History 106
Westminster College, Spring 2008
Dr. Timothy Cuff
Office: PH115C, Phone: x6152
CUFFT@westminster.edu
U.S. History Since 1865
A survey of American history from the end of the Civil War until 1980. Major topics addressed include Reconstruction; immigration,
urbanization and the rise of large scale industry; WWI; the Great Depression; WWII; the Cold War; and deindustrialization. Major
themes include the changing role of women, the changing place of African Americans in US society, the interplay of economic
development, demographics and social structure, and the role of the United States in the world. This course will present US history
within a global context while also exposing students to historiographical questions in a preliminary fashion.
Goals
1) Students will obtain an introductory understanding of the course of social, political, and economic developments in the United
States from 1865 to 1980.
2) Students will gain an appreciation for the inter-relatedness of U.S. history with contemporaneous world events along with a
sense of both the similarities and differences between U.S. history and the history of other nations.
3) Students will gain an appreciation for the importance of evaluating historical actions (or contemporary ones) based upon the
implicit or explicit assumptions (world view) which undergird an actor's decisions.
4) Students will gain an appreciation for the nature of historical scholarship and of the relevance of historical understanding in
contemporary life. In particular, they will see that scholarly understanding of the past is not static. Rather, it changes over
time and such variations influence current political and economic policies.
5) Students will have the opportunity to further develop their written and oral communication skills through assignments
designed to have students think critically about history and present arguments based upon their analyses.
Outcomes:
1) Students will understand and be able to describe the national political situation at the end of Reconstruction and the evolution
of the voting blocks which supported the two major political parties from 1877 through 1980.
2) Students will understand and be able to trace the geographic growth of the United States and its emerging “empire” from 1877
through 1980.
3) Students will be able to locate the major physical features and urban centers of the United States on a map and be able to
describe how the geography of the United States influenced the nation’s development during this period.
4) Students will understand and be able to describe, at an introductory level, the course of economic development, urbanization,
and demographic change in the United States between 1877 and 1980 and how this evolution affected politics at the local,
state, and national level.
5) Students will understand and be able to describe the nature of “Progressive” reform and its links to broader social and
intellectual changes in U.S. society.
6) Students will understand and be able to describe reasons for the emergence of the United States as a “world power” in the
decades surrounding 1900 and the impact this had on U.S. foreign policy from that point to 1980.
7) Students will understand and be able to describe the evolving nature of race relations and legal developments relative to
African-Americans in the United States in the period from 1877 – 1980.
8) Students will understand and be able to describe the differences between primary and secondary historical sources along with
some preliminary ways in which to evaluate such materials.
MATERIALS
Required:
Henretta, Brody, and Dumenil. America’s History, Vol. 2, 6th Edition.
Marcus, Burner, and Marcus. America Firsthand: Readings from Reconstruction to the Present, Vol. 2, 7th Edition.
Optional
Bender, A Nation Among Nations: America's Place in World History
All students will read and report on ONE of the following three books:
Larson. Summer for the Gods: The Scopes Trial and America's Continuing Debate over Science and Religion.
Kraut. Goldberger’s War: The Life and Work of a Public Health Crusader.
Strohmeyer, Crisis in Bethlehem: Big Steel’s Struggle to Survive
Additional readings as assigned.
U.S. History Since 1865
GRADING, ASSIGNMENTS, AND ATTENDANCE POLICIES
Page 2
Grades
Grades will be based on the following six items:
1) Three in-class quizzes-2.5 to 7.5% of grade (each), total of 17.5%. Each quiz will involve a series of short answer
identification, multiple choice, map identification and/or sequencing questions. They will cover material presented in class
and from the assigned reading. The quizzes are not cumulative.
2) Book review. A three to four page book review of one of the three optional texts (see materials list above). 15% of final
grade. A full description of the assignment will be available on the R:drive by March 1.
3) Two two-to-three page writing assignments based on the assigned readings in America Firsthand. Six opportunities to hand
in writing assignments will be available. Students will choose which two assignments to complete. Each assignment is worth
7.5% of the final grade (15% total). At least one essay must be completed by March 10 and the second essay must be
completed by April 28.
4) One in-class Mid-Term Exam-20% of grade.
5) One in-class Final Exam-22.5% of grade. The final examination will not, on the whole, be cumulative. However, a portion of
the final exam may well involve interpretative answers which would benefit from an understanding of the material presented
prior to the mid-term examination.
6) Class participation-10% of grade. Student questions and comments are valuable vehicles of greater understanding. As part of
an academic community, students are expected to ask questions during lectures and participate actively in discussions. Such
participation is easiest and most beneficial when assigned readings have been completed before class.
Detailed descriptions and requirements for each of the above will be made available to students well in advance of the due dates noted
in the daily schedule. These descriptions will also be available on the "R: drive." Explanations of how these assignments will be
evaluated, in most instances, will also be available on the “R: drive.”
Assignments are due at the beginning of class on the day noted. Do not miss class trying to finish an assignment. It will already be
too late. Assignments handed in more than 5 minutes after the beginning of class will be considered late.
Attend Class! Lectures will be an expansion on and supplement to required readings. Class discussion and student questions are
valuable sources of information and interpretation. Students missing more than 3 classes for any reason should anticipate a reduction
in their final grade.
Reading--The assigned reading for a particular date should be completed prior to attending that day's class. Your ability to
comprehend lectures and benefit from discussions will be enhanced by having completed the assigned reading. Students are
responsible for being able to address (i.e. provide an answer/comment/question based on a thoughtful reading of the material) topics in
every reading. Inability to address material will be the basis for reduction in the participation grade.
Make-up Examinations—Make-up quizzes/exams will only be given in the event of 1) doctor excuse verified illness or 2) authorized
and verified college-related activities. A make-up examination for the final examination will be given only due to illness verified by a
doctor's excuse.
Incomplete Grades--Incomplete grades will be awarded only when students contact Dr. Cuff in advance of assigned due dates and
explain the reasons for their failure to complete the assigned work on time. Failure to do so will result in a lowered grade for the
assignment. Unless all course requirements are fulfilled (or other arrangements are made) by the end of the term you will receive an
"F" for the course.
Extra Credit—One opportunity for “extra credit” is available and is worth, at maximum, 5% of the final grade. While a full
description of the opportunity will be available by February 11, it will basically involve reading and writing two brief essays on
Bender’s, Nation Among Nations (one of the optional texts for the course). Students must indicate to Dr. Cuff by February 15 whether
or not they will be participating in this opportunity. All students are eligible, however, it is anticipated that all history majors will take
advantage of this opportunity.
Work Load -- Anticipate an average of 2-3 hours' worth of work outside of class for every hour spent in class for this (and any)
college course. You should expect 6-9 hours of outside work per week for this class. [Note: Therefore, students registered for 16
credit hours should expect 32-48 hours worth of work outside of class each week.]
Academic Integrity
U.S. History Since 1865
Page 3
“Central to the purpose and pursuit of any academic community is academic integrity. All members of the Westminster community,
including students, faculty, staff, and administrators, are expected to maintain the highest standards of honesty and integrity, in keeping
with the philosophy and mission of the College.” [Westminster College Undergraduate Catalog, 2007-2008, p. 71.] In other words, as
you learned in kindergarten, do your own work, keep your eyes on your own paper, and treat others as you’d like to be treated.
As per the portion of the College’s academic integrity policy cited above, (and described in full in the College catalog), violations of
the expectation of academic integrity will be dealt with seriously. Any work deemed to be plagiarized will, at minimum, result in a
grade of a zero for the assignment and potentially failure in the course. Similar consequences will flow from other violations of the
expectation of complete academic integrity. Additionally, students should be aware that across the College and in this class Internet
based software operated by Turn-it-in.Com will be in use this term and for the foreseeable future. This software has been made
available both to enable students to verify that their writing is plagiarism free and by faculty to check student work for originality.
While Dr. Cuff will not necessarily use Turn-it-in.com for all assignments, be aware that any and all assignments are eligible for such
review.
Needs for Special Accommodation
Students with special needs of a physical or academic nature should speak with Dr. Cuff so that accommodations, consistent with
college policy, can be instituted.
Office Hours -- I will be available for student consultation (or friendly visits) on Monday and Friday, from 10:30 -11:45 a.m.;
Tuesday, from 3:30 – 4:30 pm; Wednesday, from 10:30 – 11:30 a.m.; and other times by appointment. Please feel free to contact me
by email with questions or concerns at other times. Periodically, I will send assignment clarifications, notices, and/or items of
interest to each member of the class by email. Be sure to check your email several times each week for such items.
COURSE OUTLINE AND SCHEDULE
January 23
January 25
Administration and Introduction
The United States at Mid-Century
The Nature of Historical Scholarship
Scholarship
Handouts, “How to Do Well in History”
Statistical View of the U.S.
in 1877
January 28
January 30
Henretta: pp. v-vi, 484-85
Marcus, ix-xiv
February 1
Aftermath of the Civil War and
Reconstruction
Aftermath of the Civil War and
Reconstruction (cont.)
Aftermath of the Civil War and
Reconstruction (cont.)
Henretta: Chapter 15
Marcus: pp. 1-26, 33-36
February 4
February 6
February 8
Urban Growth and Westward Expansion
(cont.)
QUIZ
Urban Growth and Westward Expansion
Henretta: Chapters 16 and 18
Marcus: pp. 27-32, 37-43, 45-47
Urban Growth and Westward Expansion
(cont.)
WRITING ASSIGNMENT #1 DUE
U.S. History Since 1865
February 11
Page 4
February 13
February 15
Shifts in the Workplace: The Growth of
Managerial Capitalism and Labor
Organization
Shifts in the Workplace: The Growth of
Managerial Capitalism and Labor
Organization (cont.)
Shifts in the Workplace: The Growth of
Managerial Capitalism and Labor
Organization (cont.)
Henretta: Chapter 17
Marcus: pp. 49-75, 90-97
February 18
February 20
February 22
The Structure and Values of Politics at
Home: Social Conflict in a Time of
Economic and Demographic Change
The Structure and Values of Politics at
Home: Social Conflict in a Time of
Economic and Demographic Change
The Structure and Values of Politics at
Home: Social Conflict in a Time of
Economic and Demographic Change
(cont.)
Henretta: Chapter 19
Marcus: pp. 76-83
Henretta: Chapter 20
February 25
February 27
WRITING ASSIGNMENT #2 DUE
February 29
The Nadir of African-American Life
The Nadir of African-American Life
QUIZ
Henretta: pp: 595-601, 624-626
Marcus: pp. 84-89, 127-130, 161-170
Crusading at Home and Abroad:
Progressivism and Imperialism
March 3
March 5
Henretta: Chapter 21
Marcus: pp. 99-126, 131-148
March 7
Crusading at Home and Abroad:
Progressivism and Imperialism (cont.)
Crusading at Home and Abroad:
Progressivism and Imperialism (cont.)
Emerging Corporate America: WWI and
the 1920s
March 10
March 12
Henretta: pp. 670-71, Chapters 22 & 23
Marcus: pp. 149-160, 193-204
March 14
Emerging Corporate America: WWI and
the 1920s (cont.)
Emerging Corporate America: WWI and
the 1920s (cont.)
MIDTERM EXAMINATION
WRITING ASSIGNMENT #3 DUE
March 17
March 19
March 21
SPRING BREAK
March 24
SPRING BREAK
March 26
SPRING BREAK
March 28
SPRING BREAK
Emerging Corporate America: WWI and
the 1920s (cont.)
The Politics of the Depression and the
New Deal
Marcus: pp. 171-177
Henretta: Chapter 24
Marcus: pp. 178-192
U.S. History Since 1865
March 31
Page 5
April 2
April 4
The Politics of the Depression and the
New Deal (cont.)
The American View of WWII: "The
Good War"
April 9
Henretta: Chapter 25
Marcus: pp. 205 - 246
April 11
The American View of WWII: "The
Good War" (cont.)
The American View of WWII: "The
Good War" (cont.)
April 14
April 16
BOOK REVIEW DUE
April 18
Cold War International Politics: Cops of
the World
Cold War International Politics: Cops of
the World (cont.)
Mainstream American Post-War Life:
Personal, Corporate, Demographic
WRITING ASSIGNMENT #5 DUE
April 23
Henretta: pp. 798-799,
Chapter 27 (pp. 830-848 only)
April 25
The Winds of Social Change: The Civil
Rights Movement, Feminism, and the
Great Society
The Winds of Social Change: The Civil
Rights Movement, Feminism, and the
Great Society (cont.)
April 28
Henretta: Chapter 27 (pp. 849-859 only),
Chapter 28
Marcus: pp. 279-293, 311-320
April 30
May 2
The Winds of Social Change: The Civil
Rights Movement, Feminism, and the
Great Society (cont.)
The Politics of Outsiders: The American
People in the Aftermath of Watergate and
Vietnam
The Politics of Outsiders: The American
People in the Aftermath of Watergate and
Vietnam (cont.)
The Politics of the Depression and the
New Deal (cont.)
WRITING ASSIGNMENT #4 DUE
April 7
History Day
No Class Meeting
Henretta: Chapter 26
Marcus: pp. 247-278
April 21
Mainstream American Post-War Life:
Personal, Corporate, Demographic
(cont.)
QUIZ
Henretta: Chapter 29
WRITING ASSIGNMENT #6 DUE
May 5
May 6 (Tuesday)
The Politics of Outsiders: The
American People in the
Aftermath of Watergate and
Vietnam (cont.)
Epilogue
Henretta: pp. 924-925
Marcus: pp. 321- 329,
351-358
May 7
READING
DAY
FINAL EXAMINATION
Section A: Thursday, May 8,
8 - 10:30 am
Section B: Friday, May 9,
11:30 am – 2 pm