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Instructor: |
US History 2 |
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Courses: US History 1 |
HISTORY 1302: UNITED STATES HISTORY 2 COURSE SYLLABUS Should you lose this syllabus,
obtain a replacement from me immediately. (Important: Be sure to check the
section number against the one printed on your registration receipt printout
or personal course schedule printout supplied by the College. If you do not
have such, obtain one from an ACC Admissions and Records Office. If the
section number on the printout does not match the one on this syllabus,
telephone me immediately. Do not assume that you are enrolled in this section
just because you intended to enroll in it. Students sometimes punch in the
wrong section number when they register.)
OFFICE HOURS: To Be Announced OFFICE: Building A, Room 2283, OFFICE PHONE: 223-6686 If I am not available,
please leave a message. When doing so, please speak your name and phone
number slowly and distinctly. FAX NUMBER: 223-6799. (Please call before you
send a fax message and then call again to confirm that I have received it.) E-MAIL ADDRESS: jlw@austincc.edu
(Generally for emergencies or to
provide factual information. For questions or requests, please telephone me.)
ACC HISTORY PROGRAM'S WEB SITE:
http://www2.austin.cc.tx.us/history MAILING ADDRESS: Larry Willoughby, CAMPUS MAILBOX: I have a box at the Riverside
Campus, Building A, Room 2209. COURSE DESCRIPTION: This course is a 3 hour survey
course that studies the history of the COURSE RATIONALE: History is basically a
study of the people who have come before us. A course of this nature attempts
to analyze and to interpret those people and the events that shaped their
lives. An understanding of history can give a long-range perspective to your
life without which it might be impossible to be truly human. (Think what it
would be like if you had no personal memory-if you had to go through life not
knowing anything that had happened to you before the present moment.) Also,
history partially reveals the nature of individual persons and of human
societies-their strengths and weaknesses, humanity and inhumanity,
rationality and irrationality, progress and regression, etc. It may even
suggest something about the ultimate meaning of life itself. A study of
history also gives us information about how people who experienced life
before our time tried to solve problems that confronted their societies. Some
of these problems continue to plague humankind today. Examining the problems
of the past and the attempts to solve them offers possible suggestions for
solving the problems of the present. History 1302 fulfills 3 of the
required 6 hour COMMON COURSE OBJECTIVES: For the Common Course
Objectives for History 1302, please reference the history website at
http://www.austincc.edu/history. ATTENDANCE POLICY: The policy of WITHDRAWAL POLICY: A student may withdraw from class
at any time before TBA. Remember, it is the student's responsibility to
withdraw, not the instructor. After the TBA deadline, a letter grade (A,B,C,D,F) must be given. TESTING POLICY: Tests will be given in the
classroom on the assigned day. The testing center is not used in this class.
If you do not make a 70 on a test, you must retake it and pass it within two
weeks. No exceptions. After taking the retest and passing, it will be
averaged in with the other test scores as a 70. GRADING POLICY: There will be three tests during
the semester. Each will count 25% of the final grade. There will be one media
review and one book review required of every student. Each review will count
12.5% of the final grade. (90 to 99 avg = A; 80 to
89 avg = B; 70 to 79 avg
=C; 69 or below = F) INCOMPLETE POLICY: No incompletes will be given in
this course. SCHOLASTIC DISHONESTY: Acts prohibited by the College
for which discipline may be administered include scholastic dishonesty,
including but not limited to cheating on exam or quiz, plagiarizing, and
unauthorized collaboration with another in preparing outside
work. Academic work submitted by students shall be the result of
their thought, research or self-expression. Academic work is defined
as, but not limited to tests, quizzes, whether taken electronically or on
paper; projects, either individual or group; classroom presentations, and
homework. Students caught cheating will receive an F for the class. PRIVACY POLICY: The Family Educational Rights
and Privacy Act protects confidentiality of your
educational records. Grades cannot be given over the phone, posted,
over e-mail, or through a fellow student. STUDENT DISABILITIES: Each ACC campus offers support
services for students with documented physical or psychological
disabilities. Students with disabilities must request reasonable
accommodations through the Office of Students with Disabilities on the campus
where they expect to take the majority of their classes. Students are
encouraged to do this three weeks before the start
of the semester. INSTRUCTIONAL METHODOLOGY: Students will engage in a
variety of learning activities. Class time will be devoted to lectures and
class discussions. Films, recordings, textbook readings, and other handouts
will also be part of the class activity. FREEDOM OF EXPRESSION: The study, respect, and
exercise of First Amendment freedoms are integral aspects of this course, so
class debate and discussion is encouraged. However, freedom demands
responsibility; therefore, respect for the opinions and ideas of your
classmates is expected. The free exchange of information is vital to
the pursuit of learning. MEDIA REVIEW Each student must submit one media review. The review will be due on TBA. The length of the review should be from 1000 to 1200 words. The review should be typed. This review will count 12.5% of the final grade. Media, in its broadest sense, means any or all of the methods by which information is communicated. Examples include movies, television, newspapers, books, magazines, music, personal interaction and experiences, etc. History, the accumulated record of human experience, relies upon past and present sources to accurately portray the events and people that have influenced our world. These sources are information gathered from a variety of media. This review should emphasize this relationship between our vision of history and the methods and sources from which it is written.
In choosing a media review topic, the only requirement is that it must have
some historical relevance. The review might describe how certain media
sources (newspaper articles, a TV program, a movie, a book, etc.) treat
particular social or political issues. Or the review might focus on one topic
and analyze the way a variety of sources portray it (movies and TV treatment
of Native Americans or the family or women). The review might discuss the
subjective nature of certain media presentations (such as biased press
coverage of an event, an article slanted for political purposes, or a movie
that tries to sell a message). The review may relate personal experiences or
those of your friends or family. You are to analyze the sources - the media
images - of a particular issue or event.
In writing your media review, briefly report on the thesis (the main idea) of
your paper. Use as many media examples as possible to illustrate and analyze
your observations and views. This is a personal essay, so inject your
opinions on why and how media shapes our perspectives on life - in other words,
how does media shape history? Some media sources include: Movies Advertising
Television Newspapers Music Museums/Historical Sites Books Personal Interviews
Art Family Histories Magazines Internet. These only are only suggestions. Be creative
and feel free to write on any topic. Please see me before you begin so I can
suggest sources, advise on the paper's format, and clarify any questions you
may have. BOOK REVIEW Each student must submit one critical book review.
The book review due date will be announced. The length of the review should
be approximately 1000 to 1200 words. The review should be typed. This review
will count 12.5% of the final grade. The book you select must meet two
requirements. First, it must cover the time frame and general topic of this
course (either U.S. History I, U.S. History II, or
Texas History). Second,
the book must be a scholarly history book - not a pictorial history or a
historical novel. It must be non-fiction, but it can relate to any historical
topic or be a biography on any historical figure. In
writing a critical book review, there are two skills which you must
demonstrate. (1) Summary/Report - summarize the author's intent and
purpose in writing the book; give an overall review of the major topics
covered; report on the historical theme that runs throughout the book with
specific examples of important events and/or people; report on specific ideas
in the book that illustrate the author's thesis; this part of the review should
be around 700 to 800 words. (2) Evaluation/Critique - evaluate the book from your own
perspective; describe the book's strengths and weaknesses; relate what you
learned from the book and give examples of parts
you found interesting or boring; describe the author's point of view and
analyze his/her success in putting forth the book's thesis and central
themes; this section of the review should be from 300 to 500 words. After you have selected a book, please see me for approval
and suggestions. UNIT 1 Study Guide - Learning Objectives 1. Discuss the
Compromise of 1877 and the consequences that resulted into the 20th century. 2. Describe the
deterioration of civil, social, political, and economic rights for Blacks in
the South after 1877. 3. Cite the methods
devised by white southerners to implement the "Jim Crow" era. 4. Review the
various responses of Black leadership to the post-reconstruction period. 5. Discuss the
historical views on the significance of the American frontier. 6. Contrast the
cultural features of the Plains Indians with other Native American societies.
7. Trace the
governmental policy toward the Native Americans from 1867-68 to 1890. 8. Discuss the
manner in which the Americans rationalized and justified the killing,
enslaving, and stealing of Indian lands. 9. Identify the
consequences as 10. Review the three
reform movements that appeared in response to the industrial age. 11. Analyze the
political conflicts that arose between urban and rural interests in the late
19th century. 12. Review the rise
of the "New Manifest Destiny" and the resulting consequences for
American foreign policy. 13. Discuss the
moral implications of the "imperial mentality." 14. Trace the
evolution of Progressive reform from Roosevelt to 15. Review the
successes and failures of the women's movement. Identify the following and discuss
the significance/relevance: Jim
Crow
Laws
J.P. Morgan Redeemers
Samuel
Gompers
13th,
14th, 15th Amendments
Eugene V. Debs Plessy vs. Booker
T.
Washington
Knights of
Labor
W.E.B. DuBois
Charles Macune
NAACP
Susan B. Anthony Sitting
Bull
Crazy
Horse
Jane Addams Black
Kettle
Margaret
Sanger
Quanah
Parker
Jane McCallum
Dawes Act
Boss System Wounded
Knee
William Red
River
Wars
Medicine
Lodge Creek Council
William Randolph
Hearst General
George
Custer
Joseph
Pulitzer
Charles
Goodnight
Muckrakers Vaqueros
Open Door
Policy
Henry
Ford
Big Stick
Policy
Thomas Edison
Dollar Diplomacy Andrew
Carnegie
Missionary
Diplomacy
John
D.
Rockefeller
UNIT 2 Study Guide - Learninq Objectives 1.
Review the alliances and imperialistic policies that led to World War I. 2.
Analyze the debate over 4.
Describe 5.
Review the psychology, the image, and the reality of the "Roarin' 20s." 6.
Identify the social and political events that characterized the 1920s. 7.
Discuss the causes of the Crash of '29 and the subsequent depression. 8.
Analyze the 9.
Discuss the New Deal philosophy and the measures taken by FDR to combat the
depression. 10.
Review the opposition to FDR and his New Deal policies. 11.
Analyze the short and long term effects of the New Deal. 12.
Compare 13.
Identify the leaders and the strategy of the war with the Axis powers. 14.
Review the Manhattan Project and Truman's decision to drop the atomic bomb. 15.
Discuss the legacy of World War II. 16.
Discuss the various viewpoints on the emergence of the Cold War. Identify the following and discuss the
significance/relevance: .
Allied
Powers
Hoovervilles
Central
Powers
Brain Trust U-Boats
Frances
Perkins
Zimmermann
Note
Huey Long Edward
House
Court Packing Scheme
Treaty
of Bolsheviks
Nye Committee Fourteen
Points
Neutrality Acts League
of
Nations
Lend
Lease
Act
Langston Hughes
Axis
Powers
Sacco
and
Vanzetti
Nazi Marcus
Garvey
Red Scare
Adolph
Hitler
Iron Curtain A. Mitchell Palmer
Benito Mussolini Ku Klux Klan
Hidecki Tojo Charles
Lindbergh
Winston Churchill Scopes
Trial
Josef Stalin Ernest
Hemingway
Dwight D. Eisenhower H.L.
Mencken
Audie Murphy Scott
Joplin
Lemon Jefferson
Containment
Policy
Korean War D-Day
UNIT 3 Study Guide - Learninq Objectives 1.
Discuss the factors that led to McCarthyism and describe the results of that
period. 2. Review the goals, successes,
and failures of the Civil Rights movement. 3. Contrast the style and
substance of the Eisenhower years to that of the JFK years. 4. Trace the evolution of reform
from JFK through the LBJ administration. 5. Discuss the ethnic origins of
American popular music and its relationship to the emergence of rock and
roll. 6. Trace the events of American
involvement in 7. Analyze the image versus
reality of 1960s society. 8. Discuss the leaders of the
Civil Rights movement, from MLK to Malcolm X to the Black Power advocates. 9. Review the causes and
consequences of the Watergate scandal. 10. Contrast the political
leadership in the 11. Discuss the energy crisis of
the 1970s and its impact on American policy. 12. Analyze American military
intervention during the 1980s in 13. Review the re-alignment of the
American party system from the 1960s through the 1990s. 14. Discuss the effects of the
collapse of communism on American foreign policy. 15. Describe the role and
importance of "media" in the social and political lives of
Americans from the 1960s through the 1990s. Identify the following and discuss significance/relevance: Joe
McCarthy
HUAC
Cesar
Chavez
Blacklist
Ralph Nader John Henry Faulk
Tet Offensive J. Frank Dobie
NOW Brown vs. Bob
Dylan
Beatles
Janis
Joplin
Martin Luther King, Jr. Black
Panthers
U-2 Spy Plane George
Wallace
Fidel Castro Neil
Armstrong
Elvis Presley J.
Edgar Hoover
Chuck
Cambodian
Invasion
Buddy Holly Spiro
Agnew
Cuban Missile Crisis
Barbara
Jordan
New Frontier Iranian
Hostage Crisis
Civil Rights Act of 1964 Reaganomics
Voting Rights Act of 1965 Mikhail
Gorbachov
Earl Warren Gulf
War
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