Oklahoma State University-Okmulgee

Oklahoma State University Institute of Technology Course Syllabus Spring 2016

HIST 1493 – U.S. HISTORY SINCE 1865 This course covers the history of the United States from the late-19 th century through the Second World War. Emphasis is given to the growth of industry and its impact on domestic and foreign affairs. Type of course (Theory). Credit Hours: 3; Total hours of theory per semester 48; Total hours of lab for semester; 0. Prerequisites: None Instructor Name: Cal Kinzer Instructor Phone: (918) 293-4880 Office: NCAT 103-E Instructor email: [email protected] Instructor’s Office Hours: Posted on the instructor's office door and in the classroom. School Name: Arts and Sciences School Phone: (918) 293-4828

REQUIRED TEXT, REFERENCES, AND MATERIALS References: Instructor-prepared workbook. Materials: Notebooks, writing utensils and ScanTron forms for taking tests and quizzes. Estimated Cost for Materials: $10.00.

COURSE COMPETENCIES ASSESSMENT OF COMPETENCY

Upon completion of this course, students should 1. Describe the effects of the post-Civil War era Subjective questions based on outside reading on American society and explain some of the assignment(s). Objective film and pop quizzes. problems associated with the phenomenal Objective unit test. growth of the country during this period. 2. Describe some of the great innovations in Subjective questions based on outside reading technology made during the late-1800’s and assignment(s). Objective film and pop quizzes. trace the careers of a few of the great American Objective unit test. inventors of that period. 3. Explain some of the events that led to Subjective questions based on outside reading America’s emergence as a world power around assignment(s). Objective film and pop quizzes. the turn of the 20th Century. Objective unit test. 4. Relate the causes and major events of the Subjective questions based on outside reading Spanish-American War and the building of the assignment(s). Objective film and pop quizzes. Panama Canal. Objective unit test. 5. Identify some of the reforms of the Subjective questions based on outside reading Progressive Era and evaluate its effects on assignment(s). Objective film and pop quizzes. modern politics and social life. Objective unit test. 6. Relate the causes of the First World War and Subjective questions based on outside reading the reasons for America’s entry, and evaluate assignment(s). Objective film and pop quizzes. the effects of the outcome of the war on the Objective unit test. post-war world. 7. Give some of the causes and effects of the Subjective questions based on outside reading Great Depression and evaluate the effectiveness assignment(s). Objective film and pop quizzes. of the New Deal. Objective unit test. 8. List some of the causes and major events of the Second World War and describe the effects Subjective questions based on outside reading of America’s involvement. assignment(s). Objective film and pop quizzes. Objective unit test. COURSE ACTIVITIES In the online version of this course students will:  Listen to and participate in class lessons ……………  Answer workbook questions from the lessons ……..  Watch films related to the course content……  Take in-class film quizzes, unit tests and an institutional assessment essay test……

 GRADING SCALE A = 90.00-100.00 B = 80.00-89.99 C = 70.00-79.99 D = 60.00-69.99 F = 00.00=59.99

GRADES WILL BE BASED ON THE QUALITY AND COMPLETION OF THESE TASKS:

Unit Tests ...…………………………………..…..75% In-Class film/quizzes…………………………….15% Institutional Assessment essay test .…….……....10% (*)

(*) The student’s grade on an essay test will be used in the university’s assessment of student learning. A 70% competency or higher receives a Pass rating. This Pass/Fail rating is independent of the student’s course grade.

AMERICANS WITH DISABILITIES ACT (ADA) According to the Americans with Disabilities Act, each student with a disability is responsible for notifying the University of his/her disability and requesting accommodations. If you think you have a qualified disability and need special accommodations, you should notify the instructor and request verification of eligibility for accommodations from the Office of Academic Accommodations/LASSO Center. Please advise the instructor of your disability as soon as possible, and contact The LASSO Center, to ensure timely implementation of appropriate accommodations. Faculty have an obligation to respond when they receive official notice of a disability but are under no obligation to provide retroactive accommodations. To receive services, you must submit appropriate documentation and complete an intake process during which the existence of a qualified disability is verified and reasonable accommodations are identified. The LASSO Center is located on the 3rd floor of the Noble Center. You may call 918.293.4855 for more information or fax documentation to 918.293.4853.

ACADEMIC DISHONESTY Academic dishonesty or misconduct is neither condoned nor tolerated. Any student found guilty of academic dishonesty or misconduct shall be subject to disciplinary action. Academic dishonesty and/or misconduct includes, but is not limited to, the following actions: (1) Plagiarism: the representation of previously written, published, or creative work as one’s own; (2) Unauthorized collaboration on projects; (3) Cheating on examinations; (4) Unauthorized advance access to exams; (5) Fraudulent alteration of academic materials; (6) Knowing cooperation with another person in an academically dishonest undertaking. Students are required to active protect their work against misuse by others. For details, refer to The Student Handbook available in the Office of Student Affairs and Enrollment Management, each division office, and online at http://www.osu-okmulgee.edu/handbook/.

STUDENT CONDUCT Students are expected to cooperate in maintaining a classroom environment conducive to learning. Courteous and respectful behavior will be expected from all students each day. See below for specific items concerning Class Rules.

COURSE OUTLINE

[NOTE: In some cases, parts of the following units may have to be deleted due to time constraints or other factors.]

UNIT 1 – THE GROWTH OF INDUSTRY Lesson 1 – America Becomes an Industrial Giant Lesson 2 – The Steel and Oil Industries Lesson 3 – American Inventors

ESTIMATED TIME: 2 Weeks

UNIT OBJECTIVES: Upon completion of UNIT 1, the student will be able to: 1. Describe some of the factors which were a part of America’s industrial expansion during the late 1800’s. 2. Describe how Andrew Carnegie and John D. Rockefeller built the first great industrial conglomerates. 3. Explain how the shift to finance capitalism under J.P. Morgan helped further spur industrial growth. 4. Name some of the key inventors of the period and list their most important contributions.

UNIT 2 – AMERICA BECOMES A WORLD POWER Lesson 1 – America Reaches Out Lesson 2 – The Spanish-American War Lesson 3 – Imperialism in Latin America, Asia, and the Pacific

UNIT OBJECTIVES: Upon completion of UNIT 2, the student will be able to: 1. List and explain some of the causes of imperialism. 2. Describe some of the reasons Americans began to take an interest in overseas expansion during the late 1800’s. 3. Describe the events related to the Spanish-American War and list the territorial possessions acquired by the U.S. as the result of that war. 4. Explain some of the events related to America’s involvement in the Pacific region and Latin America during the late Nineteenth and early Twentieth centuries.

UNIT 3 – THE PROGRESSIVE ERA Lesson 1 – The Progressives Lesson 2 – Roosevelt the Progressive Lesson 3 - Progressivism Under Taft and Wilson

UNIT OBJECTIVES: Upon completion of UNIT 3, the student will be able to: 1. Identify the major groups supporting the Progressive movement, the beliefs that motivated them and the tactics and goals that served to differentiate these groups. 2. List some of the Constitutional amendments and major pieces of legislation that came as a result of the Progressive movement. 3. Explain why Theodore Roosevelt was the most important leader of the Progressives and relate some of his contributions to the movement. 4. Relate how the Progressive era continued with the administrations of William Howard Taft and Woodrow Wilson and explain how these presidents affected the success of the Progressive movement.

UNIT 4 – THE FIRST WORLD WAR Lesson 1 – Foreign Policy under Woodrow Wilson Lesson 2 – The Great War Lesson 3 – America in World War I

UNIT OBJECTIVES: Upon completion of UNIT 4, the student will be able to: 1. Define “Moral Diplomacy” and describe how it was carried out under Woodrow Wilson’s administration. 2. Describe the causes and major events of the early phase of World War I before America’s direct military involvement began. 3. Explain how the effects of the war, especially those in the Middle East, have contributed to creating the modern world in which we live. 4. Discuss the major events that led to America’s entry into the First World War. 5. Describe how America’s involvement contributed to the Allied victory in the war. 6. Explain the causes that led to America’s rejection of the Treaty of Versailles.

UNIT 5 – THE GREAT DEPRESSION Lesson 1 – The Stock Market Crash of 1929 Lesson 2 – Americans Face the Great Depression Lesson 3 – The New Deal

UNIT OBJECTIVES: Upon completion of UNIT 5, the student will be able to: 1. List and explain the causes and effects of the Stock Market crash of 1929. 2. Relate some of the underlying causes of the Great Depression. 3. Describe the effects of the depression on America’s political, economic and social life. 4. List and briefly describe some of the main programs of the New Deal and discuss their effectiveness in ending the Great Depression as well as their long-term effects upon American society.

UNIT 6 – THE SECOND WORLD WAR Lesson 1 – The Rise of Fascism Lesson 2 – America Prepares for War Lesson 3 – America in World War II

UNIT OBJECTIVES: Upon completion of UNIT 6, the student will be able to: 1. Explain how “isolationism” affected American foreign policy between the world wars. 2. Explain the basic philosophy underlying fascism and trace the rise of Adolph Hitler and the Nazi Party. 3. Describe the major events of the first two years of the war and explain the causes of America’s entry into the war. 4. List the major events of the War in Europe from 1942 to 1945. 5. List the major events of the War in the Pacific from 1942 to 1945. 6. Relate the development of the atomic bomb and explain the reasons why President Truman made the decision to use it against Japan. CLASS RULES Each student gets two un-documented drop grades, one for a film quiz and one for a unit test. After that, written documentation in the form of a doctor’s note, a letter from the activity sponsor, court records, or military orders is required. Do not have your department send a list by email, bring it yourself! Do not submit it in class or leave it in my mailbox – bring it with you when you come to see me in my office during office hours!

Documented excused grades will be granted for the following reasons: (1) illness (2) funeral (3) academic activity (4) job interview (5) legal obligation (6) military duty

It is not necessary to contact me ahead of time if you know you are going to be absent. You will need to come to see me after you return so we can make a determination as to whether the absence was excused. This is to be done during office hours, not during class times.

The two drop grades, one for a film/quiz and one for a unit test, do not have to be made up. They will be dropped automatically and not figured as part of the grade. Excused documented grades will need to be made up. This will involve writing a short essay for a film quiz or taking the test if missed. These essays, as well as the assessment essay near the end of the semester, must be printed out and handed in to me. Do not FAX or send them by email.

There are no make-ups for the assessment essay. Students have several weeks in which to complete this assignment. Students who attend class on the day the assessment essay is due have until the end of that day to turn it in. This is the only case in which assignments may be left in the mailbox outside my office. If the student is absent on the day the assessment essay is due, it then becomes due on the day he or she returns to class.

I use a seating chart to keep track of absences. This is the only way that I have to verify attendance. Students who do not sit in their assigned seat will be counted absent for that day. Students who arrive late after roll has been taken will be counted absent.

Students who arrive more than a few minutes after a test or quiz has begun may not be allowed to take it that day. Instead, it will fall under the category of excused absences as per the above. Students will need to see me outside of class to discuss making up such work.

Students are expected to arrive on time and remain until the class has been dismissed. Students who leave early will be counted absent. Any grades for that day will fall under the attendance policy. The student will need to come see me about this when they return.

Cell phones are to be turned OFF during class. Do not leave during class to answer calls or text messages. Phones being used or that cause a disruption during class will be collected until the class is over. Food and soft drinks are not allowed in the classroom. Bottled water is OK. No sleeping or reading outside books or materials in class. Those who have their heads on their desks are assumed to be sleeping and will be asked to either sit up or go home.

In-class unit tests and quizzes will be taken using the ScanTron answer forms, which can be purchased at the campus bookstore. Students are responsible for bringing these, and a lead pencil with which to mark them. Students who do not have them will not be able to take a test or quiz. I do not loan pencils or ScanTrons. BRING BOTH EACH DAY!

The university requires a “zero tolerance” policy with regard to profanity and tobacco use.