Course Syllabus

Fall 2026 | HIS-2070-VO02 - Vermont History

Online Class

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

Faculty

Philip Crossman
View Faculty Credentials
View Faculty Statement
Hiring Coordinator for this course: Gilberto Diaz Santos

General Education Requirements

Humanistic Perspectives

Note

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.

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 computer recommendations Support page.

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 is a no cost textbook or resource class. ***

This course only uses free Open Educational Resources (OER) and/or library materials. For details, see the Canvas Site for this class.

Artificial Intelligence(AI) Policy Statement

CCV recognizes that artificial intelligence (AI) and generative AI tools are widely available and becoming embedded in many online writing and creative applications.

Allowed: This course's generative AI policy acknowledges technology, including generative AI, plays a supportive role in learning and feedback. During our class, we may use AI writing tools such as ChatGPT in certain specific cases. You will be informed as to when, where, and how these tools are permitted to be used, along with guidance for attribution. Any use outside of these specific cases constitutes a violation of CCV's Academic Integrity Policy.

Specific guidelines about the LEGITIMATE use of AI will be provided in the course preliminaries. Many uses could be regarded as a violation of the academic honesty policy. Please be sure to read those and ask questions if you are left with any ambiguities. In ALL cases where you use AI to assist you in your work, that work should contain an explanation at the bottom telling me HOW the AI was used.

Methods

This course relies heavily on class discussions with peers(discussion forums)but sets aside a good deal of time for you to work on your own personal explorations in Vermont History in isolation from the rest of the class (Journal assignments, self-chosen museum or historical site visits). Throughout the course you will be moving between private and public discourse, alternating your attention from primary sources (diaries, legal documents, speeches, letters, church records, maps, newspapers, etc.) to secondary sources (books, documentaries, journal articles, etc.) to instructor lectures (on topics like Vermont geography, aboriginal history, genealogy, religious and social conflict, politics, biography, environmental law, etc.). Each week, I will provide a variety of resources and a variety of writing options to make it easier for you to find a learning approach and topic that fits your style and interest.

Evaluation Criteria

I. WEEKLY ASSIGNMENTS (40% of the final grade):

Your weekly discussion forum contributions will be assessed on the following specifically:

A. Demonstrative critical thinking.
B. Specific references to at least four provided readings (or videos).
C. Specific references to your personal experience related to the subject of the week.
D. Specific references to at least one independently acquired outside source.
E. Effectively written English comprising complete coherent sentences and paragraphs.

II. CONNECTION JOURNALS AND CONVERSATIONS (20% of the final grade):

In addition to weekly discussions with your peers and instructor, you will have the opportunity of journaling throughout much of the course. These journals will be focused on the essential skill of “making connections.” You will be writing about how different aspects of the course relate to one another (readings, class discussions, lectures, videos, instructor feedback, outside research, etc.); about how what you are learning relates to the real world circumstances of your past, present, or future personal or professional lives and aspirations.

Journals are where you explore the parts of Vermont's history that are most relevant to *you.*

III. MID-TERM PROJECT (10% of the final grade)

For your mid-term project, I will be asking you to report on a field trip experience of your choosing. I will provide some ideas but you may propose alternatives to them. These field experiences may involve going to museums, attending public lectures, visiting historical landmarks, spending time at the Vermont Historical society library (or some other local library, etc.) Details about what the product will need to look like will be supplied.

IV. FINAL PROJECT (20% of the final grade):

Your final project grade will be based the work you submit on ONE of the three following options:

A. The Issue/Book Report (Learn by Researching and Presenting):The Issue Report provides you with the opportunity to contribute a paper or book review (or video or audio file if you prefer to present) that demonstrates your ability to assemble an argument about an issue of Vermont history personally interesting to you.

B. The Experiential Voice Project (Learn by Reflecting and Thinking): The experiential voice project is a written assignment that asks you to engage in some form of ongoing experiential learning that leads to an introspective analysis of that experience. This could involve oral interviews with people with direct experience of historic events. I am open to creative expressions of your learning here). Details will be supplied in the course.

C. The Service Learning Report (Learn by Actively Participating): This assignment is for those of you who like to learn by doing. If this option appeals to you, at some point in time by week TEN of the class, you should have selected a non-profit or charitable organization or history-related service provider (library, museum, historical site perhaps) here in Vermont that you can donate an hour (at least) of your time to (I would be happy to give some suggestions). You will need to do research on the organization. You will need to schedule an interview with someone who has served in this organization for at least two years, and you will develop a list of at least ten questions, most of which should deal with issues of historical nature that you could ask during that interview. Details will be supplied in the course.

V. CLASS PARTICIPATION (10% of the final grade):

You will note that every week of the course contains some reading and discussion expectations. If you demonstrate your reading preparation in the weekly conversations and you engage thoughtfully and respectfully, you should have little problem acing this part of the course grade. I will take into consideration the contributions you have made (number and quality). The regularity of your journal posts and absences will also be considered.

At every point, I will seek to model the engaged thinking that I am looking for and you will have clear directions about how to get the support you need to meet the challenges. I hope we have some fun getting to know one another along the way.

Grading Criteria

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

	High	Low
A+	100	98
A	Less than 98	93
A-	Less than 93	90
B+	Less than 90	88
B	Less than 88	83
B-	Less than 83	80
C+	Less than 80	78
C	Less than 78	73
C-	Less than 73	70
D+	Less than 70	68
D	Less than 68	63
D-	Less than 63	60
F	Less than 60
P	100	60
NP	Less than 60	0

Weekly Schedule

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

This class does have a participation grade and there are specific elements to the way it is calculated. The following practices will insure a better learning experience for all and a better participation grade for you:

• Where there are online discussion forums, posting earlier in the week rather than later is appreciated when at all possible.
• Demonstrating your preparation in your class conversation and writing (that is, making ample use of the assigned readings when making arguments).
• Demonstrating concern for clear writing when writing is assigned (proofing, spelling, punctuation, paragraph breaks, thesis statement, introduction, conclusion, etc.)
• Providing the class and/or instructor with at least one thought provoking questions each week.
• Providing constructive feedback to peers on a regular basis throughout the class and the week.
• Setting aside time each week for journaling and using the journal as a way to pursue your individual learning goals related to the subject.

Missing & Late Work Policy

I like to be reaonable within reason. Assignments in this class will have due dates. I will grade late work but I will deduct some points when it is late (unless you make arrangements beforehand and for good reasons). You should not assume that I will accept work submitted more than a week after the due date for credit.

Experiential Learning Expectations

Hours: 1-5

The mid-Term project will involve visiting a historical site or museum related to Vermont History. You may choose what site to visit with instructor consultation. The final project allows you the opportunity of doing a service learning project as an option. Details supplied in the class.

Accessibility Services for Students with Disabilities:

1. Provide disability documentation to the Accessibility Coordinator at your academic center. https://ccv.edu/student-support/accessibility-services/
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

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