VISITOR POLICY In accordance with College regulations, no visitors are permitted in the classroom. All persons in the classroom must be registered students.
URL for this section: http://online.santarosa.edu/section/?1514
The usual venue for us to communicate will be during an office hour. Please contact me by email through firstname.lastname@example.org
ELECTRONICS No recording devices or cameras are allowed in class unless authorized by the Disability Resource Center. This policy reflects the professional concerns of individual privacy and academic security. No cellular telephones are to be used in class for any purpose. Violation of these policies is disruptive to teaching and learning.
Emergency Evacuation Plan In the event of an emergency during class that requires evacuation of the building, please leave the class immediately, but calmly. Our class will meet at a pre-announced assembly point to make sure everyone got out of the building safely and to receive further instructions. If you are a student with a disability who may need assistance in an evacuation, please see me during my office hours as soon as possible so we can discuss an evacuation plan.
Accommodations for Students with Disabilities If you need disability related accommodations for this class, such as a note taker, test taking services, special furniture, use of service animal, etc., please provide the Authorization for Academic Accommodations (AAA letter) from the Disability Resources Department (DRD) to me as soon as possible. You may also speak with me privately during office hours about your accommodations. If you have not received authorization from DRD, it is recommended that you contact them directly. DRD is located in Analy Village on the Santa Rosa campus, and Petaluma Village on the Petaluma Campus.
The URL for this course is: http://online.santarosa.edu/section/?1514
STUDENT LEARNING OUTCOMES
Student Learning Outcomes: Upon completion of the course, students will be able to:
1. Describe the values, themes, methods, and history of the discipline. 2. Analyze the political, economic, cultural, and social developments in the US from 1877 to the present. 3. Compare and contrast the experiences of the various peoples who populate the US. 4. Evaluate the causes and effects of historical events of both the United States and abroad. 5. Distinguish between primary and secondary sources as historical evidence.
Objectives: Upon completion of this course, students will be able to:
1. Locate on maps the different regions of the US and areas of the world where the US intervenes during this time period. 2. Recognize the unique contributions and experiences of women, African Americans, Native Americans, and immigrants during this time period. 3. Analyze how race, gender, class, and ethnicity have been factors in the United States at this time. 4. Compare and contrast differing opinions on critical historical developments and distinguish between fact and myth. 5. Demonstrate critical thinking through analysis of historical events and a variety of primary and secondary sources.
Selected Topics and Scope I. Reconstruction A. Presidential Reconstruction B. Radical Reconstruction 1. Thirteenth, Fourteenth, and Fifteenth Amendments 2. Freedmens' Bureau 3. Election of 1877 and the End of Reconstruction C. Segregation Re-instated 1. Violence 2. Legal segregation: Plessy v. Ferguson 3. Sharecropping and Disenfranchisement II. The West A. Reservations 1. Forced Removal 2. Assimilation B. Chinese Immigration III. Industrialization and the Corporation A. Gilded Age B. European Immigration C. Unionization D. Populism IV. Imperialism A. Hawaii B. Spanish American War V. Progressivism - Challenge to Social Darwinism A. Women's challenges 1. Settlement houses 2. Women's clubs 3. Suffrage B. African American Challenges 1. Anti-lynching Movement 2. DuBois and Washington VI. World War I A. Competition in Europe and the Balance of Power B. US Involvement 1. Committee for Public Information (CPI) 2. Armistice 3. Treaty of Versailles C. U.S. Post-war isolation VII. 1920s A. Economic Boom B. Jazz Age C. Red Scare D. Causes of the Great Depression VIII. The Great Depression A. Immediate Effects B. Hoover's Response IX. Franklin Delano Roosevelt and the New Deal A. Relief B. Reform X. World War II A. Rise of Fascism in Europe and Asia B. US Role in Europe and Asia XI.Cold War A. Growing Tensions between the U.S. and Soviet Union B. Containment C. Domestic Policies XII. The Fifties A. Economic Growth B. The Suburbs C. Consumerism XIII. Civil Rights Movement A. Effects of WW II B. Brown v. Board of Education C. Southern Christian Leadership Conference (SCLC) and Student Nonviolent Coordinating Committeee (SNCC) D. Civil Rights Acts of 1964 and 1965 E. Radical Voices F. Other Liberation Movements 1. Women 2. Latinos 3. Native Americans 4. Gay Rights XIV. Cold War in the 1960s A. Cuba 1. Bay of Pigs Crisis 2. Cuban Missile Crisis B. Vietnam 1. France's Role 2. Gulf of Tonkin 3. Credibility Gap 4. Counterculture and Anti-War Movement 5. Backlash of 1968 6. Nixon and the Silent Majority XV. 1970s A. Watergate B. Energy Crisis C. Environmentalism D. Iranian Hostage Crisis XVI. 1980s A. Reagan and Reaganomics B. The Rise of the Religious Right C. Fall of Soviet Union XVII. 1990s and Beyond A. Gulf War I B. Rodney King Riots C. Clinton Administration D. Third Wave of Feminism E. Latino Immigration F. 9/11
ADDITIONAL INFORMATION HERE: https://portal.santarosa.edu/SRWeb/SR_ScheduleOfClasses.aspx?termid=20137
"Everything action in company ought to be done with a sign of respect to all that are present."
Please read this carefully, and understand that I do not wish to make an issue out of classroom discipline, but rather to move things in the direction of a respectful and encouraging classroom environment.
1. Class attendance and participation: You may miss up to three class sessions, (2 for evening classes) for whatever reason, without a point penalty. Additional unexcused absences are excessive and can lower your grade by one full letter grade. I do not need notification of these absences. 2. No make up exams will be given, and no late work will be accepted, unless I have prior verification of an illness or timely verification of an emergency. Perhaps this should go without saying, but disruptive behavior will "cost you." I’ve got a "thing" about private conversations during class, outside reading material, lack of attention to films, late arrival and early departure. This means that I expect you to be in class, to prepared, to take careful notes, and to pay attention to whomever has the floor. 3. CONSISTENT NOTE TAKING IS EXPECTED BY ME AND BY THE DEPARTMENT OF SOCIAL SCIENCES. 4. Finally, please note that this syllabus is subject to minor change (at my sole discretion) in order to respond to current events as they affect this field of study.
PLEASE AVOID DISRUPTIVE CONDUCT: EXAMPLES FOLLOW
1. Ditching class. Please do not ask to leave class early. If you cannot be in class for the whole session, take the day off and I will record it as an absence.
2. Reading in class: Please put your book away. There is no need to bring it to class, and please do NOT read it (or anything else) during class.
3. Sleeping during class. I do not expect to have to stop class and ask whether you are awake. Be awake and appear to be awake.
4. Using cell phones in class for any reason.
5. Please avoid leaving the room during class.
POLICY ON MISSED EXAMS AND FINALS: I do not give make-up exams unless the missed exam was due to a verified emergency or unavoidable conflict.
I see in the near future a crisis approaching that unnerves me and causes me to tremble for the safety of my country. ... corporations have been enthroned and an era of corruption in high places will follow, and the money power of the country will endeavor to prolong its reign by working upon the prejudices of the people until all wealth is aggregated in a few hands and the Republic is destroyed. — U.S. President Abraham Lincoln, Nov. 21, 1864 (letter to Col. William F. Elkins) Ref: “The Lincoln Encyclopedia”, Archer H. Shaw (Macmillan, 1950, NY)
What a man believes upon grossly insufficient evidence is an index into his desires — desires of which he himself is often unconscious. If a man is offered a fact which goes against his instincts, he will scrutinize it closely, and unless the evidence is overwhelming, he will refuse to believe it. If, on the other hand, he is offered something which affords a reason for acting in accordance to his instincts, he will accept it even on the slightest evidence. The origin of myths is explained in this way. — Bertrand Russell, Roads to Freedom
“ America is a great nation,…but honesty impels me to admit that our power has often made us arrogant. We feel that our money can do anything. We arrogantly feel that we have some divine, messianic mission to police the whole world. We are arrogant in not allowing young nations to go through the same growing pains, turbulence and revolution that characterizes our history…” --Martin Luther King
“I insisted that our cause could not expect me to behave like a nun and that our movement should not be turned into a cloister. If it meant that, I did not want it. I want freedom, the right to self-expression, everybody’s right to beautiful, radiant things.” --Emma Goldman
“I know that in the past every great political and social change necessitated violence. Yet is one thing to employ violence in combat as a means of defense. It is quite another thing to make it a principle of terrorism, to institutionalize it, to assign it the most vital place in the social struggle. Such terrorism begets counter-revolution and in turn itself becomes counter-revolutionary.” --Emma Goldman
“Labor is prior to, and independent of, capital. Capital is only the fruit of labor, and could never exist if labor had not first existed. Labor is the superior of capital, and deserves the much higher consideration.” --Abraham Lincoln
“I had once believed that we were all masters of our fate – that we could mold our lives into any form we pleased. . . . I had overcome deafness and blindness sufficiently to be happy, and I supposed that anyone could come out victorious if he threw himself into life’s struggle. But as I went about the country I learned that I had spoken with assurance on a subject I knew little about. . . . I learned that the power to rise in the world is not within the reach of everyone.” --Helen Keller
“Ten men in our country could buy the whole world and ten million can’t buy enough to eat.” --Will Rogers
Suffer no man and no cause to escape the undying penalty which history has the power to inflict upon wrong.
I cannot accept your canon that we are to judge Pope and King unlike other men, with a favorable presumption that they did no wrong. If there is any presumption it is against the holders of power, increasing as the power increases. Historic responsibility has to make up for want of legal responsibility. Power tends to corrupt, and absolute power corrupts absolutely.
"No twenty-five year period since 1495 has been entirely without war. ... Luard lists 281 wars for the period 1400-1559, falling to 162 (1559-1648) and 145 (1648-1789), but then rising to 270 (1789-1917) before returning to 163 between 1917 and 1984. ... It is striking that there has not been a single year since 1816 without at least one war going on in the world.
"The death toll in the War of Spanish Succession (1701-13) was 1.2 million. A century later, the Napoleonic Wars killed 1.9 million men. And a century after that, the First World War cost more than 9 million servicemen their lives. Perhaps as many as 8 million people died in the maelstrom of the Russian Civil War of 1918-21 ... But even this figure pales into insignificance alongside the total mortality caused by the Second World War. ... According to the best available estimates, total civilian deaths in the Second World War amounted to 37.8 million, bringing the total death toll to nearly 57 million people [when added to the 19 million military casualties]. In other words, the majority of deaths in the Second World War were due to the deliberate targeting--by all sides--of civilians on land and sea and from the air."
Niall Ferguson, The Cash Nexus, Basic, 2001, pp. 26-33.
“The truth of war is not always easy. . . . The truth is always more heroic than the hype. . . . The bottom line is the American people are capable of determining their own ideas of heroes, and they don’t need to be told elaborate tales.”
"The paranoid spokesman sees the fate of conspiracy in apocalyptic terms — he traffics in the birth and death of whole worlds, whole political orders, whole systems of human values. He is always manning the barricades of civilization... he does not see social conflict as something to be mediated and compromised, in the manner of the working politician. Since what is at stake is always a conflict between absolute good and absolute evil, what is necessary is not compromise but the will to fight things out to a finish. Since the enemy is thought of as being totally evil and totally unappeasable, he must be totally eliminated — if not from the world, at least from the theatre of operations to which the paranoid directs his attention. This demand for total triumph leads to the formulation of hopelessly unrealistic goals, and since these goals are not even remotely attainable, failure constantly heightens the paranoid’s sense of frustration. Even partial success leaves him with the same feeling of powerlessness with which he began, and this in turn only strengthens his awareness of the vast and terrifying quality of the enemy he opposes." Richard Hofstader
1. WEEK ONE: AUGUST 19 Introduction to course, Foner: Preface (read this carefully) Read syllabus carefully. Chapter 15 "What is Freedom? Reconstruction."
2. WEEK TWO: AUGUST 26 Chapter 16: America's Gilded Age
3. WEEK THREE: SEPTEMBER 2 Chapter 17 Freedom's Boundaries, at Home and Abroad
4. WEEK FOUR: SEPTEMBER 9 Chapter 18 " The Progressive Era. . . "
5. WEEK FIVE: SEPTEMBER 16 FIRST MIDTERM Chapter 19 "Safe for Democracy. . . "
6. WEEK SIX: SEPTEMBER 23 Chapter 20 "From Business Culture to Great Depression."
7. WEEK SEVEN: SEPTEMBER 30 Chapter 21: "The New Deal."
8. WEEK 8: OCTOBER 7 Chapter 22 "Fighting for the Four Freedoms. . . "
9. WEEK 9: OCTOBER 14 Chapter 23 "The United States and the Cold War." 2ND MIDTERM
10. WEEK 10: OCTOBER 21 Chapter 24 "An Affluent Society."
11. WEEK 11: OCTOBER 28 Chapter 25: "The Sixties. 2nd MIDTERM
12. WEEK 12: NOVEMBER 5 TBA
13. WEEK 13: NOVEMBER 11 THE SIXTIES, CONT.
14. WEEK 14: NOVEMBER 18 Chapter 26 The Triumph of Conservatism
15. WEEK 15: NOVEMBER 25 RESPONSE TO LEPORE DUE IN CLASS TUESDAY
16. WEEK 16: DECEMBER 2 Chapter 27 Globalization and its Discontents
17: WEEK 17: DECEMBER 9 CHAPTER 28 September 11 and the Next American Century
Foner, Eric. Give Me Liberty, An American History, Volume 2 3nd edition. Norton
Lepore, Jill. The Whites of Their Eyes: The Tea Party's Revolution and the Battle for American History. 1st edition. 2010. Princeton.
As noted above, participation can contribute to or subtract from your total course points. For clarity, understand the following:
1. I expect all students to take complete hand writtten notes at each session, whether the material is a lecture, a student presentation, a film, or a group discussion. At a random point during the semester, I may collect your notes and review them.
2. I expect students not only to BE awake, but to APPEAR to be awake. This means that you are sitting up in your chair paying attention and actively engaged in what is going on. If I cannot tell without asking that you are awake, you will lose points. It is your responsibility to leave no doubt in my mind about this.
3. Attend class ONLY if you wish to learn and to contribute to this class and your own educational goals. If you cannot arrive on time, stay for the full class, and conduct yourself in a way that shows respect, please do not attend.
Grade is based on two midterms, a book response, and a final.
Midterms and final may include both objective and essay questions.
First Midterm 25% Second Midterm 25% Book Response: 25% Final: 25% All work is letter graded.
Plagiarism is the representation of another author's work as your own. It is an example of academic dishonesty. Students who hand in work that is not their own MAY receive a failing grade in the course. Helpful notes here:
PART ONE: IDENTIFICATION PARAGRAPHS Write on 5 of these topics. I will pick two, you may choose the other three. Identify and describe the consequences.
Ludlow Mother Jones Tenure of Office Act Rutherford B. Hayes Radical Republicans Democratic Party during Reconstruction Atlanta Compromise Speech Ishi Madison Grant Haymarket The Four Treasures Emma Goldman Eugenics William Jennings Bryan William Randolph Hearst Mother Jones “Bull Moose” Party Triangle Fire Textile Mills Francisco Villa Industrial Workers of the World
PART TWO: MAJOR ESSAY You may choose either of these prompts below. You will write your essay from a 100 word typed outline that you will write and print out at home and hand in with your essay in class. Writing and typing and printing the outline is part of this midterm exam: the omission of this outline will result in a lower grade.
1. Prompt for an essay titled “FROM A PRESERVED UNION TO AN INCIPIENT EMPIRE.” Continuity and change are two of the important measures by which historians assess the past. Between Reconstruction and World War One the United States changed from a country that had virtually destroyed itself in warfare to a new world power. The United States was certainly ambitious for territory and influence at this time. In a well planned and well executed essay, explain what was necessary in order for these ambitions to be realized , and identify the positive and negative consequences of this change -- both upon the international stage AND within our borders. Incorporate the names of several individuals in your writing. Conclude your essay with a comment on Eric Foner’s thesis on the meanings and varieties of Freedom: did individual rights fall by the wayside as we “took our seat at the table of world powers?”
2. Prompt for an essay titled “A NATION IN MOTION ACROSS AND WITHIN OUR BORDERS.” Between Reconstruction and World War One, our population took on a different character. The ratio of immigrant/native born residents changed markedly, and so did the movement of Americans, to the North and the West in particular. Who was moving, and why? What were conditions like for new arrivals? Who benefitted from this displacement and relocation? Were the expectations of these migrants met, or not? Be sure to consider the U.S> as a whole: do not limit yourself to the East. Conclude your essay with a comment on Eric Foner’s thesis on the meanings and varieties of Freedom: did individual rights fall by the wayside as America was on the move?
WHAT TO BRING WITH YOU TO THE EXAMINATION:
1. Your typed outline of your major essay. 2. A printed copy of this email. You will need that in order to take the test, and it your responsibility to bring it. 3. Two examination booklets. Do not write your name on the booklets! 4. A black or dark blue pen. Pencil is not appropriate. EVALUATION: You will receive one letter grade for the entire exam.
Good luck! Be prepared.
TAKE HOME COMPONENT How were Civil Rights for Americans limited for Americans between the end of World War Two and the present day, and how did Americans successfully challenge these limitations? Please consider this issue in terms of race, ethnicity, class, and gender and mention leaders, tactics, and events. Give me a separate section for race, ethnicity, class and gender. Write a conclusion in which you comment on our “unfinished business” in these struggles. Due in class typed at the beginning of the final.
IN CLASS COMPONENT You will be asked to write on five choices from the following. I will choose three, and you may choose the other two form the remainder. Bring a blue book and a pen. 1. Hugh Thompson 2. Stonewall Riots 3. Cesar Chavez 4. 2000 Presidential Election 5. Reasons for Allied Victory in World War Two 6. Emmet Till 7. Jackie Robinson 8. Bay of Pigs 9. Outcome of Vietnam War 10. Betty Friedan 11. Jessica Lynch 12. Iran Contra Scandal 13. Richard Nixon: Foreign Policy 14. Charles Wilson 15. Equal Rights Amendment 16. Eisenhower: Farewell Address 17. Rosemary Kennedy
BOOK REVIEW THESIS QUESTION: WHY AND HOW DOES JILL LEPORE FEEL THAT MANY CONTEMPORARY AMERICANS SEEM TO HAVE MISINTERPRETED THE REVOLUTION?
It has been said that a new present creates a new past. In The Whites of their Eyes: The Tea Party’s Revolution and the battle over American History Dr. Jill Lepore, Professor of American History at Harvard University asserts and tries to demonstrate that “Americans have always put the past to political ends.” Please write a review of her work, in which you summarize her work and her arguments. On page 18, she states that
Each of the books five chapters is set in one place –Boston—but each travels through time: each begins with the rise of the Tea Party and 2009 and 2010; moves backward to iconic movements of the American Revolution, in the 1760s and 1770s; and then skips forward to the Bicentennial of theses events, in the 1960s and 1970s. . . . My point in telling three stories at once is not to ignore the passage of time, but to dwell on it, to see what’s remembered and what’s forgotten, what’s kept and what’s lost.”
For your review, please explain why and how Dr. Lepore feels that Americans have –intentionally or not—seemed to have misinterpreted the Revolution. ( I am interested in whether you agree with her personally or not, but that is not the main point of this assignment). Include in your response some comments on contemporary and historical figures; Barack Obama (as viewed by his critics), Rick Santelli, Mitt Romney,or Richard Nixon, as well as Paul Revere, Thomas Paine, or Benjamin Franklin and his sister Jane Mecom. Entertain other questions as well: Was the United States founded as a Christian nation? What was the Boston Tea Party originally about? Does Lepore really feel that, as the book’s jacket says, “The far right has embraced a narrative about America’s founding that Is not only a fable but is also, finally, a variety of fundamentalism – anti-intellectual, antihistorical, and dangerously antipluralist.” If she does feel that way, how has she specifically supported her case?
These are the issues you need to address. You may include an “Afterword” in which you give me your “personal take” on Lepore’s writing, but remember that I am after a scholarly analysis, not your own political opinions.
1. The title of your paper is the title of the book itself. I expect 2 -3 single spaced pages, and I will be generous in awarding points for work of scholarly ambition and extended scope and detail. 2. Use “Dr. Jill Lepore” the first time you mention the author by name, simply “Lepore” thereafter. 3. Quotations should be used sparingly, and for effect. 4. Cite frequently, by page number. Examples: Lepore is skeptical about originalism (123). Mitt Romney says “My faith is the faith of my fathers.” (122) 5. Your work is to be submitted in two formats: An email version, either as text or an attachment, and as hard copy, handed in on class at the beginning of the final. All work is to be typed, or course. The email version is to be identical to the one you hand in in class, and is required as an exam security measure to avoid plagiarism. All cited work is to be quoted, and there are to be no downloaded elements in your paper. If you are unclear about this, review the following.
Plagiarism is the representation of another author’s work as your own. It is an example of academic dishonesty. Students who hand in work that is not their own MAY receive a failing grade in the course. Helpful notes here:
“Birth of a Nation” Causes of WWI Woodrow Wilson and Latin America Otto von Bismarck Kaiser Wilhelm Archduke Franz Ferdinand Allied Powers Central Powers Wilson on Neutrality Lusitania Otto Schenk Eugene Victor Debs John Pershing on Race Zimmermann Telegram Harlem Hellcats Chere Ami Needham Roberts Mariano Goybet World War 1 Death Toll Map of Europe Before and after WWI League of Nations Treaty of Versailles 18th Amendment 19th Amendment “Return to Normalcy” Bolsheviks J. Edgar Hoover Atty. General Mitchell Palmer Coolidge on business and labor Florence Owens Thompson Pretty Boy Floyd Warren G. Harding Asa Philip Randolph Carrie Nation Alice Paul Djuna Barnes Henry Ford on ethnicity Lost Generation Sarah Breedlove Zora Neale Hurston Juliet Gordon Low 2nd Ku Klux Klan Scopes Trial Charles Lindbergh Harlem Renaissance Billy Strayhorn Herbert Hoover on Relief Bonus Army FDR’s New Deal “Court Packing” Scottsboro Boys Francis Perkins Accomplishments and Failures of New Deal Business Plot against FDR Social Security New Deal and Minorities Four Freedoms The Greater East Asia Co-Prosperity Sphere Benito Mussolini Haile Selassie Munich Agreement Isoroku Yamamoto Tojo Japanese American Internments Port Chicago Charles Drew,M.D. Zoot Suit Wars Desmond Doss U.S.S.R. and U.S.A. WITOLD PILECKI World War II War Crimes Rudolf Höss Bataan Death March Island Campaign Manhattan Project Shiro Ishii MacArthur and Hirohito Decision to Drop Atomic Bombs Adolph Eichmann Hermann Göring
FREQUENTLY ASKED QUESTIONS
Q. Do you have a stapler? A. No.
Q. Do you have an extra Scantron/pencil? A. No.
Q. Did I miss anything important while I was absent? A. Yes.
Q. Can I take the midterm/final early if I have to go on vacation? A. No.
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