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History 12-Political and Social History of the United States
Fall, 2007, Section #0724 , 11:10–12:35 MW, Room GC-105
Dr. Ellen Joiner, GC-205A, Office Phone: 310-233-4582
e-mail: joinere@lahc.edu
Office hours: 8:30-9:30 MTWTh or by appointment
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Course Summary: This class will survey the history of the United States from Reconstruction (1865-1877) to the present. The lectures, class discussions, and written assignments will study America’s political, economic, and social development. The class also includes research, organization, and analysis of historical sources.
Course Objectives:
1. Formulate a basic chronology of the political, economic and social developments of the United States from 1877 to the present.
2. Compare and contrast the role of major ethnic and racial groups (African, European, Asian, Latin American, and Native American) in the American labor force, politics, and society.
3. Evaluate the influence of industrialization, immigration, and urbanization on American society as well as the corresponding conservative and liberal responses.
4. Critically analyze historical data that is pertinent to regional, urban/rural, gender, and status groups.
5. Locate and identify geographical sites within the United States and the world and assess their importance for U.S. domestic growth and America’s strategic foreign involvements.
6. Identify, evaluate, and summarize in essay form the significance of key events in the United States and the role of historical interpretation in their portrayal and understanding.
7. Locate primary and secondary sources in the Library and on the Internet and examine, assess, and organize sources into a logical argument.
Required Books:
Barbara Blumberg, Student Guide with Map Exercises to accompany the Enduring Vision, vol. 2, 5th ed, New York: Houghton Mifflin Company, 2006.
Paul Boyer, et.al. The Enduring Vision A History of the American People, concise 5th ed., vol. 2, New York: Houghton Mifflin, 2006.
These books are available in the Harbor College Bookstore. Copies are also on reserve in the Harbor College Library. Students should also purchase a package of quiz strips ( 882 EZ) for quizzes.
Grading:
1) Attendance: Regular and prompt attendance in class is required. Students not in class when the roll is taken will be counted absent. More than three unexcused absences could result in a lowering the grade or a student’s being dropped from the class. It is important to eliminate as many distractions as possible and to create a class environment in which every student can learn. Please turn off cell phones, or, in the case of an emergency, place the phone on mute. Students should bring text and student guide to class each day.
2) Reading and Student Guide assignments: Student Guide assignments include reading through the chapter outline and vocabulary, answering multiple-choice questions, checking and recording the answers, and completing map assignments. Student Guide chapters will be collected and graded on the due date. Late assignments will automatically lose three points. Assignments more than a week late will not be accepted. (10 pts. / assignment)
3) Essays: Essay assignments are explained more fully below. Each essay assignment (outline, thesis, and essay) is worth 50 pts.
4) Examinations: Exams will be based on class lecture and discussion, text reading, and vocabulary. The exams will be a combination of term identification and matching, true/false, and multiple choice. There are no make-ups on the exams. (50 pts/quiz)
5) Extra Credit: Noted in the class syllabus are films that may be viewed for extra-credit. Three films may be viewed and summarized on sheets that will be provided (5 pts. credit/film). Extra credit assignments will not be accepted after the due date.
Grades will be calculated on a percentage basis of the total number of possible points. 90% of total points will be an A, 80%=B, 70%=C, 60%=D.
Class Schedule:
WK. 1 Sept. 5 Nuts and Bolts of History 12
WK. 2 Sept. 10 Reconstructing the Union c. 16
Sept. 12 America Expands West c. 17
WK. 3 Sept. 17 Rise of Industrial America 366-377
Sept. 19 The Industrial Workforce 377-387, c. 18
WK. 4 Sept. 24 Urban Development c. 19 Essay 1
Sept. 26 Industrial Politics Exam 1( c. 16-19) 412-428
WK. 5 Oct. 1 Politics of Expansion 428-433, c. 20
Oct. 3 Progressivism c. 21
WK. 6 Oct. 8 World War I c. 22
Oct. 10 Revolution and Repression
in the 1920s c. 23- Essay 2
WK. 7 Oct. 15 Hard Times Exam 2 (c.20- 23), 507-517
Oct. 17 The New Deal c. 24
Cinderella Man
WK.8 Oct. 22 Rise of Fascism and the
U.S. Response 535-543
Oct. 24 The Second Installment- WWII 543-561 c. 25
Saving Private Ryan
Flags of Our Fathers
WK.9 Oct. 29 The Cold War Abroad 562-574
Oct. 31 Politics of Anti-Communism 574-582 c.26, Essay 3
Good Night and Good Luck
WK.10 Nov. 5 “Consensus” America: 583-597
Ike and Elvis The Good Shepherd
Nov. 7 “The Other America” 597-603, c. 27
WK. 11 Nov. 12 no class
Nov. 14 The New Frontier Exam 3 (c. 24-27), 604-609
WK. 12 Nov. 19 L.B. J and Liberalism Ascendant 609-624 c. 28
Bobby
Nov. 21 Politics of Protest 625-634
Apocalypse Now
WK. 13 Nov. 26 Presidential Crisis 634-646, c. 29
Essay 4
All the President’s Men
Nov. 28 Post-Watergate Politics 647-658
WK. 14 Dec. 3 America in the 1980s 659-668 c. 30
Salvador
Dec. 5 Beyond the Cold War 669-676
WK. 15 Dec. 10 Creating a Global Agenda c. 31
Exam 4 ( c. 28-31)
Breach
Dec. 12 The Cost of Power-Sept.11 &
The Iraq War c. 32
WK.16 Dec. 19 Wednesday, Final Examination 10:30-12:30.
ESSAY INSTRUCTIONS: All of the essay assignments will require a close reading of primary sources. All sources are located at the Houghton-Mifflin Website
college.hmco.com/history/us/boyer/enduring_concise/4e/students/primary/
Please follow these directions for each essay assignment:
1) In your text, read the background on this source, and then read the introduction to the source and examine it carefully identifying key names, places, and terms. Also look for answers to the questions that have been assigned.
2) After reading the source carefully, re-read the questions to be answered in the essay and write a one-sentence statement that lays out the main point or argument (thesis) of your paper. Type that sentence at the top of the paper, and then below it organize and type an outline that answers the questions assigned. The thesis statement and outline provide the framework for the essay.
3) When writing the essay begin with an introductory paragraph that includes the thesis statement. The introductory paragraph should be followed by four to five paragraphs that answer the assigned questions and support and develop the thesis. The body of the paper should be followed by a conclusion that summarizes your argument.
4) The body paragraphs of the essay must be connected with appropriate transition sentences. Do not simply answer the first question with paragraph one followed by question two in the second paragraph. Make transitions that connect the paragraphs together in a unified argument that supports the thesis. Use the introduction and conclusion to do the same- fit the essay together and support the thesis.
5) End the essay with a conclusion that summarizes the main points of your paper. Be sure to keep the paper focused on the main thesis and to write, simply and clearly, what you found and how you interpret this particular source.
6) Essays should be in your own words. Use the textbook for background reading only. Do not directly quote from the text; paraphrase if necessary.
7) Outlines and essays must be typed, size 12 font. Double-space between lines and paragraphs. The heading of the paper should be the title of the source. All sources, including the textbook, must be correctly cited at the back of the paper using the MLA style. See the Harbor College Library website- Writing and Research Guides for further help.
8) The outline, thesis statement and essay must be handed in on the due date to receive full credit. These dates are listed in the schedule.
Essay 1: The Strike of 1877
1. Using the source Introduction and the text, clarify the background of the 1877 strike (What were the causes of the strike? Who were the central players? What was at stake for both the employers and workers?)
2. How does Pinkerton describe the striking workers?
3. Describe the tactics used by Pinkerton’s men to end the strike.
4. If most workers opposed the strike, as Pinkerton said, then where did the crowds come from?
5. If the public had only heard Pinkerton’s side of the story, how do you think they would have related to news stories about the strike? Why?
6. How do you think the striking workers would have interpreted these events?
Essay 2: The Visual Image of the Enemy- 1913
1. Explain the context of this recruitment poster (What factors contributed to the initial U.S. reponse of neutrality toward the war? Why did the U.S. shift away from this neutral position?)
2. What does “This Mad Brute” represent?
3. What does the lady the brute is carrying represent?
4. Do you think this approach to get people to enlist in the U.S. Army was successful?
5. Can you relate this poster to enlistment efforts for the current conflict in Iraq? Are the approaches similar or different?
Essay 3: The Truman Doctrine-1947
1. What events motivated President Truman’s appeal to Congress? (Briefly explain the coming of the Cold War. How did the Soviet Union move from being an ally of the U.S. to now being its most feared enemy?)
2. What are Truman’s beliefs about the primary objectives of U.S. foreign policy?
3. How does President Truman define totalitarianism? What countries is Truman referring to when he discusses “totalitarian regimes?”
4. Why does Truman consider Greece and Turkey so crucial in this struggle between democracy and totalitarianism?
5. Why does Truman frame his request in the context of an international conflict?
Essay 4: The Watts Riots-1965
1. Briefly summarize the events of August 1965. Place these events in the broader context of the demands and accomplishments of the African-American civil rights movement.
2. Why did the neighborhood adults allow the youths to continue their violence? Why did the violence continue to escalate?
3. Why would an angry crowd destroy property in their own neighborhoods?
4. What is the significance of the National Guard loading their rifles?
5. Did the police respond appropriately? What could officials have done to avoid the riot?