Hist 410—Fall 2013
Texas A&M University Central Texas
HSTK 410-115 recent US History 1914-1976
INSTRUCTOR AND CONTACT INFORMATION
Instructor: John T. Broom, Ph.D.
Office: N/A
Phone: 417-451-0359
Email: jtbroom@ct.tamus.edu
Office Hours: 8am-6pm
Available by phone 8am-6pm M-F, Weekends and evenings by appointment
Mode of instruction and course access: Online
Student-instructor interaction: I generally check Blackboard e-mail twice during the day in the morning and again in the afternoon. You can
expect a response to e-mail within 24 hours during the week and 48 hours on weekends. I do check the classroom on Saturdays but I generally do
try to avoid working on Sunday if at all possible. I am available by phone (417.451.0359) between 8am and 8pm Central Time Monday-Friday.
You can also schedule a time over the weekend to speak on the phone if necessary.
I prefer course related e-mails in the Blackboard system rather than the @ct.tamus.edu system.
Mode of Instruction and course access:
This course is a 100% online course and uses TAMUCT Blackboard Learn system (http://tamuct.blackboard.com). You will use the Blackboard
username and password communicated to you separately to logon to this system. (As of Spring 2012, Texas A&M Central Texas uses its own
Blackboard system and the usernames and passwords that you used to logon to Tarleton State University’s Blackboard are no longer valid.)
UNILERT
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safety emergency information quickly via email and text message. By enrolling in UNILERT, university officials can quickly pass on
safety-related information, regardless of your location. Please enroll today at http://TAMUCT.org/UNILERT
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Hist 410—Fall 2013
COURSE INFORMATION
1.0
Course Overview and description: History of the United States since 1914
2.0
Course Objectives:
1) Assess the expansion of Federal Power in the 20th Century
2) Evaluate the multiethnic and multiracial nature of American Society in the 20 th Century
3) Evaluate the effect of the increased American Military and Diplomatic role in the world
4) Assess the changes in the American economy in the 20th Century on America society
5) Evaluate popular culture as a stabilizing or destabilizing influence on American Society
6) Integrate historical thinking into your worldview and decision-making.
.
3.0
Required Reading and Textbook(s):
David A Horowitz and Peter N. Carroll, On the Edge: The United States in the Twentieth Century, 3 rd Edition, Thomson Wadsworth
Belmont CA 2005, ISBN 0534571867
And journal articles as listed on the course week by week schedule.
COURSE REQUIREMENTS
4.0
Course Requirements:
Exams: there will be two exams, equally weighted, a midterm and a final. Each will be 300 pts. They will consist of 4 essay questions
requiring a three to five paragraph response addressing significant themes in each half of the course. The exams will focus on the
specified objectives listed in the classroom. The Midterm is due Sept 22nd at 11:59pm and the Final is due October 18th at 11:59pm
The Long paper is on topic of your choice in American History between 1914 and 1976. It is to be an argumentative essay of 4500 words.
+/-10%, in 12 pt Times New Roman Font, doublespaced, with a proper Chicago Manual of style format to include cover page, footnotes
and bibliography. You must use 8 journal articles in addition to any of the course materials, this means you need to identify, read,
digests and cite from at least 8 journal articles that I have not provided in the reading list for this course. Your long paper is worth 200
pts. The Long paper is due on October 13th at 11:59pm.
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Hist 410—Fall 2013
Weekly Discussion: there will be 8 weeks discussion, You are required to respond with a minimum of a substantive 150 word response to
two of the discussion questions for the week (primary posts) and post four substantive peer responses that move the conversation forward
each week(secondary posts). Your first primary post should be posted by 11:55 pm CST on Thursday of each week and your second
primary post should be posted by 11:55pm CST on Friday of each week. Your four peer responses can begin to be posted as early as
students begin posting their primary posts and as a minimum four secondary posts must be posted by 4:55pm CST on Sunday of each
week. Each week’s postings are worth 37.5 points. Content and substance are the core of points but timeliness, spelling and proper
English are also important.
Discussion Rubric:
Length of 2 main posts: minimum of 150 words on the initial discussion
response: 3 point each main post, (@6 points possible each week)
Conventions (grammar/punctuation/spelling/and citation if needed): 3
point overall on each topic, (@6 points possible each week).
Content (relevant to the discussion question): 8 points overall in each
topic, (@16 points possible each week).
Peer Responses: in each topic, post two separate Peer Responses
consisting of thoughtful and detailed comments: 2.25 points each for a total
possible of @ 9 points possible each week
Total Possible on each week's discussion: 37.5 points overall,
5.0
Grading Criteria Rubric and Conversion
Midterm Exam – 300 pts
Final Exam – 300 pts
Long Paper – 200 pts
Discussion – 200 pts.
Total 1000 pts.
A= 90% and above
B=80% - 89.99% 352-395
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Hist 410—Fall 2013
C=70%-79.99%
D=60%-69.99%
F=59.99%
6.0
Posting of Grades:
All student grades should be posted on the Blackboard Grade book and students should monitor their grading status through this tool.
Grades for Exams will be posted 72 hours after the window for the exam has closed. Review grades will be posted 96 hours after the due
date. Discussion grades will be posted within 72 hours of the end of the week.
TECHNOLOGY REQUIREMENTS AND SUPPORT
7.1
Technology Requirements
This course will use the new TAMU-CT Blackboard Learn learning management system for class communications, content distribution, and
assessments.
Logon to http://tamuct.blackboard.com to access the course.
Username: TAMU-CT email address (the complete email address, e.g. john.doe@ct.tamu.edu)
Initial password: NetID
For this course, you will need reliable and frequent access to a computer and to the Internet. You will also need a headset with a microphone
or speakers and a microphone to be able to listen to online resources and conduct other activities in the course. If you do not have frequent
and reliable access to a computer with Internet connection, please consider dropping this course or contact me (youremail and phone number)
to discuss your situation.
Blackboard supports the most common operating systems:
PC: Windows 7, Windows XP, Windows Vista, Windows 2000,
Mac: Mac OS 10.6 “Snow Leopard®”, Mac OS 10.5 “Leopard®”, Mac OS 10.4 “Tiger®”
Check browser and computer compatibility by following the “Browser Check” link on the TAMU-CTBlackboard logon page.
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Hist 410—Fall 2013
(http://tamuct.blackboard.com) This is a CRITICAL step as these settings are important for when you take an exam or submit an assignment.
Upon logging on to Blackboard Learn, you will see a link to Blackboard Student Orientation under My Courses tab. Click on that link and
study the materials in this orientation course. The new Blackboard is a brand-new interface and you will have to come up to speed with it
really quickly. This orientation course will help you get there. There is also a link to Blackboard Help from inside the course on the left-hand
menubar. The first week of the course includes activities and assignments that will help you get up to speed with navigation, sending and
receiving messages and discussion posts, and submitting an assignment. Your ability to function within the Blackboard system will facilitate
your success in this course.
Technology issues are not an excuse for missing a course requirement – make sure your computer is configured correctly and address issues
well in advance of deadlines.
7.2
Technology Support
For technological or computer issues, students should contact the TAMU-CT Blackboard Support Services 24 hours a day, 7 days
a week:
Support Portal: http://www.ct.tamus.edu/bbsupport
Online chat (through the support portal at: http://www.ct.tamus.edu/bbsupport)
Phone: (855)-661-7965
For issues related to course content and requirements, contact your instructor.
8.0 COURSE OUTLINE AND CALENDAR
Week
Week 1
Objectives
Discuss the importance of
Reading
http://www.historians.org/pubs/Free/WhyStudyHistory.ht
Discussion Topic
Why study
Assignment
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Hist 410—Fall 2013
Aug 26 Sep 1
history
m
History?
http://www.historians.org/pubs/archives/whmcneillwhystu
dyhistory.htm
http://www.historyguide.org/guide/guide.html
http://www.youtube.com/watch?v=RPPLHq_gsP8
http://www.youtube.com/watch?v=vgmNkYUL_Cw
Week 2
Sep 2 –
Sep 8
Week 3
Sep 9 –
Sep 15
Describe the ideology of
progressivism
Analyze the role of
government as
understood by the
progressives
Describe Wilson’s
understanding of
America’s role in the
world
Describe how
progressive foreign
policy differed from 19th
century US foreign
policy.
On the Edge: The United States in the Twentieth Century. David A.
Horowitz and Peter N. Carroll, hereafter On the Edge. Read
pages 50-78
The Ideological Convergence of Theodore Roosevelt and
Woodrow Wilson
GEORGE W. RUIZ
Presidential Studies Quarterly , Vol. 19, No. 1, Part I:
Part II: T. R., Wilson and the Progressive Era, 1901-1919
(WINTER 1989), pp. 159-177
Published by: Wiley on behalf of the Center for the Study of the
Presidency and Congress
Article Stable URL: http://www.jstor.org/stable/40574572
Progressivism and
1912 Election
Wilson’s Domestic
Policy,
Wilson’s Foreign
Policy,
Latin America
American Experience: Woodrow Wilson Part 1 -http://www.youtube.com/watch?v=J9UkrUnIBdw
On the Edge pages 79-90
The Hegelian Roots of Woodrow Wilson's Progressivism
Simon P. Newman
American Presbyterians , Vol. 64, No. 3 (FALL 1986), pp. 191-201
Published by: Presbyterian Historical Society
Article Stable URL: http://www.jstor.org/stable/23330852
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Hist 410—Fall 2013
Woodrow Wilson's "New Diplomacy"
Robert W. Tucker
World Policy Journal , Vol. 21, No. 2 (Summer, 2004), pp. 92-107
Published by: Sage Publications, Inc.
Article Stable URL: http://www.jstor.org/stable/40209923
You’ll have to use the CC function and the Beta translation
option for English if you don’t speak Spanish, the translation is
a bit strange at times but you will get the key points of the
short film.
http://www.youtube.com/watch?v=--Ai2Yu9vgk
Week 3
Sep 9 –
Sep 15
Describe how the federal
government prepared the
American people for War
in 1916-1917
Describe the problems of
American mobilization
for World War One
Summarize the effect of
the First World War
American Propaganda
effort
Discuss Wilson’s
weaknesses both
politically and physically
and the rejection of the
Versailles Treaty
On the edge pages 90-112
The Lusitania Effect: America's Mobilization against Germany
in World War I
Frank Trommler
German Studies Review , Vol. 32, No. 2 (May 2009), pp. 241-266
Published by: The Johns Hopkins University Press on behalf of
the German Studies Association
Article Stable URL: http://www.jstor.org/stable/40574799
First World War
Entry and
Military
Mobilization
Decision for the Draft
John Whiteclay Chambers, II
OAH Magazine of History , Vol. 17, No. 1, World War I (Oct.,
2002), pp. 26-30, 33
Published by: Organization of American Historians
Article Stable URL: http://www.jstor.org/stable/25163560
Century of the Self Watch the first fifteen minutes
http://www.youtube.com/watch?v=cW_rIdd69W8
World War One homefront propaganda film
http://www.youtube.com/watch?v=C5KhZj_SxO4
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Hist 410—Fall 2013
On the Edge pages 90-112, yes I want you to read this again.
First Amendment Liberties and the Committee on Public
Information
Stephen Vaughn
The American Journal of Legal History , Vol. 23, No. 2 (Apr., 1979),
pp. 95-119
Published by: Temple University
Article Stable URL: http://www.jstor.org/stable/845226
Woodrow Wilson's Health and the Treaty Fight, 1919-1920
Lloyd E. Ambrosius
The International History Review , Vol. 9, No. 1 (Feb., 1987), pp.
73-84
Published by: Taylor & Francis, Ltd.
Article Stable URL: http://www.jstor.org/stable/40105699
Week 4
Sep 16 –
Sep 22
Describe how the federal
government prepared the
American people for War
in 1916-1917
Describe the problems of
American mobilization
for World War One
Describe the changes in
American society
resulting from the 1920s
economic transformation.
Discuss how Harding
and Coolidge attempted
American Experience: Woodrow Wilson Part 2
http://www.youtube.com/watch?v=xXKq_mmq678
On the edge pages 90-112
The Lusitania Effect: America's Mobilization against Germany
in World War I
Frank Trommler
German Studies Review , Vol. 32, No. 2 (May 2009), pp. 241-266
Published by: The Johns Hopkins University Press on behalf of
the German Studies Association
Article Stable URL: http://www.jstor.org/stable/40574799
First World War
Domestically
Diplomacy
Versailles and
the Treaty -- on
the stage and off
Midterm Due Sunday
22 Sept 11:59pm
1920s Boom and
1929 Crash
Decision for the Draft
John Whiteclay Chambers, II
OAH Magazine of History , Vol. 17, No. 1, World War I (Oct.,
2002), pp. 26-30, 33
Published by: Organization of American Historians
Article Stable URL: http://www.jstor.org/stable/25163560
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Hist 410—Fall 2013
to reduce the size and
scope of the Federal
government during the
1920s.
Century of the Self Watch the first fifteen minutes
http://www.youtube.com/watch?v=cW_rIdd69W8
World War One homefront propaganda film
http://www.youtube.com/watch?v=C5KhZj_SxO4
On the edge pages 113-153
The Veterans' Bonus and the Evolving Presidency of Warren G.
Harding
Niall A. Palmer
Presidential Studies Quarterly , Vol. 38, No. 1 (Mar., 2008), pp. 3960
Published by: Wiley on behalf of the Center for the Study of the
Presidency and Congress
Article Stable URL: http://www.jstor.org/stable/27552303
Coolidge and the Historians
THOMAS B. SILVER
The American Scholar , Vol. 50, No. 4 (Autumn 1981), pp. 501-517
Published by: The Phi Beta Kappa Society
Article Stable URL: http://www.jstor.org/stable/41210767
America’s Time 1920s Boom to Bust
http://www.youtube.com/watch?v=OJlgil_38hU
Amity Shlaes: Q&A: Coolidge;
http://www.youtube.com/watch?v=EVn8ytEq-vU
Week 5
Sep 23 –
Sep 29
Discuss the causes of the
Great Crash of 1929
Examine the role of
progressivism in causing
the Great Crash.
On the Edge pages 151-180
Charles E. Mitchell: Scapegoat of the Crash?
Thomas F. Huertas and Joan L. Silverman
The Business History Review , Vol. 60, No. 1 (Spring, 1986), pp.
81-103
Great Depression
and
1932 election
New Deal or Long
Great
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Hist 410—Fall 2013
Examine the effects of the
New Deal on the
American economy and
society.
Describe how the role of
the Federal government
changed as a result of the
Great Depression
Published by: The President and Fellows of Harvard College
Article Stable URL: http://www.jstor.org/stable/3115924
Depression
The Stock Market Crash of 1929: A Review Article
Maury Klein
The Business History Review , Vol. 75, No. 2 (Summer, 2001), pp.
325-351
Published by: The President and Fellows of Harvard College
Article Stable URL: http://www.jstor.org/stable/3116648
The Great Crash 1929
http://www.youtube.com/watch?v=7EPTCm9RVRM
On the Edge pages 181-211 read for emphasis on the continuing
economic problems and stagnation.
The New Deal Reconsidered
Bradford A. Lee
The Wilson Quarterly (1976-) , Vol. 6, No. 2 (Spring, 1982), pp.
62-76
Published by: Woodrow Wilson International Center for
Scholars
Article Stable URL: http://www.jstor.org/stable/40256265
The New Deal: Avenues for Reconsideration
Alonzo L. Hamby
Polity , Vol. 31, No. 4 (Summer, 1999), pp. 665-681
Published by: Palgrave Macmillan Journals
Article Stable URL: http://www.jstor.org/stable/3235242
The Unstable Dynamics of a Strategic Technology:
Disarmament, Unemployment, and the Interwar Battleship
William M. McBride
Technology and Culture , Vol. 38, No. 2 (Apr., 1997), pp. 386-423
Published by: The Johns Hopkins University Press and the
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Hist 410—Fall 2013
Society for the History of Technology
Article Stable URL: http://www.jstor.org/stable/3107127
Amity Shales on Uncommon Knowledge; The Great
Depression:
http://www.youtube.com/watch?v=lLeAqbOUt4c
Week 6
Sep 30 –
Oct 6
Describe the isolationist
movement in the US
before the Second World
War
Discuss how the FDR
Administration shaped
the debate over American
entry into the Second
World War
Discuss the unique
American contributions
to Allied victory
Discuss how the US
mobilized prior to the
coming of the Second
World War
On the Edge pages 181-211 read it this time for the emphasis on
the coming war.
The Great Debate: Roosevelt, the Media, and the Coming of the
War, 1940-1941
Richard W. Steele
The Journal of American History , Vol. 71, No. 1 (Jun., 1984), pp.
69-92
Published by: Organization of American Historians
Article Stable URL: http://www.jstor.org/stable/1899834
Gathering Clouds,
Fascism
in America
Isolation and
intervention
Second World
War –
America’s
contribution
Non-Interventionism of the Left: The Keep America out of the
War Congress, 1938-41
Justus D. Doenecke
Journal of Contemporary History , Vol. 12, No. 2 (Apr., 1977), pp.
221-236
Published by: Sage Publications, Ltd.
Article Stable URL: http://www.jstor.org/stable/260214
"Friends of the New Germany": The Bund and GermanAmerican Relations
Joachim Remak
The Journal of Modern History , Vol. 29, No. 1 (Mar., 1957), pp.
38-41
Published by: The University of Chicago Press
Article Stable URL: http://www.jstor.org/stable/1872584
New York 1938 :
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Hist 410—Fall 2013
http://www.youtube.com/watch?v=zL8G7cCrk4I
Nazi America: Part Three:
http://www.youtube.com/watch?v=iR9BfuhqdcU
History Lessons: America First Committee:
http://www.youtube.com/watch?v=Nw-t48DdB9M
On the edge: pages 214-244
Apt Pupil: Dwight Eisenhower and the 1930 Industrial
Mobilization Plan
Kerry E. Irish
The Journal of Military History
Vol. 70, No. 1 (Jan., 2006), pp. 31-61
Published by: Society for Military History
Article Stable URL: http://www.jstor.org/stable/3396807
The War on Intolerance: The Reformulation of American
Nationalism, 1939-1941
Richard W. Steele
Journal of American Ethnic History , Vol. 9, No. 1 (Fall, 1989), pp.
9-35
Published by: University of Illinois Press on behalf of the
Immigration & Ethnic History Society
Article Stable URL: http://www.jstor.org/stable/27500716
Truman and the A-Bomb: Targeting Noncombatants, Using the
Bomb, and His Defending the "Decision"
Barton J. Bernstein
The Journal of Military History , Vol. 62, No. 3 (Jul., 1998), pp.
547-570
Published by: Society for Military History
Article Stable URL: http://www.jstor.org/stable/120437
The Century America’s Time:
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Hist 410—Fall 2013
http://www.youtube.com/watch?v=zr4-KBdmrb4
US Propaganda Film Homefront:
http://www.youtube.com/watch?v=vs3pgaMcV3w
Week 7
Oct 7 –
Oct 13
Discuss the various
ethnic and racial
considerations involved
in America’s
participation in the
Second World War.
Describe American
diplomatic and economic
efforts to win the peace
after the Second World
War.
Describe the causes of the
Cold War
Discuss the post-war
economic expansion
Britannica American Prepares for War:
http://www.youtube.com/watch?v=hvaRxVMdgEs
On the edge pages 214-244
Japanese Immigrant Nationalism: The Issei and the SinoJapanese War, 1937-1941
Yuji Ichioka
California History , Vol. 69, No. 3 (Fall, 1990), pp. 260-275
Published by: University of California Press in association with
the California Historical Society
Article Stable URL: http://www.jstor.org/stable/25591553
Second World
War Domestically
and Diplomacy –
on the stage
to stay
Long paper due
Sunday Oct 13
11:59pm
Cold War and
Post-War Boom,
Korea
Unwelcome in Freedom's Land: The Impact of World War II on
Italian Aliens in Southern California
Gloria Ricci Lothrop
Southern California Quarterly , Vol. 81, No. 4 (Winter 1999), pp.
507-544
Published by: University of California Press on behalf of the
Historical Society of Southern California
Article DOI: 10.2307/41171976
Article Stable URL: http://www.jstor.org/stable/41171976
Jim Crow and Uncle Sam: The Tuskegee Flying Units and the
U.S. Army Air Forces in Europe during World War II
William Alexander Percy
The Journal of Military History , Vol. 67, No. 3 (Jul., 2003), pp.
773-810
Published by: Society for Military History
Article Stable URL: http://www.jstor.org/stable/3397326
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Hist 410—Fall 2013
"The Test Is Poland": Polish Americans and the Origins of the
Cold War
Peter H. Irons
Polish American Studies , Vol. 30, No. 2 (Autumn, 1973), pp. 5-63
Published by: University of Illinois Press on behalf of the Polish
American Historical Association
Article Stable URL: http://www.jstor.org/stable/20147875
1944 Bretton Woods Conference Newsreel:
http://www.youtube.com/watch?v=GVytOtfPZe8
GCSE Unit 1: Peace & War, International Relations 19451991THE COLD WAR - PART 1: From World War to Cold War
http://www.youtube.com/watch?v=HpYCplyBknI&list=PL1
A976F30383EDF1E
On the edge pages245-298
The Marshall Plan Reconsidered: A Complex of Motives
Diane B. Kunz
Foreign Affairs , Vol. 76, No. 3 (May - Jun., 1997), pp. 162-170
Published by: Council on Foreign Relations
Article Stable URL: http://www.jstor.org/stable/20048105
From Central Planning to the Market: The American
Transition, 1945-1947
Robert Higgs
The Journal of Economic History , Vol. 59, No. 3 (Sep., 1999), pp.
600-623
Published by: Cambridge University Press on behalf of the
Economic History Association
Article Stable URL: http://www.jstor.org/stable/2566318
The Century America’s Time: The Best Years:
http://www.youtube.com/watch?v=6OxdMeR-4f0
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Hist 410—Fall 2013
Week 8
Oct 14 –
Oct 18
Describe how the civil
rights movement in
education changes the
role of the Federal
government.
Discuss the Cold War in
terms of both a changed
American role in the
world and a changed
American society.
On the edge pages 298-359
Black Civil Rights and Liberal Anticommunism: The NAACP
in the Early Cold War
Manfred Berg
The Journal of American History , Vol. 94, No. 1 (Jun., 2007), pp.
75-96
Published by: Organization of American Historians
Article Stable URL: http://www.jstor.org/stable/25094777
1950s Civil Rights
and Atom Bombs
Final exam due
Friday Oct 18 at
11:59pm
Hungary and Suez, 1956: The Limits of Soviet and American
Power
Brian McCauley
Journal of Contemporary History , Vol. 16, No. 4 (Oct., 1981), pp.
777-800
Published by: Sage Publications, Ltd.
Article Stable URL: http://www.jstor.org/stable/260346
The Fateful Turn toward Brown v. Board of Education
Clayborne Carson
Washington History , Vol. 16, No. 2, Commemorating the 50th
Anniversary of Brown and Bolling (Fall/Winter, 2004/2005),
pp. 6-10
Published by: Historical Society of Washington, D.C.
Article Stable URL: http://www.jstor.org/stable/40073391
The Century America’s Time: Happy Daze :
http://www.youtube.com/watch?v=AM74EP5BjHY
COURSE AND UNIVERSITY PROCEDURES AND POLICIES
9.0 Drop Policy
If you discover that you need to drop this class, you must go to the Records Office and ask for the necessary paperwork.
Professors cannot drop students; this is always the responsibility of the student. The record’s office will provide a deadline for
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Hist 410—Fall 2013
which the form must be returned, completed and signed. Once you return the signed form to the records office and wait 24 hours,
you must go into Duck Trax and confirm that you are no longer enrolled. Should you still be enrolled, FOLLOW-UP with the
records office immediately? You are to attend class until the procedure is complete to avoid penalty for absence. Should you miss
the deadline or fail to follow the procedure, you will receive an F in the course.
10.0 Academic Integrity
Texas A&M University - Central Texas expects all students to maintain high standards of personal and scholarly conduct.
Students guilty of academic dishonestly are subject to disciplinary action. Academic dishonesty includes, but is not limited to,
cheating on an examination or other academic work, plagiarism, collusion, and the abuse of resource materials. The faculty
member is responsible for initiating action for each case of academic dishonestly. More information can be found
at www.tamuct.org/studentconduct.
11.0 Disability Support Services
It is the policy of Texas A&M University-Central Texas to comply with the Americans with Disability Act. If you have or believe
you have a disability, may wish to self-identify. You can do so by providing documentation to the Academic Support Programs
Coordinator. Students are encouraged to seek information about accommodations to help assure success in this class. Please
contact Ryan Thompson at (254) 519-5796 or Main Building Room 114. Additional information can be found at
http://www.TAMUCT.org/StudentAffairs .
12.0 Tutoring.
TAMUCT offers its students tutoring, both on-campus and online. Subjects tutored include: Accounting, Finance, Statistics,
Mathematics, and Writing (MLA and APA). For hours, or if you're interested in becoming a tutor, contact Academic Support
Programs at 254-519-5496 or by emailing gnichols@ct.tamus.edu.
Tutor.com is an online tutoring platform that enables TAMU-CT students to log-in and receive FREE online tutoring and writing
support. This tool provides tutoring in Mathematics, Writing, Career Writing, Chemistry, Physics, Biology, Spanish, Calculus, and
Statistics. Chat live with a tutor 24/7 for any subject on your computer at www.tutor.com/tamuct, or use the Tutor.com To Go
App on your iPhone, iPod touch, or iPad. Visit www.tutor.com/togo to download the app for free. If you have any questions
about Tutor.com, please contact Ryan Thompson at 254-519-5796, or by emailing rthomp8@ct.tamus.edu.
13.0 Library Services
Library distance education services aims to make available quality assistance to A&M-Central Texas students seeking information
sources remotely by providing digital reference, online information literacy tutorials, and digital research materials. Much of the
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Hist 410—Fall 2013
A&M-CT collection is available instantly from home. This includes over half of the library's book collection, as well as
approximately 25,000 electronic journals and 200 online databases. Library Distance Education Services are outlined and accessed
at: http://www.ct.tamus.edu/departments/library/deservices.php
Information literacy focuses on research skills which prepare individuals to live and work in an information-centered society.
Librarians will work with students in the development of critical reasoning, ethical use of information, and the appropriate use of
secondary research techniques. Help may include, but is not limited to: the exploration of information resources such as library
collections, the identification of appropriate materials, and the execution of effective search strategies. Library Resources are
outlined and accessed at: http://www.ct.tamus.edu/departments/library/index.php
14.0
Any instructor policies related to absence, grading, etc.
Participation in the course discussions is mandatory and absence or failure to meet the minimum posting requirements can not be
made up. Short and Long papers will not be accepted after the due date without prior approval of the professor. There will be
no extra credit or make-up work permitted. I am willing to work with you but it is imperative that you communicate with me if
there is a problem
15.0
The Operation of the Online Course and Being an Online Student
Online learning requires students to be very self-disciplined, be sure you understand and are prepared to comply with all
required class assignments and deadlines. For this course, the Weekly Discussion questions will be posted in the discussion
forum each Thursday morning for the week following except for the first week, which will be available prior to the start of class.
In your discussions, I want you to engage one another in discussion and debate. I expect that the conversation may at times
become lively, that is part of serious thinking and discussion on historical topics. However, at the same time, it is important to
remember that civility is to be treasured. We can disagree strongly without being strongly disagreeable. Keep the conversation
civil and always remember that the person reading your comments can not see your smile and the twinkle in your eye all they can
see are the words themselves, so think before you click “Send”.
16.0 Instructor’s Personal Statement
I hope that you are as excited about this course as I am. I hope to learn a lot myself this term as we explore the History of the US
in the 20th Century. This is the first time I’ve taught this course and while hopefully it goes smoothly, please bear with me if we
have a few bumps along the road. I am here to help you learn but you are responsible for your own learning. Please feel free to
call me or to e-mail me if you have a problem or concern. I am generally available to you from 8 in the morning to 6 in the
evening Monday through Friday and I am typically around on Saturdays. Please read my bio posted in the classroom if you
want to learn more about me as a person.
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Hist 410—Fall 2013
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