History 1302 (8weeks)
United States History After 1877
CRN# 58736
Fall, 2011
Professor Howard Bodner
Office Phone: 713-718-6232
Office Hours: 2:30-5pm, Tuesday & Thursday (and by appointment) in EDC A200
E-Mail: howard.bodner@hccs.edu
*”History is an argument without end.” – Arthur Schlesinger Jr.
Required Readings:
American Passages: A History of the United States, vol. II, Compact, 4th Edition by
Ayers et al. ISBN-10: 0-547-16628-1
American Perspectives: Readings in American History, vol. 2, 5th edition,
(online access) URL—http://www.pearsoncustom.com/tx/hcc_hist1301
Racial Equality in America by John Hope Franklin. ISBN 0-8262-0912-2
The Godless Constitution: A Moral Defense of the Secular State by Isaac Kramnick & R.
Laurence Moore. ISBN 0-393-31524-X
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
1
movements that succeeded---often against great odds---in extending the promise of
liberty and equality to all citizens.
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.
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.
2
Exemplary Educational Objectives












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.
Learning Objectives
Students will be able to create an argument through the use of historical
evidence.
Students will be able to analyze and interpret primary and secondary
sources.
Students will be able to analyze the effects of historical, social, political,
economic, cultural, and global forces on this period of US history.
3
Unit Exams = 50%
You will take two Unit Exams. The midterm exam will cover class material and
readings assigned/due between Oct. 25 and Nov. 17. The final exam will cover class
material and readings assigned/due between Nov. 22 and Dec 13.
Each exam will consist of a combination of identification and essay questions. Each exam
will cover material taken from class lecture/discussion and readings (including those
assigned but not specifically discussed in class).
The midterm exam will be taken during class on November 17.
The final exam will be taken during the final exams week on December 15.
*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.
Paper Assignment based on “Racial Equality in America” = 25%
In “Racial Equality in America,” John Hope Franklin played the role of the historian in
describing and analyzing racial inequality in its historical setting. While he made no
attempt “…to chart the course for the achievement of equality in the future…” is it
possible that (as Franklin wrote) “…one may draw some lessons from past experiences
and make some inferences regarding the most successful approaches—and the least
successful—in the effort to attain racial equality…”?
In a paper of at least 1000 words, present what (in your opinion) are the most significant
assertions made by John Hope Franklin on the problem of racial equality in America and
then do what Franklin himself did not attempt; chart a course for the achievement of
equality in the future.
This paper is due on November 8.
4
Book Critique on “The Godless Constitution: The Case Against Religious
Correctness” = 25%
The critique should be a minimum of 1000 words and should include the following
elements:
1. Your paper should begin with a paragraph of information about the author of the
book in which you present the author’s credentials or expertise. For example:
What academic degrees has the author earned? Where did the author earn these
degrees? What other books or articles has the author published? What honors or
awards has the author received?
2. Next is the summary section of the paper in which you provide the main thesis
statements or assertions that the author presents in the book. What appears to be
the most important information in the book? What does the author seem to most
want the reader to learn from the book?
3. Next is the critical analysis section of the paper in which you freely and candidly
express your opinions about the book. For example: Is the book written in a way
that engages the reader? Is the author persuasive? Does the author seem to be
authoritative? Does the information presented in the book agree with or conflict
with what you’ve learned about the subject from other sources? Would you
recommend this book to other students?
The critique is due on November 29.
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”).
5
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, 2011 (second 8-week) semester is November 28 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 2 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.
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
(October 25 – November 17)
Week 1—
Readings:
Text: Chapter 17
Reader: (article) “Urban Pollution—Many Long Years Ago” (page 43)
(documents) Dawes Act (1887) (page 77)
Atlanta Exposition Address (1895) (page 66)
Begin reading “Racial Equality in America” by John Hope Franklin
Lecture Topics:
Oct. 25 – Introduction/Orientation & settling the west
Oct. 27 – emergence of the New South and civil rights
6
Week 2—
Readings:
Text: Chapters 18 & 19
Reader: (article) “Meat Inspection: Theory and Reality” (page 187)
(documents) The Ocala Platform (1890) (page 91)
Tom Watson’s Strategy (1892) (page 98)
Lecture Topics:
Nov. 1 – the rise of big business & America’s response to industrialism
Nov. 3 – corruption of politics & the new immigrants
Week 3—
Readings:
Text: Chapters 20 & 21
Reader: (article) “Big Stick Abroad” (page 221)
(documents) The Teller Amendment (page 205)
The Platt Amendment (page 206)
The Fourteen Points (1918) (page 226)
Lecture Topics:
Nov. 8 – overseas expansion & America acquires an empire
Paper on “Racial Equality in America” is due
Nov. 10 – Progressive reform & America and the Great War
Week 4—
Readings:
Text: Chapters 22 & 23
Reader: (article) “When Johnny Comes Marching Home” (page 254)
(document) Opening Remarks at the Scopes Trial (1925) (page 246)
Lecture Topics:
Nov. 15 – Over Here—the domestic impact of war & America in the 1920s
Nov. 17 – Midterm Exam
Unit Two: Testing the New Nation
(November 22 – December 15)
Week 5—
Readings:
Text: Chapters 24 &25
Reader: (article) “The Bonus Army Invades Washington” (page 295)
Begin reading “The Godless Constitution” by Kramnick & Moore
Lecture Topics:
Nov. 22 – the boom turns to bust & FDR and the New Deal
Nov. 24 – Thanksgiving Holiday
7
Week 6—
Readings:
Text: Chapters 26 & 27
Reader: (article) “Mauthausen” (page 377)
(documents) The Atlantic Charter (August 1941) (page 328)
Enemies Within Speech (February 11, 1950) (page 411)
Lecture Topics:
Nov. 29 – America’s return to isolationism & the road to Pearl Harbor
Book Critique on “The Godless Constitution” is due
Dec. 1 – America and WWII & postwar America and the origins of the Cold War
Week 7—
Readings:
Text: Chapters 28 & 29
Reader: (article) “A Conspiracy so Immense: Wheeling” (page 430
(documents) The Southern manifesto (1956) (page 448)
Letter from Birmingham Jail (1963) (page 462)
Lecture Topics:
Dec. 6 – “Happy Days”—America in the 1950s & progress in civil rights after WWII
Dec. 8 – America and Vietnam & the turbulent 1960s
Week 8—
Readings:
Text: Chapters 30 & 31
Reader: (article) “The (Really) Conservative Media” (page 584)
(document) The Boland Amendment and “Boland II” (1982 and 1984)
(page 555)
Lecture Topics:
Dec. 13 – Watergate and the crisis of confidence in the 1970s
& From Reagan to Clinton, 1981-1995
Dec. 15 – Final Exam
Note: The Instructor reserves the right to change various parameters of this syllabus at his
discretion.
EGLS3 -- Evaluation for Greater Learning Student Survey System
At Houston Community College, professors believe that thoughtful student feedback is necessary to
improve teaching and learning. During a designated time, you will be asked to answer a short online
survey of research-based questions related to instruction. The anonymous results of the survey will be
made available to your professors and division chairs for continual improvement of instruction. Look for
the survey as part of the Houston Community College Student System online near the end of the term.
8
9