History of the United States since 1865
HIS132
Spring 2011
Mark Levengood, course instructor
Office Telephone #: 704-330-6271
Email: mark.levengood@cpcc.edu
Office: Terrell 301
Office hours: MW, 1-4pm; TTh, 12-4pm; M-Th, 4-5pm & Friday, 1-4pm by appt. only; if these
times do not work for you, email me to set up another time to meet
Course Summary: This course surveys United States history from the end of the Civil War to
the present. Since we cannot cover this broad subject comprehensively in a single term, we will
focus on several key events and themes in the evolution of American institutions, culture,
economics, politics, and values since 1865. These include: cultural pluralism, issues of race and
ethnicity, and the definition of American identity; labor-business relations; urbanization and
rural-urban conflict; the expansion of state capacity; the rise and decline of the United States as
a global economic and political power; and the development of major political-social movements
such as Progressivism, the New Deal, Civil Rights, environmentalism, and neo-conservatism.
Prerequisites: Please note that HIS 111 and HIS 132 both have an English prerequisite: RED090, ENG-090, ENG-090A or ENG-095, ENG-095A, or EFL-111, EFL-112 (S20514), or ENG
090, ENG 090A, EFL 112 or RED 090, EFL 111, or ENG 111 with a grade of C or better, or
appropriate CPT scores.
Requirements and Expectations:
Goals: This course is designed to help students: 1) gain a basic factual knowledge of this
historical period; 2) develop the ability to assess and think critically about historical issues and
about how people interpret those issues; 3) develop skills in analyzing historical data, especially
primary sources, and reaching informed conclusions about those data; and 4) develop skills to
express thoughts and conclusions in a competent and insightful manner, including discussion
and writing skills.
Core Competencies: In support of the Learning College initiative, four core competencies
have been identified as critical to the success of CPCC graduates (Communication, Critical
Thinking, Personal Growth and Responsibility, Information Technology and Quantitative
Literacy). The History Department formally applies the following Core Competency to each of
its classes/sections:
Critical Thinking: the ability to think using analysis, synthesis, evaluation, problem solving,
judgment, and the creative process.
Key Indicators:
 Thinks critically and creatively
 Formulates and re-evaluates position based on available evidence
 Asks appropriate questions that challenge assumptions and conventional wisdom
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Integrates ideas and values from different disciplines and contexts
Uses reflection as a way to monitor and adjust thinking
Understands and applies principles of learning and learning styles to own education
Applies knowledge in practical ways
Analyzes and evaluates data, ideas, patterns, principles, and perspectives
Recognizes own biases and suspends judgmental thinking
Employs values and standards of judgments from different discipline
Uses problem solving strategies in a wide variety of professional situations
While this course will focus on critical thinking, it is my hope that you will hone skills in all of the
core areas.
Success in this course will depend on your consistent and thoughtful effort. This course is text
and student-centered, entailing your close and critical reading of the assigned texts, viewing of
films, and examination of other sources in the course. You will be given numerous venues to
exhibit your thoughts about the texts, but the most important (and graded) will be in-class
discussions. You can succeed in this course if you come willing and prepared to discuss the
assigned texts. The only way to earn high marks for discussion is to complete each day's
required reading BEFORE class, and to bring to class specific questions and issues for
discussion.
A small class, such as this, is an opportunity for teacher and students to share ideas and
interpretations in a more informal and conversational way than the large lecture. As a result,
there is a much higher expectation for your input and ideas than in the traditional history
course. My role in this course is as a facilitator. I provide the texts and sources for your
examination. I will also ask questions and provide venues for you to express your thoughts,
interpretations, and ideas. At times, I will jump in to spur conversation, to guide discussion in
fruitful directions, and to correct factual mistakes. I will also lecture in the traditional sense,
although I will try to include points of discussion. I will always emphasize and guide discussion
towards central questions, themes, and data.
You need to purchase this textbook for the course:
Norton, et. al. A People and a Nation, 8th edition, volume 2: since 1865 (Boston, MA: Houghton
Mifflin, 2005).
This text can be found at the CPCC Bookstore in the first floor of Hall Building, 1112
Charlottetowne Avenue or purchased through the bookstore website.
Additional texts will be provided online through the course Blackboard site. Check the daily
folder in Blackboard for assignments, both textbook and online.
Tips for successful preparation and discussion:
1.
When reading a text (or watching a film, etc.), take notes or highlight particular ideas or
passages that interest you, or those that are provocative, confusing, or with which you agree or
disagree. Share these with the class.
2.
Look for recurring themes or questions that run through the course. Share these with the
class.
3.
Listen to the ideas and questions of others and respond in insightful or helpful ways.
4.
Be open to sharing your ideas, particularly if you are unsure or confused about them.
5.
Be open to the ideas of others.
6.
Use this class and its particular assignments as means to explore particular themes or
ideas in more depth.
7.
Think of history as a puzzle. Every text and assignment is meant as an opportunity for
you to understand one more piece of the history of postwar U.S. history. The puzzle may never
be complete, but you will hopefully gain insight into the larger pieces and how they fit together.
Grading: Course grades will be calculated as follows:
Assignment
Date due
Percent of course
grade
Class participation
Graded every class
30%
Journal & Short Writing Assignments
Graded per entry
25%
Quizzes and in-class exercises
Throughout semester
25%
Final Paper
To Be Determined
20%
All grades will be posted in the Blackboard Grade Center so you can see your status throughout
the semester.
Class Participation: Class discussion will be graded daily using a grade scale of ten (10)
points per day. Participation will be graded according to quality of participation and engagement
with the issues and sources. Original insights, willingness to ask questions, and willingness to
respond to the comments of others will be highly valued in discussion and particularly beneficial
to your grade. Total points will be weighted to equal 30% of your total grade.
Attendance: You must attend class to do well. Attendance is taken during every class. It is
not graded, but unexcused absences will hurt your grade. You will be given a zero for class
participation for that day and you will miss material that will show up on quizzes and paper
assignments. After eight absences, a full letter grade will be deducted from your final
course grade for every additional absence. For other absences, you must get permission
before class for an excused absence for medical or family emergency. You must also arrive to
class on time. Please turn off cell phones, pagers, etc. before entering class. Please inform the
instructor before class if you need to arrive late or leave early. Arriving late or leaving early
without permission will result in an absence for that day.
Journal Requirement: Each student is required to complete journal assignments on the
course readings. Course Instructor will assign topics for journal entries on selected days online
within Blackboard. Check within weekly Topics and Assignments folders to see if a journal
assignment is due that week. Actual journal entries should be entered in the course website.
Responses to other class members will be required on selected days. Suggested content:
comments, questions, summary of important passages, comparisons to former readings or
other documents from the course, critical analysis, connections to ongoing themes in the
course. Daily postings will be graded for content and level of engagement with texts and course
themes. A ten (10) point scale will be used for each journal entry.
Short Writing Assignments: Short writing assignments will be assigned throughout the
semester. The goal of these assignments is to improve your writing skills. Some of these
assignments will be assigned within the online journal space, while others will take place in
class. I will provide feedback on these assignments. At certain points in the semester you will
be required to collaborate with fellow students on writing skills.
Final Paper: There is one required full-length paper for this class, due towards the end of the
course. This will be assigned and explained in class with ample time for completion. The final
paper will build upon the progress you made in short writing assignments throughout the
semester.
Quizzes and In-class Assignments: Regular quizzes and assignments will be given online in
Blackboard or in-class. They will consist of short essay questions on recent readings. They will
be graded for content (proof that you have done the readings and attended class) and will also
be used to help you work on your writing skills. Thus, answers should be in appropriate
paragraph form with topic sentence, supporting evidentiary sentences (body), and concluding
sentence. The effectiveness of your writing will comprise part of the quiz grade.
Policies:
Technology policy. Cell phones, ipods, etc. can not be used in class. They must be put
away in your purse, bag, or pocket. If you are expecting a phone call regarding an
emergency situation, put your phone on vibrate, and answer the call in the hallway outside of
class. Laptops can be used in class to take notes, but no other applications can be open on the
desktop of your computer. If it is discovered that you are breaking any of these rules, then you
will be asked to leave class and you will receive a zero for that day’s discussion. If you continue
to break the rules, you will no longer be welcome in the class and you will receive an F for the
course.
Academic Integrity. As a student you are responsible for upholding these standards for this
course. It is very important for you to be aware of the consequences of cheating, fabrication,
facilitation, and plagiarism. The purpose of the CPCC Code of Student Academic Integrity (see
CPCC Student Handbook) is to support the continued growth and development of a strong
academic community based on the principles of academic honesty and integrity. Any student
who violates the CPCC Code of Student Academic Integrity is subject to academic disciplinary
action. Such action may include, but is not limited to, entry of the incident in the records of the
Office of Student Development; reduced grades; and dismissal from college classes, programs,
and activities.
No outside information, sources, or websites should be used for assignments in this
course without the express direction and permission of the instructor. If you are asked a
question or given an assignment, consult the sources and information provided by the instructor,
whether that be the textbook, additional readings, or other sources. Trust yourself that you can
answer questions using the materials provided for the course and your own thoughts on the
materials.
All sources of information in this course must be cited. When answering a question or
providing information, you must provide the source of information for your answer, including the
author, title, and page number. Using or quoting someone else's ideas without proper citations
is plagiarism. If you are caught plagiarizing in this course, you will earn a zero on the
assignment, possible failure in the course, as well as possible further action at the college level.
Inclement Weather. The course may be affected by inclement weather. If the college is open,
the course will meet. To check for college closings, go the college website. If the college does
close because of inclement weather, that day's assignments, debates, or other due-dates will be
bumped to the next class meeting. In the case of multiple lost days, I will send out instructions
via email.
Excused absences. Absence from class will only be excused in the case of medical reasons
or family emergencies. You must make every attempt to notify me before missing class of your
situation. Medical reasons must be documented with a doctor's note.
Make-up Assignments. There are no make-up assignments for this class. Late assignments
will not be accepted. If for any family or medical reason you find it absolutely necessary to miss
a class, you must contact the instructor before the class to obtain his consent to your absence if
you wish to be given the opportunity to make up assignments.
Students with Disabilities. Please inform the instructor at the beginning of the term if you
require any disability-related special accommodations. Students who have a documented
disability or think they may have a learning problem may contact the Office of Services for
Students with Disabilities. I will be happy to provide the necessary accommodations upon the
advice of the Office of Services for students with disabilities.
Religious Observances. Students will not be penalized because of observances of religious
beliefs, but rather shall be given an opportunity, whenever feasible, to make up within a
reasonable time any academic assignment missed due to individual participation in religious
observances. Please inform the instructor at the beginning of the term if you are going to miss
any assignments due to religious observances by personally handing him a written notification
of the projected absence within two days of the start of the term.
Disputing Grades. If you believe one of your assignments was graded unfairly, please follow
these steps: 1) Do not try to speak with me about your grade at the end of the class period in
which the assignment was handed back; take at least 24 hours to read and think about the
comments and grade. But do not wait more than a few days to follow the steps 2-4; 2) Reread
the assignment; 3) Write down the reason or reasons why you think the grade is inappropriate;
4) Arrange a time to meet with me to discuss your concerns.
Classroom behavior.
Topics and Assignments
Section #1: Ironies of Reconstruction
Class Meetings: Jan. 14th, 19th
Click on the folder above to view assignments for this section.
We are behind b/c of the snowstorm, so I changed some assignment due dates.
Complete all Reconstruction assignments by Wednesday, Jan. 19th.
Required reading #1
Textbook, Chapter 16 by Wednesday, Jan. 19th
Required Reading #2
ReconstructionDocs.pdf (6.256 Mb)
Documents to be read by class on Wednesday, Jan. 19th:
Lincoln
Johnson
Stevens
Mississippi Black Code
White People Must Regain Control of Their States
Organization and Principles of the Ku Klux Klan
Frederick Douglass, "What the Black Man Wants"
The Ex-Slaves Should Have Land
Click on the pdf doc link above (under "Required Reading #2) to open pdf on your computer
We will go over these documents in class
Journal Assignment #1
Click on the link above to "Journal Assignment #1" to take you to our Journal website.
You must follow the directions above to create your own page at the journal website before you
can finish the journal assignment.
After you create your own page, in two paragraphs, answer the following questions based on
your textbook and document readings:
1. In what ways did African Americans define freedom after the Civil War? How did they try to
achieve full freedom in their eyes?
2. In what ways did whites assist or oppose African American full freedom after the Civil War?
For both questions, you should try to compose complete and clear paragraphs with topic
sentences and supporting sentences (in the body) using evidence from your readings.
Due by class on Wednesday, Jan. 19th
We will discuss your answers to these questions in class
Long-term Assignment: Start Reading Now
Over the next few weeks, we will be reading Upton Sinclair's "The Jungle," a novel written in the
early 20th-century about the lives of immigrant workers in Chicago's slaughterhouses and ethnic
neighborhoods.
Click on the link above to go to the free online copy of the novel.
Specific page and journal assignments will be given in future weeks.
Start reading now.
MLK Holiday: No Class on Monday, Jan. 17th
Section #2: The American West
Class Meetings: Jan. 21st & 24th
Required Reading #1
Textbook, Ch. 17 by Monday, Jan. 24th
Required Reading #2: Documents
TheWestDocs.pdf (3.94 Mb)
Read the documents on the settlement of the West.
Complete before class on Monday, Jan. 24th
Journal #2: The West
The story of the settlement of the western U.S. is similar to that of Reconstruction. Settlement
began with much promise for many Americans and immigrants, but dynamics quickly changed
towards conflict, class, and racial divisions. This similarity is something you could talk about in
your journal entry. Or choose another topic of interest to you.
Click on the link to go to our Journal website. Once there, go to your personal page and type at
least a paragraph discussing something of interest to you from the readings.
Journal assignment is due by class on Monday, Jan. 24th. We will discuss your entries in class.
Upton Sinclair, The Jungle
Continue reading Upton Sinclair's "The Jungle," a novel written in the early 20th-century about
the lives of immigrant workers in Chicago's slaughterhouses and ethnic neighborhoods.
Click on the link above to go to the free online copy of the novel.
Please have Chapters One and Two read by Friday, Jan. 28th.
Section #3: Industrial Society
Class Meetings: Jan. 26th, 28th, 31st
Required Reading #1: Textbook
Textbook, Ch. 18 by Monday, Jan. 31st.
Reading Assignment #2: Documents
IndustrialSocietyDocs.pdf (4.335 Mb)
Read documents by class on Monday, Jan. 31st.
Reading Assignment #3: Frederick W. Tayor and Scientific Management
Read this document by class on Monday, Jan. 31st.
Upton Sinclair, The Jungle
Continue reading Upton Sinclair's "The Jungle," a novel written in the early 20th-century about
the lives of immigrant workers in Chicago's slaughterhouses and ethnic neighborhoods.
Click on the link above to go to the free online copy of the novel.
Please have Chapters One and Two read by Friday, Jan. 28th.
Journal Assignment #3: Industrial Society
After reading the documents and Jungle assignments, answer the following question in your
journal page:
In what ways is Upton Sinclair's depiction of industrial workers similar to or different from the
ways they are discussed in the other documents? For instance, compare Sinclair and Taylor.
How would you summarize the differences in thinking about workers between these two writers?
Your journal entry should be at least 2 paragraphs long.
Journal assignment due before class on Monday, Jan. 31st.
Section #4: Immigration, Ethnicity, and Urban America
Class Meetings: Feb. 2nd & 4th
Reading Assignment #1
Textbook, Ch.19 by Friday, Feb. 4th.
Reading Assignment #2: Crevecoeur
Read these excerpts from Hector Crevecoeur's "What Is an American?"
Due by class on Friday, Feb. 4th.
We will be discussing this document in class.
Reading Assignment #3: Immigration Documents
Read these documents on immigration by class on Friday, Feb. 4th.
Reading Assignment #4: Upton Sinclair, The Jungle
Continue reading Upton Sinclair's "The Jungle," a novel written in the early 20th-century about
the lives of immigrant workers in Chicago's slaughterhouses and ethnic neighborhoods.
Click on the link above to go to the free online copy of the novel.
Please have Chapters Three & Four read by Friday, Feb. 4th.
Journal Assignment #4: What Is an American?
Based on your readings, particularly the Crevecoeur document and the experience of the New
Immigrants in turn-of-the-century U.S. society, particularly those described in your Jungle
reading, answer the following questions:
1. In your opinion, "What Is an American?" What is your definition?
2. In your opinion, were the immigrants in The Jungle true Americans? Why or why not?
Use evidence from documents, readings, and class to support your definition of what it means
to be an American. You may want to discuss the visions or voices from late-19th and early
20th-century U.S. society that you believe were correct or incorrect on issues of immigration. Or
discuss the documents in another way.
Your answer should be at least TWO well-written paragraphs with topic sentences and
information to back up your claims.
Include reference citations of documents and sources. That means citing the document name
and page number, for example, (Crevecoeur, 10).
Journal assignment due before class on Friday, Feb. 4th.
Section #5: Populism, Progressivism, and Jim Crow
Class Meetings: Feb. 7th, 9th, 11th
Reading Assignment #1
Skim textbook chapters 20 & 21 by Friday.
Look for main ideas. Don't get bogged down in the details.
Reading Assignment #2: The Populists
Read these two docs on the Populists. Who were they? What did they want? How did they
want to achieve their goals?
Read the docs by class on Friday.
Reading Assignment #3: Upton Sinclair, The Jungle
Continue reading Upton Sinclair's "The Jungle," a novel written in the early 20th-century about
the lives of immigrant workers in Chicago's slaughterhouses and ethnic neighborhoods.
Click on the link above to go to the free online copy of the novel.
Please have Chapters 5-8 read by Friday, Feb. 11th.
Journal Assignment #5: Populists & Progressives
Based on your readings on the Populists and The Jungle, answer the following questions:
1. Why or why not would the Populists sympathize with the plight of Jurgis and the other
immigrants in The Jungle?
2. What things did Populists, Progressives, and urban immigrant workers have in common?
What could possibly divide them?
3. You are a later 19th-century reformer or revolutionary. What is your platform of ideals and
goals? How can you unite farmers and workers in a common cause?
Use evidence from documents, readings, and class to support your comments. You may want
to discuss the visions or voices from late-19th and early 20th-century U.S. society that you
believe were correct or incorrect on issues of reform.
Your answer should be at least TWO well-written paragraphs with topic sentences and
information to back up your claims.
Include reference citations of documents and sources. That means citing the document name
and page number, for example, (Sinclair, 10).
Journal assignment due before class on Friday, Feb. 11th.
Quiz #1: Sections 1-4
Your first quiz of the course will be conducted online between 8am, Monday, Feb. 7th and
11:55, Monday, Feb. 14th.
Please click on the folder link to access instructions for the upcoming quiz.
The link to the actual quiz will appear within this folder when it opens at 8am on Monday, Feb.
7th.
Section #6: A Global Power
Class Meetings: Feb. 14th-25th
In-class debate on Feb. 25th
The Jungle Reading Assignment
On Monday and Wednesday we will be discussing reform movements. Please review the
readings from Section #5 or catch up if you hadn't already completed them.
In addition, have chapters 9-12 in The Jungle read for Wednesday, Feb. 16th.
Preparation for In-class Debate on U.S. Foreign Policy
The textbook and documents below should be read in preparation for a required in-class debate
on early 20th-century U.S. foreign policy which will be held on Friday, Feb. 25th.
Participation in the debate is required. You will be assigned to a team and debate position on
Monday, Feb. 21st.
Individual participation in the debate will be graded as a quiz grade. In addition to your
individual participation, your grade will be based on a one-page synopsis of your group's
position in the debate. Each individual will hand in an individually-written one-page synopsis.
Further instructions will be given in class.
Reading Assignment #2: Rudyard Kipling's Poem, "The White Man's Burden"
Read the poem by Friday, Feb. 18th.
Reading Assignment #1
Textbook , Ch.22 & 23 by Monday, Feb. 21st.
Reading Assignment #3: Imperialism Documents
Read these documents by class on Monday, Feb. 21st.
Reading Assignment #4: World War I Documents
Read these documents on World War I by class on Monday, Feb. 21st.
Journal Assignment #6: American Foreign Policy Debate
Each individual debate team member must turn in a two-page summary, including 3 questions
for the other group and a summary of his/her argument FOR or AGAINST intervention.
To meet the 2-page minimum, type your summary in a word processing document, doublespaced, normal font size and margins, then copy into your journal space.
Due in your Journal space before class on Friday, Feb. 25th.
Use points from documents, textbook, and lecture to support your case FOR or AGAINST U.S.
intervention and engagement in foreign affairs.
You must use opinions and stances from the late 19th- and early 20th-century to support your
case.
Bring a copy of your summary and questions to class for the debate.
Foreign Policy Debate
Click on the link to see Instructions and Groups for the debate on Friday, Feb. 25th.
Debate participation is required and will be graded as a quiz grade.
Section #7: Modern America?
Class Meetings: Feb. 28th, March 2nd, March 4th
Reading Assignment #1
Textbook, Ch. 24 by Thursday
Reading Assignment #2: Gilman, "The Yellow Wallpaper"
Go to the link above to read Charlotte Perkins Gilman's short story 'The Yellow Wallpaper."
Read the story by class on Friday, March 4th.
Reading Assignment #3: Upton Sinclair's The Jungle
Continue reading Upton Sinclair's "The Jungle."
Click on the link above to go to the free online copy of the novel.
Please read up to Chapter 16 by Friday, March 4th.
Journal Assignment #7: Gender Roles in Modern America
Click on the link to take you to the journal website.
In your journal, answer the following question:
How do Gilman's short story and The Jungle readings help us understand the possibilities (open
or closed) to women -- both working-class and middle-class -- in "modern America"?
Please write at least one well-written paragraph.
Journal assignment due before class on Friday, March 4th.
Spring Break: No Class on March 7th, 9th, or 11th
Section #8: The Great Depression and the New Deal
Class Meetings: March 14th, 16th, 18th
Reading Assignment #1
Textbook, Ch. 25 by Thursday
Reading Assignment #2: Upton Sinclair's The Jungle
Continue reading Upton Sinclair's "The Jungle."
Click on the link above to go to the free online copy of the novel.
Please read up to Chapter 22 by Friday, March 18th.
New Deal Art Website and Assignment
Click on the link to take you to the Smithsonian's exhibit, "1934: A New Deal for Artists" and the
website, "Picturing the Thirties."
View the art in the online galleries.
Complete the journal assignment based on the art exhibit.
Journal #8: The New Deal
Before attempting the journal assignment, first complete the reading assignments and view the
online New Deal art exhibit.
Having completed those assignments, complete the following:
Part One: Choose two paintings or works of art that you believe best represent beliefs, ideals,
or goals associated with the New Deal, explaing WHY you chose that piece of art as
representing New Deal beliefs, ideals, or goals, referring to the general history of the New Deal
covered in the textbook.
In your post, cite the name of the artist and title of the art work, as well as the room of the online
exhibit in which it can be found and the parts of the textbook that help us understand your
choices.
Part Two: In what ways did the New Deal attempt to solve social or economic problems that
Jurgis and his family experienced in Chicago's early twentieth-century Jungle?
Cite passages from The Jungle in your answer.
Journal assignment due by class on Friday, March 18th.
Section #9: World War II at Home and Abroad
Class Meetings: March 21st, 23rd, 25th
Reading Assignment #1
Textbook, Ch. 26 & 27 by Friday, March 25th.
Reading Assignment #2: FDR's "Four Freedoms" speech, Jan. 6, 1941
Listen to FDR's "Four Freedoms" speech from Jan. 6, 1941 by class on Friday, March 25th.
The Journal assignment is primarily based on this speech.
If you don't have time to listen to the entire speech, at least listen to or read the section below:
Reading #3: Article on Women "Computers" during WWII
Please read this article by class on Friday, March 25th.
Journal #9: WWII & the Four Freedoms
Before attempting the journal assignment, first complete the reading assignment on the Four
Freedoms.
Having read FDR's 1941 speech "The Four Freedoms," answer the following questions using
evidence referenced/cited from the speech:
How did FDR frame the impending battle against fascism? In your opinion, did he make a
sound argument? Why or why not?
Journal assignment due by class on Friday, March 25th.
Quiz #2: New Deal & WWII
There will be a quiz on the previous 2 sections (The New Deal & WWII), available within this
folder between 5pm, Friday, March 25th and 11:55pm, Sunday, April 3rd.
The quiz will consist of 3 short essay options, of which you must complete 2.
The quiz will be closed book and you will have 3 hours to complete your work.
The quiz will only become available within the folder at 5pm, Friday, March 25th.
Extra Credit Assignment: Film, Charlie Chaplin's "Modern Times"
I am offering an extra credit opportunity this coming week.
I reserved a room for us to view Charlie Chaplin's "Modern Times" on Wednesday at 2pm in
Central Hall, Room 305.
This is a classic film for many reasons: Charlie Chaplin's talent and "Little Tramp" character; the
transition from silent to "talkie" films; Chaplin's critique of modern capitalism, released during the
Great Depression (1932).
You can use the film for one of two extra credit options:
1.) Replace a missed journal entry with a new one answering the following questions: How and
in what ways did Chaplin criticize the modern economic and social systems in his film "Modern
Times"? Are there similarities between Chaplin's and Upton Sinclair's critiques?
2.) Substitute attendance at the film for 2 absences from class. I will exempt those previous
absences from your final participation grade.
To receive credit, you must sign in and stay for at least an hour of the film.
If you have any questions, please email me or ask me in class on Monday.
Section #10: Cold War
Class Meetings: March 28th, 30th, April 1st.
Reading Assignment #1: Textbook
Read Chapter 28 before class on Friday.
Cold War Foreign Policy
Click on the folder link to take you to required document readings, due by class on Friday, April
1st.
No Journal or Quiz on These Readings
Quiz on Cold War will open on Friday, April 8th.
Remember to Take the Quiz on Great Depression, New Deal, and WWII
The quiz link is in the WWII folder.
Due by 11:55pm, Sunday, April 3rd.
Section #11: Liberalism & Civil Rights Movement
Class Meetings: April 4th, 6th, & 8th
Reading Assignment #1: Textbook
Read the Textbook, Ch.30
Reading Assignment #2: Jim Crow Laws
Reading Assignment #3: Stories of Jim Crow
Read at least 3 of the stories at this link, choosing at least 1 from 3 different categories.
Reading Assignment #4: Greensboro, NC Sit-ins, 1960
Read the introduction by Dr. James Farmer. Then read some of the newspaper articles from
the time and view the photographs. If you have time, listen to some of the oral histories of
participants and community members.
Reading Assignment #5: The Southern Manifesto, 1956
Reading Assignment #6: George Wallace, “The Civil Rights Movement: Fraud, Sham, and
Hoax,” 1964
Journal #10: Civil Rights & Jim Crow
You are a civil rights leader, living in the 1950s south. Based on your reading of state Jim Crow
laws, individual experiences of life under Jim Crow, as well as your readings of the views of the
opposition (Southern Manifesto, George Wallace) what strategies would you use to organize
people to fight for civil rights? What kinds of choices would you make in terms of message,
goals, principles, raising money, or other factors of organization?
Reference at least 3 individual stories, Jim Crow Laws, or strategies in your (at least) twoparagraph answer.
Journal Assignment due before class on Friday, April 8th.
Section #12: Vietnam and the New Left
Class Meetings: April 18th & 20th
Reading Assignment #1
Textbook, Ch.31
Students for a Democratic Society, Port Huron Statement, 1962
This is a foundational document from the New Left (student activists from the 1960s). What did
members of the New Left believe? What did they want? What was their vision for the U.S.?
Paul Potter "Name the System" speech (1965) - Reenactment (2007)
View the video and reenactment of Paul Potter's 1965 "Name the System" speech (reenacted in
2007).
Journal #11: The New Left & Vietnam
You are a student in the 1960s closely following news of the escalation of U.S. involvement in
Vietnam. Based on your reading of "The Port Huron Statement," Paul Potter's "Name the
System" speech, and the textbook, what aspects of U.S. society cause you the most anger?
What is "the system," according to Paul Potter? Who runs it?
What, according to "The Port Huron Statement" are the New Left's options or possible solutions
to American social problems?
Journal Assignment due before class on Monday, April 25th.
Easter Holiday: No Class on Friday, April 22nd
Section #13: Nixon & Watergate
Class Meetings: April 25th & 27th
Reading Assignment #1
Textbook, Ch.31
Film: PBS, American Experience, "Nixon"
View the PBS video "Nixon" by Wednesday, April 27th.
I recommend the entire video b/c it tracks Nixon's and U.S. history from the beginning of the
Cold War until Watergate.
However, you can skip the first hour, if you please. You are only required to view the video from
the 1-hour point onwards (1:00:00-2:48:33). You may have to restart the video if it ends and
skip forward to the point at which it cut off.
Evidence from this film will be necessary for you to do well on the final quiz.
OPTIONAL FILM: "The Weather Underground"
NOT FOR EXTRA CREDIT
But can be used as one of the films for your final paper.
If you are interested in the history of the 1960s student movement, the New Left, the antiwar
movement, the decline of liberalism/Democratic coalition, and the rise of conservativism, please
view this video on the Weather Underground.
The WU was a faction of Students for a Democratic Society (the leading student group of the
New Left) that turned towards violence in the late 1960s. The video does a good job of showing
the frustrations and divisions of the New Left, liberals, and the Democratic Party, FBI and govt.
efforts to undermine the civil rights and antiwar movements, and the problems of sustaining
popular movements over time.
OPTIONAL FILM: "The Most Dangerous Man In America"
NOT FOR EXTRA CREDIT
But can be used as one of the films for your final paper.
If you are interested in the histories of U.S. involvement in Vietnam, Nixon & Watergate, and the
long histories of civil disobedience and journalistic muckraking, view the film "The Most
Dangerous Man in America: Daniel Ellsberg and the Pentagon Papers."
Section #14: Reagan and the Conservative Counter-Revolution
Class Meetings: April 29th & May 2nd
Reading Assignment #1
Textbook, Ch.32 by Nov. 30th
Last Class Meeting: Monday, May 2nd
Final Quiz
This is your final quiz of the semester, covering the 1960s, Vietnam, and the fate of New Deal
Liberalism during and after that era.
The quiz will be available between 8am, Wednesday, May 4th and 5pm, Tuesday, May 10th.
There are three (3) questions in this quiz, of which you must complete TWO (2).
Answer the questions in short essay form: paragraphs with topic sentences, evidence from your
readings and notes.
This is a closed book quiz. Do not use any outside sources, such as websites or other people
to complete the quiz.
Abide by the CPCC Code of Academic Integrity. Anyone caught cheating will receive a ZERO
for the quiz and face further ramifications, such as failure from the course or the college. This is
not an idle threat.
The quiz is timed. You have three hours to complete the quiz once you click on the link. Press
SUBMIT to enter your final answer. If you fail to press submit, your essay will be lost.
If you have had problems with your internet connection or computer or foresee problems, please
cut and paste your answer into an email and send it to me as backup.
Paper Guidelines
Paper due by 12noon, the last day of the semester, Tuesday, May 10th.
This paper assignment is intended to help you understand the process of writing good history.
In this paper you will deal with both primary (first-person and historical) and secondary (your
textbook, for example) sources. You will learn how to evaluate and summarize the argument
from a source, put it into wider historical context, and analyze its meaning using additional
historical documents.
You have to write a 5-6 page paper on one of the topics below.
You must cite your sources of information in your paper, using in-text parenthetical citations
(author or title of the source, page #). Place citations at the end of the sentence or section of
the paper in which you used that source. Use quotation marks and parenthetical citation for
direct quotes. Failure to do so is plagiarism and will earn you a ZERO on the paper assignment
and possible failure in the course.
Do not use sources not assigned for the course, unless specifically outlined in the paper topic
you choose. No online sources, such as Wikipedia, should be used.
Five spaces below the last sentence of your paper, make a short Works Cited List of the
documents you used in the paper. It is NOT necessary to make a separate page for your works
cited list.
Your paper should be 5-6 pages long. A good paper will have a strong thesis (highlight your
thesis in BOLD text in your opening paragraph), and develop important themes, using evidence
from sources and documents (texts, films, lectures) in the course.
Paper should be double-spaced with 1-inch margins, using 12 pt. font.
Email me your paper as an attachment. Microsoft Word is strongly encouraged.
Please view the paper grading rubric for expectations and standards.
I strongly recommend that you meet with me or go to the Writing Center for assistance on the
paper.
Once again, the paper is due in my email inbox by 12noon on the last day of the semester, May
10th.
Last Day of Semester: Tuesday, May 10th
Final Paper Due, 12noon in my email inbox: mark.levengood@cpcc.edu