HIST 111: United States History I

Meeting time and place
Mondays and Wednesdays, noon – 1:15 p.m. in ILC 202
Instructor
Dr. Leslie Madsen – bio
E-mail: lmadsen@boisestate.edu
Office phone: (208) 426-1700
Office: Riverfront Hall 313J (inside the IDEA Shop/Service Learning)
Dr. Madsen’s office hours: 9:00-10:30 a.m. Monday, 9:00-10:30 a.m. Thursday, and by appointment
Teaching assistant
Noah Szajowitz
E-mail: noahszajowitz@u.boisestate.edu
Office: Graduate student office, History department (enter through the side or rear of the Library building, then follow signs)
Noah’s office hours: 1:15-2:45 p.m. Monday and Wednesday, and by appointment
Introduction

Even before Europeans anchored their ships off the east and west coasts of North America, the territory that became the U.S. was not occupied by a single culture of “Native Americans.” On the contrary, the experiences and perspectives of people living in North America have always been shaped by the collision and confluence of cultures, including countless indigenous peoples; the Spanish, British, French, Dutch, and Portuguese explorers and colonizers; Chinese laborers; and peoples from Senegambia, west-central Africa, and west Africa who were sold into slavery.
In keeping with this complexity, in this course we’ll learn not only about the politicians, soldiers, inventors, and explorers with whom you might have been made familiar in K-12 history lessons, but also the workers, enslaved people, reformers, mothers, children, artists, and others whose stories rarely have been central to traditional narratives of U.S. history.
Along the way, we’ll ask what conditions and forces allowed different kinds of Americans to speak and act in ways that allowed for, or limited, freedom and self-determination. We’ll also explore why in 2020 so many U.S. Americans have uneasy relationships with this nation’s history and the ways it gets told.
Why this course is important to you
Far from being merely the objective study of what happened in the past, history involves the active interpretation of all kinds of evidence to construct narratives about why something—for example, a place, a phenomenon, an artifact—or someone matters.
These narratives—including who appears in them (or doesn’t); what happens in them (or doesn’t); and the motivations, causes, and effects claimed in them—matter because these stories we tell ourselves about our shared past:
- shape how others perceive you and define your identity,
- determine the curricula you studied in school,
- influence legislation of all kinds,
- help to decide who has access to resources,
- and more.
Storytelling, and thus storytellers, have great power. If you do not see yourself or your community reflected positively (or at all) in these narratives, and if you cannot construct your own persuasive, evidence-based narratives about your community, your power will be limited. You need to study the past to learn how you, your neighborhood, your community, and the institutions you engage with (including the university) came to take their current forms—and what habits, beliefs, and values drove that development. If you can’t understand how the people and institutions that have power came to wield that power, you won’t understand how to navigate, share in, or dismantle those powers.
My teaching philosophy
My teaching philosophy grows out of my conviction that knowledge and wisdom live not in books, but in people—in the networks we form with one another. Therefore, in this class, it’s important that I, as well as your fellow students, hear your distinctive voice and your perspective on course topics. Multiple studies have demonstrated that the more diverse perspectives and experiences there are in a group of people, the more that group will achieve. Accordingly, holding back your unique perspective during class activities or discussion is selfish; by sharing it, you improve everyone else’s learning.
This process of sharing your knowledge and perspective can be scary, especially if you’re the first person in your family to go to college and you’re already feeling like an impostor. If you’re feeling anxious about my request that you speak from your authentic experiences and observations, please come see me, and we can figure out ways you might be more comfortable sharing with our class’s community of learners.
Learning Goals
By the end of the course, students will:
- ask thoughtful, meaningful questions—and seek answers to them by carefully reading and interpreting primary and secondary sources.
- articulate how the history of chattel slavery has influenced the political, economic, and cultural development of the U.S.
- explain why and how settlers systematically targeted North America’s indigenous peoples for displacement and genocide—and how Native Americans preserved cultural identity despite these threats.
- identify some methods by which history is retold and deployed in contemporary political rhetoric.
- develop sufficient historical literacy to become informed participants in contemporary U.S. cultural and political life.
Engagement
The day-to-day requirements of this class are simple: do the required reading, reflect on it in your digital scrapbook, and come to class prepared to engage in thoughtful discussion. (I promise to do the same.)
The more fully you participate in class activities, the more likely you are to achieve the course outcomes. For that reason, engagement in discussions and other course activities constitutes a significant portion of your grade (15%). To receive an A for your participation, you must participate meaningfully in class. (Shy students, don’t worry. Small-group discussion and activities count toward engagement.) Merely attending class will earn you a C- for engagement.
Course materials
- Catherine Locks et. al., History in the Making: A History of the People of the United States of America to 1877 (2013).
- Available at no cost online at that link. Not available in print.
- Available at no cost online at that link. Not available in print.
- Various primary and secondary sources online, linked to from the course schedule
- Alvin M. Josephy Jr., Lewis and Clark Through Indian Eyes: Nine Indian Writers on the Legacy of the Expedition (2007). Available in these formats:
- as a free ebook via the Albertsons Library website (one user at a time);
- in print at the Albertsons Library reserves desk (2-hour check-out time);
- in print at the campus bookstore.
- Clarence Walker, Mongrel Nation: The America Begotten by Thomas Jefferson and Sally Hemings (2010). Available in these formats:
- as a free ebook via the Albertsons Library website (multiple users simultaneously);
- in print at the Albertsons Library reserves desk (2-hour check-out time);
- in print at the campus bookstore.
Digital devices

If you have one, please do bring a laptop, tablet, or smartphone to class, as many of our materials and activities are digital.
If you see me outside class, chances are I’ll be sitting in front of a laptop, browsing the Internet (for research and teaching, of course! 😉) or with my eyes glued to my iPhone. Although I’m a bit old to be a “digital native,” I’m every bit as addicted to dependent on these devices as students can be. That said, these devices do tend to divide our attention in a classroom, so during class I’d appreciate your only using them when they’re necessary to access course materials or to complete course activities.
Writing

The quality of your writing—both its clarity and the depth of thought expressed in it—contribute significantly to your final grade in this course. It is important that you schedule sufficient time to conduct the research required for each paper, write a first draft, and undertake several revisions. I recommend you form a writing group with two or three other students to provide feedback on each other’s projects at least a few days before they are due. I am also available to help, either with your writing or with helping you think through how best to manage your time as a busy student.
Late assignment policy
In the historical profession (and many others, including education—a field into which many History 111 students go), deadlines matter. Exhibitions must open on time. Grant deadlines aren’t negotiable. Collaborative public history endeavors—like building digital tools and organizing festivals—require everyone to contribute in a timely manner so that work can proceed. Clients and supervisors expect work to be done well and on time. Turning in high-quality work on time is an essential skill for college and the workplace.
The same holds true for this class. I expect assignments to be turned in at or before the beginning of class on the day they are due.
Yes, you may negotiate an extension.

That said, I’m not heartless. If you have an emergency or anticipate not being able to turn in an assignment on time, come see me as soon as you’re aware of this challenge, and we’ll work something out. (I typically grant whatever extensions students say they need.)
If you don’t negotiate an extension with me ahead of the deadline, late assignments will be penalized 1/3 of a grade (e.g. a B becomes a B-) after the beginning of class, and I will deduct an additional 1/3 grade for each 24 hours that pass before you turn in the assignment, up to 1 full grades (e.g., after 3 days, an A paper would be a B paper, but would stop accruing penalties after that point).
Technological failure
There is one exception to this extension policy. In this class, technological failure does not constitute an emergency. Hard drives fail, servers go down, passwords get forgotten, two-factor authentication doesn’t show up in a text, and files get corrupted. You must plan for such contingencies: keep backups of your files (e.g., save them to Google Drive or Dropbox), have extra ink cartridges handy, know where the local wifi hotspots are in case your usual internet service goes down. Remember that even if you don’t have reliable technology of your own, the campus provides students with all the resources you’ll need to complete the assignments in this class. Technological issues are not excuses for late work. Please protect yourself (and your grades) by managing your time and backing up your work.
Grade distribution
Engagement during class: 15%

All varieties of engagement during class count, assuming you have come prepared (having done the reading/viewing for the day). If you’re shy, I hope you become more comfortable with participating in large-group discussion. That said, you’ll have plenty of opportunities to participate in small-group activities and discussion. Coming to office hours (and using that time meaningfully!) also may boost your engagement grade.
UPDATED: Digital scrapbook: 30% total
- First check-in: 15%
- Second check-in: 15%
Reflection: 10%
The digital scrapbook is a place for you to collect interesting or useful materials from the course, contemplate the past and consider how its events remain relevant today, and reflect on your own learning
UPDATED: Research project prep: 30% total
- Annotated bibliography: 15%
- Draft thesis + outline or mind map: 15%
The research project will unfold across the semester. It has many small parts, but Dr. Madsen and Noah will support you in every step of project development.
UPDATED/NEW: Research paper OR additional Discord engagement (15%)
With the transition to online learning, you now have the choice of either writing your research paper or engaging more fully in Discord discussions.
NEW: Reflection on the transition to online learning (10%)
This is a 250- to 400-word paper or a 3-minute video or a 3-minute audio file, in which you reflect on your experience of the transition to online learning during the pandemic.
Grading in this course
While Noah and Dr. Madsen will read and comment on your work, they will not be assigning grades to individual assignments. Instead, you will be responsible for assigning your own grades. We’ll talk about this process in great detail during class, and Dr. Madsen will post more information to the website as the semester goes on.
Plagiarism

The university and I appreciate you doing your own work and citing others when you borrow their ideas. We will discuss and practice citation during class so that you have every opportunity to learn to avoid plagiarism.
Should you choose to violate academic norms by turning in someone else’s work as your own or by borrowing others’ ideas or phrases without giving them credit, I will refer you to the Dean of Students office for remediation and/or discipline. Furthermore, any student who plagiarizes or cheats on any assignment may receive zero credit for the assignment and/or an F in the course.
You can learn more about academic integrity at the Dean of Students’ website.
I am interested in your thoughts and your creative and analytical work. Please share them with me!
This class is designed with you in mind.
In developing this course, I used a process called the universal design for learning to make it easier for you to:
- access and understand course materials.
- engage with course materials and other students in the course.
- demonstrate your new skills and knowledge to the instructor.
While an older model of education expected students with disabilities or other exceptional learning needs to disclose their disabilities and ask for accommodations, universal design aims to make sure a course is accessible and welcoming to all kinds of students, no matter their needs, from day 1.
What does that look like in this course?
- Any videos will be closed-captioned, and I will turn on captions if I show videos during class. While originally designed to benefit students who are D/deaf, captions also benefit English language learners, some students with ADHD or other conditions that can make it challenging to focus, and any students who are in a situation where they can’t turn up the volume on the video (for example, because the baby or toddler just finally fell asleep).
- All books for this course are available free of charge. Depending on the resource, you can access it either on the open web or as an ebook through library login. If you prefer, you can check out print versions of Mongrel Nation and Lewis and Clark through Indian Eyes at the Albertsons Library Reserve desk.
- Assuming you let me know before assignment due dates, I am flexible about assignment deadlines and formats.
- I will describe, or have you describe to each other, any images I project on the screen. I have found this practice not only helps students with poor vision or color blindness, but benefits all students because we all notice different things in images. We help each other notice new things and thereby learn more.
- You will have multiple ways to engage with the course instructor: in person, via e-mail, through video chat, and on the phone.
If you have other ideas about how I can universally design the course to benefit larger numbers of students, I’d love to hear them.
If these course design practices are not meeting your needs, I need to hear from you. For example, do you need me to modify your seating? Do you need me to provide feedback on your assignments in an alternate format? Are there other class requirements you’d like me to make more flexible so that you can better meet the learning outcomes of this course? Please come have a conversation with me about what you need.
In addition, Boise State’s Educational Access Center (EAC) can help students with disabilities get more labor- or resource-intensive accommodations in their classes—those changes that I as an instructor might not be able to provide on my own, either because I don’t have the technical skills or funds to provide them. To learn more about this accommodation process, visit the EAC’s website. I work regularly with the staff of the EAC, and they’re incredibly nice, helpful professionals—don’t hesitate to contact them if you suspect this course isn’t designed with your specific challenges and needs in mind.
Talk to Dr. Madsen
I will be available during my office hours and by appointment to address your concerns with the class and assignments. I encourage you to come see me if you feel you have not been offered a chance to participate in class discussion, you are troubled by a particular assignment, you would like to talk more with me about an issue raised in class, or you have concerns about your performance in the course.
I have a couple decades of experience helping students connect with the resources they need to succeed inside and outside of the course. Please don’t hesitate to come see me if you’re feeling uncertain or lost.
Scented products
From Dr. Madsen: My airways react very poorly to products—deodorant, perfume/body spray/cologne, shampoo, laundry detergent, dryer sheets, etc.—that have added scent, regardless of it’s an artificial scent, scented with essential oils, or uses some other “natural” scent.
I also have very bad reactions to second-hand smoke and its particulates, including from vape fluid, regardless of whether it’s in the air, lingering on someone’s clothes, or on their breath.
Out of courtesy to me and to the many other people on campus (including some of your fellow students, likely), please avoid wearing scented products to class or smoking/vaping just before class. My sad little lungs thank you!
Additional resources
The University Library
The folks at Albertsons Library not only can help you access to the books for this course, but also assist you with research. The reference librarians are friendly, resourceful people. As you enter the library, straight ahead you’ll find the Reference Desk where librarians can help you find the information and resources you need to complete course assignments.
If you have a moment, be sure to check out the MakerLab on the second floor—anyone can use the tools there, and there are friendly staff in the MakerLab to help you learn how.
The Writing Center
The Writing Center at Boise State offers individual consultations tailored to your needs, including making sense of writing assignment instructions, brainstorming, crafting a thesis, organizing an essay, revisions, citations, and more.
Counseling Services at Boise State
Counseling Services helps you tap into your strengths and find resources to deal more effectively with concerns that impact your pursuit of personal and academic goals. It emphasizes prevention and early detection and provides a broad spectrum of short-term counseling, consultative, evaluative, teaching, and training functions. Counseling staff consists of licensed counselors, psychologists, and closely supervised trainees/post-graduate interns.
Gender Equity Center
The Gender Equity Center provides specialized, brief, no-cost, confidential support for campus members affected by:
- Identity-related harassment
- Sexual harassment, sexual assault, unhealthy relationships, and stalking
- Life experiences related to gender, sexual orientation, and allyship
- Life transitions and crisis
- Personal, financial, or academic roadblocks
Multicultural Student Services
Multicultural Student Services works with all students interested in equity and social justice, students from different cultures, countries and ethnicities. The staff understands cultural differences and perspectives, and knows what it’s like living in a dominant culture. The training and the programs Multicultural Student Services provides can help you navigate through political correctness and into respectful dialogue.
This center also provides:
- Support and guidance for planning cultural festivals and events
- In-center tutoring and studying lounge
- Volunteering
- Mentoring
- Training
- Programs
- Events (including Tunnel of Oppression)
Food and housing assistance
If you are hungry and cannot afford to purchase food, the campus has some resources to help you. You can visit the campus food pantry or get free meals in the campus dining hall.
You can also learn about other resources through the Boise State Student Basic Needs Collaborative.