1
Course
History 110 Bump Spring 2012 for
Weekender Hybrid
HIST 110: U.S. History II
Instructor Denise L. Bump
Credits 3 Credit Hours
Term Towanda Spring 2012
Meetings 45% of the class will be online and 55% in the classroom
Office Phone
Emergency Contact
Office Location
Email Address
Office Hours
Syllabus Changes
Other Information
Pre-requisites, Corequisites, & other restrictions
Course Description
Instructor’s Contact Information
570-265-9241
In the event of an emergency, contact the Towanda Campus office at 570-265-9241 or Instructor at
570-265-1959
Towanda Campus denise.bump@keystone.edu
Fridays, 4:00pm-5:00pm
Instructors reserve the right to make changes to the syllabus as needed, and you are responsible for keeping up with those changes. Please logon regularly to Blackboard to get the most current information.
The best way to reach me is by e-mail. I check my e-mail every day, and usually respond within
24 hours. However, it is best when sending e-mails to allow at least two days for response to your e-mail.
Course Description & Information
Learning Expectations: To be successful academically in this class, students must be able to navigate and search the internet, use e-mail, attach and upload documents, download and save files, and have access to and use Microsoft Office.
U.S. History 110 examines American history from Reconstruction through the present time.
The course focuses on significant social, economic and political themes of the periods and their impact on contemporary America. Topics that will be discussed include: Industrialization, territorial expansion (and the impact on Native Americans), Progressivism, the evolution and significance of race relations, World Wars I and II, and the emergence of the United States as a world power.
This course will not focus on the memorization of dates but will attempt to defy the timeline and relay the relevancy of cross-temporal studies to the development and appreciation of historical knowledge.
Course Objectives
As a result of engaging in this coursework, students will:
1.
Identify major events and developments in United States history from Reconstruction through present time (IA.a).
2.
Delineate the various interpretations of American historical events.

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Required Readings
Buying Textbooks
Recommended Readings
Assigned Reading and Field
Assignments
(if applicable)
3.
Analyze early Industrialization on political, social and economic developments in the
United States (IA.c & IA.d)
4.
Analyze the changing relationship between the United States, Latin America, Europe and Asia in the Twentieth Century (IA.e).
5.
Discuss, debate, and evaluate the everyday lives of all Americans regardless of race, religion and ethnicity, who both shaped major events in American history and those who were affected by those events (IA.b).
6.
Prepare discussions which illustrate their understanding of common themes in
America’s past.
Education Students : The middle school competencies for social studies addressed by this course are:
1.
Research and history a.
Equip students with tools to comprehend, interpret, and conduct historical research; b.
Outline and delineate historical developments; c.
Make effective use of inquiry and analysis tools (documents, web resources, analyses, as well as relevant subject matter in other disciplines such as economics, political science, and the natural sciences); d.
Differentiate the contributions of individuals and groups; e.
Use and understanding documents, artifacts, and the significance of historical places; f.
Describe historical implications of continuity and change; g.
Distinguish between conflict and cooperation among groups; h.
Categorize the discipline of history with key concepts such as time, change, cause and causation, evidence; i.
Interpret historical accounts.
2. Economics a.
Demonstrate proficiency in representing, clarifying and imparting the basic understanding of:
1. Markets;
2. Economic interdependence;
3. Government and citizenship:
a. Represent, clarify and communicate the principles, structures, documents,
operation of government in a democratic society, United States of America
Foner, E. (2009). Give me liberty! An American history (Vol. II, 2 nd ed.). New York: W. W.
Norton & Company, Inc.
Please note that the Keystone College Bookstore has the most complete and up-to-date information about your course textbooks. Be sure you are purchasing the correct edition and receive all the materials you need.
Various historical documents and current media events as announced by Instructor.
Assigned Readings: Each student is expected to have assigned readings completed prior to class. The textbook and lecture work in tandem to create a comprehensive understanding of
United States history. The textbook and its complimenting lecture, therefore, may provide different perspectives on the issues at hand. As a critically thinking student, it is in your best interest to make use of both your textbook and your lecture notes so that you may achieve an even greater understanding of the significance of United States history and its’ impact on today’s society.

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Special Software/Hardware
Use APA style for text documentation and reference page.
Students are expected to provide accurate documentation and proper citation of all quoted, paraphrased, or inspired material. There is APA information available on Miller Library’s web page.
All students enrolled in this class are required to have active Keystone Blackboard and E-mail accounts. Students are expected to have basic computer skills such as word processing, use of e-mail including sending file attachments, and searching the Internet are necessary. Installed software should include a web browser, Microsoft Office (Microsoft Word/Excel), Windows
Media Player, and Adobe Acrobat Reader. Internet connection to Blackboard is only supported using Internet Explorer 5.0 or higher. Note: Javascript and Cookies must be enabled.
Browser/Plugin/Viewer Info
For standard Browser/Plugin/Viewer visit this page: http://web.keystone.edu/library/syllabus/browser.htm
Other Required Materials
Netiquette & Online
Behavior
Grading (credit) Criteria
Assignments
NA
It is essential that proper language is used in Blackboard Discussions. Maintaining respect for others must be continuous as we proceed through the course. Rudeness, disrespect, and inappropriate language will not be tolerated.
Grading
Final accumulative grades for the course are based on the following:
Discussion Board Assignments (ONLINE) 100
Research Paper Assignment 100
Class Participation (ONLINE/F2F) 75
Class Attendance (ONLINE/F2F)
Comprehensive Final Exam
75
100
TOTAL POINTS 450 points
A 4.00 90%+
A- 3.67 88 - 89%
B+ 3.33 85 - 87%
B 3.00 80 - 84%
B- 2.67 78 - 79%
C+ 2.33 75 - 77%
C
D
2.00
1.00
70 - 74%
60 - 69%
F 0.00 50 - 59%
1.
Research Paper.
You are required to choose a significant post-Civil War historical event in which to research. Be cautious in your topic selection so that you are able to find enough data to relate and analyze the event to contemporary American cultural values, beliefs, laws, etc. The requirements and guidelines for this assignment will be discussed in class. No late assignments accepted.
2.
Comprehensive Final Exam: Due to the final exam containing subjective essay questions, it will be a take-home that you will be given the last week of regular classes before finals week. Further guidelines and expectations will be explained when you receive the exam. No late assignments accepted.

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Discussion Board Criteria
(if applicable)
Make-Up & Late Work
Extra Credit
3.
Online Discussion Board Assignments: You are required to read each textbook chapter. Ten questions will be posted on the Keystone College classroom Discussion
Board and must be answered at this location. The following are requirements for answering the questions: a.
For each question posted, your initial answer must be a minimum of 2 substantial paragraphs (3-6 sentences in each paragraph). Initial responses
are due by Fridays, 11:59pm on the online weekends. b.
For each question posted, you must respond to 2 classmates’ responses – your response to each classmate must be 1 paragraph minimum (3-6 sentences). Peer responses are due by Sundays, 11:59pm on the online weekends. c.
For each assignment that is not completed as instructed above will result in a subtraction of 2 points. d.
Once the deadline for each question has been reached, you will no longer be able to post to the question, thus resulting in you losing 10 points for the question. e.
Each discussion board assignment is worth 10 points (10 questions total). f.
SEE PAGE 10 OF SYLLABUS FOR GRADING RUBRIC FOR
DISCUSSION BOARD POSTINGS.
At Instructor’s Discretion – Consideration will be contingent upon extenuating circumstances.
Extra credit may be available throughout the semester based on topics discussed.
Online Class Participation : Students should be self-motivated learners and able to use the
Bb course management system for the online portion of the class. Please go through the Bb orientation carefully to learn to use Blackboard. The manual can be found to the left of the main screen under the button area.
In-Class Participation: Each student is required to participate in class discussion because your thoughts, experiences, questions, and comments are important and worthy of being heard. Also, sharing your textbook reading assignment answers provide a thought-provoking learning experience for the entire class.
Class Preparation &
Participation
Make-Up Exams
*PLEASE NOTE*
Given the nature of the time period and topics we will be examining in this course, language will be used (by me – not you) that all contemporary standards and sensibilities are absolutely inappropriate and inexcusable. In this course, however, we are trying to understand our
American historical counterparts and the psychology of the eras in which they thrived.
Please understand that when I do use racial epithets, criticism of religion, prejudicial statements, etc., it is solely for the purpose of getting closer to history, and is in no way meant to reflect personal opinions and/or judgments of any group or institution.
Course Policies
At Instructor’s Discretion - Consideration will be contingent upon extenuating circumstances.
Special
Assignments
NA
Online Class Attendance: Attendance for the online class meetings will be tracked through your initial postings done by Friday’s deadlines, and your peer responses done by Sunday’s deadlines.
Class
Attendance
Also, participation/activity throughout the week (s) prior to the online weekends.
F2F Class Attendance: Attendance will be recorded at each class meeting. It is pertinent that you attend each class in order to keep up with the lecture materials and receive attendance and class participation

Special
Procedures
Blackboard
Support
Technical
Support
Plagiarism &
Academic
Integrity
Copyright
Notice
5 points.
Regular attendance is required. Class participation is expected, and reflects students’ understanding of materials. I do understand that family emergencies and unforeseen circumstances can arise. However, out of courtesy, I expect the student to notify me if they are going to be absent from class, or provide me with a reason shortly after missing the class. Remember, you earn class attendance and participation points each class. You must be present to earn these points!
Notification from the Dean’s Office, while appreciated, does not make an absence excused. Any sickness, hospitalization, or personal emergencies are considered absences. For Hybrid courses, students must attend all face-to-face class meetings.
If students are asked to leave the class for lack of preparation or disruptive behavior, it will count as an absence. An accumulation of 3 late arrivals or early departures will count as an absence. If you arrive after I have taken attendance, you are responsible for making sure that your attendance is recorded at the end of class. Master and Success students must adhere to their stricter policies. If you have a serious illness or other problem, talk to me early in the semester.
Past experience has shown me that without the following rules, class interruption and rudeness can occur.
Both you and your classmates’ education will suffer from the lack of courteous behavior!
Cell phones are to be turned off during class. If you are expecting an emergency-based call, please notify me prior to the start of class. To prevent instructor/classmate interruption in these situations, please keep your phone on silent/vibration mode, sit nearest to the door, and exit quietly when call comes in.
Arriving late and leaving class early should be avoided. If you must arrive late to class, please quietly enter the classroom and sit nearest to the door. If you must leave class early, please notify me, sit close to door and exit quietly when the time comes that you must leave. By doing this, interruption of instructor’s lecture and classmates’ learning can be avoided.
Entering and exiting classroom during lectures. Please be courteous to your instructor and classmates by avoiding to the urge to do a “walk about” during class (except in cases of illness). This behavior is rude and will not be tolerated.
For Blackboard assistance http://blackboard.keystone.edu/ or e-mail the Blackboard administrator at blackboard@keystone.edu
For a New Student Orientation to Blackboard, visit: http://academic.keystone.edu/ksussman/blackboardstudenttraining.htm
For tutorials on using specific aspects of Blackboard, visit http://academic/ksussman/blackboard_student_training.htm
You can get technical support or assistance by visiting the Technology Support page here: http://www.keystone.edu/current_students/technology_support/ or by contacting the IT Helpdesk at (570)
945-8778 or helpdesk@keystone.edu
Academic misconduct and dishonesty includes any activity that compromises the academic integrity of the
College or subverts the educational process. For information on dishonest acts including plagiarism, cheating, and fraud, consult your Student Information Guide or click on the link below. If you have any questions, talk with your instructor. http://web.keystone.edu/Library/syllabus/integrity.htm
The copyright law of the United States (Title 17, United States Code) governs the making of photocopies or other reproductions of copyrighted materials, including music and software. Copying, displaying, reproducing, or distributing copyrighted works may infringe the copyright owner’s rights and such infringement is subject to appropriate disciplinary action as well as criminal penalties provided by federal law. Usage of such material is only appropriate when that usage constitutes “fair use” under the Copyright

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Email Use
Withdrawal from Class
Academic
Grievance
Procedures
Incomplete
Grades
ADA Statement
KC Connect
Tutoring Info
Advising &
Other Student
Support Info
Act. As a Keystone College student, you are required to follow the College’s copyright policy. For more information about the fair use exemption, see the Miller Library’s copyright page: http://web.keystone.edu/library/copyright.html
Keystone College states that all official student email correspondence be sent only to a student’s Keystone email address and that faculty and staff consider email from students official only if it originates from a
Keystone account. This allows the College to maintain a high degree of confidence in the identity of all individuals and the security of transmitted information. Keystone College furnishes each student with a free email account that is to be used in all communication with College personnel.
The College has set deadlines for withdrawing from courses. These dates and times are published in the course catalog and on the Academic Calendar. It is the student's responsibility to handle withdrawal requirements from any class. You must do the proper paperwork to ensure that you will not receive a final grade of "F" in a course if you choose not to attend once you are enrolled. If you are considering withdrawing from a class, talk with your Advisor and consult the College Catalog .
Procedures for student grievances are found in the College Catalog . Please consult the procedures before taking action.
Please note: The first step in attempting to resolve any student grievance regarding grades, evaluations, or other fulfillments of academic responsibility, is to make a serious effort to resolve the matter with the instructor. The College Catalog outlines any subsequent steps.
According to the College Catalog
, an Incomplete (“I”) will only be awarded in the case of exceptional circumstances. Mere inability to submit work on time, or missing the final exam, is not valid reasons for an
Incomplete.
Students must make arrangements with the instructor prior to the final exam it they wish to receive a grade of incomplete. (Forms are available in the Office of the Registrar.) The deadline for the completion of the coursework is four weeks into the next semester. If the course work is not completed within the specified time frame, the incomplete grade will become an “F.”
Keystone College does not discriminate in any of its programs on the basis of disability. While there is not a deadline for the disclosure of a disability by a student, in order to facilitate the documentation and accommodation processes, students are encouraged to voluntarily and confidentially disclose and disability requiring an accommodation prior to the beginning of class. This disclosure should be made to Owen
Conaghan, owen.conaghan@keystone.edu
College Counselor & Coordinator of Disability
Services. Students who disclose a disability, and who are seeking an accommodation, ultimately will be expected to provide documentation verifying the disability.
For information about classes & advisers, to check midterm and final grades or to register for classes, logon to KC Connect.
The College does offer tutoring assistance for many courses. For more information or to schedule an appointment, consult the Tutoring webpage here: http://www.keystone.edu/studentlife/studentresources/studentsuccess/tutoring.dot
For information about academic advising, visit the Academic Advising Center homepage here: http://www.keystone.edu/studentlife/studentresources/studentsuccess/academicadvising.dot
For a list of Student Support Services, visit the Support Services webpage here: http://www.keystone.edu/studentlife/studentresources/

Bookstore Info
Library Info
Visit the Bookstore at this link: http://www.bkstr.com/webapp/wcs/stores/servlet/StoreCatalogDisplay?storeId=10117&langId=-
1&catalogId=10001
See Keystone Library Homepage
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WEEKEND 1: Jan 20-22
FACE-TO-FACE
WEEKEND 2: Feb 3-5
FACE-TO-FACE
WEEKEND 3: Feb 17-19
ONLINE LEARNING UNIT
WEEKEND 4: Mar 2-4
FACE-TO-FACE
WEEKEND 5: Mar 16-18
ONLINE LEARNING UNIT
COURSE SCHEDULE
TOWANDA WEEKENDER
In-Class Face-to-Face Meetings:
45% of the class is online, 55% is in-class meetings
Review of the Syllabus
Face-to-face Orientation to the Virtual Classroom
Chapter 15: “What is Freedom?”: Reconstruction, 1865-1877
Chapter 16: America’s Gilded Age, 1870-1890
Chapter 17: Freedom’s Boundaries, at Home and Abroad, 1890-1900
Welcome to your first hybrid weekender class meeting. To begin, visit the Announcement
section of Blackboard. From there, click on Start Here tab to the left and complete the
Learning Module: Blackboard Familiarity. Post any questions, concerns, and issues you may have on the Discussion Board “Helpline” topic. I will be checking this consistently throughout the semester so that everyone has the knowledge and tools to be successful in the virtual classroom.
Online Discussion Board Assignments #1, #2, & #3
1.
After you have read Chapters 18-20 listed below, answer the Discussion Board
Questions #1 through #3. a.
Chapter 18: The Progressive Era, 1900-1916 b.
Chapter 19: Safe for Democracy: The United States and World War I,
1916-1920 c.
Chapter 20: From Business Culture to Great Depression: The Twenties,
1920-1932
*Visit the Discussion Board Criteria Section (pg. 4/10) and Grading Rubric (pg. 10 of
Syllabus) for the assignment expectations and deadlines.*
Chapter 21: The New Deal, 1932-1940
Chapter 22: Fighting for the Four Freedoms: World War II, 1941-1945
Online Discussion Board Assignments #4, #5, #6, & #7
1.
After you have read Chapter 23-25 listed below, answer the Discussion Board
Questions #4 through #7. a.
Chapter 23: The United States and the Cold War, 1945-1953 b.
Chapter 24: An Affluent Society, 1953-1960 c.
Chapter 25: The Sixties, 1960-1968
*Visit the Discussion Board Criteria Section (pg. 4/10) and Grading Rubric (pg. 10 of
Syllabus) for the assignment expectations and deadlines.*
WEEKEND 6: Mar 30-1
ONLINE LEARNING UNIT
Online Discussion Board Assignments #8, #9, & #10
1.
After you have read Chapters 26 & 27 listed below, answer the Discussion Board
Questions #8 through #10. a.
Chapter 26: The Triumph of Conservatism, 1969-1988 b.
Chapter 27: Globalization and Its Discontents, 1989-2000
*Visit the Discussion Board Criteria Section (pg. 4/10) and Grading Rubric (pg. 10 of
Syllabus) for the assignment expectations and deadlines.*

WEEKEND 7: April 20-22
FACE-TO-FACE
WEEKEND 8: May 4-6
FACE-TO-FACE
Chapter 28: September 11 and the Next American Century
DUE: Research Paper
Wrap-Up Course Discussions
Due: Comprehensive Final Exam
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HIST 110: U.S. HISTORY II
GRADING RUBRIC AND EXPECTATIONS FOR DISCUSSION BOARD POSTINGS
A Level
10 pts.
B Level
8-9 pts.
Exceeds expectations. Content & technical merit is outstanding.
Reflects mastery of material. Has fulfilled all assignment requirements listed below.
Meets expectations. Content & technical merit is good. Reflects acceptable grasp of material. Weak in meeting all assignment requirements listed below. Specific comments/concerns on
C Level
6-7 pts. weaknesses will be discussed with student.
Borders expectations. Content & technical merit is adequate.
Reflects familiarity with material with gaps in application. Weak in meeting all assignment requirements listed below. Specific
D Level
3-5 pts. comments/concerns on weaknesses will be discussed with student.
Below expectations. Content & technical merit is marginal.
Reflects inadequate understanding & use of material. Very weak in meeting all assignment requirements listed below. Specific comments/concerns on weaknesses will be discussed with student.
F
0-2 pts.
Failure. Has not met content & technical merit, and the assignment requirements as stated below. Specific comments/concerns will be discussed with student.
Online Discussion Board Assignments: You are required to read each textbook chapter. Ten questions
will be posted on the Keystone College classroom Discussion Board and must be answered at this location.
The following are requirements for answering the questions:
1.
For each question posted, your initial answer must be a minimum of 2 substantial paragraphs (3-6 sentences in each paragraph). Initial responses are due by Fridays,
11:59pm on the online weekends.
2.
For each question posted, you must respond to 2 classmates’ responses – your response to each classmate must be 1 paragraph minimum (3-6 sentences). Peer responses are due by
Sundays, 11:59pm on the online weekends.
3.
For each assignment that is not completed as instructed above will result in a subtraction of
2 points.
4.
Once the deadline for each question has been reached, you will no longer be able to post to the question, thus resulting in you losing 10 points for the question.
5.
Each discussion board assignment is worth 10 points (10 questions total).

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HIST 110: U.S. HISTORY II
DISCUSSION BOARD QUESTIONS
1.
Chapter 18: Analyze the various roles women played during the era, from social reformer to feminist, to suffragette. How did women define freedom? Be sure to distinguish among different types of women and include the Voices of Freedom excerpt in your response.
2.
Chapter 19: It is April 1917 and you are a member of Congress and President Wilson wants a declaration of war. Justify your vote for or against a war with Germany.
3.
Chapter 20: The Great Depression came dramatically with the stock market crash, but the causes of the
Depression had been planted well before 1929. Discuss what brought on the Great Depression and why
Hoover was not able to properly address the crisis.
4.
Chapter 23: Comment upon Henry Luce’s statement that “freedom” was the best word he could use to explain America to the rest of the world. Why do you think he picked that word? How did the Cold
War affect his choice? Do you think that Luce was correct, or would you pick a different word to describe America to the rest of the world in 1952?
5.
Chapter 24: House Beautiful magazine stated that the country’s most powerful weapon in the Cold
War was “the freedom offered by washing machines and dishwashers, vacuum cleaners, automobiles, and refrigerators.” Analyze this statement, explaining how consumerism was used in the 1950’s to combat the Cold War. Is consumerism used today as a tool of American foreign policy?
6.
Chapter 24: The Civil Rights Movement gained momentum in the 1950’s, nearly ninety years after
Reconstruction. Explain why the movement finally took off in the 1950’s. What caused it to do so? Be sure to think back to previous chapters.
7.
Chapter 25: Compare Lyndon Johnson’s Great Society to Franklin Roosevelt’s New Deal . Explain, with examples, how both altered the role of the national government. Do you think that the United
States will ever revert to a system where states are more important than the national government?
8.
Chapter 26: The conservative movement was not a cohesive movement. Explain the positions taken by libertarians versus the “new conservatives.” How did each understand the meaning of freedom?
9.
Chapter 26: Controversy arose during the 1970’s over abortion rights. How did this issue affect politics, family-planning, abortion clinics, and doctors in America? You may have to do further research before answering this question.
10.
Chapter 27: Evaluate whether or not the United States is an empire today. Be sure to discuss why some believe that it is, and why others disagree.

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HIST 110: U.S. HISTORY II
RESEARCH PAPER ASSIGNMENT REQUIREMENTS AND GUIDELINES
Description
For your research paper, select a significant post-Civil War event. Be cautious in your topic selection so that you are able to find enough information to relate and analyze this historical event to the contemporary
American cultural values, beliefs, laws, etc.
Requirements and Guidelines
Use APA style for text documentation and reference page.
Students are expected to provide accurate documentation and proper citation of all quoted, paraphrased, or inspired material. APA information is available on Miller Library’s web page.
1.
Research paper must be 8 pages minimum. This does not include the title and reference page.
2.
All written work must be typed, double-spaced, using 12 pt. font (Times Roman) and 1” margins on all sides.
3.
Use APA style for text documentation and reference page.
4.
For History majors, becoming familiar with Turabian style writing is suggested.
5.
Students are expected to provide accurate documentation and proper citation of all quoted, paraphrased, or inspired material.
6.
Plagiarism will not be tolerated.
When in doubt, document. See “Academic Dishonesty Policy” in the
Student Policies Manual. If you cheat, you fail. No excuses or exceptions.

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HISTORY 110: U.S. HISTORY II
COMPREHENSIVE FINAL EXAM
The following comprehensive final exam contains ten short answer/essay-style questions. Each question is worth 10 points, for a total of 100 points. Requirements for completing the exam include:
1.
Type the question in bold, single-spaced. Double-space and begin your answer.
2.
The questions must be answered in essay format, with a minimum of two paragraphs for each question. Do not use bold for your essay answer.
3.
Use APA format – double-spacing and 12 pt. font.
4.
Before handing in: a.
Make sure the question is answered in its’ entirety. b.
Make sure your name is on each essay paper and all documents are stapled to the back of the exam in the upper, left- hand corner. c.
Check for any spelling, grammar, sentence structure, and punctuation errors.
Short-Answer Essay Questions
1.
Sitting Bull stated, “The life my people want is a life of freedom.” Describe what freedom meant to the Indians and how that conflicted with the interests and values of most white Americans.
2.
Choose a “character” in history (for example, a woman, businessman, African-American, socialist, large farmer, tenant, farmer, city dweller, union worker, and so on). Describe your scenario between the period 1933 and 1938. Is your character a supporter of FDR and the New Deal?
What suggestions might your character offer for ending the Depression?
3.
Fully discuss and examine the limitations placed upon freedom during the Cold War. Then compare those circumstances with those during the Red Scare after World War I. What was the same? What was different? Were restrictions on civil liberties justified in both cases? Why, or why not? How did Americans react in each era?
4.
Thinking back to the chapter on the 1920’s, compare and contrast the consumerism of that decade with the 1950’s. How did the economic prosperity of each decade affect the meaning Americans gave to freedom?
5.
Briefly describe what steps led to American intervention/involvement in World War II. How did the end of the war begin to shape the postwar world?
6.
Briefly explain the effects of anticommunism of the Cold War had on American politics and culture.
7.
Compare and contrast the views of Americans who felt domination of a few large corporations threatened economic freedom versus those who saw this as an inevitable characteristic of a modern economy.
8.
Although some monies from the War on Poverty helped Indians on reservations, many desired self-determination. Analyze why Indians desired self-determination, its benefits to them, and any
9.
How did the rising conservatism of the 1970’s affect social and economic issues? Briefly describe the ways Americans experienced the 1970’s as a period of limits. possible disadvantages.
10.
Discuss the major changes in American freedom since 1865.