History 2002 History 2002
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This 12 page Bundle was uploaded by Dylan Bordelon on Saturday September 17, 2016. The Bundle belongs to History 2002 at University of Louisiana at Monroe taught by Anderson jeffery in Fall 2016. Since its upload, it has received 4 views. For similar materials see United States history II in History at University of Louisiana at Monroe.
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Date Created: 09/17/16
HIST 2002: United States History II Credit Hours: 3 Class Days: Monday, Wednesday, and Friday 11:0011:50 Professor: Dr. Jeffrey E. Anderson Office: Walker 260 Office hours: Monday, Wednesday, and Friday 8:009:00, 9:5011:00; 11:5012:00; Monday and Wednesday, 12:0012:30; Friday, 12:302:30 (online) Phone: (318) 3423387 Email: firstname.lastname@example.org (preferred method of communication) Syllabus Revision Date: Fall 2016 Prerequisites: None Description: Survey of the political, economic, social, and cultural foundations of American life with emphasis on the rise of the United States as a world power. Teaching Methods: The course will consist of both lectures and discussions. Evaluation Methods: Evaluation will take the form of graded tests, quizzes, a book review, attendance, and participation. Tests will consist of both objective questions and essays. Course Goal Students who successfully complete this course should possess a basic knowledge of the major events and developments of U.S. History from the late nineteenth century to the present and be able to think critically about them. Student Learning Outcomes Upon completion of this course the student should be able to: 1. Assess and think critically about historical issues and how people interpret these issues. 2. Demonstrate a basic factual knowledge of American history from the end of Reconstruction to the present. 3. Analyze historical data and reach informed conclusions about these data. Readings: James A. Henretta and David Brody, America: A Concise History, customized ULM edition (Boston: Bedford/St. Martin’s, 2011). Various sources from the Internet, which are listed below (If you have trouble with any, please let me know as soon as possible) Expectations for Student Performance Plan to spend, on average, at least the same amount of time preparing for class as you spend in the classroom Complete all assigned readings Complete all exams, quizzes, and other assignments Visit professor or graduate assistant during office hours if needed Be attentive in class Always bring necessary materials, such as textbooks and testing materials, to class Arrive on time for class Do not leave class early unless cleared by the professor or graduate student Submit all work in a timely manner Important Dates: Various Dates: Unannounced quizzes. These will be over the readings for the week. Always have a scantron on hand on discussion days to use for possible quizzes. These quizzes will consist of multiple choice readings over material appearing in the readings for the topic. These are intended to encourage each student to complete the primary source readings, which will help them to achieve the learning objectives with which they are associated. October 7: Exam I. It will consist of multiplechoice questions over the readings and lectures through the first seven topics. See the exam review for more guidance. The exam is designed to test your knowledge of the readings and lectures. November 11: The optional book review (23 doublespaced pages) is due by this date. Late submissions will not be accepted. I will require both a hard copy and an electronic version submitted to Turnitin.com. You will be graded on content, style, and grammar. Please see the materials posted on Moodle for guidance with this project. November 21: Exam II. It will consist of multiplechoice questions covering all the topics since the first exam. See the exam review for more guidance. The exam is designed to test your knowledge of the readings and lectures. May 12, 8:009:50, except for graduating seniors, who will take their exams the preceding week: It will consist of multiplechoice questions over all the readings and lectures covered in the course. It will have a section specific to the material covered since the second exam half of the course as well as a comprehensive portion. See the exam review for more guidance. The exam is designed to test your knowledge of the readings and lectures. Technological Requirements: Students will use Moodle for this class as both a delivery platform for important documents, including this syllabus, and as the professor’s primary means of notifying students of important events. I recommend that you use Firefox as your browser. Others frequently encounter problems with Moodle. Attendance: Attendance is a necessary part of your participation. Each class that you miss will adversely affect your grade. Attendance grades will be calculated by taking each person’s total attendance on lecture and discussion days and dividing by the total number of lecture and discussion periods available. Being tardy to class will also negatively affect your grade, in part by not allowing you to receive participation credit or complete assignments. Missing over 25 percent of the total class days will mean you will receive a failing grade for the class, in keeping with university policies. IT IS EACH PERSON’S RESPONSIBILITY TO BE SURE THAT HIS OR HER NAME IS RECORDED ON THE ROLL FOR EACH CLASS. Discussion: Discussion is a valuable aspect of history courses because it allows students to do something more than simply learn facts. Analysis and critical thinking are key components of examining the primary sources we will utilize this semester. Plus, discussions allow students to interact with each other as well as with the professor over content. Your discussion grade will be determined by your efforts to contribute insight during class discussions. Each person will begin the semester with an automatic grade of “C” (70 percent) for their participation. You may improve your grade by making voluntary contributions to class discussion. Such contributions may be in the form of questions or responses to either me or other students. If you must miss a discussion no credit will be available for that day for you, whether called on or not. Likewise, any question or comment must add substance to the topic under examination. For instance, rephrasing questions already asked or asking about class procedures will not count as discussion credit. The final grade will be based on a scale in which the number of credits a typical student receives will be the equivalent of a B (85 percent), with other students grades being higher or lower based on the degree to which their participation was better or worse. The maximum score will be A+ (100 percent) for those with the maximum number of regularlyawarded participation credits and C (70 percent) for those with no participation credit. Of course, the precise scale will depend on how discussion proceeds over the course of the class. Extra Credit Optional book review Each of you has one significant extra credit possibility worth up to 5% added to your final grade. It will take the form of a review of a scholarly history book. This is not to be a book report. Reviews do not summarize the books in question. Instead, they examine the contents of them for the purpose of helping others judge not only their contents but also their accuracy and readability. Thus, to do well, you will need to conduct some preparatory background research. Also, you will probably want to take a look at the reviews in the Journal of American History, American Historical Review, Journal of Southern History, or other scholarly history periodical. These examples will give you ideas of style and the sort of topics you need to cover. Those papers that would receive an A grade if they had been mandatory, will earn the full 5%. Those that would have earned a B or C will receive an extra 2.5%. Those worth only a D or F grade will earn no additional points. In other words, if you choose to do the extra credit, you can help your grade substantially, but you must put forth significant effort. Additional Credit Often during the course of a semester, there will be special programs with content applicable to this course. If appropriate programs take place this semester, I will give students an opportunity to attend up to two for extra credit. The credit offered will be five bonus points on the first exam for each event. Makeup: In accordance with university policy, any student who misses an assignment but has a valid excuse will have the ability to make it up. I will be the sole judge of whether an excuse is valid. Documentation must be provided in all cases. The makeup date for missed exams and quizzes will be announced at a later date. All missed material for which a valid excuse is submitted will be made up on this date. Cold War Game: During the second half of the course, we will have a Cold Warthemed game that will help to shape grades. Some quiz grades will be generated from the related activities. Other quizzes and an exam or two will be affected by the activities, and some students may receive bonus credit for participating in the game. The rules for the game will appear in Moodle later in the course. Academic Dishonesty: Cheating, in any form, will not be tolerated. This includes using unauthorized study materials, copying others’ work, using electronic devices during exams and quizzes, plagiarism, and collusion. Students must follow all policies stated in the current ULM Student Policy Manual & Organizational Handbook, which can be found online at should be followed (see http://www.ulm.edu/studentpolicy/). Plagiarism is a very serious academic offense, involving the unattributed copying and presentation of another person’s words, thoughts, or ideas as one’s own. Closely paraphrasing, or changing only a few words from a source, also falls within the definition of plagiarism (see the example following this paragraph). Cutting and pasting from online sources is plagiarism. The best way to avoid plagiarism is to compose your essays and other written assignments in your own words. When you do quote a source, make sure that you cite it properly. For more information, please consult page four in the ULM Student Policy Manual (http://www.ulm.edu/studentpolicy ). Collusionmeaning working with another student on a test, paper, quiz, extra credit assignment, or anything elseis also dishonest. Please note the following example of plagiarized work: From Gregory Evans Dowd, War under Heaven: Pontiac and his allies understood by the end of 1763 that they would not dislodge the British from Forts Detroit and Pitt; keeping the British out of the Illinois Country, bounded by the Mississippi, Ohio, and Wabash Valleys was another matter. By the Treaty of Paris (1763) Britain had gained France’s paper claims to Illinois. Three summers would pass before British efforts to garrison Illinois would stake those claims to the ground, and even then the troops would bring little in the way of British rule. In the meantime, Pontiac and his allies impeded British efforts with rumor and intimidation more than with force; lives, to be sure, were lost in fighting, but battle deaths did less damage to the British struggle for Illinois than did bad talk. And now a plagiarized version of the above: Pontiac and his allies knew by the end of 1763 that they could not force the British from Fort Detroit and Fort Pitt; but keeping the English out of the Illinois Country, enclosed by the Mississippi, Wabash, and Ohio valleys was another story. By the 1763 treaty of Paris England gained France’s Illinois territory. Three years would pass before English attempts to occupy Illinois would stake those claims, and even then the soldiers would bring little English rule. In the meantime, Pontiac and his men would delay the British with rumors and intimidation more than fighting; lives would be lost fighting, but battle deaths did less harm to the English in their struggle for the Illinois Country than did bad talk. While the plagiarized text contains some different wording, the bulk of the text and the ideas, are those of Gregory Evans Dowd. This is still plagiarism. Submitting plagiarized work, and cheating, of any kind, will result in a minimum failing grade for the assignment and a maximum failing grade for the course. Some departments and colleges may take their own action, which can lead to expulsion from the university. Communication: Turn off the ring tones for all cell phones while in the classroom. Likewise, there should be no texting or other form of electronic communication while in class. If you need to speak with me, either call my office phone number or email me from your campus email address. I will not return emails originating from noncampus student accounts. I check my emails daily and phone messages twice a week, excluding weekends and holidays in both cases. Once I receive your message, I will respond within one working day. Whenever I need to communicate with the class as a whole, I will send out a News Forum announcement using Moodle. Thus, be sure to check your email or Moodle News Forum frequently. Expect to receive responses within one working day of your call or message. Likewise, check your emails daily. Midterm Grades: Midterm grades will be assigned in each class. These will be simply your grade as that moment. Grade Breakdown: Exam I 16% Exam II 16% (Final) Exam III – 23% Attendance – 10% Discussion – 15% Unannounced Quizzes – 20% total, though individual quiz values will depend on the number of quizzes given Optional Book Review – Up to +5% Grade scale: A 90%100% B 80%89.99% C 70%79.99% D 60%69.99% F 59.99% and below W Indicates a STUDENT has withdrawn from the course Grade availability: All grades will be available through Banner. As they become available, the grades for individual assignments will also be available on Moodle. Grade Turnaround Time: Typically quiz and test grades will be available within three days after you take them. This does not include those automatically graded by Moodle. Extra credit assignments, notably book reviews, will take longer. Depending on the number I receive, they could take as much as three weeks to complete. Attendance and participation grades will be available at the end of the course. Evaluation: Students should complete the online evaluation of the instructor at the close of the course. Student Services: The University of Louisiana at Monroe strives to serve students with special needs through compliance with Sections 504 of the Rehabilitation Act of 1973 and the Americans with Disabilities Act. These laws mandate that postsecondary institutions provide equal access to programs and services for students with disabilities without creating changes to the essential elements of the curriculum. While students with special needs are expected to meet our institution's academic standards, they are given the opportunity to fulfill learner outcomes in alternative ways. Examples of accommodations may include, but are not limited to, testing accommodations (oral testing, extended time for exams), interpreters, relocation of inaccessible classrooms, permission to audiotape lectures, notetaking assistance, and course substitutions. Title IX of the Education Amendments of 1972 prohibits sex discrimination against any participant in an educational program or activity that receives federal funds, including federal loans and grants. Furthermore, Title IX prohibits sex discrimination to include sexual misconduct, sexual violence, sexual harassment and retaliation. If you encounter unlawful sexual harassment or genderbased discrimination, please contact Student Services at 3183425230 or to file a complaint, visit www.ulm.edu/titleix. Information about ULM student services, such as Student Success Center: http://www.ulm/edu.cass/ Counseling Center http://www.ulm.edu/counselingcenter/ Special Needs at http://www.ulm.edu/studentaffairs/ Library http://www.ulm.edu/library/referencedesk.html Computing Center Help Desk http://www.ulm.edu/computingcenter/helpdesk Current college’s policies on serving students with disabilities can be obtained at for the ULM website: http://ulm.edu/counselingcenter/ If you need accommodation because of a known or suspected disability, you should contact the director for disabled student services at: Voice phone: 3183425220 Fax: 3183425228 Walk In: ULM Counseling Center, 1140 University Avenue (this building and room are handicapped accessible). Mental Wellness on the ULM Campus If you are having any emotional, behavioral, or social problems, and would like to talk with a caring, concerned professional please call one of the following numbers: The ULM Counseling Center 3425220 The Marriage and Family Therapy Clinic 3429797 The Community Counseling Center 3421263 Remember that all services are offered free to students, and all are strictly confidential. If you have special needs that I need to be made aware you should contact me within the first two days of class. Counseling Center The University of Louisiana at Monroe strives to serve students with special needs through compliance with Sections 504 of the Rehabilitation Act of 1973 and the Americans with Disabilities Act. These laws mandate that postsecondary institution’s provide equal access to programs and services for students with disabilities without creating changes to the essential elements of the curriculum. While students with special needs are expected to meet our institution's academic standards, they are given the opportunity to fulfill learner outcomes in alternative ways. Examples of accommodations may include, but are not limited to, testing accommodations (oral testing, extended time for exams), interpreters, relocation of inaccessible classrooms, permission to audiotape lectures, notetaking assistance, and course substitutions. The Counseling Center acts as the point of entry for individuals who have documented learning disabilities and psychological or physical special needs. Other Services Information about ULM student services, such as Student Success Center (http://www.ulm.edu/cass/), Special Needs (http://www.ulm.edu/counselingcenter/special.htm), and Student Health Services, is available at the following Student Services web site http://www.ulm.edu/studentaffairs/. Emergency Procedures: The ULM Police Department may be reached by dialing 1911. If the building must be evacuated, all personnel should walk from the classroom, turn left, and walk down the west staircase. For additional information, see http://www.ulm.edu/safety/manual/jemergencyplan.htm. Examples of Assessments: See the Practice Exam in Topic 5 for an example of the sorts of multiplechoice questions you will see on the exam. Prospective Schedule The instructor reserves the right to adjust the schedule as needed. Dates on which discussions will take place have the word Discussion beside them in parentheses. Topic 1: August 22 – Welcome to the Course ______________________________________________________________________________ Unit 1: The Rise of the Modern United States (18771914) Upon completion of this unit the student should be able to: 1. Discuss in written essays or classroom discussion the impact of industrialization on late nineteenth and early twentiethcentury America. 2. Evaluate in essays or classroom discussion the problems facing the United States as its population continued to expand westward. 3. Discuss in written essays or classroom discussion the major reforms and social changes that affected the United States during the period from 1877 to 1914. Unit 1: Topic 2 – August 24, 26, 29 (Discussion) – Reconstruction and Redemption in the South • America – Chapter 15 • Jourdan Anderson < http:/ www . dcte.udel.ed /hlp/resources/reconstruction/index.html> (Click link to PDF file on this page) • 13th, 14th, and 15th Amendments to the Constitution (in the back of the textbook) Unit 1: Topic 3 – August 31, September 2, 7 (Discussion) – The Old West and New South • America – Chapter 16 • Chapter 2 from Owen Wister, The Virginian, <http://www.gutenberg.org/files/1298/1298 h/1298h.htm#link2H_4_0005> • Thomas Nelson Page, “Marse Chan,” <http://docsouth.unc.edu/southlit/pageolevir/page.html#page1> Unit 1: Topic 4 – September 9, 12, 14 (Discussion) – Industrialization in the North • America – Chapters 1718 • Antanas Kaztauskis, “From Lithuania to the Chicago Stockyards” <http://www.digitalhistory.uh.edu/voices/social_history/10stockyards.cfm> • Rocco Corresca, “Biography of a Bootblack” <http://www.ettc.net/tah/Summer_Institute_Documents/Summer_Institute_2009/Primary %20Documents%20Week%202/Biography%20of%20an%20Italian%20Bootblack, %201902.pdf> Unit 1: Topic 5 – September 16, 19, 21 (Discussion) – Populism and Progressivism • America – Chapters 1920 • “141 Men and Girls Die in Waist Factory Fire” <http://www.ilr.cornell.edu/trianglefire/primary/newspapersMagazines/nyt_032611.html? sto_sec=fire> • William Shepherd, “Eyewitness at the Triangle” <http://www.ilr.cornell.edu/trianglefire/primary/testimonials/ootss_WilliamShepherd.html? sto_sec=fire> ______________________________________________________________________________ Unit 2: America as a World Power (19141941) Upon completion of this unit, the student should be able to: 1. Discuss in written essays or classroom discussion the United States’ development into an imperial power. 2. Discuss in written essays or classroom discussion World War I and the impact it would have on the world and within the United States. 3. Identify on exams information about the economic boom and bust that characterized the 1920s and 1930s and the federal government's role in the economy. Unit 2: Topic 6 – September 23, 26, 28 (Discussion) – Imperialism and World War I • America – Chapters 2122 • Woodrow Wilson and William Jennings Bryan, “The First Lusitania Note to Germany” <http://net.lib.byu.edu/~rdh7/wwi/1915/lusitania1.html> • “The Zimmerman Note” <http://net.lib.byu.edu/~rdh7/wwi/1917/zimmerman.html> • Woodrow Wilson, “The Fourteen Points” <http://net.lib.byu.edu/~rdh7/wwi/1918/14points.html> Unit 2: Topic 7 – September 30, October 3, 5 (Discussion) – The Roaring ‘20s and Collapse • America – Chapters 2324 • Bruce Bliven, “Flapper Jane” < http://www.newrepublic.com/article/113130/brucebliven interviewsflapper> • Zora Neale Hurston, “How It Feels to Be Colored Me” <http://xroads.virginia.edu/~MA01/GrandJean/Hurston/Chapters/how.html> Exam I – October 7 ______________________________________________________________________________ Unit 3: World War II and the Early Cold War (19411960) Upon completion of this unit, the student should be able to: 1. Discuss in written essays or classroom discussion World War II and the impact it would have in the world and within the United States. 2. Identify on exams the origins and events of the early Cold War. 3. Discuss in written essays or classroom discussion the social and cultural changes that took place during the postWorld War II era. Unit 3: Topic 8 – October 10, 12, 14 (Discussion) – World War II • America – Chapter 25 • Neville Chamberlin, “Peace in Our Time” <http://www.wwnorton.com/college/history/ralph/workbook/ralprs36.htm> • Franklin Roosevelt, “Day of Infamy” <http://www.law.ou.edu/hist/infamy.shtml> • Heinrich Himmler, “Speech to SS Group Leaders at Posen” <http://www.historyplace.com/worldwar2/holocaust/hposen.htm> Unit 3: Topic 9 – October 17, 19, 24, 26 (Discussion) – The Cold War Begins • America – Chapters 2627 • “Charter of the United Nations” <http://www.yale.edu/lawweb/avalon/un/unchart.htm> (Just read the preamble and the first article) • Winston Churchill, Excerpts from “Iron Curtain” <http://www.fordham.edu/halsall/mod/churchilliron.html> • Do your own web search on the Cuban Missile Crisis. Try to get a feel for the tension that was in the air. Be prepared to answer questions about what you find. ______________________________________________________________________________ Unit 4: The Contemporary United States (1960Present) Upon completion of this unit, the student should be able to: 1. Identify on exams the actions of the middle and late Cold War and their consequences. 2. Discuss in written essays or classroom discussion the postCold War era and its effects on U.S. domestic and foreign affairs. 3. Discuss in written essays or classroom discussion the major liberal and conservative alignments that have shaped the contemporary U.S. 4. Identify on exams the significance and impact of the major social movements that have affected the contemporary United States. Unit 4: Topic 10 – October 28, 31, November 2 (Discussion) – Civil Rights • America – Chapter 28 • Martin Luther King. “I Have a Dream” <http://www.usconstitution.net/dream.html> • Malcom X, “The Ballot or the Bullet” <http://www.hartfordhwp.com/archives/45a/065.html> • Douglass O. Linder, “The Mississippi Burning Trial”<http://www.law.umkc.edu/faculty/projects/ftrials/price&bowers/Account.html> (Unlike the other sources, this is not a primary document. It is an interesting story of what happened to three civil rights workers in Philadelphia, Mississippi, and includes recent updates.) Unit 4: Topic 11 – November 4, 7, 11 (Optional Book Reviews Due and Discussion) – Vietnam and Watergate • America – Chapter 29 • U.S. State Department, “Aggression from the North” <http://www.fordham.edu/halsall/mod/USStateDeptvietnamfeb1965.html> • John Kerry, “Vietnam Veterans against the War Statement” <http://www.fordham.edu/halsall/mod/1972VVAW.html> • George Esper, “Evacuation from Saigon Tumultuous at the End” <http://www.nytimes.com/library/world/asia/043075vietnamap.html> Unit 4: Topic 12 – November 14, 16, 18 (Discussion) – Ronald Reagan • America – Chapter 30 • Ronald Reagan, “‘Evil Empire’ Speech” <http://millercenter.org/scripps/archive/speeches/detail/3409> (Click on the proper link, but before you do, read the brief introductory material) • David E. Hoffman, “Hastening the End of the Cold War” <http://www.washingtonpost.com/wpdyn/articles/A190402004Jun5.html> (A retrospective look at Reagan and his legacy) Exam II – November 21 – Online Only Unit 4: Topic 13 – November 28, 20, December 2 (Current Events Discussion) – The Collapse of the Soviet Union and New Enemies • America – Chapters 3132 Bring in one article on a prominent issue in today’s American society on the first day of the discussions, which is April 29. The article will count as a quiz grade. Also, consider the following questions for discussion: What makes this issue important? What historical developments caused this issue to arise? How can this issue be interpreted differently? Final Exams – Friday, December 9, 8:009:50 am, except for graduating seniors, who will take the exam the preceding week Terms are subject to change following professorial notification.
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