HISTORY 2312, UNITED STATES HISTORY SINCE 1877
Spring Term, 2015
Dr. Moneyhon
Office: SH606F
Hours: Tu-Th 10:45-11:00 TuTh
Telephone: 501 569 8396
E-Mail: chmoneyhon@ualr.edu
COURSE SYLLABUS, 2311 Sections .04, .05
GOALS OF HISTORY 2312
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To present basic information on the main stages of human cultural development.
To illustrate the interrelationships among historical events through an understanding of the process of change,
continuity, and causation over time.
To offer opportunities to analyze the implications of a broad range of social, economic and political
developments.
CORE COMPETENCIES STRENGTHENED BY HISTORY 2312
Historical Consciousness: requires the knowledge of main stages of human cultural development, along with the
ability to relate one's historical heritage to that of other cultures, past and present. This competency involves
understanding historical events--whether social, economic, or political-- and historical relationships such as change,
continuity and causation.
Social and Cultural Awareness: requires understanding how human beings function within a set of universal,
interconnected systems--including nationality, ethnicity, race, gender, class, law, religion, and communications--that
influence and are influenced by individuals. This competency includes knowledge about how persons develop and
grow; awareness of how social and cultural systems influence values, thought, and behavior; and appreciation for the
interactions, conflicts, and communications among systems.
Critical Thinking: requires the ability to analyze data, synthesize information, make decisions, and systematically and
imaginatively solve problems through inquiry, logical reasoning, and critical analysis.
Verbal Literacy: includes four skills--reading, writing, speaking, and listening--and the ability to use language to learn
and participate in the discourse and decision-making of academic, personal, professional, and public life. This course
will emphasize competency in written literacy, which involves the ability to read and write clearly and thoughtfully; to
understanding different writing and reading processes; and to use these processes to advantage when writing and
reading about human experiences and ideas.
HISTORY DEPARTMENT EXPECTATIONS OF STUDENTS TAKING HISTORY 2312
[Brackets indicate the core competencies that connect to the objectives]
1. Students will demonstrate a knowledge of historical information (defined as names, dates, places, events, terms,
concepts, etc.) related to U.S. civilization. [Historical Consciousness; Social & Cultural Awareness..]
2. Students will demonstrate an understanding of the diversity and complexity of the historical context that shapes
human experience. [Historical Consciousness; Social & Cultural Awareness.]
3. Students will demonstrate an understanding of the interrelatedness of historical events, e.g., continuity and change,
causation, interdependence of cultures, the interaction between differing groups and societies. [Historical
Consciousness; Social & Cultural Awareness; especially Critical Thinking.]
4. Student will support their ideas with historical evidence and will reach conclusions based on that evidence. [Critical
Thinking.]
5. Students will organize and articulate their ideas through an essay that presents a thesis relevant to the question.
[Verbal Literacy.]
ASSESSMENT OF STUDENT LEARNING IN HISTORY 2312
Student learning in this class may be assessed for the five expectations listed above. The aggregate results of this
assessment may be posted on the UALR History Department webpage next fall.
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Moneyhon—US since 1877
BASIS FOR GRADE IN THIS CLASS
Your grade will be based on three examinations, three written document assignments, and classroom participation. The
exams will be essays, three of the questions covered in class prior to the examination will be asked and you will have to
write on two of them. The document assignments are to write an essay answering the question asked using the
documents and material in the textbook. These essays are to take the traditional form, with the essay providing an
answer to the question (thesis) that is supported with material from the documents and the text. [These papers are to be
printed using 12 point Times Roman type, with standard margins, on the front side of the paper only. The paper should
include a cover page with your name, the class name and number, and the date].
The first exam will be worth fifteen percent of the course grade, the second will be worth twenty percent, and the final
will be worth thirty percent. The exams intend to evaluate your mastery of information presented in class and the text,
but also will test your ability to use this information to produce logical answers to historical problems. Each of the
document based essays will constitute ten percent of your grade for a total of thirty percent. These involve identifying
the source of the documents and an analysis of the documents historical meaning. Classroom participation (attendance
and active/useful contributions to classroom discussions) represent the final five percent of your overall grade.
KEY DATES
February 5
February 12
March 7
March 19
April 28
May 12
First Document based Essay Due
First Examination
Second Document based Essay Due
Second Examination
Third Document based Essay Due
Final Examination
Class Participation
10 percent of course grade
15
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20
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30
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CONTENT OF THIS CLASS
This class introduces you to basic problems concerning the history of the United States since the American Civil War.
The major themes dealt with in the class concern the emergence of modern American institutions. We will try to
account for them, explaining why they develop and what purpose they serve. Thus, the class will not only tell the story
of American history but also try to explain that story.
TEXTS
The text for this course is James L. Roark et al. Understanding the American Promise: A Brief History, vol. II (Boston:
Bedford/St. Martin's 2011), second addition. It is available at the UALR book store. Documents to be discussed will be
posted on BlackBoard.
In addition there will be four document sets for use that are available on BlackBoard.
TENTATIVE CLASS SCHEDULE
Week 1
1/13
Introduction
1/15
A.1. Describe and explain the general economic expansion that took place in the United States
after the Civil War. American Promise, 518-529
1/20
Q.A.2. In the late 19th century, American business reorganized, with the dominant trend being the
emergence of corporate monopoly. Describe this movement and explain what caused it.
American Promise, 518-529.
1/22
NO CLASS
Week 2
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Moneyhon--US Since 1877
Week 3
1/27
Q.A.3. The first major period of development for organized labor in the U.S. was between 1867
and 1900. Explain the organization of labor and the form that it took. American Promise,
556-566.
1/29
Q.A.4. Between 1865 and 1900 Americans moved to the city. Describe urbanization and explain
why it took place. American Promise, 548-556, 569-580.
2/3
Q.A.5. American society and social institutions underwent extensive changes in the late 19th
century, including the emergence of what has been called a new "Middle Class" with a
unique culture. Describe social shifts and what appears to have produced both changing
class patterns as well as shifting values. American Promise, 566-569.
2/5
Q.A.6. As with social order, the ideas giving identity to Americans changed in the late 19 th
century. Describe basic ideological changes and explain what caused them. American
Promise, 526-529. Document Set A. Answer this question using the primary
documents. You should identify the source of each document and the basic meaning
of the document in writing your answer.
2/10
Q.A.7. The American West has long been associated in the popular mind with the triumph of
individualism over adverse circumstances. Examining the expansion of the United States
westward, explain the forces that promoted this movement and secured its success.
American Promise, 486-514.
2/12
FIRST EXAMINATION
2/17
Q.B.1. American government appears to have been almost incapable of handling problems that
emerged during industrialization, especially those of the American farmer. Describe the
American political system between 1870 and 1900 and discuss its effectiveness in
addressing the problems of change. American Promise, 529-543.
2/19
Q.B.2. The late Nineteenth Century was one of considerable domestic turmoil that began with a
farmers' "revolt" that ultimately challenged the political status quo. Explain the
development of that revolt, its impact on other dissatisfied elements in society, and its
broader implications for American politics. How successful was this movement in
producing change? American Promise, 580-598.
2/24
Q.B.3. Among other developments, the United States emerged at the end of the nineteenth
century as a major international power leading to a war with Spain. Trace this
development and account for it. American Promise, 598-607.
2/26
Q.B.4 Beginning in 1900 a new political idea emerged in the United States described as
Progressivism." Describe this philosophy and how it differed from previous American
political ideologies. How can its appearance be explained? American Promise, 612-620.
3/3
Q.B.5. Few political movements have moved from the local and state level with the ease of
Progressivism. Examining National Progressivism between 1901 and 1917, how did
Progressivism emerge and evolve? Explain what you believe caused the rapid emergence
and then the changes apparent in the movement? American Promise, 620-641.
3/5
NO CLASS
Week 4
Week 5
Week 6
Week 7
Week 8
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Moneyhon--US Since 1877
Week 9
3/10
Q.B.6. In 1917 the United States became involved in World War I. Explain how the
United States became entangled in this European conflict. American Promise, 646-656.
3/12
Q.B.7. In many respects war is a revolutionary force in a community, producing changes
never anticipated at the beginning of the conflict. Discuss the impact of World War I on
American society by discussing the government's effort to unify the nation during the
war. American Promise, 656-662. Essay and Discussion on Document Set B.
3/17
Q.B.8. The 1920s and early 1930s are seen as a time of incredible social conflict within the United
States. Trace major developments in American domestic affairs in the post-war era and
explain what appears to have produced them. American Promise, 662-673, 685-697.
3/19
SECOND EXAMINATION
3/24
3/26
SPRING BREAK
3/31
Q.C.1. At the same time that American society was in such turmoil in the 1920s politics during this
era have been described as the politics of "Normalcy." What was "Normalcy" and why
did it appear. American Promise, 678-683, 697-702.
4/2
Q.C.3. During the 1920s the economic future of the United States appeared bright. After
1929, however, this economy almost completely collapsed, producing incredible
suffering within the nation. Describe the reasons for the market collapse, the development
of the Great Depression and ultimately its long-term hold on the nation. American
Promise, 698-707.
4/7
Q.C.4 Beginning in 1933 Americans responded to the Great Depression with what became
known as the New Deal. Describe the New Deal and explain the forces that shaped it. In
particular, do you see it resulting from some sort of ideological agenda or from other
sources? American Promise, 710-740
4/9
Q.C.5 In 1941, only twenty-two years after the end of World War I the United States
became involved in another world war. The Japanese attack on Pearl Harbor is clearly the
immediate cause, but do you see broader issues involved when examining American
foreign relations during the 1930s? American Promise, 742-755.
4/14
Q.C.6. The second world war, like the first, appears to have brought about significant changes on
the home front. Discuss and explain major trends in this area. American Promise, 755775.
4/16
Q.C.7. Following World War II a major debate over New Deal policies developed in the political arena.
Describe this struggle over political direction through the Truman and Eisenhower
administrations and explain its results. American Promise, 789-797-806-811.
4/21
Q.C.8 Hopes for a long-term postwar peace in 1945 were dashed quickly by the development of the Cold
War between the United States and the Soviet Union. Examining the origins of this confrontation,
explain its causes. American Promise. 780-789, 797-801, 811-817
Week 10
Week 11
Week 12
Week 13
Week 14
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4/23
Q.C.9 Some times described as the "Nifty-fifties," the period from the end of World War II to the 1960s is
often looked back to as the era of "Good Times" in America. Is this an accurate generalization
concerning these years. Describe events during this epoch in supporting your answer to the
question. American Promise, 817-825.
4/28
Q.C.10 The period from 1961-1980 has been described as a "Time of Upheaval." Describe events during
this period that would lead to such a conclusion. Was this era truly unique? How can we account
for the success of events like the Civil Rights Movement? American Promise, 825-831, 844-861,
881-886. Essay and Discussions on Document Set B.
4/30
Q.C.11. Beginning in the 1960s the United States entered into a period a persistent military activity
throughout the world. This activity, although involving large numbers of American
troops, was never considered full-scale war but rather a series of military "actions."
Examining engagement from Viet Nam to Afghanistan explain how the United States
became involved in this enduring global conflict. American Promise, 804-824, 860-862,
870-894, 921-925, 930-938
5/6
CONSULTATION DAY
Week 15
FINAL EXAMINATIONS
5/12
5/12
Examination for 9:25 class -- 8 a.m.
Examination for 12:15 class -- 10:00 a.m
CLASSROOM RULES
Academic Integrity:
All of your work must reflect your own thoughts, words, opinions, and efforts. Cheating and plagiarism are serious
offenses and reflect on your personal character and professionalism. All sources, including information gathered on the
Internet, must be correctly cited in weekly assignments, papers, and essays. You should include footnotes and a
bibliography in Chicago Manual of Style Humanities format in all History Department papers unless instructed
otherwise. It is your responsibility to ensure that you understand the definition of plagiarism, and that you avoid it. Not
knowing the definition of plagiarism is not an acceptable excuse for plagiarizing. Academic dishonesty of any kind will
not be tolerated in this class, and you will receive a zero for a plagiarized assignment. If you are unclear about what
constitutes academic dishonesty, please ask me, and look at section VI of the UALR student handbook.
Attendance Policy:
Because of the amount of state and federal funding received by the university and our students, the university is
required to document student attendance. Attendance will be taken at each class and excessive absences will factor into
your final grade. If you experience an illness or other crisis that prevents you from coming to class you must notify me
within 48 hours of the first missed class. Attendance in class is essential to doing well in the course. Arrive at class on
time, turn cell phones to silent and place them out of sight so that our class time is not distracted by personal matters.
Classroom Civility:
The classroom is a place for the free interchange of ideas. Keep this in mind in your interactions with fellow students
and faculty. You should turn off cell phones or electronic devices when in class. You may use a computer to take notes,
but not to coast the Internet while in class. The use of any such devices is considered a disruption of class. Any
disruptive behavior will result in a warning. Subsequent disruptions will lead to being dropped from the class.
Written Work:
Keep all graded written assignments until the end of the semester and you have received your grade to ensure that you
have the grade that is warranted.
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Critical Dates:
February 4
February 13
March 11
March 20
April 24
May 8 (sec.4)
May 13 (sec.5)
Document Set A Analysis
First Essay Examination
Document Set B Analysis
Second Essay Examination
Document Set C Analysis
Final Examination
Final Examination
STUDY SUGGESTIONS
The History Essay
A Good Essay Has:
1. An introductory paragraph that contains your thesis statement. The thesis statement is the point you will argue in
your essay. The thesis statement might simply reword the essay question into a statement. Your introductory paragraph
MUST state the people, places, and historical era (usually through a reference to specific dates or centuries) that your
essay will discuss.
2. A series of paragraphs that develop and explain your ideas. Each paragraph should be organized around one major
idea you will argue. Each paragraph should advance your thesis. Each paragraph should have a topic sentence that
moves your argument forward. The body of each paragraph should be composed of sentences that have rich historical
detail.
3. A concluding paragraph will summarize your findings based on the historical evidence you have used to support
your ideas. This paragraph should in some way refer to your introduction.
4. You should use the past tense in your essay.
Written Assignment Rubric
The written assignments are designed to introduce you to the critical assessment of sources. In each assignment there is
a primary document related to the question asked. You are to write a paper on that document and do the following:
1. Identify the source of the document.—examples include an individual writing a private letter or diary, a public
statement, a newspaper report, or a public document. You should not simply name the source but explain something
about the source. In the case of an individual, for example, who was the individual, what did they represent, what was
their political faction.
2. Identify the key points made by the document. What is the author's reasoning?
3. Place the document in context.—What is happening at this time in a broad sense? You should use your contextual
material in your document set and the your textbook to provide this..
4. Corroborate the points of the document with the additional documents provided. Do others confirm what the author
is saying? Compare your document to the contextual documents provided.
5. Draw a conclusion about the document. Does it provide a reliable account of the issue addressed?
Class Participation
Your grade in class participation will be based on a combination of variables. A key component is class attendance.
Roll will be taken at the beginning of each class and the base grade for participation will be based the percentage of
classes attended. Attendance from 90 to 100 percent of the time will be a 90; 80-89 an 80; 70-79 a 70; 60-69 a 60; 0-59
a 50. Active and positive participation in classroom discussions may add up to 10 points to this base grade.
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Students with Disabilities:
Your success in this class is important to me, and it is the policy and practice of the University of Arkansas at
Little Rock to create inclusive learning environments consistent with federal and state law. If you have a
documented disability (or need to have a disability documented), and need an accommodation, please contact
me privately as soon as possible, so that we can discuss with the Disability Resource Center (DRC) how to
meet your specific needs and the requirements of the course. The DRC offers resources and coordinates
reasonable accommodations for students with disabilities. Reasonable accommodations are established
through an interactive process among you, your instructor(s) and the DRC. Thus, if you have a disability,
please contact me (chmoneyhon@ualr.edu) and/or the DRC, at 501-569-3143 (V/TTY) or 501-683-7629. For
more information, please visit the DRC website at www.ualr.edu/disability.
GOOD HISTORY ESSAYS
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