Faculty Syllabus

COURSE DESCRIPTION

Credit hours: 3                 Classroom Contact hours per week: 2.6

This course examines the United States from the end of Reconstruction to the present, a period of rapid and transformative change.  How did this change influence political and economic developments, race relations, patterns of work and leisure, and the formation of urban, suburban, and rural subcultures? We will attempt to answer this question by exploring important political moments such as the Gilded Age, the Progressive Era, and the rise of the United States as a global superpower and by focusing on the voices and experiences of both the key figures and the average persons who lived during, and thus shaped, these moments.

COURSE RATIONALE

Students will gain an understanding of the social, cultural, political and economic developments of the United States from 1877 to the present. Students will also learn to locate and critically evaluate historical primary and secondary sources, to analyze findings from these sources, and to effectively convey these findings in both written and oral formats.

The Texas legislature requires students to take 6 hours of American history to graduate from an institution of higher learning in Texas. This course helps fulfill that requirement. Students taking History 1302 can expect to improve their reading and writing competencies, critical thinking skills, research skills, etc., all of which help students better succeed in life outside academia.

INSTRUCTIONAL METHODOLOGY 

Course material will be presented through readings and lectures and supplemented with short discussion sessions and in-class group activities.

Students will use the Blackboard learning management system for assignment

instructions, submitting assignments, and collaboration.

COMMON COURSE OBJECTIVES: https://sites.austincc.edu/history/common-course-objectives-1302/

DEPARTMENTAL EXPECTATIONS:  http://www.austincc.edu/history/expectations.html

COURSE REQUIREMENTS

Quick List of Assignments with Grade Percentages and Due Dates

There are seven required and one optional graded components:

• REQUIRED Participation 10%

• Up to twelve discussion and chapter quizzes (averaged together)

• REQUIRED Family Oral History Interview and Essay 12.5% 

Due Apr. 10

• REQUIRED Civil Rights Primary Source Reflection 5% 

Due Apr. 26

• REQUIRED Four Unit Exams 60% (15% each)
  • Unit 1 Exam  Feb. 18
  • Unit 2 Exam  Mar. 11
  • Unit 3 Exam  Apr. 15
  • Unit 4 Exam  May 11
• OPTIONAL (Required for students seeking an “A”) Analytical Essay 12.5% 

Due May 15

Discussion Quizzes: Once or twice during each of our four units we will spend 30-40 minutes of class analyzing course themes and primary source readings in a discussion format on Zoom.  Participation in these discussions is mandatory.  In order to participate you must do the assigned reading beforehand.  To ensure this, I will give up to five quizzes over the discussion readings. Quizzes will generally consist of 4 short answer questions. You will also need to list at least one “talking point” for discussion. (Talking points may include questions you have, something that surprised or moved you or something you found particularly interesting.)

Chapter Quizzes: Roughly every other week (alternating with weeks with discussion quizzes/sessions or exams) you will have a 15 question, multiple‐choice quiz over the assigned Give Me Liberty! chapters.  These quizzes will take place during the first 30-40 minutes of class. Teams will complete the same quiz together after individual quizzes are turned in.** Both the individual and team quizzes will be administered online. This system fosters discussion and cooperative learning and will help to give you the necessary background to follow the lectures. 

Individual Quiz. You will take the chapter quiz individually and submit it.  You may use notes.

Team Quiz.  Following the individual quiz, students will take the same quiz, but as a team. Books and notes may not be used. Enter the names of each team member who takes the team quiz on the team’s Google Form. (Teams will be assigned at the beginning of the semester and will not be changed.)

Bonus Points. Members of the team scoring highest on the quiz will each have a bonus of 1.5 points added to their individual quiz scores. So, if a student makes a 10/15 on the individual quiz and their team scores highest in the class, their grade will be changed to 11.5/15. Members of the second‐highest scoring teams will receive 1 additional point each. If teams tie, team members in each team get equal bonus points.

*You may earn additional bonus points for each chapter quiz. For each Check Your Understanding question set with a grade of 100 you will earn .5 points added to the corresponding chapter quiz.

**I will drop your lowest 2 quiz grades. Your participation grade will be the average of your remaining discussion reading and chapter quiz grades.

Missed discussion and chapter quizzes may not be made up except in the case of an excused absence. When possible please notify me ahead of time and make arrangements to make up the quiz. Be sure to be in class on time. Team quizzes may not be made up.

Writing Assignments: You are required to complete writing assignments I and II below. Writing assignment III is optional, but must be completed to earn an A in the course. (Guidelines for each of these assignments will be posted on Blackboard.)

I. Family Oral History Interview: You will interview an older family member or friend about their experiences during a significant historical event or period and write a 3 page essay about the event or period and your findings from the interview. 

II. Civil Rights Primary Source Reflection: You will write a 325-word reflection on excerpts from the book Coming of Age in Mississippi and other civil rights primary sources.

III. OPTIONAL (but required for an A in the course): Analytical Essay: You will write a 3-4 page analytical essay answering your choice of one of two historical questions (questions will be posted on Blackboard).

All writing assignments must be written in Google Docs and students must share the link to the doc giving me editing access. Students must also submit a PDF copy of the writing assignment to Blackboard.

Exams: You will have 4 unit exams. Each exam will have 27 multiple choice questions (3 points each) and 4 short essay questions (5 points each). All exam questions will be based on the Student Learning Objectives and Key Terms posted for each unit.

Retakes: Students who receive a grade below 70 on Exams 1, 2, 3 and/or 4 will have the opportunity to do a retake on May 13. The highest grade a student can get on a retake is a 70.

All exams and chapter quizzes will be taken in Blackboard and will use Respondus Lockdown Browser. (Students will be required to install the Respondus Lockdown Browser before taking the first quiz.) Also, I will collect student smart phones prior to each quiz and exam. 

Determination of Final Course Grade

The quality and quantity of the work done by the student determines his/her final grade.

“A” The student must:

• Complete all unit exams
• Complete the following three (3) writing assignments-the Family Oral History Essay, the Civil Rights Primary Source Reflection, and the Analytical Essay
• Have an overall average of 90% or above on the unit exams, quizzes and writing assignments

“B” The student must:

• Complete all unit exams
• Complete the following two (2) writing assignments-the Family Oral History Essay and the Civil Rights Primary Source Reflection

• Have an overall average of 80-89% on the unit exams, quizzes and writing assignments

 “C” The student must:

• Complete all unit exams

• Complete the following one (1) writing assignments:-the Family Oral History Essay

• Have an overall average of 70-79% on the unit exams, quizzes and writing assignments

 “D” The student must:

• Complete all unit exams

• Have an overall average of 60-69% on the unit exams, quizzes and writing assignments

“F” Student will earn the grade of “F” if they do either of the following:

• Fail to take all unit exams 
• Fail to maintain an overall average of 60% or higher on the unit exams, quizzes and writing assignments 

“I” The grade of Incomplete will not be awarded except in cases of personal emergency (medical illness, death in the family, etc.).

STUDENT PERFORMANCE INFORMATION

Grades and feedback for all assignments will be posted in Blackboard. Students will be able to see quiz grades within 2 days or less of completing each quiz. Unit exams are typically graded within one week of the test date and will include written feedback on short answer questions. Longer written assignments will typically be graded within two weeks of the assignment submission/due date and include written feedback through comments on the submitted document and/or comments on the assignment rubric.

NOTE: I will consider rounding up ONLY if the final course average is within .5 points or less of the next letter grade and then ONLY if the student has had NO MORE than TWO unexcused absences. NO EXCEPTIONS.

INCOMPLETE POLICY

An incomplete (grade of “I”) will only be given for personal emergency and/or extenuating circumstances.  What constitutes “extenuating circumstances” is left to the instructor’s discretion.  If a grade of I is given, the remaining course work must be completed by a date set by the student and professor.  This date may not be later than two weeks prior to the end of the following semester.  If this material is not completed within that period of time, the student's grade will become an F.

A grade of I also requires completion and submission of the Incomplete Grade form, to be signed by the faculty member (and student if possible) and submitted to the department chair.

Students may request an Incomplete from their faculty member if they believe circumstances warrant.  The faculty member will determine whether the Incomplete is appropriate to award or not.

MAKE-UP AND LATE ASSIGNMENT POLICY

Unless a student has an SAS-approved accommodation that states otherwise, late work will only be accepted without penalty and make-ups will only be granted in the case of documented medical illness, family emergency or other excused absence. Failure to comply with this policy will result in a 10-point grade reduction for each class day that an assignment is late up to a maximum of 20 points off. Only students who receive permission from me may take a make-up exam. If you know ahead of time that you will be absent please let me know.

ATTENDANCE:  Regular and timely class participation in discussions and completion of work is expected of all students.  Three or more unexcused absences may result in reduction of the overall course grade by a letter grade or more. Attendance will be taken through Qwickly on Blackboard.

In situations where classes are canceled because of weather,

pandemic, or other emergencies you are responsible for communicating with me during the closure and completing any assignments or other designated activities.

WITHDRAWAL:  If you withdraw you must do so by April 27 at the Admissions/Records office or online.  Students are responsible for understanding the impact that withdrawal from a course may have on their financial aid, veterans’ benefits, and international student status.  Per state law, students enrolling for the first time in Fall 2007 or later at any public Texas college or university may not withdraw (receive a “W”) from more than six courses during their undergraduate college education. Some exemptions for good cause could allow a student to withdraw from a course without having it count toward this limit. Students are strongly encouraged to meet with an advisor when making decisions about course selection, course loads, and course withdrawals.

I do not withdraw students if they have not shown up for class. If you want to withdraw, you must do so yourself. It is the responsibility of each student to ensure that his or her name is removed from the rolls should they decide to withdraw from the class.  If a student decides to withdraw, he or she should also verify that the withdrawal is recorded before the Final Withdrawal Date. The student is also strongly encouraged to keep any paperwork in case a problem arises.  I also reserve the right to drop a student should I feel it is necessary including for disruptive behavior that interferes with the teaching and learning environment and/or student non-participation in assessments such as exams, quizzes, and assignments.       

GENERATIVE AI POLICY

1. Introduction: The use of generative AI (GAI) is permitted in this course under certain conditions to enhance learning while maintaining academic integrity.
2. Rationale: GAI is permitted to foster technological fluency and to leverage advanced tools for research, as long as it does not substitute for critical thinking and learning.
3. Definition of GAI: Generative AI encompasses technologies that create content through learned patterns and data without direct human input.
4. Usage Permissions: Permitted: Where noted on particular assignments only, GAI may be used for initial research and idea generation according to assignments instructions. GAI is not to be used otherwise.
5. Resources: Guidance on the ethical and effective use of GAI will be provided through designated course materials and office hours.
6. Assessment: Contributions of GAI must be clearly cited and will be assessed on the student’s ability to critically analyze and integrate the AI-generated content. Students are responsible for making sure any contributions of GAI are accurate.
7. Penalties: Misuse of GAI, including a failure to cite, will be considered a breach of academic integrity, with consequences including a failing grade for the assignment and academic review.
8. Exceptions: Should the technology be required as an accommodation, exceptions will be made on a case-by-case basis.

SCHOLASTIC DISHONESTY: Statement on Academic Integrity

Austin Community College values academic integrity in the educational process. 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. The potential consequences of fraudulent credentials raise additional concerns for individuals and communities beyond campus who rely on institutions of higher learning to certify students’ academic achievements, and expect to benefit from the claimed knowledge and skills of their graduates. Students must follow all instructions given by faculty or designated college representatives when taking examinations, placement assessments, tests, quizzes, and evaluations. Actions constituting scholastic dishonesty include but are not limited to: plagiarism, cheating, fabrication, collusion, falsifying documents, unsanctioned use of GAI or the inappropriate use of the college’s information technology resources. Read more about the Academic Integrity Process.  

Anyone committing any of these acts may earn the grade of "F" for the assignment in question, will receive an “F” for the course if it happens more than once and may be expelled from ACC.

Recording Policy

To ensure compliance with the Family Education Rights and Privacy Act (FERPA), student recording of class lectures or other activities is generally prohibited without the explicit written permission of the instructor and notification of other students enrolled in the class section.  Exceptions are made for approved accommodations under the Americans with Disabilities Act. 

Recording of lectures and other class activities may be made by faculty to facilitate instruction, especially for classes taught remotely through BlackBoard Collaborate or another platform.  Participation in such activities implies consent for the student to be recorded during the instructional activity.  Such recordings are intended for educational and academic purposes only.

FREEDOM OF EXPRESSION: The free exchange of information is vital to learning, therefore I strongly encourage classroom debate and discussion. You are also free to disagree with me, of course. In order for everyone to feel comfortable expressing themselves, students must remain civil, courteous and respectful at all times.

READINGS 

Textbook: Eric Foner, Give Me Liberty! An American History, Vol. 2 Seagull Seventh Edition with Access Code (Purchase 7th edition here: https://wwnorton.com/books/9781324041573, but any edition and either eBook or print version is fine, but you should have an access code to the online materials)

Anne Moody  Coming of Age in Mississippi (excerpts supplied by instructor)

Additional primary source readings posted on Blackboard

COURSE SUBJECTS/ CALENDAR (subject to change; changes will be announced in class and posted on Blackboard)

Week 1 Introduction

Jan. 21 Introduction

Week 2 

UNIT 1: Modern America Emerges, 1865-1900

READING Give Me Liberty!, Ch. 15, 16 and 17 (Intro to end of “Redrawing the Boundaries” pp. 649-677); selected excerpts on Blackboard 

Jan. 26 Reconstruction (Review) 

Discussion: Who Makes History? Interpreting the Past

Jan. 28 Reconstruction (Review)/The West, Real and Imagined

Chapter Quiz: Ch. 16 and 17 only

Week 3

READING Give Me Liberty!, Ch.16; selected excerpts on Blackboard

Feb.  2 The West, Real and Imagined

Discussion:  Conquest and Survival

Feb.  4 The West, Real and Imagined

Week 4

READING Give Me Liberty!, Ch. 16 and 17 (Intro to end of “Redrawing the Boundaries” pp. 649-677); selected excerpts on Blackboard

Feb.  9 The West, Real and Imagined/The Incorporation of America

Discussion: The Labor Question

Feb.  11 The Incorporation of America/Labor: North, West, South

Week 5

READING Give Me Liberty!, Ch. 17 (pp. 649-677)

Feb. 16 Labor: North, West, South/Behind the Gilded Age (Corruption, Poverty, Populist Response) 

Feb. 18 Unit 1 Exam 

Week 6

UNIT 2:  Freedom’s Boundaries, Age of Imperialism, Progressive Era, WWI 1890-1919

READING Give Me Liberty!, Ch.17 (From “The Segregated South,” p. 660 to end), 18 and 19  (Intro to end of “The Road to War,” p. 745)

Feb. 23 Freedom’s Boundaries: Jim Crow and Nativism

Feb. 25 Empire, Race and Nation/ Life and Leisure in the Industrial City

Chapter Quiz: Ch. 17, 18 and 19

Week 7

READING Give Me Liberty!, Ch. 18 and 19

Mar. 2 Progressive Era: Problems of Modernity and the Progressive Response

Mar. 4 Progressive Era: National Progressivism at Home and Abroad

Week 8

READING Give Me Liberty!, Ch. 19  

Mar.      9 National Progressivism at Home and Abroad/Origins of WWI/WWI

Mar.    11 UNIT 2 Exam

Spring Break: 3/16-3/20

Week 9

Unit 3: The Roaring Twenties, Great Depression, WWII and Seeds of the Cold War, 1917-1950

READING Give Me Liberty!, Ch. 20, and 21

Mar. 23 Boom Time: Creating Modern America

Mar. 25 Boom Time: The “New Woman,” the “New Negro” & the Lost Generation

Chapter Quiz: Ch.  20 & 21

Week 10

READING Give Me Liberty!, Ch. 21, 22, 23 (Intro to end of “The Berlin Blockade and NATO,” p. 913)

Mar. 30 Behind the Roaring Twenties 

Apr. 1 The Great Depression and the New Deal 

Week 11

READING Give Me Liberty!, Ch. 22, 23 

Apr.   6 The Winds of War; WWII at Home and Abroad

Chapter Quiz: Ch. 22, 23

Apr.   8 End of WWII; Seeds of the Cold War

Friday April 10: Family Oral History Interview Assignment due

Week 12

Apr.  13 Cold War Abroad & at Home

Apr. 15 Exam #3

Week 13

UNIT 4: Postwar America to the Present, 1953 to present

READING Give Me Liberty!, Ch. 24, 25, 26

Apr. 20 Politics, Culture and Civil Rights in the Age of Affluence

Apr. 22 Civil Rights in the Age of Affluence/From Civil Rights to Black Power

Chapter Quiz: Ch. 24, 25

Week 14

Reading Give Me Liberty!, Ch. 25, 26, 27

Civil Rights Primary Source reflection due by midnight 4/26

Apr. 27 Discussion: Civil Rights Activism in the 1950s and 1960s

Lecture: From Civil Rights to Black Power

Apr. 29 The 1960s, Part I: JFK, LBJ and the Vietnam War

Week 15

Reading Give Me Liberty!, Ch. 26, 27

May  4 The 1960s, Part II: Protest and Dissent/Nixon, Watergate, and the 1970s

Chapter Quiz  26, 27

May 6 Rights Revolutions and the New Conservatism, 1968-1988/1989 to the Present

Discussion: Where are we now? 

Week 16

May  11 Exam #4

May  13 Re-take/Make-up Exam day

May 15 OPTIONAL Analytical Essay Due

STUDENT LEARNING OBJECTIVES- UNIT 1 Chapters 15, 16 and 17 (Intro to end of “The Kansas Exodus” in “The Segregated South” pp. 649-662). Will be covered on the chapter quiz and the exam unless otherwise notes.

Students will be able to…

RECONSTRUCTION (Review): Ch 15 (will not be on the quiz; will be on the exam)

1. Identify and explain the legacies of Reconstruction, including

1. the 14th and 15th Amendments
2. the brief period of African American political success in state and local elections
3. the emergence of the KKK and other white supremacist groups in the South

THE WEST: REAL and IMAGINED (1848-1900): Ch 16 (except where noted)

1. Describe the key characteristics/stereotypes of the “imagined/mythic West” including the ways that those stereotypes were popularized

2. Describe the key characteristics of the Native American West including the lifestyle of Native Americans on the Great Plains

3. Describe the ways in which the United States’ commitment to expansion affected American Indians

1. Explain how federal policy toward American Indians changed
   1. Describe how federal policy affected American Indian culture and ways of life, especially a. the Dawes Act of 1877
   2. Indian boarding schools, such as the Carlisle School

1. 1. Describe how American Indians resisted federal policy and Euro-American settlement, including the Ghost Dance
   2. Identify the major battles and massacres of the Indian Wars, including the Battle of Little Big Horn and the Wounded Knee Massacre a. impact of the Treaty of Guadalupe Hidalgo

b. resistance to loss of land and discrimination from Anglos, including Cortina’s War and the Salt War of 1877

4. Describe the key characteristics of the Mexican American West including the

5. Explain the following concepts and how they applied to the US West in the late 19th century:

1. Imperialism
2. Colonialism
3. Manifest destiny
4. Settler societies

6. Describe the key characteristics of the Immigrant Wests including the main immigrant groups that immigrated to the West

7. Describe the challenges of and motivations for settling west of the Mississippi

8. Explain the role the federal government played in settling the West, particularly through

1. the Homestead Act of 1862
2. land grants to railroad companies

2

9. Explain the role that migrants from the South (Exodusters) played in settling the West (Ch 17)

THE INCORPORATION OF AMERICA and LABOR-NORTH, SOUTH AND WEST (1877-1900): Ch 16 (except where noted)

1. Explain the significance of the Great Strike of 1877

2. Describe the characteristics of a modern corporation

1. 1. Explain the importance of the following to industrialization: a. Expansion of the railroad industry and the forms of governmental assistance that the railroad industry received as it expanded

1. 1. Andrew Carnegie, vertical integration, and the steel industry
   2. John D. Rockefeller, horizontal integration, and the oil industry
   3. Importance of new inventions, including electricity and the telephone

1. 1. Explain the factors which allowed for the move from competition among American businesses to corporate consolidation (the trust) a. Discuss the role J.P. Morgan and finance capitalism played in this consolidation

1. 1. Explain how the theories of social Darwinism and the Gospel of Wealth encouraged it

1. 1. Describe how the Supreme Court affirmed laissez-faire economics (unregulated business).
   2. Describe the North’s workers and the kinds of work they did.
   3. Evaluate the role immigration played in providing labor for industrialization
   4. Explain the effects of mechanization and standardization on American industry, including the Swift dis-assembly line.
   5. Explain the meaning and impact of the “social gospel”
   6. Identify the three “bonanzas” of the West (industrial/bonanza farming, cattle ranching, mining) and describe the relationship between westward expansion, industrialization and Eastern and European capital.
   7. Describe the West’s workers and the kinds of work they did
   8. Describe a typical mining company and Identify the major mineral sources in the West, including those in Klondike, Alaska (gold) and Colorado (silver and lead).
   9. Describe the cattle industry, including cattle drives and cattle ranching
   10. Identify the invention that revolutionized cattle ranching and discuss how it changed cattle ranching
   11. Describe family farms and identify the factors that transformed family farms into “agribusiness”
   12. Describe the South’s workers and they kind of work they did (Ch 17)
   13. Explain the doctrine of the New South (Ch 17)
   14. Explain the role of the South in the national economy (Ch 17)
   15. Describe and evaluate the system of sharecropping and the role of and impact on its various participants (owner, tenant, sharecropper), particularly black sharecroppers (Ch. 15)
   16. Describe the system of convict labor in the South, its role in Southern industrialization and its impact on black people (Ch 17)

BEHIND THE GILDED AGE (1880-1900): Ch 16 (in red) and Ch 17 (in black) 3

1. Explain the origin and the meaning of the term “Gilded Age”

2. Explain the role of political machines such as “Boss” Tweed’s Tammany Hall in local governments

3. Explain the significance of the Pendleton Civil Service Act

4. Describe significance of the Interstate Commerce Act and the Sherman Anti-trust Act

5. Explain the goals of the Knights of Labor and the significance of the Chicago Haymarket riot

6. Identify the goals of Samuel Gompers and the American Federation of Labor

7. Explain the significance Homestead and Pullman strikes

8. Identify the “new immigrants”

9. Identify the supporters and the goals of the Populist movement and the People’s Party

10. Describe the results and explain the significance of the election of 1896

Short Answer Topics

Buffalo Bill’s Wild West

Dawes Severalty Act 1887

Salt War of 1877

Homestead Act of 1862

Great Railroad Strike of 1877

Andrew Carnegie (vertical integration)

John D. Rockefeller (horizontal integration)

Dis-assembly line

sharecropping

bonanza farms

Pendleton Civil Service Act

Populist Party

STUDENT LEARNING OBJECTIVES- UNIT 2 Chapters 17, 18, and 19

Students will be able to…

Freedom’s Boundaries and American Imperialism 1890s-early 1900s (Ch.17)

1. Evaluate the increase in nativism in the late 19th century.
2. Describe the Chinese Exclusion Act of 1882 and the role that nativism played in its passage
3. Define and describe the system of “Jim Crow” and explain its origin and impact in the late 1800s, including segregation, disfranchisement and lynching
4. Identify and evaluate the results of the Plessy v Ferguson ruling
5. Describe and evaluate the emergence of the mythology of the “Lost Cause”
6. Describe the response of African Americans to segregation and violence, including the role of
   1. Ida B. Wells and her anti-lynching campaign
   2. Booker T. Washington and the Atlanta Compromise

7.  Analyze the factors that contributed to America’s overseas expansion in the 1890s, including

1. markets, including the influence of Alfred T. Mahan
2. missionaries (White Man’s Burden)
3. nationalism, including the influence of Henry Cabot Lodge
4. the role that ideas of race played in American imperialism

8. Explain why Hawaii interested the United States in the late 19th century and the role of Sanford P. Dole in Hawaiian annexation

9 Identify the groups who opposed the Spanish American War and their reasons for opposition, including the Anti-imperialist League

10 Describe “yellow journalism”

11. Explain reasons for, and the outcome and significance of, the Spanish American War, including the Philippine American War

12. Explain the purpose and the consequences of Hay’s Open Door policy in China

Students will be able to…

PROGRESSIVISM 1890-1919 (Ch 18 except where noted)

1. Explain how and why American cities grew between 1890 and 1910
2. Explain how the growth of American cities affected social and cultural life
3. Describe the life and leisure activities of the immigrant working class in the city
4. Describe the life and leisure activities of the middle class in the newly developing suburbs
5. Explain the significance of new forms of leisure such as
   1. the amusement park (Coney Island)
   2. dance halls (“dance madness”)
6. Explain the main features (roots and themes) of Progressivism
7. Describe the settlement house movement and the role of Jane Addams
8. Describe reform efforts aimed at social control such as the temperance movement and the role of Frances Willard
9. Explain the campaign for women’s suffrage, including the roles of
   1. Susan B. Anthony and the National American Woman Suffrage Association (NAWSA)
   2. Carrie Chapman Catt (NAWSA)
   3. Alice Paul and the National Woman’s Party
10. Explain scientific management
11. Identify the reasons for, and outcome of, reform efforts for protective work measures for women
12. Explain the significance of the Triangle Shirtwaist Fire
13. Identify the role and impact of muckrakers such as Upton Sinclair (The Jungle) on American society and government
14. Explain Progressive Era reforms to expand democracy, including
    1. initiative, referendum, recall
    2. the passage of the 17th and 19th amendments
15. Describe African American reformers/reform efforts including
    1.  Ida B. Wells
    2. W.E.B. Du Bois
    3.  the Niagara Movement
    4.  the National Association for the Advancement of Colored People (NAACP)
16. Discuss the increase in government intervention and the role of the federal government in regulating business, including the passage of
    1. the Hepburn Act and its effect on the ICC
    2. the Meat Inspection Act
    3. the Pure Food and Drug Act
    4. the Clayton Anti-trust Act
17. Explain the origin and significance of the Progressive Party and the election of 1912
18. Explain the significance of the passage of the 16th amendment
19. Discuss the domestic policy roles of the following as Progressive presidents
    1. Theodore Roosevelt (Square Deal, 3 c’s, trust buster legislation)
    2. William H. Taft (tariff reform) and
    3. Woodrow Wilson (FTC, Federal Reserve System and Board)
20. Explain how the Progressive presidents expanded US imperialist power and economic growth overseas (Ch 19)
    1. Theodore Roosevelt’s foreign policy of “gunboat diplomacy”, including
       1. the Panama Canal
       2. the Roosevelt Corollary
    2. Taft’s foreign policy of “Dollar Diplomacy”
    3. Wilson’s foreign policy of “Moral Imperialism,” including his intervention in Mexico

BEGINNINGS OF WORLD WAR I 1917-1920 (Ch 19)

1. Identify the causes of World War I in Europe
2. Describe the initial U.S. policy of isolationism and neutrality
3. Identify the reasons for US entry into WWI, including
   1. unrestricted submarine warfare
   2. ties with Great Britain
   3. the Zimmerman telegram
4. Explain the characterization of WWI as a progressive war
5. Analyze the impact of WWI on business and labor in the United States, including the War Industries Board
6. Explain the impact of WWI on African Americans and the role they played in it, including
   1. The Great Migration
   2. AA military service during the war
7. Explain the impact of WWI on women, including passage of the 19th Amendment
8. Analyze the expansion of the power of the federal government during WWI, including
   1. the passage of the Selective Service Act
   2. the passage, and impact, of the Espionage and Sedition Acts
   3. the formation, and impact, of the Committee on Public Information (CPI)
   4. the formation, and impact, of the Food Administration Board
9. Explain the impact of significant technological innovations in World War I, such as
   1. machine guns
   2. airplanes
   3. tanks
   4. poison gas
10. Describe trench warfare and the resulting stalemate on the Western Front
11. Explain the role of the American Expeditionary Forces (AEF) led by General John J Pershing
12. Describe the significance of the Battle of Argonne Forest
13. Identify Woodrow Wilson's Fourteen Points, including Wilson’s motivation, and analyze their success
14. Describe Henry Cabot Lodge’s and others’ opposition to the League of Nations
15. Explain why the U.S. did not sign the Treaty of Versailles

Short Answer Terms

Plessy v. Ferguson 1896

Chinese Exclusion Act 1882

Spanish American War

Anti-Imperialist League

Coney Island 

Jane Addams/settlement house

National Association for the Advancement of Colored People (NAACP)

Pure Food and Drug Act 

Upton Sinclair/muckraking 

Roosevelt Corollary

Dollar Diplomacy 

      Espionage and Sedition Acts 1917 and 1918 

      Wilson’s 14 Points 

STUDENT LEARNING OBJECTIVES- UNIT 3 Chapters 19, 20, 21, 22, and 23

Students will be able to…

1920s AMERICA: Part 1-Creating Modern America (Ch 20, except where noted)

1. Describe the economic changes of the 1920s
2. Explain Harding’s “return to normalcy”
3. Describe the impact of the Teapot Dome Scandal
4. Explain the importance of Henry Ford and the Model T to mass production
5. Analyze the role of advertising in the new consumer culture
6. Describe the effects of mass communication forms such as
   1. the radio
   2. movies
7. Describe the characteristics of the new youth culture
8. Describe the changing role of women, including
   1. the flapper
   2. the New Woman
9. Describe the New Negro and the Harlem renaissance, including the contributions of Langston Hughes,
10. Describe the Jazz Age, including the contributions of
    1. Bessie Smith
    2. Louie Armstrong
11. Describe the “black nationalist” philosophy of Marcus Garvey and the United Negro Improvement Association (UNIA) (Ch 19)
12. Describe the characteristics of the Lost Generation and name its key figures including
    1. Scott Fitzgerald (The Great Gatsby)
    2. Ernest Hemingway (The Sun Also Rises, Farewell to Arms)
13. Identify the origin and effects of the Red Scare, including
    1. the Sacco and Vanzetti case
    2. the Palmer raids
14. Discuss the passage of the 18th Amendment and the effects of Prohibition
15. Discuss the reaction to new social conditions and values, including
    1. eugenics
    2. the 1919 Chicago Race Riot and the 1921 Tulsa Race Riot (Ch 19)
    3. nativism and immigration restriction
    4. the Scopes trial
    5. the re-emergence of the KKK
16. Identify the economic weaknesses of the 1920s and the underlying causes of the Great Depression
17. Explain the immediate cause of the Great Depression

THE GREAT DEPRESSION AND THE NEW DEAL 1928-1940 (Ch. 21)

1. Explain how Hoover responded to the Depression in 1929-32, including
   1.  “volunteerism”
   2. Smoot Hawley Tariff
   3. the Reconstruction Finance Corporation (RFC)

1. Explain the Bonus Army and Hoover’s response to it

1. Show what happened to wages & salaries during the Depression

1. Explain the consequences of the Great Depression for women

1. Explain the consequences of the Great Depression for Mexican Americans, including the Mexican Repatriation Act

1. Explain the consequences of the Great Depression for African Americans

1. Analyze how Franklin Roosevelt’s (FDR’S) political beliefs and style contrasted with conservatives’ “laissez-faire” approach

1. Identify the objectives and guiding ideas of the New Deal

1. Describe what occurred during Franklin Roosevelt’s First Hundred Days

1. Analyze the impact of various New Deal agencies and programs, including
   1. the Civilian Conservation Corps (CCC)
   2. the Works Progress Administration
   3. the Federal Deposit Insurance Corporation
   4. the Securities and Exchange Commission
   5. the Social Security Administration

1. Describe both conservative and liberal opposition to the New Deal.

1. Analyze the causes and effects of the Dust Bowl,

1. Describe John Steinbeck’s and Woodie Guthrie’s literary and musical contributions
2. Describe the causes and effects of Roosevelt’s court-packing legislation.

1. Analyze the achievements and limitations of the New Deal in ending the Depression.

1. Explain the relationship between the New Deal and the expansion of federal power

1.  Analyze the legacies of FDR and the New Deal for the Democratic Party. Including the formation of the “New Deal Coalition”

WORLD WAR II 1931-1945 (Ch 22)

1. Describe the effect of the Nye Commission report on American isolationism.

1. Explain how American isolationism and neutrality contributed to World War II.

1. Explain the US attitude toward Japan's invasion of China.

1. Explain how changes in Germany, Italy, and Japan led to the outbreak of World War II.

1. Analyze why and how the U.S. changed its position towards involvement in European and Asian conflicts, including
   1. the Neutrality Acts
   2. the “cash-and-carry” policy
   3. the Lend-Lease program

1. Explain the significance of FDR’s “Four Freedoms” speech and identify the four freedoms.

1. Identify the terms of the Atlantic Charter and explain its significance

1. Explain why tensions grew between the U.S. and Japan in the 1930s

1. State the significance of Japan's attack on Pearl Harbor

1. Analyze how the U.S. mobilized for the war, including the formation and function of:
   1. he War Production Board
   2.  the US Office of War Information

1. Describe the experiences of the following groups during World War II:

1. Women, including Rosie the Riveter
2. Mexican Americans, including the Zoot Suit Riots
3. Japanese Americans, including Executive Order 9066 and Japanese internment
4. African Americans, including
   1. the Double Victory Campaign
   2. the Fair Employment Practices Committee
   3. the Tuskegee Airmen
5. Native Americans, including the Navajo Code Talkers

1. Analyze the U.S.’s response to Jewish refugees and then to reports of the Holocaust and Hitler’s “final solution” in Europe

1. Describe home front support for the war including
   1. enlistment
   2. rationing
   3. war bonds
   4. victory gardens

1. Explain the impact of World War II on the U.S. economy and industry, including the War Production Board

1. Name the Supreme Allied Commander in Europe

1. Name the Commander in Chief of the U.S. Pacific Fleet

1. Name the Supreme Allied Commander in the Southwest Pacific Area

1. Explain the significance of the following:
   1. Battle of Midway
   2. island hopping
   3. D-Day
   4. Battle of the Bulge

1. Explain the purpose and impact of the February 1945 Yalta Conference.

1. Identify the arguments that were used to justify the use of the atomic bomb.

SEEDS OF THE COLD WAR/COLD WAR AT HOME AND ABROAD 1945-1954 (CH 23)

1. Identify the Soviet actions that aroused US fear and hostility

1. Describe the purpose and successes of the Marshall Plan

1. Describe the National Security Act (1947)

1. Describe the origins and result of the Berlin Crisis of 1948

1. Explain the Cold War concepts of
   1. “containment”
   2. the Truman Doctrine
   3. the “domino theory”

1. Explain the purpose of NATO

1. Explain the origins of, participants in, and effects of the Korean War

1. Evaluate the successes and failures of Truman’s “Fair Deal,” including the desegregation of the military

1. Describe "McCarthyism" and its effects on American culture 

1. Describe the actions of the House Un-American Committee (HUAC)

1. Explain the Federal Civil Defense Administration

1. Explain the Federal Employees Loyalty and Security Program

1. Describe the domestic impacts of the Cold War on American culture and society

Short Answer Terms

Henry Ford (Model T)/Fordism 

Radio

National Origins Act 1924

Scopes Trial

Dust Bowl

First 100 Days

Lend Lease Act

Pearl Harbor

Rosie the Riveter

Fair Employment Practices Commission (FEPC)

Executive Order 9066

D-Day

Battle of Midway

Truman Doctrine

Marshall Plan

Containment

McCarthyism

STUDENT LEARNING OBJECTIVES-UNIT 4 Chapters 24, 25, 26 and 27

Students will be able to…

POLITICS AND CULTURE IN THE AGE OF AFFLUENCE (1948-1963)-Ch 24 (in red) and Ch 25 (in black) except where noted

1. Describe the G.I. Bill of Rights and its impact (Ch 22)
2. Explain how the 1950s were a period of consensus in both domestic politics and foreign affairs
3. Analyze how President Eisenhower’s “modern Republicanism” helped him gain support from conservatives and liberals

1. Evaluate the motivation for and effects of Eisenhower’s domestic contributions, including
   1.  the interstate highways (Interstate Highway Act)
   2.  the National Defense Education Act

1. Describe Eisenhower’s “New Look” defense strategy

1. Evaluate the consequences of the nuclear arms race under Eisenhower

1. Explain the military industrial complex and its origins, including the NSC-68

1. Explain the impact of the Sputnik satellite on American society and the government’s reaction
2. Analyze postwar demographic trends, including
   1. the rise of new suburbs
   2. the shift in population (baby boom)
3. Identify the factors that led to increased economic prosperity in the postwar period

1. Explain the growing importance of television in shaping American values and attitudes
2. Trace the origins of U.S. involvement in Vietnam
3. Analyze JFK’s role as a cold warrior, including
   1.  his promotion of the space race
   2.  the development of the Peace Corps
   3. the Bay of Pigs Incident
   4. the Cuban Missile Crisis
   5. the second Berlin Crisis
4. Analyze countercurrents to mainstream society including
   1. rock ‘n’ roll
   2. the Beat generation

THE CIVIL RIGHTS MOVEMENT (1940s-1960s) Ch 24 (in red) and Ch 25 (in black) except where noted

1. Evaluate the contributions of Thurgood Marshall and the NAACP to the legislative successes of the early civil rights movement

1. Explain the importance and impact of
   1. Sweatt v. Painter
   2. Brown v. Board of Education

1. Describe and evaluate the impact of the murder of Emmett Till

1. Describe and evaluate the impact of Rosa Parks and the Montgomery Bus Boycott

1. Evaluate the role of Dr. Martin Luther King in the modern Civil Rights Movement, including his Letter from a Birmingham Jail and his “I Have a Dream Speech” (Ch 24 and 25)

1. Describe the events and outcome of the Little Rock School Crisis, including the roles of Governor Faubus, the Little Rock Nine and President Eisenhower

1. Evaluate the role of the Southern Christian Leadership Conference (SCLC)

1. Define non-violent civil disobedience

1. Describe actions taken to increase African American civil rights, including sit-ins, freedom rides, voting drives, and marches

1. Evaluate the role of the Student Nonviolent Coordinating Committee (SNCC)

1. Evaluate the role of the Congress of Racial Equality (CORE)

1. Explain the Birmingham Campaign (1963) and its impact

1. Explain the Selma March (1965) and its impact

1. Evaluate the role of the federal government in the Civil Rights Movement, including

1. Truman’s desegregation of the military (Ch 23)
2. Eisenhower’s intervention in the Little Rock Crisis
3. JFK’s and LBJ’s responses to civil rights incidents in 1963-1965
4. the passage of the Civil Rights Act of 1964
5. the passage of the Voting Rights Act of 1965

1. Compare and contrast the ideologies of MLK and Malcolm X

1. Explain the shift from civil rights to black power, including the development of the Black Panther Party

YEARS OF TURMOIL (1960s-1970s) Ch 25 (in red) and Ch 26 (in black)

1. Describe the significant aspects of LBJ’s “Great Society” programs, including
   1. the War on Poverty and the Economic Opportunity Act
   2. Medicare and Medicaid
   3. the Immigration and Nationality Act of 1965

1. Trace the escalation of the war in Vietnam and its impact, including
   1. 1. the use of military advisors
      2. the Gulf of Tonkin Resolution
      3. Operation Rolling Thunder
      4. the draft and the use of U.S. ground troops

1. Describe the credibility gap

1. Evaluate the impact of the Tet Offensive
2. Describe the objectives and the organizations of the student activists, including
   1.  Students for a Democratic Society (SDS)
   2. the Berkley free-speech movement
   3. the anti-war movement 
3. Explain the counterculture movement of the 1960s.
4. Analyze the significant events of 1968 and their impact, including
   1. the assassination of MLK
   2. the assassination of Robert F. Kennedy
   3. the Democratic National Convention (DNC)
5. Identify the factors that led to Richard Nixon’s presidential win in 1968.
6. Explain Nixon's claim of the “silent majority”
7. Explain the significance of Kent State, My Lai, and the Pentagon Papers
8. Describe Nixon’s policy of Vietnamization and his strategy for ending the war
9. Explain the passage of the War Powers Act in 1973.
10. Describe significant events and organizations in the earlier Mexican American efforts for civil rights (1940s-1950s), including
    1. LULAC
    2. Hector Garcia and the G.I. Forum
    3.  Mendez v. Westminster
    4. Hernandez v. Texas
    5. Delgado v. Bastrop
11. Evaluate the role and impact of Cesar Chavez, Dolores Huerta and the United Farm Workers
12. Discuss the leadership, organizations and goals of the later Chicano civil rights movement (1960s-1970s), including
    1. La Raza Unida
    2. the East L.A. Blowouts
    3. Brown Berets 
13. Explain the goals and tactics of Native American activists, including
    1. American Indian Movement (AIM)
    2. Alcatraz
    3. Wounded Knee Protest
14. Identify the event that served as a catalyst for the gay rights movement of the 1960 and evaluate its impact
15. Trace the development of second wave feminism, including notable leaders, organizations and goals such as Betty Friedan, NOW and the ERA.
16. Identify the goals of the women’s liberation movement
17. Evaluate the impact of the rulings in Griswold v. Connecticut and Roe v. Wade (impact also discussed in Ch. 26)
18. Explain opposition to the women’s movement and Identify opponents, such as Phyllis Schlafly
19. Explain the origins and impact of the environmental movement, including
    1. the influence of Rachel Carson
    2. the development of Earth Day

THE RISE OF THE NEW CONSERVATISM (1968-1988)-Ch 26

1. Identify the goals of the new conservatives
2. Describe Nixon's policy towards China
3. Define Nixon’s policy of détente with the Soviet Union, including SALT I
4. Define “stagflation” and its impact, including population shift from the “rust belt” to the “sun belt”
5. Explain the energy crisis of the 1970s, including the role of OPEC and its oil embargo on the U.S.
6. Discuss Nixon’s domestic legacies, including
   1. the creation of the Environmental Protection Agency
   2. the Endangered Species Act
   3. the Clean Air Act
7. Explain the Watergate Scandal and assess its impact
8. Analyze Jimmy Carter's domestic challenges, including his response to the economic crisis
9. Evaluate Jimmy Carter’s foreign affairs successes and failures, including
   1. the Iran hostage crisis
   2. the Panama Canal
   3. the Camp David Accords.
10. Evaluate the impact of Jerry Falwell and the Moral Majority
11. Explain the influence of Barry Goldwater
12. Explain the reasons for Ronald Reagan's victory in the 1980 presidential election
13. Evaluate and explain Reaganomics
14. Discuss Reagan's approach to foreign affairs, including SDI (“Star Wars”) and S.A.L.T.
15. Describe the Iran-Contra Affair
16. Explain the attack on the U.S. Marines in Beirut, Lebanon
17. Name the first woman Supreme Court justice
18. Summarize the elements and impact of Gorbachev’s “glasnost”

1989 TO 2001 (Ch 27)

1. Identify the main elements of George H.W. Bush's foreign policy. 
2. Explain when and why the Cold War ended, including
   1. the fall of the Berlin Wall
   2. the dissolution of the USSR
3. Identify the circumstances that led to U.S. involvement in the Persian Gulf War
4. Evaluate the Rodney King uprising/riot and its relationship to police violence and systemic economic inequality
5. Describe the U.S. role in the Balkan Wars
6. Evaluate the impact of the North American Free Trade Association (NAFTA)
7. Describe Clinton's domestic policy, including his changes to welfare
8. Identify and evaluate the issues that contributed to the “culture wars” of the 1990s, including
   1. immigration
   2. the spread of imprisonment
   3. identity politics
   4. cultural conservatism
9. Explain the events that led to Clinton’s impeachment in 1998
10. Evaluate the presidential election of 2000 and its outcome, including the decision in Bush v. Gore
11. Explain why Al Qaeda attacked the United States on 9/11/2001

Short Answer Terms

Servicemen’s Readjustment Act (G.I. Bill of Rights) 1944

Brown v. Board of Education (1954) 

Montgomery Bus Boycott 1955

Student Nonviolent Coordinating Committee (SNCC)

Cuban Missile Crisis

Great Society

Tet Offensive

Students for a Democratic Society (SDS)

Vietnamization

Détente                                                       

Iran Hostage Crisis

Cesar Chavez 

Reagan Revolution

Iran-Contra Affair

Fall of Berlin Wall

Persian Gulf War