HIST-1302 United States History II
Teresa Thomas
Credit Fall 2025
Section(s)
HIST-1302-085 (21885)
LEC DIL ONL DIL
HIST-1302-099 (21892)
LEC DIL ONL DIL
HIST-1302-101 (21894)
LEC DIL ONL DIL
HIST-1302-121 (21906)
LEC DIL ONL DIL
Course Requirements
Welcome to HIST 1302 U.S. History 2 ONLINE
Orientation & Course Syllabus – FALL 2025
FOR ONLINE Sections/Synonyms: 21885-085 21892-099 21894-101 21906-121
FOR the 8-week session that begins October 20th
Dr. T. Thomas, Professor, History Austin Community College
All Materials Copyright, Dr. T. Thomas, 2025 |
NOTE: There are 2 MANDATORY DEADLINES in the first WEEK of the semester. If you fail to comply with BOTH deadlines, you will be dropped from the course – per the College’s (and this course’s) “attendance” policy.
ONLINE TESTING REQUIREMENTS
- This course requires video-proctored, online testing using your computer’s webcam and microphone.
- Therefore, you must have access to a reliable Windows, Mac, or iPad computer/device with a working camera and microphone.
- A high school-issued computer/iPad/Chromebook will NOT work – because you will not be able to download the required proctoring software app onto the high school-issued computer. (High schools prohibit downloading apps onto their computers.) If in doubt, check with your high school counselor.
- You must have access to reliable Internet.
- If your Internet connection is NOT reliable, you will have to use wi-fi on any ACC campus.
- If you do not have a working computer, you CAN take exams at any ACC Learning Lab, Computer Lab, or Accelerator Lab. Ask for the computer with a camera and microphone.
For hours and locations, see: https://www.austincc.edu/campuses/hours-of-operation/
- ACC will loan you an iPad if one is available (they are distributed on a first-come, first-served basis). For more information on iPad distribution, visit this webpage as soon as possible: https://students.austincc.edu/student-technology-access/borrow-technology-for-the-semester/
EXAMS ARE VIDEO-RECORDED
- This course requires proctored, online testing. Your test session will be video-recorded.
- The videos are not uploaded to any Internet site. They are available to me via Blackboard, using my secure log in.
- IMPORTANT: If you are unable or unwilling to comply with the video-proctoring requirement, you must withdraw from (“drop”) this course, and enroll in a course that does not have the video-proctoring requirement. There are no alternative testing formats.
HOW to COMPLETE ORIENTATION
This is the orientation for my HIST 1302 distance education courses. To successfully complete orientation:
- Read this orientation/syllabus. Yes, it’s long, but you are responsible for knowing, and complying with, the course requirements – so read through this syllabus carefully.
- READ, fill out, SIGN, and return the Student Information Form (located at the end of this syllabus) by 9 pm on Tuesday Oct 21st.
- Email the Student Information Form to me at tmthomas@austincc.edu (do NOT use Blackboard “messages”)
- Contact me with any questions you might have.
- The FASTEST way to contact me is via email: tmthomas@austincc.edu
IMPORTANT: As per the College’s attendance certification requirements, if you fail to submit your Student Information Form by the deadline, you’ll be Dropped (withdrawn) from the course. No exceptions.
COURSE HIGHLIGHTS
- This is an online, independent-study version of the U.S. History course offered in the classroom. You work on your own and seek assistance when needed.
- This is a time-consuming and reading-intensive course.
- This is an 8-week session. You will be required to do the same amount of work and the same quality of work as students in the 16-week sessions.
- You should expect to work on this course 4 – 5 days per week, 2-3 hours per day.
- You MUST be able to comply with individual testing deadlines (see deadlines in the “When to take exams” section below)
- This course is designed for mature and capable students with self-discipline, the ability to work independently, self-motivation, and good time management skills.
- This course will acquaint you with the basic processes of United States History from about 1877 to the present.
- This course is designed for students who can work independently, accessing course materials from Blackboard (See “Blackboard” section below). You must have familiarity with Blackboard.
- There are no class meetings.
- This is an “asynchronous” course, so there are NO specific times when you have to be online.
- Exams are taken online, with video proctoring (using your device’s webcam & microphone).
- There is a deadline for each exam, but you can take exams before the deadline.
- You’re permitted to take ONE exam after the deadline date.
- There are no “retests”
- There is no “extra credit”.
- You read the textbook, view the videos/lectures, work the Study Guide questions for each chapter, and take the exams by the exam deadlines. An “A” grade also requires a writing assignment.
- You’ll be taking the Map Exam in the first few days of the semester and a Unit exam about every 12 days.
- If you need assistance, we can communicate by email or phone. Email me to make a phone appointment.
- Your final grade is based on 4 UNIT Exams and a Map Exam (with a writing assignment required for students who are pursuing an A – as required by the History Department)
- There is a Study Guide with study questions for each textbook chapter (available on our class page in Blackboard) – that you’ll use to prepare for the exams.
- Exam questions are based on the Study Guide questions.
- There is one required textbook - James Roark et al, The American Promise, Volume 2, Ninth edition– see “Textbook” section below for details. Older editions are not suitable.
- There is a Book Analysis required ONLY for students pursuing an "A"– due at 12 noon on Saturday, December 13th. See the Book Analysis Assignment LINK in Blackboard for details.
- ONLINE and in-person History tutoring IS available. See the “Tutoring Schedule” link on our class page in Blackboard.
BLACKBOARD |
Austin Community College uses an online Course Management system called “Blackboard”, where you will find all the course materials for this course, plus your Grades, and important course “Announcements”. Exams will also be accessed using Blackboard (Detailed instructions are below).
- If you’ve never used Blackboard, log on and explore.
- Blackboard is located at https://acconline.austincc.edu/
- You WILL need an ACC electronic ID (ACCeID) to Log into Blackboard. This is the same ID that you use to register for classes.
- There is extensive HELP in Blackboard. Log into Blackboard and select “Student Support”.
- You can also get help at any ACC campus “Learning Lab”.
- Learning Lab locations and Hours of Operation
https://www.austincc.edu/campuses/hours-of-operation/
All course materials are posted on our Class Page in Blackboard. Regular, important Announcements will be posted on our Class Page AND emailed to you. You should become familiar with our Class Page.
To access our CLASS PAGE in Blackboard:
- Under the “COURSES” tab, select “FALL 2025” and then select this course, “HIST 1302”.
- On our class page you will see Folders that contain all the course materials for this class.
MY CONTACT INFORMATION |
Office Hours: Weekdays, by appointment. Email me to make an appt.
Email: (the fastest way to communicate with me)
Phone & voicemail: 512-801-5590 Urgent message: call ACC History Department at 512-223-3385 and ask them to relay a message to me.
|
COMMUNICATING BY EMAIL |
- For security purposes, the College requires that you use your ACC Email address when you communicate with me.
- If you use your personal email address, it will automatically be deleted as spam.
- Important announcements from me will be sent to your ACC email Address - so, check your ACC email every day.
- Emails I send will ALSO be posted as “Announcements” on our Class Page in Blackboard – so if you accidentally delete the email, you can access the information in the Announcements LINK in Blackboard.
- I reply to ALL emails, usually within a few hours.
- If you DON’T get a reply, please assume I never got your email and - and email me again.
- For URGENT messages, call the ACC History Department at (512) 223-3385. They will relay your message to me.
- NEW to ACC? You can ACTIVATE YOUR ACC EMAIL at: https://students.austincc.edu/help/accmail/accmail-activation-login-assistance/
PREREQUISITES |
READING AND WRITING MASTERY
- This is a reading-intensive course. Over the course of the semester, you will be reading an entire textbook.
- You should have a college-level reading comprehension and vocabulary. If you cannot yet read at this level, you may need to work with a tutor – which will require an additional time investment.
- In order to enroll in this course, you MUST be in compliance with the reading and writing portion of the TSI (Texas State Initiatives).
- Check with an ACC Counselor if you are unsure of your TSI status.
- You must be able to read and understand English at the college-level.
OTHER PREREQUISITES
In order to achieve success in this course, you must:
- Have sufficient time to devote to the class – at least 4-5 days per week, about 3 hours per day
- Be a self-starter with self-discipline and good time management skills
- have a desire to learn and a desire to achieve to the best of your ability
- Be willing to accept personal responsibility for your success in this course
- Make a commitment to fulfilling the requirements of the course
- Have a general understanding of these basic geography concepts: hemispheres (northern, southern, eastern and western), longitude, latitude, continents, countries, & cities
- Have a general knowledge of these basic political science/history concepts: legislative, executive, judicial, monarchy, imperialism, colony, colonial, impeachment, nationalism, suffrage, veto.
TEXTBOOK
ONE REQUIRED TEXTBOOK
James Roark et al, The American Promise, Volume 2, Ninth edition.
(earlier editions are not recommended)
- Your exams are based on Study Guide questions, which are based on material in the textbook, so your success in this course does require that you read the textbook.
- It is your responsibility to acquire a copy of the textbook.
- You can purchase or rent the textbook from ANY source that you choose (SEE LINKS BELOW).
- This is a very short semester. I urge you to acquire the textbook BEFORE the course begins so that you can begin to prepare for your exams on the first day of the semester.
- WHEN ORDERING ONLINE, USE THE ISBN NUMBER (below) to make sure you have the right textbook.
- You may rent or purchase from the Publisher, from the ACC Bookstore, or from any other vendor of your choosing (SEE LINKS BELOW)
- There are THREE VERSIONS of the textbook (below). You may choose whichever of these that best suits your learning style and budget:
LECTURES/VIDEOS
There is a series of curated Lectures and documentary videos that will help reinforce your understanding of the topics and themes of each Chapter. These are recommended especially for students who have minimal knowledge of modern U.S. History.
- The LINK to the Lectures is found on our class page in Blackboard.
- The Lectures are recommended but they are not required.
- The lectures should NOT take the place of reading the textbook and studying the Study Guide questions. They are in addition to the textbook and Study guide.
- The Lectures will be available in Blackboard for the entire semester.
WITHDRAWAL FROM THE COURSE – Deadline is 5:00 pm on Monday, Dec 8th |
If you find that you are unable to meet course requirements, you should consider withdrawing from the course to avoid any possibility of being assigned a failing grade.
- BEFORE you consider withdrawing, consult a counselor or read the state law (“Six-withdrawal Limit”) on withdrawals from Texas public colleges/universities, located in the ACC Student “Need to Know” section, online at: http://www.austincc.edu/apply-and-register/registration-information/course-withdrawals
- Withdrawal is accomplished by completing a withdrawal form online.
- See instructions at: https://students.austincc.edu/help/myacc-and-online-services-instructions/course-withdrawal-drop-instructions/
- It is your responsibility to complete the withdrawal process.
- You can withdraw BEFORE Dec 8th. You can withdraw ON Dec 8th (by 5 pm).
IMPORTANT: If you fail to submit the Student Information Form by 9:00 pm on Tuesday, Oct 21st, you will be automatically withdrawn from the course for “non-attendance”. The Form is at the end of this Syllabus and you can submit it any time after reading through the Syllabus.
STUDENTS WITH DISABILITIES |
For students with disabilities, ACC is committed to providing an equal opportunity to access benefits, rights, and privileges of college services, programs, and activities in compliance with state and federal law.
- Students with disabilities who need accommodations must request reasonable accommodations through ACC's Student Accessibility Services (SAS) offices, located on each ACC campus.
- Students are encouraged to do this before the semester begins.
- I cannot offer any accommodations for you in this course until I receive the official ACC Accommodations Form, as approved by SAS personnel.
- NOTE that certain accommodations will require you to schedule and take your exams through the SAS office, using live proctoring.
For Student Accessibility Services (SAS), visit:
https://students.austincc.edu/student-accessibility-services/
For ALL Student Services at ACC, visit: https://www.austincc.edu/student-support
YOUR RIGHT TO PRIVACY |
In compliance with the Family Education Rights and Privacy Act of 1974 (FERPA), I will not give information concerning your grades, academic progress, or attendance to anyone (including your parents and high school personnel). If anyone requests this information, I’ll ask the person to contact you directly.
- Unless there is an emergency, I will not communicate with your parents, guardians, or high school personnel.
- If there are any problems or issues, you need to speak with me or correspond with me directly.
- If anyone asks me for information about you, I’ll ask that they contact you directly.
NOTE: ACC makes your “Directory Information” (name, address, phone number, birthdate, and other information) available to the public without your consent, unless you specifically request in writing that this information NOT be publicly available.
For more information, and for instructions on how to restrict public access to your Directory information visit: http://www.austincc.edu/ferpa
FREEDOM OF EXPRESSION |
The free exchange of ideas is vital to learning. Your comments and ideas, if expressed respectfully, will be met with respect from your professor. Be thoughtful and respectful in your online communications. I welcome your questions and comments in this course.
HIGH SCHOOL STUDENTS TAKING THIS COURSE |
This is a college course and all students enrolled in this course are considered college students.
- Because this is a college course, you are expected to have college-level reading comprehension and vocabulary, college-level writing ability, and the ability to plan and organize your workload – the same as the non-high school students in this class.
- Regardless of your age or high school status, when you are enrolled in a college course, your privacy is protected by the Family Education Rights and Privacy Act of 1974,
- Unless there is an emergency, I will not communicate with your parents, guardians, or high school personnel.
- If there are any problems or issues, you need to speak with me or correspond with me yourself.
- If anyone requests information about you, I’ll ask the person to contact you directly.
- All sections of this syllabus and orientation pertain equally to all students in this course, regardless of age or educational (i.e., high school) status.
IMPORTANT: FOR DUAL-ENROLLED* HIGH SCHOOL STUDENTS: withdrawing from this course, or earning a failing grade in this course MAY impact your high school graduation timetable and/or your high school class rank. Contact your high school counselor if you’re considering withdrawing or if you’re at risk of failing the course.
*Dual enrolled means that you’re seeking high school AND college credit for U.S. History 2.
ACADEMIC INTEGRITY |
Acts of academic dishonesty/misconduct undermine the learning process, present a disadvantage to students who earn credit honestly, and subvert the academic mission of the institution. Acquiring fraudulent credentials through cheating is problematic for employers and institutions beyond ACC - who rely on ACC to certify a student’s academic achievements, and expect to benefit from the claimed knowledge and skills of the graduate.
For these, and other moral and ethical reasons, academic/scholastic dishonesty will not be tolerated.
WARNING:
Any act of academic dishonesty will result in the student immediately receiving the grade of "F" for the course. Likewise, violating the Online Testing Policy (see below) will result in the student immediately receiving the grade of "F" for the course
IMPORTANT: You are responsible for knowing – and complying with - the course requirements and course policies. READ THESE POLICIES CAREFULLY. Contact me if there is anything you don’t understand or if you have any questions.
ACADEMIC DISHONESTY
Academic dishonesty is defined as fraud, deceit, or dishonesty in an academic endeavor.
Academic dishonesty includes, but is not limited to:
- Communicating exam information to, asking for, or receiving such information from another;
- Using, attempting to use, or assisting others in using materials that are prohibited during an exam, including (but not limited to): cellphones, books, Web sites, prepared answers, written notes, scratch paper, or other concealed information;
- Allowing others to do one's exam or assignment or a portion of one's exam or assignment;
- Using a commercial term paper or paper-writing service;
- Acquiring written work that is not your own, and then submitting it as your own;
- Posting copyrighted course material with public access, on the Internet, on sites such as Study Blue or Quizlet (all material in this course is copyrighted)
- ANY Violation of the Online Testing Policy (see details below).
USE OF ARTIFICIAL INTELLIGENCE (AI)
The use of Artificial Intelligence or any other online or machine-generated materials in the preparation of the Book Analysis in this class is an act of scholastic dishonesty and will result in the grade of ‘F’ for the course. See “Book Analysis Assignment” on our class page in Blackboard for all details.
PLAGIARISM
Plagiarism is defined as using another's work (whether printed, electronic, or spoken) without crediting* the person, or copying so many words or ideas from a source that it makes up most of your work, whether you give credit or not.
Plagiarism includes:
- submitting someone else's work as your own;
- copying words or ideas from someone else without giving credit*;
- paraphrasing words or ideas from someone else without giving credit*;
- failing to put a quotation in quotation marks;
- giving incorrect information about the source of a quotation with the intention of deceiving;
- changing words but copying the organization and structure of a source without giving credit;
- copying so many words or ideas from a source that it makes up most of your work, whether you give credit or not
AVOIDING PLAGIARISM
To help avoid plagiarism:
- read over your source, then close the book (or close the browser if it’s online).
- THEN write notes about what you’ve read.
- This will help to ensure that you’re not copying or completely paraphrasing your source.
- Using quotes and Paraphrasing are ok to do but on a VERY limited basis.
- You cannot paraphrase entire paragraphs or sections of your paper – because then it wouldn’t be YOUR work.
- IF YOU ARE UNSURE whether or not your actions constitute plagiarism, ASK me BEFORE you submit your work.
*“Giving credit” means citing the source of your information. In History, this is usually done using a footnote. If you use material from a website, book or other source, you must give credit to that author by citing the source in a footnote. Contact me for assistance with footnotes. Also, see the “Research Assistance” section of my website homepage for examples of footnotes, bibliography, outline, etc.
For more information on policies concerning student rights and responsibilities, see the ACC Catalog & Student Handbook, http://www.austincc.edu/catalog
ONLINE TESTING POLICY
Because this course uses online exams, taken remotely, the Online Testing Policy is very strict - and very strictly enforced.
You are responsible for knowing and complying with, all course requirements and course policies – so READ THIS POLICY CAREFULLY. Contact me if there is anything you don’t understand or if you have any questions.
WARNING: Any violation of the Online Testing Policy will result in the student immediately receiving the grade of "F" for the course.
EXAMS ARE VIDEO-RECORDED
- This course requires proctored, online testing. Your test session will be video-recorded.
- The videos are not uploaded to any Internet site. They are available to me ONLY via Blackboard, using my secure log in.
- IMPORTANT: If you are unable or unwilling to comply with this requirement, you should withdraw from this course, and enroll in a course that does not have this video-proctoring requirement. There are no alternative testing formats.
DURING AN EXAM:
- Make SURE your cursor is placed on the exam document at all times.
- Place your cursor and “Click” ONLY on the exam.
- If you click anywhere else, the exam will automatically close and you won’t be able to finish the exam.
DURING AN EXAM YOU ARE NOT PERMITTED TO:
- look up, down or to the side of the exam on your computer screen. (Don’t look anywhere but AT the exam. If you need to rest your eyes, close them.)
- have ANY of the following anywhere in the testing area: a textbook, study aids, notes, maps, scratch paper, any type of paper, pencils, pens - or any other unauthorized items
- have access to, consult, or use, a cellphone
- have a cellphone anywhere in the testing area.
- have access to any electronic device other than the device you're using to take the exam
- take an exam with the audio or video turned OFF.
- turn the audio or video OFF
- block the camera
- turn the camera away from your face
- receive exam information or assistance from another person at any time before, or during, an exam
- have someone else take an exam for you
- wear headphones or earbuds
- wear a hat
- receive exam assistance from any source
- leave the room, unless there is an emergency (See “Exceptions” below)
- employ any deceitful means to cheat on an exam
If you violate any of the above requirements, you will fail this course.
DURING AN EXAM YOU MUST:
- LOOK straight ahead at the exam on the screen AT ALL TIMES.
- DO NOT look up, down or to the side. (If you need to rest your eyes, close them.)
- have camera AND microphone TURNED ON. Your computer’s “Privacy” settings are usually where you can access the camera/video settings.
- make sure the camera is pointed towards your face (and not, for example, at the ceiling)
- have a light ON in the testing area so that you face is illuminated and visible on camera
- Take action if you receive a notification message during the exam that the camera is not focused on your face. You must fix the problem BEFORE you continue with the exam. If you IGNORE the notification message, then you will receive a failing grade. For example, if the message tells you that the camera is not pointed at your face – you then need to adjust the camera (or your posture) so it does point at your face.
If you violate any of the above requirements, you will fail this course.
PROBLEMS/EXCEPTIONS (resolved on a case-by-case basis)
- If your Internet connection fails and the exam closes or freezes unexpectedly while you’re taking it. In this case, wait a couple of minutes to see if your connection re-establishes – then finish the exam. If the connection does not re-establish, close the browser and contact me as soon as possible and we’ll discuss how to complete the exam.
- During the exam, if you receive a notification message that the camera is not operating properly and you are UNABLE to fix the camera, then you must close the exam (close the exam or close the browser or both) and contact me as soon as possible to discuss how to complete the exam.
- If there is any other technical difficulty, close the browser and contact me as soon as possible.
- If there is an emergency and you must leave the room during an exam, then you must close the exam and browser and contact me as soon as possible to discuss how to complete the exam.
- If some other, unexpected MINOR issue occurs during testing, complete the exam then contact me and let me know what occurred. (Examples: your child, other family member, or pet requires your attention, someone wanders into the testing area, there’s an unexpected noise in the background, something catches your attention and you look away from the screen for a couple of seconds, etc.)
YOUR GRADE AND HOW YOU EARN IT |
NOTE: There is NO “extra credit” in this class and you cannot submit a Book Analysis as “extra credit”. There are NO “Retests”.
You can view your grades and your “Overall Average” at any time in the “My Grades/Tools” link on our class page in Blackboard.
Your FINAL COURSE GRADE is calculated as follows.
For the grade of "A", there are TWO requirements:
1. An overall average of 87% or above after taking the 4 UNIT Exams and the Map Exam AND
2. you must submit an accepted BOOK ANALYSIS by 12 NOON on Saturday, Dec 13th . See all Book Analysis details in the Book Analysis Assignment folder on our class page in Blackboard.
NOTE: If you have an 87% or above average but you do NOT submit an acceptable Book Analysis by the deadline, you will earn a B in this course.
For the grade of "B", you will have an overall average of 80 – 89% after taking the 4 UNIT exams and Map Exam.
There are NO writing assignments for a B.
For the grade of "C", you will have an overall average of 70 – 79% after taking the 4 UNIT exams and Map Exam.
There are NO writing assignments for a C.
For the grade of "D", you will have an overall average of 60 – 69% after taking the 4 UNIT exams and Map Exam.
There are NO writing assignments for a D.
For the grade of "F", you will have an overall average below 60% after taking the 4 UNIT exams and Map Exam.
NOTE: A grade of F does not fulfill the state requirement for U.S. History, so if you earn an F you will have to take the course again in order to graduate from a public college or university in Texas.
NOTE TO HIGH SCHOOL “Dual Credit” STUDENTS: A failing grade in this course MAY impact your high school class ranking – and/or your ability to graduate on time. Check with your high school counselor.
For the grade of "I" (“Incomplete”), there are three requirements:
1. You must have a medical excuse signed by a physician, sent to Dr. Thomas no later than Monday, Dec 8th AND
2. you must have completed and passed at least 3 UNIT exams, AND
3. You must sign and date an “Incomplete” Form, provided by Dr. Thomas
IMPORTANT: If an “Incomplete” is not completed by March 1, 2026, the “I” will automatically become an “F” on your transcript. It is YOUR responsibility to complete the course in time to avoid an “F”.
THE EXAMS |
HOW to take the exams is covered in a separate section – below.
WHEN to take each exam (exam deadlines) is covered in a separate section – below.
MAP EXAM
- The Map Exam is 30 questions, multiple choice.
- You will have 35 minutes to complete the Map Exam – starting when you click on “BEGIN”. (nearly all students complete the Map Exam in under 15 minutes)
- ALL Map Exam details are found on page 3 of the Study Guide (The Study Guide Folder is found on our class page in Blackboard)
- The deadline to take the Map Exam is THURSDAY, Oct 23rd at 9:00 pm.
- You may take the Map Exam BEFORE Oct 23rd or you may take the Map Exam by 9:00 pm ON Oct 23rd. I’ll send detailed instructions in a separate email/announcement.
- You are required to submit your Student Information Form BEFORE you can take the Map Exam (Deadline to submit the Student Information Form is Oct 21st at 9 pm).
- If you fail to take the Map Exam by the deadline, you will earn a grade of zero.
UNIT EXAMS 1 through 4
- There are 4 Unit Exams. Each exam covers 3 or 4 Textbook chapters (see chart below).
- Unit Exams are each 30 questions, multiple choice.
- You will have 35 minutes to complete each Unit Exam (Most students complete them within 20 minutes)
- You are required to take all exams in order to receive a grade for the course.
- The exam questions are based on the Study Guide questions for each Unit.
- Answers to the Study Guide questions are found in the textbook (Do NOT use Google, AI, or any other online site to find the answers)
- Exams are graded on a percent scale with 100% being the highest grade, and 70% considered a passing grade. Below 60% is a failing grade.
- Your Exam score is posted in the My Grades/Tools LINK on our class page in Blackboard and remains there for the entire semester.
- Failure to take an exam by the scheduled exam deadline results in a zero for that exam – unless you’re using your one-time “deadline extension” (see below) OR the absence is due to a serious, documented, medical issue or other exceptional circumstance, as approved by Dr. Thomas.
- The exams are taken online (instructions below) and are scored immediately. Instructions are below and I will ALSO send detailed instructions as each deadline approaches.
- You may take any exam BEFORE the deadline date.
- The exam deadlines are all at 9:00 pm Austin, Texas time, on the deadline date.
WHAT IS COVERED ON EACH UNIT EXAM?
- Exam questions are based on the Study Guide questions for that Unit.
- The Study Guide Folder is on our class page in Blackboard.
- The Study Guide is divided into UNITS. And each Unit is divided into CHAPTERS.
- There are about 60 Study Guide questions for each Unit.
- The following table gives you the chapters that are included in each UNIT
Map Exam (see Study Guide for list of items you should know) |
UNIT 1 (covers Chapters 17 through 20) |
UNIT 2 (covers Chapters 21 through 24) |
UNIT 3 (covers Chapters 25 through 27) |
UNIT 4 (covers Chapters 28 through 31) |
AFTER AN EXAM
- As soon as you finish an Exam, your grade will be posted on our class page in Blackboard, on the “My Grades/Tools” page (LINK is on our class page)
- Your “Overall Average” is also displayed in My Grades/Tools
- The Overall Average calculation includes any exams that you’ve taken, and is updated automatically, after you take an exam.
REVIEWING WHAT YOU MISSED ON THE EXAM
- You won’t see which questions you missed on the Unit Exams.
- However, you are ALWAYS welcome to make an appointment with me to review by phone what you missed on the exam.
- Email me to schedule an appointment. I require scheduling an appointment because that gives me the time I need to prepare for our exam review.
POSTPONED EXAM (Exam deadline “extension”)
- NOTE: If needed, for ONE of the UNIT Exams, you can have a “deadline extension”, for any reason. No need to get permission. No need to advise me.
- HOWEVER, in this short semester, I recommend you NOT postpone any exam – since every day you delay taking one exam is a day you WON’T have to prepare for the NEXT exam.
- If you do decide to postpone an exam, you only get ONE postponement for the semester, and you must take the “postponed” exam by 9 pm on Dec 12th.
- You CANNOT postpone the Map Exam – it must be taken by the deadline.
- Any additional exam deadline extensions are given only in extraordinary circumstances, as approved on a case by case basis by Dr. Thomas.
- Every student must complete all 5 exams.
HOW TO TAKE YOUR EXAMS – 3 Steps
1. YOUR FIRST ASSESSMENT IS THE MAP EXAM (deadline 9 pm Oct 23rd)
DO THIS A COUPLE OF DAYS BEFORE YOU TAKE YOUR MAP EXAM:
- DOWNLOAD “Lockdown Browser” app by clicking on this link:
Download Respondus LockDown Browser
- The Folder containing the Lockdown Browser link is ALSO available on our class page in Blackboard
- When you’re done with the download, the app “Lockdown Browser” will appear on your computer’s Desktop. (For a Mac, it will appear in the Applications Folder.)
- You only Download this app ONCE, then use it for each exam during the semester.
- What else should you do in advance? Make sure you know how to turn your computer’s webcam and microphone ON. They BOTH must be ON when you take an exam.
2. WHEN YOU’RE READY TO TAKE AN EXAM:
- IMPORTANT: Carefully read the Online Testing Policy – located in this Syllabus (above) and ALSO available using the “Online Testing Policy” LINK on our class page in Blackboard.
Remember that you are responsible for knowing and complying with the Policy.
- Close all “apps” that are open.
- Make sure your computer’s webcam AND microphone are ON.
- FIRST: On your computer’s Desktop, find the “Lockdown Browser” app and OPEN it by clicking on it.
- IMPORTANT: Do NOT open Blackboard.
- When you open Lockdown Browser, Blackboard will automatically open.
- Log into Blackboard, using your ACC eID.
- Select this class from your list of “Fall 2025” Courses
- On our class page, open the EXAMS Folder.
- In the EXAMS Folder, you’ll see other Folders: for example, one folder says “MAP EXAM”.
- Select the appropriate Folder. Read the Instructions.
- If you’re taking a Unit Exam, select that Folder and inside the Folder, select WHICH exam you want to take by clicking on it. MAKE SURE you open the CORRECT Unit Exam.
- Read the Instructions.
- Select BEGIN to start your exam. THIS is when the 35-minute exam “clock” starts.
- Answer every question, even if you have to guess.
- You must stay in front of the computer’s camera and finish the exam once you’ve started it.
- You can’t leave the room, unless there is an emergency.
- You cannot turn the camera or microphone off during testing. That violates Testing Policy and will result in a failing course grade.
- LOOK AT the exam on the screen at ALL TIMES - Do not look up, down, or to the side. That violates Testing Policy and will result in a failing course grade.
- Do NOT allow your cursor to move off the exam page. For example, don’t try to access (click on) anything on your desktop. This will cause the exam to close and you won’t be able to finish it.
3. WHEN YOU’RE DONE WITH AN EXAM:
- Click on SAVE and SUBMIT.
- Once you SUBMIT, you won’t be able to re-open the exam.
- Your grade will appear on the “My Grades/Tools” LINK on our class page in Blackboard.
WHEN TO TAKE YOUR EXAMS- EXAM DEADLINES |
This course is very challenging and time-consuming. In order to be successful, you MUST plan and manage your time wisely.
- You can begin taking exams ONLY IF you have submitted your Student Information Form by the Oct 21st deadline.
- You can take exams BEFORE the deadline date.
- You can take exams by 9:00 pm (Austin, TX time) ON the deadline date.
- If you’re working or going to be out of town on the deadline date, take the exam before the deadline.
- Complete each exam by the deadline date given below.
POSTPONED EXAM (Exam deadline “extension”)
- NOTE: If needed, for ONE of the UNIT Exams, you can have a “deadline extension”, for any reason - no need to get permission.
- HOWEVER, in this short semester, I recommend you NOT postpone any exam – since every day you delay taking one exam is a day you WON’T have to prepare for the NEXT exam.
- If you do decide to postpone an exam, you only get ONE postponement for the semester, and you must take the “postponed” exam by Dec 12th.
- You CANNOT postpone the Map Exam – it must be taken by the deadline.
- Any additional exam deadline extensions are given only in extraordinary or exceptional circumstances, as approved on a case by case basis by Dr. Thomas.
- Every student must complete all 5 assessments (Map Exam plus 4 Unit exams).
MARK THESE EXAM DEADLINES ON YOUR CALENDAR
Exam Number |
Text Chapters |
Deadline |
MAP Exam |
See p.3 of the Study Guide |
Oct 23rd 9 pm |
Unit 1 Exam |
Chs. 17 - 20 |
Nov 4th 9 pm |
Unit 2 Exam |
Chs. 21 - 24 |
Nov 15th 9 pm |
Unit 3 Exam |
Chs. 25 - 27 |
Nov 26th 9 pm |
Unit 4 Exam |
Chs. 28 - 31 |
Dec 10th 9 pm |
Deadline to take a “POSTPONED” Exam |
Dec 12th 9 pm |
STRATEGY FOR TAKING EXAMS |
- The Map Exam is relatively easy, but the Unit Exams are much harder and require much more preparation. Take the Map Exam before the deadline if possible, then spend the rest of your time preparing for the Unit exams.
- The 4 Unit Exams are based on the Study Guide questions (Study Guide Folder is in Blackboard). There are about 15 Questions for each chapter.
- The answers to the Study Guide questions are IN THE TEXTBOOK.
- DO NOT Google them. DO NOT use ChatGPT or any other AI app. Find the answers in the textbook.
- Why? Because the exam questions are based on information in the Textbook.
- The first exam is a Map Exam – what you need to know for the Map Exam is on page 3 of the Study Guide (link on our class page in Blackboard).
- Remember, you do NOT have to “wait” until the deadline to take an exam – you CAN take exams BEFORE the deadline.
- For example, if you’re going to be out of town during an exam deadline, take the exam before you leave.
BOOK ANALYSIS PAPER – Due at 12 NOON on December 13th
REQUIRED only for students who have an 87% or above Overall Average
- The Book Analysis is one of two requirements for an A in this class. (The other requirement is an Overall Average of 87%).
- Therefore, the Book Analysis is submitted ONLY by students who have an 87% or above average AND wish to earn an A in the course.
- The Book Analysis Assignment LINK, with all details and instructions, is found on our class page in Blackboard.
- Log into Blackboard.
- Select this class from your list of “Fall 2025” classes.
- Open the “Book Analysis Assignment” Folder on the left side of the page.
- The Approved Book List Folder is listed just underneath the Book Analysis Assignment Folder.
- The Book Analysis Assignment document will give you all details for Book Analysis format, grading criteria, etc.
HINTS, TIPS AND ADVICE FOR SUCCESS IN THIS COURSE: (You are almost done with orientation!) |
These have worked for other students and may help YOU to achieve success in this course. Additional Study Tips and Success Tools will be sent to you in the coming weeks via email - and also posted as “Announcements” on Blackboard.
In addition to these, see also the “Study Tips and Tools” Folder on our class page in Blackboard.
EMAILS:
- Read emails that I send to you. I keep emails to a minimum, but when I do send them, they will contain important – and timely - course information. Emails sent to the class are simultaneously posted as “Announcements” on our class page in Blackboard.
- Seriously, READ THEM.
TEST-TAKING:
- Read each question very carefully and completely.
- know what the question is asking.
- Read each response.
- Eliminate responses that you know are wrong.
- Answer the questions you know first, then go back and answer the rest.
- If you don’t know the answer, guess.
- Some students prefer to scroll though the exam and FIRST answer all the questions that they’re sure of. Then they scroll back through and take more time to answer the questions they were unsure of.
BOOK ANALYSIS:
- Follow the instructions given in the Book Analysis Assignment.
- DON’T submit your first draft. First drafts are rarely of the quality needed to be “accepted”
- Proofread or have someone proofread your typed assignment for typos, misspellings, incorrect grammar, etc.
- These types of errors seriously detract from the quality of your writing assignment.
- Read over the Book Review Analysis questions before you read your chosen book. It will help you to focus your reading efforts.
STUDY GUIDE QUESTIONS:
- Read page 1 of the Study Guide first. It contains useful information.
- Read over the Chapter once, WITHOUT doing any study questions – to get a good overview of what’s going on in that chapter; the major events, people, etc. THEN re-read the chapter a second time while completing the Study Guide. This will help you to have a good general knowledge of the period.
- Work on the study questions gradually; that is, work on several each day.
- Don't wait until just before the exam to complete all the questions. "Cramming" is not an effective study method.
- Remember that you are NOT permitted to post study questions/answers on any public site such as Quizlet or Study Blue. It is a violation of copyright AND course policy to post questions on any online site.
- Similarly, don’t just copy the answers that someone else posted online somewhere.
1) the answers are often wrong or incomplete (yes, I monitor them); 2) you learn the material when you do the work yourself; and 3) it’s just plain dishonest.
SEE OTHER PRACTICAL, DETAILED STUDY TIPS & TOOLS
- Via the “Study Tips and Tools” Folder on our class page in Blackboard
- Check your email every day, for Study Tips sent to you via email
YOUR PROFESSOR
- Do not hesitate to contact me if you have any problems, questions, doubts or uncertainties.
- We can communicate by phone or by email.
- Seek help early in the semester.
- Emailing is a perfectly acceptable way to communicate, so don’t hesitate to email.
- ACC also provides History tutors free of charge for students. See the Tutoring Schedule LINK on our class page in Blackboard.
MAKE NOTE OF THESE IMPORTANT DATES:
Monday |
Oct 20th |
Class Begin date |
Tuesday |
Oct 21st |
Deadline to complete the course orientation and email your Student Information Form to Dr. Thomas by 9 pm. |
Thursday |
Oct 23rd |
Map Exam deadline 9 pm |
Tuesday |
Nov 4th |
Unit Exam 1 deadline 9 pm |
Saturday |
Nov 15th |
Unit Exam 2 deadline 9 pm |
Wednesday |
Nov 26th |
Unit Exam 3 deadline 9 pm |
Monday |
Dec 8th |
Course withdrawal deadline 9 pm |
Wednesday |
Dec 10th |
Unit Exam 4 deadline 9 pm |
Friday |
Dec 12th |
“Postponed” test deadline 9 pm |
Saturday |
Dec 13th |
Book Analysis Due by 12 NOON (this assignment is only for students who qualify for an A) |
IMPORTANT
To complete your orientation, fill out, sign, and email the Student Information Form below to me at: tmthomas@austincc.edu
HIST 1302 DIL STUDENT INFORMATION FORM FALL 2025 |
- EMAIL THIS COMPLETED INFORMATION TO ME at tmthomas@austincc.edu
- You can COPY it and PASTE it into an email - or COPY it and PASTE it into a document - or print it, scan it and email it to me. Any method is fine.
- Email to me by 9 pm on TUESDAY, Oct 21st.
- If you fail to submit this Form by the deadline, you will be dropped (withdrawn) from the course.
Your First and Last Name (as it appears on ACC records):
|
Name you prefer to be called (for example, a nickname):
|
School/College you most recently attended:
|
In this space, please write any special information about you that you would like me to know, that may affect your performance in this course (Kept strictly confidential):
|
READ CAREFULLY BEFORE YOU SIGN
MY SIGNATURE BELOW INDICATES THAT: (Type Your Initials in each box) I have read this ENTIRE syllabus/orientation and fully understand its contents;
I understand that if I violate the course Online Testing Policy, I will receive the grade of "F" for the course;
I understand that if I violate the course Academic Integrity Policy, I will receive the grade of "F" for the course
I understand that the deadline to withdraw from this course is 9 pm on Dec 8th and that it is MY responsibility to withdraw myself from the class by this deadline.
I know, understand, and agree to comply with, the course policies, due dates, and deadlines.
I understand that the materials for this course are copyrighted and may NOT be posted online in Quizlet, Study Blue or ANY OTHER online site.
My Signature (type your name) __________________________________
Date: ________________________ |
Congratulations!
You have now completed Orientation. If you have any questions, please contact me at tmthomas@austincc.edu
Thank you and have a great semester!
Readings
TEXTBOOK
ONE REQUIRED TEXTBOOK
James Roark et al, The American Promise, Volume 2, Ninth edition.
(earlier editions are not recommended)
- Your exams are based on Study Guide questions, which are based on material in the textbook, so your success in this course does require that you read the textbook.
- It is your responsibility to acquire a copy of the textbook.
- You can purchase or rent the textbook from ANY source that you choose (SEE LINKS BELOW).
- This is a very short semester. I urge you to acquire the textbook BEFORE the course begins so that you can begin to prepare for your exams on the first day of the semester.
- WHEN ORDERING ONLINE, USE THE ISBN NUMBER (below) to make sure you have the right textbook.
- You may rent or purchase from the Publisher, from the ACC Bookstore, or from any other vendor of your choosing (SEE LINKS BELOW)
- There are THREE VERSIONS of the textbook (below). You may choose whichever of these that best suits your learning style and budget:
Course Subjects
STUDY GUIDE
U.S. History 2, HIST 1302
FALL 2025
Dr. T. Thomas, Professor, History
Austin Community College
Copyright 2025 –DO NOT post this material on any Internet site, such as Quizlet.
It is a violation of course policy and a violation of copyright to post this information anywhere on the Internet without my permission.
SUCCESS IN THIS COURSE
UNDERSTANDING HISTORY AND THE STUDY OF HISTORY
History is not about “memorizing” data, facts, names, and dates.
- History is about knowing and understanding the past and its impact on the present:
- what happened,
- when and where,
- who was involved,
- what motivated the participants,
- why events happened, and
- the consequences and significance of those events/actions.
- In order to be successful in this course, you must know the “who, what, when, where and why” but also the “connections” between people and events, the “motivations”, and the “consequences (short-term and long-term)” of the events of the past.
- Memorizing can be helpful, but it will not give you a complete understanding of events or of a particular time period in history.
USING THIS STUDY GUIDE
The questions in this Study Guide are designed to help you achieve a greater understanding of the past.
- Some of the questions are easy to answer; some require you to analyze what you have read and arrive at the best answer. Some answers are short; some are longer (multi-part).
- The study questions in this guide are provided to help you achieve success on the exams in this course and are not to be turned in to me.
- I don’t review your answers, but will be happy to discuss with you, any that you don’t understand or feel unsure of.
- All answers are to be found in the Textbook.
- Do NOT “Google” the questions. Do NOT use any AI apps to find answers. Find them in the textbook.
With this in mind, here are some other suggestions for achieving success in this course:
- Read the chapter first, to get a good overview of what the chapter is about. Pay attention to the chapter subheadings (subtitles). They are often clues to the important themes of a chapter.
- Similarly, pay attention to the opening paragraph of each section - here you will usually find the thesis, or "main point" of a section.
- Then read the chapter again, answering the study questions.
- Write short but complete answers to each of these study questions.
- Use a “bulleted” format (that is, a “list”) for your answers. Some students use index cards, writing one question/answer on each card.
- Don't just highlight the answers in your textbook - write them.
- Read with a dictionary. Look up any word whose meaning you don’t know.
- Use a Map. Look up any location you’re not already familiar with.
- Approach this course as you would a job. Set aside a specific time each day - or every other day - to work on reading and study questions. This is your work schedule; honor it as you would your job schedule.
- Work on the reading and study questions gradually, completing small amounts of work each day (or every other day). Research shows that people retain information better if they work for no more than 2 hours at one task. For example, on Mondays from 2-4 pm, read half the chapter. On Tuesday, read the other half. On Wednesday, write out the first 20 study questions; on Thursday, the next 20, and so on.
- Don't try to do all the reading and the study questions in the few days before the exam. "Cramming" is not an effective, nor is it a successful study method.
- If you have any trouble understanding the questions – or finding answers, or if you are unsure of your answers, contact me for clarification.
Additional Study Tips are available on our Course page in Blackboard. Other “Success Tips and Tools” will be posted in the “Announcements” link on our class page in Blackboard.
WHAT IS COVERED ON EACH EXAM?
Exam questions are based on the questions in this Study Guide. There are about 15 questions for each chapter. There are 3 or 4 Chapters in a “UNIT”. The following table gives you the chapters that are included in each UNIT Exam. See the Course Syllabus (in Blackboard) for all other Exam details.
Map Exam (see below) |
UNIT 1 (Chapters 17 - 20) |
UNIT 2 (Chapters 21 - 24) |
UNIT 3 (Chapters 25 - 27) |
UNIT 4 (Chapters 28 - 31) |
MAP EXAM
Because the history of the United States was shaped and influenced to a large degree by the geography of the continent, it is important for you to know some basic North American geography.
FORMAT & GRADING
Your first assessment will be a 30-question, multiple choice Map Exam.
- The Map Exam is taken online by the deadline noted in the Course Syllabus.
- You’ll receive an email with detailed instructions (the email is also posted as an “Announcement” on our class page in Blackboard).
- You’ll have 35 minutes to complete the exam (most students finish in 15 minutes or less)
- When you take your exam, you will be shown each question, along with a map of North America, with items already marked.
- You will be asked to identify 30 of the items that are marked – from the list below.
- The Map Exam will ask you to identify some states, some cities, some bodies of water, etc. – from the list below.
- You do NOT have to draw anything.
WHAT YOU NEED TO KNOW
You should be able to locate these items on a map:
Canada
Mexico
Each of the 50 states of the United States
Appalachian Mountains
Great Plains
Rocky Mountains
Atlantic Ocean
Pacific Ocean
Gulf of Mexico
All 5 Great Lakes
Chesapeake Bay
Columbia River
Hudson River
Mississippi River
Missouri River
Ohio River
Red River
Rio Grande River
Austin, TX
Boston, MA
Charleston, SC
Chicago, IL
New York City
Philadelphia, PA
Richmond, VA
San Francisco, CA
Washington, D.C.
Below are 3 LINKS to an interactive site that can help you study for the Map Exam. These websites do not test you on cities, but you are responsible for being able to locate the cities listed above.
Interactive Geography Practice Quizzes |
UNIT 1 (Chapters 17 - 20)
(NOTE: This class does not cover Chapter 16)
Chapter 17 – The Contested West, 1865 - 1900
This chapter will explore the following themes and questions:
- In the late 19th century, western expansion of the U.S. resulted in profound changes – social, economic, political, demographic, environmental, and political changes. The changes impacted both east and west. And with change, came conflict.
- What motivated people to move west of the Mississippi River? What groups of people, already there – did these new settlers encounter?
- What were the consequences of westward expansion? That is, what impact did settlers have on the people, land and resources of the West?
- How did western expansion bring about conflict – ethnic, cultural, racial, economic, and political conflict?
1. Define “Manifest Destiny”.
2. Describe how Native American reservations resembled “colonial” societies.
3. Explain how the Indian empire of Comanchería was destroyed in the 1870s.
4. Discuss the outcomes of the Battle of the Little Big Horn.
5. Describe how institutions such as the Carlisle Indian School sought to “civilize” Native Americans.
6. Discuss the provisions, and the consequences (results) of the Dawes Allotment Act of 1887.
7. Describe the non-violent form of resistance employed by Native Americans on the Plains by the 1880s and its effect on the white population.
8. Describe a typical mining town of the “Wild West”.
9. Define “buffalo soldier”.
10. Define “Californios” and describe their fate as a result of white settlement.
11. Describe how legislation restricted the rights of Chinese immigrants in the West.
12. Discuss the factors that stimulated a land rush in the trans-Mississippi West.
13. Identify the invention that revolutionized cattle ranching and discuss how it changed cattle ranching.
14. Define “vaquero” and discuss the fate of the vaqueros by the 1880s.
15. Define “agribusiness” and discuss the factors that transformed family farms into agri-businesses.
Chapter 18 – The Gilded Age, 1865-1900
This chapter will explore the following themes and questions:
- In the late 19th century, the U.S. experienced an Industrial Revolution. What factors contributed to this industrial expansion – and how did this “revolution” impact nearly every aspect – social, economic, and political - of Americans’ lives?
- What is meant by the term “Gilded Age”? What does it mean to say that an object is “gilded” – and how did “gilded” become a metaphor used to describe American society in the late 19th century?
- How did growth, expansion, and cultural diversity in the Gilded Age impact politics in the U.S.?
- Which was more powerful in the Gilded Age: government or big business?
16. Discuss how federal, state, and local governments aided the development of the railroads.
17. Identify America’s early railroad tycoons.
18. Name the man who came to dominate the steel industry and describe how he did it.
19. Name the man who came to monopolize the oil industry and describe how he did it.
20. Identify the inventions that revolutionized American lives and businesses in the Gilded Age.
21. Define “finance capitalism” and name America’s preeminent Gilded Age finance capitalist.
22. Define “social Darwinism”.
23. Explain how the social Darwinist philosophy was used to glorify the accumulation of wealth and economic power.
24. Summarize the economic theory of “laissez-faire” capitalism.
25. Define “spoils system” and explain how it resulted in strengthening political parties in the Gilded Age.
26. Identify the major sectors of the New South’s economy.
27. Discuss how Ida B. Wells’ explained lynching in the New South as a problem of both gender and race.
28. Show how women organized to effect social change in Gilded Age society.
29. Name the group of reformers from Massachusetts and New York, who worked to eliminate the spoils system that characterized Gilded Age politics.
30. Identify the federal legislative attempts to limit the power of big business on behalf of the public interest.
31. Analyze the role of the Interstate Commerce Commission in regulating the railroad industry during the early Gilded Age.
32. Discuss why farmers from the west and south supported free silver.
Chapter 19 – The City & Its Workers, 1870-1900
This chapter will explore the following themes and questions:
- The Industrial Revolution was driven by – and also helped to fuel – mass immigration and rapid urbanization.
- In what ways did industrialization, mass immigration, and urbanization bring about social, economic, political, and demographic changes in the U.S.?
- In what ways did industrialization impact the U.S. in beneficial (or “positive”) ways? In what ways were the consequences detrimental to the U.S.?
- How did people live and work in Gilded Age cities?
33. Explain the ways in which building the Brooklyn Bridge reflected America’s Industrial might.
34. Compare America’s typical European immigrant before 1880 to the typical immigrant after 1880.
35. Describe the urban experience of most African Americans who migrated from the south to northern cities in the Gilded Age.
36. Define “Sinophobia” - and identify America’s first law restricting immigration on the basis of race.
37. Enumerate the increase in child labor from 1870 to 1900.
38. Define “white collar worker” and describe how women in the cities entered the white-collar workforce in greater numbers by the late 19th century.
39. Explain how the Great Railroad Strike of 1877 helped to promote the growth of labor unions.
40. List the era’s prominent labor unions and their leaders.
41. Discuss the consequences of the bombing at the Haymarket Square rally.
42. Define the “cult of domesticity” and explain how it led to a major change in northern households.
43. Describe how municipal governments improved city life, as cities grew and
expanded.
44. Define political party “boss” and “machine” and discuss their impact on Gilded Age cities.
45. Discuss how the World’s Columbian Exposition was representative of Gilded Age America.
Chapter 20 – Dissent, Depression, & War, 1890-1900
This chapter will explore the following themes and questions:
- Industrialization, immigration, and urbanization profoundly changed American society in the Gilded Age (and beyond).
- With change, came disagreements, problems and issues: in short, conflict. Some examples of Gilded Age conflicts: racial, ethnic, & social class conflicts, workplace conflicts, economic & political conflicts, ideological conflicts.
- How did the changes and conflicts in American society impact politics: political parties, political philosophies, electoral behavior?
- To what extent did industrialization impact America’s foreign policy?
46. Identify the problems and issues facing farmers.
47. List the components of the People’s (Populist) Party plan to help farmers.
48. Identify the problems and issues facing industrial laborers.
49. Discuss the consequences of the Homestead Steel “lockout”.
50. Identify the labor action that demonstrated how government could peacefully settle conflict in the nation’s labor wars.
51. Explain how the “injunction” was used to break the Pullman strike.
52. Name the founder of the Socialist Party in America.
53. Discuss the rationale behind women’s support for the temperance movement.
54. Explain Frances Willard’s use of the “cult of domesticity” to argue for woman suffrage.
55. Explain what both gold and silver symbolized in the 1896 presidential election “battle of the standards”.
56. Identify the factors that prompted America’s overseas expansion by the 1890s.
57. Identify the foreign policy that established the western hemisphere as an American “sphere of influence”.
58. Discuss the impact on the United States, of John Hay’s “Open Door” policy in China.
59. Explain the factors that motivated the U.S. to go to war with Spain in 1898.
60. Describe the new American “empire” that resulted from the Treaty of Paris in 1898.
UNIT 2 (Chapters 21 - 24)
Chapter 21 – Progressive Reform, 1890-1916
This chapter will explore the following themes and questions:
- The dawning of a new century (20th century) brought with it the “Progressive Era” – a period of “reform” – that lasts until about 1917. We can define “reform” as “positive change”.
- Progressive reformers generally believed that America was a great country – a land of opportunity; but there were problems in America. So part of what motivated reformers was a patriotic (or, “nationalistic”) belief that they should work to maintain America’s status as a great nation of the world.
- In general, Progressive reformers sought to “fix” what needed fixing in America. You’ll recall that the country had undergone significant changes during the Gilded Age: specifically, industrialization, urbanization, and mass immigration.
- Not all the changes of the Gilded Age were positive, so Progressives hoped to improve whatever had “gone wrong” during the Gilded Age. Progressives wanted permanent, “systemic” changes – and they had some very specific methods that they hoped would bring positive change.
- For example, Progressive reformers knew that collective (group) action would more likely bring systemic change than individual action, so they established clubs, organizations, committees, and professional interest groups to work for change. Examples would be the National Child Labor Committee, the American Medical Association; and the Federation of Women’s Clubs.
- Reformers grew up in a period of great innovation, invention, and creativity – so they were dedicated to using science, technology, and the investigative process – to bring about positive changes. They would investigate problems, and use science, technology, and innovative methods to solve these problems.
- In general, Progressive reformers also believed that government could be used to help bring about positive change, so they sought to expand government’s role (especially the federal government) as a mechanism of change. This created a new expectation among people that government should promote positive change - for example, by passing reform legislation (laws).
- Different reformers were dedicated to different types of reforms: some wanted to reform what they saw as corruption in politics (especially the “boss” politics and their political “machines”). Some wanted to eradicate poverty, overcrowding, crime, vice and other social problems particular to urban areas. Some worked on behalf of workers’ rights – better wages, hours, and working conditions. Some wanted to improve business and industry – to make businesses more efficient and profitable. Some worked to reign in the power of big business – especially monopolies.
- There were limits to Progressive reforms, however. Some Progressive reformers saw African Americans, Asians, Mexican Americans, Jews, Catholics, and recent immigrants from southern and eastern Europe as “obstacles” to progress. These reformers believed in limiting the power and participation of the people that they viewed as being “in the way” of American excellence. They worked to limit immigration of people that they considered “undesirable”. While some Progressive reformers sought to help immigrants, others sought to prevent further immigration. To keep African Americans and Mexican Americans in a deferential and subservient position, some progressive reformers worked to establish segregation laws (called “Jim Crow” laws), to limit educational and economic opportunities, and to prevent political participation.
- African Americans, Mexican Americans, and other “marginalized” people, however, did not stand idly by – they, too, were Progressive reformers. They worked to reverse the discriminatory actions and to empower their communities through the courts, through political action, and by establishing organizations such as the NAACP – that would advocate for their legal, civil, and political rights. The Progressive Era brought racially-motivated violence and discrimination – but it also prompted a civil rights movement that continued well beyond the 1910s.
- The Progressive Era was a very broad-based, and in many cases, “grassroots” reform movement. It included people – “activists” - from all walks of life, social classes, political affiliations, geographic areas, races, ethnicities, and genders.
- How did reformers impact American society (positively or negatively) in the short term? How do some of these reforms still impact society over the long term – even today?
1. Explain what Jane Addams and the other reformers at Hull House hoped to accomplish.
2. Name the Progressive reformer who pioneered public health nursing in urban neighborhoods.
3. Compare the meaning of “social gospel” with “gospel of wealth”.
4. Define “nativism” and explain how it was a component of the temperance movement.
5. Discuss the membership and goals of the Women’s Trade Union League.
6. Describe the reforms that resulted from the Triangle Shirtwaist tragedy.
7. Summarize the “reform Darwinism” philosophy, as argued by Progressive sociologists.
8. Explain Teddy Roosevelt’s trust policy and how he enforced it.
9. Identify the progressive legislation passed during Teddy Roosevelt’s second term as president.
10. Explain what Teddy Roosevelt meant when he said “speak softly but carry a big stick”.
11. Show where the U.S. asserted its role as an international “policing” power during the Roosevelt administrations.
12. Describe William Howard Taft’s foreign policy and its results.
13. Identify the Wilson administration’s domestic legislative accomplishments.
14. Identify the founder of the “birth control movement” and the movement’s progressive goals.
15. Describe Jim Crow laws and the judicial action that supported Jim Crow.
16. Discuss the leadership and the goals of the Niagara Movement.
Chapter 22 – World War I: The Progressive Crusade, 1914-1920
This chapter will explore the following themes and questions:
- In some ways, the “Great War” (as World War I was originally called) was a foreign policy outgrowth of Progressive reforms. Woodrow Wilson called it “the war to end all wars” – a goal that was very typical of Progressives’ optimism and idealism.
- However, America’s involvement in the War and problems in the post-War period exposed deep conflicts in American society – conflicts that signaled an end to many Progressive Era reform efforts.
- How and why did the U.S. eventually abandon its position of “absolute neutrality” with a declaration of war in 1917?
- What was happening on the home front, as war raged on the battle front?
- How did the “crisis” of war and the post-War economic upheaval impact civil liberties in the U.S.?
- How did the Treaty of Versailles set the stage for future world conflict?
- In what ways did the U.S. experience conflict in the post-War period?
17. Discuss Woodrow Wilson’s belief(s) concerning the U.S.’s role in international af
fairs.
18. List the members of the Triple Alliance (also called the “Central Powers”) and the Triple Entente (the “Allies”).
19. Explain why Wilson declared America neutral at the beginning of World War I.
20. Explain the events that prompted the United States’ entry into World War I.
21. Identify the commander of the American Expeditionary Force.
22. Discuss how wartime mobilization impacted industrial laborers.
23. Discuss the wartime contributions of women at home and abroad.
24. Discuss the wartime role and activities of the Committee on Public Information.
25. Discuss the goals of Wilson's "Fourteen Points."
26. Show how the map of Europe changed as a result of World War I.
27. Discuss why Senate Republicans opposed American membership in the League of Nations and how this impacted ratification of the Treaty of Versailles.
28. Identify the leader and the causes of the “Red Scare” of 1919.
29. Identify the organization, dedicated to protecting individual rights, which was created in response to the “Red Scare”.
30. Discuss how the wartime migration of African Americans impacted northern cities.
31. Describe the experiences of Mexican immigrants to the U.S. between 1910 and 1920.
Chapter 23 – From the New Era to the Great Depression, 1920-1932
This chapter will explore the following themes and questions:
- This chapter addresses the 1920s, a decade characterized by:
- A foreign policy that can best be described as “isolationist” – as the country reeled from losses in the Great War. Economically, however, the U.S. was far from isolationist, with American businesses vigorously engaged in business with other nations.
- A consumer-driven booming economy – more spending, more goods to spend money on, a soaring stock market, and more personal indebtedness because of those who bought or invested, using credit
- Republican-dominated national politics, which provided continuing support for banking, business and industry
- The emergence of a “new woman” – modern, independent, better educated, and with a new political voice: the vote
- African Americans migration to northern cities, which laid the foundation for political activism and the “Harlem Renaissance”, a movement celebrating and focusing attention on Black artists, writers, and musicians. To what extent did African Americans make political and social gains in the 1920s? To what extent did discrimination and racially-motivated violence continue?
- A conflict between the modern, urban America of the 1920s and the more traditional, conservative, rural America that had existed for the previous 3 centuries. In what ways do we see this conflict being “played out” in American society and politics of the 1920s? (see below)
- What was the historical basis of this “rural-urban” conflict?
- The 1920 federal census showed that, for the first time, more people lived in urban than in rural areas. America had become a majority urban nation.
- For over 300 years, America had been a mostly rural nation – so this “new” urban America was a product of the many changes (industrialization, immigration, urbanization) that had occurred since (roughly) the Civil War. America had become a “modern”, industrial, mostly urban nation, gaining over 20 million immigrants.
- The country had seen much change in 70 years. In this chapter, we learn about some in America who embraced the new, modern “urban” America – and some who resisted the changes that had occurred and sought to maintain what they saw as “traditional, rural” values.
- How was the “rural-urban” conflict expressed in society and in politics?
- Those from mostly rural areas, who resisted the changes that had occurred expressed their unhappiness with the new, modern America in a variety of ways in the 1920s:
- they supported Prohibition;
- they emphasized fundamentalist religious beliefs as expressed in the Bible and rallied against the teaching of evolution in the public schools;
- some joined organizations intended to preserve white, Anglo-Saxon, Protestant supremacy, such as the Ku Klux Klan;
- they supported anti-immigration policies and efforts to limit further immigration, especially immigration from Asia, and southern and eastern Europe.
- How did politics change as America entered the modern, urban 1920s?
- Those who were living in the cities – most of them immigrants – flocked to the Democratic Party, changing the Party’s traditional “demographic” profile.
- Traditionally, the Democratic Party was the party of the south: rural, conservative, the party that supported slavery, and White supremacy.
- By the 1920s, however - with their ranks swelled by millions of industrial laborers, immigrants, and African Americans in northern cities - the Democratic Party was undergoing a significant demographic change that would continue into the 1930s and beyond.
- What caused the “roaring” 20s to come to a “crashing” end in 1929?
32. Identify the Harding administration policies intended to boost American prosperity.
33. Show how America exercised significant diplomatic & economic influence abroad in the 1920s.
34. Name the “keystone” industry of the American economy in the 1920s and what made this industry so successful.
35. Define “welfare capitalism” and explain its purpose.
36. Describe the consequences of Prohibition.
37. Analyze why women activists failed to achieve political power in the 1920s.
38. Discuss the components of the “Black nationalist” philosophy of Marcus Garvey.
39. Identify the prolific expression of African American music, literature, and art that originated in New York City in the 1920s.
40. Explain the alienation felt by the “Lost Generation” of artists and writers.
41. Analyze the impact of the Johnson-Reed Act of 1924.
42. Explain the goals behind the Ku Klux Klan’s “100% Americanism” slogan.
43. Show how Democratic presidential candidate Al Smith and his platform represented all that rural Americans feared and resented.
44. Discuss the domestic economic problems evident in America by the late 1920s.
45. Describe activities involving the Stock Market as a cause of the Great Depression.
46. Discuss Herbert Hoover’s response to the Stock Market Crash.
47. Discuss the consequences of the Great Depression for Mexican Americans.
48. Explain the growth in membership in the American Communist Party in the 1930s.
Chapter 24 – The New Deal Experiment, 1932-1939
This chapter will explore the following themes and questions:
- The Great Depression was not the only time Americans had experienced economic downturns. Recall that 1893 saw the beginning of a similarly severe depression. There were also economic “panics” in 1819, 1857, and 1873. But the Great Depression, as its name implies, was more extensive, severe, and longer-lasting than any previous recessions.
- Franklin Roosevelt, elected president in 1932, envisioned the Depression as a complex problem – which required a multi-part, complex, solution. His plan can be summarized as:
- Relief - for the millions who needed immediate help;
- Recovery – policies and programs intended to get America out of the Depression; and
- Reform – policies and programs to make sure that this type of crisis never happened again
- To what extent were Roosevelt’s New Deal programs and policies successful in achieving his goals? What were limitations (failures?) of the New Deal?
49. Analyze the impact of polio on the political career of Franklin D. Roosevelt.
50. Compare FDR’s beliefs with conservatives’ “laissez-faire” approach to the Great Depression.
51. Describe the factions within the Democratic Party as the 1932 presidential election approached.
52. Enumerate the objectives (goals) which President Roosevelt promised to pursue in the first hundred days of his administration.
53. Identify Roosevelt’s first priority after taking the oath of office in 1933.
54. Discuss how the New Deal sought to help farmers.
55. Summarize the opposition to the New Deal from the political right and from the political left.
56. Name the New Deal’s most prominent critics from the “political fringes” - and their “radical” messages.
57. Describe the New Deal’s political and legislative support for labor and the New Deal’s impact on labor unions.
58. Identify the single most important social welfare program of the New Deal, and its components.
59. Explain President Roosevelt’s reluctance to address the plight of African Americans
in the south during the Great Depression.
60. Evaluate the achievements and limitations of the New Deal in ending the Great Depression.
UNIT 3 (Chapters 25 - 27)
Chapter 25 – The U.S. & The Second World War, 1939-1945
This chapter will explore the following themes and questions:
- During the 1930s, the U.S. foreign affairs policy was one of “isolation”. But while America was preoccupied with the Great Depression, there were very troubling developments in the rest of the world, particularly in Germany, Italy and Japan.
- Since the early 20t century, the United States had been wary of Japan’s aggressive actions taken to dominate the Pacific and eastern Asia – especially the expansion of Japan’s naval power. You’ll recall that Theodore Roosevelt negotiated an end to the Russian- Japanese War in 1905 – a war that the Japanese were winning. So as early as 1905, the U.S. had serious concerns regarding Japan’s expansionist intentions throughout the Pacific and eastern Asia, and its increasing military.
- By the 1930s, Adolf Hitler had established a dictatorship in Germany and Benito Mussolini had done the same in Italy – while Japan’s military effectively gained power over the country’s government.
- What goals and philosophies motivated Germany, Italy, and Japan in the 1930s and into the 1940s? What actions did each country take?
- How did the U.S. respond to actions taken by Germany, Italy, and Japan in the 1930s? How did the U.S.’s response encourage these nations to continue pursuing their expansionist goals?
- When, and why did the U.S. become involved in the Second World War?
- What strategies did the Allies pursue to defeat the Axis nations in Europe and in the Pacific in WWII?
- How did America’s industrial production capabilities help win the War for the Allies?
- How did workers and others in the U.S. contribute to the Allied victory?
- Why did President Truman decide to use the atomic bomb? What were the alternatives?
- In what ways did the War impact the U.S. – socially, economically, and politically?
- In what ways did the War impact America’s status among the nations of the world? In what ways did the War impact America’s relationships with other nations?
1. Discuss the components of FDR’s “Good Neighbor Policy”.
2. Describe the events in Europe and Asia that threatened world peace in the 1930s - and America’s response.
3. Identify the event that started World War II.
4. Discuss the objectives of the Lend-Lease Act of 1941.
5. Identify Japan’s goals for the conquest of Asia.
6. Discuss the consequences of the Japanese attack on Pearl Harbor on December 7, 1941.
7. Identify the Roosevelt administration’s efforts to protect the U.S. against espionage and internal subversion within the continental U.S. during WWII.
8. Analyze the War’s impact on the U.S. economy.
9. Locate and discuss the importance of the Pacific theater battle that proved to be a turning point in the Allies’ war against Japan.
10. Discuss the strategic importance of the Battle of the Atlantic.
11. Analyze the importance of the Allies’ plan to open a “second front” in western France.
12. Describe the contributions of women to the war efforts on the home front.
13. Describe the wartime activities of African Americans on the home front.
14. Identify the components of the GI “Bill of Rights”.
15. Discuss the U.S.’s reaction to the Holocaust.
16. Evaluate the results of the “D-Day” invasion.
17. Identify the participants and the outcomes of the 1945 Yalta conference.
18. Discuss President Truman’s decision to use the atomic bomb.
Chapter 26 – The New World of the Cold War, 1945-1960
This chapter will explore the following themes and questions:
- During WWII, the U.S. and the Soviet Union were allies, but the U.S. never really “trusted” the Soviets. After WWII, tensions and hostilities between these two “superpower” countries formed the basis of a “Cold War”.
- Why do we refer to the U.S. and Soviet Union as “superpowers”? What gives them – and no one else at the time - that status?
- How did the Cold War between the U.S. and the Soviet Union begin? How did these two nations differ ideologically? What were the events that drove the two countries apart in the post-War period?
- How did “containment” policy motivate U.S. actions in Eastern Europe, China, the Middle East, Korea, Latin America, and Vietnam?
- What impact did the struggle to stop the spread of Communism have within the U.S.?
- What is meant by an “arms race”
19. Identify the problems Harry Truman and the U.S. faced when he became an
"accidental president."
20. Explain the meaning of "Cold War" and the issues that divided the U.S. and the Soviet Union.
21. Explain what was meant by an "Iron Curtain” in Europe.
22. Describe the Cold War concept of "containment".
23. Identify the goals of the Truman Doctrine and locate where the policy was first implemented.
24. Discuss the objectives (goals) of the 1948 Marshall Plan.
25. Identify the Cold War incident that occurred in Berlin in 1948, and the U.S./British response.
26. Explain the Cold War concept of nuclear “deterrence” and its consequences.
27. Identify the new federal organizations created by the National Security Act of 1947.
28. Analyze the Cold War concept of "collective security" and how it was applied in 1949.
29. Summarize the foreign policy challenge(s) faced by Truman in the Middle East.
30. Explain the meaning and the rise of “McCarthyism”.
31. Analyze the impact of McCarthyism on individuals and on American society.
32. Explain the decline of “McCarthyism”.
33. Explain how the Korean War began and why it was officially a "U.N. police action."
34. Describe Eisenhower’s new national defense strategy.
35. Discuss the goals of “brinksmanship”.
36. Trace the origins of U.S. involvement in Vietnam.
37. Explain what was meant by the “domino theory” in the Cold War struggle to contain Communism.
38. Analyze the role of the CIA in American foreign policy during the 1950s.
39. Identify Nikita Khrushchev.
40. Explain the U.S.’s reaction to the Sputnik satellite launch.
41. Explain what Eisenhower meant when he warned Americans of the growing influence of the "military-industrial complex".
Chapter 27 – Postwar Culture & Politics, 1945-1960
This chapter will explore the following themes and questions:
- As the U.S. fought a Cold War against Communism - both abroad and at home – the post-WWII period brought economic growth, industrial expansion and prosperity. The country experienced a “baby boom” that impacted American culture, politics and the economy.
- Amid the affluence and optimism, however, were problems and issues that revealed flaws and weaknesses:
- the civil rights movement’s demands for racial and ethnic equality;
- the tensions and uncertainties of the Cold War arms race;
- the impact of McCarthyism on civil liberties; and
- growing criticism of an expanding “consumer culture”.
- What were the developments that fueled the post-War economic “boom”?
- What events and developments mobilized the post-War civil rights movement? What goals did the movement’s participants hope to achieve? What strategies did civil rights activists adopt, to achieve their goals? Were they successful in achieving their goals? Why, or why not?
- What impact did the demographic phenomenon known as the “baby boom” have, on American culture? On the economy? On higher education?
42. Identify the reasons for Truman’s inability to enact much of his domestic "Fair Deal" agenda.
43. Discuss the Serviceman’s Readjustment Act and its impact.
44. Define “Dixiecrats”.
45. Identify President Eisenhower’s most significant domestic legislation, and discuss its impact.
46. Explain why economist John Kenneth Galbraith used the term “The Affluent Society” to describe the United States of the 1950s.
47. Explain why the average farm size more than doubled between 1940 and 1964, yet the number of farms fell by more than 40%.
48. Enumerate the disparities in wages between men and women by 1960.
49. Analyze the postwar growth of new suburbs.
50. Locate the “Sun Belt” and explain its growth in the postwar period.
51. Describe the impact of the bracero program on Mexican immigrants.
52. Enumerate the increase in college enrollments between the 1940s and the 1960s.
53. Explain the growing importance of television in transforming American culture and politics.
54. Identify Alfred Kinsey and how he challenged the accepted standard of the “ideal” family of the 1950s.
55. Identify the “Beat Generation” and its philosophy.
56. Identify President Truman’s most successful civil rights initiatives.
57. Identify the organization(s) and legal success(es) of the post-war Mexican American civil rights movement.
58. Analyze the results of the Indian Relocation Program, begun in 1948.
59. Discuss the outcome and historical significance of the 1954 U.S. Supreme Court case, Brown vs. Board of Education.
60. Identify the individuals and organizations that provided leadership in the African American civil rights movement of the 1950s.
UNIT 4 (Chapters 28 – 31)
Chapter 28 – Rights, Rebellion, & Reaction, 1960-1974
This chapter will explore the following themes and questions:
- The 1960s was a tumultuous period in American history and has often been characterized as a time of social and cultural “revolution”.
- In addition, foreign policy continued to revolve around Cold War challenges in places such as Vietnam and Latin America. (Foreign affairs are discussed in Chapter 29.)
- However it is characterized, the 1960s did see significant changes in American society – and significant disruption in the form of protests and social upheaval.
- Why? In part, because not all Americans supported the changes (or reforms). For example, a significant portion of the American population (and political leaders) opposed civil rights measures. Disagreement over domestic reforms (and foreign policies) created political and social conflicts, or, power struggles: those who supported change and reform vs. those who did not.
- Another reason for disruption? Many Americans who had not previously been active participants in decision-making demanded to be heard – to have a “place” at the decision-making “table”: these included women, African Americans, Native Americans, Mexican Americans and other Latinos, and gay Americans. But even within these groups, there was disagreement over goals, strategies, and tactics.
- In what ways did President Kennedy’s “New Frontier” and President Johnson’s “Great Society” bring about reform. We can define “reform” simply as “positive change” or, perhaps more accurately, as changes that are intended to be positive – because not everyone agreed that the proposed reforms were “positive” (as in the example regarding civil rights reforms, above)?
- What laws, programs, and initiatives brought changes to American society?
- What did participants in the various “rights” movements (women’s rights, civil rights, gay rights, etc.) hope to achieve? HOW did they propose to achieve their goals? What strategies and tactics did they adopt? And, to what extent did they succeed – or fail?
- How did the presidential election of 1968 signify an abrupt end to this period of liberal reform? What messages did the candidates use to appeal to voters?
1. Evaluate how John F. Kennedy’s was successful in the 1960 presidential election and identify his opponent.
2. Describe President Kennedy's plans to ease poverty.
3. Identify the Great Society’s efforts to end racial and other forms of discrimination.
4. Identify President Lyndon Johnson’s Great Society efforts to declare “war on poverty”.
5. Identify the Warren Court decisions that reformed the criminal justice system.
6. Describe reactions to the efforts of the Student Non-Violent Coordinating Committee to end racial discrimination.
7. Describe the goals of the “black power” movement and its most prominent spokesmen.
8. Explain the goals and tactics of the American Indian Movement.
9. Identify the individuals and organizations which provided leadership in the Chicano civil rights movement.
10. Identify the objectives of the Students for a Democratic Society (SDS).
11. Identify the event that served as a turning point of the gay rights movement of the 1960s.
12. Identify the book which helped to spark the modern environmental movement in the U.S. – and its author.
13. Summarize the goals of the National Organization for Women (NOW).
14. Summarize the goals and concerns of the Young Americans for Freedom (YAF) and other conservatives of the 1960s and 1970s.
Chapter 29 – Confronting Limits at Home & Abroad, 1961-1979
This chapter will explore the following themes and questions:
- Cold War conflicts and challenges continue to shape foreign policy in the 1960s and 1970s, in places such as Vietnam, Latin America, and the Middle East.
- When, why, and how did the U.S. become involved in Vietnam (previously known as “French Indochina”, or, “Indochina”).
- In what ways did America’s involvement in Vietnam create social conflict in the U.S.? How did the War impact politics in the U.S.? The economy?
- What were President Nixon’s Cold War policies and priorities?
- In what ways did the Watergate scandal result in legislative reforms?
- What foreign policy challenges did President Carter face?
15. Describe the outcome of the Bay of Pigs invasion.
16. Discuss President Kennedy’s response to the Berlin Crisis.
17. Discuss the outcomes of the Cuban Missile Crisis.
18. Discuss the problems that President Kennedy faced in Vietnam when he took the oath of office in January of 1963.
19. Identify the legislative action that authorized President Lyndon Johnson to expand the conflict in Vietnam.
20. Describe the demographic composition of U.S. military forces in Vietnam.
21. Discuss the Johnson administration’s efforts to silence critics of the Vietnam War.
22. Evaluate the results of the Tet Offensive.
23. Identify the candidates and their messages in the 1968 presidential election.
24. Explain why Democrats lost the southern vote in the 1968 election.
25. Explain President Nixon's policy of détente toward China and the Soviet Union.
26. Describe President Nixon's strategy for ending the Vietnam War.
27. Explain Congress' reaction to the 1970 U.S. invasion of Cambodia.
28. Discuss the impact of the Vietnam War on American society.
29. Define “busing” and the results of court-ordered busing in the early 1970s.
30. Explain the role played by President Nixon and his White House aides in the Watergate scandal.
31. Assess the outcomes of the Watergate controversy.
32. Analyze President Jimmy Carter's appeal to voters in the 1976 presidential election.
33. Explain how President Carter made human rights the cornerstone of his foreign policy.
34. Evaluate President Jimmy Carter’s foreign affairs successes and failures.
Chapter 30 – Political Divisions in a Conservative Era, 1980-2000
This chapter will explore the following themes and questions:
- The presidential election of 1980 ushered in a decade dominated by conservative presidents (Ronald Reagan and George H.W. Bush), with their “New Right” priorities and initiatives.
- What did conservatives hope to achieve, and what methods would they employ to achieve their goals?
- What does the term “culture wars” mean? How did the U.S. become an ideologically and culturally “polarized” (deeply divided) nation as a new millennium approached?
- What foreign policy challenges did the U.S. face in the final 2 decades of the 20th century?
- After having fought a “Cold War” against communism for 45 years, what would be America’s role in the international community after communism collapsed? What would be the foreign policy priorities – and challenges - in a post-Cold War world?
35. Define the “New Christian Right” that emerged by the 1970s, and the political agenda this group promoted, along with other religious conservative groups.
36. Explain how the Reagan administration theory of “supply-side” economics was intended to stimulate economic growth.
37. Describe the consequences of President Reagan’s conservative “trickle-down” economics policies.
38. Describe the impact of the Reagan Era appointments to the U.S. Supreme Court.
39. Name the first women appointed to the U.S. Supreme Court.
40. Identify the issue that helped motivate the growth of gay rights activism during the Reagan era.
41. Discuss President Reagan's approach to foreign and military affairs.
42. Summarize the elements of glasnost, as promoted by the Soviet Union’s Mikhail
Gorbachev.
43. Identify the events that helped bring an end to the Cold War.
44. Discuss the circumstances that led to U.S. involvement in the Persian Gulf War in 1991.
45. Identify the major issues and the outcome of the 1992 presidential campaign.
46. Identify the reform-oriented major policy initiatives of President Clinton's first term.
47. Explain what is meant by “culture wars” of the 1990s.
48. Explain the circumstances and the outcome of President Clinton’s impeachment in 1998.
Chapter 31 – America in a New Century: Since 2000
This chapter will explore the following themes and questions:
- The presidential election of 2000 was one of the most controversial in American history. What made it controversial? How was the winner decided?
- As the U.S. enters the new millennium, the administrations of Presidents George W. Bush and Barack Obama will be challenged by the war on terror, a surge in immigration, new economic opportunities and economic crisis, and the implementation of social reforms.
- In what ways did technology impact the U.S. economy beginning in the 1990s?
- How did patterns of immigration in this period, compared with immigration patterns of earlier decades?
- The historic election of 2016 ushers in the right-wing “populism” of President Donald Trump, with its emphasis on curbing illegal immigration, tax cuts, and its “America First” foreign policy agenda.
- Why was the presidential election of 2016 considered “historic”?
- To what extent did the 2016 election expose the deep divisions within American society? What were the issues that so deeply divided Americans?
49. Describe the controversy surrounding the outcome of the presidential election of 2000.
50. Identify the legislative actions taken as a result of the events of September 11, 2001.
51. Discuss the doctrine of “pre-emption” and how it was applied in the “war on terror” under President George W. Bush.
52. Summarize the impact of President George W. Bush’s fiscal policies.
53. Describe the George W. Bush administration’s efforts to reform public education.
54. Describe the most significant domestic achievement of President Obama's first
administration.
55. Define the “Tea Party” movement.
56. Explain the events surrounding President Obama’s nomination of a U.S. Supreme Court justice.
57. Identify the populist and nationalist issues at the heart of President Trump’s pledge to “Make America Great Again”.
58. Identify the worldwide health crisis that dramatically altered life in the U.S. in the last year of the Trump administration.
59. Discuss the circumstances that prompted an unprecedented second impeachment
of President Trump in January, 2021.
60. Identify the areas in which President Biden sought to achieve progressive
reforms.
Student Learning Outcomes/Learning Objectives
STUDY GUIDE
U.S. History 2, HIST 1302
FALL 2025
Dr. T. Thomas, Professor, History
Austin Community College
Copyright 2025 –DO NOT post this material on any Internet site, such as Quizlet.
It is a violation of course policy and a violation of copyright to post this information anywhere on the Internet without my permission.
SUCCESS IN THIS COURSE
UNDERSTANDING HISTORY AND THE STUDY OF HISTORY
History is not about “memorizing” data, facts, names, and dates.
- History is about knowing and understanding the past and its impact on the present:
- what happened,
- when and where,
- who was involved,
- what motivated the participants,
- why events happened, and
- the consequences and significance of those events/actions.
- In order to be successful in this course, you must know the “who, what, when, where and why” but also the “connections” between people and events, the “motivations”, and the “consequences (short-term and long-term)” of the events of the past.
- Memorizing can be helpful, but it will not give you a complete understanding of events or of a particular time period in history.
USING THIS STUDY GUIDE
The questions in this Study Guide are designed to help you achieve a greater understanding of the past.
- Some of the questions are easy to answer; some require you to analyze what you have read and arrive at the best answer. Some answers are short; some are longer (multi-part).
- The study questions in this guide are provided to help you achieve success on the exams in this course and are not to be turned in to me.
- I don’t review your answers, but will be happy to discuss with you, any that you don’t understand or feel unsure of.
- All answers are to be found in the Textbook.
- Do NOT “Google” the questions. Do NOT use any AI apps to find answers. Find them in the textbook.
With this in mind, here are some other suggestions for achieving success in this course:
- Read the chapter first, to get a good overview of what the chapter is about. Pay attention to the chapter subheadings (subtitles). They are often clues to the important themes of a chapter.
- Similarly, pay attention to the opening paragraph of each section - here you will usually find the thesis, or "main point" of a section.
- Then read the chapter again, answering the study questions.
- Write short but complete answers to each of these study questions.
- Use a “bulleted” format (that is, a “list”) for your answers. Some students use index cards, writing one question/answer on each card.
- Don't just highlight the answers in your textbook - write them.
- Read with a dictionary. Look up any word whose meaning you don’t know.
- Use a Map. Look up any location you’re not already familiar with.
- Approach this course as you would a job. Set aside a specific time each day - or every other day - to work on reading and study questions. This is your work schedule; honor it as you would your job schedule.
- Work on the reading and study questions gradually, completing small amounts of work each day (or every other day). Research shows that people retain information better if they work for no more than 2 hours at one task. For example, on Mondays from 2-4 pm, read half the chapter. On Tuesday, read the other half. On Wednesday, write out the first 20 study questions; on Thursday, the next 20, and so on.
- Don't try to do all the reading and the study questions in the few days before the exam. "Cramming" is not an effective, nor is it a successful study method.
- If you have any trouble understanding the questions – or finding answers, or if you are unsure of your answers, contact me for clarification.
Additional Study Tips are available on our Course page in Blackboard. Other “Success Tips and Tools” will be posted in the “Announcements” link on our class page in Blackboard.
WHAT IS COVERED ON EACH EXAM?
Exam questions are based on the questions in this Study Guide. There are about 15 questions for each chapter. There are 3 or 4 Chapters in a “UNIT”. The following table gives you the chapters that are included in each UNIT Exam. See the Course Syllabus (in Blackboard) for all other Exam details.
Map Exam (see below) |
UNIT 1 (Chapters 17 - 20) |
UNIT 2 (Chapters 21 - 24) |
UNIT 3 (Chapters 25 - 27) |
UNIT 4 (Chapters 28 - 31) |
MAP EXAM
Because the history of the United States was shaped and influenced to a large degree by the geography of the continent, it is important for you to know some basic North American geography.
FORMAT & GRADING
Your first assessment will be a 30-question, multiple choice Map Exam.
- The Map Exam is taken online by the deadline noted in the Course Syllabus.
- You’ll receive an email with detailed instructions (the email is also posted as an “Announcement” on our class page in Blackboard).
- You’ll have 35 minutes to complete the exam (most students finish in 15 minutes or less)
- When you take your exam, you will be shown each question, along with a map of North America, with items already marked.
- You will be asked to identify 30 of the items that are marked – from the list below.
- The Map Exam will ask you to identify some states, some cities, some bodies of water, etc. – from the list below.
- You do NOT have to draw anything.
WHAT YOU NEED TO KNOW
You should be able to locate these items on a map:
Canada
Mexico
Each of the 50 states of the United States
Appalachian Mountains
Great Plains
Rocky Mountains
Atlantic Ocean
Pacific Ocean
Gulf of Mexico
All 5 Great Lakes
Chesapeake Bay
Columbia River
Hudson River
Mississippi River
Missouri River
Ohio River
Red River
Rio Grande River
Austin, TX
Boston, MA
Charleston, SC
Chicago, IL
New York City
Philadelphia, PA
Richmond, VA
San Francisco, CA
Washington, D.C.
Below are 3 LINKS to an interactive site that can help you study for the Map Exam. These websites do not test you on cities, but you are responsible for being able to locate the cities listed above.
Interactive Geography Practice Quizzes |
UNIT 1 (Chapters 17 - 20)
(NOTE: This class does not cover Chapter 16)
Chapter 17 – The Contested West, 1865 - 1900
This chapter will explore the following themes and questions:
- In the late 19th century, western expansion of the U.S. resulted in profound changes – social, economic, political, demographic, environmental, and political changes. The changes impacted both east and west. And with change, came conflict.
- What motivated people to move west of the Mississippi River? What groups of people, already there – did these new settlers encounter?
- What were the consequences of westward expansion? That is, what impact did settlers have on the people, land and resources of the West?
- How did western expansion bring about conflict – ethnic, cultural, racial, economic, and political conflict?
1. Define “Manifest Destiny”.
2. Describe how Native American reservations resembled “colonial” societies.
3. Explain how the Indian empire of Comanchería was destroyed in the 1870s.
4. Discuss the outcomes of the Battle of the Little Big Horn.
5. Describe how institutions such as the Carlisle Indian School sought to “civilize” Native Americans.
6. Discuss the provisions, and the consequences (results) of the Dawes Allotment Act of 1887.
7. Describe the non-violent form of resistance employed by Native Americans on the Plains by the 1880s and its effect on the white population.
8. Describe a typical mining town of the “Wild West”.
9. Define “buffalo soldier”.
10. Define “Californios” and describe their fate as a result of white settlement.
11. Describe how legislation restricted the rights of Chinese immigrants in the West.
12. Discuss the factors that stimulated a land rush in the trans-Mississippi West.
13. Identify the invention that revolutionized cattle ranching and discuss how it changed cattle ranching.
14. Define “vaquero” and discuss the fate of the vaqueros by the 1880s.
15. Define “agribusiness” and discuss the factors that transformed family farms into agri-businesses.
Chapter 18 – The Gilded Age, 1865-1900
This chapter will explore the following themes and questions:
- In the late 19th century, the U.S. experienced an Industrial Revolution. What factors contributed to this industrial expansion – and how did this “revolution” impact nearly every aspect – social, economic, and political - of Americans’ lives?
- What is meant by the term “Gilded Age”? What does it mean to say that an object is “gilded” – and how did “gilded” become a metaphor used to describe American society in the late 19th century?
- How did growth, expansion, and cultural diversity in the Gilded Age impact politics in the U.S.?
- Which was more powerful in the Gilded Age: government or big business?
16. Discuss how federal, state, and local governments aided the development of the railroads.
17. Identify America’s early railroad tycoons.
18. Name the man who came to dominate the steel industry and describe how he did it.
19. Name the man who came to monopolize the oil industry and describe how he did it.
20. Identify the inventions that revolutionized American lives and businesses in the Gilded Age.
21. Define “finance capitalism” and name America’s preeminent Gilded Age finance capitalist.
22. Define “social Darwinism”.
23. Explain how the social Darwinist philosophy was used to glorify the accumulation of wealth and economic power.
24. Summarize the economic theory of “laissez-faire” capitalism.
25. Define “spoils system” and explain how it resulted in strengthening political parties in the Gilded Age.
26. Identify the major sectors of the New South’s economy.
27. Discuss how Ida B. Wells’ explained lynching in the New South as a problem of both gender and race.
28. Show how women organized to effect social change in Gilded Age society.
29. Name the group of reformers from Massachusetts and New York, who worked to eliminate the spoils system that characterized Gilded Age politics.
30. Identify the federal legislative attempts to limit the power of big business on behalf of the public interest.
31. Analyze the role of the Interstate Commerce Commission in regulating the railroad industry during the early Gilded Age.
32. Discuss why farmers from the west and south supported free silver.
Chapter 19 – The City & Its Workers, 1870-1900
This chapter will explore the following themes and questions:
- The Industrial Revolution was driven by – and also helped to fuel – mass immigration and rapid urbanization.
- In what ways did industrialization, mass immigration, and urbanization bring about social, economic, political, and demographic changes in the U.S.?
- In what ways did industrialization impact the U.S. in beneficial (or “positive”) ways? In what ways were the consequences detrimental to the U.S.?
- How did people live and work in Gilded Age cities?
33. Explain the ways in which building the Brooklyn Bridge reflected America’s Industrial might.
34. Compare America’s typical European immigrant before 1880 to the typical immigrant after 1880.
35. Describe the urban experience of most African Americans who migrated from the south to northern cities in the Gilded Age.
36. Define “Sinophobia” - and identify America’s first law restricting immigration on the basis of race.
37. Enumerate the increase in child labor from 1870 to 1900.
38. Define “white collar worker” and describe how women in the cities entered the white-collar workforce in greater numbers by the late 19th century.
39. Explain how the Great Railroad Strike of 1877 helped to promote the growth of labor unions.
40. List the era’s prominent labor unions and their leaders.
41. Discuss the consequences of the bombing at the Haymarket Square rally.
42. Define the “cult of domesticity” and explain how it led to a major change in northern households.
43. Describe how municipal governments improved city life, as cities grew and
expanded.
44. Define political party “boss” and “machine” and discuss their impact on Gilded Age cities.
45. Discuss how the World’s Columbian Exposition was representative of Gilded Age America.
Chapter 20 – Dissent, Depression, & War, 1890-1900
This chapter will explore the following themes and questions:
- Industrialization, immigration, and urbanization profoundly changed American society in the Gilded Age (and beyond).
- With change, came disagreements, problems and issues: in short, conflict. Some examples of Gilded Age conflicts: racial, ethnic, & social class conflicts, workplace conflicts, economic & political conflicts, ideological conflicts.
- How did the changes and conflicts in American society impact politics: political parties, political philosophies, electoral behavior?
- To what extent did industrialization impact America’s foreign policy?
46. Identify the problems and issues facing farmers.
47. List the components of the People’s (Populist) Party plan to help farmers.
48. Identify the problems and issues facing industrial laborers.
49. Discuss the consequences of the Homestead Steel “lockout”.
50. Identify the labor action that demonstrated how government could peacefully settle conflict in the nation’s labor wars.
51. Explain how the “injunction” was used to break the Pullman strike.
52. Name the founder of the Socialist Party in America.
53. Discuss the rationale behind women’s support for the temperance movement.
54. Explain Frances Willard’s use of the “cult of domesticity” to argue for woman suffrage.
55. Explain what both gold and silver symbolized in the 1896 presidential election “battle of the standards”.
56. Identify the factors that prompted America’s overseas expansion by the 1890s.
57. Identify the foreign policy that established the western hemisphere as an American “sphere of influence”.
58. Discuss the impact on the United States, of John Hay’s “Open Door” policy in China.
59. Explain the factors that motivated the U.S. to go to war with Spain in 1898.
60. Describe the new American “empire” that resulted from the Treaty of Paris in 1898.
UNIT 2 (Chapters 21 - 24)
Chapter 21 – Progressive Reform, 1890-1916
This chapter will explore the following themes and questions:
- The dawning of a new century (20th century) brought with it the “Progressive Era” – a period of “reform” – that lasts until about 1917. We can define “reform” as “positive change”.
- Progressive reformers generally believed that America was a great country – a land of opportunity; but there were problems in America. So part of what motivated reformers was a patriotic (or, “nationalistic”) belief that they should work to maintain America’s status as a great nation of the world.
- In general, Progressive reformers sought to “fix” what needed fixing in America. You’ll recall that the country had undergone significant changes during the Gilded Age: specifically, industrialization, urbanization, and mass immigration.
- Not all the changes of the Gilded Age were positive, so Progressives hoped to improve whatever had “gone wrong” during the Gilded Age. Progressives wanted permanent, “systemic” changes – and they had some very specific methods that they hoped would bring positive change.
- For example, Progressive reformers knew that collective (group) action would more likely bring systemic change than individual action, so they established clubs, organizations, committees, and professional interest groups to work for change. Examples would be the National Child Labor Committee, the American Medical Association; and the Federation of Women’s Clubs.
- Reformers grew up in a period of great innovation, invention, and creativity – so they were dedicated to using science, technology, and the investigative process – to bring about positive changes. They would investigate problems, and use science, technology, and innovative methods to solve these problems.
- In general, Progressive reformers also believed that government could be used to help bring about positive change, so they sought to expand government’s role (especially the federal government) as a mechanism of change. This created a new expectation among people that government should promote positive change - for example, by passing reform legislation (laws).
- Different reformers were dedicated to different types of reforms: some wanted to reform what they saw as corruption in politics (especially the “boss” politics and their political “machines”). Some wanted to eradicate poverty, overcrowding, crime, vice and other social problems particular to urban areas. Some worked on behalf of workers’ rights – better wages, hours, and working conditions. Some wanted to improve business and industry – to make businesses more efficient and profitable. Some worked to reign in the power of big business – especially monopolies.
- There were limits to Progressive reforms, however. Some Progressive reformers saw African Americans, Asians, Mexican Americans, Jews, Catholics, and recent immigrants from southern and eastern Europe as “obstacles” to progress. These reformers believed in limiting the power and participation of the people that they viewed as being “in the way” of American excellence. They worked to limit immigration of people that they considered “undesirable”. While some Progressive reformers sought to help immigrants, others sought to prevent further immigration. To keep African Americans and Mexican Americans in a deferential and subservient position, some progressive reformers worked to establish segregation laws (called “Jim Crow” laws), to limit educational and economic opportunities, and to prevent political participation.
- African Americans, Mexican Americans, and other “marginalized” people, however, did not stand idly by – they, too, were Progressive reformers. They worked to reverse the discriminatory actions and to empower their communities through the courts, through political action, and by establishing organizations such as the NAACP – that would advocate for their legal, civil, and political rights. The Progressive Era brought racially-motivated violence and discrimination – but it also prompted a civil rights movement that continued well beyond the 1910s.
- The Progressive Era was a very broad-based, and in many cases, “grassroots” reform movement. It included people – “activists” - from all walks of life, social classes, political affiliations, geographic areas, races, ethnicities, and genders.
- How did reformers impact American society (positively or negatively) in the short term? How do some of these reforms still impact society over the long term – even today?
1. Explain what Jane Addams and the other reformers at Hull House hoped to accomplish.
2. Name the Progressive reformer who pioneered public health nursing in urban neighborhoods.
3. Compare the meaning of “social gospel” with “gospel of wealth”.
4. Define “nativism” and explain how it was a component of the temperance movement.
5. Discuss the membership and goals of the Women’s Trade Union League.
6. Describe the reforms that resulted from the Triangle Shirtwaist tragedy.
7. Summarize the “reform Darwinism” philosophy, as argued by Progressive sociologists.
8. Explain Teddy Roosevelt’s trust policy and how he enforced it.
9. Identify the progressive legislation passed during Teddy Roosevelt’s second term as president.
10. Explain what Teddy Roosevelt meant when he said “speak softly but carry a big stick”.
11. Show where the U.S. asserted its role as an international “policing” power during the Roosevelt administrations.
12. Describe William Howard Taft’s foreign policy and its results.
13. Identify the Wilson administration’s domestic legislative accomplishments.
14. Identify the founder of the “birth control movement” and the movement’s progressive goals.
15. Describe Jim Crow laws and the judicial action that supported Jim Crow.
16. Discuss the leadership and the goals of the Niagara Movement.
Chapter 22 – World War I: The Progressive Crusade, 1914-1920
This chapter will explore the following themes and questions:
- In some ways, the “Great War” (as World War I was originally called) was a foreign policy outgrowth of Progressive reforms. Woodrow Wilson called it “the war to end all wars” – a goal that was very typical of Progressives’ optimism and idealism.
- However, America’s involvement in the War and problems in the post-War period exposed deep conflicts in American society – conflicts that signaled an end to many Progressive Era reform efforts.
- How and why did the U.S. eventually abandon its position of “absolute neutrality” with a declaration of war in 1917?
- What was happening on the home front, as war raged on the battle front?
- How did the “crisis” of war and the post-War economic upheaval impact civil liberties in the U.S.?
- How did the Treaty of Versailles set the stage for future world conflict?
- In what ways did the U.S. experience conflict in the post-War period?
17. Discuss Woodrow Wilson’s belief(s) concerning the U.S.’s role in international af
fairs.
18. List the members of the Triple Alliance (also called the “Central Powers”) and the Triple Entente (the “Allies”).
19. Explain why Wilson declared America neutral at the beginning of World War I.
20. Explain the events that prompted the United States’ entry into World War I.
21. Identify the commander of the American Expeditionary Force.
22. Discuss how wartime mobilization impacted industrial laborers.
23. Discuss the wartime contributions of women at home and abroad.
24. Discuss the wartime role and activities of the Committee on Public Information.
25. Discuss the goals of Wilson's "Fourteen Points."
26. Show how the map of Europe changed as a result of World War I.
27. Discuss why Senate Republicans opposed American membership in the League of Nations and how this impacted ratification of the Treaty of Versailles.
28. Identify the leader and the causes of the “Red Scare” of 1919.
29. Identify the organization, dedicated to protecting individual rights, which was created in response to the “Red Scare”.
30. Discuss how the wartime migration of African Americans impacted northern cities.
31. Describe the experiences of Mexican immigrants to the U.S. between 1910 and 1920.
Chapter 23 – From the New Era to the Great Depression, 1920-1932
This chapter will explore the following themes and questions:
- This chapter addresses the 1920s, a decade characterized by:
- A foreign policy that can best be described as “isolationist” – as the country reeled from losses in the Great War. Economically, however, the U.S. was far from isolationist, with American businesses vigorously engaged in business with other nations.
- A consumer-driven booming economy – more spending, more goods to spend money on, a soaring stock market, and more personal indebtedness because of those who bought or invested, using credit
- Republican-dominated national politics, which provided continuing support for banking, business and industry
- The emergence of a “new woman” – modern, independent, better educated, and with a new political voice: the vote
- African Americans migration to northern cities, which laid the foundation for political activism and the “Harlem Renaissance”, a movement celebrating and focusing attention on Black artists, writers, and musicians. To what extent did African Americans make political and social gains in the 1920s? To what extent did discrimination and racially-motivated violence continue?
- A conflict between the modern, urban America of the 1920s and the more traditional, conservative, rural America that had existed for the previous 3 centuries. In what ways do we see this conflict being “played out” in American society and politics of the 1920s? (see below)
- What was the historical basis of this “rural-urban” conflict?
- The 1920 federal census showed that, for the first time, more people lived in urban than in rural areas. America had become a majority urban nation.
- For over 300 years, America had been a mostly rural nation – so this “new” urban America was a product of the many changes (industrialization, immigration, urbanization) that had occurred since (roughly) the Civil War. America had become a “modern”, industrial, mostly urban nation, gaining over 20 million immigrants.
- The country had seen much change in 70 years. In this chapter, we learn about some in America who embraced the new, modern “urban” America – and some who resisted the changes that had occurred and sought to maintain what they saw as “traditional, rural” values.
- How was the “rural-urban” conflict expressed in society and in politics?
- Those from mostly rural areas, who resisted the changes that had occurred expressed their unhappiness with the new, modern America in a variety of ways in the 1920s:
- they supported Prohibition;
- they emphasized fundamentalist religious beliefs as expressed in the Bible and rallied against the teaching of evolution in the public schools;
- some joined organizations intended to preserve white, Anglo-Saxon, Protestant supremacy, such as the Ku Klux Klan;
- they supported anti-immigration policies and efforts to limit further immigration, especially immigration from Asia, and southern and eastern Europe.
- How did politics change as America entered the modern, urban 1920s?
- Those who were living in the cities – most of them immigrants – flocked to the Democratic Party, changing the Party’s traditional “demographic” profile.
- Traditionally, the Democratic Party was the party of the south: rural, conservative, the party that supported slavery, and White supremacy.
- By the 1920s, however - with their ranks swelled by millions of industrial laborers, immigrants, and African Americans in northern cities - the Democratic Party was undergoing a significant demographic change that would continue into the 1930s and beyond.
- What caused the “roaring” 20s to come to a “crashing” end in 1929?
32. Identify the Harding administration policies intended to boost American prosperity.
33. Show how America exercised significant diplomatic & economic influence abroad in the 1920s.
34. Name the “keystone” industry of the American economy in the 1920s and what made this industry so successful.
35. Define “welfare capitalism” and explain its purpose.
36. Describe the consequences of Prohibition.
37. Analyze why women activists failed to achieve political power in the 1920s.
38. Discuss the components of the “Black nationalist” philosophy of Marcus Garvey.
39. Identify the prolific expression of African American music, literature, and art that originated in New York City in the 1920s.
40. Explain the alienation felt by the “Lost Generation” of artists and writers.
41. Analyze the impact of the Johnson-Reed Act of 1924.
42. Explain the goals behind the Ku Klux Klan’s “100% Americanism” slogan.
43. Show how Democratic presidential candidate Al Smith and his platform represented all that rural Americans feared and resented.
44. Discuss the domestic economic problems evident in America by the late 1920s.
45. Describe activities involving the Stock Market as a cause of the Great Depression.
46. Discuss Herbert Hoover’s response to the Stock Market Crash.
47. Discuss the consequences of the Great Depression for Mexican Americans.
48. Explain the growth in membership in the American Communist Party in the 1930s.
Chapter 24 – The New Deal Experiment, 1932-1939
This chapter will explore the following themes and questions:
- The Great Depression was not the only time Americans had experienced economic downturns. Recall that 1893 saw the beginning of a similarly severe depression. There were also economic “panics” in 1819, 1857, and 1873. But the Great Depression, as its name implies, was more extensive, severe, and longer-lasting than any previous recessions.
- Franklin Roosevelt, elected president in 1932, envisioned the Depression as a complex problem – which required a multi-part, complex, solution. His plan can be summarized as:
- Relief - for the millions who needed immediate help;
- Recovery – policies and programs intended to get America out of the Depression; and
- Reform – policies and programs to make sure that this type of crisis never happened again
- To what extent were Roosevelt’s New Deal programs and policies successful in achieving his goals? What were limitations (failures?) of the New Deal?
49. Analyze the impact of polio on the political career of Franklin D. Roosevelt.
50. Compare FDR’s beliefs with conservatives’ “laissez-faire” approach to the Great Depression.
51. Describe the factions within the Democratic Party as the 1932 presidential election approached.
52. Enumerate the objectives (goals) which President Roosevelt promised to pursue in the first hundred days of his administration.
53. Identify Roosevelt’s first priority after taking the oath of office in 1933.
54. Discuss how the New Deal sought to help farmers.
55. Summarize the opposition to the New Deal from the political right and from the political left.
56. Name the New Deal’s most prominent critics from the “political fringes” - and their “radical” messages.
57. Describe the New Deal’s political and legislative support for labor and the New Deal’s impact on labor unions.
58. Identify the single most important social welfare program of the New Deal, and its components.
59. Explain President Roosevelt’s reluctance to address the plight of African Americans
in the south during the Great Depression.
60. Evaluate the achievements and limitations of the New Deal in ending the Great Depression.
UNIT 3 (Chapters 25 - 27)
Chapter 25 – The U.S. & The Second World War, 1939-1945
This chapter will explore the following themes and questions:
- During the 1930s, the U.S. foreign affairs policy was one of “isolation”. But while America was preoccupied with the Great Depression, there were very troubling developments in the rest of the world, particularly in Germany, Italy and Japan.
- Since the early 20t century, the United States had been wary of Japan’s aggressive actions taken to dominate the Pacific and eastern Asia – especially the expansion of Japan’s naval power. You’ll recall that Theodore Roosevelt negotiated an end to the Russian- Japanese War in 1905 – a war that the Japanese were winning. So as early as 1905, the U.S. had serious concerns regarding Japan’s expansionist intentions throughout the Pacific and eastern Asia, and its increasing military.
- By the 1930s, Adolf Hitler had established a dictatorship in Germany and Benito Mussolini had done the same in Italy – while Japan’s military effectively gained power over the country’s government.
- What goals and philosophies motivated Germany, Italy, and Japan in the 1930s and into the 1940s? What actions did each country take?
- How did the U.S. respond to actions taken by Germany, Italy, and Japan in the 1930s? How did the U.S.’s response encourage these nations to continue pursuing their expansionist goals?
- When, and why did the U.S. become involved in the Second World War?
- What strategies did the Allies pursue to defeat the Axis nations in Europe and in the Pacific in WWII?
- How did America’s industrial production capabilities help win the War for the Allies?
- How did workers and others in the U.S. contribute to the Allied victory?
- Why did President Truman decide to use the atomic bomb? What were the alternatives?
- In what ways did the War impact the U.S. – socially, economically, and politically?
- In what ways did the War impact America’s status among the nations of the world? In what ways did the War impact America’s relationships with other nations?
1. Discuss the components of FDR’s “Good Neighbor Policy”.
2. Describe the events in Europe and Asia that threatened world peace in the 1930s - and America’s response.
3. Identify the event that started World War II.
4. Discuss the objectives of the Lend-Lease Act of 1941.
5. Identify Japan’s goals for the conquest of Asia.
6. Discuss the consequences of the Japanese attack on Pearl Harbor on December 7, 1941.
7. Identify the Roosevelt administration’s efforts to protect the U.S. against espionage and internal subversion within the continental U.S. during WWII.
8. Analyze the War’s impact on the U.S. economy.
9. Locate and discuss the importance of the Pacific theater battle that proved to be a turning point in the Allies’ war against Japan.
10. Discuss the strategic importance of the Battle of the Atlantic.
11. Analyze the importance of the Allies’ plan to open a “second front” in western France.
12. Describe the contributions of women to the war efforts on the home front.
13. Describe the wartime activities of African Americans on the home front.
14. Identify the components of the GI “Bill of Rights”.
15. Discuss the U.S.’s reaction to the Holocaust.
16. Evaluate the results of the “D-Day” invasion.
17. Identify the participants and the outcomes of the 1945 Yalta conference.
18. Discuss President Truman’s decision to use the atomic bomb.
Chapter 26 – The New World of the Cold War, 1945-1960
This chapter will explore the following themes and questions:
- During WWII, the U.S. and the Soviet Union were allies, but the U.S. never really “trusted” the Soviets. After WWII, tensions and hostilities between these two “superpower” countries formed the basis of a “Cold War”.
- Why do we refer to the U.S. and Soviet Union as “superpowers”? What gives them – and no one else at the time - that status?
- How did the Cold War between the U.S. and the Soviet Union begin? How did these two nations differ ideologically? What were the events that drove the two countries apart in the post-War period?
- How did “containment” policy motivate U.S. actions in Eastern Europe, China, the Middle East, Korea, Latin America, and Vietnam?
- What impact did the struggle to stop the spread of Communism have within the U.S.?
- What is meant by an “arms race”
19. Identify the problems Harry Truman and the U.S. faced when he became an
"accidental president."
20. Explain the meaning of "Cold War" and the issues that divided the U.S. and the Soviet Union.
21. Explain what was meant by an "Iron Curtain” in Europe.
22. Describe the Cold War concept of "containment".
23. Identify the goals of the Truman Doctrine and locate where the policy was first implemented.
24. Discuss the objectives (goals) of the 1948 Marshall Plan.
25. Identify the Cold War incident that occurred in Berlin in 1948, and the U.S./British response.
26. Explain the Cold War concept of nuclear “deterrence” and its consequences.
27. Identify the new federal organizations created by the National Security Act of 1947.
28. Analyze the Cold War concept of "collective security" and how it was applied in 1949.
29. Summarize the foreign policy challenge(s) faced by Truman in the Middle East.
30. Explain the meaning and the rise of “McCarthyism”.
31. Analyze the impact of McCarthyism on individuals and on American society.
32. Explain the decline of “McCarthyism”.
33. Explain how the Korean War began and why it was officially a "U.N. police action."
34. Describe Eisenhower’s new national defense strategy.
35. Discuss the goals of “brinksmanship”.
36. Trace the origins of U.S. involvement in Vietnam.
37. Explain what was meant by the “domino theory” in the Cold War struggle to contain Communism.
38. Analyze the role of the CIA in American foreign policy during the 1950s.
39. Identify Nikita Khrushchev.
40. Explain the U.S.’s reaction to the Sputnik satellite launch.
41. Explain what Eisenhower meant when he warned Americans of the growing influence of the "military-industrial complex".
Chapter 27 – Postwar Culture & Politics, 1945-1960
This chapter will explore the following themes and questions:
- As the U.S. fought a Cold War against Communism - both abroad and at home – the post-WWII period brought economic growth, industrial expansion and prosperity. The country experienced a “baby boom” that impacted American culture, politics and the economy.
- Amid the affluence and optimism, however, were problems and issues that revealed flaws and weaknesses:
- the civil rights movement’s demands for racial and ethnic equality;
- the tensions and uncertainties of the Cold War arms race;
- the impact of McCarthyism on civil liberties; and
- growing criticism of an expanding “consumer culture”.
- What were the developments that fueled the post-War economic “boom”?
- What events and developments mobilized the post-War civil rights movement? What goals did the movement’s participants hope to achieve? What strategies did civil rights activists adopt, to achieve their goals? Were they successful in achieving their goals? Why, or why not?
- What impact did the demographic phenomenon known as the “baby boom” have, on American culture? On the economy? On higher education?
42. Identify the reasons for Truman’s inability to enact much of his domestic "Fair Deal" agenda.
43. Discuss the Serviceman’s Readjustment Act and its impact.
44. Define “Dixiecrats”.
45. Identify President Eisenhower’s most significant domestic legislation, and discuss its impact.
46. Explain why economist John Kenneth Galbraith used the term “The Affluent Society” to describe the United States of the 1950s.
47. Explain why the average farm size more than doubled between 1940 and 1964, yet the number of farms fell by more than 40%.
48. Enumerate the disparities in wages between men and women by 1960.
49. Analyze the postwar growth of new suburbs.
50. Locate the “Sun Belt” and explain its growth in the postwar period.
51. Describe the impact of the bracero program on Mexican immigrants.
52. Enumerate the increase in college enrollments between the 1940s and the 1960s.
53. Explain the growing importance of television in transforming American culture and politics.
54. Identify Alfred Kinsey and how he challenged the accepted standard of the “ideal” family of the 1950s.
55. Identify the “Beat Generation” and its philosophy.
56. Identify President Truman’s most successful civil rights initiatives.
57. Identify the organization(s) and legal success(es) of the post-war Mexican American civil rights movement.
58. Analyze the results of the Indian Relocation Program, begun in 1948.
59. Discuss the outcome and historical significance of the 1954 U.S. Supreme Court case, Brown vs. Board of Education.
60. Identify the individuals and organizations that provided leadership in the African American civil rights movement of the 1950s.
UNIT 4 (Chapters 28 – 31)
Chapter 28 – Rights, Rebellion, & Reaction, 1960-1974
This chapter will explore the following themes and questions:
- The 1960s was a tumultuous period in American history and has often been characterized as a time of social and cultural “revolution”.
- In addition, foreign policy continued to revolve around Cold War challenges in places such as Vietnam and Latin America. (Foreign affairs are discussed in Chapter 29.)
- However it is characterized, the 1960s did see significant changes in American society – and significant disruption in the form of protests and social upheaval.
- Why? In part, because not all Americans supported the changes (or reforms). For example, a significant portion of the American population (and political leaders) opposed civil rights measures. Disagreement over domestic reforms (and foreign policies) created political and social conflicts, or, power struggles: those who supported change and reform vs. those who did not.
- Another reason for disruption? Many Americans who had not previously been active participants in decision-making demanded to be heard – to have a “place” at the decision-making “table”: these included women, African Americans, Native Americans, Mexican Americans and other Latinos, and gay Americans. But even within these groups, there was disagreement over goals, strategies, and tactics.
- In what ways did President Kennedy’s “New Frontier” and President Johnson’s “Great Society” bring about reform. We can define “reform” simply as “positive change” or, perhaps more accurately, as changes that are intended to be positive – because not everyone agreed that the proposed reforms were “positive” (as in the example regarding civil rights reforms, above)?
- What laws, programs, and initiatives brought changes to American society?
- What did participants in the various “rights” movements (women’s rights, civil rights, gay rights, etc.) hope to achieve? HOW did they propose to achieve their goals? What strategies and tactics did they adopt? And, to what extent did they succeed – or fail?
- How did the presidential election of 1968 signify an abrupt end to this period of liberal reform? What messages did the candidates use to appeal to voters?
1. Evaluate how John F. Kennedy’s was successful in the 1960 presidential election and identify his opponent.
2. Describe President Kennedy's plans to ease poverty.
3. Identify the Great Society’s efforts to end racial and other forms of discrimination.
4. Identify President Lyndon Johnson’s Great Society efforts to declare “war on poverty”.
5. Identify the Warren Court decisions that reformed the criminal justice system.
6. Describe reactions to the efforts of the Student Non-Violent Coordinating Committee to end racial discrimination.
7. Describe the goals of the “black power” movement and its most prominent spokesmen.
8. Explain the goals and tactics of the American Indian Movement.
9. Identify the individuals and organizations which provided leadership in the Chicano civil rights movement.
10. Identify the objectives of the Students for a Democratic Society (SDS).
11. Identify the event that served as a turning point of the gay rights movement of the 1960s.
12. Identify the book which helped to spark the modern environmental movement in the U.S. – and its author.
13. Summarize the goals of the National Organization for Women (NOW).
14. Summarize the goals and concerns of the Young Americans for Freedom (YAF) and other conservatives of the 1960s and 1970s.
Chapter 29 – Confronting Limits at Home & Abroad, 1961-1979
This chapter will explore the following themes and questions:
- Cold War conflicts and challenges continue to shape foreign policy in the 1960s and 1970s, in places such as Vietnam, Latin America, and the Middle East.
- When, why, and how did the U.S. become involved in Vietnam (previously known as “French Indochina”, or, “Indochina”).
- In what ways did America’s involvement in Vietnam create social conflict in the U.S.? How did the War impact politics in the U.S.? The economy?
- What were President Nixon’s Cold War policies and priorities?
- In what ways did the Watergate scandal result in legislative reforms?
- What foreign policy challenges did President Carter face?
15. Describe the outcome of the Bay of Pigs invasion.
16. Discuss President Kennedy’s response to the Berlin Crisis.
17. Discuss the outcomes of the Cuban Missile Crisis.
18. Discuss the problems that President Kennedy faced in Vietnam when he took the oath of office in January of 1963.
19. Identify the legislative action that authorized President Lyndon Johnson to expand the conflict in Vietnam.
20. Describe the demographic composition of U.S. military forces in Vietnam.
21. Discuss the Johnson administration’s efforts to silence critics of the Vietnam War.
22. Evaluate the results of the Tet Offensive.
23. Identify the candidates and their messages in the 1968 presidential election.
24. Explain why Democrats lost the southern vote in the 1968 election.
25. Explain President Nixon's policy of détente toward China and the Soviet Union.
26. Describe President Nixon's strategy for ending the Vietnam War.
27. Explain Congress' reaction to the 1970 U.S. invasion of Cambodia.
28. Discuss the impact of the Vietnam War on American society.
29. Define “busing” and the results of court-ordered busing in the early 1970s.
30. Explain the role played by President Nixon and his White House aides in the Watergate scandal.
31. Assess the outcomes of the Watergate controversy.
32. Analyze President Jimmy Carter's appeal to voters in the 1976 presidential election.
33. Explain how President Carter made human rights the cornerstone of his foreign policy.
34. Evaluate President Jimmy Carter’s foreign affairs successes and failures.
Chapter 30 – Political Divisions in a Conservative Era, 1980-2000
This chapter will explore the following themes and questions:
- The presidential election of 1980 ushered in a decade dominated by conservative presidents (Ronald Reagan and George H.W. Bush), with their “New Right” priorities and initiatives.
- What did conservatives hope to achieve, and what methods would they employ to achieve their goals?
- What does the term “culture wars” mean? How did the U.S. become an ideologically and culturally “polarized” (deeply divided) nation as a new millennium approached?
- What foreign policy challenges did the U.S. face in the final 2 decades of the 20th century?
- After having fought a “Cold War” against communism for 45 years, what would be America’s role in the international community after communism collapsed? What would be the foreign policy priorities – and challenges - in a post-Cold War world?
35. Define the “New Christian Right” that emerged by the 1970s, and the political agenda this group promoted, along with other religious conservative groups.
36. Explain how the Reagan administration theory of “supply-side” economics was intended to stimulate economic growth.
37. Describe the consequences of President Reagan’s conservative “trickle-down” economics policies.
38. Describe the impact of the Reagan Era appointments to the U.S. Supreme Court.
39. Name the first women appointed to the U.S. Supreme Court.
40. Identify the issue that helped motivate the growth of gay rights activism during the Reagan era.
41. Discuss President Reagan's approach to foreign and military affairs.
42. Summarize the elements of glasnost, as promoted by the Soviet Union’s Mikhail
Gorbachev.
43. Identify the events that helped bring an end to the Cold War.
44. Discuss the circumstances that led to U.S. involvement in the Persian Gulf War in 1991.
45. Identify the major issues and the outcome of the 1992 presidential campaign.
46. Identify the reform-oriented major policy initiatives of President Clinton's first term.
47. Explain what is meant by “culture wars” of the 1990s.
48. Explain the circumstances and the outcome of President Clinton’s impeachment in 1998.
Chapter 31 – America in a New Century: Since 2000
This chapter will explore the following themes and questions:
- The presidential election of 2000 was one of the most controversial in American history. What made it controversial? How was the winner decided?
- As the U.S. enters the new millennium, the administrations of Presidents George W. Bush and Barack Obama will be challenged by the war on terror, a surge in immigration, new economic opportunities and economic crisis, and the implementation of social reforms.
- In what ways did technology impact the U.S. economy beginning in the 1990s?
- How did patterns of immigration in this period, compared with immigration patterns of earlier decades?
- The historic election of 2016 ushers in the right-wing “populism” of President Donald Trump, with its emphasis on curbing illegal immigration, tax cuts, and its “America First” foreign policy agenda.
- Why was the presidential election of 2016 considered “historic”?
- To what extent did the 2016 election expose the deep divisions within American society? What were the issues that so deeply divided Americans?
49. Describe the controversy surrounding the outcome of the presidential election of 2000.
50. Identify the legislative actions taken as a result of the events of September 11, 2001.
51. Discuss the doctrine of “pre-emption” and how it was applied in the “war on terror” under President George W. Bush.
52. Summarize the impact of President George W. Bush’s fiscal policies.
53. Describe the George W. Bush administration’s efforts to reform public education.
54. Describe the most significant domestic achievement of President Obama's first
administration.
55. Define the “Tea Party” movement.
56. Explain the events surrounding President Obama’s nomination of a U.S. Supreme Court justice.
57. Identify the populist and nationalist issues at the heart of President Trump’s pledge to “Make America Great Again”.
58. Identify the worldwide health crisis that dramatically altered life in the U.S. in the last year of the Trump administration.
59. Discuss the circumstances that prompted an unprecedented second impeachment
of President Trump in January, 2021.
60. Identify the areas in which President Biden sought to achieve progressive
reforms.
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NOTE Office Hours are by appointment. Email tmthomas@austincc.edu to schedule an appointment.Published: 05/16/2025 12:15:25