HISTORY OF THE U.S. SINCE 1877
HISTORY 1493, SECTION 27139, SPRING 2015
UNIVERSITY OF CENTRAL OKLAHOMA
STUART HOWARD, INSTRUCTOR
LA 136, MWF 1:00-1:50
This class is heavily dependent on the use of the D2L electronic learning platform. You will
need to have access to the internet on a regular basis, either at home, at the college, or some
other location. If you have a problem with this access, please see me as soon as possible. My
advice would be to become familiar with D2L as quickly as possible and spend some time with
the training materials that have been made available. Let me know if you have any problems or
see ways that I can use it more effectively. Do not wait two or three weeks to start looking at the
assignments and to start working with D2L. You need to start on the assignments immediately,
and if you have problems get them resolved now. Talk to me, or seek help from some other
source. Also, you can’t wait to start using the textbook. I will not accept the excuse that you
cannot afford to buy the book for two or three weeks. There are several options, including rental
and electronic versions of the book which can save you some cash, but you have to complete the
textbook assignments on time, starting this week.
OBJECTIVES
After analyzing events in American history from 1877 to the present in such areas as political
reform, industrialization, urbanization, ethnic acculturation and war, the student will be able to
identify meaningful changes in his society, identify equal rights in that society, and help resolve
conflict in this society based on the student’s search for change, equal rights and conflicts in the
American past.
There are two basic objectives for this course. The first objective is to give the student a
broader, more comprehensive understanding of early American history. The second objective is to
help the student to develop and refine those skills which are required for a successful academic
career. These include listening skills, note-taking, testing skills, and the ability to remember and
evaluate factual data. I encourage questions, discussions, and an open exchange of ideas, but time is
valuable and I will not tolerate unnecessary distractions of any kind.
OFFICE HOURS/COMMUNICATION
I will be available in the adjunct office, LA room 202A, prior to each class session. Please feel free
to see me about any problem or question. If it is necessary to see me at some other time, please
make an appointment. You may contact me during the day at 615-9813, or may leave a message at
the History and Geography office, 974-5277. If I am not available, leave your name and number on
my voice mail or with the receptionist and I will return your call. You may also reach me through email at showard12@uco.edu or through D2L.
History 1493
Page 1
TEXTBOOKS
Roark, James L., Michael P. Johnson, Patricia Cline Cohen, Sarah Stage, and Susan M. Hartmann.
Understanding the American Promise: A History. Volume II. Second Edition. Bedford/St Martins:
Boston, 2014. (ISBN 978-1-4576-3982-1) I will not require, but highly recommend using the
textbook publishers’ website which is specific to this book. If you purchase a new book, it will
include an access code for this website. If you purchase a used copy of the book, you can pay for an
access code on the publisher’s site. This site includes study guides, study questions, and an
electronic copy of the book, including an audio version.
Zinn, Howard. A People’s History of the United States: 1492-Present. Perennial Classics/NY:
[1980] 2001. (ISBN 0-06052837-0)
ATTENDANCE
Regular class attendance and punctuality is required of all students. The format of the class will be
primarily lecture and discussion, and some information will be covered which is not included in the
reading assignments. Tests will include material from the lectures, and if you must miss class you
are still responsible for the information. I will try to assist you, but there is really no substitute for
being there. There will be ten bonus points given for perfect attendance and five for attending 90%
of the time. If you miss more than 25% of the class periods your grade will automatically be
reduced by one letter grade, 50% absenteeism will reduce your grade by two letter grades. There are
no exceptions and no excused absences other than school-related activities. I will keep a separate
record of tardiness and early departure. Each five occasions of tardiness will equal an absence, and I
reserve the right to count you absent if you leave prior to the end of class. Attendance will be taken
by sign-in sheet, and any occasion of signing for anyone other than yourself, or having someone sign
for you will be treated the same as cheating on a test.
In other words, class is only fifty minutes long, three times a week, and I expect you to be there on
time, and for the duration, as consistently as possible. Sleeping in class, studying for another
subject, reading a novel, etc. are not acceptable in my classroom, and I reserve the right to count you
absent or ask you to leave. I really want your attention for fifty minutes, or at least a serious effort to
fake it. My expectation is that you will be prepared, focused, and involved.
TESTS and ASSIGNMENTS
For each chapter in the textbook there will be an online test in D2L, as well as several quizzes.
Chapter tests will come straight from the textbook. Quiz questions can come from anywhere I
choose (i.e. textbook, lectures, additional reading). These assignments will be due weekly, and there
will be no extensions for any reason. The average grade of the chapter tests will account for 20% of
your final grade, and the average grade of the quizzes will also be worth 20%. There will be six
major tests, four of which are unit tests on-line in D2L (worth a total of 20% of the final grade) and a
mid-term and final , each worth 20% of the final grade. Tests will be a combination of various types
of objective questions (i.e. matching, multiple-choice, etc.). There will be no make-ups on quizzes
or chapter tests. Make-up tests will be entirely at my discretion. In general, I will give make-ups
only in extreme emergencies, and will lower the grade on make-up tests by ten points.
History 1493
Page 2
Ideally, this should be the pattern of your study:
Read the chapter (and think about it) → chapter quizzes → chapter test →
Unit Tests will be 100 questions →
Mid-Term Test and Final Test will each be taken from eight chapters
GRADES
90-100
80-89
70-79
60-69
59 and below
A
B
C
D
F
QUIZZES
20% of Final Grade
16 CHAPTER TESTS20% of Final Grade
4 UNIT TESTS
20% of Final Grade
MID-TERM TEST
20% of Final Grade
FINAL EXAM
20% of Final Grade
BONUS POINTS
5 points added to Final Grade for 90% Attendance
10 points added to Final Grade for Perfect Attendance
REDUCTIONS
10 point reduction for less than 75% attendance.
20 point reduction for less than 50% attendance.
DISHONESTY
Acts of dishonesty will result in a zero grade for the exam or quiz involved or an “F” grade for
the semester, depending on the offense. Plagiarism will result in an “F” for the semester.
ELECTRONIC DEVICE POLICY:
The use of cell phones or other electronic devices is not allowed in class. If you insist on
using your cell phone, tablet, or laptop during class you will be counted as absent and/or asked to
leave. I recognize that these are potentially valuable tools, and I certainly support their use
outside the classroom, however experience has shown that it is impossible to monitor their use.
Exceptions may be allowed for cause, but you need to see me individually. If you have any
questions regarding this rule, please see me before or after class.
FOOD AND BEVERAGE POLICY:
I know that we meet during lunch-time, but food is not allowed in the classroom, either before
or during class. Drinks are acceptable, if you are careful with them, but food is just too
distracting and potentially disruptive. I’ll be just as hungry as you, and if our stomachs growl we
will just ignore them.
OUR ACADEMIC MISSION
The College of Liberal Arts' mission is to provide a transformative academic experience that
 Encourages rigorous inquiry
 Enables critical thinking and problem solving skills
History 1493
Page 3




Cultivates knowledge in dynamic learning environments
Ignites awareness and involvement in our interdependent world
Requires research and creative activities
Actively engages in continuous improvement
ACADEMIC VISION STATEMENT
The College of Liberal Arts exists to prepare students to succeed in a diverse and ever‐changing
world through both the substantial core curriculum serviced in CLA and the dynamic
knowledge‐based programs offered in the College of Liberal Arts. The college is committed to
providing cutting‐edge learning environments which employ innovative and multiple
instructional methods that foster successful transformative learning, critical thinking, cultural
awareness, and effective communication skills. Provided with a comprehensive discipline
knowledge, graduates of CLA are prepared to offer leadership and service to their local and
global communities; to continue their creative and scholarly activities throughout their lives and
careers; and to live emotionally and intellectually healthy lives.
ACADEMIC GOALS
 Increase students' comprehension in their discipline knowledge
 Engage all students in research and creative activities
 Foster leadership and service learning opportunities for all students
 Provide collaborative opportunities for students with other departments and colleges,
with other institutions of learning, and with the metropolitan and global communities.
 Provide healthy, interactive, and technologically state‐of‐the‐art learning environments to
accommodate effective, transformative teaching and learning.
TERMINAL COURSE COMPETENCIES:
At the conclusion of the course the student should be able to:
1. Explain the contributions of various races to the development of an American culture, discuss
the place of minorities in existing American society and understand dimensions of American
racism.
2. Assess the role that the capitalistic organization of the American economy has played in
developing American strength and affluence and in determining the interrelationships of various
interest groups in the political economy while analyzing under what conditions the American
people have decided whether their government play an active or passive role in their lives.
3. Describe where and when the U.S. emerged as both an economic and political power in
international affairs and assess the part that the U.S. has played in determining the world we live
in today.
4. Recognize those individuals, both men and women, of various races who have played
significant roles in the history of the country and describe their roles.
5. Describe the primary immigrant groups arriving in the U.S. between 1865 and 2008.
6. Provide an account of the effects of industrialization and urbanization, and the settlement of
the West with a special view to exploring the effect on the environment and Native Americans.
7. Recognize sites and regions which have been important to the history of the United States.
8. Provide an analysis of the effects of the two World Wars, the Great Depression, and other
History 1493
Page 4
major events of the years 1865-2008 on American politics and society.
ASSIGNMENTS
Please try to read the assignments prior to the class period. You will be able to take better notes if
you are somewhat familiar with the material ahead of time. Class discussions will go much more
smoothly, and you will get a great deal more out of the class. It might also prevent the need to stay
up all night before the test.
UNIT 1
Week 1, January 12, 14, 16, 2015
Roark, Chapter 16, “Reconstructing a Nation, 1863-1877.”
Week 2, January 21, 23, 2015
Roark, Chapter 17, “Contesting the West, 1865-1900.”
Week 3, January 26, 28, 30, 2015
Roark, Chapter 18, “Defining the Gilded Age in Business and Politics, 1865-1900.”
Zinn, Chapter 11, “Robber Barons and Rebels.”
Week 4, February 2, 4, 6, 2015
Roark, Chapter 19, “The Growth of America’s Cities, 1870-1900.”
UNIT 2
Week 5, February 9, 11, 13, 2015
Roark, Chapter 20, “Dissent, Depression, and War, 1890-1900 .”
Zinn, Chapter 12, “The Empire and the People.”
Week 6, February 16, 18, 20, 2015
Roark, Chapter 21, “Progressivism from the Grass Roots Up, 1890-1916.”
Zinn, Chapter 13, “The Socialist Challenge.”
Week 7, February 23, 25, 27, 2015
Roark, Chapter 22, “The United States and World War I, 1914-1920.”
Zinn, Chapter 14, “War is the Health of the State.”
Week 8, March 2, 4, 6, 2015
Roark, Chapter 23, “From New Era to Great Depression, 1920-1932.”
Zinn, Chapter 15, “Self-help in Hard Times.”
UNIT 3
Week 9, March 9, 11, 13, 2015
Roark, Chapter 24, “Forging the New Deal, 1932-1939 .”
History 1493
Page 5
Mid-Term Test -- March 15 ( 20% of final grade)
Unit 1 and Unit 2
Week 10, March 23, 25, 27, 2015
Roark, Chapter 25, “The United States and the Second World War, 1939-1945.”
Zinn, Chapter 16, “A People’s War?”
Week 11, March 30, April 1, 3, 2015
Roark, Chapter 26, “Cold War Politics in the Truman Years, 1945-1953.”
Zinn, Chapter 17, “Or Does it Explode?”
Week 12, April 6, 8, 10, 2015
Roark, Chapter 27, “The Politics and Culture of Abundance, 1952-1960.”
UNIT 4
Week 13, April 13, 15, 17, 2015
Roark, Chapter 28, “Reform, Rebellion and Reaction, 1960-1974.”
Roark, Chapter 29, “Vietnam and the End of the Cold War Consensus, 1961-1975.”
Zinn, Chapter 18, “The Impossible Victory: Vietnam.”
Zinn, Chapter 19, “Surprises.”
Zinn, Chapter 20, “The Seventies Under Control?”
Week 14, April 20, 22, 24, 2015
Roark, Chapter 30, “The Conservative Turn, 1969-1989.”
Zinn, Chapter 21, Carter-Reagan-Bush: The Bipartisan Consensus.”
Zinn, Chapter 22, “The Unreported Resistance.”
Week 15, April 27, 29, May 1, 2015
Roark, Chapter 31, “Facing the Promises and Challenges of Globalization since 1989.
Zinn, Chapter 23, “The Coming of the Guards.”
Zinn, Chapter 24, “The Clinton Presidency.”
Zinn, Chapter 25, “The 2000 Election and the War on Terrorism.”
Week 16, May 4-8, 2014, Final Exams
Final Test, 1:00-2:50, Wednesday, May 8, 2015 (20% of Final Grade)
History 1493
Page 6
Units 3 and 4