COURSE: HIST 1493—UNITED STATES HISTORY SINCE 1865
PROFESSOR: Dr. Doug Baker
Office: LRC 308
Office Hours: To be Announced
Office Phone: 945-3235
Home Page: www.osuokc.edu/bdougla
COURSE DESCRIPTION: Development of the
TEXT: Baker, Doug and Susan Hutchins. The American Journey, Vol. 2. Madison: Rainmaker Education, 2010. ISBN: 978-1-935801-01-6.
GENERAL EDUCATION GOALS:
Upon completion of General Education Curriculum, students should be proficient in demonstrating the following competencies:
Goal #1: Critical Thinking
Critical thinking skills include, but are not limited to, the ability to comprehend complex ideas, data, and concepts; to make inferences based on careful observation; to make judgments based on specific and appropriate criteria; to solve problems using specific processes and techniques; to recognize relationships among the arts, culture, and society; to develop new ideas by synthesizing related and/or fragmented information; to apply knowledge and understanding to different contexts, situations, and/or specific endeavors; and to recognize the need to acquire new information.
*All courses will contain assignments that demonstrate critical thinking, but not all courses will include all listed critical thinking elements.
Goal #2: Effective Communications
Effective communication is the ability to develop organized, coherent, unified written or oral presentations for various audiences and situations.
Goal #3: Computer Proficiency
Computer proficiency includes a basic knowledge of operating systems, word processing, and Internet research capabilities.
Goal #4: Civic Responsibility
Preparation for civic responsibility in the democratic society of the United States includes acquiring knowledge of the social, political, economic, and historical structures of the nation in order to function effectively as citizens in a country that is increasingly diverse and multicultural in its population and more global in its view and functions.
Goal #5: Global Awareness
Global awareness includes knowledge of the geography, history, cultures, values, ecologies, languages, and present-day issues of different peoples and countries, as well as an understanding of the global economic, political, and technological forces which define the interconnectedness and shape the lives of the world’s citizens.
It is the mission of the Social Sciences Department at OSU-OKC to enhance student awareness and appreciation of the world’s political, economic, and cultural diversity as well as the necessity of thinking globally in all areas of scholarship as we strive to build a strong national identity. The principles stemming from the social sciences apply to all phases and aspects of individual and group life in an increasingly global community.
The student who successfully completes the course should be able to:
the facts and development of the various American social, political, economic,
military, and religious institutions that have created modern
the development of the
3. Outline the historical sources of such current phenomena as the civil rights movement, women's rights movement, global conflict, and the end of the Cold War.
4. Recognize the human side of Americans from their moral philosophies to their intolerance.
5. Identify the sequence of major events and movements in United States history since the Civil War.
1. Prerequisites: None
2. Next Course in Sequence: None
3. Instruction Methods: This is primarily a lecture class, although class discussions are also encouraged.
4. Special Information: Class participation is encouraged, but talking among yourselves during the lecture is not acceptable. OSU-OKC policy prohibits the presence of food and drink in the classroom. Also, please remember that all buildings on our campus are tobacco free. Students who persistently disrupt a class or flagrantly violate OSU-OKC policy may be asked to leave the classroom.
5. Attendance: Students are held accountable for all work covered in a course despite valid reasons for absence from class. Students are expected to attend each class period. Regular attendance is necessary for a student to earn a good grade. See #5 under “Course Requirements” for the details of the attendance policy in this class.
6. Honors Credit: A student who meets the following criteria may receive Honors credit by completing a Request for Honors Credit by Contract-Conditions form with the instructor’s permission and submitting it to the Program Coordinator. The student must achieve a “B” or above and satisfactorily complete the contract to earn Honors designation for the course. It is the Program Coordinator who must determine the eligibility of the student for the Honors Contract before the Contract is completed by the student and the instructor.
Requirements for New Freshmen: ACT composite score of 23 or higher, or a high school grade point average of 3.5 or higher.
Requirements for Students Other than New Freshman: (a) If a student other than a new freshman has completed fewer than 30 credit hours, he/she must have at least a 3.0 retention grade point average; (b) If a student other than a new freshman has completed 30 or more credit hours, he/she must have at least a 3.25 retention grade point average.
Special Cases: Students who do not meet the eligibility requirements may petition the Honors Committee by first contacting the Program Coordinator for an exception to the minimum GPA requirement. Consideration of the petition will be based upon performance during the prior semester at OSU-OKC.
Dishonesty or Misconduct: Academic
dishonesty or misconduct is not condoned nor tolerated at institutions within
8. Withdrawal Policy: Any student may withdraw from this class or change to audit on or before the published drop date, which is the Friday of the twelfth (12th) week of the semester (the sixth week of the summer semester). Withdrawals must be processed through the Admissions Office and requires the signature of an advisor within the division. All students remaining on the class roll after the published drop date will receive a letter grade in the course.
9. Incomplete Grades: The Incomplete grade (I) may be given only to a student who has completed at least 70% of the course work, is passing, and has a valid excuse for being unable to complete the course. It is the student's responsibility to contact the instructor, who will complete an "I" contract, stipulating the work that must be made up and the time allowed to do so, for both of you to sign.
10. Americans with Disabilities Act Statement: If any member of the class feels that he/she has a disability and needs special accommodations of any nature whatsoever, the instructor will work with you and the Office of the Vice President for Student Affairs to provide reasonable accommodations to ensure that you have a fair opportunity to perform in this class after the disability has been verified. Please contact the ADA Specialist on this campus to get a written plan of action as soon as possible.
11. Electronic Device Policy: Cell phones and other electronic devices are disruptive to the class. If a student’s work or family situation requires the student to keep the device turned on during class, the student must turn the phone to a silent or vibrate mode. If a student must receive a call during class, the student will leave the room. A student may not make a call during class. Cell phones and all electronic devices may not be used during an exam unless stipulated by the instructor. Use of a cell phone or electronic device during an exam is considered academic misconduct, and the student will be subject to the appropriate penalties.
12. Unattended Children Policy: For personal safety of children and potential problems in supervision, children should not be at any location on campus without adult supervision. No children are permitted in classrooms, laboratories, teaching areas, or the Library.
1. Exams: There will be a total of four (4) exams in this course, including the Final Exam, with a total possible of 400 points, 100 points per exam. Each exam will consist of matching, true or false, and multiple choice questions.
Schedule: All Exams will be taken on
the Desire to Learn (D2L) online class site.
The Exam Schedule is posted on the main page of the D2L online class
site. You will have 50 minutes to take
an exam. After the time period has
expired, D2L will not allow you to answer any more questions or to change any
answers. So please pace yourself
accordingly. IF you have a reason that
you need more time to take your exams, then you need to get certified by the
3. Exam Make-Up Policy: All exams must be taken online during the time periods listed on the main page of the D2L online class site. If you fail to take a regular exam, you will have to take a Make-Up Exam that is 100% Essay in nature (and one which you will NOT want to take)! The ONLY exceptions to this rule are as follows:
· There is a D2L server problem, which means that it is the fault of OSU-OKC; OR
· The student can provide official documentation of a hospital stay, a funeral attended, special medication that affected his/her ability to take an exam during the time period that an exam was available online, military orders, etc., unless there has been an obvious case of a natural or man-made disaster in the area or of widespread power outages. There is NO Make-Up Exam for the Final Exam. Failure to take the Final Exam on time will result in a “0” for that exam.
4. Discussion Board Assignments: There are 4 Discussion Board topics in this course. For each one, follow the directions on the Discussion Board page. For each topic, you need to post your own Main Entry. Post your entry directly on the Discussion Board area (NO ATTACHMENTS). Your Discussion Board entries will be graded according to the accuracy of the historical information and how thoughtful you were: To get full credit, your Entry for each Topic must consist of at least 5 complete and coherent sentences that are historically accurate and meaningful—20 maximum points.
With 4 Topics, there will be a maximum total potential of 80 points for the Discussion Board component of the course.
5. Attendance Policy and Participation Points:
Attendance in this class must be regarded as mandatory in the same way that going to your job is mandatory. As with a job, there will be consequences for excessive absences because, in this case, you cannot get Participation Points when you’re absent.
There will be 50 total possible Participation Points in the course. Normally, that amounts to 3 1/3 points per class period (except for students who have Excused Absences). At the end of the semester, I will simply calculate the percentage of class periods that a student received Participation Points out of the total number of class periods minus any days with Excused Absences, and put that percentage as a score over 50 points. Therefore, the Participation Points category will be worth the same as a regular exam. The rationale for this is that educators know that students who are faithfully attending class learn things that cannot be tested.
Behaviors resulting in NO Participation Points (besides being absent) include, but are not limited to, (a) habitually arriving late to class; (b) habitually communicating with someone else in class; (c) reading, texting, cell phone usage, being on Facebook or other social network sites during class; (d) habitually going to & from the class during class (unless a medical condition is documented); (e) habitually putting away your class materials before the professor has dismissed the class; and (f) otherwise engaging in behavior that distracts other students and/or the professor during class.
Only Absences for Extraordinary Circumstances will be Excused…these include, but are not limited to, jury duty, military duty, student’s own hospitalization, attendance at a funeral, etc. Ordinary doctor’s visits, job schedule conflicts, etc. will not be excused under normal circumstances. However, IF a student has a medical condition that will likely result in excessive absences, that student will receive Participation Points based on the class periods he or she is actually in class. Documentation is required for these Extraordinary Circumstances.
In the SUMMER Semester, Attendance is measured TWICE per class period, once before the Break and once after the Break. Therefore, if a student misses an entire class period, that equals 2 Absences!
6. Communication Expectations:
You can e-mail me (email@example.com) or call and leave a voice mail (945-3235) at any time day or night. However, I will not be up 24 hrs. per day to respond to your communication immediately. But I do pledge that I will usually answer your e-mail within 24-36 hours after I receive it in my Inbox. The exception to that general rule of thumb is that I do not respond to communication between sundown on Fridays and sundown on Saturdays. Leaving a voice mail on a Thursday afternoon usually means that I will not return your call until some time the next Monday.
The grading scale for this course is as follows:
A = 90% - 100%
B = 80% - 89%
C = 70% - 79%
D = 60% - 69%
F = 0% - 59%
Each student is responsible for being aware of the information contained in the OSU-OKC Catalog, Student Handbook, and semester information listed in the Class Schedule.
SYLLABUS MODIFICATION STATEMENT:
Faculty has the right to change or modify the course syllabus materials during the academic year. Any changes will be provided in a written, dated addendum to the course syllabus (which will be located in the Syllabus page online).
I. FIRST EXAM—Chapters 1-4 III. THIRD EXAM—Chapters 9-12
Lecture Topics: Lecture Topics:
The Reconstruction Era Introduction to the Jazz Age
Indian Wars Politics in the Twenties
Settling the West The Great Depression
The Industrial Revolution FDR and the New Deal
The Rise of a Labor Movement Labor History Between the World Wars
Politics in the Gilded Age Isolationism
The War Against Hitler
II. SECOND EXAM—Chapters 5-8 IV. FINAL EXAM—Chapters 13-19
Lecture Topics: Lecture Topics:
The State of
An Overview of the Progressive Era The Modern Civil Rights Movement
The Progressive Presidents Truman and Eisenhower
Expansionism and Imperialism Kennedy and Johnson
World War I Nixon through Reagan
HOW TO STUDY FOR DR. BAKER'S HISTORY EXAMS
There are 4 Review Sheets, one for each exam, located in this course syllabus. Please notice the 4 sections associated with each one:
1. People (Textbook): Fifteen (15) names of specific people are listed in this section on each Review Sheet. The numbers in parenthesis represent the chapter in the textbook where you can find each person discussed. These names will probably not be discussed in class, so it is imperative that you research them in the textbook. You do not need to get detailed at all about these; just be able to identify who they were, or what they were associated with. The use of regular size paper is recommended for your study preparation, with no more than 2 lines per item and with double-spacing between each item. Ten (10) of these names will appear on the Matching section of the appropriate exam.
2. People and Places: Fifteen (15) names of specific people or places are listed in this section on each Review Sheet. These names will usually be discussed in class. Please prepare this section in the same way recommended for the “People (Textbook)” section (see #1 above). This section is tested in the True or False and Multiple Choice sections of the appropriate exam.
3. Identifications: Fifteen (15) identification items are listed in this section on each Review Sheet. Note that these items include laws, court decisions, declarations, proclamations, treaties, book titles, scandals, wars, battles, strikes, elections, rebellions, movements, etc. Please note that although most of them will be discussed in class, some of them will not. For those not discussed in class, you will have to get the information for them from the textbook. The use of lined (or ruled) 3" x 5" index cards is recommended. Label each card with the specific title of the Identification you’re working on; then ask and answer as many of the five (5) journalistic questions—Who, What, When, Where, and Why—as you can. NOTES: (1) The “Why” question refers to what is historically significant about the item (i.e., why it is important); and (2) remember that you are aiming only for the most important facts, so limit yourself to one (1) side of each index card. This section is tested in the True or False and Multiple Choice sections of the appropriate exam.
4. Short Essay: Seven (7) short essay questions are listed on each Review Sheet. Please note that every question in this category will be discussed in class. The use of 3" x 5" index cards is recommended. Label each card with an appropriate title and the number of the Short Essay on the Review Sheet. Then limit yourself to what was discussed in class—and only that portion which specifically answers the question on the Review Sheet—and outline (in contrast to writing a polished essay) your response to that Short Essay. This section is tested primarily in the Multiple Choice section of the appropriate exam. Although there are no essays to write on an exam, please prepare these Short Essays as if you did have to write them from memory; then you should be more than adequately prepared for the exam!
REVIEW SHEET #1
People (Textbook) People & Places Identifications
Charles Sumner (1) Carpetbaggers Black Codes
Benjamin Wade (1) Scalawags Reconstruction Amendments
Oliver O. Howard (1)
John Butterfield (2) Salmon P. Chase Chivington Massacre
Red Cloud (2) William F. Cody Dawes (Severalty) Act
Joseph McCoy (2) George Armstrong Custer Homestead Act of 1862
Christopher Sholes (3) Helen Hunt
Cornelius Vanderbilt (3)
Andrew Carnegie (3) Joseph Glidden 1877 Railroad Strike
John D. Rockefeller (3) Thomas A. Edison
William Marcy Tweed (4) Samuel Gompers McKinley Tariff Act
Lockwood (4) Grover
William McKinley (4) Chester Arthur Interstate Commerce Act
Jacob S. Coxey (4) Benjamin Harrison
1. List the 3 major groups in Congress during Reconstruction, and explain each one’s position on what type of Reconstruction policy should be adopted and who should set that policy.
2. Outline and discuss the controversial 1876 presidential election, giving the major candidates, the final outcome, and the impact on the Reconstruction Era.
3. Outline the major reasons for the ultimate defeat of American Indians by about 1890.
4. Identify Frederick Jackson Turner and the Frontier (Turner) Thesis. Give the criticism of it in 1 or 2 sentences; then list the 5 items discussed in my Lecture Notes online as the real significance of the West.
5. List the 5 major factors contributing to the Industrial Revolution, as discussed in my Lecture Notes online. Include any specific sub-points.
6. Briefly describe the following items used by industrial leaders in opposition to the labor movement in the late 19th century: (a) Blacklist; (b) Yellow Dog Contracts; and (c) Paid Agents.
7. Concerning the Republican, Democratic, and Populist political parties, list the major groups who were attracted to each party. Then identify the #1 issue of the Populist Party.
REVIEW SHEET #2
People (Textbook) People & Places Identifications
Beecher (5) Old/New
Immigrants Plessy v.
Florence Kelley (5) Mark Twain “grandfather clause”
Emma Lazarus (5) William James Progressive Amendments
John Harvey Kellogg (5) Booker T. Washington 1902 Coal Strike
Margaret Sanger (5) W.E.B. DuBois Ballenger-Pinchot Controversy
Stephen Crane (5) muckrakers Federal Reserve Act
Zane Grey (5)
Robert M. LaFollette (6)
Emilio Aguinaldo (7) Franz Ferdinand Sedition Act
George Creel (8) John J. Pershing Fourteen Points
George (8) Henry Cabot
Lodge Treaty of
1. Briefly outline the new “modern” conveniences of city life at the turn of the 20th century.
2. Describe why a theory of evolution was widely accepted by most Christians in such a short time; then show logically how that led to the rise of Higher Criticism.
the exact years of the Progressive Era and then name the 3
4. Define laissez-faire, Social Darwinism, and progressivism and relate each one to the appropriate political philosophy term.
5. Define imperialism; then list the groups for and against that foreign policy, as given in my Lecture Notes online.
6. Give the names of the 2 sides during the Great War, and list the major nations in each group.
the real reason the
REVIEW SHEET #3
People (Textbook) People & Places Identifications
Henry Luce (9) F. Scott Fitzgerald Scopes Trial
Jelly Roll Morton (9) Al Capone
Sacco & Vanzetti (9) A. Mitchell Palmer National Origins Act
George N. Peek (9) Hiram Wesley Evans Civilian Conservation Corps
Andrew Mellon (9) Marcus Garvey Works Progress Admin.
Frances Perkins (10) Henry Ford National Recovery Admin.
Alfred M. Landon (10) Charles A. Lindbergh Agricultural Adjust. Admin.
Frances E. Townsend (10) Warren G. Harding Dust Bowl
Charles E. Coughlin (10) Calvin Coolidge Social Security Act
Huey P. Long (10) Herbert Hoover Fair Labor Standards Act
Charles G. Dawes (11) Al Smith Norris-LaGuardia Act
Louis Ludlow (11) Franklin D. Roosevelt Wagner Act
Husband Kimmel (12) John L. Lewis CIO
A. Philip Randolph (12) Gerald P. Nye GM Flint Strike
John L. DeWitt (12) Harry S. Truman Good Neighbor Policy
1. List the 4 underlying causes of the Great Depression and discuss the most important cause, and why.
and briefly explain the 5 major methods used in the 1920s to make that the
first decade in
3. Outline the provisions of the Neutrality Laws (1930s), and identify the real purpose for them.
4. Identify the following people of Word War II: (a) Neville Chamberlain; (b) Winston Churchill; (c) Adolf Hitler; (d) Benito Mussolini; (e) Hirohito; (f) Isoroku Yamamoto; (g) Erwin Rommel; (h) Dwight D. Eisenhower; (i) Douglas MacArthur; and (j) Joseph Stalin.
the following places of World War II:
the exact dates for the following events of World War II: (a) Official beginning of the war; (b)
the importance of the following items:
REVIEW SHEET #4
People (Textbook) People & Places Identifications
(13) George F.
William Westmoreland (13) George C. Marshall Brown v. Board of Education
James Meredith (14) Ho Chi Minh Civil Rights Act of 1964
Cesar Chavez (14) Jackie Robinson Taft-Hartley Act
Ralph Ellison (14) Thurgood
Joseph McCarthy (15) Rosa Parks Sputnik
Earl Warren (15) Martin Luther
John Foster Dulles (15) Dwight D. Eisenhower Great Society
John Glenn (16) Lyndon B.
Nikita Khrushchev (16)
Fidel Castro (16) Neil Armstrong Roe v. Wade
Eugene McCarthy (16) Henry Kissinger Watergate
Spiro Agnew (17) Gerald R. Ford Reaganomics
Geraldine Ferraro (18) Sandra Day O’Connor Iran-Contra Scandal
1. Identify the years and explain the significance of the following Cold War items: (a) Cold War; (b) Truman Doctrine; (c) NATO; and (d) Korean War.
the name of the
the basic rationale for American policy toward
4. Describe what the Tet Offensive was and about when it occurred. Then briefly discuss its military and political results (or significance).
the exact dates for: (a) the Rosa Parks
incident; (b) 1st Civil Rights March on
6. Describe the Little Rock Crisis and its significance in the civil rights movement.
7. Give the basic idea of what the Cuban Missile Crisis was about (including its significance); the month and year of the crisis; and then briefly tell how the crisis was resolved.