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ST. PETERSBURG COLLEGE COURSE SYLLABUS ___________________________________________________ AMH 2020 Prefix Number HISTORY OF UNITED STATES II Course Title ___3__ 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). 1 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: 2 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. 3 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. 4 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. 5 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): 6 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 138 Meeting Days: T-Th Class Times: 8:00- 9:15 IMPORTANT DATES: Course Dates: 1/12 – 05/7/15 Drop 1/17 Withdrawal Date: 3/25 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 7 exercise professional judgment and define “active participation” in class (and therefore “attendance”), and publish that definition in each syllabus. 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 March 25. 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: April 9 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 January 13 & 15 Introduction to course/ Reconstuction Chapter 16 January 20 & 22 The Wild West Chapter 17 January 27 TEST I (1865 -1890) Jan.29 & Feb. 3 The Gilded Age Chapter 18 Feb. 5 & 10 The Path to Empire Chapter 20 Feb. 12 TEST II ( 1870 -1900 ) Feb. 17 & 19 The Progressive Era Chapter 21 Feb. 24 & Feb. 26 World War I Chapter 22 March 3 TEST III ( 1900 -1920) March 9 -13 SPRING BREAK: NO CLASSES March 17 & 19 The Ballyhoo Years: the Twenties Chapter 23 March 24 & 26 The 1930’s and the Great Depression Chapter 24 March 31 TEST IV (1920-1939) April 2 , April 7 & 9 World War II Chapter 25 RESEARCH PAPER DUE: April 9, 2014 April 14, 16 & 21 The Cold War Chapters 26 ,27 & 28 April 23 , 28 & 30 “ The Best of times, the worst of times” Chapter 29 & 30 May 2 Check Final Exam Schedule : TEST V ( 1939 – 2000 ?) 8 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: 9