Course Outline
Lecture: 51.00 Contact hours/102.00 Out of class hours/153.00 Total hours/3.00 Unit(s)
- find and evaluate primary and secondary sources, analyze and synthesize information, and compose arguments grounded in knowledge of the past.
- explain historical events and developments in chronological and contextual relation to one another.
- demonstrate an understanding of U.S. History through multiple analytical categories such as race, class, gender and ethnicity.
- demonstrate an understanding of America’s growth in a global context.
- explain major economic, technological and scientific developments and their historical significance.
- analyze major political trends, attitudes, conflicts and events—including both mainstream and reform efforts—and explain their historical significance.
- explain major social and cultural developments, their causes and effects, and their historical significance.
- consider the relevancy and use of history in contemporary society.
| Topics | Lec Hrs |
|---|---|
Introduction to the Study of History | 3.00 |
Reconstruction | 3.00 |
Continental and Commercial Expansion | 6.00 |
Reform | 3.00 |
The First World War and Its Aftermath | 3.00 |
The Twenties | 3.00 |
The Great Depression and the New Deal | 6.00 |
The Second World War | 3.00 |
Cold War America | 6.00 |
The Civil Rights Era | 6.00 |
The Vietnam War: At Home and Abroad | 3.00 |
The Conservative Turn | 3.00 |
The U. S. in a Global Era | 3.00 |
| Total Hours: | 51.00 |
- Class Activities
- Collaborative Group Work
- Group Discussions
- Guest Speakers
- Homework: Students are required to complete two hours of outside-of-class homework for each hour of lecture
- Lecture
- Multimedia Presentations
- Homework: A major part of that time will be spent reading both primary and secondary sources, including but not limited to monographs, articles, course readers, textbooks, literature and/or websites.
- Exams/Tests
- Quizzes
- Research Projects
- Oral Presentation
- Written Assignments
- Class Discussion
- This course has a 2500 word writing requirement. Methods of Evaluation must include essay exams and written essays/research projects.
Read the essay, "Why Study History," by Peter Stearns. Rank the six reasons that he provides, with the reason you find most convincing first and descending to the reason you find least compelling. Arrive in class prepared to discuss the reading and your thoughts.
Read Chapter 5 in Going to the Source. As you read, make a list of both the advantages and disadvantages of using advertisements as evidence of the past. Arrive in class ready to hand in your list, and to participate in an activity analyzing historical advertisements.
Compose a 750-1000 word essay in response to the question: Was the decision to use atomic bombs against Japan the right one? Or, should the U. S. have pursued some other course of action to end the war? The essay should include specific references to primary sources. It should also reflect accurate knowledge of the issues/circumstances surrounding the bombings.
The article, "The Bakke Case” asks, "Is Affirmative Action Necessary and Legal, or does it violate the U. S. Constitution?” Write a 750-1000 word essay on the article in which you summarize key arguments presented by supporters of affirmative action and key arguments presented by critics of affirmative action. This should be an informative/descriptive history essay written in a scholarly tone. The overarching question will then be considered in classroom discussion.
Go to the "How to Use Primary Sources" page of the Primary Source Village website. Read through each page of the tutorial, examining the examples as you read. Then search online for a primary source on something specific that you encountered in this week's assigned reading.
- Write a full description of your primary source, following the steps outlined in the tutorial.
- Briefly describe how the primary source adds to your understanding of the topic.
- Provide a source citation for where you found the primary source, as well as citations for any other materials used to complete the assignment.
From the History Skills website, study the tutorial on "The Difference Between Opinion and Perspective." Then, read the Newsweek opinion piece, "Why the Supreme Court Has Nine Judges." In a short essay, identify the author and his perspective, and explain his key ideas regarding the number of Supreme Court justices.