Palomar College – HIST 102
United States History after 1877: Finding our Way
MW 2:00 pm - 3:20pm Room P20
Fall 2010
Instructor:
Office Hours:
Office Extension:
Email:
Website:
Myspace:
Professor Jahnel
MW 11:00am-12:30 pm; 3:30-4:00pm: TT 11:00-11:30am and by appointment
x3274
Office P17-L
bjahnel@palomar.edu
http://faculty.palomar.edu/bjahnel/
http://www.myspace.com/bowtieprof
REQUIRED MATERIALS:
Textbook:
Research Guide:
CA Gvt/Hist. Text:
Foner, Eric Give Me Liberty! Volume 1, 2nd Edition, 2008.
Rampolla, A Pocket Guide to Writing in History. 5th or 6th edition.
Giventer, Governing California 2nd Edition, 2007.
Bring to class daily:
Course Lecture Outline; Copy of U.S. Constitution
A note on the textbooks: I recognize students need to find very cheap alternatives, as books are the most
expensive cost for students. Online editions are available for some books. he textbook can be “rented” online
for a year or bought in a specialized digital format at:
https://www.wwnorton.com/gateway/buychoice.asp?site=foner2v1_ebook Abebooks.com and amazon.com
sell used copies for around $90-100 – but you can get it new at amazon.com for $103, so hardly a savings
there. Textbooks will also be on reserve in the library for your use. The Giventer California book is available
as a downloadable PDF for $23 at
https://ebooks.primisonline.com/cgi/showebook.cgi?isbn=0390865257&bookType=unselected&fulleBook=true
Course Description
The events following the Civil War charted the course for a young nation divided and broken to eventually
become a major player on the world stage. But the maturity of the United States came with difficult trials, as world-wide
wars forced the United States to face challenges abroad and wide-ranging social movements asked questions of who
would ultimately share in the rights of citizenship. This course will explore the important basic factual, thematic, and
historiographical concerns in the fields of political, social, and economic history for this time period.
Requirements, Learning Outcomes, and Expectations
Course Outlines: This course is divided into three sections, each of which ends in a formal examination. In lieu of a final
examination, you will be involved in a research-based class presentation known as the historical conclave on our last day.
Student Learning Objectives: History 102 is more than a required course; it gives us a chance to examine the ideological,
social, and political developments of the United States. We’ll examine the concepts of democracy, rights, and capitalism
and how they developed and modified throughout our growth and consolidation as a nation. Some surprises may crop up;
many of our most cherished “truths” about the past have often been misconceptions or fables.
The process of understanding history is more than passively listening and taking notes. Regurgitation, a poor
technique for weight loss, is even less effective as a tool for learning. In covering these last 150 years of history, we
should arrive together at the end of the course with these basic skills and goals mastered:
• Be able to master the three levels of historical information: factual, thematic, and historiographical. (Don’t worry, we’ll
discuss this the first day of class. You’re not meant to know first off what historiographical means.)
• Analyze the differences in historical texts (secondary and primary) and be able to identify and discern the most
important points of texts. Create from these identified points a clear and cohesive essay or summation of these main
topics.
• Be able to effectively discuss in an essay the validity or falseness of a particular historical position, mustering facts,
themes, and arguments from a variety of course materials.
• Develop an appreciation of the uses of history and an understanding of the “historical process.”
• Gain a more balanced picture of the rich and multitextured experiences that have helped contribute to the United States’
emergence as a nation.
• Understand the basis of “the use of history” argumentation.
• Leave this course armed with an adequate base of historical knowledge that will further enhance your ability to critically
assess modern arguments that appeal to historical precedent.
• Understand the nature of what it means for something to be an “historical fact” and the importance of peer review
versus simplistic opinion or supposition
• Develop exquisite research techniques, both for researching historical events and general research capabilities,
including being able to adjudicate between less or more biased sources with some alacrity and be able to wisely use
physical and internet resources to create a strong research paper.
HIST 102 Syllabus
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Professor Jahnel
Evaluations: The big question: How will I be graded? (I know it is more “correct” to state that the most important part of
the course is the process of learning. This is true. But all teachers have been students at one time; I KNOW it was
always my biggest short-term concern. The benefit of long-term knowledge I always seemed to appreciate much more
after the final exam was turned in.)
Exams: There will be FOUR major exams in this course. All exams may consist of either an in-class evaluation
of recall involving major people, events, trends, themes, and historiography or a take-home component where you
evaluate larger thematic questions. Some tests may be a mixture of both. In in-class exams, you will often be called
upon to identify the person, place, or event, and then briefly explain the reason for its historical significance. For takehome tests, you will be able to use your notes, books, and other written study materials to help create your argument or
theme. The tests that contain take-home essays will have fewer questions on the in-class section than the test that will
contain only the in-class segment. Each exam is worth 15% of your final grade.
Class Assignments: Some short assignments will be doled out to the class, some of which are goals and
deadlines to meet for the Conclave Project, others of which will require historical analysis of texts in short papers. One of
these assignments will focus on our California Government and Institutions section. These will be worth 5% of your final
grade.
Final Exam: You will not have a formal “final exam” in this course. Instead, you will work on a research project
called the “Historical Conclave” where you will make a presentation on the final days of classes in lieu of that final exam.
It will be worth 35% of your final grade.
Quizzes: There WILL be occasional quizzes in History 102. These will not be announced. However, being
astute mathematicians as well as historians, you probably have noted that if the exams are worth 60% (15+15+15+15)of
your grade, the short assignments 5%, and the Conclave is worth the other 35%, then all 100% of your final grade should
already have been accounted for. The pop quizzes are instead a chance to not only help you gauge your progress and
mastery of the course, but can also help add a point to an examination or essay. These pop quizzes constitute the only
form of “extra credit” in the course. There is no make-up available on quizzes -- if you miss the class when the quiz is
held, you will be unable to reap the benefit of possible extra points for something you might stumble over during a test or
essay.
I do reserve the right to give a single quiz that can count toward your final grade.
Research Paper: The Conclave mentioned above will be a paper of approximately 20 pages or more that will
be a semester-long guided research paper. We will begin discussion and work on this paper on the second day in class.
It is assumed that all students will take exams at the proscribed times, unless other arrangements are made to
the contrary. I have two versions of each exam -- the “fair” and the “rough but still fair.” The fair exam is the one that will
be given on the scheduled date. Since during a makeup it would be unfair to your fellow students to have you take the
same exam, That leaves me only with my rougher exam to administer should you miss the scheduled examination.
Therefore, it is to your benefit to take the exam when it is scheduled. Should an extraordinary circumstance occur which
forces you to miss an exam, the make-up must be scheduled at the earliest possible date. See also rules on LATE
WORK, below.
Late Work: I have simple policies about everything, late work included. You may turn in late work, but it will always be
graded LAST, after every other assignment form every other class is graded. This means that early in the semester you
have an excellent chance of getting your work evaluated even if a day late. I always reserve the right to lower the grade
or not grade work turned in late.
FINAL GRADE: Each piece of work will be evaluated on the standard 100-point academic scale and then weighted
according to the percentages described above. Pop quizzes may add points to essays or tests, as determined by your
instructor, but in no case will any form of extra credit add more than three (3) points to your final grade. Nonetheless,
those three points can mean the difference in a letter grade!
Academic Dishonesty: The rules of academic dishonesty are clear and the penalties far outweigh the minor benefits
you may receive. You may not look at another person’s test; solicit aid outside of your own written or reading materials for
take-home exams or essays; use crib notes, secret computer codes, reappearing ink on test pages, or 2-way receivers
during tests; or generally employ any other mundane or extraordinary ways to circumvent doing your own work in class.
Any person found cheating will receive a zero on the assignment and be referred to student services for the harshest
possible sanction.
Attendance: Attendance will be kept at every class meeting. In a course such as this, which relies heavily upon the
interaction between lectures and readings, it is crucial that you attend class. It is even rumoured the instructor tends to
give pop quizzes on days of low attendance. Strong, clear note-taking ability is a skill necessary to do well in this course.
You may also bring a tape recorder to class in order to help you with your notes. If during the course of the semester a
student misses more than FIVE HOURS of instruction, then the student’s further work in the class will no longer be
graded. Failure to take the responsibility to drop a course by the drop deadline will result in an “F” on your report
card for this course.
Waiting Lists and Class Enrollment: Only students who are actually enrolled in History 101 will be graded. Students on
waiting lists are NOT CONSIDERED ENROLLED and must be added manually by obtaining an add number from
the instructor. I will collect the name of all students who are on the waiting lists and those who desire last-minute entry
into the course. If an opening occurs I will notify students by the second week of class they may join the class. ANY
STUDENT WHO RECIEVES A NUMBER TO ALLOW THEM TO ADD THE COURSE MUST DO SO BY ENROLLMENT
DEADLINES OR THEY LOSE THE OPPORTUNITY TO ENROLL IN THE COURSE. No student may be enrolled after
HIST 102 Syllabus
p. 2
Professor Jahnel
this date. Students who have not paid their appropriate fees to the registrar will be dropped from the class by the registrar
and not readmitted.
Class Procedures: All Professors have their quirks; perhaps I am quirkier than most. I have some very specific rules
about classroom decorum that involves cellular phones and the wearing of hats in class. These are outlined on the first
day and you are expected to follow these and any other appropriate guidelines of classroom decorum as instructed.
Final Notes: We are all here to learn. That includes your instructor. In this exploration of such an extraordinary time, we
may all find some of our perceptions challenged and questions which spur discussion or debate can lead to new historical
understandings on both sides of the academic fence. My job as your instructor is to be your guide through the vast mazes
of information pertaining to this time period. Your job as fellow scholars is to embark on this journey with the proper tools,
an open and inquisitive mind, and a willingness to discipline yourself to the more mundane steps that will enable you to
excel. I am always available during my office hours in the history department, or can arrange an appointment by
telephone or departmental mail for other conferences. Do not hesitate to consult with me if you are having a difficulty with
the material or an assignment; since my expectations for you are high, there is no reason your expectations of me should
be any less. Together, we shall explore, gain a new understanding of the material in the course, and most of all, enjoy the
learning process!
Okay, last final note: The items on the schedule or in the syllabus are open to some flexibility. It may be due to time
constraints or other factors that some topics may have to be lectured on a different date, or if the class has put a
particularly strong effort into a particular essay I reserve the right to alter some of the weight of the grades. In all cases
you will be notified well in advance of any changes in the course content or policies.
Calendar Information
Class Begins:
Late ADD Deadline:
Holiday- No Class:
Holiday- No Class:
Conclave DUE:
FINAL EXAM:
HIST 102 Syllabus
Monday. August 23
August 30 (Only with permission of Prof. Jahnel)
Monday. September 6
Thursday November 25 & Friday. November 26
Monday, Dec. 6
You must still attend your final examination time schedule..
You attend only the single class on Wednesday, Dec. 15 at 2:00 pm.
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Professor Jahnel
Your Historical Autobiography
The first way we encounter history is to engage in discussing our own history. As
I am interested in you as a person, our first class assignment will be to write a
brief personal biography to be turned in next class.
What must be on it:
Your name: First and Last name as it appears on the roll sheet, and any
nickname you like, prefer, or wish you had in (parentheses).
A Description of yourself: A short physical description of yourself (so I can match
names to faces): Feel free to be creative! You can doodle a self-portrait, or for
the computer inclined, if you desire you may attach a real photo.
More importantly, who are you? Where are you life? What goals have you set for
yourself, what are your personal interests?
What interests do you have that you might enjoy learning about in this course?
Do you like wars? Fashion? Interested in religious history, business, technology,
ethnic studies, gay and lesbian history, economic history, or the history of sports?
Let me know… we have more information than time to cover it, so we have to
exclude some things. Letting me know what interests YOU will help shape the
lectures.
Finally, make sure to place the commitment as discussed in class on your upper
right hand corner of your biography.
HIST 102 Syllabus
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Professor Jahnel
Conclave Projects for 102
Goal: Develop a paper some 18-20 pages in length that illuminates a period of American history
spanning about a decade or two (ten to twenty years) through the eyes of a demographically
selected group of people.
Selecting the people to study: You should choose some set of Americans that fit into an easily
identifiable group. For example, you can look at people with specific immigrant / ethnic
backgrounds, people of a certain social class, people of a specific gender, and most usefully,
people by their occupation. Please note you need a group that is consummately large enough to
find material on but not so overwhelming that it becomes impossible for you to focus. Remember
that this is NOT a biography, so just focusing on one person is not appropriate; nor is it an essay
on an event. While you can use an event to focus on a group of people involved in the event,
please make sure the paper is about the people themselves and not the event.
Some examples of groups to look at:
Sharecroppers in the South in the late 19th century
(perhaps focusing on black or white sharecroppers)
Gangsters in Chicago in the 1920s(or Vegas, or the 1960s)
The women of the early women’s movement in 1900-1910
Black or white soldiers returning from a war (Spanish-American War, WWI, WWII)
Farmers of the Populist Movement
Jazz Musicians of Tin Pan Alley
Entertainers from (Vaudeville, Radio, early movies)
Irish (Jewish, Italian, German) working families in New York in the late 19th century
FORMAT
The Conclave paper will focus on the social, political, economic, and historical forces that acted
on your chosen group. The format for the paper should be divided into various sections, which
should have topic headings and discuss the influence of each broad theme on your group. You
may choose as many categories to explore as you wish and as indicated by your research, but at
least 3 areas of your group’s life are expected to be examined. You will be required to have a
bibliography at the end of your conclave project and use appropriate citations of the Chicago
Manual of Style format for direct quotes made in your paper.
Sections for the paper:
Introduction to your group (required) Gives a description of the group of people you have
chosen to identify, and delineates the geographical, temporal, occupational, or whatever other
forms of criteria you used in order to define your group. You must also “set the stage” – give a
historical background that sets up the time period of the history of the people, organization, or
events that give context to your discussion.
Forces that affected your group: (Choose a minimum of three) Separated by topic headings,
choose some facets of historical life that affected your group of people. For example, you might
choose to explore what laws / political events affected your group. What entertainment did your
group enjoy? What were their religious beliefs? Political beliefs? What values did they hold
dear? Did they share a special language, set of experiences, or goals that differentiated them
from the rest of society? Where were they employed? What was their economic realities and
impact? Were there other events (not political, such as earthquakes, floods, draught) affect them
tremendously or have a significant impact? Was there some other group or groups of people
they considered their rivals or enemies? How well were they assimilated into American society?
HIST 102 Syllabus
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Professor Jahnel
What was the process by which your group got to their station in life? What was their educational
background?
Conclusion: In the conclusion, you need to answer specific analytical questions about your
group. These include:
1. Consider what your group’s role was and impact upon American history of the time period
you selected. Did they control events of their lives or were they shaped by forces beyond
their control?
2. What were your group’s goals? Did they have success in those goals? Did they find
success in their chosen fields? How would you assess their historical significance?
Bibliography: Use the Turabian / Chicago Manual of Style form of citations within your paper
and for your bibliography. These are detailed in your required book by Mary Rampolla, A Pocket
Guide to Writing in History pages 104-133. Examples can also be found on the web at
http://www.chicagomanualofstyle.org/tools_citationguide.html.
Bibliography
Aldridge, Alfred Owen. Benjamin Franklin and Nature’s God. Durham, North Carolina: Duke University
Press, 1967.
Bacon, Margaret H. The Quiet Rebels: The Story of Quakers in America. New York and London: Basic
Books, 1969.
Bainton, Roland H. The Reformation of the Sixteenth Century. Beacon Press: 1952. Enlarged Edition.
Boston: Beacon Press, 1985.
Baker, Frank. “The Origins, Character, and Influence of John Wesley’s Thoughts Upon Slavery.” Methodist
History 22, No. 2 (January 1984), 75-86.
Example Paper Topic Sections:
Introduction
(Paragraphs describing your group)
Religious Values
Occupation
Family Life
Economics
Rivals
(etc.)
Conclusion
Bibliography
HIST 102 Syllabus
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Professor Jahnel