Arkansas State University-Newport
U. S. History Since 1865
HIST 2773 (ACTS: HIST 2123)
Summer I
2015
COURSE DESCRIPTION
A survey of changing social, political and economic policies in the United States from
reconstruction to the present.
INSTRUCTOR INFORMATION
Name: Ms. Traci Burgess
Office: Walton Hall 162
Office Telephone: (870)512-7852
Email: traci_burgess@asun.edu
Office Hours:
By appointment only
TEXTBOOK
Schultz, Kevin M. HIST 3, Volume 2. ISBN: 1-285-05350-8
Extra materials will be provided as assignments require.
CORE COMPETENCIES
Every student graduating from Arkansas State University-Newport with any Associate Degree
will be proficient in the following competencies:
 Communication Skills (oral and written)
 Math Skills
 Critical Thinking Skills
 Technology Skills
MISSION STATEMENT
Arkansas State University-Newport’s mission is to provide:
 Integrity of programs and services
 Affordable lifelong learning
 Enhance quality of life
AMERICANS WITH DISABILITIES ACT (ADA)
The Vice Chancellor of Student Affairs has been designated as Arkansas State UniversityNewport’s compliance coordinator for Section 504 of the Rehabilitation Act of 1973 and the Americans
with Disabilities Act (ADA). Any student who requires special services should contact the Vice Chancellor
of Academic Affairs.
ACADEMIC DISHONESTY
Dishonesty in any form – including plagiarism, turning in assignments prepared by others,
unauthorized possession of exams – may result in the student receiving an “F” and/or being suspended
from the University.
STUDENT ONLINE CODE OF CONDUCT
Appropriate academic conduct includes doing assigned work, meeting deadlines, participating in
online discussions, and completing all the required elements of the course. It also means following these
basic rules of netiquette:
 Using proper capitalization, spelling, and grammar.
 Signing your name to all email messages and discussion postings.
 Providing descriptive but concise subject lines.
Furthermore, appropriate academic conduct means maintaining a safe learning environment
based on mutual respect and civility. All participants in OTC Online courses are expected to behave
professionally by adhering to these standards of conduct in the online environment:
 Never transmit or promote content known to be illegal.
 Respect other people's privacy as well as your own.
 Forgive other people's mistakes.
 Never use harassing, threatening, embarrassing, or otherwise abusive language or
actions.
Online communication that fails to meet these standards of conduct will be removed from the
course. Repeated misconduct may result in being blocked from online discussions, receiving a grade
penalty, or being dismissed from the course.
If you ever feel as though our online classroom is inappropriate or uncomfortable, please first
contact your instructor with your concerns.
COURSE COMPETENCIES AND ASSESSMENTS:
Upon completion of U. S. History since 1865, students will have:
Analytical skills necessary to understand
primary source documents and determine
validity of the document
Research historical events while understanding
how the events are relevant to current events
Develop computer skills and research skills
necessary for successful completion of their
collegiate career
Develop writing and research skills
Analyzing Primary Sources
The Reasons Why discussion forums.
Analyzing Primary Sources
The Reasons Why discussions
Successfully completing the course online
Chapter Quizzes
Analyzing Primary Sources
The Reasons Why discussions
Grading
Assignment
Weekly Quizzes
The Reasons Why Discussions
Analyzing Primary Sources
Point Value
40 points each (x 14)
50 points each (x2)
100 points (x1)
Weight
30%
30%
40%
Analyzing Primary Sources
O B S E RV E
 Identify and note details.
Sample Questions:
What do you notice first?
Find something small but interesting.
What do you notice that you didn’t expect?
What do you notice that you can’t explain?
REFLECT
QUESTION
 Generate and test hypotheses about
the source.
Where do you think this came from?
 Ask questions to lead to more
observations and reflections.
What do you wonder about...
Why do you think somebody made this?
who? · what? · when? · where? · why? · how?
What do you think was happening when this
was made?
Who do you think was the audience for this
item?
What do you notice now that you didn’t earlier?
What tool was used to create this?
Why do you think this item is important?
If someone made this today, what would be
different?
What can you learn from examining this?
Identify questions appropriate for further investigation, and to develop a research strategy for finding answers.
Example: What more do you want to know, and how can you find out?
For more information go to www.loc.gov
Primary Source Investigations: Refer to the handout “Analyzing Primary Sources” to
complete this assignment.
The following is a short statement found in your textbook on pages 299 – 300. This
statement is a brief snapshot of one of the most horrific industrial events in U. S. History.
Using the link below, as well as the Analyzing Primary Sources handout, compose a two
page essay describing one of the following categories before, during and/or after this
event:
http://www.ilr.cornell.edu/trianglefire/primary/index.html
1) Employers and/or factory owners
2) Employees
3) Political effect of the Triangle Shirtwaist Fire
“Many employers also callously ignored the basic needs of their workers, most notoriously
illustrated by the1911 Triangle Shirtwaist Fire, in the New York City garment district,
near Washington Square Park. Foremen at the Triangle Shirtwaist Company had bolted
the fire escape door shut to prevent female workers from taking breaks. When a fire
broke out in the front of their sweatshop— located several stories above the street—
hundreds of employees were trapped in the back of the shop. They faced two choices:
sure death from the fire or probable death by leaping from the window to the pavement
below. Bystanders had lifelong nightmares from the sight of falling bodies thudding to
the ground. The final death toll was 146 workers, most of them poor women.”
Discussions: You will be required to participate in two (2) discussions during the course of the
class. Each discussion will be worth 50 points.
You are required to make a least three (3) posts. Your initial post of 150 words or more will be
due as stated with each discussion. While I will accept late posts, I will deduct five (5) points for
each day that it is late. Once you have made your initial posts, please be sure to check the
discussions frequently as you are required to respond to the posts of at least two (2) of your
classmates before the discussion closes on the date stated with each discussion.
Discussion 1: The Reasons Why: Reconstruction
Initial post Due: Friday, June 6 at 11:55 PM
At Least Two Follow Up Posts Due: Wednesday, June 11 at 11:55 PM
Topic:
The Reasons Why. Reconstruction (p. 289). There were three prominent reasons why
Reconstruction ended in 1877, before equality could be ensured for southern African-Americans:
(a) northern indifference
(b) southern recalcitrance
(c) national political ambivalence
A current theme in all three reasons is racism. I would like for you to examine the role of racism
for each of these three reasons. Then expand the scope to include a comparison to racism in the
north and south and the impact of economics. What do you think was the more compelling
reason why people (or specific groups of people) would support an end to Reconstruction:
economics or racism? Cite examples from the text to support your conclusions.
Discussion 2: The Reasons Why: The Great Depression
Initial Post Due: Friday, June 20 at 11:55 PM
At least two follow up posts due: Wednesday, June 25 at 11:55 PM
Topic:
The Great Depression (p. 388). Three events were of paramount importance in causing the Great
Depression:
(a) the stock market
(b) internal weaknesses in the American economy
(c) the European economy
Why are these considered causes of the Great Depression? Compare and contrast these causes of
the Depression of the 30s to the economic situation our nation faces today. If you were given the
opportunity to remedy one of the causes, what would your plan be and how would you
implement your ideas?