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SYLLABUS
Tulsa Community College, Northeast Campus
Spring 2013
Course: History 1493, U.S. History, Civil War Era to Present
Day(s) and Time(s): M-W 8:00 to 9:20A.M.
Section No. 203
Room NE 2120
Instructor: Earl W. Wolfe, B.A., J.D., M.A.
Office Hrs: By appointment
TO CONTACT YOUR INSTRUCTOR:
Evening Operations—Northeast Campus
Director: Michael J. Limas
Office: A-151
Phone: 918-595-7473
Personal Phone: 918-497-7944
Cell Phone: 918-557-1097
E-mail: earl.wolfe@tulsacc.edu
CRN: 20116
TO CONTACT THE DIVISION OFFICE:
Division Name: Liberal Arts and Community
Services Division
Division Associate Dean: Ernie Evans
Division Office Number: NE2425
Division Phone Number: 918-595-7089
Emergency Number: 918-595-8888 (TCC
Campus Police Department)
PREREQUISITES FOR THIS COURSE: None
COURSE DESCRIPTION:
A study of the unfolding of United States history from the Civil War Era to the present day. The
study includes social, economic, and political aspects of American life and follows the
development of the United States as a world power. Lecture, 3 hours. No laboratory.
NEXT COURSE(S) IN SEQUENCE: None, unless you are a history major. In that case,
contact your faculty advisor or your instructor for further information.
TEXTBOOKS & SUPPLEMENTAL MATERIAL:
James L. Roark, et al., The American Promise: A Compact History, Fourth Edition, Volume II,
From 1865. Boston: Bedford/St. Martin’s, 2010
Michael P. Johnson, Reading the American Past: Selected Historical Documents, Fourth
Edition, Volume II, From 1865. Boston: Bedford/St. Martin’s, 2009
James W. Loewen, Lies My Teacher Told Me: Everything Your American History Textbook Got
Wrong, Second Edition. New York: Touchstone, a Division of Simon and Schuster, 2007.
Note paper and pens (black or blue ink for quizzes and exams)
Scantron Forms (may be purchased for a nominal amount from the TCC Bookstore)
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OTHER RESOURCES:
The Learning Resources Center has many books, journals, and online databases that may be
useful to you in your study of this subject. In addition, the author of the textbook has included
important documents and information in the appendices. At pp. A-23-24 of the textbook, the
author has included a number of research sources in history, including websites that may be
helpful.
GENERAL EDUCATION GOAL STATEMENT:
The General Education Goals are designed to ensure that graduates of Tulsa Community College
have the skills, knowledge, and attitudes to carry them successfully through their work and their
personal lives. General Education Goals relevant to this course include, Critical Thinking;
Effective Communication; Civic Responsibility; Global Awareness; Computer Proficiency.
COURSE OBJECTIVES:
This course, in combination with POLS 1113, American Federal Government, satisfies the state
requirement of six credit hours of U.S. History and Government. Specific objectives include
helping the individual student gain a better insight into the formation and purpose of basic
American institutions and mores; providing a useful and informative elective course for general
education; and to present basic factual material and interpretation for understanding America’s
past.
TEACHING METHODS:
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This class will be taught in a lecture/discussion format. Lectures will interpret and
discuss some of the material in the text, but will not entirely duplicate that material.
Reading assignments, whether text or other reading, should be completed before class
and should be kept current. Study Guides for each chapter of the textbook are posted on
Blackboard for the convenience of students.
Lectures will be accompanied by media presentations (slides, video clips, etc.) that will
be supplemental to the lecture topics.
Students should take notes on the lectures, discussions, reading, and media presentations.
A good practice is to rewrite and organize your notes after class. Re-read them as often
as necessary to achieve understanding of the material.
EVALUATION TECHNIQUES:
There will be sixteen assigned chapters from Reading the American Past. These chapters
contain primary source documents related to the same chapter number in the textbook, The
American Promise. Students are to read all of the assigned chapters. There will be four quizzes
based upon those chapters to be given on the dates listed on the Tentative Schedule. Each quiz
has a possible value of twenty-five points.
Students are to read Lies My Teacher Told Me during this semester and prepare a four to six page
book report covering this book. The book report shall be typewritten, double-spaced, with one
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inch margins, using Times New Roman 12 font. Quotations or summaries from that book or
other reference material used by the student in the preparation of the report are to be documented
in either MLA or Chicago Manual of Style (Turabian) format at the option of the student. The
book report will have a possible value of 100 points and will be due on April 26, 2013, at 11:59
P.M. Submission of this assignment will be through Safe Assign on Blackboard. Reports that
are late will be penalized five points for each day the report is late up to a maximum of seven
days. After that period, the report will not be accepted. Students who consult with the writing
tutor in the FACET Center regarding this report will receive extra credit of ten points upon
submission of the report.
Suggestion for Report: Introductory paragraph on the author’s purpose in writing the book and
his thesis, one paragraph on each chapter of the book using at least two examples, and a
concluding paragraph containing your analysis and critique of the book.
There will be four exams: three mid-term exams and a final exam, each of which will have a
possible value of 100 points. The exams will not be comprehensive; in other words, you will
only be tested on the materials covered from the date of the last exam or, in the case of the first
exam, from the beginning of the course. Exams will consist of multiple choice and essay
questions. Approximately one week before each exam, students will be given a review sheet to
aid in preparation for the exam. Students should refer to the rubric near the end of this syllabus
for the standards in grading essay exams.
The Discussion Board on Blackboard will be opened during the semester and will contain five
forums. The first forum is for student introductions and responses. The remaining four forums
will be based upon your reading of Lies My Teacher Told Me. In each of these last four forums,
students will make a contribution from an assigned chapter and also respond to other students’
contributions Student participation in those forums will be graded in accordance with the rubric
at the end of this syllabus governing grading of Discussion Boards. Participation in each forum
will have a possible value of twenty points. Deadlines for each of the forums are shown in the
forum instructions and on the tentative schedule in this syllabus.
Students will receive three class participation points for each day of class attendance. A one
point reduction will be applied for tardiness and two points will be penalized for leaving class
early without the permission of the instructor. Class Participation (CP) points will be posted in
the grade center on a weekly basis.
Finally, it is a very important part of our citizenship that we exercise our right and responsibility
to vote whenever there is an election. Because of this, I encourage every student to register to
vote and to vote unless unavoidably prevented from doing so. Students may receive ten extra
credit points by displaying their voter registration card to me. Students who cannot register to
vote by reason of age or other disability may contact me for an alternate assignment to earn the
extra credit points.
Summarizing, students will earn their grade in this course by accumulating points from the
following sources:
Four Quizzes – Possible 100 points
Book Report – Possible 100 points
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Three Mid-Term Exams – Possible 300 points
Final Exam-Possible 100 points
Class Participation Points – Possible 99 points
Discussion Board Points – Possible 100 points
Total possible points for the semester – 799
Grading Scale:
89.5% - 100% = A
79.5% - 89.4% = B
69.5% - 79.4% = C
59.5% - 69.4% = D
Below 59.5% = F
MAKE-UP WORK:
Students who miss a quiz will only be permitted to make up that quiz on the next day that class
meets. If not made up, a zero will be entered in the Grade Center for that quiz. Students who
miss a Mid-Term Examination will have one week to make up the exam in the Testing and
Assessment Center. No student will be permitted to take more than one make-up exam unless
there are significant extenuating circumstances, in the judgment of the professor. Failure to
make up a missed exam during that period of time will result in a zero being entered in the Grade
Center for that exam. Make-up exams will be drawn from the same review sheet handed out in
advance of the in-class exam, but will be different from the in-class exam. There are no make-up
exams given on the final examination.
ATTENDANCE POLICY:
Regular attendance is not only important from the standpoint of learning, but also is required to
be successful in this course. Students are responsible for all materials covered during their
absence and any changes made in the schedule. Students who fail to attend class may be subject
to an administrative withdrawal (AW) or receive an F for the course, at the discretion of the
instructor.
INCLEMENT WEATHER AND CLASS CANCELLATION POLICY:
When severe weather occurs, you may assume that TCC will be open for classes unless it is
announced otherwise on television and radio stations. TCC does not automatically close if Tulsa
Public Schools close.
If your instructor decides individually to cancel class because of inclement weather or other
unexpected reasons, your instructor will contact you. It is important that your instructor have
current contact information so you can be notified if necessary. Notify the TCC Registrar’s
office, and your instructor, if your contact information changes during the semester. Any
cancellation of class will be announced on Blackboard, if time permits. Your instructor will use
your default TCC e-mail address for communications not delivered on Blackboard.
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CLASSROOM ETIQUETTE
Other classes meet in our classroom. As you leave each day, please dispose of any trash you
may have created while in class (scraps of waste paper, cups, soft drink containers, etc.) If you
bring a cell phone to class, be sure that it is turned off by the time class begins.
Tardiness, leaving during class, and leaving class early are all frowned upon. Reading
newspapers during class, working on other class assignments, sleeping, extraneous conversations
during the lecture or class discussions, and use of offensive language are all unacceptable
practices. In the discretion of the instructor, you may be asked to leave class if there is evidence
of these offenses.
Electronic devices for recording lectures or laptop computers for taking notes may, with the
permission of the instructor, be used in class. However, notice is hereby given that such devices
are subject to inspection by the instructor at anytime without further notice. Misuse of the
devices such as sending e-mail, playing games, working on projects from other classes, etc. will
result in the student being banned from the use of those devices in class. Under no
circumstances may cameras, including, but not limited to, those in cell phones, be used in the
classroom, without specific approval, in advance, of the instructor. During examinations, no
electronic devices will be permitted to be operable by the students.
DISABILITY RESOURCES: It is the policy and practice of Tulsa Community College to
create inclusive learning environments. Accommodations for qualifying students in compliance
with the Americans with Disabilities Act (ADA) and Section 504 of the Rehabilitation Act are
available. To request accommodations, contact the Education Access Center (EAC) at
eac@tulsacc.edu or call (918) 595-7115 (Voice). Deaf and hard of hearing students may text
(918) 809-1864.
PLAGIARISM POLICY
Plagiarism is claiming, indicating, or implying that the ideas, sentences, or words of another
writer are your own; it includes having another writer do work claimed to be your own, copying
the work of another and presenting it as your own, or following the work of another as a guide to
ideas and expression that are then presented as your own. Students who plagiarize may, at the
discretion of the instructor, receive an F on the assignment and/or an F for the course. The
student should review the relevant sections of the TCC Student Code of Conduct Policy
Handbook.
COURSE WITHDRAWAL
The deadline to withdraw from a course shall not exceed three-fourths (3/4) the duration of any
class. Check the TCC Academic Calendar for the deadline that applies to the course(s). Begin
the process with a discussion with the faculty member assigned to the course. Contact the
Advisement Office at any TCC campus to initiate withdrawal from a course (“W” grade) or to
change from Credit to Audit. Withdrawal and/or change to an audit from a course after the
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drop/add period can alter the financial aid award for the current and future semesters. Students
may receive an outstanding bill from TCC if the recalculation leaves a balance due to TCC.
Students who stop participating in the course and fail to withdraw may receive a course grade of
“F,” which may have financial aid consequences for the student.
TOBACCO FREE COLLEGE
Tulsa Community College is a Tobacco Free college in accordance with the Governor’s
Executive Order 2012-01 and Title 63 of the Oklahoma Statutes, Section 1-1523 which prohibits
smoking or the use of any tobacco products in all public places, in any indoor workplaces, and
all vehicles owned by the State of Oklahoma and all of its agencies and instrumentalities. This
Order includes property leased, rented, or owned by TCC including, but not limited to, all
grounds, buildings, facilities, and parking lots. Tulsa Community College’s policy includes a
tobacco free environment on all campus and off-campus locations conducting TCC credit or noncredit classes. The TCC Campus Police is responsible for ensuring compliance with the
Tobacco-Free Environment Policy. Violations of the policy may be addressed through issuance
of campus or state citations.
TENTATIVE SCHEDULE OF ACTIVITIES
The instructor may change the Schedule of Activities AT ANY TIME by verbal or written
notification in class and/or by updating on Blackboard.
DATE
READING ASSIGNMENTS
EVENT
WEEK 1: With malice toward none, with charity for all, with firmness in the right, as God
gives us to see the right, let us strive on to finish the work we are in, to bind up the nation’s
wounds, to care for him who shall have borne the battle, and for his widow and orphans; to do
all which may achieve and cherish a just and lasting peace among ourselves and with all
nations.
Abraham Lincoln, Second Inaugural Address, March 4, 1865.
January 14/16
Roark, Chapter 16, A-1 to A-12
Johnson, Chapter 16
Review syllabus. Lectures.
WEEK 2: If the Great Spirit had desired me to be a white man he would have made me so in
the first place. He put in your heart certain wishes and plans, in my heart he put other and
different desires. Each man is good in his sight. It is not necessary for eagles to be crows. Now
we are poor but we are free. No white man controls our footsteps. If we must die we die
defending our rights.
Sitting Bull, Sioux
Up to our own day American history has been in a large degree the history of the
colonization of the Great West. The existence of an area of free land, its continuous recession,
and the advance of American settlement westward, explain American development. Behind
institutions, behind constitutional forms and modifications, lie the vital forces that call these
organs into life, and shape them to meet changing conditions. Now, the peculiarity of American
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institutions is, the fact that they have been compelled to adapt themselves to the changes of an
expanding people—to the changes involved in crossing a continent, in winning a wilderness, and
in developing at each area of this progress out of the primitive economic and political conditions
of the frontier into the complexity of city life.
Frederick Jackson Turner, American Historical Association, 1893
January 21 – Martin Luther King, Jr. Holiday –No Class – College Closed
January 23
Roark, Chapter 17
Lectures
Johnson, Chapter 17
WEEK 3: Take from me all the ore mines, railroads, manufacturing plants, and leave me my
organization, and in a few years I promise to duplicate the Carnegie Company.
Andrew Carnegie
But just as…a community realizes the conditions which all civilized communities are
striving for, and advances in the scale of material progress…so does poverty take a darker
aspect. Some get a better and easier living but others find it hard to get a living at all…It is as
though an immense wedge were being forced, not underneath society, but through society.
Those who are above the point of separation are elevated, but those who are below are crushed
down…This association of poverty with progress is the great enigma of our times.
Henry George, Progress and Poverty, (1879)
January 28/30
Roark, Chapters 18
Johnson, Chapter 18
Lectures
WEEK 4: The modern city marks an epoch in our civilization. Through it, a new society has
been created. Life in all its relations has been altered….The modern city marks a revolution—a
revolution in industry, politics, society, and life itself. Its coming has destroyed a rural society,
whose making has occupied mankind since the fall of Rome. It has erased many of our most
laborious achievements and turned to scrap many of our established ideas. Man has entered on
an urban age. He has become a communal being.
Frederick C. Howe, The City: The Hope of Democracy (1905)
February 4/6
Roark, Chapters 19
Johnson, Chapter 19
Quiz 1, Johnson, Ch. 16-19
Lectures
2/8 deadline for Forum 1
WEEK 5: Burn down your cities and leave our farms, and your cities will spring up again as if
by magic; but destroy our farms and the grass will grow in the streets of every city in the
country.
William Jennings Bryan (1896)
[Referring to the Populists] A rising of miserable bankrupt farmers and day
labourers…have made the greatest fight against the organized capital of the world that has ever
been made in this country—or perhaps ever. No money, no press, no leaders, no organization.
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Amidst abuse, ridicule, intimidation, bribery—against forces so powerful and so subtle that they
reach the bravest and most honest men in the country.
Brooks Adams (Great-grandson of President John Adams and
grandson of President John Quincy Adams)
Women have discovered that the unrepresented are always liable to be given what
they do not need by legislators who wish merely to placate them….The community, for instance,
will never be made ‘vividly aware’ of the effects of chronic fatigue upon young working girls or
upon children who divert their energy from growth to pasting labels on a box by men whose
minds are fixed upon factory management from the point of view of profits.
Jane Addams
February 11/13
Roark, Chapter 20
Johnson, Chapter 20
Exam No. 1, Ch. 16-19
Lecture
2/15 deadline for Forum 2
WEEK 6: Progressivism was not a single unified movement, but a collection of often disparate
groups with differing (even contradictory) motivations. Some Progressives pursued the goal of
economic efficiency…Civic leaders within the Progressive movement wanted an end to the
economic burden they associated with old-fashioned party rule…Other Progressives were
animated by the spirit of social justice for…immigrants….Still others sought stronger public
health laws and agencies, regulation of the food and drug industries, more effective schooling of
youth for the modern economy, and more professional police and municipal government
administrators.
Kermit L. Hall and Peter Karsten, The Magic Mirror: Law in
American History, 2d Edition (2009).
February 18/20
Roark, Chapter 21
Johnson, Chapter 21
Lectures
WEEK 7: The world must be made safe for democracy.
President Woodrow Wilson (April 2, 1917)
Thou knowest, O Lord, that no nation so infamous, vile, greedy, sensuous,
bloodthirsty ever disgraced the pages of history. If you turn hell upside down, you’ll find “Made
in Germany” stamped on the bottom.
Rev. Billy Sunday (in his opening prayer in the U.S. House of
Representatives)
Let us dictate peace by the hammering guns and not chat about peace to the
accompaniment of the clicking of typewriters.
Former President Theodore Roosevelt
February 25/27
Updated: 3/20/2016
Roark, Chapter 22
Johnson, Chapter 22
Lectures
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WEEK 8: Every reform we have won will be lost if we go into this war. We have been making
a fight on special privileges….War means autocracy. The people we have unhorsed will
inevitably come into control of the country for we shall be dependent upon the steel, ore, and
financial magnates. They will run the nation.
President Woodrow Wilson to his Secretary of the Navy Josephus
Daniels shortly before entering World War I.
Anybody knows that any man of energy and initiative can get what he wants out of
life. But when that initiative is crippled by legislation or a tax system which denies him the right
to receive a reasonable share of his earnings, then he will no longer exert himself and the
country will be deprived of the energy on which its continued greatness depends.
Andrew Mellon, Secretary of the Treasury under Presidents
Harding, Coolidge, and Hoover, 1921-1932)
By 1930 registration [of automobiles] had risen to nearly 30 million. ‘We’d rather
do without clothes than give up the car,’ said a ‘Middletown’ housewife in the mid-1920s. ‘I’ll
go without food before I’ll see us give up the car,’ said another.
Richard Hofstadter, et al., The American Republic Since 1865,
(1959), p. 456.
What a pitiful spectacle is that of the great American Government, mightiest in the
world, chasing unarmed men, women, and children with Army tanks…If the Army must be called
out to make war on unarmed citizens, this is no longer America.
Washington News commentary on the implementation of President
Hoover’s order to Army General Douglas MacArthur to remove
the Bonus Army demonstrators from Washington, D.C. during the
Summer of 1932.
March 4/6
Roark, Chapter 23
Johnson, Chapter 23
Quiz 2, Johnson, Ch. 20-23
Lectures
3/8 deadline for Forum 3
WEEK 9: [L]et me assert my firm belief that the only thing we have to fear is fear itself—
nameless, unreasoning, unjustified terror which paralyzes needed efforts to convert retreat into
advance.
President Franklin D. Roosevelt, First Inaugural Address, March
4, 1933
March 11/13
Roark, Chapter 24
Johnson, Chapter 24
March 18-24
Spring Break – College is closed
Exam No. 2, Ch. 20-23
Lecture
WEEK 10: Yesterday, December 7, 1941—a date that will live in infamy—the United States of
America was suddenly and deliberately attacked by naval and air forces of the Empire of
Japan….I ask that the Congress declare that since the unprovoked and dastardly attack by Japan
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on Sunday, December seventh, a state of war has existed between the United States and the
Japanese empire.
President Franklin D. Roosevelt, December 8, 1941
Sixteen hours ago an American airplane dropped one bomb on [Hiroshima] and
destroyed its usefulness to the enemy….The Japanese began the war from the air at Pearl
Harbor. They have been repaid many fold….We are now prepared to obliterate more rapidly
and completely every productive enterprise the Japanese have above ground in any city. We
shall destroy their docks, their factories, and their communications. Let there be no mistake: we
shall completely destroy Japan’s power to make war.
President Harry S. Truman, August 6, 1945
Having found the bomb we have used it. We have used it against those who attacked
us without warning at Pearl Harbor, against those who have starved and beaten and executed
American prisoners of war, against those who have abandoned all pretense of obeying
international laws of warfare. We have used it in order to shorten the agony of war, in order to
save the lives of thousands and thousands of young Americans.
President Harry S. Truman, August 9, 1945 (announcing the
dropping of a second atomic bomb on Japan in the city of
Nagasaki)
March 25/27
Roark, Chapter 25
Johnson, Chapter 25
Lectures
WEEK 11: Soviet expansion could best be dealt with…not by direct confrontation but by
building viable societies through the non-Soviet world which, through strength and selfconfidence, would eventually become impervious to Moscow’s influence.
George F. Kennan, “Long Telegram,” February 22, 1946
From Stettin in the Baltic to Trieste in the Adriatic, an iron curtain has descended
across the Continent. Behind that line lie all the capitals of the ancient states of central and
eastern Europe. Warsaw, Berlin, Prague, Vienna, Budapest, Belgrade, Bucharest, and Sofia, all
these famous cities and the populations around them lie in what I must call the Soviet sphere,
and all are subject I one form or another, not only to Soviet influence, but to a very high and, in
many cases, increasing measures of control from Moscow.
Former British Prime Minister Winston Churchill, March 5, 1946,
Westminster College, Fulton, Missouri
The policy of the United States [is] to support free peoples who are resisting
attempted subjugation by armed minorities or by outside pressures.
President Harry S. Truman, March 12, 1947 (announcing to a
Joint Session of Congress what would subsequently be known as
the Truman Doctrine)
I don’t give them Hell. I just tell the truth about them and they think it is Hell.
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President Harry S. Truman, responding to a supporter during a
1948 campaign stop who shouted “Give ‘em hell, Harry” during
Truman’s attack on Republicans.
April 1/3
Roark, Chapter 26
Johnson, Chapter 26
Lectures
WEEK 12: We conclude that, in the field of public education, the doctrine of ‘separate but
equal’ has no place. Separate educational facilities are inherently unequal. Therefore, we hold
that the plaintiffs and others similarly situated for whom the actions have been brought are, by
reason of the segregation complained of, deprived of the equal protection of the laws guaranteed
by the Fourteenth Amendment.
Brown vs. Board of Education of Topeka, Kansas, 347 U.S. 483
(1954)
April 8/10
Roark, Chapter 27
Johnson, Chapter 27
Quiz 3, Johnson, Ch. 24-27
Lectures
4/12 deadline for Forum 4
WEEK 13: And so, my fellow Americans: ask not what your country can do for you—ask what
you can do for your country. My fellow citizens of the world: ask not what America can do for
you, but what together we can do for the freedom of man.
President John F. Kennedy, Inaugural Address, January 20, 1961
November 22, 1963, 1:40pm EST: Here is a bulletin from CBS News. In Dallas,
Texas, three shots were fired at President Kennedy’s motorcade in downtown Dallas. The first
reports say that President Kennedy has been seriously wounded by this shooting….2:27pm EST:
We just have a report from our correspondent Dan Rather in Dallas that he has confirmed that
President Kennedy is dead….2:38pm EST: From Dallas, Texas, the flash, apparently official
“President Kennedy died at 1:00pm Central Standard Time” (glancing up at clock) 2 o’clock
Eastern Standard Time, some 38 minutes ago. Vice-President Johnson (clears throat) has left
the hospital in Dallas, but we do not know to where he has proceeded, presumably he will be
taking the office shortly and become the 36th president of the United States.
Walter Chronkite, CBS News, November 22, 1963
April 15/17
Roark, Chapter 28
Johnson, Chapter 28
Exam 3, Ch. 24-27
Lecture
WEEK 14: Do not submit a first draft or a rough draft of your book report. Write and write
until you get it right. For extra credit (and to improve the quality of your work), utilize the
services of the Writing Tutors in the Facet Center.
Earl W. Wolfe
April 22/24
Updated: 3/20/2016
Roark, Chapter 29
Johnson, Chapter 29
Lectures
4/26 Book Report due and
Forum 5 closes
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WEEK 15: In the past few days . . . it has become evident to me that I no longer have a strong
enough political base in the Congress to justify continuing that effort. As long as there was such
a base, I felt strongly that it was necessary to see the constitutional process through to its
conclusion, that to do otherwise would be unfaithful to the spirit of that deliberately difficult
process, and a dangerously destabilizing precedent for the future. But with the disappearance of
that base, I now believe that the constitutional purpose has been served, and there is no longer a
need for the process to be prolonged. Therefore, I shall resign the presidency at noon tomorrow.
President Richard M. Nixon, August 8, 1974
My fellow Americans, our long national nightmare is over.
President Gerald Ford, August 9, 1974 (upon being sworn in to
replace President Nixon who resigned)
I want to talk to you right now about a fundamental threat to American
democracy….The threat is nearly invisible in ordinary ways. It is a crisis of confidence. It is a
crisis that strikes at the very heart and soul and spirit of our national will. We can see this crisis
in the growing doubt about the meaning of our own lives and in the loss of unity of purpose for
our nation.
President Jimmy Carter, July 15, 1979
I’ve spoken about the shining city [upon a hill] all my political life, but I don’t know
if I ever quite communicated what I saw when I said it. But in my mind it was a tall, proud city
built on rocks stronger than oceans, windswept, God-blessed, and teeming with people of all
kinds living in harmony and peace; a city with free ports that hummed with commerce and
creativity. And if there had to be city walls, the walls had doors and the doors were open to
anyone with the will and the heart to get here. That's how I saw it, and see it still.
And how stands the city on this winter night? More prosperous, more secure, and happier than it
was 8 years ago. But more than that: After 200 years, two centuries, she still stands strong and
true on the granite ridge, and her glow has held steady no matter what storm. And she's still a
beacon, still a magnet for all who must have freedom, for all the pilgrims from all the lost places
who are hurtling through the darkness, toward home.
President Ronald Reagan, Farewell Address, January 11, 1989
Read my lips. No new taxes
George H. W. Bush accepting the Republican nomination for
President in 1988.
I did not have sex with that woman, Monica Lewinsky.
President William J. Clinton in a January 1998 press conference.
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I can hear you. The rest of the world hears you. And the people who knocked
these buildings down will hear all of us soon!
President George W. Bush responding to shouts of “We can’t hear
you” as he addressed workers and first responders at Ground Zero
on September 14, 2001.
April 29/May1
Roark, Chapters 30 and 31
Johnson, Chapters 30 and 31
Lecture
Quz 4, Johnson, Chapters 2730
WEEK 16
FINAL EXAMINATION: MONDAY, MAY 6, 2013 FROM 8:00 TO 9:50A.M.
Updated: 3/20/2016
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HIST 1493 203 20116 201320
GRADING RUBRIC FOR EXAM ESSAYS
An “A” Essay (90-100%):
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Answers the specific central question that was asked
Incorporates pertinent and detailed information from both class discussion and assigned
readings (wherever applicable), providing needed evidence
Maintains focus/avoids being sidetracked by tangents
Presents all information clearly and concisely and in an organized manner
Does much more than merely restate the questions and offer a brief response
Avoids distracting grammar/spelling/etc. problems
A “B” Essay (80-89%):
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Answers the specific central question asked, but not as well as an “A” essay
Incorporates some information from class discussion and assigned readings, providing
some necessary evidence, but less thoroughly and/or relevantly than an “A” essay
Usually maintains focus, but may occasionally digress from the specific topic
Presents information fairly clearly and concisely, and may have minor organizational
problems
Does more than merely restate the question and offer a brief response
May contain a few distracting grammar/spelling/etc. problems
A “C” Essay (70-79%):
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Addresses the specific central question asked in part, but does not relate directly to the
question or does not address all required elements
Does not adequately incorporate information from class discussion and assigned
readings, and may rely on unsupported statements or generalities
Sometimes strays from the specific topic (more often than a “B” essay)
Presents information in a manner that is sometimes unclear, and/or has significant
organization problems
May merely restate the question and offer a brief, undeveloped response
May contain a few or a significant number of distracting grammar/spelling/etc. problems
A “D” Essay (60-69%):
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Does not directly answer the specific central question asked
Does not incorporate information from class discussion and assigned readings, or does so
minimally and/or irrelevantly
Substantially digresses from the specific topic
Updated: 3/20/2016
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Spring 2013

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HIST 1493 203 20116 201320
Has significant problems with clarity, concision, and organization, making the
information presented difficult for the reader to understand
May merely restate the question and offer an irrelevant or undeveloped response
May contain substantial distracting grammar/spelling/etc. problems that muddle the
information presented.
An “F” Essay (0-59%):
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Does not answer the specific central question in any way
Does not incorporate information from pertinent class discussion and/or assigned
readings
Provides no information that can be understood or related to the specific topic
May lack any recognizable organization
May contain enough distracting grammar/spelling/etc. problems to make it substantially
incomprehensible
NOTE: Subject to the specific requirements of the research paper assignment, this rubric
may also be used in the grading of that assignment.
Updated: 3/20/2016
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DISCUSSION BOARD GRADING RUBRIC
Category
Promptness and
initiative
1 (1-3 points)
Does not
respond to most
postings; rarely
participates
freely
2 (4-6 points)
Responds to
most posting
several days after
initial discussion;
limited initiative
Delivery of Post
Utilizes poor
spelling and
grammar in most
posts; posts
appear “hasty”
Posts topics
which do not
relate to the
discussion
content; makes
short or
irrelevant
remarks
Does not express
opinions or ideas
clearly; no
connection to
topic
Errors in spelling
and grammar
evidenced in
several posts
Does not make
effort to
participate in
learning
community as it
develops; seems
indifferent
Occasionally
makes
meaningful
reflection on
group’s efforts;
marginal effort to
become involved
with group
Relevance of
Post
Expression
within the post
Contribution to
the Learning
Community
Updated: 3/20/2016
Occasionally
posts off-topic;
most posts are
short in length
and offer no
further insight
into the topic
Unclear
connection to
topic evidenced
in minimal
expression of
opinions or ideas
3 (7-8 points)
Responds to most
posting within a
24 hour period;
requires
occasional
prompting to post
Few grammatical
or spelling errors
are noted in posts
4 (9-10 points)
Consistently
responds to
postings in less
than 24 hours;
demonstrates
good initiative
Consistently uses
grammatically
correct posts with
rare misspellings
Frequently posts
topics that are
related to
discussion
content; prompts
further
discussion of
topic
Opinions and
ideas are stated
clearly with
occasional lack
of connection to
topic
Consistently
posts topics
related to
discussion topic;
cites additional
references related
to topic
Frequently
attempts to direct
the discussion
and to present
relevant
viewpoints for
consideration by
group; interacts
freely
Aware of needs
of community;
frequently
attempts to
motivate the
group discussion;
presents creative
approaches to
topic
Aware of needs
of community;
frequently
attempts to
motivate the
group discussion;
presents creative
approaches to
topic
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Adapted from California State University at Hayward: Assessing Effectiveness of Student
Participation in Online Discussions
Updated: 3/20/2016
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