HIST 1302 (60 & 61) – US SINCE THE CIVIL WAR
Spring 2018 Dr. Mary Linehan Office: 201 BUS Hours: Tuesdays and Thursdays 7:30 -9:30. I am available by email most days between 6am and 2pm. You should always get an answer the same day if you email during those hours. See below for more email info. Email: [email protected]
History Has Taught Us
The number one problem we had with this class in the fall were people not reading the syllabus. If you don’t understand something, ask. I love to answer your questions. But, if you don’t read the syllabus, how can I help?
The number two problem was people not reading the comments, which will be returned with every essay you write. If you don’t receive comments on your essay tell me right away. It is easy to push the wrong button and the comments are needed to do better next time. General comments for the class will posted to the DB after all essays for each chapter are graded.
The number three problem was not reading the introductions to the modules. I promise, the intros give A LOT of helpful information.
Finally, you are responsible for reading and understanding every DB post and every class email. I am a very hands-on professor and I will be communicating with you a lot. Read!!!!
Student Learning Outcomes
Students will describe the impact of industrialization, mechanized farming, immigration, and increasing cultural diversity on the American people in the late nineteenth-century.
Students will describe the changing role of the US government in domestic and world affairs in the early-twentieth century.
Students will explain the problems of unregulated economic growth and the associated issues of the unequal distribution of wealth.
Students will trace the course of World War II and its reshaping of the US role in world affairs. Students will describe how the Cold War and conflicts in Korea and Vietnam influenced domestic and international politics.
Students will analyze how modern movement for human rights, evangelical religion, and nativism have transformed life in the US.
Required Texts
Boyer, et al., The Enduring Vision, vol. 2, (9th concise edition)
You may use the 7th or 8th edition, they are very, very similar to the 9th.
However, you will be required to provide page numbers – for every fact, statistic, and direct or indirect quote -- so I can find your source.
Keep the citations simple (8-621) is all you need. In this case, it means 8th edition, page 621,
Grading Policies
o Grades are based on a point system. There will be 14 tests. You may only take 11 of them and you may not skip chapters 16, 17, or 24. Each test will be worth 50 points. There will be one 100 point (chapter 24) test. Of the 600 points available, a student must earn 540 points for an A, 480 points for a B, 420 points for a C, and 360 points for a D. 389 or few points will earn an F.
o Aside from chapters 16, 17, and 24, you may “skip” any three weeks you want. Use this power wisely. Many people immediately skip 18, 19, and 20. They never seem to catch up. You don’t need to notify me that you are skipping or say so on canvas. Just skip, but do so in your own best interests.
o At the other extreme are those who want to do all the essays, no matter how many times I tell them this really can’t change their grade. So, go ahead and do all 14. But, I will not count your three highest scores.
o There will also be pre and post tests which will be different in format from the weekly tests. These are not included in your grades, but it is not possible to pass the course if you do not take the tests when scheduled. These tests are required by state law.
o There will be opportunities for extra credit hidden in the modules and on the Discussion Board.
o Do not trust canvas for your total grade. It is an excellent system, but it has no way of accounting for the pre- and post-tests being worth zero points or the 3 “skips.” To figure out your total grade, add up all the points you have earned and compare it to the chart above.
Course Outline
There will be a chapter test each Friday – the questions are in the modules and the instructions are on canvas -- and other assignments as noted. AS OF 1/5 I do not know the day of the pre-test.
January 19: Chapter 16, The Crisis of Reconstruction –CANNOT SKIP January 26: Chapter 17, The Transformation of the Trans-Mississippi West – CANNOT SKIP January 29: Census Day. Last day for schedule changes.
February 2: Chapter 18, The Rise of Industrial America February 9: Chapter 19, Immigration, Urbanization, and Everyday Life February 16: Chapter 20, Politics and Expansion
February 23: Chapter 21, The Progressive Era March 2: Chapter 22, Global Involvements and World War I March 9: Chapter 23, The 1920s
March 16: Spring Break March 23: No test to give you more time for chapter 24. Use it.
March 30: Chapter 24, The Great Depression and New Deal – CANNOT SKIP March 30-May 5: Chapter 25, Americans in a World Crisis (see special instructions, below) April 2: Last Day to Drop a Class
April 6: Chapter 26, Cold War Abroad and at Home April 13: Chapter 27, America at Midcentury April 20: Chapter 28, Liberalism, Civil Rights, Vietnam April 27: Chapter 29, A Time of Upheaval May 5: Post-test and Make-Up. Last day to submit chapter 25. It has only happened once in the ten semesters I taught this course online, but we have to be prepared. Should the university computer system go out on the day of a test day, that test will be made up on May 5th. For example, if the system were to go out on March 2, we would continue with chapter 22 on March 9, and make up the chapter 21 test on May 5. Again, this has only happened once and is probably something we will never need to worry about.
The chapter 24 test (which may not be skipped) functions much like a midterm. It requires a very long essay on a crucial topic. Therefore, we will take two weeks to prepare these essays. That means that chapter 25 will have to be squished in elsewhere. I will open chapter 25 on March 30 and you will have until May 5 to complete it. Essays will not be graded until all are submitted, so there will be a delay. But, chapter 25 happens to be the easiest chapter in the book to handle this way. As always, if you have any questions, ask me.
Tests
There is a test every Friday beginning January 19.. The tests are essay and worth 50 points (except chapter 24 which is worth 100 points). The tests will be available from 12:00 am to 11:59pm.
You will be given 1-5 (usually 3) essay questions the Friday before. These will be in the module for each chapter. Use these questions to frame your reading of the chapter.
You must prepare answers for all the questions you are given. Answers should be 10-12 sentences long – except for the weeks in which there is only 1 question -- and be based on specific historical evidence. That is, you want to include the names of people, laws, and events that back up your answer. You will also learn about social history and how to use that material as evidence. In general, strive for 5-7 pieces of specific evidence per essay, more when there is only one essay for the day. Remember that all facts, statistics (including words like “many” or “some”), and direct and indirect quotes must contain citations referring to the edition of Boyer and the page number. Put these after the relevant sentence. For example: “Many Republicans urged Teddy Roosevelt to run again.” (8-570)
The 5-7 specific examples are the critical component of your grade. They are used to demonstrate you read the book and didn’t just copy some online summary. Each one of your examples should come with a brief definition that shows you know how it relates to the question being asked. If you have not taken History for a while, writing methodology for History takes time to develop. That’s why the first two essays are required. Be patient with yourself, but be proactive: read the corrections, ask questions, send in rough drafts, read the modules, and look at the model answers that will be posted after the test. I promise you, by the end of the semester, these will be easy and good. Enough extra credit will be offered to bring up low grades on the first couple of tests.
On the day of the test, all the questions you have prepared will appear on your screen in random order. You are to cut and paste the answer you have pre-written for only the first question you see. ANSWER ONLY THE FIRST QUESTION YOU SEE. If you answer anything else you will not get credit for any of the answers. Plus, it will be obvious you didn’t read the syllabus!!!
Each answer is worth fifty points. You will get your graded essay, with comments, back, usually by Monday but always by Thursday at noon, so you can incorporate the comments in the next week’s answer. Now, would be a good time to mention that I have a chronic disability that does flare from time to time and knocks me out from time to time. If your essays are not graded by noon on Thursday, you will automatically get full credit for that essay.
I am happy (if they are received by 2pm the day before a test) to look at your answers and give you advice.
All answers must be completely your own work and not be based on any outside source. If you are caught cheating on one of the tests, we will follow the HOP procedures and move for the harshest possible punishment up to and including failure of the class. Google my name and plagiarism, I’m pretty hard core about this.
Communication
I am very good about checking emails and replying quickly. However, faculty are only allowed to contact you at your patriot email addresses, so please don’t write from any other account. Also, there was a problem in the spring with student emails – from patriot accounts -- going to junk mail for no reason. If it has been more than 3 or 4 hours, send again.
If you send an email, and I hope you will send lots, please change the subject line to your name or something funny. It’s a quirk of the system, but if you put the logical thing in the subject line “Hist 1302” or “chapter 16,” you get put in a giant thread with everyone else who used the same subject. It becomes very difficult to make sure everyone’s question has been answer and you can get buried. Also, it seems to me, that it would be very easy to click the wrong button and send your confidential answer to the entire class!@!!!!!!! If you have a question about yourself or your grade, please don’t hesitate to contact me through email. However, if your question is about course material, please post it on canvas. This is the best thing you can do for the class as I guarantee you others have the same question. So, if your question is about historical things (ie what was Smoot Hawley, was Jane Addams a Socialist, Did France surrender) or about class matters (is it chapter 24 that’s worth 100 points, why?) please post them on canvas so everyone can see the question and answer.
We will often use the discussion feature on canvas, but this will not be graded. It’s just a chance to have some back and forth and get to know each other. It’s the way we make up for not having a face to face class. It is also one of the places where I hide extra credit. I often ask history adjacent questions and just see where we can go with it. For example, one that always gets a good response is “would you want to be Barron Trump?” The idea here is what would it be like to observe and take part in history from the vantage point of the president’s child? These questions are not intended to be political – it doesn’t matter if you voted for Trump, but would you want to be the eleven year old son of the president – and they always lead us down some interesting pathways. For example, in January 2017 everyone wanted to be Barron. By, September, only one person did. This is something to be very mindful of this semester. Current events can’t help but influence the way we perceive history. In January, the class was caught up in the hoopla of winning and all the patriotism and pageantry of the inauguration. By September, students came to see that presidenting involves a lot of criticism and it might not be fun to see your dad put through the wringer every day.
Speaking of politics, this course touches, obviously, on issues and personalities upon which there was fiery political disagreement. We are not looking, nor do we care to hear, the 106 reasons Clinton should have won or the 106 reasons why Trump is the logical choice. When we ask political questions, your take should be historical. There is a question coming up about the 1880s – would you be a Democrat or a Republican? That has nothing to do with what you are today. You will find that what each party stands for changes greatly over the course of the semester and even from town to town in the same time period. Your job is to think historically and make the best decision for the you of 1880 or 1950. There should not be any current events in your graded essays – the DB is the place for that. For example, as I write this Donald Trump and Steve Bannon are feuding. Is this similar or dissimilar to the feud between Teddy Roosevelt and William Howard Taft? 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