History 1302
United States History After 1877
CRN# 47142
Fall, 2010
Professor Howard Bodner
Office Phone: 718-6232
Office Hours: 2:30-3:45pm, M-Th, (and by appointment) in SJAC 206A
E-Mail: howard.bodner@hccs.edu
*”History is an argument without end.” – Arthur Schlesinger Jr.
Required Readings:
Ayers et al, American Passages: A History Of The United States, vol. II, Compact, 4th
Edition.
American Perspectives: Readings in American History, vol. II, 4th Edition.
Adams, Michael C.C. The Best War Ever: America and World War II.
Riordon, William L. Honest Graft: The World of George Washington Plunkitt, 2nd
Edition--Revised
Course Description:
To ponder the last hundred thirty three years of American history is to reckon with a
nation undergoing rapid, and often bewildering change. During that time America
transformed itself from a nation of farms into a nation of cities and suburbs, from a
vigorous but isolated country into a great world power, from a society built on racial and
gender inequities into one striving for greater social equality. In 1900 many Americans
still rode in horse-drawn buggies and had never seen a building taller than four stories.
They could not have imagined an explosive more powerful than dynamite or a vehicle
that could fly. They knew enough about indoor toilets and telephones to hope that their
own homes might one day be so-outfitted, but only the most visionary among them could
have conceived of a time when Americans would be able to watch their president or a
favorite actor on a “TV” in their home. And the idea of storing vast quantities of
information---such as an entire U.S. census---on tiny silicon chips and of being able to
retrieve any part of it instantaneously would have struck everyone as preposterous.
Modern American history is the story of the remarkable changes that affected the lives of
both prominent and ordinary Americans. This story is full of triumphs: of scientific,
technological, and managerial breakthroughs that cured disease, placed innumerable
consumer goods within reach of the average wage-earner, and created levels of
abundance and economic comfort never before experienced by any society; of military
victories against foes who threatened American and world civilization; and of reform
movements that succeeded---often against great odds---in extending the promise of
liberty and equality to all citizens.
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The story of transformation is marked, too, by failure, tragedy, and unintended
consequences. Economic depressions have followed periods of economic boom,
generating widespread suffering. Exercising its growing power in the world, America has
sometimes failed to design foreign policies that served its interests or those of the world.
Eliminating racial prejudice and poverty in America has proven to be a tough task.
Generating economic abundance has damaged the physical environment while unlocking
the power of the atom has created weapons of unimaginably destructive power.
Comprehending these developments is crucial to an understanding of where America has
been and what future transformations may await it.
Grading Scale:
A (90-100), B (80-89), C (70-79), D (60-69), F (below 60).
All tests and assignments are marked with a numerical grade.
Scholastic Dishonesty:
Students are responsible for conducting themselves with honor and integrity in fulfilling
course requirements. Penalties and/or disciplinary proceedings may be initiated by
College System officials against a student accused of scholastic dishonesty.
“Scholastic dishonesty” includes, but is not limited to, cheating on a test, plagiarism, and
collusion.
“Cheating” on a test includes:
 Copying from another student’s test paper;
 Using materials during a test that are not authorized by the person giving the test;
 Collaborating with another student during a test without authority;
 Knowingly using, buying, selling, stealing, transporting, or soliciting in whole or part
the contents of an unadministered test;
 Bribing another person to obtain a test that is to be administered.
“Plagiarism” means the appropriation of another’s work and the unacknowledged
incorporation of that work in one’s own written work offered for credit.
“Collusion” means the unauthorized collaboration with another person in preparing
written work offered for credit.
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The objective of social and behavioral science in the core curriculum is to increase
students’ knowledge of how social and behavioral scientists discover, describe, and
explain the behaviors and interactions among individuals, groups, institutions, events, and
ideas. Such knowledge will better equip students to understand themselves and the roles
they play in addressing the issues facing humanity.
Exemplary Educational Objectives
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To employ the appropriate methods, technologies, and data that social and behavioral
scientists use to investigate the human condition.
To examine social institutions and processes across a range of historical periods,
social structures, and cultures.
To use and critique alternative explanatory systems or theories.
To develop and communicate alternative explanations or solutions for contemporary
social issues.
To analyze the effects of historical, social, political, economic, cultural, and global
forces on the subject of study.
To comprehend the origins and evolution of U.S. and Texas political systems, with a
focus on the growth of political institutions, the constitutions of the U.S. and Texas,
federalism, civil liberties, and civil and human rights.
To understand the evolution and current role of the U.S. in the world.
To differentiate and analyze historical evidence (documentary and statistical) and
differing points of view.
To recognize and apply reasonable criteria for the acceptability of historical evidence
and social research.
To analyze, critically assess, and develop creative solutions to public policy
problems.
To recognize and assume one’s responsibility as a citizen in a democratic society by
learning to think for oneself, by engaging in public discourse, and by obtaining
information through the news media and other appropriate information sources about
politics and public policy.
To identify and understand differences and commonalities with diverse cultures.
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Unit Exams = 75%
You will take three Unit Exams. The first exam will cover class material and readings
assigned/due between Aug. 31 and Sept. 30. The second exam will cover class material
and readings assigned/due between Oct. 5 and Nov. 4. The third exam (which is also the
Final Exam) will cover class material and readings assigned/due between Nov. 9 and
Dec. 9.
Each exam will consist of a combination of short answer and essay questions. Each exam
will cover material taken from class lecture/discussion and readings (including those
assigned but not specifically discussed in class).
Exam #1 will be taken during class on Sept. 30.
Exam #2 will be taken during class on Nov. 4.
Exam #3 will be taken during the Final Exam period on Dec. .
*There will be no makeup exams except under extraordinary circumstances and solely
at the discretion of the Instructor.
** Note – Any act of “scholastic dishonesty” will result in a grade of zero on the
particular exam/assignment.
Book Exam = 10%
You will take an exam based on your reading of The Best War Ever.
This exam will be taken in class on April 23.
Article Summaries = 15%
Several articles in American Perspectives have been assigned to be read in each of the
three Units of this course.
You are of course expected to read all of the assigned articles, but for the purposes of this
particular assignment you are instructed to select one article from each unit to
summarize. Your summary should be both comprehensive and substantive. Each
summary should be a minimum of 500 words typewritten.
The summaries are due on the following dates:
Unit I is due on Sept. 23,
Unit II is due on Oct. 28,
Unit III is due on Dec. 7.
*Late papers will not be accepted.
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HCC Course Withdrawal Policy
The State of Texas has begun to impose penalties on students who drop courses
excessively. For example, if you repeat the same course more than twice, you have to
pay extra tuition. Beginning in Fall 2007, the Texas Legislature passed a law limiting
first time entering freshmen to no more than SIX total course withdrawals throughout
their educational career in obtaining a certificate and/or degree.
To help students avoid having to drop/withdraw from any class, HCC has instituted an
Early Alert process by which your professor may “alert” you and counselors that you
might fail a class because of excessive absences and/or poor academic performance. It is
your responsibility to visit with a counselor to learn about what, if any, HCC
interventions might be available to assist you – online tutoring, child care, financial aid,
job placement, etc. – to stay in class and improve your academic performance.
If you plan on withdrawing from your class, this MUST be done PRIOR to the
withdrawal deadline to receive a “W” on your transcript. Faculty will no longer have
the ability to withdraw students after the withdrawal deadline. **Final withdrawal
deadlines vary each semester and/or depending on class length, please visit the online
registration calendars, HCC schedule of classes and catalog, any HCC Registration
Office, or any HCC counselor to determine class withdrawal deadlines. If you do not
withdraw before the deadline, you will receive the grade that you earn in the class as your
final grade. Zeroes averaged in for required assignments/tests not submitted will lower
your semester average significantly, most likely resulting in a failing grade (“F”).
Class Attendance:
Students are expected to attend class regularly and on time. Students are responsible for
material covered during their absences. Class attendance will be checked daily by the
Instructor.
Note: Withdrawal Policy
All students who wish to withdraw from this course must fill out a course withdrawal
form available at the Registrar’s Office. The last day to withdraw from a course for the
Fall, 2010 semester is Nov. 18 by 4:30pm.
Students who do not officially withdraw from the course will receive a final grade for the
course. However, the Instructor reserves the right to drop students from this course for
excessive absences. Any absence in excess of 6 hours (or 4 classes) may result in a
student being administratively withdrawn.
Ceasing to attend the class does not constitute a withdrawal.
Students will not be considered withdrawn from the course until they submit the official
withdrawal form or have been administratively withdrawn.
Faculty will no longer have the ability to withdraw students after the withdrawal
deadline.
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Reasonable Accommodations:
“Any student with a documented disability (e.g., physical, learning, psychiatric, vision,
hearing, etc.) who needs to arrange reasonable accommodations must contact the
Disability Services Office at the respective college at the beginning of each semester.
Faculty are authorized to provide only the accommodations requested by the Disability
Support Services Office.”
Course Schedule:
Unit One: Forging an Industrial Society (1865-1899)
August 31 – September 30
Readings:
American Passages—Chapters 17-19
Honest Graft
American Perspectives—
“The Robber Barons” by Harvey Wasserman,
“Meat Inspection: Theory and Reality” by Gabriel Kolko,
“Urban Pollution: Many Long Years Ago” by Joel Tarr,
“Coxey’s Army” by Page Smith,
“Big Stick Abroad” by John Milton Cooper.
Aug. 31 – Introduction/Orientation
Sept. 2 – settling the west
Sept . 7 - emergence of the New South and civil rights
Sept . 9 - the rise of big business
Sept .14 – urban growth in the Age of Industrialism
Sept . 16 – corruption of politics and “Honest Graft”
Sept. 21 – America’s response to industrialism
Sept 23– the new immigrants
Article Summary #1 is due
Sept. 28 – overseas expansion
Sept. 30 - Unit One Exam
Unit Two: Struggling for Justice at Home and Abroad (1899-1945)
October 5 – November 4
Readings:
American Passages – Chapters 20-26
American Perspectives –
“When Johnny Comes Marching Home” by Meirion and Susie Harries,
“Fear Itself”: Depression Life by Robert McElvaine,
“The Bonus Army Invades Washington” by Edward Robb Ellis,
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“The Twisting Path to War” by Stephen Ambrose and Douglas Brinkley,
“Mauthausen” by Robert Abzug.
Oct.
Oct.
Oct.
Oct.
Oct.
Oct.
Oct.
Oct.
5 -- Progressive reform
7 -- America and the Great War
12 -- Over Here—the domestic impact of war
14 – Wilson and the League of Nations
19 -- America in the 1920s
21 -- the boom turns to bust—Hoover and the Great Depression
26 -- FDR and the New Deal
28 -- America’s return to isolationism
Article Summary #2 is due
Nov. 2 -- the Second World War
Nov. 4 -- Unit Two Exam
Unit Three: Creating Modern America (1945 to the Present)
November 9 – December 9
Readings:
The Best War Ever
American Passages – Chapters 27-32
American Perspectives –
“United States Foreign Policy, 1945-1980” by Gabriel Kolko,
“Holding the Line at Little Rock” by Mary Dudziak,
“The Legacy of Vietnam” by George Herring,
“Religious Politics and America’s Moral Dilemmas” by Isaac Kramnick & R. Laurence
Moore,
“The (Really) Conservative Media” by Eric Alterman.
9 – postwar America and the origins of the Cold War
11 – “Happy Days”—America in the 1950s
16 – progress in civil rights after WWII
18 – America and Vietnam
23 - Book Exam on the “Best War Ever”
25 – Thanksgiving Holiday
30 – the turbulent 1960s
2 – Watergate and the crisis of confidence in the 1970s
7 – the Reagan-Bush years 1981-1992
Article Summary #3 is due
Dec. 9 – from prosperity to terrorism
Dec.
– Final Exam at 10am
Nov.
Nov.
Nov.
Nov.
Nov.
Nov.
Nov.
Dec.
Dec.
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Note: The Instructor reserves the right to change various parameters of this syllabus at his
discretion.
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