Preface

The Creation of This Book

This textbook was created as part of the Interactive OER for Dual Enrollment project, facilitated by LOUIS: The Louisiana Library Network and funded by a $2 million Open Textbooks Pilot Program grant from the Department of Education.

This project supports the extension of access to high-quality post-secondary opportunities to high school students across Louisiana and beyond by creating materials that can be adopted for dual enrollment environments. Dual enrollment is the opportunity for a student to be enrolled in high school and college at the same time.

The cohort-developed OER course materials are released under a license that permits their free use, reuse, modification and sharing with others. This includes a corresponding course available in MoodleNet and Canvas Commons that can be imported to other Learning Management System platforms. For access/questions, contact Affordable Learning Louisiana.

If you are adopting this textbook, we would be glad to know of your use via this brief survey.

Adaptation Statement

American History to 1865 and its accompanying course materials were adapted from the 2019 edition of OpenStax’s U.S. History, from Rice University. Unless stated otherwise, U.S. History (c) 2019 by OpenStax is licensed under Creative Commons Attribution License v4.0.

• The Senior contributing authors for OpenStax’s U.S. History were:
  • P. Scott Corbett, Ventura College
  • Volker Janssen, California State University, Fullerton
  • John M. Lund, Keene State College
  • Todd Pfannestiel, Clarion University
  • Sylvie Waskiewicz
  • Paul Vickery, Oral Roberts University
• The reviewers of the OpenStax’s U.S. History were:
  • Amy Bix, Iowa State University
  • Edward Bond, Alabama A&M University
  • Tammy Byron, Dalton State College
  • Benjamin Carp, Brooklyn College, CUNY
  • Sharon Deubreau, Rhodes State College
  • Gene Fein, Fordham University
  • Joel Franks, San Jose State University
  • Raymond Frey, Centenary College
  • Richard Gianni, Indiana University Northwest
  • Larry Gragg, Missouri University of Science and Technology
  • Laura Graves, South Plains College
  • Elisa Guernsey, Monroe Community College
  • Thomas Chase Hagood, University of Georgia
  • Charlotte Haller, Worcester State University
  • David Head, Spring Hill College
  • Tamora Hoskisson, Salt Lake Community College
  • Jean Keller, Palomar College
  • Kathleen Kennedy, Missouri State University
  • Mark Klobas, Scottsdale Community College
  • Ann Kordas, Johnson & Wales University
  • Stephanie Laffer, Miami International University of Art and Design
  • Jennifer Lang, Delgado Community College
  • Jennifer Lawrence, Tarrant County College
  • Wendy Maier-Sarti, Oakton Community College
  • Jim McIntyre, Moraine Valley Community College
  • Marianne McKnight, Salt Lake Community College
  • Brandon Morgan, Central New Mexico Community College
  • Caryn Neumann, Miami University of Ohio
  • Michelle Novak, Houston Community College
  • Lisa Ossian, Des Moines Area Community College
  • Paul Ringel, High Point University
  • Jason Ripper, Everett Community College
  • Silvana Siddali, Saint Louis University
  • Brooks Simpson, Arizona State University
  • Steven Smith, California State University, Fullerton
  • David Trowbridge, Marshall University
  • Eugene Van Sickle, University of North Georgia
  • Hubert van Tuyll, Augusta State University

American History to 1865, very minor changes have been made. Some “Click and Explores” have been changed and several “Gumbo” sections have been added, which give Louisiana history examples in a “Click and Explore” format. H5P content was also added. Contributors to the adaptation were Sam Bono, Caitlin Cooper, Chresancio Jackson, and Jennifer Lang.

The following additions or changes have been made to these chapters:

Chapter 1

• Added H5P.
• Added alt text.
• Added a “Gumbo” section linking to a 64 Parishes article about Prehistoric Archaeology in Louisiana.

Chapter 2

• Added H5P.
• Added alt text.
• Added a “Gumbo” section about “Spain’s missed opportunity in Louisiana” in the section about Portuguese Exploration and Spanish Conquest.

Chapter 3

• Added H5P
• Added alt text.
• Added a “Gumbo” section linking to a video about Colonial Louisiana in a section about Colonial rivalries.
• Replaced a “Click and Explore” link to an interactive map of the Castello Plan of New York that was no longer available with a map of the Castello Plan from the New York Public Library.
• Replaced a non-working link to PBS’s “Changing Images of Pocahontas” in a “Click and Explore” to a working link.
• Replaced a non-working link to an interactive map of New York in the 1740s to a 1730 map in the New York Public Library’s Virtual New York City website.
• Replaced the link to the “Worldly Ways” section of PBS’ Benjamin Franklin site with a link to the main site and a more general description as that page was no longer available.

Chapter 4

• Added H5P.
• Added alt text.
• Added a “Gumbo” section about British West Florida and the Florida Parishes.
• A “Click and Explore” link to the Digital Locke Project was no longer working. I substituted a link to Locke’s writings on Gutenberg.org.

Chapter 5

• Added H5P.
• Added alt text.

Chapter 6

• Added H5P
• Added alt text.

Chapter 7

• Added H5P.
• Added alt text.
• Changed “held” to “enslaved” in the caption to figure 7.7.

Chapter 8

• Added H5P
• Added alt text.

Chapter 9

• Added H5P
• Added alt text.

Chapter 10

• Added H5P.
• Added alt text.

Chapter 11

• Added H5P.
• Added alt text.

Chapter 13

• Added H5P.
• Added alt text.

Chapter 14

• Added H5P.
• Added alt text.
• Added text in a “click and explore” that a link opens as PDF.

Chapter 15

• Added H5P.
• Added alt text.
• Changed “race riot” to “anti-black riot.”

Review Statement

This textbook and its accompanying course materials went through at least two review processes:

• Peer reviewers, coordinated by Jared Eusea, River Parish Community College, used an online course development standard rubric for assessing the quality and content of each course to ensure that the courses developed through Interactive OER for Dual Enrollment support online learners in that environment. The evaluation framework reflects a commitment to accessibility and usability for all learners.
  • Reviewers
    • Paula Griswold
    • Sharon Bowman
    • Melissa Parks
• The Institute for the Study of Knowledge Management in Education (ISKME) collaborated with LOUIS to review course materials and ensure their appropriateness for dual enrollment audiences. Review criteria were drawn from factors that apply across dual enrollment courses and subject areas, such as determining appropriate reading levels, assessing the fit of topics and examples for high school DE students; applying high-level principles for quality curriculum design, including designing for accessibility, appropriate student knowledge checks, and effective scaffolding of student tasks and prior knowledge requirements, addressing adaptability and open educational practices, and principles related to inclusion and representational social justice.
  • Reviewers
    • Erik Aswell
    • Lisa Namikas