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Essential Objectives

Course Syllabus

Revision Date: 23-May-23

Summer 2023 | HIS-2070-VO01 - Vermont History

Online Class

Online courses take place 100% online via Canvas, without required in-person or Zoom meetings.

Location: Online
Credits: 3 (45 hours)
Day/Times: Meets online
Semester Dates: 05-23-2023 to 08-14-2023
Last day to drop without a grade: 06-12-2023 - Refund Policy
Last day to withdraw (W grade): 07-10-2023 - Refund Policy
This course has started, please contact the offering academic center about registration


Cyndy Bittinger
View Faculty Credentials
View Faculty Statement
Hiring Coordinator for this course: Philip Crossman

General Education Requirements

This section meets the following VSC General Education Requirement(s) for Catalog Year 21-22 and later:
  1. Many degree programs have specific general education recommendations. In order to avoid taking unnecessary classes, please consult with additional resources like your program evaluation, your academic program catalog year page, and your academic advisor.
  2. Courses may only be used to meet one General Education Requirement.

Course Description

This course surveys the history of Vermont from early days to the present. Students explore political, social, cultural, and economic aspects of the history of the state.

Essential Objectives

1. Describe Vermont's earliest inhabitants and the impact that European exploration and settlement in the region had on indigenous communities.
2. Explain the historical events and circumstances that led to Vermont's settlement, independence, and admission into the Union.
3. Describe how Vermont's geology, topography, and climate affected the pattern of settlement and economic, social, and political development.
4. Compare and contrast Vermont's development with patterns of development in the region and the nation.
5. Discuss the contributions and experiences of Vermont women in different historical periods.
6. Discuss the contributions and experiences of African Americans, Native Americans, and ethnic groups in Vermont, including the history of racism and eugenics in the state.
7. Analyze the significant factors that have created and influenced Vermont's present political, social and economic institutions.
8. Analyze Vermont history utilizing local historical resources.
9. Engage in and evaluate historical research using information literacy skills.

Required Technology

More information on general computer and internet recommendations is available on the CCV IT Support page. https://support.ccv.edu/general/computer-recommendations/

Please see CCV's Digital Equity Statement (pg. 45) to learn more about CCV's commitment to supporting all students access the technology they need to successfully finish their courses.

Required Textbooks and Resources

This course uses one or more textbooks/books/simulations.

Summer 2023 textbook details will be available on 2022-11-28. On that date a link will be available below that will take you to eCampus, CCV's bookstore. The information provided there will be specific to this class. Please see this page for more information regarding the purchase of textbooks/books.

HIS-2070-VO01 Link to Textbooks for this course in eCampus.

The last day to use a Financial Aid Advance to purchase textbooks/books is the 3rd Tuesday of the semester. See your financial aid counselor at your academic center if you have any questions.


Two papers are assigned which are based on research and show independent thought and reflection. They are to be written at the college level with sources and correct English.

A midterm quiz and final exam are based on the essential objectives. The essays follow the required format with an introductory paragraph, thesis statement, supporting evidence and conclusions. Writing at the college level is important.

Discussions based on reading the required sources including primary sources, real artifacts, visits to museums, historic houses, and town historical societies. There are two assigned books: Hands on the Land by Jan Albers and my book, Vermont Women, Native Americans and African Americans: Out of the Shadows of History. Each week the assigned reading is described in the syllabus and in the weekly assignments.

Evaluation Criteria

48 % class discussion
10% topic paper
10% mid term quiz
15% town or state issue paper
17% final exam

extra credit: visits to historic sites and museums, meet ups with the instructor

Grading system: Participation in the discussion forum will account for 48% of your grade. Each week four points can be earned for your participation. Four points for excellent work; three points for good to very good responses, two points for adequate participation, one point for minimal responses. The more you post to encourage a positive discussion, the more credit you receive. After the deadline of Monday night, the week is closed. Time management is key to online study. Excellent work should include well thought out work with correct grammar and English. A well written response is important. Criteria for an excellent post: covers the material we are discussing, well-mannered, posted early so others can respond, builds on what other students write, and encourages others. Significant knowledge of what was read that week should be displayed by the student. Most posts should be 100 or more words. There may be questions to answer that need to be labeled. A student should read the other posts so he or she does not repeat what another student has written. Also, the student can learn from other students and build on what they write. You may reserve a question and go back to it later in the week. For some weeks, credit will be divided in two discussions.

Writing papers and essays is important. You learn to present a focus with a clear, central thesis and purpose. You show that you have insight into a topic based on research. You have a clear, logical progression of ideas and build an argument. You practice college-level vocabulary with proper grammar, spelling, and punctuation. You learn to use a research format. You display your sources and even find a person to interview in some cases.

There is a quiz and a final exam. Both are essay format. They are based on the essential objectives.

Grading Criteria

CCV Letter Grades as outlined in the Evaluation System Policy are assigned according to the following chart:

A Less than 9893
A-Less than 9390
B+Less than 9088
B Less than 8883
B-Less than 8380
C+Less than 8078
C Less than 7873
C-Less than 7370
D+Less than 7068
D Less than 6863
D-Less than 6360
FLess than 60 
NPLess than 600

Weekly Schedule

Week/ModuleTopic  Readings  Assignments


The geography of Vermont. Introducing students to the class.


Hands on the Land by Jan Albers: foreword, introduction, and Chapter 1 to page 48.


The first discussion is introducing themselves as students in this course.

The second discussion is each student summarizing part of the textbook. If they do not have a book, they may explain the geography of their town.



We will describe Vermont's earliest inhabitants and the impact that European exploration and settlement in the region had on indigenous communities.


Hands on the Land by Jan Albers, Chapter 1 from page 48 to 63.

Vermont Women, Native Americans & African Americans by Cynthia Bittinger

Introduction to page 31. For those of you without books, look for evidence of Abenaki history in your town. Share what you have found.


Creating questions and answering questions on the readings. If you do not have a book, share the Abenaki history of your town.



Goal: analyze Vermont history using primary sources.


Assigned readings: Albers, Chapter 2, pages 65-89. Bittinger book, pages 31-40. Primary sources on the internet. It is assumed that all students have the books by now. If they do not, they can make up the work. They can still participate in class since this is a discussion of primary sources on the internet.


Discussing primary sources.



Analyze the historical events and circumstances that led to Vermont's settlement, independence, and admission into the Union.


Albers, Chapter 2: pages 90-125


Discussion of the formation of the state of Vermont. Read over the requirements of a topic paper and submit an outline.



Vermont's economy began to grow. What factors brought that about?


Albers, Chapter 3, pages 126-166.


Topic paper due this week.

Careful reading and analysis of the textbook.



Civil War letters, reading from the archives. Mid term quiz.


Vermont has many letters from soldiers and the home front. Also, keep reading the Albers book, pages 166-195. Review the first half of the course.


Reading and explaining the topics in actual letters. Finding photos of the soldiers. This was the first time photos were available in wartime. A quiz of an essay question will be created from the essential objectives we have studied thus far.



Vermont's environmental history and economic development. The values of town meetings.


Albers, Chapter 4. Articles on town meetings.


Compare and contrast events or people in history. Analyze the value of town meetings.



Discuss the contributions and experiences of African Americans in Vermont, including the history of racism and eugenics in the state. Also the treatment of Native Americans is important.


Bittinger, part II, "African Americans Chose a State with a Difference" and on eugenics: part I, pages 40-50.


Drawing on this book, find a person you admire and explain why. Secondly, discuss racism in the past and present. Discuss the treatment of Native Americans.



Discuss the contributions and experiences of Vermont women in different historical periods.


Bittinger, Part III, "Women's History, The Other Half of the Story" and internet articles


A discussion of obstacles and women's empowerment.



How modern Vermont developed and issue paper is due.


Albers, Chapter 5, internet sources


Questions on the text and comparisons with events and people of today. Issue paper is due.



Formation of Modern Vermont, compare and contrast Vermont's development with patterns of development in the region and the nation. Read student papers. Final exam.


Share your issue papers. Take final exam.


Share your issue paper and read at least one other paper. Final exam.



Discuss what you see as the future of the state of Vermont.


internet sources


Discuss what you think would be factors in the future of Vermont.


Attendance Policy

Regular attendance and participation in classes are essential for success in and are completion requirements for courses at CCV. A student's failure to meet attendance requirements as specified in course descriptions will normally result in a non-satisfactory grade.

  • In general, missing more than 20% of a course due to absences, lateness or early departures may jeopardize a student's ability to earn a satisfactory final grade.
  • Attending an on-ground or synchronous course means a student appeared in the live classroom for at least a meaningful portion of a given class meeting. Attending an online course means a student posted a discussion forum response, completed a quiz or attempted some other academically required activity. Simply viewing a course item or module does not count as attendance.
  • Meeting the minimum attendance requirement for a course does not mean a student has satisfied the academic requirements for participation, which require students to go above and beyond simply attending a portion of the class. Faculty members will individually determine what constitutes participation in each course they teach and explain in their course descriptions how participation factors into a student's final grade.

Participation Expectations

Regular attendance and participation in classes are essential for success. A student's failure to meet attendance requirements as specified in the course description will normally result in a non-satisfactory grades. Simply viewing a course item or module does not count as credit. Participation in discussions, writing papers, and taking exams is expected for a college level class. Attending class does not mean the student has done the required work. Each week has work assignments for passing that week. Reserving a question and then not answering it does not receive any credit.

Missing & Late Work Policy

Regular attendance at an online class is the secret of success. Staying with the course by reading and discussing the material is important. remember to think about adequate time for the course. A face to face class lasts 3 hours and preparation may be an additional 3 hours or more. Missing three classes or three weeks means a non-satisfactory grade. Not turning in papers or not taking the two exams means a non-satisfactory grade. Each paper and quiz have deadlines. Not adhering to deadlines shows a lack of concern for the course and less credit will be given for that work. Of course if an emergency happens, considerable latitude is given.

Each week, a student is expected to read the sections of the textbook assigned and any other reading material before proceeding to the discussion modules so they know the work to be done. Considerable reading may be required before a student can contribute a comment. Our class runs from 9 a.m. Tuesday to 9 p.m. the next Monday and final attendance is posted the next Tuesday morning. Failure to participate during the week means the student was absent. CCV has this as a requirement.

If a student knows of a problem in attendance due to an extraordinary circumstance or an emergency, he or she should contact the instructor by email or phone. Letting the instructor know about this in advance is a good practice. Making up the class is a good plan and helpful for grading. Making up work in prior classes can be done up to two weeks afterward in email to the instructor.

If a student does not participate for two weeks, their advisor will be notified. That means that the student will get assistance on continuing the course or they will drop the course. Questions and help with assignments can always be emailed to the instructor.

Accessibility Services for Students with Disabilities:

CCV strives to mitigate barriers to course access for students with documented disabilities. To request accommodations, please
  1. Provide disability documentation to the Accessibility Coordinator at your academic center. https://ccv.edu/discover-resources/students-with-disabilities/
  2. Request an appointment to meet with accessibility coordinator to discuss your request and create an accommodation plan.
  3. Once created, students will share the accommodation plan with faculty. Please note, faculty cannot make disability accommodations outside of this process.

Academic Integrity

CCV has a commitment to honesty and excellence in academic work and expects the same from all students. Academic dishonesty, or cheating, can occur whenever you present -as your own work- something that you did not do. You can also be guilty of cheating if you help someone else cheat. Being unaware of what constitutes academic dishonesty (such as knowing what plagiarism is) does not absolve a student of the responsibility to be honest in his/her academic work. Academic dishonesty is taken very seriously and may lead to dismissal from the College.