Download Guided HIUS 221-Survey of American History I
A survey of the political, social, and economic developments of America from the colonizing experience through the Civil War with emphasis on the development of the American democratic tradition.
For information regarding prerequisites for this course, please refer to the Academic Course Catalog
As part of Liberty University’s liberal arts education, this course seeks to develop the student’s capacity to think and act creatively and critically within the context of Christian values. Therefore, this course’s purpose goes beyond a mere study of names and dates to developing the student’s historical consciousness, which provides insight into the complex realities of modern living. Understanding history in this grand manner, then, is a vital prerequisite to responsible citizenship.
Measurable Learning Output
Upon successful completion of this course, the student will be able to:
- Identify major figures and events in American history to 1865.
- Describe the stages of American national development to 1865.
- Explain how political, economic, military, diplomatic, religious, and cultural factors influenced American development to 1865.
- Demonstrate college-level competencies in reading comprehension, documentary analysis, research, and historical writing.
- Evaluate interpretive and historiographical approaches to American history to 1865.
- Apply biblical principles to the problems and issues of American history to 1865.
Communication and information literacy (CIL)
Communication and information literacy
CIL 1: Discover and evaluate information to accomplish a specific purpose.
CIL 2: Communicate information effectively in the English language, orally and/or through writing, for a variety of purposes, using technology when appropriate.
CIL 3: Analyze and assess various forms of information and expression to determine their meaning, employing technology when relevant.
CIL 4: Demonstrate a basic understanding of the role of research and scholarship to apply it in various contexts.
CIL 5: Relate communication and information literacy to participation in God’s redemptive work
CT 2: Structure an argument or position using credible evidence and valid reasoning.
MindTap readings, lecture presentations, primary sources, and websites
Course Requirements Checklist
After reading the Course Syllabus and Student Expectations, the student will complete the related checklist found in the Course Overview.
The student will research a historical character from the list provided and write a 300-350 word summary explaining their accomplishments and why he/she should be remembered today (CLO: A, B, C, D, E, and F; CIL: 1, 2, 3, 4, and CT 2).
American History Opposing Viewpoints Project Assignments (3)
This project will be completed in stages throughout your course, with specific instructions provided for each portion in the appropriate modules. The stages will be completed as follows:
- American History Opposing Viewpoints Project: Summary Assignment
- American History Opposing Viewpoints Project: Annotated Bibliography Assignment
- American History Opposing Viewpoints Project: Research Paper Assignment
(CLO: A, B, C, D, E, and F; CIL: 1, 2, 3, 4, and CT 2).
Museum or National Park Visit: Proposal Assignment
The student will post a brief proposal requesting instructor permission for an in-person visit or an official virtual tour of a historical museum or national park about American History from 1500-1865. It is most important that the student receive instructor approval of the location or website before pursuing the visit and writing the follow-up assignment (CLO: A, B, C, D, E, and F; CIL: 1, 2, 3, 4).
Museum or National Park Visit: Paper Assignment
The student will write a 600-700 word follow-up paper that provides an overview of the museum or national park in-person visit or virtual tour. The student will explain how the historical site is relevant to American history from 1500-1865, highlight the information learned from the visit or virtual tour, and point out which artifacts and other displayed items were most interesting. The student will also ascertain how the in-person visit or virtual tour helped foster a greater appreciation for history (CLO: A, B, C, D, E, and F; CIL: 1, 2, 3, 4).
MindTap Quizzes (51)
The student will complete various activities in MindTap (CLO: A, B, C, D, E, and F; CIL: 1, 2, 3, 4, 5).
Entire No of Quizzes (10)
The student will complete quizzes that cover the specified materials from the current module in which they are assigned. Each quiz will be open-book/open-notes, For standard quizzes, the student will have 30 minutes to choose the correct answers to 10 multiple-choice questions. For primary source quizzes, there will be a short passage from a primary source that is embedded in it. The student will read it and answer 5 multiple-choice questions within a time limit of 20 minutes. At the discretion of the instructor, 10% may be deducted for every 5 minutes the student exceeds the time limit (CLO: A, B, C, D, E, and F; CIL: 1, 2, 3, 4, 5).
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