HISTORY 2312, UNITED STATES HISTORY SINCE 1877
Spring Term, 2011
Dr. Moneyhon
Office: SH606F
Hours: by appointment
Telephone: 501 569 8396
E-Mail: chmoneyhon@ualr.edu
COURSE SYLLABUS
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; International Awareness; Social & Cultural
Awareness: and Ethical & Moral Consciousness.]
2. Students will demonstrate an understanding of the diversity and complexity of the historical context that shapes
human experience. [Historical Consciousness; International Awareness; Social & Cultural Awareness; and Ethical &
Moral Consciousness.]
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; International Awareness; Social & Cultural Awareness; and Ethical & Moral Consciousness, and
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.]
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Moneyhon--U.S. Since 1877
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.
BASIS FOR GRADE IN THIS CLASS
Your grade will be based on three examinations. The exams will be essays, three of the assigned questions will be
asked and you will have to write on two of them. The first two exams will each be worth thirty percent of the course
grade. The final will be worth thirty-five 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. Attendance, participation in class, and being prepared for class are critical for student success. Class
participation will comprise five percent of your final grade. A student who misses four consecutive classes with
explanation will be administratively withdrawn from the course.
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 Paul S. Boyer et al. The Enduring Vision: A History of the American People From 1865,
Vol. II, Sixth Edition. It is available at the UALR book store.
TENTATIVE CLASS SCHEDULE
Jan.
18
20
25
27
Feb.
1
3
8
10
15
17
Introduction
Q.A.1. Describe and explain the general economic expansion that took place in the United States
after the Civil War. Enduring Vision, 526-46, 547-61.
----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.
Enduring Vision, 547-71
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. Enduring Vision,
566-81.
----Q.A.4. Between 1865 and 1900 Americans moved to the city. Describe urbanization and explain
why it took place. Enduring Vision, 581-91.
Q.A.5. American society and social institutions underwent extensive changes in the late 19th
century, including the emergence of what has been called “Consumer Culture.” Discuss
these changes and explain what underlay them. Enduring Vision, 591-95, 600-6.
----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. Enduring
Vision, 606-14; 570-72; 599. In addition there will be an assigned reading of primary
sources that address this issue. Students should read these sources and be prepared
to discuss the question within the framework of these sources.
Q.A.7. The New South--Few groups encountered greater change during this period than AfricanAmericans, discuss the implications for them and the South of the broader national
changes taking place. Enduring Vision, 497-502, 561-72, 627-31.
----Q.A.8. 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. Enduring Vision, 503-06, 595-96, 615-38.
FIRST EXAMINATION , Created Equal, Part Six
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Moneyhon--U.S. Since 1877
TENTATIVE CLASS SCHEDULE (CONT.)
22
24
Mar.
1
3
Mar.
8
10
15
17
22
24
29
31
Apr.
6
8
12
14
19
Q.B.1. Among other developments, the United States emerged at the end of the nineteenth
century as a major international power. Trace this development and discuss
what appears to account for it. Enduring Vision, 638-47.
Q.B.2. 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. Why do you think that it appeared at this time? Enduring Vision,
648-83.
--Q.B.3 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? Enduring Vision, 648-83.
NO CLASS
---Q.B.4. In 1917 the United States became involved in World War I. Explain how the
United States became entangled in this European conflict. Enduring Vision, 683-95.
Q.B.5. 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 unify the nation during the war.
Enduring Vision, 695-710. In addition there will be an assigned reading of primary
sources that address this issue. Students should read these sources and be prepared
to discuss the question within the framework of these sources.
---Q.B.6. The 1920s and early 1930s are seen as a time of incredible social conflict within the United
States. Examining American domestic affairs in the post-war era, trace major
developments and explain what appears to have produced them. Enduring Vision, 61823, 728-45.
Q.B.7. 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. Enduring Vision, 724-28, 745-48.
--SPRING BREAK
--B.8. 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 depression, and ultimately its long-term hold on the nation. Enduring Vision, 72024, 749-54.
SECOND EXAMINATION, Created Equal, Part Seven
---Q.C.1. 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? Enduring Vision, 754-84.
Q.C.2. 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 examining American foreign relations during the 1930s, do you see
broader issues involved? Enduring Vision, 785-96.
--Q.C.3. 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. Enduring Vision, 796-823.
Q.C.4. Following World War a major debate over New Deal policies developed in the political
arena. Describe this discussion through the Truman and Eisenhower administrations and
explain its results. Enduring Vision, 824-30, 841-45.
---Q.C.5. 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. Enduring Vision, 830-841, 845-51.
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Moneyhon--U.S.Since 1877
TENTATIVE CLASS SCHEDULE (CONT.)
21
27
29
May
3
5
Q.C.6. In the period 1952 to 2000 the United States economy has continued a transformation begun
during the nineteenth century. Characterize how it has changed since World War II and
explain what seems to account for what has taken place. Enduring Vision, 864-70, 91011, 952-56, 987-90, 1016-17, 1037-38..
---Q.C.7. The United States emerged in the 18th century as a nation dedicated to the concept of
equality. Through the 19th century major trends aimed towards that goal, but today we
seem more divided, perhaps, than ever. Look at struggles for equality since World War II
and offer an explanation for the failure to achieve what has long been the American ideal.
Enduring Vision, 855-59, 877-80, 892-900, 904-09, 945-49. In addition there will be
an assigned reading of primary sources that address this issue. Students should read
these sources and be prepared to discuss the question within the framework of these
sources.
QC.8. Since the 1950s American politics appears to have become more contentious than ever in
our history. Examining the evolution of the nation’s political parties and their domestic
policies since the Eisenhower Era, describe the characteristics of these parties and what
may have produced such conflict among them. Enduring Vision, 866-89, 900-04,
917-18, 935-42, 956-59, 960-73, 983-87, 997-1002, 1007-21.
--Q.C.9 Eisenhower continued Truman's "Containment Policy," but conflict with the Soviet Union
was heightened rather than reduced in the years after 1952. Examining foreign affairs
(including the Viet Nam War) what general ideas appear to have directed our policy
through both Republican and Democratic administrations. What appears to have lay
behind them. (Enduring Vision, 860-64, 889-91, 909-17, 926-32, 959, 970.
Q.C..10. American foreign policy appeared to shift after 1980. How would you describe trends
since 1980 and what have the results been. What appears to explain these trends.
(Enduring Vision, 976-80, 990-95, 1008-16, 1021-1030
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CONSULTATON DAY—MAKEUP EXAMINATIONS WILL BE GIVEN ON THIS DAY
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FINAL EXAMINATIONS WILL BE GIVEN ON THE APPOINTED DAY AND TIME
Created Equal, Parts 8-10
DISABILITY SUPPORT SERVICES
Students with Disabilities: It is the policy of the University of Arkansas at Little Rock to create inclusive
learning environments. If there are aspects of the instruction or design of this course that result in barriers to
your inclusion or to accurate assessment of achievement–such as time-limited exams, inaccessible web
content, or the use of non-captioned videos–please notify the instructor as soon as possible. Students are also
welcome to contact the Disability Resource Center, telephone 501-569-3143 (v/tty). For more information,
visit the DRC website at http://ualr.edu/disability/.
Good History Essays
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.
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A Good History Essay Supports Your Ideas with Historical Evidence
A good history essay is ALWAYS supported with relevant historical evidence collected from class lectures and
readings. By historical evidence, historians mean the specific names, dates, places, events, terms, and concepts that are
pertinent to the historical problem investigated (i.e., the essay question). The content of your essay will consist of this
historical evidence. This information should be accurate. You must explain all specific terms you use.
The information should always be relevant to the essay question. The point is not to write down every piece of
historical information you have learned, but to select only the evidence that clearly supports your thesis. Irrelevant
information will not count. You are responsible for explaining in your essay how each piece of information relates to
the question. Your essay should be persuasive through your mastery of the historical evidence.
Human life is complex (see other information contained in this syllabus). The information you use in your essay
becomes relevant when you connect people to people and events to events. Think about continuity and change, causes
and effects, and the interdependence of peoples and groups. How does one event connect to others? In time? Through
individuals and groups? From one geographic area to another? Your essay should make these connections.
Other tips:
1. Use the past tense when writing.
2. Locate the people and events in time and place. Each paragraph should normally have a few specific dates in it to
mark the time and sequence of events significant to the question.
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