I am dedicated to ensuring that all students succeed in
my course. If there are circumstances that may affect your performance in this class, please let me
know as soon as possible, so that we can work together to develop strategies for adapting
assignments to meet both your needs and the requirements of the course. If you have information
you wish to share with me about a disability, disorder, or neurodiversity issue, if you have emergency
medical information you think I should know about, or if you need special arrangements in case the
building must be evacuated, please set up an appointment with me to discuss this during office
hours.

The University of North Carolina at Chapel Hill ensures that no qualified person shall by reason of a
disability be denied access to, participation in, or the benefits of, any program or activity operated by
the University. In compliance with UNC policy and federal law, qualified students with
psychological, physical, and other disabilities are eligible to receive “reasonable accommodations to
ensure equal access to education opportunities, programs, and activities”
(https://ars.unc.edu/about-ars/policies).

If you anticipate such accommodations and/or have concerns that should be discussed, please
notify me as soon as possible so that appropriate arrangements can be made. Additionally, you may
seek out student support services at the Accessibility Resources and Services Office (ARS).

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UNC-Chapel Hill facilitates the implementation of reasonable accommodations for students with
learning disabilities, physical disabilities, mental health struggles, chronic medical conditions,
temporary disability, or pregnancy complications, all of which can impair student success. See the
ARS website for contact and registration information: https://ars.unc.edu/about-ars/contact-
us or https://accessibility.unc.edu/students.

Other student support services are available through the Learning Center
(http://learningcenter.unc.edu/) and through Counseling and Psychological Services (CAPS).
CAPS is strongly committed to addressing the mental health needs of a diverse student body
through timely access to consultation and connection to clinically appropriate services, whether for
short- or long-term needs. Go to their website (https://caps.unc.edu) or visit their facilities on the
third floor of the Campus Health Services building for a walk-in evaluation to learn more.

-For University policies, see http://policies.unc.edu/.

Resources:
In addition to various handouts or other resources I will post to our Sakai course site, there are a
wide variety of resources to help you succeed in this class and beyond.

The UNC Writing Center, located in SASB North and in Greenlaw Hall, Room 221, offers free
tutoring services for students. You may visit the Writing Center to ask for help with a specific paper,
whether you are concerned with developing ideas and content, organizing your assignment, or
working on style issues. To make an appointment, browse the Writing Center’s online resources, or
send a draft online, please go to http://writingcenter.unc.edu/. To make the best use of your time
there, please bring a copy of both your assignment sheet and your draft with you. The Writing
Center will not proofread papers or discuss grades with you. The Writing Center also has an
excellent array of tips and tools at https://writingcenter.unc.edu/tips-and-tools/.

Additionally, the Purdue Online Writing Lab (https://owl.purdue.edu/owl/purdue_owl.html)
and your textbook, Tar Heel Writing Guide, are fantastic resources for learning more about
mechanics, style, grammar, and citations. I’d also be happy to recommend other useful style guides,
tools, reference materials, etc. if you ask.

The sister organization to the UNC Writing Center is the UNC Learning Center, which offers
valuable resources for all other learning-related issues or needs, including tips for adjusting to college
life, study strategies, and time-management skills: http://learningcenter.unc.edu/.

The UNC Libraries also have amazing resources and dedicated, knowledgeable individuals who
will assist you with your research: http://library.unc.edu/. This includes one-on-one consultations
with a librarian who can assist you in forming or executing a research plan. These consultations are
specifically for ENGL105 students and can be extremely
valuable: http://library.unc.edu/house/105help/.

As an instructor, I aim to challenge you to grow and excel, but I am also dedicated to providing
support to my students in times of crisis or other extenuating circumstances. It is important
that you know that I have received the following training so that you feel comfortable coming to me
if you feel it necessary. Although I aspire to challenge you towards intellectual growth, I feel that my

ENGL 105 SEC 050 Syllabus, Spring 2020

Page 11 of 15
role is also one of support and guidance. Please know that I am here to advocate for your success
and personal well-being. In an attempt to support such growth and health, I have completed the
following training sessions so that I might be better equipped to support you in times of
need:
• “Carolina Firsts Advocates Training” for providing support to first-generation college
students, Oct. 2019.
• “One ACT Skills Workshop” for preventing violence, Oct. 2019.
• “Embody Carolina Training” for providing support to students experiencing eating
disorders, Oct. 2019.
• Training for facilitating writing workshops with veterans on potentially difficult or
emotionally-challenging topics in preparation for “Popular Narratives and the Experience of
War,” April 2019.
• “Green Zone Staff Training” for providing support to students currently or formerly
active in the military, April 2019.
• “Harassment and Discrimination Prevention” for faculty and staff members, April 2019.
• Sexual Assault Prevention: Ongoing Education.” Education on Title IX for graduate
students and educators, March 2019.
• “Sexual Harassment Prevention Training for Athletic Staff.” Academic Support
Program for Student Athletes, March 2018 – April 2018.
• “Safe Zone Staff Training” for providing support to people who identify as part of the
LGBTQ+ community, March 2018.
• “Mental Health First Aid Training for Higher Education” for recognizing and
supporting people in mental health crises, Jan. 2018 – Feb. 2018.
• “UNC HAVEN (Helping to Advocate for Violence Ending Now) Staff Training” for
providing support to survivors of sexual and interpersonal violence and stalking, Oct. 2017.

Communication is Key:
I cannot stress enough the need for clear communication. It is your responsibility to check your
email and our course Sakai page for updates and announcements. If you miss a class session, it is
your responsibility to reach out to me or your classmates to find out what information you missed,
including upcoming assignments, changes to the syllabus, etc.

Additionally, if you are experiencing larger issues that are affecting your performance as a student or
your college life in general, please feel free to reach out to me directly or to contact various on-
campus resources that can assist you, including the resources mentioned above in the “Policies” or
“Resources” section of this syllabus as well as the Dean of Students, Campus Health Services, and
the Office of Campus Safety. These resources can offer assistance and support and, at your
discretion, can communicate your situation to your instructors through an official capacity. UNC is
a very supportive academic environment; we all genuinely want each of you to succeed, but no one
can help you if you don’t reach out, to me or to those other resources.

If you need help, ASK! If you are falling behind or need extra help or have concerns about
our classroom environment, please let me know. We can discuss brief concerns before or after
class, and we can have an extended conversation and/or conference during my office hours. To
schedule an appointment, please email me at paulblom@live.unc.edu.

ENGL 105 SEC 050 Syllabus, Spring 2020

Page 12 of 15
Course Schedule:
All drafts (including final drafts submitted for a grade) are due the night before (by 11:59pm) the day
on which they are listed. For example, the Rough Draft of Feeder 1.1 is listed below on Tues. Jan.
21. This means that you must submit it by 11:59pm the night before, on Mon. Jan. 20. For
clarification purposes, see the “Due Dates” section listed above.

Additionally, any assigned reading listed for a particular date should be read prior to that date. For
instance, the assigned reading from the THWG of Part 2-3 is listed for Jan. 16. This means that
students should come to class on Jan. 16 having completed that reading and ready to discuss it.

Any time you submit a draft, assume that we will workshop that draft in groups or partners the next
day in class, so always come to class ready to discuss your draft and provide thoughtful feedback to
your peers on their draft.

Week 1
Thurs. Jan. 9:
Introduction to the course
Syllabus overview

Week 2
Tues. Jan. 14:
The writing process
Begin Unit 1: Writing in the Natural Sciences
Due the night before: UNC Libraries Plagiarism Tutorial
(have proof of your completion of this tutorial
forwarded to me via email at paulblom@live.unc.edu)
Assigned reading: THWG “Introduction,” Part 2-1:
“Understanding Rhetorical Knowledge through

Genre Awareness,” Part 2-2: “The Writing Process,”

and Part 1-1: “Writing in the Natural Sciences”;
“Shitty First Drafts,” by Anne Lamott
(Sakai>Resources>Readings)

Thurs. Jan. 16:
Library day (class meets in Undergraduate Lib., Room 124)
Due the night before: Feeder 1.1 Topics

Assigned reading: THWG Part 2-3: “Conducting Primary &

Secondary Research”

Week 3
Tues. Jan. 21:
Research: evaluating and integrating outside sources

Best practices for peer feedback and workshopping
Due the night before: Feeder 1.1 Rough Draft
Assigned reading: UNC Libraries: “Why We Cite”;
CSE/CBE 8th ed. Name-Year: “Sample References
Page,” “In-Text Citations,” “Print Sources,” “Online
Sources”

Thurs. Jan. 23:
Study design; thinking critically about scientific studies
Due the night before: Feeder 1.1 Final Draft, for a grade
Assigned reading: “10 Monkeys and a Beetle: Inside VW’s

ENGL 105 SEC 050 Syllabus, Spring 2020

Page 13 of 15
Campaign for ‘Clean Diesel’” by Jack Ewing, The New
York Times, 25 Jan. 2018 (Sakai>Resources>Readings)

Week 4
Tues. Jan. 28:
The structure of scholarly discourse vs. narrative discourse
Due the night before: Feeder 1.2 Rough Draft

Thurs. Jan. 30:
Looking at genre models for popular health articles
Due the night before: Feeder 1.2 Final Draft, for a grade

Week 5
Tues. Feb. 4:
Grammar, punctuation, local errors, and proofreading

Due the night before: Find at least one image of a (preferably
funny) local error and email it to me at
paulblom@live.unc.edu. You can find these either
online or preferably in real life and then
photographed by you.

Assigned reading: “Grammar and Parts of Speech”
PowerPoint (Sakai>Resources>Readings)

Thurs. Feb. 6:
Sentence structure/syntax
Due the night before: Unit Project 1 Rough Draft

Week 6
Tues. Feb. 11:
Paragraph structure, format, and transitions

Continue work on Unit Project 1 in class

Assigned reading: THWG Part 2-6: “Preparing an
e-Portfolio”

Thurs. Feb. 13:
Begin Unit 2: Writing in the Social Sciences

In-class reflections on UP1; choose UP2 topics in class
Due the night before: UP1 Final Draft, for a grade
Assigned reading: THWG Part 1-2: “Writing in the Social

Sciences”

Week 7
Tues. Feb. 18:
Ethnographies and research questions

Assigned reading: UNC Libraries APA: “Sample References
Page,” “In-Text Citations,” “Print Sources,” “Online
Sources”

Thurs. Feb. 20:
Source collection and citation work for Feeder 2.1 in class
Due the night before: Feeder 2.1 “Preliminary Field Notes
and Research Question”

Week 8
Tues. Feb. 25:
Subcultures, observations, and interviews
Due the night before: Feeder 2.1 Rough Draft

ENGL 105 SEC 050 Syllabus, Spring 2020

Page 14 of 15
Thurs. Feb. 27:
Descriptions and detail
Word choice/diction, style, and tone
Due the night before: Feeder 2.1 Final Draft, for a grade

Week 9
Tues. March 3:
Looking at genre models for ethnographic studies
Due the night before: Feeder 2.2 Rough Draft

Thurs. March 5:
Editing/condensing text

Writing conclusions
Due the night before: Feeder 2.2 Final Draft, for a grade

Week 10
Tues. March 10:
Spring Break (we will not meet for class)

Thurs. March 12:
Spring Break (we will not meet for class)

Week 11
Tues. March 17:
Oral communication and presentation strategies
Due the night before: Unit Project 2, Draft 1
Assigned reading: THWG Part 2-4: “Publishing & Presenting
Your Research”

Thurs. March 19:
Writing introductions
Due the night before: Unit Project 2, Draft 2

Week 12
Tues. March 24:
In-class presentations of Unit Project 2
Due the night before: UP 2 Final Draft, for a grade

Thurs. March 26:
Finish in-class presentations of Unit Project 2 (if needed)
Begin Unit 3: Writing in the Humanities
In-class reflections on UP2; how to close read a text
Due the night before: Feeder 3.1 – Story Selection
Worksheet, Question #1
Assigned reading: THWG Part 1-3: “Writing in the

Humanities”

Week 13
Tues. March 31:
Thesis statements, claims, and arguments
Due the night before: Feeder 3.1 Rough Draft

Assigned reading: UNC Libraries MLA 8th edition: “Sample
Works Cited Page,” “In-Text Citations,” “Print
Sources,” “Online Sources”

ENGL 105 SEC 050 Syllabus, Spring 2020

Page 15 of 15
Thurs. April 2:
Looking at genre models for literary analyses

Upload and embed presentations videos from UP2 onto
course website in class
Due the night before: Feeder 3.1 Final Draft, for a grade

Week 14
Tues. April 7:
Digital literacy and visual literacy
Due the night before: Feeder 3.2 Rough Draft

Assigned reading: THWG Part 2-5: “Digital Literacy”;
William Blake’s “The Tyger,” 1794

(Sakai>Resources>Readings)

Thurs. April 9:
Media Resources Center (MRC) day; class meets at the MRC
in the basement of the Undergraduate Library (UL)
Due the night before: Feeder 3.2 Final Draft, for a grade

Week 15
Tues. April 14:
Continue work on footage collection/editing for UP3 in class
Due the night before: Unit Project 3 Storyboard

Thurs. April 16:
Looking at genre models for engaging video essays
Due the night before: Unit Project 3 Rough Cut

Week 16
Tues. April 21:
Comparing writing in the disciplines

Creative writing/narrative structure
Writing in business (resumes and cover letters)

Thurs. April 23:
Final class session for ENGL 105, Sec 050

In-class reflections on UP3

In-class presentations of Unit 3 Project videos

Course evaluations and transfer activities
Due the night before: UP3 Final Draft, for a grade

Again, there is no final exam for this course. Final grades for ENGL 105, Sec 050 will be reported
on Mon. April 27.

Please Note:
I reserve the right to make changes to this syllabus as needed, including assignment due dates or
reading assignments as listed in the above Course Schedule. It is very likely that small secondary
readings will be added to various days listed above. These changes will be announced and shared
with the entire class as early as possible.

For every class session, I will post a lesson plan as a GoogleDoc on Sakai at Resources>In-Class
Activities. You do not need to access these before each class, but you should have access to them
during that class session and should refer to them afterwards, especially if you miss that class. The
end of each lesson plan will list homework for the next class session. You should always refer to that
document for any adjustments, additions, etc. to this Course Schedule.


colejones@purdue.edu

MTHW 210

September 26

October 24

November 21

Reading Quizzes: 25%

Final Exam: 20%

December 15, 1972

Readings:

Readings:

Readings:

Readings:

Readings:

Readings:

Readings:

Readings:

Readings:

Readings:

Readings:

Readings:

Readings:

Readings:

Readings:

December 15

Office Hours

textbook

Assignments

textbook

Grading

assignments

HIST 151 American History to 1877

1
Hist. 151: American History to 1877

I. Course Information

CRN:25013
(3 Credit Hours)

Instructional Modality
In-Person

Instructor Info:
Dr. Trenton Cole Jones
Email: colejones@purdue.edu
Office: BRNG 6160

Class Time and Location:
Mon., Wed., Fri.: 4:30—5:20 PM. MTHW 210

Office Hours: Virtual via Zoom by appointment

II. Course Description

This course examines the social, cultural, economic, and political development of what
became the United States from sixteenth-century European colonization through the Civil
War and Reconstruction. Viewing American history in an Atlantic context, this course
emphasizes the relationship between native peoples and European settlers, the origins,
character, and evolution of chattel slavery, and the role of religion, technology, war, and
capitalism in shaping American society. Understanding these crucial themes will reveal
how the world we live in today came to be.

The course readings can be found in the textbook Give Me Liberty! (Eric Foner), Seagull
7th edition and in an accompanying collection of primary sources in Voices of Freedom
(Eric Foner), Seagull 7th edition.

III. Learning Outcomes

By the end of the course, you will be able to:

1. Recognize and describe the key events, themes, problems, and patterns in
American history from 1492 to 1877.
2. Identify the history and the basic principles and operation of government in the
United States.
3. Analyze the many ways in which the interaction of diverse peoples from three
continents influenced the development of American culture, politics, and society.

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4. Apply historical methodologies to analyze and contextualize historical evidence in
order to explore the complexity of human experience across space and time.
5. Understand the ways in which the early American past shapes the world we live
in today.
6. Articulate the significance of historical events, peoples, places, and processes
within their appropriate context.
7. Write clearly and persuasively.

IV. Learning Resources

Required Books

Eric Foner, Give Me Liberty!: An American History, Vol. 1: To 1877. Seagull Seventh

Edition, (New York: W.W. Norton & Co., 2023).
Eric Foner., Voices of Freedom: A Documentary History, Volume 1. Seventh Edition,

(New York: W.W. Norton & Co., 2023).

These books can either be purchased through the University Book Store or
rented/purchased online from Amazon. Be sure to get the correct edition (7th). Be aware
that the readings do not always match perfectly with the week’s lectures. Readings
complement but do not replace the lectures.

V. Course Requirements

Lectures:
On Mondays and Wednesdays, during our 50-minute class, I will deliver course content
through lecture and PowerPoint presentation. Attendance is necessary.

Discussion: “Ask the Prof.”
On Fridays we will conduct an in-person discussion section. I call our Friday class “Ask
the Prof.” What is “Ask the Prof.” you say? It is your opportunity to actively engage with
the material we are studying each week by asking me a question about that week’s
readings/content. I will do my best to answer your questions in the order I receive them.
Thus, it is you, not me, who will set the parameters of the discussion.

In order to stimulate our conversation, please complete the week’s reading assignment
before class on Friday. Then write an original question. Please write out your question
and bring it to class on Friday. I doubt I will be able to answer all your questions in 50
minutes, but if you submit an original question, you will receive credit for participation.
If you participate in 10 of the 12 “Ask the Prof.” sections, you will receive full credit.
Thereafter your participation grade will be reduced by 10% for every missed “Ask the
Prof.” session. You must be present for the entire 50 minutes to receive credit.

Major Term Assignments:

3
In addition to your participation in the “Ask the Prof.” conversations, you will also
complete weekly reading quizzes, three in-class exams, and a final exam.

READING QUIZZES: Most Sundays by 11:59PM on Brightspace.
For most weeks of class, you will complete a short quiz on Brightspace to make sure you
are doing the reading. The quiz will open on Friday at 5:30PM and close on Sunday at
11:59PM. Each quiz will consist of 10 multiple choice questions. You will have 10
minutes to complete the quiz. Brightspace will automatically drop your lowest quiz score.
These quizzes are closed notes. You may not use the internet, AI, or the textbook to
answer the questions. Lowdown Browser required.

EXAMS: Dates: September 26, October 24, November 21
We will have three in-class exams and one final exam. The in-class exams will consist of
six identifications of key terms, people, events, etc. discussed in the lectures and
readings. Please bring a blue book to the exams. I cannot provide one for you. I will
provide you with a list of possible key terms one week before each exam.

The final exam will be in-person during Exam Week.
You have two hours to complete the exam. It will consist of five identifications and one
essay question. Bring a blue book.

Missed exams can be made up only due to University-excused absences. The University
only recognizes absences related to the Grief Absence Policy, Military Absence Policy,
Jury Duty Absence Policy, Parenting Leave Policy, and the Medical Excused Absence
Policy. See the University Senate guidelines for more information.

OVERALL GRADE BREAKDOWN:
Ask the Prof.: 10%
Reading Quizzes: 25%
First Exam: 15%
Second Exam: 15%
Third Exam: 15%
Final Exam: 20%

Grading Scale:
97-100     = A+
93-96     = A

90-92     = A-

87-89     = B+

83-86     = B

80-82     = B-

77-79     = C+

73-76     = C

70-72     = C-

67-69     = D+

4

63-66     = D

60-62     = D-

< 60%     = F

VI. Classroom Policies

My policies are simple:

Come to class. “90% of success in life is just showing up.”
Do the reading on time.
Do the assignments on time and take exams/quizzes on time.
No Make-up exams/quizzes without prior instructor approval.
Be respectful.
Use common sense.
Do your own work. Do not share it with others.
Do not plagiarize or cheat. Do not use ChatGPT or any AI.
If you have a question, ask me in person or via Email.

If you cheat, use AI, plagiarize, or submit work you have previously submitted for credit
in another class, you will fail this course. Period.

For a more detailed explanation of the above, see the University Policies:

“Purdue prohibits ‘dishonesty in connection with any University activity. Cheating,
plagiarism, or knowingly furnishing false information to the University are examples of
dishonesty.’ [Part 5, Section III-B-2-a, Student Regulations] Furthermore, the University
Senate has stipulated that ‘the commitment of acts of cheating, lying, and deceit in any of
their diverse forms (such as the use of substitutes for taking examinations, the use of
illegal cribs, plagiarism, and copying during examinations) is dishonest and must not be
tolerated. Moreover, knowingly to aid and abet, directly or indirectly, other parties in
committing dishonest acts is in itself dishonest.’ [University Senate Document 72-18,
December 15, 1972]” https://www.purdue.edu/odos/academic-integrity/

Freedom of Expression

In this class, students are encouraged to exercise their right to free inquiry and
expression.  You are welcome to express any view on the subject matter introduced by
the instructor or other class members within the structure of the course. While you are
responsible for learning the content of this course, you remain free to take a reasoned
exception to the views presented and to reserve judgment about matters of conscience,
controversy, or opinion. When you encounter ideas that you find offensive, unwise,
immoral, or wrong-headed, you are encouraged to engage them with reasons, evidence,
and arguments.  Your course grade will be based on your academic performance, not on
the opinions you express.  Our commitment to freedom of expression means that no
relevant ideas or positions are out of bounds, but disruptive or disorderly behavior,

5
threats, or harassment are strictly prohibited and will be reported to the Office of the
Dean of Students.

See the University's “Commitment to Freedom of Expression” and “Bill of Student
Rights” in the University Policies and Statements module on Brightspace.

VI. Course Content

Week 1
Mon., Aug. 25: Introduction: Why Should I Care About History?
Wed., Aug. 27: Contact, Conflict, and Adaptation
Fri., Aug. 29: Ask the Prof.

Readings:

Give me Liberty!: 1-32 “Old Worlds and New”—“The Pueblo Revolt”

Primary sources:

Voices of Freedom: 1-5 “Giovanni da Verrazano, Encountering Native

Americans”

Week 2
Mon., Sept. 1: Labor Day NO CLASS
Wed., Sept. 3: New France
Fri., Sept. 5: Ask the Prof.

Readings:

Give me Liberty!: 32- 41 “The French and Dutch Empires”—

“Borderlands and Empire in Early America”

Primary sources:

Voices of Freedom: 6-9, 15-19 “Bartolomé de las Casas on Spanish

Treatment of the Indians” and “Father Jean de Brébeuf on the

Customs and Beliefs of the Hurons”

Week 3
Mon., Sept. 8: Chesapeake Settlements
Wed., Sep. 10: Origins of Slavery
Fri., Sep. 12: Ask the Prof.

Readings:

 Give me Liberty!: 43-64 “A Tobacco Colony”— “Religion in Maryland”

Primary Sources:

Voices of Freedom: 30-37 “Exchange between John Smith and

Powhatan”, “Sending Women to Virginia”, and “Henry Care,

English Liberties”

Week 4
Mon., Sep. 15: Colonial New England
Wed., Sep. 17: War, Witches, and Salvation

6
Fri., Sep. 19: Ask the Prof.

Readings:

Give me Liberty!: 64-87 “The New England Way”— “North America in

1660”

Primary Sources:

Voices of Freedom: 37-49 “John Winthrop, Speech to the Massachusetts

 General Court”, and “The Trial of Anne Hutchinson”, and “Roger

Williams, Letter to the Town of Providence”

Week 5
Mon., Sep. 22: Middle Colonies
Wed., Sep. 24: Lowcountry and the West Indies
Fri., Sep. 26: EXAM 1: No Ask the Prof, No Quiz.

Readings:

Give me Liberty!: 89-129 “Creating Anglo-America”—“Freedom in the

British Colonies”

Primary Sources

Voices of Freedom: 53-55, 60-62, “William Penn, Pennsylvania

Charter of Privileges and Liberties” and “Letter by an Immigrant to

Pennsylvania”

Week 6
Mon., Sep. 29: Empire
Wed., Oct. 1: Awakenings
Fri., Oct. 3: Ask the Prof.

Readings:

Give me Liberty!: 132-162 “Slavery, Freedom, and the Struggle for

Empire”— “The Awakening’s Impact”

Primary Source:

Voices of Freedom: 71-76, 76-78 “Olaudah Equiano on Slavery”, and

“Advertisements for Runaway Slaves and Servants”,

Week 7
Mon., Oct. 6: World War
Wed., Oct. 8: Victory to Rebellion
Fri., Oct. 10: Ask the Prof.

Readings:

Give me Liberty!: 162-191 “Imperial Rivalries”— “The Intolerable Acts”

Primary Sources:

Voices of Freedom: 85-88, 90-92 “The Great Awakening Comes to

Connecticut,” and “Pontiac, Two Speeches”

Week 8

7
Mon., Oct. 13: (Fall Break)
Wed., Oct. 15: Rebellion to Independence
Fri., Oct. 17: Ask the Prof.

Readings:

Give me Liberty!: 191-212 “The Coming of Independence”—“Victory at

Last”

Primary Sources:

Voices of Freedom: 93-95, 103-109, 110-112, 113-116 “Virginia

Resolutions on the Stamp Act,” “Thomas Paine, Common Sense,”

 “Samuel Seabury’s Argument against Independence,” and

“Abigail and John Adams on Women and the American

Revolution.”

Week 9
Mon., Oct. 20: Independence to Peace
Wed., Oct. 22: Founding a Nation
Fri., Oct. 24: EXAM 2. No Ask the Prof, No Quiz.

Readings:

Give me Liberty!: 214-266 “The Revolution Within”—“The Final

Document”

Primary Sources:

Voices of Freedom: 123-125, 131-132, 133-135 “Noah Webster on

Equality” “David Ramsey, American Innovations in Government,”

 J. Hector St. John de Crèvecoeur, “What, Then, Is the American?”

Week 10
Mon., Oct. 27: Road to Ratification
Wed., Oct. 29: Faction and Discord
Fri., Oct. 31: Ask the Prof.

Readings:

Give me Liberty!: 267-304 “The Ratification Debate and the Origin of the

Bill of Rights”—“The Revolution of 1800”

Primary Sources:

Voices of Freedom: 135-139, 144-147, 147-151 “James Winthrop,

The Anti-Federalist Argument” and “Address of the

Democratic-Republican Society of Pennsylvania”, and

“Judith Sargent Murray, ‘On the Equality of the Sexes’”

Week 11
Mon., Nov. 3: 1800—A Revolution in Government
Wed., Nov. 5: Asserting Independence
Fri., Nov. 7: Ask the Prof.

Readings:

Give me Liberty!: 304-322 “Slavery and Politics”— “The End of the

Federalist Party”

Primary Sources:

8

Voices of Freedom: 157-159, 166-168 “Tecumseh, Speech to the Osage”

and “Freedom and Necessity at Lowell”

Week 12
Mon., Nov. 10: The Market Revolution
Wed., Nov. 12: Manifest Destiny
Fri., Nov. 14: Ask the Prof.

Readings:

Give me Liberty!: 324-403 “The Market Revolution”—“His Ascendancy”

Primary Sources:

Voices of Freedom: 192-195, 211-214, 216-218 “Andrew Jackson, Veto of

the Bank Bill,” “Frederik Douglass on the Desire for Freedom”,

and “Rules of a Highland Plantation”

Week 13
Mon., Nov. 17: King Cotton
Wed., Nov. 19: Plantation Empire
Fri., Nov. 21: Exam 3, No Quiz, No Ask the Prof

Readings:

Give me Liberty!: 405-440 “The Peculiar Institution”— “Nat Turner’s

Rebellion”

Primary Sources:

Voices of Freedom: 234-239, 243-247, 273-277 “Frederick Douglass on

the Fourth of July”, and Angelina Grimké on Women’s Rights”

Week 14
Mon., Nov. 24: Freedom in a Land of Slavery
Wed., Nov. 26: THANSGIVING BREAK
Fri., Nov. 28: THANSGIVING BREAK

Readings:

Give me Liberty!: 442-490 “An Age of Reform”— “A Dose of Arsenic”

Primary Documents:

Voices of Freedom: 275-279, 283-384 “Alexander H. Stephens, The

Cornerstone of the Confederacy,” and “Samuel S. Cox Condemns

Emancipation”

Week 15
Mon., Dec. 1: Secession
Wed., Dec. 3: Battle Cry of Freedom
Fri., Dec. 5: Ask the Prof.

 Readings:

Give me Liberty!: 491-556 “The Wilmot Proviso”— “Turning Points”

Primary Documents:

Voices of Freedom: 279-282 “Marcus M. Speigel, Letter of a Civil War

Soldier”

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Week 16
Mon., Dec. 8: Total War
Wed., Dec. 10: Reunion and Reconstruction
Fri., Dec. 12: Ask the Prof: Exam Prep Edition, No Quiz

Give me Liberty!: 556-603 “1864”— “The End of Reconstruction”

The Final will take place during the scheduled Exam Week, December 15-20