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Discipline/Program: History
Course Title: U.S. History 1302: From 1877 through the Present
Course Rubric and Number: HIST 1302
Semester with Course Reference Number (CRN): 79335, 2014 Spring Semester, Section: 811
Course Location/Times: Felix Morales Bldg (8:30-10:00 p.m.); Tues & Thur. Room 307 .
Course Semester Credit Hours (SCH): 3 Hours, Lecture
Course Contact Hours: 48 Contact Hours
Course Length (number of weeks): 16 weeks
Type of Instruction: Lecture
Instructor Name: Dr Antonio Gonzalez JD
Phone Number (Office): 713-313-1335
Email Address: Antonio.gonzalez6@hccs.edu
Office Hours: Tuesday-Thursday, 6:00-7:00 pm, Eastside Campus. Room 106.
Course Description: The American nation from the Reconstruction Era to the Present. Core Curriculum
course.
Course Prerequisites: Must have passed ENGL 1301 (Composition I) or be co-enrolled in ENGL 1301.
Course Goal: Students will evaluate historical developments in an essay.
Program Learning Outcomes (PLOs):
1. Students will evaluate historical development in an essay.
2. Students will be read primary source documents.
3. Students will analyze historical evidence by writing an analytical essay.
4. Explain the importance of Chronology and how earlier ideas and events shaped later events
History 1302 Fall 2012 1
Course (Student) Learning Outcomes for History 1302 (SLOs):
1. Explain the features of the Gilded Age and the issues on society, culture, and politics
2. Summarize Industrialism and Urbanization
3. Analyze the New South and Jim Crow
4. Explain Populism and Progressivism
5. Identify the causes and effects of WWI and the US
6. Discuss America between the wars
7. Identify the causes of WW2 and the Cold War
8. Discuss Post-war America at home
9. Discuss Post-modern America
LEARNING OBJECTIVES. The student will develop an understanding of:
The socio-economic position of blacks in the New South.
The wresting of the West from the Indians and the elements.
Industrialization and urbanization--survival of the fittest.
1900's lifestyles of the rich, poor, and middle class.
The Populist protest.
Justification for and extent of U.S. imperialism.
The Progressive reform movement at the local, state, and national levels.
Issues and origins of the U.S. involvement in WWI.
The Treaty of Versailles and the uneasy peace.
The 1920's transition toward modern America and the conservative backlash.
The various causes and the traumatizing effect of the Great Depression on the U.S.
The New Deal "solution" and future implications for American society.
Adolph Hitler, Holocaust, and WWII in Europe.
Pearl Harbor, the atomic bomb, and WWII in the Pacific.
Issues and origins of the Cold War /recent developments.
Post-war affluence and anxiety.
The struggle for Black civil rights & Chicano Movement.
The welfare state--LBJ's Great Society.
The controversy of the Vietnam War.
The counterculture, Watergate, and the crisis of authority.
The conservative ascendancy and globalization.
SCANS SKILLS
Texas Colleges must demonstrate that the Basic Intellectual Core Competencies are incorporated into all
Core courses. This course addresses the competencies in the following ways:
Reading: The lecture notes, PowerPoint Presentations, Virtual Reader, the textbook, and the monograph
will provide the basis for Unit Quizzes, Class Discussion, Semester Writing Assignment, and Midterm and
Final Exams. Students must study AT LEAST an extra two hours at home for every hour spent in the
classroom BEFORE coming to class and be ready to participate in discussion.
Writing: Students will conduct most communication with the instructor through the typewritten word.
Students will write answers to essay questions and papers.
History 1302 Fall 2012 2
Speaking: Students may consult the instructor for supplemental information or clarification of
assignments as needed. Students working in groups have the opportunity to develop their academic
speaking proficiency.
Listening: Students working in collaboration with other students on chapter assignments will have the
opportunity to develop and practice their listening skills. Students will also practice critical listening from
audio and video materials.
Critical Thinking: Exam essays will contain questions and problems that require higher-level, "critical"
thinking skills to solve successfully. The Midterm and Final exams, the Semester Writing Assignment, and
essay assignments will likewise contain questions and problems that will require higher-level, "critical"
thinking skills to solve successfully.
Computer Literacy: Courses such as this one require significant computer literacy from students, who
must be proficient at navigating the web, navigating academic databases, delivering PowerPoint
presentations, and word processing written work.
INSTRUCTIONAL MATERIALS
All instructional materials are available at the HCC-SE bookstore
REQUIRED:
Textbook.
Berkin,Miller,Chery,Gormly et.al. Making America: A History of the United States, 6th Edition. Boston:
Wadsworth, Cengage Learning,2013.
Combined Volume OR Volume II: Since 1865. Boston: Wadsworth, Cengage Learning, 2013.
ISBN-13:978-0-8400-2871-6
ISBN10:0-8400-2874-1
http://www.cengagebrain.com/shop/isbn/9780547166285
Online Reader.
American Perspectives: Readings in American History, Volume 2. Pearson Learning Solutions, 2011.
Henceforth cited as American Perspectives.
Online Reader,http://www.pearsoncustom.com/tx/hcc_hist1302
eText Course ID*: Galvan303137eb
Course Title and Section Name: History 1302 Sec 33773
Access cards available at the HCC SE bookstore.
Monograph.
Howard Zinn, A People’s History of the United States, 1492-Present. New York: Harper Perennial Modern
Classics, 2005.
Henceforth cited as A People’s History.
Films: Appropriate films, short video clips, and music will be shown in class.
RECOMMENDED:
Making AmericaTextbook Companion Website (no charge):
http://college.cengage.com/history/us/berkin/making_am/6e/student_home.html
History 1302 Fall 2012 3
Important Dates:
Monday, January 27. Official Day of Record
January 16. Quiz
January 29. Last day to drop with a 70% refund
February 4. Last day to drop with a 25% refund
February 13: First Exam
February 20: Library day to research Oral Topic Presentation.
Mid- Exam to be announced
February 25: Rough Draft of term paper due on my desk at the beginning of class.
April 17: Hard copy of your Power Point Presentation due on my desk at the beginning of class
Last Day for Administrative/Student Withdrawals: tuesday, March 31 by 4:30 pm
Third Exam to be announced
April 22, 24 and 29th: Student Presentations
May 1 2014: Final draft of term paper due on my desk at the beginning of class.
FINAL EXAMS:
CRN 33773: Tuesday, December 11, Felix Morales 306, STARTING AT 8:00 pm
COURSE CALENDAR
Week 1
January 14: Introduction to the Syllabus
January 16: Read: Making of America Chapter 16
Week 2
January 21: Read: Making America Chapter 17
January 23: Read: American Perspectives Chapter 4: “Their Own Hotheadedness: Senator Benjamin R.
‘Pitchfork Ben’ Tillman Justifies Violence against Southern Blacks” (1900).
Monday, January 27 2014 . Official Day of Record
Week 3
January 28 : Making America Chaper 18
Read: A People’s History Chapter 12
Wednesday, January 29, 2014. Last day to drop with a 70% refund
January 30: Read: Making America Chapter 19; American Perspectives Chapter 6: “Albert Beveridge
Defends U.S. Imperialism” (1900)
Saturday February 4, 2014 Last day to drop with a 25% refund
Week 4
History 1302 Fall 2012 4
February 7: First Exam
February 9: Read: Making America Chapter 20.
Week 5
February 14. Oral History Proposal Due.
Read: Making America Chapter 21
February 16. Read: Making America Chapter 22; American Perspectives Chapter 7: Richard Hofstadter and
Michael Wallace, “Ludlow” (1913–1914).
Week 6
February 21: Read: Making America Chapter 23; A People’s History Chapter 13
February 23: Read: American Perspectives Chapter 7: Clarence Darrow, “Opening Remarks at the Scopes
Trial” (1925)
Week 7
February 28: Second Exam
February 30: Read: Making America Chapter 24; American Perspectives Chapter 8: Chapter 8: Huey P.
Long, “Every Man a King—Radio Speech to the Nation” (1934).
Week 8
March 4: Rough Draft of your term paper due on my desk at the beginning of class.
Read: Making America Chapter 25
March 6: Read: American Perspectives Chapter 9: Richard Hofstadter and Michael Wallace, “The Detroit
Race Riot” (1943).
Week 9
March 18: Hard copy of your Power Point Presentation due on my desk at the beginning of class
March 20. Read: Making America Chapter 26
Week 10
March 25: Read: A People’s History Chapter 16
March 27: Read: Making America Chapter 27
Monday March 31, 2014 by 4:30 pm. Last Day for Administrative/Student Withdrawals.
Week 11
April 1: Third Exam
April 3. Read Making America Chapter 28.
Week 12
April 8: Read: Making America Chapter 29
April 10. Read: American Perspectives Chapter 11: Martin Luther King, “Letter from a Birmingham Jail”
(1963).
Week 13.
April 15: Term Paper Due. Read: A People’s History Chapter 23
April 17: Movie: “Alamrista”
History 1302 Fall 2012 5
Week 14
April 22. Read: Making America Chapter 30; American Perspectives Chapter 12: Larry Colburn, “They Were
Butchering People” (2003).
April 24. Read: Making America Chapter 31; American Perspectives Chapter 13: “Financial Scandal and
U.S.-Iraqi Relations” (1989).
Week 15.
April 29 Read: Making Ameica Chapter 32; American Perspectives Chapter 13: Michael T. Klare, “The
Unocal Affair” (2005).
May 2. Movie: “Chicano Walkout”
Week 16. FINAL EXAM
Thursday May 6, 2014, Felix Morales Bldg Room 307, STARTING AT 8:00 pm
May 12, 2014, Grades Available to Students
Instructional Methods: Lecture Notes, PowerPoint Presentations, Films, Music, Major Exams, Semester
Writing Assignment.
Student Assignments: Students will read a variety of historical material, complete quizzes and exams, and
submit a major paper.
Student Assessments: 1 Syllabus Quiz, 3 Midterm Exams, 1 Final Exam, 1 Presentation, 1 Term Paper.
Readings: As Assigned
HCC Policy Statements:
ADA: DISABILITY SERVICES
Any student with a documented disability (e.g. physical, learning, psychiatric, vision, hearing, etc.) who
needs to arrange reasonable accommodations must contact the Disability Support Services Office at the
beginning of each semester. Professors are authorized to provide only the accommodations requested by
the Disability Support Services Office. The counselor for Southeast College can be reached at 713-7187218.
ACADEMIC HONESTY:
Academic irregularities cannot be tolerated. Attempts to compromise the integrity of this course will
result in a grade of zero for the assignment. Students must not collaborate on the exams in any way
(including the use of materials from former students) and must not copy material from any source to use
as their essay answers or discussion contributions. See the HCCS Student Handbook for further details.
http://www.hccs.edu/hcc/images/home%20page%20images/0-2011-2012%20Student%20handbook.pdf
Cheating is not that hard to define and as college students, you should have a firm idea about what
Cheating is. Just to be clear, here are a few simple definitions:
History 1302 Fall 2012 6
Cheating is: Copying from another student's exam.
Cheating is: During an exam, using materials not authorized by the person giving the exam.
Cheating is: Collaborating with another student during an exam without proper authority.
Cheating is: Knowingly using, buying, selling, stealing, transporting, or soliciting in whole or part the
contents of an exam or paper.
Cheating is: Bribing another person to obtain a copy of an exam.
Cheating is: Plagiarism which means using someone's work or someone's ideas and representing them to
be your own. That "someone" may be another student, a friend, a relative, a book author, an author of
material on a web site, etc. Do not take material from anywhere without giving proper credit or reference.
In other words, do not copy from an Internet source and paste it into your essay answer space. You must
give proper credit or reference even when you paraphrase someone else’s work.
Cheating is: Collusion, which means the unauthorized collaboration with another person in preparing
written work offered for credit when you represent that work to be your own.
In this class, the standard penalty for academic dishonesty is a grade of zero in the course. Academic
dishonesty can lead to a recommendation for probation or dismissal from the College System.
If you ever have any question about what is cheating, what is plagiarism or what is unauthorized collusion,
please contact your instructor before you do anything or submit anything. It is much better to ask first
than to get caught later.
Program/Discipline Requirements:
A minimum of 50% of the student’s semester average must come from writing assignments.
HCC Grading Scale:
A = 90 - 100
B = 80 - 89
C = 70 - 79
D = 60 - 69
F = 59 and below
Instructor Grading Scale:
900 - 1,000 points A
800 - 899 points
B
700 - 799 points
C
600 - 699 points
D
Under 600 points
The semester grade will be calculated by:
1 Syllabus Quiz (5%)
3 Midterm Exams (45%)
1 Final Exam (15%)
1 Power Point Presentation (10%)
1 Oral History Term Paper (Rough Draft, 5%; Final Draft, 10%)
Attendance (10%)
Grades
The grade of A (100-90) reflects excellence. The A work offers a well-focused and organized discussion
appropriate to the instructor's assignment, reflects critical use of all relevant materials, and demonstrates
effective and formal writing requirements. Work must demonstrate outstanding efforts to identify and use
History 1302 Fall 2012 7
varied and pertinent evidence from all available sources, to employ those materials critically in the text of
the papers, and to provide error-free citations of those resources.
The grade of B (89-80) represents work beyond satisfactory and indicates the work was completed in an
appropriate and competent manner and, in general, demonstrates a strong attempt at original and critical
analysis, writing, and research. Work must demonstrate beyond satisfactory efforts to identify varied and
pertinent evidence from all available sources. The B paper may contain a number of minor errors of
grammar or citation, and its thesis or its conclusions may be undeveloped or too weakly supported.
The grade of C (79-70) indicates that the work was done in a satisfactory or appropriate fashion and
represents the average work expected for university courses. In order to obtain a C grade, your work must
adhere to all of the assignment’s minimum requirements to include limited to page/word requirements,
number of sources, types of sources, and proper citation method. The work is organized around a central
idea with arguments supported by relevant examples from the available sources. The work is structured
into correctly written paragraphs and sentences. Although fulfilling the assignment, the C work may
exhibit one or more weaknesses including, but not limited to, errors of punctuation and grammar,
imprecise or incorrect word use, inaccurate or uncritical use of materials, occasional inconsistency of
organization or development, and lack of direct relevance of the selected research materials to the topic.
The grade of D (69-60) indicates that the work may have a poorly defined topic or thesis, lacks clear focus
or organization, and contains unsupported generalizations or conclusions. Research support (citations) is
inadequate, not clearly relevant, or improperly documented. A less-than-minimal research effort is
evident. D works fails to obtain the required page or word minimum requirement. The work may also
suffer from numerous or major formal writing errors. D work fails to adhere to any of the assignment’s
minimum requirements.
The grade of F (59-1) indicates that the work is not clearly relevant to the assignment and that its topic
and thesis are poorly focused or defined. The work may display inadequate organization or development,
unsupported generalizations, and nonstandard formal features (including language usage, sentence
structure, and paragraphing). Research support (citations) is absent, or irrelevant to the assignment.
A Final Thought on Grades – Getting good grades is easy. All you have to do is to keep up with the
readings, attend class with a tenacity of purpose, take full and complete notes as I lecture and as you read,
review your notes on a daily basis, take advantage of my office hours, and put forth the required effort on
all class assignments. No one has more control over your grades than yourselves. You will do well (i.e.,
pass) when you decide that studying is what is important and if you take the necessary steps to do well.
Ultimately, you are responsible for your own success or failure.
COURSE COMPONENTS:
SYLLABUS QUIZ.
To be administered at the beginning of the first week of class. There will be no make ups for this quiz.
History 1302 Fall 2012 8
MIDTERMS AND FINAL EXAMS.
Each exam will count for 150 points, or 15% of your final grade. Exams are non-comprehensive.
Exams will consist of a multiple choice section (75 points) and an essay section (75 points).
Essays must be at least two full handwritten pages. Essays must have an introduction with a clear thesis
statement, a body, and a conclusion. Every paragraph must begin with a topic sentence. Always give your
essay a title, provide specific examples, and include a basic chronology. This and all other assignments will
be discussed in detail by the instructor during the course of the semester.
POWER POINT PRESENTATIONS AND LECTURE NOTES.
Students will develop note-taking skills that will enable them to record the most important information
shared by the instructor in his lectures. The instructor WILL NOT make his power point lectures available
to students.
SCANTRONS AND BLUE BOOKS.
Students are required to bring a blue book and a scantron to every exam. Scantrons must be kept neat
and clean. Folded, wrinkled, and water-damaged scantrons jam the test scoring machine and cannot be
graded.
REVIEW SESSIONS AND STUDY GUIDES.
I do not give review sessions or study guides. Students are expected to study their books and lecture notes
every day in order to prepare for examinations.
MAKE UP EXAMS.
One make up exam will only be given to students who provide documentation that they absolutely had to
miss one of the three midterm exams due to extraordinary circumstances such as being hospitalized or
suffering an automobile accident the day of the test. A COMPREHENSIVE make up exam consisting of the
material reviewed during weeks 1 and 10 will be administered the last day of class.
INCOMPLETES.
Students must make every effort to turn in every assignment and show up for every exam. An incomplete
will only be available to students who prove they were hospitalized for lengthy periods of time (i.e., one
month). The instructor will make the final decision on whether a student can have an incomplete in the
course.
SEMESTER WRITING ASSIGNMENT.
The semester writing assignment will consist of one oral history based on interviews to an individual living
in the United States. The oral history must illustrate important historical processes listed in the Student
Learning Objectives above. Therefore, students will be required to do additional research using HCC
electronic databases such as J-Stor and Project Muse. The instructor will conduct an in-class orientation in
order to introduce the class to such databases.
Papers must be written in MLA format. T must begin with an introduction with a clear thesis statement, a
body, a conclusion, and a Works Cited page. Every paragraph must begin with a topic sentence. Always
give your essay a title, provide specific examples, and include a basic chronology.
A proposal of your oral history is due September 25. The proposal must be typed and it will include your
name, the name of your interviewee, your relationship to that person (i.e., close relative, friend, mentor),
and the general theme you intend to use to frame your project (i.e., immigration, segregation, civil rights).
History 1302 Fall 2012 9
A rough draft of this paper will count for 50 points, or 5% of your final grade, and it’s due October 16.
A final draft will count for 100 points, or 10% of your final grade, and will be due November 2.
The term paper will be at least 900 words, typed, double spaced, using MLA style. Students can find an
excellent outline on how to conduct oral histories on this website:
http://www.indiana.edu/~cshm/oral_history_techniques.pdf
You may also find samples of a life history on pages 32 and 35 of this magazine:
http://houstonhistorymagazine.org/pdfs/v3n1.pdf
In addition, a sample oral history questionnaire is included at the end of this syllabus.
Hard copies of student papers MUST BE SUBMITTED on the instructor’s desk by the beginning of class on
the due date.
ORAL HISTORY POWER POINT PRESENTATION.
Students will conduct an original, 15 minute power point presentation based on their oral history. The
presentation must include a clear and concise thesis statement, an outline, a body, and a conclusion, and
must include at least 10 slides. Details on this and all other assignments will be discussed in class. Your
presentation will count for 100 points, or 10% of your grade.
Early Work is encouraged and welcomed.
Late Work. Assignments are due on my desk by 5:30 p.m. Assignments turned after 5:30 p.m. will be
automatically considered ONE DAY LATE. Overdue assignments will be penalized 20 points for every day
they are late.
Writing Assistance. If need help in developing your history writing skills, you can 1) take advantage of my
offer to tutor you; 2) Visit the college’s new and improved Writing Center, located in room 102 of the Felix
Morales Building, (713) 718- 2678, 3) email at se.writingcenter@hccs.edu, or 4) go to
http://m.se.hccs.edu/Users/se.writingcenter/web/
CLASS ATTENDANCE
Attendance is absolutely required in this course. Attendance counts for 10% of your final grade. The
instructor will take attendance promptly at the beginning of class. Students who are not in their seats by
the beginning of class will be counted tardy. Three tardies constitute an absence. Students who are 15
minutes late or more will be counted absent. Students who leave the classroom early will be counted
absent. Students who are counted absent from this course for six hours or more before the deadline for
withdrawal will be dropped from this class. Having an absence excused may keep a student from being
dropped from this course, but IT WILL NOT count him as being present in class.
EXTRA CREDIT.
Students may earn no more than 50 points, or 5% of their final grade, as extra credit. The only source of
extra credit consists of being in your seats 5 minutes prior to class and staying in the classroom the whole
session.
MISSING CLASS
History 1302 Fall 2012 10
Students who miss class are responsible for keeping up with all class assignments and readings. The
instructor will not respond to absent students’ inquiries about the material covered in class. The
instructor will not give away his lecture notes nor will conduct individual lectures or individual review
sessions with students who have been absent from class.
COMMUNICATING WITH THE INSTRUCTOR
E-mail is the most effective way of communicating with the instructor. Please allow a 24 hour frame for
the instructor to reply. Students must ALWAYS refer to the syllabus for answers to their questions before
asking the instructor. The instructor will not respond to questions that are clearly explained in the syllabus
nor will he explained what he covered in class that day.
CLASSROOM CONDUCT.
This class a certain degree of classroom civility – translated; this means you are to conduct yourself
appropriately. As such, the following is prohibited: talking in a disruptive manner, dipping, smoking,
sleeping, reading the newspaper, studying for other classes, fighting, wearing sunglasses or shades, or any
similar behavior that is deemed disruptive or inappropriate by the instructor. Disruptive students will be
asked to leave the classroom. Students who are repeatedly disruptive will be dropped from this course.
Disruptive students who refuse to listen to the instructor will be removed from the classroom by
campus police and will be dropped from this course. Please refer to the 2011-2012 Student Handbook
available through the link below.
http://www.hccs.edu/hcc/images/home%20page%20images/0-2011-2012%20Student%20handbook.pdf
CAMPUS SECURITY.
Should there ever be a disruption in class, I will contact HCC Police at 713-718-8888 (8888 from a campus
phone).
ELECTRONIC DEVICES.
This class offers you a zero tolerance policy on cell phones, iPhones, iPods, MP3s, PSPs and other similar
devices. Make sure they are turned off and put away during class time. Laptops are not allowed in this
class. Recording lectures is not allowed in this class. If you absolutely have to answer your cell phone due
to an extremely serious situation, please notify the instructor in advance, sit close to the door, put your
phone on vibrate, and exit quietly.
This syllabus is meant as a guide and is subject to change at the discretion of the
instructor. If there are any changes made, students will be notified in a timely
manner. It is the student’s responsibility to remain updated.
History 1302 Fall 2012 11
APPENDIX I
Guidelines for Conducting Oral Histories
Your oral history must illustrate events and processes relevant to the content of this course.
Keep in mind that at least half of your paper and presentation must take place in the United States.
Research the time period and central themes of your project in advance.
A rule of thumb states that there are twenty-five stories that define an individual’s life. Figure out which
are some of those stories.
Test your recording equipment before beginning the interview. You may use a video camera or a digital
recorder. If you have no access to any recording equipment, take detailed notes in paper.
Have a goal for the interview. Prepare specific questions.
Begin the interview by obtaining background information. Introduce yourself, the name of your
interviewee, and the place, date, and time of the interview.
Set up a special time and place to conduct the interview. Try to keep the interview disruption-free.
Ask about specific aspects about your interviewee’s life.
Inquire about your interviewee’s perspective on specific issues.
Ask open ended questions. Example: Can you tell me about your childhood years? Can you tell me about
your experience going to school?
Don’t be afraid of silences. Give your interviewee time to answer.
When your interviewee provides with very important information, make sure to ask follow up questions
that will provide deeper detail.
Ask brief questions.
Do not correct your interviewee.
Do not voice your opinions, especially when you disagree with your interviewee.
Be aware of your own body language and words. Make sure you are not judgmental of your interviewee.
An ideal interview lasts between 30 and 45 minutes.
Listen and take notes on your interview the same day you conduct it.
Go through the recordings. Write down some notes and quotations, but do not attempt to transcribe the
entire recording.
Keep in mind that this project is supposed to be an original essay. Do not end up by turning in an edited
transcript.
Your essay must be an original oral history. Contextualize the story. Make it relevant to U.S. History.
Prove that you consulted other sources by making reference to them and including them in the works
cited page.
Consult Barbara Truesdell’s article, “Oral History Techniques” available here:
http://www.indiana.edu/~cshm/oral_history_techniques.pdf
Review the samples from The Houston Review available on pages 32 and 35 of this magazine:
http://houstonhistorymagazine.org/pdfs/v3n1.pdf
In addition, a sample oral history questionnaire is included at the end of this syllabus.
History 1302 Fall 2012 12
APPENDIX II
Guidelines for Power Point Presentations
a) First slide must be a title page
b) Second slide must be an outline or table of contents. On this slide you will include bullet points that will
serve as title to the slides in the body of your presentation. Each bullet point can be named after a
segment in the chapter.
c) The introduction or thesis statement slide must state the main argument your project.
d) The following slides are the body of the presentation. Here is where you summarize the content of the
chapter.
e) The conclusion must remind the audience of the content of the main thesis of the presentation.
f) Slides should be brief. Do not copy and paste your notes. Include only key words. You may use a page of
notes for every slide in your presentation if you wish.
g) Use artwork. There should be artwork in at least every other slide.
h) Artwork must illustrate the content of your slide.
i) Make sure art is labeled. For example, if you are including a photograph of your interviewee’s wedding,
make sure you write a caption identifying the event.
j) Your presentation must include a works cited page at the end. If you are using the textbook as your only
source, that's fine, still provide a FULL citation of that book. If you use more sources, cite them.
History 1302 Fall 2012 13
APPENDIX III
EXAMPLES OF QUESTIONS YOU SHOULD DEFINITELY REPHRASE
BEFORE APPROACHING YOUR INSTRUCTOR
1.
“Did we do anything important when I was out?” “Nah. We just hung out, waiting for you to get
back.”
2.
“Why do we have to learn this?” “Please consult your course catalog and program description. If
you don’t already know the answer to that question, you should talk to your advisor about whether
or not this is the major for you.”
3.
“Do we need the book?” “Of course you do, that’s why it’s in the syllabus.”
4.
“How much work do we have to do in this class?” “This is college, so I guess you pretty much have
to do everything that’s in the syllabus, like everyone else.”
5.
“When will final grades be posted?” “I don’t know. I’ve been too busy eating bon-bons by the
Jacuzzi to grade your papers. But I’m sure that Jeeves will be through with them pretty soon.”
6.
“How many quotes/sources do I need?” “You need as many quotes as you require to
appropriately cite your sources and to support your argument. There is no other measure. I’m pretty
sure you’ve been told this before.”
7.
“Do we need to know this for the exam?” “I don’t know, because I never re-use exams and I
create new ones every semester.”
8.
“When is the exam?/When is the paper due?” “Look at the syllabus. I teach many classes using
different calendars. It is your responsibility to prepare for all examinations and to know your
deadlines, that’s why I give you a syllabus and a class calendar at the beginning of the semester.”
9.
Do you have a stapler? “What am I, a walking office supply store? Being prepared for class is your
responsibility, not mine. Also, stop asking to borrow my pen! Show respect for your class, your
professor, and yourself by taking your responsibilities seriously. Besides, these are special teacher
pens, and if I loan you my pen, I will lose all my professor powers, like Samson and his hair.”
10. “Can I leave early?/Is it OK if I go to my club meeting?” “Sure, you can do both. As a matter of
fact, you can do whatever you want to because you chose to take this course and it is yours to do
with as you wish: pass, fail, whatever.”
11. “Are you sure you that’s right?” “Yes. Yes, I am. I’m the instructor. Unless you’ve gotten at least a
Master’s in History and have developed an expertise in this field since enrolling in the course (in
which case it should be YOU teaching the class), you would be advised to ask this question in a nicer
way.”
Adapted from Jill Rooney, Ph.D., “10 Questions You Should Never Ask Your Professor.”
http://www.onlinecolleges.net/2012/08/21/10-questions-you-should-never-ask-yourprofessor/?fb_action_ids=10101664407101646&fb_action_types=og.likes&fb_source=other_multiline&action_object_map=%7B%221010166440710164
6%22%3A10150271442279969%7D&action_type_map=%7B%2210101664407101646%22%3A%22og.likes%22%7D&action_ref_map=%5B%5D
History 1302 Fall 2012 14
APPENDIX IV
SAMPLE INTERVIEW QUESTIONS
TAPE 1 – SIDE A
JG
Juan Galván
DG
Daniel Galván
JG
21 October of 2004. It is approximately 12:00 noon.
This is an interview with Mr. Daniel Galván. We are going to talk most of all about your experience coming
to the United States; well, perhaps different questions about your life. First of all, I want to ask you,
Where are you originally from?
JG
When and where you were born?
JG
Can you tell me about your childhood?
JG
How was your family? How many brothers and sisters did you have?
JG
What are your sisters’ names?
JG
Do you remember your mom?
JG
Was it with her that he had more children?
JG
When did you first come to the United States? How was that first time?
JG
Where did you first go? What did you do?
JG
What did you do when you returned to Guanajuato?
JG
And after all this, did you go back to the United States again?
JG
When you refer to the Valley, do you mean the San Fernando Valley?
JG
But also, besides working as a day laborer, didn’t you also work as a sharecropper?
TAPE 1 – SIDE B
JG
So all work in California came to an end on October 20 of 1964. What did you do then?
JG
Did you already have children when you went to California in 1963?
JG
And after you went back to Mexico in ’64, where did you go?
JG
What kind of agricultural work did you do?
JG
After the end of the Bracero Program and before you went to Idaho, did you also spend some time
in Mexico City?
JG
How much money were you making in Mexico City?
JG
How many days a week did you work?
JG
And later, did you make the same?
JG
Did you work a lot harder?
JG Where did you go after the project was finished?
JG
What was your interest in working as a sharecropper for the Hacienda? Was it only for the crops,
or did you have other interests?
JG
Did you also have access to Hacienda pastures for your livestock, perhaps to the water of the
Hacienda, or something?
JG
How many cows, calves, and horses did you have?
JG
Did you do any other work for the Hacienda besides clearing the water channels?
JG
For how long?
JG
Was there any other interest in cleaning up the water channels?
JG
How were your harvests back then?
History 1302 Fall 2012 15
JG
When did this happen?
END OF TAPE 1
TAPE 2 – SIDE A ONLY
JG
We are talking about 1963. Did you already have children back then?
JG
Did you have any children born back then who might have died, do you remember?
JG
What did you do after 1964, after the end of the Bracero Program?
JG
When did you buy your land in Mexico, the rain-season land of La Represa?
JG
Then, at the end of the Bracero Program in 1964, did you go back to Mexico?
JG
How did you do when you went back?
JG
What did you do after 1964, in 1965?
JG
Before we speak of ’66, can you tell me if you still worked in 1965 as a sharecropper?
JG
Why didn’t you plant crops in all your land?
JG
Besides leaving part of your land vacant where you could use it to grow pastures for your livestock,
was there another reason to work for the Hacienda?
JG
What did you do after 1966?
JG
What were the tunnels for?
DG
Those tunnels were for potable water. Those tunnels were perhaps nine meters wide, they were
for potable water.
END OF TAPE 2
TAPE 3 – SIDE A
JG
Were you telling me that they began organizing the ejido?
JG
Did my grandfather already work for the Hacienda back then?
JG
And after this, did you still work for the Hacienda?
JG
When was the last time that you worked in the orchards?
JG
Did you still continue sharecropping for the Hacienda?
JG
When was the next time that you worked as a sharecropper?
JG
When was the last time you ever farmed for the Hacienda?
JG
What did you do after that?
JG
What kind of work did they do in Imperial Valley?
JG
What did you do in Murphy?
JG
What crops did they grow? How long did you stayed there?
JG
Did you have heating in the place where you lived?
JG
How many people lived in that house?
JG
You have told us about a friend of the family who died crossing the border through Arizona in
1967. Who was he?
JG
How many days did you have to walk when you crossed through Arizona?
JG
How many days did you have to walk across the desert without water?
JG
You have also told me about different occasions like in 1974, when you were in Aberdeen, about
something that happened in Twin Falls. Two guys who tried to escape from immigration officers. How did
that happen?
TAPE 3 – SIDE B
JG
Before we talk about Texas, when you came back to Arizona in 1971 there were no more
contracts, you were already coming undocumented, right?
History 1302 Fall 2012 16
JG
Thinking about all the years that you worked in California, Arizona, and Idaho, and Texas, what was
the biggest difference between working under contract with the Bracero Program and the years that you
worked undocumented?
JG
Fear of dying, fear of being shot like what happened in Idaho?
JG
Weren’t you afraid, for instance, when you heard about the man who died in the desert,
dehydrated?
JG
Weren’t you afraid that the same thing might happen to you?
JG
Did you ever hear any stories about that guy’s family coming over to see the burial site, did you
ever hear about that?
JG
That the same thing might happen to you. And when you heard about the guy that immigration
officers killed in Twin Falls, weren’t you scared that something like that would happen to you?
JG
Did you sleep outside?
JG
Was it because of the people they had killed in Twin Falls?
JG
After 1977 you went back to Mexico. After this, did you ever work for Leonard Schroeder in
Aberdeen again?
END OF TAPE 3
TAPE 4 – SIDE A
JG
Today is the 5th of December of 2004. We are here in Houston, Texas, with Mr. Daniel Galván, and
we are going to make another recording for this series of interviews. The last time we spoke about when
you went back to Mexico from Aberdeen, Idaho, for the last time, in 1977. What did you do that winter of
1977 in Mexico?
JG How were the Christmas holidays?
JG What did you do in that farm?
JG What was the name of that place?
TAPE 4 - SIDE B
JG When did this happen?
JG When did you become a legal resident of the United States?
JG Did that help you bring your family over?
JG When did you receive your citizenship?
JG Did this help you bring your family over in any way?
JG How were all those years away from your family, since you came here the first time, when you were a
newlywed, until ’95, when a large part of your family arrived?
JG Were they born in the village, or in the city of Dolores Hidalgo?
END OF TAPE 4
TAPE 5 – SIDE A ONLY
JG
You went looking for the priest in the morning. Why?
JG
Were both of them born in the village?
JG
Was there a midwife who helped my mother when the children were born?
JG
And now that you have all your children and grandchildren in Houston, How do you feel?
END OF INTERVIEW
History 1302 Fall 2012 17
APPENDIX V
TERM PAPER PROPOSAL
due September 25
History 1302 CRNs 24949 and 24697
Instructor: Juan Manuel Galván Rodríguez
Fall 2012
Name of student:
______________________________________________________________
Name of interviewee:
______________________________________________________________
Working title of paper:
______________________________________________________________
Theme(s) discussed in paper: ______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
Signature of student:
______________________________________________________________
Date:
______________________________________________________________
History 1302 Fall 2012 18
APPENDIX VI
SAMPLE ESSAY TOPICS
These topics will give you an idea of the type of essay topics that might be on exams. Potential
exam essay questions as well as guidelines on how to successfully answer them will be discussed in
class.
INSTRUCTIONS:
Write essays in a blue book with PEN.
Essays must include an introduction, a body, and a conclusion. A central part of the introduction
is a clear thesis statement that reflects YOUR perspective. Every paragraph must include a topic
sentence. The essay must end with YOUR conclusion. Always provide specific examples and provide a
basic chronology. Handwritten essays must be at least two full pages long.
Keep in mind that these will be YOUR essays, and as such they must reflect YOUR point of view
and not be limited to repeating the perspective of the authors. Essays must reflect a critical analysis of
all materials studied during the period covered in the exam, including films, websites, and material from
the books American Passages, American Perspectives, and A People’s History of the United States.
English Composition I is a pre-requisite to this class, which means that by the time they take
History 1302 students are already trained in the writing of logical, articulate essays. For an excellent
handout on writing an articulate thesis statement, see
http://writingcenter.unc.edu/handouts/thesis-statements/
On writing topic sentences and articulate paragraphs, see
http://writingcenter.unc.edu/handouts/paragraphs/
On writing historical essays, see
http://history.rutgers.edu/?option=com_content&task=view&id=106&Itemid=147
SAMPLE ESSAY TOPICS.
1.
Discuss the evolution of the pre-Columbian civilizations of ancient North America and
Mesoamerica since the domestication of maize. Include a description of the stages of Mesoamerican
civilization and the evolution of the great Mesoamerican cultures as well as the great civilizations of the
Four Corners, the Mississippi (especially Cahokia), the Aleut and Inuit, and the Norse (Viking) presence in
North America.
2.
What role did the Europeans' sense of their own cultural superiority played in the conquest and
colonization of the "New World?" Use examples from the Spanish and English experiences to illustrate
your argument.
3.
How do you suppose southern planters could lead a rebellion against an English government they
feared was threatening their rights and liberties, and, at the same time, hold thousands of blacks as their
slaves? Explain this apparent inconsistency.
History 1302 Fall 2012 19
4.
Describe the colonists' pattern of resistance to British actions from 1763 to 1775. What appears to
have been the most effective form of resistance? Why?
5.
Analyze the role played by the national government and by Andrew Jackson in the removal of the
indigenous peoples from the South during the 1830s.
6.
Examine the implementation of Reconstruction policies and programs. Why did they ultimately
fail? How did northern European American and African Americans participate in them? Why did they
ultimately fail? Provide a narrative of these events.
7.
Discuss race relations and the African American experience since Reconstruction (1865) as
illustrated in the life of Jack Johnson.
8.
Analyze the motives for U.S. imperialist expansion at the end of the 19th century. Discuss the
ideological excuses for empire building and the different approaches and reactions to imperialist
expansion by politicians, the military, intellectuals, capitalists, African Americans, labor union leaders,
farm leaders, and the general citizenry. Discuss Hawai’ian, Cuban and Philipino resistance and the
measures taken against them by the occupying U.S. military.
9.
Discuss the socialist challenge to the capitalist establishment of the United States in the early
twentieth century.
10.
Analyze the causes and the course of the Great Depression and discuss how The Great Depression
affected the poor, racial minorities and women.
11.
Analyze domestic and foreign politics in the United States within the context of World War II and
the Cold War. Was there a true popular consensus in favor of World War II? Did the vast majority of the
American population agree with the official anti-Socialist stance in the United States? Did the official
discourse translate into tactics of fear in order to give legitimacy to policies that favored large
corporations such as oil companies and weapons – including nuclear weapons – manufacturers? Was
there a true Communist threat in third world countries such as Greece, Iran, and Guatemala to justify U.S.
military intervention, or were those merely domestic issues that didn’t reflect a true Soviet presence in
those countries?
12.
Examine the evolution of the American family since colonial times according to Stephanie Coontz
book, The Way We Never Were. Explain the myths surrounding the “golden age” of the American family
and the role played by the nostalgia trap in perpetuating these myths. Provide specific examples.
13.
Compare and contrast the domestic and foreign policies of the Jimmy Carter, Ronal Reagan, and
George Herbert Bush administrations within the context of the political climate of the Cold War.
14.
Analyze the domestic and foreign policy of the United States during the Clinton administration.
Discuss Clinton’s role in the passing of NAFTA, U.S. relations with China, and the impact of increased
globalization on the lives of common Americans. Include a discussion of Clinton’s management of
Medicare and Medicaid funds and his policies on immigration, welfare, and education.
History 1302 Fall 2012 20