1. Course ID and Number: HIST 9
College of the Redwoods
CURRICULUM PROPOSAL
C-ID Descriptor (if applicable): HIST 140
2. Course Title: US History Reconstruction to the Present
3. Check one of the following:
New Course (If the course constitutes a new learning experience for CR students, the course is new).
Required - Justification for Need (Provide a brief description of the background and rationale for the course. This might
include a description of a degree or certificate for which the course is required or the relationship of this course to other
courses in the same or other disciplines. To see examples of such descriptions, consult pages 10-11 of The Course Outline of
Record: A Curriculum Reference Guide.
Updated/Revised Course
If curriculum has been offered under a different discipline and/or name, identify the former course:
Should another course be inactivated? No
Yes
Inactivation date:
Title of course to be inactivated:
(If yes, complete a Course Inactivation Form found on the Curriculum Website.)
4. If this is an update/revision of an existing course, provide explanation of and justification for changes to this course.
Be sure to explain the reasons for any changes to class size, unit value, and prerequisites/corequisites.
This course is being updated to better conform to C-ID requirements.
5. List the faculty with which you consulted in the development and/or revision of this course outline.
Faculty Member Name(s) and Discipline(s): Justine Shaw (HIST), Paul Geck (HIST), Abi Queen (HIST), Guy Aronoff
(HIST), Deb Syrdal (HIST), Bill Crowe (HIST)
6. If any of the features listed below have been modified in the new proposal, indicate the “old” (current) information
and “new” (proposed) changes. If a feature is not changing, leave both the “old” and “new” fields blank.
FEATURES
OLD
NEW
Course Title
TOPS/CIPS Code
CIP 450801
CIP 54.0101
Catalog Description
(Please include complete text of
old and new catalog descriptions.)
An exploration in the history of the United
States from the Reconstruction period after
the Civil War to the present. Of special
importance is how the social, cultural,
political, diplomatic, ethnic, and economic
relations and institutions changed over
time. The course will also introduce
students to the nature of historical
interpretation and how to interpret sources
written during the historical time periods
investigated in the class.
An exploration in the history of the United
States from the Reconstruction period after the
Civil War to the present. Of special importance
is how the social, cultural, political, diplomatic,
technological/scientific, and economic relations
and institutions changed over time. The course
will also introduce students to the nature of
historical interpretation and how to interpret
sources written during the historical time
periods investigated in the class.
Grading Standard
Select
Select
Total Units
Lecture Units
Lab Units
Prerequisites
Corequisites
Curriculum Proposal: Revised 04.25.14; 09.09.14
Academic Senate Approved: 05.02.14
Page 1 of 8
Recommended Preparation
Maximum Class Size
Repeatability—
Maximum Enrollments
Select
Select
CLOs:
1. Analyze and assess the merits of various
historical interpretations.
2. Analyze the major social, political,
economic, technological and scientific,
diplomatic, and cultural developments in
North America and the United States from
the period of Reconstruction after the
American Civil War to the present.
3. Apply secondary and primary source
material to construct written and oral,
logical, historical arguments.
Other
C-ID course content updates
CLO update:
1. Analyze and assess the merits of various
historical interpretations.
2. Analyze significant historical developments
(social, cultural, political, economic, diplomatic,
technological/scientific, global context) through
the application of the historical concepts of
process, context, and/or difference.
3. Apply secondary and/or primary source
material to construct written and oral, logical,
historical arguments.
1. DATE: 10 February 2015
2. DIVISION: Arts and Humanities
3. [CB04] COURSE CREDIT STATUS: D Credit-Degree Applicable
4. [CB01] COURSE ID AND NUMBER: HIST 9
5. [CB02] COURSE TITLE: US History Reconstruction to the Present
(Course title appears in Catalog and schedule of classes.)
6. SHORT TITLE: US History Reconstr to Present
(Short title appears on student transcripts and is limited to 30 characters, including spaces.)
7. [CB03] LOCAL ID (TOPs code): 2205.00 Taxonomy of Program Codes
8. NATIONAL ID (CIP code): 54.0101 Classification of Instructional Program Codes
9. DISCIPLINE(S): History Select from Minimum Qualifications for Faculty
Course may fit more than one discipline; identify all that apply:
10. FIRST TERM NEW OR REVISED COURSE MAY BE OFFERED: Fall 2015
11. COURSE UNITS (Note: 1 lecture unit requires 18 hours in-class/36 hours out-of-class; 1 lab unit requires 54 in-class hours)
[CB07]
TOTAL UNITS:
TOTAL HOURS:
[CB06]
3
3
min. units
max. units
54
54
min. hours
max. hours
Lecture Units:
3
Lab Units:
0
Lecture Hours:
54
Lab Hours:
0
11. MAXIMUM CLASS SIZE: 30
12. WILL THIS COURSE HAVE AN INSTRUCTIONAL MATERIALS FEE? No
Yes
Fee: $
If yes, attach a completed Instructional Materials Fee Request Form found on the Curriculum Website.
GRADING STANDARD
Letter Grade Only
Pass/No Pass Only
[CB12] Is this course a repeatable lab course? No
Curriculum Proposal: Revised 04.25.14; 09.09.14
Academic Senate Approved: 05.02.14
Grade-Pass/No Pass Option
Yes
If yes, how many total enrollments? Select
Page 2 of 8
Is this course to be offered as part of the Honors Program? No
Yes
If yes, explain how honors sections of the course are different from standard sections.
To receive Honors credit for this course, students must complete at least two additional reading and writing assignments
that represent primary and secondary research, and that include historical analysis on any issue pertinent to the topics of
the course, accompanied by a research paper that includes an analysis of the sources.
CATALOG DESCRIPTION - The catalog description should clearly describe for students the scope of the course, its level, and
what kinds of student goals the course is designed to fulfill. The catalog description should begin with a sentence fragment.
An exploration in the history of the United States from the Reconstruction period after the Civil War to the present. Of
special importance is how the social, cultural, political, diplomatic, technological/scientific, and economic relations and
institutions changed over time. The course will also introduce students to the nature of historical interpretation and how
to interpret sources written during the historical time periods investigated in the class.
Special Notes or Advisories (e.g. Field Trips Required, Prior Admission to Special Program Required, etc.):
PREREQUISITE COURSE(S)
No
Yes
Rationale for Prerequisite:
Course(s):
Describe representative skills without which the student would be highly unlikely to succeed.
COREQUISITE COURSE(S)
No
Yes
Rationale for Corequisite:
Course(s):
RECOMMENDED PREPARATION
No
Yes
Course(s): ENGL 150
Rationale for Recommended Preparation:
Because this course carries with it UC and CSU equivalent transfer units, students must be able to meet college-level
reading and writing standards to complete this course. Successful completion of English 150 means that students have
attained college-level reading and writing skills. Moreover, the course requires essay exams, papers, and readings that
students lacking those skills will most likely be unable to complete. Lastly, program review data indicate that students who
have not met the recommendation have less than a 55% chance to earn a "C" or better in the course.
COURSE LEARNING OUTCOMES –This section answers the question “what will students be able to do as a result of taking this
course?” State some of the outcomes in terms of specific, measurable student actions (e.g. discuss, identify, describe, analyze,
construct, compare, compose, display, report, select, etc.). For a more complete list of outcome verbs please see Public
Folders>Curriculum>Help Folder>SLO Language Chart. Each outcome should be numbered.
1. Analyze and assess the merits of various historical interpretations.
2. Analyze significant historical developments (social, cultural, political, economic, diplomatic, technological/scientific,
global context) through the application of the historical concepts of process, context, and/or difference.
3. Apply secondary and/or primary source material to construct written and oral, logical, historical arguments.
COURSE OBJECTIVES - This section describes the objectives the course addresses through the course content. Objectives can
include specific disciplinary questions or goals that are central to the course subject matter and are meant to address what
the various intents of the course are. Each objective should be numbered.
1. Demonstrate an understanding of U.S. History through current analytical categories of race, class, gender and ethnicity.
2. Demonstrate an understanding of America’s growth in a global context.
3. Analyze major political trends, attitudes, conflicts and events—including both mainstream and reform efforts—and
explain their historical significance.
4. Demonstrate the ability to interpret primary and secondary sources and to compose an argument which uses them, as
appropriate, for support.
5. Explain the major economic, technological and scientific developments and their historical significance.
6. Explain the major social and cultural developments, their causes and effects, and their historical significance.
7. Analyze the relevancy of history in today’s world.
METHODS OF INSTRUCTION – Clear methods by which instructor will facilitate acquisition of objectives. Include here
descriptions, NOT lists. Course outline must clearly articulate how these methods of instruction are related to, and help
student work towards, achieving the objectives and student learning outcomes. Instructional methodologies will be
Curriculum Proposal: Revised 04.25.14; 09.09.14
Academic Senate Approved: 05.02.14
Page 3 of 8
consistent with, but will not be limited to, the following types orexamples.
LECTURE will deliver course content in order to increase student knowledge about specific aspects of this history and
provide students with several interpretive frameworks they can apply to the historical evidence.
INSTRUCTOR LED DISCUSSION will engage students in thinking critically and developing analytical and synthetic skills
needed to assess context, process, and difference in the history.
COLLABORATIVE LEARNING EXERCISES engage students with comparative (and contrasting) perspectives, ideas, and
information, helping them to grasp the complexity of historical context, continuity, and change.
COURSE CONTENT–This section describes what the course is “about”-i.e. what it covers and what knowledge students will acquire.
Concepts: What terms and ideas will students need to understand and be conversant with as they demonstrate course
outcomes? Each concept should be numbered.
1. Reconstruction.
2. Expansion, immigration, industrialization, and urbanization.
3. Reform: Populism, Progressivism and others.
4. Imperialist expansion and emergence of the United States as a world power.
5. World War I.
6. 1920s.
7. The Great Depression and the New Deal.
8. World War II.
9. The Cold War.
10. Civil Rights Movement.
11. Vietnam War era.
12. The Conservative Turn.
13. Globalization.
14. Twenty first century and global change.
15. Process: Historical analysis of change and/or continuity over time.
16. Context: Historical analysis understanding how something is a product of its time.
17. Difference: Historical analysis of the gulf not only between our time and the past, but also between different times in
the past.
Issues: What primary tensions or problems inherent in the subject matter of the course will students engage? Each
issue should be numbered.
1. The complexity of social, political, economic, technological and scientific, and diplomatic relations in American history
will take students into uncomfortable areas of gender, racial, ethnic, and class politics.
2. The importance and relevance of historical awareness to the present.
Themes: What motifs, if any, are threaded throughout the course? Each theme should be numbered.
1. The nature of historical interpretation.
2. Themes of race, class, gender, ethnicity, and religion as systems of power relations that change over time are threaded
through the course as well as US foreign policy and political transformation.
3. An introduction to primary and secondary source interpretation and analysis.
Skills: What abilities must students have in order to demonstrate course outcomes? (E.g. write clearly, use a scientific
calculator, read college-level texts, create a field notebook, safely use power tools, etc). Each skill should be numbered.
1. Reading and analyzing scholarly journal articles and books outside of class.
2. Writing argumentatively and analytically, both inside and outside of class.
3. Marshalling facts from secondary and/or primary sources in support of their own historical arguments.
4. Reading critically outside of class.
5. Listening actively.
6. Discussing openly.
REPRESENTATIVE LEARNING ACTIVITIES –This section provides examples of things students may do to engage the course
content (e.g., listening to lectures, participating in discussions and/or group activities, attending a field trip). These activities
should relate directly to the Course Learning Outcomes. Each activity should be numbered.
1. Listening actively to lectures.
2. Participating in discussions (in-class and/or online).
3. Responding, both verbally and in writing, to primary and secondary source material.
4. Composing in-class and out-of-class essays and papers that demonstrate an understanding of historical argumentation
and of this period of US history.
Curriculum Proposal: Revised 04.25.14; 09.09.14
Academic Senate Approved: 05.02.14
Page 4 of 8
ASSESSMENT TASKS –This section describes assessments instructors may use to allow students opportunities to provide
evidence of achieving the Course Learning Outcomes. Each assessment should be numbered.
Representative Assessment Tasks (These are examples of assessments instructors could use.):
1. Reading journals.
2. Literature review essays (secondary sources).
3. Primary source analysis papers.
4. Essay examination questions.
5. A logical, clear, analytically composed thesis-driven research paper.
6. Secondary source analytical review essays.
Required Assessments for All Sections (These are assessments that are required of all instructors of all sections at all
campuses/sites. Not all courses will have required assessments. Do not list here assessments that are listed as representative
assessments above.):
The primary method of student assessent in this course will be through student writings. There will be a minimum of 10
pages of student writing in this class.
EXAMPLES OF APPROPRIATE TEXTS OR OTHER READINGS –This section lists example texts, not required texts.
Author, Title, and Date Fields are required
Author Foner, Eric Title Give Me Liberty Date 2013
Author Foner, Eric ed. Title Voices of Freedom: A Documentary History Date 2014
Author Lepore, Jill Title A Secret History of Wonder Woman Date 2014
Author
Title
Date
Other Appropriate Readings: At least two texts are required for this class. The texts can be on any topic in United States
history during the historical period covered by the class and must be published by a reputable press. This can be a book of
primary sources, an anthology of articles, a monograph, a novel, or a memoir. Instructors can also put together their own
packets of readings drawn from articles and chapters from books.
COURSE TYPES
1. Is the course part of a Chancellor’s Office approved CR Associate Degree?
No
Yes
If yes, specify all program codes that apply. (Codes can be found in Outlook/Public Folders/All Public Folders/
Curriculum/Degree and Certificate Programs/choose appropriate catalog year):
Required course for degree(s) HIST.ADT
Restricted elective for degree (s) BEHAV.LA.AA and HUM.LA.AA
Restricted electives are courses specifically listed (i.e. by name and number) as optional courses from which
students may choose to complete a specific number of units required for an approved degree.
2. Is the course part of a Chancellor’s Office approved CR Certificate of Achievement?
No
Yes
If yes, specify all program codes that apply. (Codes can be found in Outlook/Public Folders/All Public Folders/
Curriculum/Degree and Certificate Programs/choose appropriate catalog year):
Required course for certificate(s)
Restricted elective for certificate(s)
Restricted electives are courses specifically listed (i.e. by name and number) as optional courses from which
students may choose to complete a specific number of units required for an approved certificate.
3. [CB24] Is the course Stand Alone?
No
Yes (If “No” is checked for BOTH #1 & #2 above, the course is stand alone.)
4. [CB08] Basic Skills: NBS Not Basic Skills
5. [CB10] Work Experience: NWE Not Coop Work Experience
6. [CB22] Noncredit Category: Credit course, not applicable
7. Course eligible Career Technical Education funding (applies to vocational and tech-prep courses only): No
8. [CB23] Course developed using a Chancellor’s Office Economic Development Grant: No
Curriculum Proposal: Revised 04.25.14; 09.09.14
Academic Senate Approved: 05.02.14
Yes
Yes
Page 5 of 8
9. [CB11] Purpose: Y Credit Course Course Classification Status
10. Accounting Method: W Weekly Census
11. [CB13] Disability Status: N Not a Special Class
12. [CB09] Course SAM Priority Code: E Not Occupational Definitions of SAM Priority Codes
COURSE TRANSFERABILITY
1. [CB05] Current Transferability Status: A Transferable to both UC and CSU
2. [CB21] Course Prior to Transfer Level: Y Not Applicable Definitions of Course Prior to Transfer Levels
CURRENT TRANSFERABILITY STATUS (Check at least one box below):
This course is currently transferable to:
Neither CSU nor UC
CSU as general elective credit
CSU as a specific course equivalent (see below)
If the course transfers as a specific course equivalent give course number(s)/ title(s) of one or more currently-active,
equivalent lower division courses from CSU.
1. Course History 111, Campus CSU Humboldt
2. Course History 252, Campus Sonoma State Univ
UC as general elective credit
UC as specific course equivalent
If the course transfers as a specific course equivalent give course number(s)/ title(s) of one or more currently-active,
equivalent lower division courses from UC.
1. Course History 17C, Campus UCSB 2. Course History 17B, Campus UC Davis
PROPOSED CSU TRANSFERABILITY (Check at least one of the boxes below):
No Proposal
Remove as General Education
Propose as General Elective Credit
Propose as a Specific Course Equivalent (see below)
If specific course equivalent credit is proposed, give course number(s)/ title(s) of one or more currently-active, equivalent
lower division courses from CSU.
1. Course
, Campus
2. Course
, Campus
PROPOSED UC TRANSFERABILITY (Check one of the boxes below):
No Proposal
Remove as General Education
Propose as General Elective Credit OR Specific Course Equivalent (fill in information below)
If “General Elective Credit OR Specific Course Equivalent” box above is checked, give course number(s)/ title(s) of one or more
currently-active, equivalent lower division courses from UC.
1. Course History 7B, Campus UC Berkeley
2. Course
, Campus
CURRENTLY APPROVED GENERAL EDUCATION (Check at least one box below):
Not currently approved
CR
CR GE Category(-ies): Area B: Social Science, Secondary GE Category (if applicable)
CSU
CSU GE Category: D-6
IGETC
IGETC Category: 4F and US History, Constitution, and American Ideals, Group B
PROPOSED CR GENERAL EDUCATION (Check at least one box below):
_X__ _Approved as CR GE by Curriculum Committee: _03.13.15_
No Proposal
Remove as General Education
Review to maintain CR GE Status
Curriculum Proposal: Revised 04.25.14; 09.09.14
Academic Senate Approved: 05.02.14
____ _ Not Approved
(DATE)
____ _ Approved to remove CR GE status
Page 6 of 8
New GE Proposal
CR GE Outcomes
GE learning outcomes in Effective Communication, Critical Thinking, and Global Awareness must be addressed in all
general education courses.
o Effective Communications: Explain how the proposed GE course fulfills at least one of the CR GE outcomes in this
category.
This course addresses all of the non-scientific criteria listed under this GE outcome. Writing is the most important
way that students in this course communicate their ideas and demonstrate achievement of the outcomes. Multiple
choice/short answer exercises are discouraged departmentally and are only used for perfunctory reading quizzes
and the like. More specifically, every one of the three outcomes requires that students compose argumentative
essays using available evidence to demonstrate achievement. Reading and listening with comprehension, two of the
GE criteria, are essential to demonstrating the outcomes of this course.
o Critical Thinking: Explain how the proposed GE course fulfills at least one of the CR GE outcomes in this category.
This course addresses all of the pertinent, non-scientific criteria listed under this GE outcome as well. Each of the
three course outcomes requires students to engage in their own analyses and interpretations of the historical
material as well as secondary source arguments about the history. Evaluating ideas presented in writing is at the
center of any kind of historical approach.
o Global Awareness: Explain how the proposed GE course fulfills at least one of the CR GE outcomes in this category.
This course addresses all of the criteria listed under this GE outcome. The three course outcomes require an
engagement with multiple perspectives, especially outcome #3. All of the course outcomes require students to
analyze historical context. In addition, the course also introduces students to the study of US History in a global
context.
GE Criteria for Breadth and Generality
GE courses should be broad and general in scope. Typically such courses are introductory-- not advanced or
specialized—and the content encompasses a broad spectrum of knowledge within a given field of study.
Explain how the proposed GE course fulfills GE criteria for breadth and generality.
This is an introductory survey course. As such, the subject matter is quite broad and will be treated somewhat generally
in a course like this. Moreover, because of the broad nature of the course, students are exposed to a variety of different
kinds of historical analyses including (but not limited to): social (race, class, gender, ethnicity, religion), political,
diplomatic, cultural, and military. Though this is not crucial to the argument here about breadth and generality, it is
worth noting that all of the CCs, CSUs, and UCs that teach lower-division undergraduates include this course in their
general education lists, and the CSUs and UCs have already approved this for GE.
CR GE Area Designation
Course Learning Outcomes and Course Content should provide evidence of appropriate GE Area Designation.
Additional rationale for GE Area Designation (optional):
Area A:
Area B:
Area C:
Area D:
Natural Science
Social Science
Humanities
Language and Rationality
D1: Writing
D2: Oral Communications
D3: Analytical Thinking
Area E: Multicultural Understanding*
*To be considered part of CR GE Area E, all courses must meet the following two conditions: 1. The course must
also be (or be proposed) in one other CR GE area AND 2. The course must be articulated with HSU as meeting
their lower-division Diversity and Common Ground GE requirement.
PROPOSED CSU GENERAL EDUCATION BREADTH (CSU GE) (Check at least one box below):
NO PROPOSAL
A. Communications and Critical Thinking
A1 – Oral Communication
A2 – Written Communication
Curriculum Committee Approved: 04.25.14; 09.01.14
Academic Senate Approved: 05.02.14
B. Science and Math
B1 – Physical Science
B2 – Life Science
Page 7 of 8
A3 – Critical Thinking
B3 – Laboratory Activity
B4 – Mathematics/Quantitative Reasoning
C. Arts, Literature, Philosophy, and Foreign Language
C1 – Arts (Art, Dance, Music, Theater)
C2 – Humanities (Literature, Philosophy, Foreign
Language)
D. Social, Political, and Economic Institutions
D0 – Sociology and Criminology
D1 – Anthropology and Archeology
D2 – Economics
D3 – Ethnic Studies
D5 – Geography
D6 – History
E. Lifelong Understanding and Self-Development
D7 – Interdisciplinary Social or Behavioral Science
E1 – Lifelong Understanding
D8 – Political Science, Government and Legal Institutions
E2 – Self-Development
D9 – Psychology
Rationale for inclusion in this General Education category: Same as above
Proposed Intersegmental General Education Transfer Curriculum (IGETC) (Check at least one box below):
NO PROPOSAL
1A – English Composition
1B – Critical Thinking-English Composition
1C – Oral Communication (CSU requirement only)
2A – Math
3A – Arts
3B – Humanities
4A – Anthropology and Archaeology
4B – Economics
4E – Geography
4F – History
4G – Interdisciplinary, Social & Behavioral Sciences
4H – Political Science, Government & Legal Institutions
4I – Psychology
4J – Sociology & Criminology
5A – Physical Science
5B – Biological Science
6A – Languages Other Than English
Rationale for inclusion in this General Education category: Same as Above
Submitted By: George Potamianos
Tel. Ext.: 4318
Dean/Director: Erin Wall
Date: 2/10/15
Review Date: 2/19/15
For Dean/Director only: Does this course change require a substantial or nonsubstantial change to a degree? Yes
No
CURRICULUM COMMITTEE USE ONLY
Approved by Curriculum Committee: No
Yes
Date: 03.13.15
Academic Senate Approval Date: 04.03.15
Board of Trustees Approval Date: 04.07.15
Curriculum Committee Approved: 04.25.14; 09.01.14
Academic Senate Approved: 05.02.14
Page 8 of 8