The United States from the Colonial Era to the Civil War: A History of Empire and Society

Dr. Samuel Finesurrey: [email protected]

Fall 2025

Class: Tuesday and Thursdays 11:30-1:00

Office Hours: Tuesdays 10-11

Zoom Link: https://us02web.zoom.us/j/4170285761

Open Educational Resource & Zero Textbook Cost Course

Dr. Samuel Finesurrey: [email protected]

Course Description:

This course serves as a general introduction to the main events, themes, and movements in American history from colonization through the Civil War. It seeks to identify and explore the transformative social, cultural, and political moments of this long historical period. Thus, the course examines European contact, conflict, cooperation with and colonization of indigenous peoples; the transatlantic slave trade; coercive labor forms and slave revolts in the American Colonies and the United States; the context that led to, and consequences that came from the American Revolution; Native removal, genocide and resistance; western conquest justified by the logic of Manifest Destiny; immigrant and class conflict in the colonies and early republic; a redefinition of household and gender roles in early American society; the long road to Civil War. Students will also develop skills such as writing for a humanities audience, critical reading of primary and secondary sources, and argument-based discussion. In sum, this course introduces students to a wide variety of analytical tools and approaches to better understand the settlement of North America and the founding of the United States.

Prerequisites

No prerequisites for this course

Learning Outcomes

Upon successful completion of this course, students will be able to:

• Identify and discuss the importance of contact and conquest, colonial foundations, revolution and Constitution, immigration, geographic expansion, experiences of Native peoples, role of women, slavery and African American experiences and the sectional crisis leading to the Civil War
• Understand how conceptions of freedom, equality, and opportunity changed from the founding of colonies through the Civil War.
• Identify and apply the key historical concepts of change-over-time, cause-and-effect, agency, historical empathy, and continuity and discontinuity, and recognize how these concepts are employed in the historical method
• Analyze and interpret primary sources with attention to audience, authorship, and context
• Recognize some of the ways in which historians have conflicting interpretations of the past
• Recognize how and why U.S. history has been taught differently to different generations and communities.
• Produce a paper with a clear thesis and appropriate citations based on strong evidence drawn from historical sources

Accessibility Statement

I know people learn in all different types of way. I still struggle with ADD today, but have created structures — ways of staying organized and on task — to accommodate the way my brain is wired. If you need any accommodations please utilize the office of accessibility and let me know how I can help. The primary goal for me is that you’re able to achieve the course learning outcomes. I’m willing to work with you in whatever ways its takes to attain that.

NOTE: The syllabus may change if the instructor feels it will improve how the class operates.

Course Assignments and Grading

A	100-94	4.0	Outstanding	C	76-73	2.0	Satisfactory
A-	93-90	3.7	Excellent	C-	72-69	1.7	Less than Satisfactory
B+	89-87	3.3	Very Good	D+	69-67	1.3	Poor but Passing
B	86-83	3.0	Good	D	67-60	1.0	Minimum for Credit
B-	82-80	2.7	Above Average	F	59 -0	0.0	Failure
C+	79-77	2.3	Average

Week	Topic	Graded Assignment
1	Tuesday, September 9: Introduction   Thursday, September 11: Pre-Columbian Civilizations	In Class Quiz on Lecture
2	Tuesday, September 16: Europe and Africa on the Eve of Civilization   Thursday September 18: Field Trip to the American Museum of Natural History	In Class Quiz on Reading and Lecture
3	Tuesday, September 23: NO CLASS   Thursday, September 25: Early Encounters Pt. 1	Field Trip Response to the American Museum of Natural History   In Class Quiz on Reading and Lecture
4	Tuesday, September 30: Early Encounters Pt. 2   Thursday, October 2: NO CLASS	In Class Quiz on Reading and Lecture
5	Tuesday, October 7: An Atlantic Economy is Built on the Slave Trade   Thursday, October 9: Field Trip to Native American Smithsonian	In Class Quiz on Reading and Lecture
6	Tuesday, October 14: Native Negotiations of Empire — Eighteenth-Century Wars in America   16: NO CLASS ATL	In Class Quiz on Reading and Lecture   Field Trip Response to Native American Smithsonian
7	Tuesday, October 21: Slavery and Slave Resistance – Revolts, Maroons, and Everyday Defiance   Thursday, October 23: Introduction to Teaching Project	In Class Quiz on Reading and Lecture   Teaching Project: Topic Selection & Proposal By End of Class Thursday
8	Tuesday, October 28: No Class   Thursday, October 30:  The American Revolution — Freedom for Whom? & The Early Foreign Policy of the United States	In Class Quiz on Reading and Lecture
9	Tuesday November 4: The Early Republic: Native Resistance & “Removal”— Movements for Abolition in the South and North Thursday November 6:  Teaching Project	In Class Quiz on Reading and Lecture   Teaching Project: Reading Assignment Creation
10	Tuesday November 11: Manifest Destiny – Texas & Mexico – Slave & Native Resistance in the West   Thursday November 13: Teacher Project	In Class Quiz on Reading and Lecture   Teaching Project: Visual/Creative Component Draft Due at End of Class Thursday
11	Tuesday, November 18: Immigration, Industrialization and Urban Tensions in Antebellum America   Thursday, November 20: NO CLASS — Work on Presentations (Due By End of Class Period @ 4:30PM)	In Class Quiz on Reading and Lecture
12	Tuesday November 25: NO CLASS — Work on Teaching Project Presentation Thursday November 27: NO CLASS Thanksgiving Break
13	Tuesday December 2: The Sectional Crisis Through the Civil War Thursday December 4: Teaching Presentations	In Class Quiz on Reading and Lecture
14	Tuesday December 9: Teaching Presentations   Thursday December 11: Final Exam

Assignments & Grading

Your grade in this course will come from a combination of quizzes, projects, museum responses, and the final exam. Each assignment is designed to deepen your understanding of contestation of power in early America — how different groups struggled, resisted, and negotiated power across time.

1. In-Class Quizzes on Lecture Notes – 400 Points

• Short-answer and multiple-choice quizzes based on lecture notes and readings.
• Quizzes ensure steady engagement with material.
• Policy: I will drop your 3 lowest quiz scores.

2. Teaching Presentation – 250 Points

• You will select a tribe, event, movement, or figure connected to the theme of contesting power in early America.
• Working individually or in pairs, you will become the teacher for the class.
• Requirements:
  • At least 5 slides (Google Slides, PowerPoint, or Canva).
  • Must include 1 primary source and 2 secondary sources (our class readings count).
  • Must explain how your topic demonstrates contestation of power (resistance, negotiation, rebellion, etc.).
  • Presentation length: 8–10 minutes.
• Grading based on: content accuracy, clarity, use of sources, and creativity in teaching.

3. Museum Response Papers – 150 Points (75 each)

You will complete written responses for three field trips. Each response should be 1–2 pages, typed, double-spaced.

American Museum of Natural History

• Examine how Indigenous, African, and European societies are represented in the exhibits.
• Argue whether the museum shows them as equally complex at similar times — and why that matters for what should be taught in schools.

National Museum of the American Indian (Smithsonian)

• Choose one exhibit and argue why its story should be part of a high school curriculum.
• Focus on how it shows Native contestation of power.

4. Final Exam – 200 Points

• Comprehensive exam covering readings, lectures, and class discussions.
• Mix of short-answer and essay questions.
• Emphasis on connecting specific case studies (Indigenous, African, women, labor, immigrant) to the theme of contesting power in early America.

Point Breakdown

• Quizzes: 400 points
• Teaching Presentation: 250 points
• Museum Responses (3): 150 points (50 points each)
• Final Exam: 200 points

Total: 1,000 Points

Additional Information 

Office Hours: Office hours can be virtual, but I will be on campus during my office hours so either way works.

Plagiarism: If you have a question about whether something is plagiarism, always err on the side of caution, or come and ask the professor if it is okay. With new technology like ChatGPT, the rules of cheating are in flux, which makes it even more important to check in with your professors about what’s okay and what’s not okay. Getting caught cheating can negatively impact your grade and your academic career dramatically.

Late Assignments: You will lose a letter grade every week that an assignment is late. Everything except the final exam is revisable for a better grade.

Questions: If you ever need clarification or have a question about anything, please do not be afraid to ask me. I will return your text or email within 24 hours. I can almost guarantee that turnaround will be quicker however, there will be times this semester when I may not have access to the internet.

Problems With Course: If you have a problem with the materials, assignments, or the way the course I am teaching the course, please let me know at your earliest convenience. I am good at taking criticism and more than anything want this class to be as enjoyable an experience as possible for you and your classmates.

Mental Health/Personal Issues: If you are feeling overwhelmed by your schoolwork or life outside of Guttman and it is impacting your grades, please inform your professors that you’re facing some challenges and ask about Guttman resources to support you. We have wonderful mental health professionals at the College and the Connect Center in the basement can help out with anything from groceries to emergency housing. The college cannot support you if we do not know you need assistance.