HIST 1302

US History II

Hist 1302

Updated July 30, 2012

  • State Approval Code: 5401025125
  • Semester Credit Hours: 3
  • Lecture Hours per Week: 3
  • Contact Hours per Semester: 48

Catalog Description

A survey of the polcitical, social, and economic history of the United States from the end of the Civil War throught the present with an emphasis placed on foreign and domesitc affairs.   Lecture hours = 3, Lab hours = 0

Prerequisites

TSIP reading completed

Course Curriculum

Basic Intellectual Compentencies in the Core Curriculum

  • Reading
  • Writing
  • Speaking
  • Listening
  • Critical thinking
  • Computer literacy

Perspectives in the Core Curriculum

  • Establish broad and multiple perspectives on the individual in relationship to the larger society and world in which he/she lives, and to understand the responsibilities of living in a culturally and ethnically diversified world.
  • Stimulate a capacity to discuss and reflect upon individual, political, economic, and social aspects of life in order to understand ways in which to be a responsible member of society.
  • Develop a capacity to use knowledge of how technology and science affect their lives.
  • Develop personal values for ethical behavior.
  • Use logical reasoning in problem solving.

Core Components and Related Exemplary Educational Objectives

Social and Behavioral Sciences

  • To examine social institutions and processes across a range of historical periods, social structures, and cultures.
  • To develop and communicate alternative explanations or solutions for contemporary social issues.
  • To analyze the effects of historical, social, political, economic, cultural, and global forces on the area under study.
  • To comprehend the origins and evolution of U.S. and Texas political systems, with a focus on the growth of political institutions, the constitutions of the U.S. and Texas, federalism, civil liberties, and civil and human rights.
  • To understand the evolution and current role of the U.S. in the world.
  • To differentiate and analyze historical evidence (documentary and statistical) and differing points of view.
  • To recognize and apply reasonable criteria for the acceptability of historical evidence and social research.
  • To identify and understand differences and commonalities within diverse cultures.

Instructional Goals and Purposes

Panola College's instructional goals include 1) creating an academic atmosphere in which students may develop their intellects and skills and 2) providing courses so students may receive a certificate/an associate degree or transfer to a senior institution that offers baccalaureate degrees.

General Course Objectives

Being part of Texas Higher Education Coordinating Board core curriculum, students of this course, upon completion, are expected to demonstrate certain competencies in a number of general subject areas including the following.

  1. Examine role that Reconstruction policies and events played in shaping the future of the United States.
  2. Examine social, economic, and political modernization of the United States during the Gilded Age.
  3.  Examine the major domestic and foreign events of the early twentieth century (1898-1938) and the subsequent changes those phenomena produced.
  4.  Examine the new role of the United States as a world superpower following WW II  as well as the expectations and consequences resulting from this world status.

Specific Course Objectives

As an extension to the more general subject areas above, students are also expected to develop and demonstrate certain competencies in a number of more specific areas related to each of the following:

  1. Students will know the major events and changes that characterized and dramatically changed the South and West in the years during and after Reconstruction, with a particular focus on race relations and the American “settlement” of the west.
  2. Students will identify the major economic changes and influences in the United States during the decades following the Civil War, with special emphasis on industrial and urban growth.
  3. Students will identify the major reform movements of the turn-of-the 20th century period through WW1, including the key personalities involved.
  4.  Students will comprehend the short & long-term effects of the increased US involvement in world affairs from the turn-of-the Twentieth Century period through WW1.
  5. Students will recognize the causes and consequences of the Great Depression and New Deal, with special emphasis on the new size and role of the federal government.
  6. Students will recognize the causes, opposing sides, and course of events of WW2, and factors that led to the allied victory and US supremacy thereafter.
  7. Students will identify the causes and development of the Cold War that followed WW2, and the effects it had on society in the US during that time.
  8. Students will understand the new role of the US as the dominant world power following WW2, and the direct & indirect effects it produced in US foreign and domestic affairs.
  9. Students will examine the causes of and key figures and groups involved in the modern Civil Rights Movement, as well as the changes wrought by the effort.
  10. Students will recognize the positive and negative consequences that resulted from the economic prosperity and dominance of the US during the Cold War era, with emphasis on the “limits” of the 1970’s and Cold War “road to victory” in the 1980’s.

General Description of Each Lecture or Discussion

Major Topics included in History 1302:

  1. Reconstruction following the Civil War including the struggle for dominance betwen the Republicans and Democrats, and congressional opposition to presidential reconstruction.
  2. The Rise of the New South including the rise of new Industries in the South but also a return to the Old South in terms of race relations.
  3. The Wild West--the development of ranches, Mexican-American racial tensions, the expanison of America out West, the rise of gunslingers and outlaws, and the continued rivalry between the U.S. and the American Indian.
  4. The Industrial Revolution and the Rise of Big Business.
  5. Change in American foreign policy--the rise of Imperialism.
  6. The Gilded Age--corruption in politics, business, and the food market.
  7. The Progessive Era--counteraction to the Gilded Age
  8. Presidents of the late 1800s and their shaping of U.S. policy.
  9. Progressive Presidents of the early 1900s--Theodore Roosevelt and to some degree Woodrow Wilson.
  10. The role of the United States in World War I
  11. The return to Normalcy--Warren Harding's time in Office
  12. The Roaring Twenties
  13. 1920s politics
  14. Economic crash and the Great Depression
  15. The rise of Franklin D. Roosevelt
  16. The New Deal and its impact on the United States
  17. The United States in World War II
  18. The rise of the Cold War--including the Korean Conflict, the Vietnam War, and the fight against Communism.
  19. The development of a new American Culture in the 1950s and 1960s--white suburban America and the Civil Rights Movement
  20. The rise of Dwight D. Eisenhower, Richard Nixon, and John F. Kennedy
  21. Modern U.S. Presidents---Lyndon B. Johnson to Barrack Obama

Methods of Instruction/Course Format/Delivery

  • Instruction Methods vary among instructors, although most instruction generally will consist of lectures, reading assignments, class discussions, handouts, audio-visual and other historically-related presentations. Online courses will be delivered via Canvas. More information can be found about Canvas from the Distance Learning Department (phone: 903-693-2004; e-mail: dl@panola.edu. Your instructor will notify you in advance of any alterations to this format, or the integration of any other mediums of delivery to the class. The periodic daily grade exercises and unit exams are also integral parts of the instructional delivery process, and are discussed in greater detail under Assessment.
  • Students must stay current on all classroom and reading assignments, including being an active participant in the class. Students are required to take and develop his/her own class notes, with an emphasis on continually improving one’s skills at note-taking. Readings will include items from the textbook and other sources, and may be given in class, accessed online by the student, or placed on reserve in the library for the student to check-out. Regardless of format, the student is responsible for acquiring and maintaining this material and staying current with them since they normally correspond with the subjects being studied at that time.

Assessment

The following items will be assigned during the semester & used to calculate the learner’s final grade:

  • Exams will count as 75% of the student’s overall course grade for the semester.
    • One exam will consist of the normal test format plus a research paper or service learning project which will count 50% of the second exam grade. See the note below concerning the research paper and service learning project.
  • Daily Grades will count as 25% of the student’s overall course grade for the semester.

Research Project/Service Project: Students will write either a three page paper on some aspect of U.S./Mexico Border History or students will engage in a service learning project.

  • Research papers will detail some aspect of U.S. History from the Gilded Age to the present. Students will work closely with the respective instructor to formulate topics and to adhere to the guidelines spelled out by the respective instructor. Generally speaking, the research paper will be from 1000-1200 words in length and should include at least five sources.
  • Service Learning Project—This project may subsitutie for the reserach paper assignment.In this project students will serve at a local mission and then write about their experiences in comparison to the Great Depression. Prior to the service period at the mission, students will receive classroom instruction and/or reading assignments detailing events of the great depression. Students will then volunteer at a local mission for a minimum of four hours. Upon completion of the service period, students will write a two page paper describing how they were impacted by life at the mission and students will also compare the life of the people living at the mission to those who lived during the Great Depression. 

The grading scale for this course is as follows, A=100-90, B=89-80, C=79-70, D=69-60, F=59 and below.

Text, Required Readings, Materials, and Supplies

  • All students are required to purchase the textbook entitled Tindall & Shi's America: A Narrative History, 8th ed., W.W. Norton & Co. (2010).
  • Students are also responsible for pens, paper, notebooks, and any other materials necessary to take participate in class or to complete homework assignments.
  • Students should also make preparations at the beginning of the semester to secure computer access in order to view online material via Canvas.