Hist 132-- Section 001/0h1
Course Guide
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Semester: |
Spring 2016 |
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Instructor: |
Dr. J. Kelly Robison |
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Phone: |
566 3240 |
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E-mail: |
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Office: |
1840 West Classroom Building |
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Office
Hours: |
MW 11:30-12:45, 2:30-3:45, TR 1:00-3:45, F
10:00-2:15 |
http://faculty.sanjuancollege.edu/krobison/index.html
Meeting Location and Times
11:30
– 12:45, Tuesday and Thursday, West Classroom Complex 1801
Course Description
This
course is an introductory survey of the history of the United States from the
end of the Civil War through the present. We will focus on the central themes and issues
while examining the political, economic, and social changes that occurred
during this period. These themes include industrialization, immigration and the
diversification of the U.S. population, the entrance of the U.S. onto the
political world stage and the social changes that occurred from 1865 to the
present. Students should come to an understanding of the chronology of events
during the period, but should also become aware of the causes of and reactions
to the major events. To put it another way, you should understand the what, but
also the why.
This
course presents an opportunity to think critically about the issues that shaped
the past and how that past affects the present. Additionally, students can
explore history and begin to understand the ways in which historians address
the past. Finally, the course will encourage students to develop better
reading, writing, studying, and analytical skills.
Although
primarily a lecture course, students should prepare for class by reading
assignments and are strongly encouraged to ask relevant questions and seek
clarification of any ambiguities that may arise.
Prerequisites
English 111
Required Text
·
Locke, Joseph and Ben Wright.
The American Yawp, http://www.americanyawp.com,
2015
·
Primary
Documents. See schedule for
readings. Documents are located at
http://faculty.sanjuancollege.edu/krobison.
Course Requirements
Students
will do the following activities:
Exams – 100+25 points each
There will be two exams, a mid‑term and a final. The exams will consist of one essay question,
though you will have a choice of several questions. The essays are worth 100
points. Study guides will be provided at
least a week prior to the exam date.
Please buy bluebooks at the bookstore for the exams. Additionally, each exam will contain
twenty-five objective questions worth a total of 25 points.
When you write an essay exam, assume that the person who is
reading the essay knows nothing about the topic you are discussing. Simply mentioning
is not explaining ‑‑ be thorough. Use a formal essay construction
when you write. This means having an introductory paragraph that has a thesis
statement and sets up the rest of the essay. The body of your essay should
offer factual evidence that proves your thesis. A concluding paragraph sums up
what you have written.
Research Paper – 100 points + 25 points + 25 points
You may pick any topic that interests you, provided that it
deals in some way with U.S. history until 1865. The paper exercise will consist
of three stages. Each stage is due in class on the date given in the schedule.
This exercise is worth a total of 150 points.
Note: Do not choose a
person as your topic.
Topic statement and bibliography‑ 25 points
·
Submit a one-page paper (typed) with your topic. More importantly, ask a historical question
that you will answer in your paper. Also
submit full citations for at least eight sources. No more than three of those sources may be
web sites.
Final draft ‑ 100 points
Research Paper format:
·
Write five double‑spaced, typed pages of text (not
including notes and bibliography)
·
Use standard 12 point font.
·
In the introduction state a thesis.
o
In the body of the paper present evidence that supports this
thesis.
·
Use Chicago‑style notations (footnotes).
·
Do not use quotes except those from the time period in
question that are highly relevant to your topic.
·
The bibliography may not include encyclopedia, textbooks, or
other general references.
o
Not more than a third of all references may be from internet
sources. If Internet sources are used,
then each internet source must be accompanied by a brief statement (three or
four sentences) evaluating the reliability of the source.
Plagiarism:
Plagiarism is presenting the work of someone else as one's
own. Honesty requires that any ideas or materials taken from another source for
either written or oral use must be fully acknowledged. The offering of material
assembled or collected by others in the form of projects or collections without
acknowledgment is also considered plagiarism. Any student who fails to give
credit for any ideas or materials taken from another source is guilty of
plagiarism NOTE: A paper that has been plagiarized will receive '0' points.
San Juan College has strict guidelines for Plagiarism and
other forms of Academic Dishonesty. You may find those guidelines here:
http://www.sanjuancollege.edu/documents/Academic%20Honesty%20Rules%20Final.pdf
Late Assignments
Please note that no late papers will be accepted and exams must
be taken on the exam date unless prior arrangements have been made. The
scheduling of make‑up exams is completely at the discretion of the
instructor. Note: A grade of Incomplete will be given only if the student has
completed at least three‑quarters of the assignments and cannot complete
the class‑work due to unavoidable circumstance.
Additional Requirements for Honors Students
(Section 0H1)
Select two primary
documents. The document analyses should
be no more than one page in length. There is no need to attach a cover sheet,
simply put your name at the top of the paper. The title of the document being
analyzed should be at the top of the paper as well. Use standard fonts of
standard size. Each analysis is worth 25 points. See the schedule for due dates.
First, briefly describe the
content of the document, noting the time in which it was written, its general
theme or themes, the author (where indicated) and other factual material that
seems appropriate to mention. This is the easy part. All you are doing in this
section is summarizing what the author has to say.
Second, and this is the more
difficult section, compare or analyze this document to the appropriate section
of the text, noting how the document illustrates, amplifies, or explains
textual themes or narrative. Don't bother trying to find the particular
document in the text. Oftentimes the documents are not mentioned by name. You
do have to read the text book though. What you are trying to do is set the
document within the context of the times. Why is this document important? How
does it help to explain a certain time period?
Participation and Attendance Policy
Poor grades are a reflection of
poor class attendance. Regular class attendance is expected and roll will be
taken every day. Students are allowed five absences after which the final grade
will be affected. If a student has five absences, then that student's final
grade will be no higher than a C. If a student misses seven class periods, the
final grade will automatically be an F. There will be no distinction made
between excused or unexcused absences.
It is not necessary to contact the professor in the event of an absence
except in the event an assignment is due.
Other Classroom Policies and Expectations
In order to minimize disruptions
to your fellow students, please be in the classroom when the class starts and
stay through the entire period. Talking in class is also a disruption unless it
is for the good of the entire class. If you must use the bathroom or make a
phone call, either get those things done before class or after class, not in
the middle of class. Also, please turn cell phones off when you enter the
classroom.
Grading
A student's grade for the course
will be based on the total number of points of the possible 350. There is no curve.
A= 360 - 400 Superior work which is not only accurate and
complete, but also insightful and comprehensive; it demonstrates the ability to
make critical judgments on one's own part and skill in justifying such
positions.
B= 320 ‑ 359 Above average work which is accurate and
complete, but also shows the ability to correlate facts and judgments involved
in different "compartments" of a topic as well as indicating some
development of a critical perspective.
C= 280 ‑ 319 Average work which is accurate, but somewhat
incomplete, lacking the fuller developments of above average work.
D= 240 ‑ 279 Below average work which is inaccurate and
incomplete, but indicates some effort to deal with the issues at hand.
F=under 239 Inadequate work which is inaccurate and
incomplete and fails to fulfill the assignment.
Semester Calendar
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19 Jan |
Introduction |
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21 Jan |
“Nothing
But Freedom”: Reconstruction and the
New South Yawp, Ch15 Atlantic
Exposition Speech - Booker T. Washington |
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26 Jan |
Settling
the West Yawp, Ch17 |
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28 Jan |
“Kill the
Indian, Save the Man:” Native Peoples in the Late Nineteenth Century Yawp, Ch17 Ft.
Laramie Treaty, 1869 |
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2 Feb |
Workshop ‑
Writing the Research Paper |
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4 Feb |
Industrialization Yawp, Ch 16,
18 Edison's
Electric Light |
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9 Feb |
Industrialization
Yawp, Ch
16 Topic
Statement and Bibliography Due |
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11 Feb |
Management
and Workers in an Industrial Society Yawp, Ch
16 |
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16 Feb |
Politics
in the Gilded Age Yawp, Ch
20 |
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18 Feb |
Urbanization
and Immigration Yawp, Ch
19 Life in
the Tenements of New York City (1890) - Jacob Riis |
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23 Feb |
Progressivism Yawp, Ch 20 |
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25 Feb |
Imperialism Yawp, Ch
19 First Open
Door Note - [John Hay to Andrew D. White], 1899 |
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1 Mar |
World War
I Yawp, Ch 21 Espionage
Act of 1918 |
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3 Mar |
The
Roaring Twenties Yawp, Ch22 "A
Glimpse behind the Mask of Prohibition" - Percy Andreae, 1915 |
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8 Mar |
The Great
Depression Yawp, Ch
23 "Brother
Can You Spare A Dime" |
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10 Mar |
The New
Deal Yawp, Ch 23 |
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15 Mar |
Mid-Term Exam |
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17 Mar |
World War
II Yawp, Ch 24 "Four
Freedoms Speech" - Franklin Delano Roosevelt, 1941 |
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22-24 Mar |
No Classes
– Spring Break |
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29 Mar |
World War II – the Home Front Yawp, Ch 24 |
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31 Mar |
The Cold
War Yawp, Ch 25 Truman
Doctrine Speech, March 12, 1947 |
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5 Apr |
The Cold
War Heats Up Yawp, Ch 25 |
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7 Apr |
The
Fifties; Yawp, Ch 26 Honors Papers Due |
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12 Apr |
Research
Paper Due |
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14 Apr |
The Civil
Rights Movement Yawp, Ch 26,
27 Letter
from a Birmingham Jail |
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19 Apr |
New
Frontiers Abroad Yawp, Ch
27, 28 Vietnam
Veterans Against the War Statement, John Kerry - 1971 |
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21 Apr |
The
Sixties and Seventies Ch. 27, 28 |
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26 Apr |
Domestic
Policy and Politics from Ford to Clinton Yawp, Ch
28, 29 |
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28 Apr |
The End of
the Cold War Yawp, Ch
29 |
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3 May |
To the
Present Yawp, Ch 30 Ronald
Reagan, First Inaugural Address - January 20, 1981 |
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Final Exam |
College Policies
The
following information also applies to your work in this class.
1. Academic Accommodations—American
with Disabilities Act (ADA)
If you
believe you need academic accommodations due to physical or learning
disabilities, you are encouraged to inform me as soon as possible. If you have special needs for campus
emergency situations, please inform me immediately. You can also contact the
college’s disability advisor in the Advising/Counseling Center at 566-3271. The
advisor can work with you in verifying your disabilities and developing
accommodation strategies.
2. The Family Educational Rights and
Privacy Act (FERPA)
Your
personal information and grade are confidential. Aside from routine reporting to the college
required for this course, I will not share such information with anyone unless
I have your permission.
3. Academic Honesty Rules
San Juan
College expects all students to adhere to the Academic Honesty Rules as posted
online: <http://www.sanjuancollege.edu/AcademicHonesty>. These are the official guidelines for all
classes at San Juan College (July 2006).
4. Student Conduct Statement
College is
preparation for professional opportunities, and professional conduct is
expected in courses, including online classes, as well as any written communications,
and interactions with members of the college community. As part of our learning community, students
are expected to interact and communicate in a mature, respectful, thoughtful,
and supportive manner. Students who
demonstrate disrespectful, hostile, belittling, bullying or other disruptive
behavior will be subject to potential consequences and possible dismissal from
the college. The college will take appropriate action when students demonstrate
threatening behavior (to others or self). Students should refer to the Code of
Conduct in the Student Handbook for additional information.
5. Student Safety
Keeping
students safe is a priority, and part of that is ensuring that we have the
ability to communicate emergency messages – whether for school closures due to
weather or for more or urgent situations. Rave is San Juan College’s emergency
messaging system. Through your SJC student email, you will automatically
receive email messages, however, it is also vital that you receive text
messages. In order to receive the messages, you must register with Rave. This
is a simple process and can be done at www.sanjuancollege.edu/campusalerts.
When registering, please make sure that your mobile status is “confirmed.”
The
Department of Public Safety is available 24 hours per day. In an emergency,
they can be accessed by calling 215-3091 or 566-3333.
In the event
of an emergency, a Rave message will be sent, and depending on the situation,
you will be instructed to do one of the following:
·
Evacuate the
building
·
Shelter in
place (Campus doors are locked, and operations continue as normal. During this
situation, no one other than law enforcement is allowed in or out of the
campus.)
·
Lockdown
(Campus doors are locked. All operations cease, and you should take cover in
your immediate area. No one other than law enforcement is allowed in or out of
the campus.)
6. Drop for Non-Attendance
Procedure
Beginning
the Fall Semester 2014, students will be dropped from classes based on faculty
reporting non-attendance. Financial Aid
will not be awarded for classes that are dropped for non-attendance. Being dropped and losing Financial Aid does
not negate your financial obligation to pay for these classes. You will be required to pay any tuition
penalty owed based on the institution's fee schedule.
Students who
do not attend and do not wish to incur any financial liability must drop
classes before they begin. This action
is being taken to remain in compliance with Federal Financial Aid Regulations. Should you have any questions, please contact
Enrollment Services or Financial Aid.
Remember, if you do not plan to attend, please drop your classes before
the first day of class.
Study Guide
Three
of the following questions in each section will be on the exam and you will
choose one of them. Be prepared to write a well-organized essay answering it.
Remember that you need to include a thesis in your introductory paragraph and
use the body of the essay to provide evidence supporting that thesis. Please bring a blue book to each exam.
Additionally,
the exams will each contain twenty-five objective (true-false and multiple
choice) question. Scantrons will be
provided.
Mid-Term Exam Study Questions
1. How
was the United States able to become the preeminent industrial power by the turn
of the twentieth century?
2.
Discuss immigration from 1865 to 1925. To what extent were immigrants
"pushed" out of their native countries or "pulled" to the
United States? Explain the rise of Nativism.
3.
What reform groups emerged in the Gilded age? What were their agendas and how
successful were they?
4. How
is imperialism a reflection of the growth of the US as an economic power during
the latter part of the nineteenth century and early twentieth century?
5.
What factors led to the Great Depression? How did the responses of Presidents
Hoover and Roosevelt differ?
Final Exam Study Questions
1. How
did World War II affect American Society?
2.
Discuss the Civil Rights Movement from World War II to the late 1960s. What
were its goals and achievements? What obstacles did it have to overcome? Did it
achieve these goals?
3. How
did the Cold War begin and what was the American response up until 1954?
4. How
did the United States and the Soviet Union react to one another from 1960 to
the end of the Cold War? I.E. trace the development of the Cold War from 1960
to 1991.
Hist132 – United
States History since 1865 3
Credits
SYLLABUS
CATALOG DESCRIPTION
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Introduces students to the history of the |
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Prerequisites: English 111 |
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Semester Offered: |
Fall/Spring/Summer |
Course
Learning Outcomes
Upon successful completion of the course, the student will have…
GENERAL LEARNING OBJECTIVES
1.
knowledge of historical events
2.
an understanding of the causes and processes involved in the
growth and development of the United States over time
3.
an understanding of the historical roots of the contemporary
world.
4.
an appreciation of the study of history
5.
an understanding of historical methods
SPECIFIC LEARNING OUTCOMES
Upon successful completion of the
course, the student will be able to …
I.
demonstrate a knowledge of historical events
A.
Understand the chronology of United
States history
B.
understand the causes and processes involved in the growth and
development of the United States over time, including:
1.
the social and economic development of
the United States from the Civil War to the present
2.
the development United States foreign affairs
3.
the development of United States political institutions
II.
understand the historical roots of the contemporary world
A.
will understand the relationships
between the institutions, conflicts, and values of today as the legacy of our
predecessors
B.
will express their understanding in
papers and classroom discussion
III.
appreciate the study of history.
A.
will enable students to relate events
of the past to their own lives and times.
B.
will appropriately use these concepts
in tests, papers, and in classroom discussion
IV.
understand historical methods
A.
critical analysis of texts and
argument
B.
interpretation of evidence
C.
conduct research in a variety of media
D.
cite sources appropriately