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HIST 1500 syllabus presentation

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Katherine Rye Jewell

This syllabus provides an overview of a HIST 1500 course on American history from Reconstruction to the present. The course will examine major political, cultural, economic, and social developments during this period. Students will learn how historians analyze and interpret the past differently than other disciplines. They will move beyond memorizing facts to understand how developments have shaped modern American society. The goals are for students to develop skills in analyzing primary sources and historical arguments, and to cover key content about changes in American politics, culture, economics, and global affairs. Assignments include participating in online discussions of readings, writing essays answering questions, and a final paper analyzing primary sources to support an argument about a transformative aspect of American history.

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HIST 1500 Syllabus Overview Spring 2018
Course Description This course in American history examines the major political, cultural, economic, and social developments from Reconstruction to the present. We will pay close attention to the institutions, culture, and social composition that defined these eras in American history. Additionally, students will learn about history as a discipline. How do historians look at America in a different fashion than anthropologists, sociologists, psychologists, or political scientists? How do we use primary sources, memoirs, and works of historical scholarship in combination to better understand the past, as well as how our lives in early twenty-first- century America are contingent upon those developments? Rather than looking at history as a long string of facts to memorize, we will move beyond the details we learn from the textbook to focus on analyzing, interpreting and understanding how different developments have produced the society we live in today. As a broad, survey-level introduction to the history of the United States from the period of Reconstruction to the present day, this class is intended to help you explore and think about vital issues and themes in our nations past as well as to develop your historical empathy about the choices faced by actors in the past.
COURSEGOALS andLEARNING OUTCOMES Skills: Connect primary sources to historical context using reference material and historical arguments Evaluate historical arguments by reading scholarly work Identify arguments about and articulate changes over time Manage time and plan for deadlines efficiently and effectively with minimal supervision Content Coverage and Big Questions: America's changing role in global affairs The evolution of politics, the presidency, and the state Cultural identity and change Economic growth and crisis and the changing experiences of work, exchange, technology, and consumption Citizenship: Consider how Americans have interacted with laws and government institutions from the local to national levels Evaluate the connection and contradictions among democracy, citizenship, and cultural pluralism Consider the relationship between domestic affairs and international relations Apply historically derived definitions of liberalism and conservatism
Required Books Purchase all materials through Persuall using the instructions below, or using a code that can be purchased from the bookstore. Go to perusall.com, click Login, and then either log in using your Facebook, Twitter, or Google account, or create an account using your email address and password. Select I am a student and enter the course code JEWELL- 4355. You will be prompted to purchase the book for this course the first time you try to access the book or a reading assignment from the book. You can purchase access online using a credit card. Materials will include a textbook and nine Bedford Document Collection short readings.
Academic Honesty Citation, writing clarity, and grammar are important in making your argument effective and understandable. I suggest you visit this site to review writing skills and techniques and also that you make use of FSUs Writing Center to review your work, particularly if you have concerns. Please note that ignorance is not an excuse for plagiarism. Students are responsible for understanding and adhering to the universitys policies regarding plagiarism and academic integrity. The consequences for violation are severe, including failure of the course and potential expulsion.
Communication Email: is the best way to reach me. Please be aware that it may take me up to 24 hours on weekdays and 48 hours on weekends to respond. If you do not hear back from me, it is likely that the answer is available on the syllabus. If your email issue takes more than a paragraph to explain, please come see me in my office hours.
OnlineBehavior The discussion forums will by-and-large be informal spaces. Do not mistake this informality and creative space as a license to be unprofessional. Your fellow students are your colleagues and I expect you to conduct yourself as if you are sending business communication, even if our content is at times controversial, emotional, or provocative. Timeliness is another way to demonstrate your professionalism; submitting your work on time makes it easier for your fellow students to complete their own assignments (evaluation posts, etc.).
Importantto Know Late Policy: Late papers and assignments will only be accepted by prior arrangement. Late work will receive a penalty of one-third grade deduction per day late (i.e. an A becomes an A- after one day, and so on). Grading: All grading is done using FSUs 4.0 scale. If you receive a numerical/percentage grade (e.g. 88%), it will be calculated using the corresponding GPA (3.3). Online assignments have a 90-minute grace period for late work.
Services Fitchburg State encourages the full participation of individuals with disabilities in all aspects of campus living and learning. To support access and inclusion, Fitchburg State offers reasonable accommodations to students who have documented disabilities (e.g. physical, learning, psychiatric, sensory, etc.). If you require accommodations for this class, please provide me with a copy of your Accommodation Agreement as soon as possible so that we can discuss your specific needs. Any information that you share with me will be held in the strictest confidence, unless you give me permission to do otherwise. If you require academic accommodations but do not have an Accommodation Agreement, contact Disability Services a.s.a.p. to establish your eligibility: www.fitchburgstate.edu/disability or 978-665-4020
TipsforSuccess Personal Responsibility: You are responsible for working on your own and exerting the personal discipline necessary to complete assignments in a timely fashion. To do so, first read the syllabusespecially the course schedulecarefully to know your assignments for each week, when writing and discussion assignments are due, and the closing of each grading period. You will have to allow sufficient time to do the reading assignments before the postings are due. You have to take an active role in the discussions. All of this represents a great responsibility and investment in time and effort on your part, especially considering the accelerated schedule of a summer course. Students who have taken this course previously report that there is a very direct relationship between effort and satisfaction the more effort and time you put into the course, the more you are likely to gain from it.
TipsforSuccess:ConstantandContinualEffort All of us have a tendency (and need, at times) to put work until the last minute. Doing so threatens your success in the course. You need to work on this class every day. Some of that work, like reading, discussion, and thinking about questions regarding assignments, as well as preparing writing assignments, will be done off-line. Whatever you are working on, however, you should log on to our Blackboard site at least one a day and keep abreast of any important messages or announcements, and to see how conversations about the material are developing.
Tips for Success Students often ask, How much time should I put into this course? Obviously, that varies from one student to another, and it will vary over the eight weeks we will be working together, depending on your work and personal schedules. Break down each reading assignment and the time required and budget accordingly. Do the same for your writing assignments. Create to-do lists for each assignment and think about how much time you will need for each step, then schedule those blocks into your calendar.
Assignments Perusall Participation (30%): Engagement in Perusall replicates coming to class and discussing material in person. Regard these interactions as if you were in a classroom and reviewing the material except conversations happen asynchronously and over time. These will be graded using rubrics. 15% Bedford Document Collection Participation: There are 10 document discussions over the course of the semester that center around a question from a moment in American history. These replicate in-class discussions and will be graded based on the frequency and quality of engagement and participation using a simple rubric. Goal: to engage with primary sources the voices and remnants of past events to answer questions about their significance 15% Textbook Reading and Discussion: The chapters in the schedule below refer to the Henretta textbook, America (Concise Edition Vol. II) that you purchase and access through Perusall. Chapters are indicated by number. Please note that there are usually two chapters due at once, so plan your time accordingly and in advance. See rubric in the appendix to understand how these are graded. Extra credit is available for participating in the discussion threads listed separately on Perusall (see site). Goal: to engage with, think about, and interrogate past events for personal and societal meaning. Writing Assignments (70%): Students will submit three separate written assessments based on the textbook readings and document collections. These will be based on the guiding questions from each chapter, part, and document collection, and will be in formal written submissions on Blackboard. 20% Textbook Chapter Quizzes: For the assigned textbook reading, after completing all Perusall assignments, students will complete a set of questions related to the textbook reading. Goal: to develop historical knowledge from which to develop analysis and argumentation. 30% Midterm and Final Essays: These exams will consist of 2 essays (3-4 paragraphs) based on the textbook reading. These are available in advance on Persuall, where students may discuss possible answers with each other. Goal: to use historical information, events, and sources to construct logical arguments that interpret the meaning and causality of historical events, and evaluating historical contingencies. 20% Final Essay: This 1200-word essay, to be submitted via Blackboard. See the prompt in the schedule of readings and assignments below. Goal: to consider a wide range of sources and select information to construct a historical argument based on evidence, communicated effectively.
MIDTERM Document-Based Short Answers For each of these questions, based on your reading of the primary documents provided in the Bedford Document Collections, explain in a paragraph your argument with two examples from the readings. Complete TWO of the assigned questions for each exam. What does the life of Louisa Cousselle reveal about women in the nineteenth-century trans- Mississippi West? What role did convict labor play in the building of modern America during the second industrial revolution? How did Populist leaders try to persuade others to join them, and who was attracted by their appeals? How did the rise of Christian fundamentalism in the wake of World War I transform religious belief and activism in the United States? How did World War II affect civilians on the American home front, and how did American society change as a result of the war? Interpretive Essay Questions For each essay of 2-3 type-written, double-spaced pages using a 12-point font and 1 margins (approx 800 words), have a clear argument that answers the question posed. In the body paragraphs, support your answer with clear examples and analysis from the textbook. You may also use examples from the Bedford Document Readers, but you must ONLY use these assigned readings. NO OUTSIDE SOURCES ALLOWED. The transformation of the United States into an urban and industrial nation between 1877 and 1917 altered nearly every aspect of its economy, society, culture, and political life. Describe the social, economic, and political problems that arose out of the Industrial Revolution in the United States. Use evidence to present an argument about the extent to which reformers in the late nineteenth and early twentieth centuries addressed such problems successfully. From 1890 to 1945, the United States faced new challenges domestically and internationally, and crafted bold responses that transformed the federal government's role in the lives of Americans and in global affairs. Using evidence, outline the U.S. government's approaches to the domestic and international crises of this era, and construct an argument about how and why the 1920s were an exception to these larger patterns.
Final Document-Based Short Answers For each of these questions, based on your reading of the primary documents provided in the Bedford Document Collections, explain in a paragraph your argument with two examples from the readings. Complete TWO of the assigned questions for each exam. How did school desegregation efforts differ in the North and South, and what were the challenges that reformers faced in trying to desegregate American schools after the 1960s? How were accusations of extremism used in American politics during the 1964 presidential election and to what effect? Who were the Diggers, and how and why did they rebel against mainstream American society in the 1960s era? What do the debates surrounding the bill in 1965 indicate about the political, economic, and social changes occurring in the United States during the mid-1960s? Interpretive Essay Questions For each essay of 2-3 type-written, double-spaced pages using a 12-point font and 1 margins (approx 800 words), have a clear argument that answers the question posed. In the body paragraphs, support your answer with clear examples and analysis from the textbook. You may also use examples from the Bedford Document Readers, but you must ONLY use these assigned readings. NO OUTSIDE SOURCES ALLOWED. From 1945 to 1980, the United States was defined by its emergence as the world's leading economic and military power and by domestic prosperity, which buttressed liberalism in U.S. politics and public policy. Using evidence from Chapters 25 through 29, explain how the United States' role in the world shaped its domestic life in this period. Adopting the phrase coined in 1941 by Time magazine publisher Henry Luce, scholars have called the twentieth century the American Century to characterize U.S. dominance of the world's economy, culture, and politics. What factors account for the end of the American Century in the 1980s, 1990s, and 2000sor do you challenge the premise that there has been an end to American dominance? Use evidence to support your argument.
FinalPaper Using the primary sources in the Bedford Document Collections from the entire semester, select three documents that reflect the events that you feel have most shaped an aspect of American politics, social relations, culture, or economic life since the end of Reconstruction. In an essay of approx. 1200 words, (5 pages), explore through the documents how these artifacts support your argument and focus. Your documents should reflect the particular theme that you feel has been most transformative. You may highlight certain individuals and their experiences, laws or policies, or art, music, and photography. You might consider themes such as ethnic experiences, political movements, the impact of policy on individual lives, women and American society, the experience of war or economic changes, and more. You should have a clear connection between the documents you choose DONT simply discuss three random documents from three separate moments that have nothing to do with one another. Put the documents and individuals you select into conversation to illustrate some broad change or continuity over time regarding the development you have identified.
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HIST 1500 syllabus presentation

  • 1. HIST 1500 Syllabus Overview Spring 2018
  • 2. Course Description This course in American history examines the major political, cultural, economic, and social developments from Reconstruction to the present. We will pay close attention to the institutions, culture, and social composition that defined these eras in American history. Additionally, students will learn about history as a discipline. How do historians look at America in a different fashion than anthropologists, sociologists, psychologists, or political scientists? How do we use primary sources, memoirs, and works of historical scholarship in combination to better understand the past, as well as how our lives in early twenty-first- century America are contingent upon those developments? Rather than looking at history as a long string of facts to memorize, we will move beyond the details we learn from the textbook to focus on analyzing, interpreting and understanding how different developments have produced the society we live in today. As a broad, survey-level introduction to the history of the United States from the period of Reconstruction to the present day, this class is intended to help you explore and think about vital issues and themes in our nations past as well as to develop your historical empathy about the choices faced by actors in the past.
  • 3. COURSEGOALS andLEARNING OUTCOMES Skills: Connect primary sources to historical context using reference material and historical arguments Evaluate historical arguments by reading scholarly work Identify arguments about and articulate changes over time Manage time and plan for deadlines efficiently and effectively with minimal supervision Content Coverage and Big Questions: America's changing role in global affairs The evolution of politics, the presidency, and the state Cultural identity and change Economic growth and crisis and the changing experiences of work, exchange, technology, and consumption Citizenship: Consider how Americans have interacted with laws and government institutions from the local to national levels Evaluate the connection and contradictions among democracy, citizenship, and cultural pluralism Consider the relationship between domestic affairs and international relations Apply historically derived definitions of liberalism and conservatism
  • 4. Required Books Purchase all materials through Persuall using the instructions below, or using a code that can be purchased from the bookstore. Go to perusall.com, click Login, and then either log in using your Facebook, Twitter, or Google account, or create an account using your email address and password. Select I am a student and enter the course code JEWELL- 4355. You will be prompted to purchase the book for this course the first time you try to access the book or a reading assignment from the book. You can purchase access online using a credit card. Materials will include a textbook and nine Bedford Document Collection short readings.
  • 5. Academic Honesty Citation, writing clarity, and grammar are important in making your argument effective and understandable. I suggest you visit this site to review writing skills and techniques and also that you make use of FSUs Writing Center to review your work, particularly if you have concerns. Please note that ignorance is not an excuse for plagiarism. Students are responsible for understanding and adhering to the universitys policies regarding plagiarism and academic integrity. The consequences for violation are severe, including failure of the course and potential expulsion.
  • 6. Communication Email: is the best way to reach me. Please be aware that it may take me up to 24 hours on weekdays and 48 hours on weekends to respond. If you do not hear back from me, it is likely that the answer is available on the syllabus. If your email issue takes more than a paragraph to explain, please come see me in my office hours.
  • 7. OnlineBehavior The discussion forums will by-and-large be informal spaces. Do not mistake this informality and creative space as a license to be unprofessional. Your fellow students are your colleagues and I expect you to conduct yourself as if you are sending business communication, even if our content is at times controversial, emotional, or provocative. Timeliness is another way to demonstrate your professionalism; submitting your work on time makes it easier for your fellow students to complete their own assignments (evaluation posts, etc.).
  • 8. Importantto Know Late Policy: Late papers and assignments will only be accepted by prior arrangement. Late work will receive a penalty of one-third grade deduction per day late (i.e. an A becomes an A- after one day, and so on). Grading: All grading is done using FSUs 4.0 scale. If you receive a numerical/percentage grade (e.g. 88%), it will be calculated using the corresponding GPA (3.3). Online assignments have a 90-minute grace period for late work.
  • 9. Services Fitchburg State encourages the full participation of individuals with disabilities in all aspects of campus living and learning. To support access and inclusion, Fitchburg State offers reasonable accommodations to students who have documented disabilities (e.g. physical, learning, psychiatric, sensory, etc.). If you require accommodations for this class, please provide me with a copy of your Accommodation Agreement as soon as possible so that we can discuss your specific needs. Any information that you share with me will be held in the strictest confidence, unless you give me permission to do otherwise. If you require academic accommodations but do not have an Accommodation Agreement, contact Disability Services a.s.a.p. to establish your eligibility: www.fitchburgstate.edu/disability or 978-665-4020
  • 10. TipsforSuccess Personal Responsibility: You are responsible for working on your own and exerting the personal discipline necessary to complete assignments in a timely fashion. To do so, first read the syllabusespecially the course schedulecarefully to know your assignments for each week, when writing and discussion assignments are due, and the closing of each grading period. You will have to allow sufficient time to do the reading assignments before the postings are due. You have to take an active role in the discussions. All of this represents a great responsibility and investment in time and effort on your part, especially considering the accelerated schedule of a summer course. Students who have taken this course previously report that there is a very direct relationship between effort and satisfaction the more effort and time you put into the course, the more you are likely to gain from it.
  • 11. TipsforSuccess:ConstantandContinualEffort All of us have a tendency (and need, at times) to put work until the last minute. Doing so threatens your success in the course. You need to work on this class every day. Some of that work, like reading, discussion, and thinking about questions regarding assignments, as well as preparing writing assignments, will be done off-line. Whatever you are working on, however, you should log on to our Blackboard site at least one a day and keep abreast of any important messages or announcements, and to see how conversations about the material are developing.
  • 12. Tips for Success Students often ask, How much time should I put into this course? Obviously, that varies from one student to another, and it will vary over the eight weeks we will be working together, depending on your work and personal schedules. Break down each reading assignment and the time required and budget accordingly. Do the same for your writing assignments. Create to-do lists for each assignment and think about how much time you will need for each step, then schedule those blocks into your calendar.
  • 13. Assignments Perusall Participation (30%): Engagement in Perusall replicates coming to class and discussing material in person. Regard these interactions as if you were in a classroom and reviewing the material except conversations happen asynchronously and over time. These will be graded using rubrics. 15% Bedford Document Collection Participation: There are 10 document discussions over the course of the semester that center around a question from a moment in American history. These replicate in-class discussions and will be graded based on the frequency and quality of engagement and participation using a simple rubric. Goal: to engage with primary sources the voices and remnants of past events to answer questions about their significance 15% Textbook Reading and Discussion: The chapters in the schedule below refer to the Henretta textbook, America (Concise Edition Vol. II) that you purchase and access through Perusall. Chapters are indicated by number. Please note that there are usually two chapters due at once, so plan your time accordingly and in advance. See rubric in the appendix to understand how these are graded. Extra credit is available for participating in the discussion threads listed separately on Perusall (see site). Goal: to engage with, think about, and interrogate past events for personal and societal meaning. Writing Assignments (70%): Students will submit three separate written assessments based on the textbook readings and document collections. These will be based on the guiding questions from each chapter, part, and document collection, and will be in formal written submissions on Blackboard. 20% Textbook Chapter Quizzes: For the assigned textbook reading, after completing all Perusall assignments, students will complete a set of questions related to the textbook reading. Goal: to develop historical knowledge from which to develop analysis and argumentation. 30% Midterm and Final Essays: These exams will consist of 2 essays (3-4 paragraphs) based on the textbook reading. These are available in advance on Persuall, where students may discuss possible answers with each other. Goal: to use historical information, events, and sources to construct logical arguments that interpret the meaning and causality of historical events, and evaluating historical contingencies. 20% Final Essay: This 1200-word essay, to be submitted via Blackboard. See the prompt in the schedule of readings and assignments below. Goal: to consider a wide range of sources and select information to construct a historical argument based on evidence, communicated effectively.
  • 14. MIDTERM Document-Based Short Answers For each of these questions, based on your reading of the primary documents provided in the Bedford Document Collections, explain in a paragraph your argument with two examples from the readings. Complete TWO of the assigned questions for each exam. What does the life of Louisa Cousselle reveal about women in the nineteenth-century trans- Mississippi West? What role did convict labor play in the building of modern America during the second industrial revolution? How did Populist leaders try to persuade others to join them, and who was attracted by their appeals? How did the rise of Christian fundamentalism in the wake of World War I transform religious belief and activism in the United States? How did World War II affect civilians on the American home front, and how did American society change as a result of the war? Interpretive Essay Questions For each essay of 2-3 type-written, double-spaced pages using a 12-point font and 1 margins (approx 800 words), have a clear argument that answers the question posed. In the body paragraphs, support your answer with clear examples and analysis from the textbook. You may also use examples from the Bedford Document Readers, but you must ONLY use these assigned readings. NO OUTSIDE SOURCES ALLOWED. The transformation of the United States into an urban and industrial nation between 1877 and 1917 altered nearly every aspect of its economy, society, culture, and political life. Describe the social, economic, and political problems that arose out of the Industrial Revolution in the United States. Use evidence to present an argument about the extent to which reformers in the late nineteenth and early twentieth centuries addressed such problems successfully. From 1890 to 1945, the United States faced new challenges domestically and internationally, and crafted bold responses that transformed the federal government's role in the lives of Americans and in global affairs. Using evidence, outline the U.S. government's approaches to the domestic and international crises of this era, and construct an argument about how and why the 1920s were an exception to these larger patterns.
  • 15. Final Document-Based Short Answers For each of these questions, based on your reading of the primary documents provided in the Bedford Document Collections, explain in a paragraph your argument with two examples from the readings. Complete TWO of the assigned questions for each exam. How did school desegregation efforts differ in the North and South, and what were the challenges that reformers faced in trying to desegregate American schools after the 1960s? How were accusations of extremism used in American politics during the 1964 presidential election and to what effect? Who were the Diggers, and how and why did they rebel against mainstream American society in the 1960s era? What do the debates surrounding the bill in 1965 indicate about the political, economic, and social changes occurring in the United States during the mid-1960s? Interpretive Essay Questions For each essay of 2-3 type-written, double-spaced pages using a 12-point font and 1 margins (approx 800 words), have a clear argument that answers the question posed. In the body paragraphs, support your answer with clear examples and analysis from the textbook. You may also use examples from the Bedford Document Readers, but you must ONLY use these assigned readings. NO OUTSIDE SOURCES ALLOWED. From 1945 to 1980, the United States was defined by its emergence as the world's leading economic and military power and by domestic prosperity, which buttressed liberalism in U.S. politics and public policy. Using evidence from Chapters 25 through 29, explain how the United States' role in the world shaped its domestic life in this period. Adopting the phrase coined in 1941 by Time magazine publisher Henry Luce, scholars have called the twentieth century the American Century to characterize U.S. dominance of the world's economy, culture, and politics. What factors account for the end of the American Century in the 1980s, 1990s, and 2000sor do you challenge the premise that there has been an end to American dominance? Use evidence to support your argument.
  • 16. FinalPaper Using the primary sources in the Bedford Document Collections from the entire semester, select three documents that reflect the events that you feel have most shaped an aspect of American politics, social relations, culture, or economic life since the end of Reconstruction. In an essay of approx. 1200 words, (5 pages), explore through the documents how these artifacts support your argument and focus. Your documents should reflect the particular theme that you feel has been most transformative. You may highlight certain individuals and their experiences, laws or policies, or art, music, and photography. You might consider themes such as ethnic experiences, political movements, the impact of policy on individual lives, women and American society, the experience of war or economic changes, and more. You should have a clear connection between the documents you choose DONT simply discuss three random documents from three separate moments that have nothing to do with one another. Put the documents and individuals you select into conversation to illustrate some broad change or continuity over time regarding the development you have identified.