HISTORY 311:
UNITED STATES HISTORY, SINCE 1877 (Telecourse)
(Course Number 18616 – SCC Main Campus – Auditorium 5 – Thursdays, 5:30-6:50 p.m.)
PROFESSOR:
Stuart Graybill
OFFICE HOURS:
Office: RN 211
MW 3-4:30 PM
TTh 3:00-4:00 PM
Friday 2-3 PM
PROF. GRAYBILL’S WEBSITE:
http://web.scc.losrios.edu/graybis
CONTACT INFORMATION:
E-mail - graybis@scc.losrios.edu - Phone: 558-2309
COURSE DESCRIPTION:
This course will examine the historical development of American society and culture from 1877 to the
present. Course materials will introduce students to the origins and consequences of the major historical
forces (economic, social, cultural and political) that helped shape life in America from the end of
Reconstruction after the Civil War to the present.
This section of History 311 is a TELECOURSE - that is, students will be expected to view a series of
prepackaged video lectures on U.S. history (broadcast on local Surewest and Comcast cable channel,
Channel 15, Monday and Wednesday afternoons, at 5:00 PM) which SCC has purchased from a media
education company, The Consortium for Open Learning. VHS videotapes and DVD’s of the video
lectures are available in the Learning Resources Center, and students may check out tapes and DVD’s
and view them in the Learning Resources Center. Students may also rent VHS tapes and DVD’s of all
the programs - $20 for the semester for all programs (please note: if the student fails to return the media,
a library hold will be placed on their academic record until the media is returned).
For more information on the VHS tapes and DVD’s please call the Telecourse Rental Hotline, 916
558-2361, and leave the following information: 1) class in which student is enrolled; 2) student's
name; 3) student's address; 4) student's ID number; 5) student's phone number. There is generally a
one-day turnaround time for processing rental requests.
Finally, students are required to attend an initial orientation meeting (Thursday, August 30, 5:30-6:50
PM, Auditorium 5) and a small number of class meetings thereafter to complete exams based on the
videos and the textbook.
TIME COMMITMENT:
An ordinary lecture course at Sacramento City College contains approximately fifty (50) hours of class
sessions. The College and its instructors expect that students will devote approximately two (2) hours of
course work outside class for every hour of class time. This means that students should budget
approximately one hundred and fifty (150) hours to complete a course at SCC. The overall time
commitment is the same for a telecourse as for an ordinary lecture course. Of course, since telecourse
programming is considerably shorter than in-class contact in a lecture course, reading and writing
assignments in telecourses generally exceed that of lecture courses by a considerable margin.
REQUIRED READING MATERIALS:
(The items below are available for sale in the College store and on reserve in the LRC)
Textbook for the Course:
The American Promise, Vol. II: From 1865 (Roark, et al)
Telecourse Guide:
Telecourse Guide for Transforming America (Alfers, Kenneth)
Other Required Books:
Plessy v. Ferguson: A Brief History with Documents
(Thomas, Brook)
Brown v. Board of Education: A Brief History with Documents
(Martin, Waldo E., Jr.)
GRADED ASSIGNMENTS:
Students are required to complete EIGHT SHORT ESSAYS, TWO MIDTERM EXAMS, and a FINAL
EXAM. The relative value of these assignments, as a percentage of your course grade, is provided
below:
Papers
Exams
---
40% (5% of course grade per essay)
60% (20% of course grade per exam)
The MIDTERM and FINAL EXAMS assess students’ command of the textbook, telecourse guide, and
video lectures through essay questions and identifications. Students must bring BLUE BOOKS to
exams!
MIDTERM & FINAL EXAMINATION SCHEDULE
FIRST MIDTERM EXAM
SECOND MIDTERM EXAM
FINAL EXAM
Thursday, September 25
Thursday, November 6
Thursday, December 18
INSTRUCTIONS FOR COMPOSING ESSAYS (PAY CAREFUL ATTENTION!!!!):
The subject matter for the first four essays is, Plessy v. Ferguson: A Brief History with Documents
(Brook Thomas, editor). The subject matter for the last four essays is Brown v. Board of Education: A
Brief History with Documents (Waldo E. Martin, Jr., editor).
The ESSAYS should be composed in the following manner: each essay should be approximately 600
words in length (approximately 3 pages), typed, double-spaced, 12 pt. font, with 1" margins. Each essay
should contain: 1) an introductory paragraph; 2) a body; 3) and a conclusion.
The introduction should provide just that - an introduction to the topic you're examining. The basic
elements of an introduction can be found in the opening paragraph of a good newspaper article.
Reporters generally attempt to identify the Who, What, Where, and When of the article very early in the
piece. In many newspaper articles, the author introduces Who the story is about, What the incident was
about, and Where and When it occurred. Good reporters are frequently able do this in the first sentence
of the article. You should strive for such clarity and brevity in introductions to your essays! A good
introduction also provides a thesis statement (a sentence or sentences that decisively state an argument
or position that you intend to develop and demonstrate in the essay).
The body should be composed of several paragraphs that support your thesis and the main points of your
essay. Above all, the body provides the EVIDENCE, FACTS, and EXAMPLES drawn from the reading
material that rationally supports your thesis. More than any other single criteria, your essays will be
judged on the care and diligence you demonstrate in your effort to understand the arguments, ideas,
facts, and evidence contained in the books.
For the purposes of the essays you will be writing, the term "evidence" includes examples, facts, and
major ideas drawn from the reading assignments. Thus, your essays should contain numerous quotations
drawn specifically from the reading to support your thesis, and your writing should carefully examine
the logic of the evidence and main ideas of the books you will be reading.
The conclusion can be constructed in a variety of ways: it may be a brief summary of the main points of
your essay; it may also restate your thesis. But the best conclusion is one that demonstrates the
HISTORICAL SIGNIFICANCE of the issue at hand and your analysis of it.
Finally, be aware that papers will be evaluated according to the following criteria:
1. Organization, logic, coherence (that is, introduction, thesis, body, conclusion, etc.).
2. Content (quantity and quality of evidence, level of analysis, level of command of subject matter).
3. Grammar, syntax, spelling.
A WARNING ON PLAGIARISM - WHAT IS PLAGIARISM?
Plagiarism is literary thievery and, thus, it is a serious offense. It is the use of somebody else’s material
(as if it were your own) in a paper or an essay without giving credit to the author. The following are
examples of the criteria that will be used in this class to identify plagiarism:
1. The use of somebody else’s exact wording, whatever the material, without indicating the source and
without using quotation marks or other accepted typographical devises to identify the sentences,
paragraphs, and passages obtained from an author. Changing a few words here and there in a sentence,
paragraph, or paragraphs, is not sufficient to avoid plagiarism!
2. Borrowing the whole pattern of organization and points of view of a source without giving credit via
standard in-text written citations and clear identification of source/sources.
3. Borrowing facts, figures, or ideas that originated with, and are the property of, a particular source
rather than a matter of common information available in many sources.
4. Collaborating with other students to the extent that two or more assignments are identical in wording,
pattern of organization, or points of view.
Plagiarism is a serious offense (and I treat it seriously). It can lead to dismissal from the college and severe
long-term implications for completing a college or university education in the United States.
INSTRUCTIONS FOR SUMITTING ESSAYS (PAY CAREFUL ATTENTION!!!!):
Students have two options for delivering their essays to the instructor:
1. Printed hard copies of essays may be delivered to the following address (personally or U.S. Mail):
Prof. Stuart Graybill
Behavioral and Social Sciences Division
Sacramento City College
3835 Freeport Blvd.
Sacramento, CA 95822
ATTENTION:
If you wish to receive a reply via U.S Mail with comments and a grade, please include a
stamped, self-addressed envelope with your essay.
2. Students may also send their essays to me electronically, as an attachment to an e-mail message:
Essays submitted via e-mail may be sent to the following address: graybis@scc.losrios.edu.
ATTENTION! Instructions For Students Who Submit Essays Via E-mail
For electronic record keeping purposes, it is essential that you follow the instructions below
precisely! (because computers can’t intuit your intent) If you do not follow the instructions
below precisely, your essay will be returned to you ungraded (and late penalties will apply
if your corrected essay is not submitted by the due date)!
DO NOT COMPOSE YOUR ESSAY IN YOUR E-MAIL PROGRAM!
Write your essay in a word processing program and save it, either as a Microsoft Word
Document (.doc), or in Rich Text Format (.rtf). Then attach that file to an e-mail message and
send it to me. Do not, however, compose your essay in Microsoft Word 2008! Please use an
earlier version of Microsoft Word (because my computer cannot read the 2008 version).
The file name of the essay should begin with your last name followed by the number of the essay
assignment on which you are writing.
For example: Smith1.rtf, or Smith1.doc. (no spaces between characters!)
The subject line of the e-mail message should read, History 311, and then the essay number.
For example: History 311, Essay 1.
Students should write their full name and the essay number at the top of the first page of the
essay.
AGAIN, DO NOT COMPOSE YOUR ESSAYS IN YOUR E-MAIL PROGRAM!
Send your essays to me as an attachment in an e-mail message!
POLICY REGARDING MISSED EXAMS:
-If you miss either the first or the second exam, you may make it up at the end of the course. But you
may make-up only one exam! If you miss more than one exam, you must take a zero (0) for at least one
exam.
-There is no make-up exam for the final exam!
POLICY REGARDING MISSED ESSAYS:
-YOU MUST COMPLETE SEVEN ESSAYS IF YOU WISH TO PASS THE COURSE! If you do not
turn in seven essays, you will not pass the class! Of course, if you turn in all the exams, you will
maximize your chance to earn the best possible score in the class.
POLICY REGARDING LATE PAPERS:
-Late papers will be assessed ONE FULL GRADE PENALTY for each day the paper is late beyond the
scheduled due date. So, in order to maximize your chances of being successful in the class, read the
syllabus carefully and arrange your personal schedule so that you can consistently turn your work in
on time.
RECOMMENDED COURSES:
SINCE READING AND WRITING REQUIREMENTS ARE AN OVERWHELMING COMPONENT
OF THIS COURSE, COMPLETION OF ENGRD 310 (or ESLW 320 and ESLR 320) AND
ELIGIBILITY FOR ENGWR 57 IS STRONGLY ADVISED!
STANDARDS FOR CLASSROOM COURTESY:
1. Cell phones and pagers must be turned off or set on vibrate mode while in class!
2. Students are not permitted to answer cell phones or other devices during exams! If you absolutely
must return phone calls during the exam period, please do so outside the room (and if you anticipate
that you may need to answer a phone, please position yourself close to the exit so that you do not
disrupt the class when you leave).
3. Plan ahead so that you arrive in class on time!
LEARNING ACCOMODATIONS:
Students who have a learning disability or a physical disability that requires special accommodation
should inform me at the beginning of the term. Students who present to me proper verification from the
disability center on campus will be accommodated.
EXAM PREPARATION INSTRUCTIONS
The midterm and final examinations are structurally identical to one another. The exams will be
divided into THREE parts. The first two parts will require students to write essays, and the last part is an
extra credit section (a sample exam follows below).
ALL EXAMS MUST BE COMPLETED IN A BLUE BOOK!
In each Lesson of the Telecourse Guide for Transforming America, there is a section titled
"PRACTICE TEST." At the end of this section is a segment titled “Essay Question(s)”. On the midterm
and final examinations I will randomly select a number of essay questions from this segment in the
various Lessons from the Telecourse Guide and place them in parts I & II of the exams. Students will
write essays responding to these questions.
By the time you complete reading each Lesson of the Telecourse Guide, Transforming America,
you should be prepared to write an examination essay on each of the "Essay Questions" in the
“PRACTICE TEST” section of the Lesson.
On PART I of the first midterm exam, I will choose, at random, TWO questions from the "Essay
Questions" in the “PRACTICE TEST” sections of Lessons 1-4 in the Telecourse Guide and place those
questions on the exam (there are a total of 4 "Essay Questions" in Lessons 1-4). You will then write an
ESSAY on ONE of those two questions – that is, the question that you think you are best able to answer.
On PART II of the first midterm exam, I will choose, at random, TWO questions from the "Essay
Questions" in the “PRACTICE TEST” sections of Lessons 5-8 in the Telecourse Guide and place those
questions on the exam (there are a total of 4 "Essay Questions" in Lessons 5-8). You will then write an
ESSAY on ONE of those two questions - that is, the question that you think you are best able to answer.
On PART I of the second midterm exam, I will choose, at random, TWO questions from the "Essay
Questions" in the “PRACTICE TEST” sections of Lessons 9-12 in the Telecourse Guide and place those
questions on the exam (there are a total of 4 "Essay Questions" in Lessons 9-12). You will then write an
ESSAY on ONE of those two questions - that is, the question that you think you are best able to answer.
On PART II of the second midterm exam, I will choose, at random, TWO questions from the "Essay
Questions" in the “PRACTICE TEST” sections of Lessons 13-15 in the Telecourse Guide and place
those questions on the exam (there are a total of 4 "Essay Questions" in Lessons 13-15). You will then
write an ESSAY on ONE of those two questions – that is, the one question that you think you are best
able to answer.
On PART I of the final exam, I will choose, at random, TWO questions from the "Essay Questions"
in the “PRACTICE TEST” sections of Lessons 16-20 in the Telecourse Guide and place those questions
on the exam (there are a total of 5 "Essay Questions" in Lessons 16-20). You will then write an ESSAY
on ONE of those three questions – that is, the one question that you think you are best able to answer.
On PART II of the final exam, I will choose, at random, TWO questions from the "Essay Questions"
in the “PRACTICE TEST” sections of Lessons 21-25 in the Telecourse Guide and place those questions
on the exam (there are a total of 5 "Essay Questions" in Lessons 21-25). You will then write an ESSAY
on ONE of those three questions – that is, the one question that you think you are best able to answer.
Students should prepare for the exams by intensively studying the essay questions in the practice
test sections of the lessons in the Telecourse Guide, Transforming America. Students may also
prepare 3x5 cards to assist them in answering the essay questions from the lessons. You may
prepare one 3x5 card for each of the "Essay Questions" in the “PRACTICE TEST” section of the
Lesson.
EXAM PREPARATION CARDS ARE OPTIONAL – YOU ARE NOT REQUIRED TO CREATE
AND USE THEM! Naturally, however, those who do create and use the cards tend to perform better on
the exams than those who do not.
If you choose to prepare cards, you must submit those cards with the exam in your blue book. Also, if
you choose to prepare cards, you must conform to the following rules for composing the cards:
INSTRUCTIONS FOR COMPOSING EXAM PREPARATION CARDS:
On a 3x5 note card you may including the following information (either typed or in handwriting),
1) NAME in the upper right hand corner - REQUIRED FOR ANY CARDS YOU CREATE
2) the QUESTION from either the "ESSAY QUESTION" section of the chapter of the
Telecourse Guide.
3) you may identify the BOOK and the CHAPTER number from which the questions comes.
4) a THESIS STATEMENT for the essay you intend to write.
5) a FIVE POINT OUTLINE for the essay you intend to write.
In this outline, you may write a complete topic sentence. You may also include all the factual
information that you might include in the essay. That is, you may include dates, names, events,
movements, organizations, geographical locations, etc. You may include as much of this sort of
information as you can crowd onto the card. You may hand write the card or you may type it.
With the exception of the thesis statement and the topic sentence for the outlines, however,
YOU MAY NOT WRITE COMPLETE SENTENCES ON THE CARD!
RETURN OF GRADED EXAMS
PLEASE NOTE: IF YOU WOULD LIKE YOUR GRADED EXAM RETURNED TO YOU
QUICKLY, PLEASE INCLUDE A STAMPED (OF SUFFICIENT DEMONIMATION), SELFADDRESSED ENVELOPE (OF SUFFICIENT SIZE) WITH YOUR EXAM DURING THE EXAM
PERIOD, AND I WILL RETURN IT A.S.A.P.
IF I DO NOT RECEIVE A STAMPED, SELF-ADDRESSED ENVELOPE WITH YOUR EXAM, I
WILL RETURN IT TO YOU IN THE NEXT EXAM PERIOD (EXCLUDING, OF COURSE, THE
FINAL EXAM.
History 311 Telecourse
SAMPLE EXAM
Graybill
Attention! -- The strongest essays on this exam will present details and specific examples [drawn from
lectures and the course reading materials] sufficient to demonstrate a thorough command of the subject
matter and main themes of the course.
In the questions you choose to answer in Parts I & II below, be sure discuss the relevance of
the main theme of the course to the subject matter of the question.
Part I - Essay - 50% - Answer ONE of the following questions from the Telecourse Guide:
1. How and why was the West transformed in the late nineteenth century? How did these changes affect
the people living in the West? How did the changes in the West transform America? (Lesson 2)
2. How and why were cities transformed in America in the late nineteenth century? How did cities and
the people living in them transform America? (Lesson 3)
Part II - Essay - 50% - Answer ONE of the following questions from the Telecourse Guide:
1. Explain the emergences of the Populist movement in the late nineteenth century. Why and how did
the Populist Party challenge the political establishment? What is the legacy of the Populists and of
populism? (Lesson 6)
2. How and why did the progressives and their reforms transform America? What were the limits of
progressivism? What was the legacy of progressive reform? (Lesson 8)
Part III - Extra Credit - Write your answers in your bluebook (NO MORE THAN ONE LINE!)
1. When was the Women’s Christian Temperance Union founded?
2. The first immigration restriction act was passed in 1882. What was its name?
3. Samuel Gompers helped found what major labor organization in 1886?
4. When was the Spanish-American War?
5. What did the term “IWW” stand for?
WEEKLY READING AND ASSIGNMENT SCHEDULE:
Week 1 – August 25-29
Class Meeting:
Orientation, Thursday, August 28, 5:30-6:50 p.m., Auditorium 5
Videos:
THE GILDED AGE
THE AMERICAN WEST
Reading:
Read course syllabus thoroughly!
The American Promise: Chp. 17
Telecourse Guide, Lessons 1 & 2
Plessy v. Ferguson, pp. 1-18
Essay:
none
Week 2 – September 2-5
Class Meeting:
none
Videos:
MOVING TO THE CITY
A DREAM DEFERRED
Reading:
Read course syllabus thoroughly!
The American Promise: Chp. 18
Telecourse Guide, Lessons 3 & 4
Plessy v. Ferguson, pp. 18-38
ESSAY ASSIGNMENT #1 - due by 8:00 AM, Friday, September 5:
How does Brook Thomas, the editor of Plessy v. Ferguson: A Brief History with Documents, introduce
the case? According to him, what was the historical context, as well as the major circumstances, events,
and principal legal issues of the case? Finally, what does Thomas suggest we can learn from Plessy v.
Ferguson?
Week 3 – September 8-12
Class Meeting:
none.
Videos:
A DREAM DEFERRED
LABOR’S STRUGGLE
Reading:
The American Promise: Chp. 19
Telecourse Guide, Lessons 4 & 5
Plessy v. Ferguson, pp. 39-126
Essay:
none
Week 4 – September 15-19
Class Meeting:
none.
Videos:
LABOR’S STRUGGLE
THE POPULIST CHALLENGE
Reading:
The American Promise: Chp. 20
Telecourse Guide, Lessons 5 & 6
Plessy v. Ferguson, pp. 39-126
ESSAY ASSIGNMENT #2 - due by 8:00 AM, Friday, September 19:
What did the United States Supreme Court decide in Plessy v. Ferguson and what was the Court
majority’s logic and reasoning? On what major issues did Justice John Marshall Harlan dissent from the
majority? Why does Brook Thomas provide several essays by individuals expressing divergent views on
the “race question” in the late nineteenth century? What were some of the principal points of
disagreement between the various authors?
Week 5 – September 22-26
Class Meeting:
FIRST EXAM! Thursday, September 25, 5:30-6:50 p.m., Aud. 5
BRING A BLUE BOOK TO CLASS!
Videos:
THE QUESTION OF EMPIRE
THE PROGRESSIVE PARADOX
Reading:
The American Promise: Chp. 21
Telecourse Guide, Lessons 7 & 8
Review for Exam
Essay:
none
Week 6 – September 29 - October 3
Class Meeting:
none
Videos:
THE PROGRESSIVE PARADOX
A WAR TO END ALL WARS
Reading:
The American Promise: Chp. 22
Telecourse Guide, Lessons 9 & 10
Plessy v. Ferguson, pp. 127-167
Essay:
none
Week 7 – October 6-10
Class Meeting:
none
Videos:
MODERN TIMES
THE GREAT DEPRESSION
Reading:
The American Promise: Chp. 23
Telecourse Guide, Lessons 10 & 11
Plessy v. Ferguson, pp. 127-167
ESSAY ASSIGNMENT #3 - due by 8:00 AM, Friday, October 10:
Examine and survey the various responses to the Plessy decision that Brook Thomas provides. Why do
you think he chose the particular responses he included in this collection? What do they tell us about the
Plessy decision and what can we learn from them?
Week 8 – October 13-17
Class Meeting:
none
Videos:
THE GREAT DEPRESSION
A NEW DEAL
Reading:
The American Promise: Chp. 23
Telecourse Guide, Lessons 11 & 12
Plessy v. Ferguson, pp. 169-176
ESSAY ASSIGNMENT #4 - due by 8:00 AM, Friday, October 17:
The Plessy decision led the National Association for the Advancement of Colored People (NAACP) to
develop a strategy to overturn the decision. What was that strategy and how was it developed, and, as
Brook Thomas writes, what were “the consequences of the [Plessy] decision on racial politics in the
United States today”?
Week 9 – October 20-24
Class Meeting:
none
Video:
A NEW DEAL
ROAD TO WAR
Reading:
The American Promise: Chp. 24
Telecourse Guide, Lessons 12 & 13
Brown v. Board of Education, pp. 1-38
Essay:
none
Week 10 – October 27-31
Class Meeting:
none
Video:
ROAD TO WAR
WORLD AT WAR
Reading:
The American Promise: Chp. 25
Telecourse Guide, Lessons 13 & 14
Brown v. Board of Education, pp. 1-38
ESSAY ASSIGNMENT #5 - due by 8:00 AM, Friday, October 31:
How does Waldo E. Martin Jr., the editor of Brown v. Board of Education: A Brief History with
Documents, introduce the case? According to him, what was the historical context (the major
circumstances, events, etc.) and principal legal issues of the case?
Week 11 – November 3-7
Class Meeting:
SECOND EXAM, Thursday, November 6, 5:30-6:50 p.m., Aud. 5
BRING A BLUE BOOK TO CLASS!
Video:
COLD WAR
PURSUIT OF HAPPINESS
Reading:
The American Promise: Chp. 26
Telecourse Guide, Lessons 15 & 16
Review for Exam
Essay:
none
Week 12 – November 11-14
Class Meeting:
none
Video:
ALL GOD’S CHILDREN
TIMES ARE A-CHANGIN’
Reading:
The American Promise: Chp. 27
Telecourse Guide, Lessons 17 & 18
Brown v. Board of Education, pp. 42-120
Essay:
none
Week 13 – November 17-21
Class Meeting:
none
Video:
THE VIETNAM DILEMMA
THE DECLINE OF LIBERALISM
Reading:
The American Promise: Chp. 28
Telecourse Guide, Lessons 19 & 20
Brown v. Board of Education, pp. 42-120
ESSAY ASSIGNMENT # 6 - due by 8:00 AM, Friday, November 21:
In parts 1-3 of Brown v. Board of Education: A Brief History with Documents, the editor, Waldo Martin,
presents documents that assess and analyze three major court cases prior to Brown v. Board of
Education in 1954. What were those three cases and how do they enlighten us about the historical
context of the Brown v. Board of Education case?
Week 14 – November 24-26 – THANKSGIVING HOLIDAY! NOVEMBER 27-28
Class Meeting:
none
Video:
CONSERVATIVE RESURGENCE
A NEW ECONOMY
Reading:
The American Promise: Chp. 29, pp. 1066-1099
Telecourse Guide, Lessons 21 & 22
Brown v. Board of Education, pp. 121-198
Essay:
none
Week 15 – December 1-5
Class Meeting:
none
Video:
LIFE IN THE FAST LANE
A DIFFERENT WORLD
Reading:
The American Promise: Chp. 30
Telecourse Guide, Lessons 23 & 24
Brown v. Board of Education, pp. 121-198
ESSAY ASSIGNMENT # 7 - due by 8:00 AM, Friday, December 5:
In Part 4 of Brown v. Board of Education: A Brief History with Documents, Waldo Martin examines
some of the immediate antecedents of the case and then the case itself. What is the purpose of the
documents he presents on pages 123-137? Martin then examines the Court’s deliberations in the case
itself, which he divides into three “rounds”. What were the major issues at stake in these rounds?
Ultimately, what did the Court rule and what was its reasoning?
Week 16 – December 8-12
Class Meeting:
none
Video:
GLOBALIZING AMERICA
A MORE PERFECT UNION
Reading:
The American Promise: Chp. 31
Telecourse Guide, Lessons 25 & 26
Brown v. Board of Education, pp. 199-237
ESSAY ASSIGNMENT # 8 - due by 8:00 AM, Friday, December 12:
After examining the material in Brown v. Board of Education on pages 199-237, write an assessment of
the “popular response to Brown”. How would you characterize the response to the decision? And
explain Waldo Martin’s sense of “the legacy of Brown”.
Week 17 – December 15-18 – FINAL EXAM! – December 18 – 5:45-7:45 PM
Class Meeting:
Final Exam, Thursday, December 18, 5:45-7:45 p.m., Aud. 5
BRING A BLUE BOOK TO CLASS!
Video:
GLOBALIZING AMERICA
A MORE PERFECT UNION
Reading:
Review for Final Exam
HISTORY 311 TELECOURSE - VIDEO LECTURE BROADCAST SCHEDULE
AUGUST 25-DECEMBER 17
DATE
DAY
TIME
CH
COURSE
PROGRAM NUMBER AND NAME
#1 THE GILDED AGE
#2 THE AMERICAN WEST
#3 MOVING TO THE CITY
#4 A DREAM DEFERRED
#4 A DREAM DEFERRED
#5 LABOR’S STRUGGLE
#5 LABOR’S STRUGGLE
#6 THE POPULIST CHALLENGE
#7 THE QUESTION OF EMPIRE
#8 THE PROGRESSIVE PARADOX
#8 THE PROGRESSIVE PARADOX
#9 A WAR TO END ALL WARS
#10 MODERN TIMES
#11 THE GREAT DEPRESSION
#11 THE GREAT DEPRESSION
#12 A NEW DEAL
#12 A NEW DEAL
#13 ROAD TO WAR
#13 ROAD TO WAR
#14 WORLD AT WAR
#15 COLD WAR
#16 PURSUIT OF HAPPINESS
#17 ALL GOD’S CHILDREN
#18 TIMES ARE A-CHANGIN'
#19 THE VIETNAM DILEMMA
#20 THE DECLINE OF
LIBERALISM
#21 CONSERVATIVE
RESURGENCE
#22 A NEW ECONOMY
#23 LIFE IN THE FAST LANE
#24 A DIFFERENT WORLD
#25 GLOBALIZING AMERICA
#26 A MORE PERFECT UNION
#25 GLOBALIZING AMERICA
#26 A MORE PERFECT UNION
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M
W
M
W
M
W
M
W
M
W
M
W
M
W
M
5:00 PM
5:00 PM
5:00 PM
5:00 PM
5:00 PM
5:00 PM
5:00 PM
5:00 PM
5:00 PM
5:00 PM
5:00 PM
5:00 PM
5:00 PM
5:00 PM
5:00 PM
5:00 PM
5:00 PM
5:00 PM
5:00 PM
5:00 PM
5:00 PM
5:00 PM
5:00 PM
5:00 PM
5:00 PM
15
15
15
15
15
15
15
15
15
15
15
15
15
15
15
15
15
15
15
15
15
15
15
15
15
HIST 311
HIST 311
HIST 311
HIST 311
HIST 311
HIST 311
HIST 311
HIST 311
HIST 311
HIST 311
HIST 311
HIST 311
HIST 311
HIST 311
HIST 311
HIST 311
HIST 311
HIST 311
HIST 311
HIST 311
HIST 311
HIST 311
HIST 311
HIST 311
HIST 311
13
11/19/08
W
5:00 PM
15
HIST 311
14
14
15
15
16
16
17
17
11/24/08
11/26/08
12/1/08
12/3/08
12/8/08
12/10/08
12/15/08
12/17/08
M
W
M
W
M
W
M
W
5:00 PM
5:00 PM
5:00 PM
5:00 PM
5:00 PM
5:00 PM
5:00 PM
5:00 PM
15
15
15
15
15
15
15
15
HIST 311
HIST 311
HIST 311
HIST 311
HIST 311
HIST 311
HIST 311
HIST 311