Download NONCREDIT COURSE OUTLINE: HSUSH 11 Last Revised and Approved: 11/06/2009

NONCREDIT COURSE OUTLINE: HSUSH 11
Last Revised and Approved: 11/06/2009
HSUSH 11 - UNITED STATES HISTORY 1
Total Hrs Lecture
50.00
0.00
Total Hrs Lab
Total Course Hrs
Total Student Hrs
High School Credits
COURSE DESCRIPTION
This course introduces students to the major turning points in United States history from the nation’s beginnings to the Great
Depression with an emphasis on the twentieth century. Topics include a review of the nation’s beginnings, the impact of the
Enlightenment, industrialization, the impact of religion, World War I, the U.S. as a world power, the 1920s, and the Great Depression.
Students must complete both United States History I and United States History II to fulfill the United States History requirement for
graduation.
ENROLLMENT RESTRICTIONS
PREREQUISITES
COREQUISITES
ADVISORIES
OUTLINE OF COURSE CONTENT
The course will address the following topics:
I. Founding of the nation and its attempts to realize the philosophy of
government described in the Declaration of Independence
A. Enlightenment and the rise of democratic ideas as the context in which
the nation was founded
B. Ideological origins of the American Revolution, Founding Fathers’s
philosophy of divinely bestowed unalienable rights, debates on the
drafting and ratification of the Constitution, and addition of the Bill
of Rights
C. History of the Constitution after 1787 with emphasis on federal vs.
state authority and growing democratization
D. Effects of the Civil War, Reconstruction, and industrial revolution,
including demographic shifts and emergence in the late nineteenth
century of the U.S. as a world power.
II. Relationship among the rise of industrialization, large-scale rural-tourban migration, and massive immigration from Southern and Eastern Europe
A. Effects of industrialization on living and working conditions,
including the portrayal of working conditions and food safety in Upton
Sinclair’s The Jungle
B. Changing landscape, including the growth of cities divided according to
race, ethnicity, and class
C. Effect of the Americanization movement
D. Effect of urban political machines and responses to them by immigrants
and middle-class reformers
E. Corporate mergers that produced trusts and cartels and the economic and
political policies of industrial leaders
F. Economic development of the U.S. and its emergence as a major
industrial power, including its gains from trade and the advantages of
its physical geography
G. Similarities and differences between the ideologies of Social Darwinism
and Social Gospel (e.g., using biographies of William Graham Sumner,
Billy Sunday, Dwight L. Moody)
H. Effect of Populists's political programs and activities
I. Effect of Progressives's political programs and activities (e.g.,
MIRACOSTA COLLEGE
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50.00
99.50
5.00
NONCREDIT COURSE OUTLINE: HSUSH 11
Last Revised and Approved: 11/06/2009
federal regulation of railroad transport, Children’s Bureau, the
Sixteenth Amendment, Theodore Roosevelt, Hiram Johnson).
III. Role of religion in the founding of America, its lasting moral, social,
and political impacts, and the issues regarding religious liberty
A. Contributions of various religious groups to American civic principles
and social reform movements (e.g., civil and human rights, individual
responsibility and the work ethic, antimonarchy and self-rule, worker
protection, and family-centered communities)
B. Great religious revivals and the leaders involved in them, including
the First Great Awakening, Second Great Awakening, Civil War revivals,
Social Gospel Movement, rise of Christian liberal theology in the
nineteenth century, impact of the Second Vatican Council, and rise of
Christian fundamentalism in current times
C. Incidences of religious intolerance in the U.S.(e.g., persecution of
Mormons, anti-Catholic sentiment, anti-Semitism)
D. Expanding religious pluralism in the U.S. and California that resulted
from large-scale immigration in the twentieth century
E. Principles of religious liberty found in the establishment and Free
Exercise clauses of the First Amendment, including the debate on the
issue of separation of church and state.
IV. Rise of the United States as a world power in the twentieth century
A. The purpose and effects of the open door policy
B. The Spanish-American War and the U.S. expansion in the South Pacific
C. America’s role in the Panama Revolution and the building of the Panama
Canal
D. Theodore Roosevelt’s Big Stick diplomacy, William Taft’s Dollar
Diplomacy, and Woodrow Wilson’s Moral Diplomacy, drawing on relevant
speeches
E. The political, economic, and social ramifications of World War I on the
home front
F. The declining role of Great Britain and the expanding role of the
United States in world affairs after World War II.
V. Major political, social, economic, technological, and cultural developments
of the 1920s.
A. The policies of Presidents Warren Harding, Calvin Coolidge, and Herbert
Hoover
B. The international and domestic events, interests, and philosophies that
prompted attacks on civil liberties, including the Palmer Raids, Marcus
Garvey’s “back-to-Africa” movement, the Klu Klux Klan, and immigration
quotas and the responses of organizations such as the American Civil
Liberties Union, the National Association for the Advancement of
Colored People, and the Anti-Defamation League to those attacks
C. The passage of the Eighteenth Amendment to the Constitution and the
Volstead Act (Prohibition)
D. The passage of the Nineteenth Amendment and the changing role of women
in society
E. The Harlem Renaissance and new trends in literature, music, and art,
with special attention to the work of writers (e.g., Zora Neale
Hurston, Langston Hughes)
F. The growth and effects of radio and movies and their role in the
worldwide diffusion of popular culture
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G. The rise of mass production techniques, the growth of cities, the
impact of new technologies (e.g., the automobile, electricity), and the
resulting prosperity and effect on the American landscape.
VI. The Great Depression, the New Deal response, and the fundamental change in
the role of the federal government
A. The monetary issues of the late nineteenth and early twentieth
centuries that gave rise to the establishment of the Federal Reserve
and the weakness in key sectors of the economy in the late 1920s
B.
The principle causes of the Great Depression and the steps taken by the
Federal Reserve, Congress, and Presidents Herbert Hoover and Franklin
Delano Roosevelt to combat the economic crisis
C.
The human toll of the Great Depression, natural disasters, and
agricultural practices and their effects on the depopulation of rural
regions and on political movements of the left and right, with
particular attention to the Dust Bowl refugees and their social and
economic impact on California
D.
The effects and controversies arising from New Deal economic policies
and the expanded role of the federal government in society and the
economy since the 1930s (e.g., Works Progress Administration, Social
Security, National Labor Relations Board, farm programs, regional
development policies, and energy development projects such as the
Tennessee Valley Authority, California Central Valley Project, and
Bonneville Dam)
E. The advances and retreats of organized labor, from the creation of the
American Federation of Labor and the Congress of Industrial
Organizations to current issues of a postindustrial, multinational
economy, including the United Farm Workers in California.
PERFORMANCE OBJECTIVES
Upon successful completion of this course, students will be able to do the following:
1). Analyze the significant events in the founding of the nation and the nation's attempts to realize the philosophy of government
described in the Declaration of Independence
2). Assess the relationship among the rise of industrialization, large-scale rural-to-urban migration, and massive immigration from
Southern and Eastern Europe
3). Evaluate the role religion played in the founding of America, its lasting moral, social, and political impacts, and issues regarding
religious liberty
4). Trace the rise of the United States as a world power in the twentieth century
5). Examine the major political, social, economic, technological, and cultural developments of the 1920s
6). Compare and contrast different explanations for the Great Depression, explaining how the New Deal fundamentally changed the role
of the federal government in the U.S.
ASSIGNMENTS
Assignments will be consistent with, but not limited by, the following types and examples:
1). Research and take notes on the debates surrounding the drafting and ratification of the Constitution. Each group will be assigned a
position to research and defend. Groups will then take part in an in-class debate of each issue.
2). Read excerpts of Upton Sinclair’s The Jungle and research the effects of industrialization on living and working conditions. As a
group, create a one- or two-act play portraying the pros and cons of industrialization and its effect on the lives of workers.
3). Chart the Supreme Court’s major decisions regarding the Establishment clause of the First Amendment of the Constitution in the
twentieth century, noting the government actor and the religion favored.
4). Research and list the new technologies of the late nineteenth and twentieth centuries, noting the effect on prosperity and the
American landscape.
5). Research Dust Bowl refugees traveling to California as a group. Consider the reasons these people came to California. Create a
two to three act play illustrating the historical and economic factors causing these people to move to California as well as the social
and economic impacts of their arrival on the state.
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NONCREDIT COURSE OUTLINE: HSUSH 11
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Outside-of-class assignments are required and may include, but will not be limited to, the following:
1). Write a first person narrative letter as an anti-federalist who will not support the Constitution without the addition of a Bill of Rights.
Persuasively argue for the inclusion of the Bill of Rights.
2). Research the Americanization movement. Trace its development in a timeline noting the concerns, ideals, and targeted groups
over the course of the movement.
3). Write a first person narrative letter from Panama as an American businessman, explaining the events of 1903 and the new
opportunities in Panama for the United States.
4). You are a member of Congress ready to debate passage of the Volstead Act (Prohibition). Research the arguments for and against
and be ready to debate either side during an in-class congressional debate.
5). Create a chart depicting government expansion under the New Deal. Show the project undertaken, the problem it hoped to solve,
and the expanded role it gave government.
STUDENT LEARNING OUTCOMES
Learning Outcome
Mode of Assessment
1. Students will be able to place historical events and issues in
chronological order and articulate the relationship to relevant
historical influences.
1. Essay question
2. Students analyze primary and secondary source documents
comparing and contrasting various historical interpretations.
2. Essay question
3. Students interpret past events and issues within the context
in which an event unfolded rather than solely in terms of
present day norms and values.
3. Essay Question
METHODS OF INSTRUCTION
Instructional methodologies will be consistent with, but not limited by, the following types or examples:
1). Lecture
2). Use of lab to research primary sources and interpret the source within its historical context
3). Use of media (radio, TV, newspapers, Internet) to analyze the historical roots of current events.
METHODS OF EVALUATION
Evaluation methodologies will be consistent with, but not limited by, the following types or examples:
1). Comprehension questions based on text. Assessment is based upon the student's ability to explain and place core concepts into
context
2). Essay exams with an emphasis on comparing, contrasting, and assessing differing historical interpretations
3). Written reports analyzing competing viewpoints as well as taking and defending a position
4). Participation in and contributions to group projects. Assessment is based on the process of working in a group as well as the
finished product and presentation.
REQUIRED TEXTBOOKS
Examples of typical textbooks for this course include the following:
1). Boorstin, Daniel J., and Brooks Mather Kelley. A History of the United States. Classics ed., Prentice Hall, 2007. ISBN:
0131335642
OTHER REQUIRED INSTRUCTIONAL MATERIALS
1). Supplemental primary and secondary historical source material
2). Media (radio, TV, newspaper articles)
MIRACOSTA COLLEGE
HSUSH 11 COURSE OUTLINE
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NONCREDIT COURSE OUTLINE: HSUSH 11
Last Revised and Approved: 11/06/2009
COURSE REPEATABILITY
Total Completions Allowed:
In Combination With:
1
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