Download Course Syllabus - St. Petersburg College

ST. PETERSBURG COLLEGE
COURSE SYLLABUS
___________________________________________________
AMH 2020
Prefix Number
HISTORY OF UNITED STATES II
Course Title
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Cr.Hrs.
INSTRUCTOR:
Name: Robert M. O’Donnell
Contact Information: [email protected]
Office Hours/Instructor Availability:
Office Location:
Instructor Web Page: http://www.spcollege.edu/tsc/social_science.htm
ACADEMIC DEPARTMENT:
Dean: Dr. Joseph Smiley
Office Location: PS 105
Office Number: 727-712-5783
Academic Chair: Dr. David Liebert
Office Location: PS 107
Office Number: 727-712-5776
COURSE INFORMATION:
A.
Course Description:
Prerequisite: (ENC 0020 and REA 0002) or (EAP 1695) or an appropriate score on the
placement test. This course covers the history of the United States from the post-Civil
War period (1865) to the present. Emphasis is placed on the social, economic, political
and diplomatic history. The course is designed to present history as a dynamic process,
encouraging students to think historically and to encourage students to value history. This
course partially satisfies the writing requirements outlined in the General Education
requirements. 47 contact hours.
B.
Major Learning Outcomes:
1. The student will demonstrate knowledge of the Reconstruction plans advocated by
Presidents Abraham Lincoln and Andrew Johnson and the Republican Congress.
Students will also demonstrate knowledge of Reconstruction governments in the
South and of the factors leading to Reconstruction's end (1865-1877).
2. The student will demonstrate knowledge of the rapid economic growth and industrial
expansion and of the role of the American labor movement (1865-1902).
3. The student will demonstrate knowledge of the growth of the Western United States,
emphasizing the role of Native Americans and the role of the regional growth (18651917).
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4. The student will demonstrate knowledge of the expansion of America's cities and the
new trends of American cultural life at the beginning of the twentieth century (18651917).
5. The student will demonstrate knowledge of the political parties' stalemate and
upheaval (1868-1900).
6. The student will demonstrate knowledge of American foreign policy toward Alaska,
Mexico, Spain and eastern Asia, including the views of Theodore Roosevelt (18651913).
7. The student will demonstrate knowledge of the Progressive Era including presidential
reforms and their effect on minorities (1900-1917).
8. The student will demonstrate knowledge of Woodrow Wilson's foreign policy and
the United States' involvement in World War I (1913-1920).
9. The student will demonstrate knowledge of the economy and culture of the 1920s,
including the treatment of Native Americans and other minorities (1920-1928).
10. The student will demonstrate knowledge of the causes of the Great Depression of
1929 and its effect on minorities (1920-1932).
11. The student will demonstrate knowledge of President Franklin D. Roosevelt's New
Deal (1932-1940).
12. The student will demonstrate knowledge of America's entry into World War II and
the defeat of the Axis powers (1933-1945).
13. The student will demonstrate knowledge of President Harry Truman's foreign policy
and the impact of the Cold War on domestic American politics (1945-1952).
14. The student will demonstrate knowledge of "the American Dream" and the struggle
by African-Americans to end discrimination (1952-1960).
15. The student will demonstrate knowledge of President John F. Kennedy's foreign and
domestic policies and the growth of the counterculture (1960-1968).
16. The student will demonstrate knowledge of United States involvement in Vietnam
and the revisions of the Democratic and Republican parties (1960-1975).
17. The student will demonstrate knowledge of Presidents Jimmy Carter and Ronald
Reagan, their visions and successes in foreign policy and domestic programs (19761986).
18. The student will demonstrate knowledge of the changing personal and social values
in the United States and the collapse of the Soviet Union (1974-1986).
19. The student will demonstrate increased ability in writing.
20. The student will demonstrate critical thinking skills in writing assignments and in
classroom discussion.
C.
Course Objectives Stated in Performance Terms:
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1. The student will demonstrate knowledge of the Reconstruction plans advocated by
Presidents Abraham Lincoln and Andrew Johnson and the Republican Congress.
Students will also demonstrate knowledge of Reconstruction governments in the
South and of the factors leading to Reconstruction's end (1865-1877) by:
a. describing the Lincoln plan and the Johnson plan of Reconstruction.
b. explaining how the Republicans took control of the Reconstruction process.
c. describing the policies of southern Reconstruction governments and their
achievements.
d. explaining the legacy of Reconstruction and the factors leading to its end.
2. The student will demonstrate knowledge of the rapid economic growth and industrial
expansion and of the role of the American labor movement (1865-1902) by:
a. identifying the factors which led to rapid economic growth and industrial
expansion after the Civil War.
b. analyzing the development of railroads and their competition.
c. describing the working conditions of the American worker and the labor
movement.
d. explaining the concept of Social Darwinism and the Gospel of Wealth.
3. The student will demonstrate knowledge of the growth of the Western United States,
emphasizing the role of Native Americans and the role of the regional growth (18651917) by:
a. describing the federal government's policies towards expansion and toward
Native-Americans in the West.
b. explaining the contributions of the Mormons.
c. summarizing the myth of the Western settler.
d. describing the development of the railroads.
e. comparing and contrasting the problems faced by Latinos and Chinese
immigrants in the West.
4. The student will demonstrate knowledge of the expansion of America's cities and the
new trends of American cultural life at the beginning of the twentieth century (18651917) by:
a. analyzing the factors that contributed to the growth of American cities and to the
development of the Gilded Age.
b. describing the impact of immigration during this time.
c. explaining the evolution in race relations in the South and the new trends in the
American social and cultural life by the beginning of the twentieth century.
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5. The student will demonstrate knowledge of the political parties' stalemate and
upheaval (1868-1900) by:
a. analyzing the public expectation of political parties and the ongoing stalemate
which gripped the political parties between 1870 and the 1890s.
b. explaining why farmers established a third party.
c. summarizing the presidential election of 1896 and its long-term effect
6. The student will demonstrate knowledge of American foreign policy toward Alaska,
Mexico, Spain and eastern Asia, including the views of Theodore Roosevelt (18651913) by:
a. explaining the American foreign policy between 1865 and 1889 towards Alaska,
Mexico, Spain and eastern Asia.
b. describing the views of Theodore Roosevelt regarding the role of the United
States in foreign affairs and the evolution of these viewed.
7. The student will demonstrate knowledge of the Progressive Era including presidential
reforms and their effect on minorities (1900-1917) by:
a. describing and analyzing how minorities and reformers organized interest groups
to reform American political practice.
b. describing Theodore Roosevelt's and Woodrow Wilson's domestic policies and
their effects on the federal government, the economy, and the power of the
presidency.
c. assessing the success of the Progressive movement.
8. The student will demonstrate knowledge of Woodrow Wilson's foreign policy and
the United States' involvement in World War I (1913-1920) by:
a. explaining Woodrow Wilson's foreign policies and the United States' attempt to
remain neutral.
b. describing how the United States mobilized for total war.
c. describing American's participation in the war in Europe.
d. analyzing Wilson's hope for a lasting peace and why it failed.
e. describing the domestic conflicts leading to the Republican victory in the election
of 1920.
9. The student will demonstrate knowledge of the economy and culture of the 1920s,
including the treatment of Native Americans and other minorities (1920-1928) by:
a. describing the economy of the 1920s and the new social, cultural, and intellectual
developments.
b. explaining the reaction of the American people to these new forces.
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c. analyzing the constraints on Native Americans and other minorities during this
time period.
d. describing the ideologies and policies of the Republican administrations of the
1920s.
10. The student will demonstrate a knowledge of the causes of the Great Depression of
1929 and its effect on minorities (1920-1932) by:
a. explaining the United States' foreign policy during the 1920s.
b. describing the weaknesses in the American economy leading to the stock market
crash of 1929.
c. analyzing why Herbert Hoover's efforts to fight the Great Depression were not
accepted by the American public.
d. describing the effect of the Depression on minorities.
11. The student will demonstrate knowledge of President Franklin D. Roosevelt's New
Deal (1932-1940) by:
a. describing the New Deal and its effects on the American people, particularly on
minorities.
b. analyzing the sources of opposition to the New Deal.
c. analyzing the impact of the New Deal on the history of twentieth century
America.
12. The student will demonstrate knowledge of America's entry into World War II and
the defeat of the Axis powers (1933-1945) by:
a. describing American foreign policy from 1933 and 1939, including the steps
Roosevelt took to assist the Allies before the United States' entry into the war.
b. explaining the mobilization of the United States and its effects on women,
minorities, labor, and politics.
c. analyzing the key military and political decisions made by Roosevelt and
Truman.
13. The student will demonstrate knowledge of President Harry Truman's foreign policy
and the impact of the Cold War on domestic American politics (1945-1952) by:
a. describing American expectations concerning foreign policy during the Truman
administration.
b. explaining the choices and constraints Truman faced regarding the invasion of
South Korea by North Korea.
c. analyzing Truman's domestic policies and the Cold War as it affected American
politics.
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14. The student will demonstrate knowledge of "the American Dream" and the struggle
by African-Americans to end discrimination (1952-1960) by:
a. explaining "the American Dream."
b. describing Dwight Eisenhower's administration's "middle path" regarding
political decision making.
c. analyzing the struggle by African-Americans during the 1950s to bring an end to
discrimination.
15. The student will demonstrate knowledge of President John F. Kennedy's foreign and
domestic policies and the growth of the counterculture (1960-1968) by:
a. analyzing John Kennedy's constraints as he attempted to create the New Frontier,
including the areas of civil rights and foreign policy.
b. explaining how the Lyndon Johnson administration's domestic initiatives were in
the tradition of the New Deal and how they contributed to social unrest.
c. describing the civil rights movement and the youth movement and how they
increased tensions in the U.S..
16. The student will demonstrate knowledge of United States involvement in Vietnam
and the revisions of the Democratic and Republican parties (1960-1975) by:
a. explaining why Lyndon Johnson expanded American involvement in Vietnam.
b. describing the minority social improvements in social policy.
c. describing Richard Nixon's administrations foreign policy and domestic policies.
d. analyzing the revision of policies in the Democratic and Republican parties.
17. The student will demonstrate knowledge of Presidents Jimmy Carter and Ronald
Reagan, their visions and successes in foreign policy and domestic programs (19761986) by:
a. describing the economic policies of Presidents Carter and Reagan.
b. explaining the foreign policy of Carter and its effectiveness.
c. analyzing the Reagan presidential victory and the success of his policies.
18. The student will demonstrate knowledge of the changing personal and social values
in the United States and the collapse of the Soviet Union (1974-1986) by:
a. describing the impact of changing values on American political life.
b. explaining the foreign policy of the U.S. after the fall of the Soviet Union.
c. explaining how Bill Clinton won the election of 1992.
19. The student will demonstrate increased ability in writing by planning and writing one
or more of the following (all of which will be evaluated):
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a. research, analysis, outline, evaluation or other types or papers completed outside
the direct classroom experience.
b. research, analysis, outline, journal, evaluation or other type of essays completed
during the direct classroom experience.
c. any type of expository, evaluative, persuasive or personal response writing as
described in the college publication entitled "A Resource Manual for Writing
Across the Curriculum."
20. The student will demonstrate critical thinking skills in writing assignments and in
classroom discussion by:
a.
analyzing the motives of historical actors in various historical context.
b.
explaining the causal connections between historical events.
c.
analogizing historical events to one another and to the present.
REQUIRED TEXTBOOK & OTHER RESOURCE INFORMATION:
Boyer. (2014). Enduring vision 8thh ed.). ISBN # 9780618801626
LIST Recommended Material: Scantron Test Forms Alpha 100 Q
Library: http://www.spcollege.edu/central/libonline/.
MEETING INFORMATION:
Course Location: PS 120
Meeting Days: T-Th
Class Times: 9:30 -10:45
IMPORTANT DATES:
Course Dates: 8/15 – 12/8/2016
Withdrawal Date: 10/20 with a W
Financial Aid: http://www.spcollege.edu/central/SSFA/HomePage/calendar.htm
DISCIPLINE SPECIFIC INFORMATION:
In this section, you can provide discipline specific information as well as program information with links
(e.g., disposition, standards, etc)
ATTENDANCE:
The college-wide attendance policy is included in the Syllabus Addendum
http://www.spcollege.edu/webcentral/policies.htm. The policy notes that each instructor is to
exercise professional judgment and define “active participation” in class (and therefore
“attendance”), and publish that definition in each syllabus.
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For this class, attendance is defined as more than two absences being excessive and a conference will
be expected in order to evaluate the student’s “ ACTIVE PARTICIPATION” standing in this course.
Last date to withdraw with a grade of “ W “ is October 20,2016.
GRADING:
Students will be required to take five tests. Each test will be a combination of objective and essay questions. Each test is
worth 100 pts. Make up tests should be should arranged by the next class meeting with the instructor. A research paper
is also required.( 100 pts. ). Format and focus will be presented at the first class meeting. The paper is due: November
17 .Grading scale is 100 -90 =A , 89 -80 = B , 79-70 = C , 69- 60 = D, 59- 0 = F
ASSIGNMENTS:
Class Dates
Weekly Schedule
Lecture/ Discussion Topic
Textbook Reading
August 16 & 18
Introduction to course/ Reconstuction
Chapter 16
August 23 & 25
The Wild West
Chapter 17
August 30
TEST I (1865 -1890)
Sept. 1 & 6
The Gilded Age
Chapter 18
Sept. 8 & 13
The Path to Empire
Chapter 20
Sept. 15
TEST II ( 1870 -1900 )
Sept. 20 & 22
The Progressive Era
Chapter 21
Sept. 27 & 29
World War I
Chapter 22
October 4
TEST III ( 1900 -1920)
October 6 & 11
The Ballyhoo Years: the Twenties
Chapter 23
October 13 & 20
The 1930’s and the Great Depression
Chapter 24
October 25
TEST IV (1920-1939)
Oct, 27, Nov. 1 & 3
World War II
Chapter 25
RESEARCH PAPER DUE: November 17, 2016
Nov. 8 , 10 & 15.
Nov. 17, 22 , 29 & Dec. 1
Dec. 6
The Cold War
“ The Best of times, the worst of times”
Chapters 26 , 27 & 28
Chapter 29 & 30
Check Final Exam Schedule : TEST V ( 1939 – 2000 ?)
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STUDENTS’ EXPECTATIONS AND INSTRUCTOR’S EXPECTATIONS
Please do not have cell phones or Ipods on or out during class. Avoid being late to class and due to the
nature of the course avoid absences.If absent find out asap what you missed in class. Be prepared to make
up missed tests by the next class meeting.
STUDENT SURVEY OF INSTRUCTION:
The student survey of instruction is administered in courses each semester. It is designed to improve the
quality of instruction at St. Petersburg College. All student responses are confidential and anonymous and
will be used solely for the purpose of performance improvement. The SSI is completed through the course
Angel page and found under the “Lessons” tab. Your instructor will remind the class at that point in the
semester when the SSI is open and ready to complete.
SIGNATURE PAGE:
I have read, understand, and agree to abide fully by the parameters set in this syllabus and Syllabus
Addendum.
Student Signature:
Date:
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