HIST 3375-001 & 002/ MAS 3375-001

Fall 2022 On-line class

Land Acknowledgement

UT Arlington respectfully acknowledges the Wichita and Affiliated Tribes upon whose historical homelands this University is located. Their ancestors resided here for generations before being forcibly displaced by U.S. settlers and soldiers in the mid-1800s. We recognize the historical presence of the Caddo Nation and other Tribal Nations in the region; the ongoing presence and achievements of many people who moved to the area due to the Indian Relocation program of the 1950s and 1960s; and the vital presence and accomplishments of our Native students, faculty, and staff.

Instructor Information

Instructor: John Garrigus; website: https://johngarrigus.com

Instructor Office: University Hall 343

Student “Drop-In” Hours:

Mon. and Wed., 10am to 11am; I’ll also be available on Teams in those hours

History Department Office Telephone: 817-272-2661

Email: garrigus@uta.edu

Faculty Profile: https://mentis.uta.edu/explore/profile/john-garrigus

Course Information

Section Information: HIST 3375-001

Time and Place of Class Meetings:  This is an asynchronous on-line course delivered on Canvas. Asynchronous means there is no set class time.

Required Books (4):

If you cannot afford our books, please contact me as soon as possible. I will try to connect you with resources that may be available so that this challenge does not affect your performance in the class.

  1. Charles C. Mann, 1491: New Revelations of the Americas Before Columbus (Vintage Books, 2006).
  2. Matthew Restall, Seven Myths of the Spanish Conquest (Oxford University Press, 2004). The 2021 revised edition is also good.
  3. Junia Ferreira Furtado, Chica da Silva: A Brazilian Slave of the Eighteenth Century (New York: Cambridge University Press, 2009).
  4. John Charles Chasteen, Americanos: Latin America is Struggle for Independence (Oxford; New York: Oxford University Press, 2008).
  5. Other required reading materials will be available on Canvas.

Technology Requirements:

We will use Canvas throughout the semester.

Description of Course Content

Focusing on the years from 1300 to 1825, this course charts the emergence of creole cultures in Mexico, Central America and South America in the years before political independence from Europe. We will focus on the cultural, social, and economic history of Latin America and, necessarily, on the indigenous, Iberian, and West African societies that shaped it. We will use and discuss the intellectual tools and approaches historians use to understand the past. Our readings reflect the ongoing “revisionism” that is an essential aspect of historical thinking. This course will also train you how to interpret primary and secondary sources, skills that are the foundation of historical knowledge.

Learning Outcomes

  • Students describe and assess different interpretations of Latin American history (assessed in on-line quizzes and country projects)
  • Students will be able to describe historical thinking skills and apply them to Latin American history (assessed in show-and-tell assignments and country projects)
  • Students use primary sources to support historical interpretations (assessed in discussion board postings and country projects)
  • Students apply historical interpretations to the colonial history of a specific Latin American country (assessed in country projects)

Expectations

You can expect me to:

  • answer your email within 24 hours if you send it through Canvas. At some points in the term, my inbox gets quite full, but I do want to hear from you. If you email me and don’t hear back from me within 24 hours, please send a follow up email. I will appreciate the gentle reminder.
  • be glad to meet you in person! You are welcome to drop by during my on-campus office hours or send me a message and I’ll try to find a mutually convenient time we can get together on campus.
  • give you ten days—Monday through Wednesday—to complete the discussion work and take the quizzes in each module.
  • let you take each module quiz twice, counting the highest score.
  • give you extensions of a few days for our country projects IF you are keeping up with the quizzes and discussion.
  • give you detailed feedback on each country project. On the next project, I’ll grade you on whether you used my feedback to improve your work. This course is designed to help you grow your abilities.
  • take plagiarism and other forms of academic dishonesty quite seriously. Please read the academic dishonesty section and ask me — throughout the semester — if you have questions.

I expect you to:

  • contact me using Canvas or email when you have questions or problems concerning the class.
  • keep up with the pace of the class.
  • use the UTA Writing Center for your assignments. They have on-line appointments! Learning how to use UTA’s resources is essential (and normal) for the learning process.
  • post your Show-N-Tell materials to our Canvas discussion board by Sam Monday of that week.
  • study the posted criteria [I call them “grading grids”] for the different country projects before you undertake them.
  • understand what plagiarism is and ask me if you have questions any time during the semester.

Grading and Assignment Information

Assignment Points Description
Map quiz 20 You’ll see a map with places numbered 1 to 10. In a Canvas quiz you’ll write out the names of the Latin American cities or major archeological sites at those places. You can take it twice and keep the highest score.
Syllabus quiz 20 We’ll start this course with a multiple-choice quiz about this syllabus. Like all our quizzes, you can take it twice.
4 quizzes on “Unpacking” 20 In four modules during the semester, you will read and do exercises on a website called World History: Unpacking the Evidence. [http://chnm.gmu.edu/worldhistorysources/whmunpacking.html] In Module 2, for example, we will study how historians use images (paintings, photographs) as primary sources. There will be a five-question multiple-choice quiz on this “Unpacking the Evidence” materials in each of these four modules. In each of those four modules, Unpacking the Evidence will be the basis of our discussion.
14 quizzes 98 In every module, you’ll read selections from one of our books and watch on-line lectures in screencast format. Some of the lectures will review important or difficult elements of the reading, and others will go deeper into historical topics. The lectures are NOT substitutes for reading the books, but are designed to help you get more out of them. Every module has about 30 minutes of screencast lectures, and a multiple-choice quiz of about 7 questions on the content. You’ll be able to take each quiz twice within a 9-day window. Your highest score will

count.
9 discussions 90 During 9 of our modules, you’ll be making two discussion posts about the “Unpacking” website, or the SNTs posted for that module. I’ll assign you a discussion grade of 1 to 10 for each of those 9 modules. Extra credit for video posts.
1 Show-N-Tell presentation 72 In Module 1, you will pick one of the four types of primary sources [images, maps, official documents, and personal accounts] we will study in “Unpacking the Evidence.” Then you will sign up to do an SNT, analyzing, on the discussion board, an example of that type of primary source, provided by me. The course schedule shows when each of the different primary sources has its SNT week on the discussion board. I will supply you will a detailed template for your SNT analysis. The rest of the students in the class will review and critique your analysis. You will be graded for playing an active role in the class discussion of your post.
2 Writing Center consultations 50 About a week before each of our Country Projects, you’ll visit the on-line UTA Writing Center to go over a draft of your work. When I get confirmation from the Writing Center, I’ll give you the points. Make an appointment at https://www.uta.edu/owl/. Be sure to give them a copy of the assignment.
Country Project 1

Due Sept. 16

 80 In Module 1, you’ll choose one Latin American country to be the basis for a series of 5-page papers, combining research with our assigned reading.
Country Project 2

Due Oct. 7

 140 For each of the three country projects you will follow a template that I provide. Your job is to discuss whether the evidence from our assigned books can be seen in the history of your country.
Country Project 3
Due Nov. 11		 160 Some countries are NOT eligible for Country Projects: Belize, El Salvador, Cuba and the other Caribbean islands, Costa Rica, and Panama.
Final Country Project

Due Dec. 12

 250 At the end of the semester you’ll use a template I provide to combine your three country project assignments, plus a fourth segment about independence, into a single larger paper about the country you picked.
TOTAL 1000 At the end of the semester, students who have accumulated 900 or more points will receive a “A”; 800 to 899 is a “B”; 700 to 799 is a “C”; etc.

 

 

Course Schedule

The Americas Before Columbus

Module 0

  • Buy or rent the 4 books
  • Study the syllabus
  • Choose a country

Module 1 August 22 The World in the 1400s and “The Encounter”

  • Optional Class Q&A on Microsoft TEAMS
  • Make 1 discussion post introducing yourself to the class. Extra credit for Video introductions.
  • Take syllabus quiz
  • Sign up for Show-N-Tell
  • 27 minutes of on-line lectures, plus quiz
  • Email Dr. G. about which country you chose for your project
  • Read Mann, ix-xii, Chasteen, Preface; Mann, Ch1 (3-30)
  • Make 1 discussion post about the reading

Module 2 August 29 The Achievements of Early Americans

  • Optional Class Q&A on Microsoft TEAMS
  • 25 minutes of on-line lectures plus quiz
  • Go to Using Images As Primary Sources; read “Getting Started, Questions to Ask,” “Sample Analysis’
  • Complete “You Be the Historian” exercise; take “Unpacking” quiz;
  • Make 2 discussion posts on “Using Images”
  • Read Mann, Ch3 (68-106) and Ch4 (107-150). Ch2 (33-67) is optional

Module 3 September 5 Early Americans and the Environment

  • Optional Class Q&A on Microsoft TEAMS
  • Image Show-N—Tell postings due Monday 8am
  • 33 Minutes of on-line lectures plus quiz
  • Read Mann, Ch 6 (194-227) and Ch9 (315-349)
  • Make 2 discussion postings about the SNTs on images

The Spanish Conquest

Module 4 September 12 Looking More Closely at the Conquest; CP 1 due

  • Optional CPI Q&A on Microsoft TEAMS
  • CP1 due at 5pm [Friday September 16]
  • 27 minutes of on-line lectures plus quiz
  • Restall, xiii-xix & Chl (l-27); Restall, Ch2 (24-43)

Module 5 September 19 African & Indian Conquistadors

  • Optional class discussion on Microsoft TEAMS [2021-09-21 Tue] 1pm
  • Go to Uiirigmps as Primary Sources; read “Getting Started,” “Questions to Ask,” “Sample Analysis”
  • Complete “You Be the Historian” exercise; take “Unpacking” quiz;
  • 20 minutes of on-line lectures plus quiz
  • Make 2 discussion postings about “Using Maps”
  • Restall Ch3 (44-63); Restall Ch4 (64-76) & Ch5 (77-99)

Module 6 September 26 Stories about the Destruction of Civilizations— Optional class discussion on TEAMS

  • Maps SNT postings due Monday 8am
  • 18 minutes of on-line lectures plus quiz
  • Restall, Ch6 (100-130); Restall Ch7 (131-145) & Epilogue (147-157)
  • Make 2 discussion postings about the SNTs on maps

Colonial Society

Module 7 October 3 People of mixed ancestry; CP2 due

  • Optional CP2 Q&A on TEAMS
  • CP2 due Friday, October 7, at 5pm
  • 23 minutes of on-line lectures plus quiz
  • Furtado, preface (xvii-xxv); Introduction (1-19); Furtado, Chl (20-39)

Module 8 October 10 Colonial Economies

  • Go to Official Documents as Primary Sources; read “Getting Started,5 ’ ‘6 Questions to Ask,” “Sample Analysis”
  • Complete “You Be the Historian” exercise; take “Unpacking” quiz;
  • 20 minutes of on-line lectures plus quiz
  • Make 2 discussion postings about “Using Official Documents”

Module 9 October 17 Brazil and Africa

  • 30 minutes of on-line lectures plus quiz
  • Furtado, Ch2 (40-68), Furtado, Ch3 (69-103)
  • Make 2 discussion postings

Module 10 October 24 Urban Spaces

  • Official documents SNTs due Monday Sam
  • 33 minutes of on-line lectures plus quiz
  • Make 2 discussion postings about the SNTs on official documents
  • Furtado, Ch4 (104-129); Furtado, Ch5 (130-161)

Module 11, October 31 Reforming Two Empires

  • Go to Using Personal Accounts as Primary Sources; read “Getting Started,” “Questions to Ask,” “Sample Analysis”
  • Complete “You Be the Historian” exercise; take “Unpacking” quiz;
  • 26 minutes of on-line lectures plus quiz
  • Furtado, Ch6 (162-192); Furtado, Ch7 & Ch8 (193-238)
  • Make 2 discussion postings about “Using Personal Accounts”

Module 12 November 7 The American, French and Haitian Revolutions; CP3 due

  • Optional CP3 Q&A
  • CP3 due Friday, November 11 at 5pm
  • 25 minutes of on-line lectures plus quiz
  • 9 minutes of on-line lectures plus quiz
  • Read Furtado, Ch9 (239-258), Furtado, Ch11 (284-304)

Wars for Independence

Module 13  November 14 Spain’s Crisis

  • Personal accounts SNTs due Monday 8am
  • 26 minutes of on-line lectures plus quiz
  • Make 2 discussion postings about the SNTs on personal accounts
  • Read Chasteen, 6-34; Chasteen, 35-65

Module 14  November 21  THANKSGIVING WEEK Revolutions in Mexico and Argentina

  • 30 minutes of on-line lectures plus quiz
  • Read Chasteen, 66-105; 105-158

Module 15  November 28 Bolivar and San Martin; Independence Overview

  • Optional Country Project Q&A on Microsoft TEAMS
  • 11 minutes of on—line lecture and quiz
  • Chasteen, 159-181; 182-192

Module 16  December 5 Final CP Due

FINAL PROJECT DUE: Dec 10 FINAL PAPER

As instructor, I reserve the right to change the course schedule and policies in the event of unforeseen circumstances.

Institutional Information

UTA students are encouraged to review the below institutional policies and informational sections and reach out to the specific office with any questions. To view this institutional information, please visit the Institutional Information page (https://resources.uta.edu/provost/course-related-info/institutional-policies.php) which includes the following policies among others:

  • Drop Policy
  • Disability Accommodations
  • Title IX Policy
  • Academic Integrity
  • Student Feedback Survey
  • Final Exam Schedule

Additional Information

Face Covering Policy

While the use of face coverings on campus is no longer mandatory, all students and instructional staff are strongly encouraged to wear face coverings while they are on campus. This is particularly true inside buildings and within classrooms and labs where social distancing is not possible due to limited space. If a student needs accommodations to ensure social distancing in the classroom due to being at high risk, they are encouraged to work directly with the Student Access and Resource Center to assist in these accommodations. If students need masks, they may obtain them at the Central Library, the E.H. Hereford University Center’s front desk or in their department.

Attendance

At The University of Texas at Arlington, taking attendance is not required. Rather, each faculty member is free to develop his or her own methods of evaluating students’ academic performance, which includes establishing course-specific policies on attendance. As the instructor of this course, I use the quizzes and discussion assignments to gauge your active involvement in the class, but I do not have a separate attendance grade.

However, while UT Arlington does not require instructors to take attendance in their courses, the U.S. Department of Education requires that the University have a mechanism in place to verify Federal Student Aid recipients’ attendance in courses. UT Arlington instructors should be prepared to report the last date of attendance as part of the final grading process. Specifically, when assigning a student a grade of F, faculty must report the last date a student attended their class based on evidence of academic engagement such as a test, participation in a class project or presentation, or an engagement online via Canvas. This date is reported to the Department of Education for federal financial aid recipients.

Distance education courses require regular and substantive online interaction and participation. Students must participate in online course activities to demonstrate attendance; logging into an online class is not sufficient by itself to demonstrate attendance.

Academic Integrity

Students enrolled in all UT Arlington courses are expected to adhere to the UT Arlington Honor Code:

I pledge, on my honor, to uphold UT Arlington’s tradition of academic integrity, a tradition that values hard work and honest effort in the pursuit of academic excellence.

I promise that I will submit only work that I personally create or contribute to group collaborations, and I will appropriately reference any work from other sources. I will follow the highest standards of integrity and uphold the spirit of the Honor Code.

UT Arlington faculty members may employ the Honor Code as they see fit in their courses, including (but not limited to) having students acknowledge the honor code as part of an examination or requiring students to incorporate the honor code into any work submitted. Per UT System Regents’ Rule 50101, §2.2, suspected violations of university’s standards for academic integrity (including the Honor Code) will be referred to the Office of Student Conduct. Violators will be disciplined in accordance with University policy, which may result in the student’s suspension or expulsion from the University. Additional information is available at https://www.uta.edu/conduct/.

Emergency Exit Procedures

Should we experience an emergency event that requires evacuation of the building, students should exit the room and move toward the nearest exit, which is located to the left as you leave UH09. When exiting the building during an emergency, do not take an elevator but use the stairwells instead. Faculty members and instructional staff will assist students in selecting the safest route for evacuation and will make arrangements to assist individuals with disabilities.

Academic Success Center

The Academic Success Center (ASC) includes a variety of resources and services to help you maximize your learning and succeed as a student at the University of Texas at Arlington. ASC services include supplemental instruction, peer-led team learning, tutoring, mentoring and TRIO SSS. Academic Success Center services are provided at no additional cost to UTA students. For additional information visit: Academic Success Center. To request disability accommodations for tutoring, please complete this form.

The English Writing Center (411 in the Central Library)

The Writing Center offers FREE tutoring in 15-, 30-, 45-, and 60-minute face-to-face and online sessions to all UTA students on any phase of their UTA coursework. Register and make appointments online at the Writing Center (https://uta.mywconline.com). Classroom visits, workshops, and specialized services for graduate students and faculty are also available. Please see Writing Center: OWL for detailed information on all our programs and services.

The Library’s 2nd floor Academic Plaza (http://library.uta.edu/academic-plaza) offers students a central hub of support services, including IDEAS Center, University Advising Services, Transfer UTA and various college/school advising hours. Services are available during the library’s hours of operation.

 

Emergency Phone Numbers

In case of an on-campus emergency, call the UT Arlington Police Department at 817-272-3003 (non-campus phone), 2-3003 (campus phone). You may also dial 911. The non-emergency number is 817-272-3381.