A continuation of the examination or survey of
American political concepts, social changes, intellectual growth, economic
philosophies, and religious institutions from the end of the Civil War in 1865
to the present time.
Kennedy, David, & Bailey, Thomas. THE AMERICAN
PAGEANT: VOLUME II. D.C. Heath, 2000.
- To gain knowledge about the relationships of
the varied groups of people that have affected the United
- To develop comprehension of the complex
interrelationships that produced the American nation.
- To gain the ability to analyze and synthesize
the social, political, economic, and religious problems in American history.
- To acquire a
knowledge of the terminology commonly used in American history.
- To gain the knowledge of the development of America.
- To develop an awareness of the major
interpretations and theories that relate to United
- To be able to
interpret specific historical writing in American history.
should be able to understand the relationships of the varied groups of people
that have affected the United
should be able to comprehend the complex interrelationships that produced the
should be able to analyze and synthesize the social, political, economic, and
religious problems in American history.
should have a wide understanding of terminology commonly used in American
should gain knowledge of the major events in the development of America.
should be aware of the major interpretations and theories relating to American
should be able to understand specific historical writings in American history.
should be able to interpret primary sources by analyzing their historical
The grading scale is:
A=100-90, B=89-80, C=79-70, D=69-60, F=59-0. Borderline grades will be
determined by the additional element of class participation. Student grades
will be derived from an average of:
Exam 1 (25%);
Exam 2 (25%); and a Final Exam (30%)
will cover all material presented in the classroom as well as assigned
readings. The format of the exams will include multiple-choice, true/false, matching,
listing, identification/short essays, and essay questions. If – because of a legitimate, serious, and excused reason
- a student is unable to take an exam at the required time and date, the
make-up exam will involve a greater amount of essay materials, with no
opportunity for extra credit. The final is comprehensive, including material
from Exams 1 and 2.
Term Paper (10%) DUE DATES - A1:
Friday February 4/A2: Thursday February 5
Information about this
paper is provided at the end of the handout.
Several quizzes will be assigned over the course of the semester.
Several readings will be assigned, with a written and/or oral grading
component. Occasional assignments will count as quiz grades. The lowest quiz
score will be dropped. Excessive absences will lead to a subtraction of grade
points. At the end of the course, the instructor will assign a grade in this
area, based on the quiz scores, completed assignments, attendance, and class
(up to +5%)
will have an opportunity to earn up to five percentage points of extra credit.
More information will be forthcoming.
Cheating of any kind will not be
tolerated. This includes plagiarism, purchasing of tests & research papers,
using information or work that was not your own, etc. To plagiarize is to take
and use ideas and passages from another's work, while representing them as your
own. Students caught involved in any of the aforementioned will be subject to
sanctions determined by the instructor ranging from warnings, grade reduction,
and failure or withdrawal from the course or referral to the college
administration for further action.
classes operate with a relaxed atmosphere. I will attempt to help each student
as problems as they arise. Students who have questions are always encouraged to
ask. I encourage and reward positive class participation. Negative behavior,
including cheating, sleeping, working on other assignments, talking, habitually
coming in late, regularly absent from class, and engaging in other offensive
behavior, is grounds for being dropped or given a lower grade. Students will be
warned once to correct such behavior, then asked to
Students - not the instructor - are responsible for
their work. The student has the responsibility to complete all
assigned material. Students have a maximum time of two weeks to make up missed
materials. All late work will be
Students - not the instructor - are responsible for
their success. College policy
requires attendance to be taken at each class meeting. Each student is expected
to attend all classes and be on time. Effective communication, inside and
outside of official classroom time, is vital to make the learning experience a
success. An important part of college life involves personal responsibility.
The student has the responsibility to withdraw from the class when the student
decides to quit working. This is accomplished through the office of student
services. A student who disappears
without explanation will receive a failing grade.
will be available before and after class, during my scheduled office hours on
campus, and available for meetings at other times that are mutually convenient.
I will attempt to help each student with problems as they arise.
Lecture 1: Introduction
Lecture 2: Background
Lecture 3: Assassination
Lecture 4: Reconstruction
Lecture 5: Politics
in the Gilded Age
Lecture 6: Railroads
Lecture 7: Industrialization
Lecture 8: Labor
Lecture 9: Immigration
Lecture 10: Urbanization
Lecture 11: Innovation
Lecture 12: The Trans-Mississippi West
Lecture 13: The Agricultural Revolt
Lecture 14: American Foreign Policy 1865-1895
First Exam Lectures 1-14
Lecture 15: Spanish-American War
Lecture 16: Other Foreign Affairs, 1890s-1910s
Lecture 17: Progressivism to 1912
Lecture 18: Society and Culture
Lecture 19: Wilsonian
Lecture 20: War in Europe
Lecture 21: The Great War
Lecture 22: Aftermath of War
Lecture 23: Postwar America, 1919-1923
Lecture 24: American Political Culture, 1920s
Lecture 25: The Roaring Twenties
Lecture 26: Political Events, 1924-1929
Lecture 27: Hoover & the
Second Exam Lectures 14-27
Lecture 28: FDR & the New Deal
Lecture 29: American Foreign Policy, 1933-1941
Lecture 30: World War II (I)
Lecture 31: World War II (II)
Lecture 32: The Early Cold War
Lecture 33: The Fifties
Lecture 34: The Space Race
Lecture 35: The Civil Rights Movement
Lecture 36: The Sixties
Lecture 37: The Seventies
Lecture 38: The Eighties
Lecture 39: Cold War Victory
Lecture 40: The Nineties
Lecture 41: Recent Events
Final Exam Lectures
TERM PAPER Spring
Interview an older person about a specific
event or set of events. Please name your source, and give at least a brief
biography of the person. Disclose your relationship to the person. Explain why
they were important, and why you chose the person as well as the significance
of the event(s). Write a report summarizing your findings. Examples: The attack
(a specific event); The Cold War (a set or series of events).
paper should be at least three pages
typed. The paper should follow a standard style. Papers must be typed and
double-spaced, using only 10 or 12 point type, except for the title page
which may be in a larger font. Include a separate title page which includes the
title of your paper, your name, the class number, and the date. Include a
separate bibliography page with all relevant information on your sources. Pages
should be stapled together.
Sources & Citing Sources
the use of six sources is required.
Any combination of legitimate sources, such as books, newspaper/magazine
articles, computer information resources, and television programs is
acceptable. Papers having less than six sources will be penalized 10% for each
shortfall. History papers are based on historical information. The source
of that information must be cited. At least one letter grade will be deducted
from papers which do not follow this standard. Please use a standard
Conducting the Interview
When preparing to conduct the interview, try
to plan ahead to know what topic you want to focus on. Examine at least three
sources beforehand to familiarize yourself with the topic at hand. Prepare a list
of questions for the interview. Put the simplest questions, like biographical
data, at the beginning, and the more complex or sensitive questions at the end.
You need not follow this list exactly as other questions will arise during the
interview. Interviews are generally improved by giving the interviewee a list
of your questions beforehand.
Some tips to make your interview as thorough,
accurate, and successful as possible:
as much as you can about the interviewee before you go to the interview.
to conduct the interview in a place and time comfortable for the interviewee,
away from noise and distractions.
polite and respectful. Be sure the interviewee understands what will be done
with the interview, and be careful to protect his/her privacy and rights.
your interview with simple biographical information.
use of recording equipment- audio or video- can enhance the experience and make
writing your paper easier. Keep in mind that some people are nervous about
being recorded. This recording could become an important piece of family
aware that there can be subject areas out of your reach. Do not alienate the
interviewee by pressing too hard for information he or she does not want to
can be a stressful and tiring process.
“thank-you” and/or send a thank-you note to your interviewee. Remember that they are assisting you.
should be written carefully with attention to the subject matter, style,
spelling, and punctuation. Papers are expected to be clear and coherent, of
college-level quality. Sources should be cited within the paper. Your paper
should be grammatically correct and free of typographical errors. Papers with
large numbers of errors will be returned ungraded for
correction. Carefully proofread your paper, and then have a friend proofread
for you. Use your spell check program, your grammar check program, and even a
dictionary. Ask for help (as early as possible) from the instructor if you need
it. Students who have concerns regarding their writing skills are urged to seek
assistance, beginning with the Success Center, which
provides a variety of academic services to all students. Please proofread your
paper to make sure you do not do any of the following: