History 7: Political and Social History of the United States Since 1877 Spring 2017 Instructor: Daniel Borses, PhD Section 43026 Time: Mondays and Wednesdays 8:00-9:25 am, Location: QD 228 This class is web-enhanced. Students will need access to the RCC Blackboard site through Open Campus. Contact info: E-mail: daniel.borses@rcc.edu Office: Quad 23F, Phone: (951) 222-8862 Office Hours: Mondays: 12:30 pm 2:30 pm Tuesdays: 4 pm 5 pm Wednesdays: 12:30 pm 1:30 pm Thursdays: 8 am 9 am Required Texts: James Roark, The American Promise 6 th Edition, Value Edition volume 2: From 1865, MacMillan/Bedford St. Martins, ISBN 978-1-4576-8794-5, 2015. Miné Okubo and Christine Hong, Citizen 13660, University of Washington Press, ISNB 978-0-29599-3546, 2014. There will be copies of both books in the course reserves at the Digital Library as well. Prerequisite(s): None. Advisory: Advisory: REA-83 and qualification for ENG-1A. Course description: Political, social and economic development of the United States from 1877 to the present; the evolution of American thought and institution; principles of national, state, and local government. Students may not receive credit for both HIS-7 and HIS-7H. 54 hours lecture. Course requirements: Reading: The assigned reading is an integral part of the course. Please complete the reading assignments by the start of class on the day noted on the syllabus. Reading quizzes: Please bring notebook paper for occasional quizzes on the day s assigned reading. All quiz questions will be drawn from the material assigned for the day of the quiz. There are no make-ups for missed quizzes under any circumstance, though your lowest quiz score will be dropped. Your quiz score may be discarded if you leave class early the day of the quiz. 1
Primary Source Analysis: Primary Source Analyses: Two short analyses (600-900 words, typed, double-spaced, 12-pt font) will be due online as noted on the schedule. At least ten days prior to each due date, I will provide a question prompt with one or two options based on primary sources. Your responses should follow the standards of academic writing, including an argument articulated in a thesis statement, supported by body paragraphs that contain supporting evidence from the document and contextualized as necessary with information from the rest of the course. You are not permitted to use internet sources in your paper. Students will receive a separate handout describing this assignment. These assignments must be uploaded to the proper link on the Blackboard website by the deadline using a proper format (.doc,.docx,.rtf or.pdf) to receive credit. Exams: There will be two midterm exams and a final exam as noted in the schedule. The midterm exam will contain several term identifications and one essay question. I will provide an exam study guide at least one week prior to each exam date. Exam questions will be drawn straight from the study guide. The final exam is not cumulative, though much of the course will build on ideas discussed earlier in the course. You will need to bring in three blank green books or bluebooks (green books are more environmentally friendly!) by the date posted in the schedule for use during your exams. Exams must be written in ink, not pencil. There will be no make-up examinations except in the case of excused absences, which must be documented by a doctor's note, a note from the Dean, or advanced notice from the Athletic Director. Students must write exams based on their knowledge and interpretation of the material. During exams, students may not speak to one another and may not access proscribed materials such as electronic devices, books, notes, or the exam materials of another student. Smartwatches (watches that can access the internet) must be removed during the exam. Students are required to follow the instructor s directions throughout the exam. Violation of these policies is considered academic dishonesty (see below.) Grading Scale: Reading Quizzes: 100 points (5 x 25 pts, lowest score is dropped) Primary Source Analyses (x2): 150 points each (300 points total) Midterm exams (x2): 200 points each (400 points total) Final Exam: 200 points A = 900 points and above, B = 800-899 points, C = 700-799 points, D = 600-699 points, F = below 600 points. Schedule: Week 1 Monday, February 13 Introductions, What is History? Readings: This syllabus Wednesday, February 15 Reconstruction as a Splendid Failure Textbook: Chapter 16 2
Week 2: Monday, February 20 President s Day Holiday, No Class Wednesday, February 22 The Myth of the Yeoman Farmer Textbook: Chapter 17 [Please note that February 24th the last day to add the course and February 26 th is the last day to drop the course without a W] Week 3: Monday, February 27 Life in the Jim Crow South Assigned Reading: Ida B. Wells, Southern Horrors https://archive.org/stream/southernhorrors14975gut/14975.txt Wednesday, March 1 Class, Politics, and America s Gilded Age Textbook: Chapter 18 Week 4: Monday, March 6 The United States as a Nation of Immigrants Textbook: Chapter 19 Wednesday, March 8 Farmers and Workers, Resistance and Revolt Textbook: Chapter 20 Deadline to bring in 3 blank, large-sized bluebooks. Please do not write your names on the bluebooks. Week 5: Monday, March 13 Constructing an American Empire Wednesday, March 15 Midterm Exam #1 (Covers chapters 16-20) Week 6: Monday, March 20 The Challenges of 20 th Century Industrialism Assigned Reading: Triangle Shirtwaist Factory Fire https://trianglefire.ilr.cornell.edu Wednesday, March 22 Progressivism Textbook: Chapter 21 Week 7: Monday, March 27 The Power of the State and 100% Americanism During World War I Textbook: Chapter 22 Wednesday, March 29 Inclusion and Exclusion During the 1920s Textbook: Chapter 23 Week 8: Monday, April 3 The New Deal and Questions of Government, Part 1 Textbook: Chapter 24 Wednesday, April 5 The New Deal and Questions of Government, Part 2 Primary Source Analysis #1 due on Blackboard by 5 pm on Friday, April 7. 3
Spring Recess April 10-April 16: Classes Not in Session Week 9: Monday, April 17 Defining the Free World in World War II Textbook: Chapter 25 Wednesday, April 19 Executive Order 9066 Primary Source: Miné Okubo, Citizen 13660 Week 10: Monday, April 24 The United States During the Cold War Part 1 Textbook: Chapter 26 Wednesday, April 26 Midterm Exam #2 (Covers chapters 21-26) Week 11: Monday, May 1 The Challenges of Postwar Abundance Textbook: Chapter 27 Wednesday, May 3 Civil Rights and a Multitude of Movements, Part 1 Textbook: Chapter 28 Week 12: Monday, May 8 Civil Rights and a Multitude of Movements, Part 2 Wednesday, May 10 The High Tide of Liberalism Primary Source Analysis #2 due on Blackboard by 5 pm on Friday, May 12. [Please note that May 12th is the last day to drop the class with a W.] Week 13: Explaining the Sixties Monday, May 15 The Sixties: The Good, the Bad, and the Ugly? Wednesday, May 17 Narratives of the Vietnam War Textbook: Chapter 29 Week 14: The Origins of the Modern Conservative Movement Monday, May 22 From Goldwater to Reagan Textbook: Chapter 30 Wednesday, May 24 The Reagan Revolution Week 15: Monday, May 29 Memorial Day Holiday no class Wednesday, May 31 Loose Ends + Exam Review Finals Week: Wednesday, June 7 Final Exam 8 am 10:30 am (NOTE TIME DIFFERENCE) 4
Course Policies Attendance: Because we cover a great deal of material in this course, prompt and regular attendance is a necessity. If you miss class, you do so at your own risk. I cannot be responsible for providing you with information you may have missed because of an absence. I highly recommend that you make arrangements with one or more of your classmates to share notes in case of unexpected absences. Classroom Environment: A positive classroom environment is critical for student learning. Feel free to ask questions and express opinions in this course, and to approach readings and ideas actively and critically. As you do so, however, please strive to be courteous to your fellow students. In order to create a respectful and productive environment, please avoid unnecessary distractions during class meetings. Feel free to express opinions relevant to the material during class, but use common sense regarding timing and refrain from making offensive comments or using pejorative terms. It is okay for you to disagree with me or your classmates (after all, much of college-level history is a matter of interpretation) but attempts to elicit a rise will be construed as misconduct and be dealt with accordingly. Disruptive behavior is grounds for removal from the course for the remainder of the class session, or, in extreme circumstances, for the semester with the agreement of the administration. Disruptive behavior includes, but is not limited to, talking, whispering, sleeping, passing notes, sending text messages on any device, wandering around the room (wait until class is over to throw away trash!), allowing electronic devices to emit sounds, uncivil utterances, consistently arriving late, leaving early without prior authorization, reading or doing homework in class, and violating the electronic devices policy below. Electronic Devices: The use of cell phones, tablets, laptops and other electronic devices is not permitted in this class. All electronic devices must be silenced and stowed away before the start of class. Smart watches (any watch that can access the internet) must be put away during exams and quizzes, and may not be used to access to internet or play games during class. Texting is not permitted on any device while class is in session. Students who do so may be removed from class for the day on the first offense. Emergency Procedures: Please be aware of campus emergency procedures. E-mail: I am happy to answer questions by e-mail, but please allow me reasonable time to reply. Please keep in mind that e-mail is best suited to short, specific questions. If you would like to discuss something more broadly, please come see me during office hours. Also, I may send useful announcements to your campus e-mail address. If your campus email is not your primary account you should make sure that your campus email forwards to an account you check regularly. Progress Reports: If you need a mid-semester progress report for athletics or any other program you can get one in one of two ways. 1) You can come to my regularly scheduled office hours where I will be able to check my gradebook and provide the best possible answer. 2) You can e-mail me at least 24 hours before class so that I can have the required 5
information ready for transfer to your forms a few minutes before the start of or after the end of class. I will not sign progress reports blindly a few minutes before the start of or after the end of class. Online Course Materials: Some online course materials (study guides, Powerpoint presentations and supplemental documents) will be available online. I will announce the method as soon as I have it locked down. Academic dishonesty: Academic honesty and integrity are core values of the Riverside Community College District. Students are expected to perform their work independently (except when collaboration is expressly permitted by the course instructor.) Believing in and maintaining a climate of honesty is integral to ensuring fair grading for all students. Acts of academic dishonesty entail plagiarizing using another s words, ideas, data, or product without appropriate acknowledgement and cheating the intentional use of or attempted use of unauthorized material, information, or study aids on any academic exercise. Students who violate the standards of student conduct will be subject to disciplinary action as stated in the Standards of Student Conduct, listed in the Student Handbook. Faculty, students, and administrators all share the responsibility to maintain an environment which practices academic integrity. The minimum sanction for plagiarism on a paper is a zero on the assignment in question and a report to the appropriate academic administrator. The minimum sanction for cheating on an exam (the use of proscribed materials such as notes, books or electronic devices during the exam, allowing another student access to proscribed materials, or viewing the paper of another student, providing information to another student during the exam, failing to follow instructions regarding blue books or test sheets) is a zero on the assignment in question and a report to the appropriate academic administrator. In cases in which exam cheating is clearly premeditated (including but not limited to attempting to fill out an exam book in advance) and large in scope, offenders may receive a summary grade of F for the course in addition to a report to the appropriate academic administrator Accommodations of Disabilities: Riverside City College provides services to students with disabilities through the Disability Resource Center (DRC), located in the Kane Building (CAK 130). To request academic accommodations due to a disability, please visit the DRC or contact the DRC staff at (951) 222-8060. A DRC staff member will confidentially review your concerns with you to determine any required accommodations. Once your accommodations are approved through the DRC, please bring your DRC documentation to your instructor so we may discuss your accommodations. Syllabus Caveat: Per campus policy, I reserve the right to make changes to the syllabus with advanced notice. I will not do so without sound pedagogical reasons. Entry Skills: Before entering the course, students will be able to: 1. Critically discuss and analyze primary and secondary texts, recognizing key ideas and responding in both oral and written form. 6
ENG 50 - Recognize thesis, audience, purpose and evidence in advanced pre-collegiate texts. ENG 50 - Compose developed, unified, stylistically competent essays of 650-1000+ words that: Are relatively free from errors in grammar and mechanics; Employ one or more patterns of development; Respond to advanced pre-collegiate texts; Adjust for audience and purpose with advanced-intermediate skill; Control voice, tone, and level of formality with advanced- intermediate skill; Use evidence effectively, with advanced- intermediate skill, to support a thesis; Demonstrate awareness of the writing process and an ability to critique their own work and the work of others with advanced-intermediate skill. Employ, at advanced-intermediate level, the standard methods of academic written discourse for guiding readers through an analysis or argument (e.g., introductions and conclusions, transitions, topic sentences). ENG 80 - Compose intelligible, source-based, multi-paragraph essays that employ rhetorical strategies for situating, developing, and communicating a controlling idea; ENG 80 - Apply the higher-order cognitive skills necessary for critical participation in the ongoing conversations and debates of our culture and polity; REA 83 - Critically analyze college-level reading materials in various modes of discourse based on an understanding of author s purpose, tone, connotative language, bias, and use of fact and opinion; Student Learning Outcomes: Upon successful completion of the course, students should be able to: Identify the various sources of historical information and research methodologies. Explain the major economic, technological and scientific developments and their historical significance. Explain the major social and cultural developments, their causes and effects, and their historical significance. Demonstrate the ability to interpret primary and secondary sources and to compose an argument which uses them, as appropriate, for support. Communication Skills: Students will be able to communicate effectively in diverse situations. They will be able to create, express, and interpret meaning in oral, visual, and written forms. They will also be able to demonstrate quantitative literacy and the ability to use graphical, symbolic, and numerical methods to analyze, organize, and interpret data. Demonstrate an understanding of America s growth in a global context. Self-Development & Global Awareness Students will be able to develop goals and devise strategies for personal development and well-being. They will be able to demonstrate an understanding of what it means to be an ethical human being and an effective citizen in their awareness of diversity and various cultural viewpoints. Analyze major political trends, attitudes, conflicts and events including both 7
mainstream and reform efforts and explain their historical significance. Critical Thinking: Students will be able to demonstrate higher-order thinking skills about issues, problems, and explanations for which multiple solutions are possible. Students will be able to explore problems and, where possible, solve them. Students will be able to develop, test, and evaluate rival hypotheses. Students will be able to construct sound arguments and evaluate the arguments of others. 8