Us History 1302 Final Review Essay

 

David M. Lauderback, Ph.D.
Professor of History

Syllabus
US History II

 http://www.austincc.edu/dlauderb

HIST 1302 151

SA 1:00-6:05 am

SYN 58186

HLC 2210

Contact Information

SPRING 2018

RGC Attache 218
MW 8:00 am - 11:00 am

RVS Annex 400
MW 11:30 pm - 12:00 noon
MW 2:45 pm - 3:30 pm

HLC 2340
Sa 12:30 pm - 1:00 pm

ELECTRONIC OFFICE HOURS

TTHF 10:00 am - 3:00 pm

You can contact me via e-mail at:

dlauderb@austincc.edu

Skype at: dlauderb@austincc.edu 

or leave a message at:  223-3397

We can also meet by appointment. Just ask!

email: dlauderb@austincc.edu 

Office

Attache Offices (ATT) Room 218

1209 Rio Grande Street


&

RVS Annex 400

P2 Adjunct Faculty Office

Between Bldg. B & Bldg. S

HLC 2340 Adjunct Office

Next to HLC Student Life Lounge
email: dlauderb@austincc.edu 

Course Description

For the official Course Description, Course Objectives, and Course Rationale, see the ACC History Department web site at:

 History Department Webpage.

This course covers the period in American history from the end of the Civil War to the present day.  To make sense of such a sweeping view of history, the class will concentrate on three distinct but interrelated periods:

        1865-1920, 1920-1950, 1950-present.

There will be exams covering the material from each of these periods.  (See Exams below)

The subtitle of this course is An Interpretive History of Life in America, 1865-1989.  The name was chosen for a reason.  Despite having a reputation of being nothing more than a mess of names, dates, and places, history is, first and foremost, about people and how they lived their lives.  It is about the factors that shaped their existence and the choices they made.  Any attempt to write about the past, however, is fraught with danger, because a serious question always looms:  how do we know that what we are writing is correct?  The obvious answer is, we do not, and cannot, always know the correct answer.  But we generally can make good guesses, often very perceptive ones.  Consequently, history reflects one's interpretation of the past.  Whether you are a professional historian or not, each individual makes her or his own choice about what in history is important to her or him.  The purpose of this course is to provide students with a useful framework from which to interpret some of the important themes on life in America's past between the years 1865 and 1989.

Required Reading

The text for this course is:

Eric Foner, Give Me Liberty! An American History Seagull, vol. 2, 5th edition (New York: Norton, 2017). ISBN 978-0-393-92031-4

Students can purchase the text for this and all other ACC courses at the ACC Bookstore

NOTE: If you order your book on line and it arrives late, you are still responsible for all course deadlines on the Course Schedule, including exams. So be sure to have your book on time for all exams. Remember, the text book is available on reserve at the HLC library just in case.

Most class meetings will have a reading assignment. See the course outline for the reading assignments. It is essential to complete the assigned reading prior to each class.  The reading is designed to provide you with the background necessary to understand the lectures. Lectures will build on the material in Give Me Liberty! and NOT merely repeat the same information.

Attendance

Class attendance is crucial. The bulk of the material on which students will be tested is contained in the lectures.  Students cannot expect to pass the course with only a knowledge of the information in the textbook. To do well in the course, students must: come to class, participate in discussion, and take thorough notes.

WARNING: New Federal Financial Aid reporting guidelines require the College to report students who “never attend” a course. ACC in turn requires faculty to report students who "never attended" by the Official Reporting Date. The Official Reporting Date happens very early in the semester. See the ACC Registration Calendar for the Official Reporting Dates. Please see the ACC Financial Aid office for questions about your financial aid and how the new policy might affect your financial aid status. So, make sure that you come to class

NOTE:  Students who stop attending class must fill out the necessary paperwork to withdraw from the course.  The instructor will not. If you stop attending class and you do not properly withdraw from the course, then you will receive an F for the course.

Rules

There are only three rules for this course:  1.) be on time; 2.) stay awake; and 3.) turn off all pagers, cell phones, and tape recorders, etc., BEFORE entering class.  The instructor reserves the right to withdraw any student who fails to abide by the course rules.

Discussion

All students are encouraged to participate in class discussions on a regular basis.  “PARTICIPATING” DOES NOT MEAN GIVING THE “RIGHT” ANSWERS; IT MEANS THINKING ABOUT THE MATERIAL AND SHARING YOUR THOUGHTS.  This is NOT a requirement.  Students will NOT be penalized if they do not participate in discussion, meaning that failure to participate will NOT “hurt” your grade.  Students who do participate consistently, though, will receive positive consideration.  The instructor will determine the merits of class participation.

Chapter Quizzes

Students will take 14 quizzes, one for each chapter of Foner, Give Me Liberty! An American History. Each Chapter Quiz is available via the course Blackboard page. The Chapter Quizzes must be done no later than the beginning of class on the date the Chapter is listed in the Course Schedule.

If the quiz is submitted after1:00 pm on the date the Chapter Quiz is due in the Course Schedule, it will be treated as a "late." The highest score you can receive on a late quiz is 18/25 (72%).  

The deadline for all late quizzes is the deadline for the 3rd Essay. If you do not complete any quiz by the deadline for the 3rd Essay, you will receive a 0 for each missing quiz. No quizzes will be accepted after the deadline for the 3rd Essay listed in the Course Schedule.

Students may:

  • take the quizzes as soon as the semester begins. All of the exams are available via the course Blackboard page. So you can begin taking exams right away;
  • earn maximum points by taking a quiz by the deadline. You can earn up to 25/25 points if you complete the quiz by the deadline listed in the Course Schedule;
  • take the quizzes after the deadline. If you take a quiz after1:00 pmon the deadline dates listed on the Course Schedule, the quiz will count as a "late." The highest score you can earn on a late quiz is 18/30 (72%).
And, you must complete all quizzes by the deadline for Exam 4. No quizzes will be accepted after the deadline for the 3rd Essay listed in the Course Schedule.

Each chapter has a twenty-five (25) question multiple-choice quiz that draws from the Focus Questions at the beginning of each chapter in Give Me Liberty!. Students can find a wide range of links available on the course Blackboard page to help them prepare for the Textbook Chapter Quizzes.

Combined, your average on the Textbook Chapter Quizzes equal one Take Home Essay score.

Take Home Essays

Students will take three Take Home Essays.  Each exam will cover a separate chronological period:

        1865-1920, 1920-1950, 1950-present.

There will NOT be a comprehensive “final” Essay.  The last Take Home Essay  will test for the material covered since the second Essay.  See the Course Schedule for the dates of each exam.

The purpose of the Take Home Essay is to test your ability to analyze the information contained in the textbook and the class lectures.  Memorization will NOT be enough.  In order to demonstrate your knowledge of the course materials, you must use clear, concise sentences.  You must show that you can organize your thoughts and explain your reasoning.  Good grammar, spelling, and punctuation are essential.  These are the criteria on which your essay grade will be based.

See the Take Home Essay guidelines for details on how to develop an outline for your Take Home Essay and to write the final draft.

Retests

Students who fail either of the first two Take Home Essays will have the opportunity to retest.  All retests must be arranged with the instructor and must be taken by the date specified by the instructor.  The highest grade that can be earned on a retest is 70%. Students may NOT use the retest to make-up a missed Take Home Essay

See the Course Schedule for the date when you submit the Retest essay.

Make-Up

Students who do not turn in the Take Home Essay by the deadline listed in the Course Schedule may have the opportunity to take a make-up exam.  Students must contact the instructor BEFORE the scheduled due date of the Take Home Essay to arrange for a make-up deadline. ONLY STUDENTS WHO RECEIVE PERMISSION FROM THE INSTRUCTOR MAY TURN IN A MAKE-UP ESSAY.  See the Course Schedule for the date when you submit the make-up Take Home Essay.

Research Project

The Research Project is required for those students who desire a grade of B or better.  If you do NOT complete the Research Project the highest grade that you can receive is a C.  Additionally, completion of the Final Draft does NOT automatically guarantee a grade of B or better. The Research Project is comprised of a: Respondent Choice, Interview/Topic Page (10 pts), Annotated Bibliography(15 pts), Outline (25 pts), and Final Draft(50 pts). Combined, the ResearchProject will equal the value of one Take Home Essay grade.

Please see the Course Schedule for the dates by which you must submit your:  Respondent, Recorded Interview, Topic Page, Annotated Bibliography Outline, and Final Draft.

The Research Project will require a sustained effort over the entire semester.  See the Research Project guidelines for completing a successful research paper.

Grading

To earn an A:

  • You must average at least 90 on the three (3) Take Home Essays, on a completed research paper, and on the 14 Textbook Chapter Quizzes; and

To earn a B:

  • You must average at least 80 on the three (3) Take Home Essays, on a completed research paper, and on the 14 Textbook Chapter Quizzes; and

To earn a C:

  • You must average at least 70 on the three (3) Take Home Essays and on the 14 Textbook Chapter Quizzes; and;

To earn a D:

  • There will be no grade of D given in this class.

To earn an F:

  • You average less than 70 on the three (3) Take Home Essays exams and on the 14 Textbook Chapter Quizzes.


Course Policies

Privacy

The Family Educational Rights and Privacy Act (FERPA) protects the privacy and confidentiality of educational records.  So, to protect your privacy grades will not be given out over the phone, through a fellow student, or via e-mail.

Use of ACC email

ACC sends all email communication solely to the student's ACCmail account and expects students to read the messages in a timely manner. So that means all important information and emergency details will go only to your ACCmail . Students should expect to receive from, and send email to, their instructors from their ACCmail account. To set up an account, students can go to ACCmail for instructions.

Student Accessibility Services

Each Austin Community College campus offers support services for students with documented physical or psychological disabilities. Students with disabilities must request reasonable accommodations through Student Accessibility Services on the campus where they expect to take a majority of their classes.  Students are encouraged to do this three weeks before the start of the semester.

Scholastic Dishonesty

WARNING:  Scholastic dishonesty will NOT be tolerated.  Acts prohibited by the College for which discipline may be administered include scholastic dishonesty, included but not limited to cheating on an exam or quiz, plagiarizing, and unauthorized collaboration with another in preparing outside work.  Academic work is defined as, but not limited to tests, quizzes, whether taken electronically or on paper; projects, either individual or group; classroom presentations, and homework.  Any student guilty of scholastic dishonesty will automatically receive an F in the course and be remanded to the appropriate Austin Community College authorities for disciplinary action.  See the ACC Student Handbook for details on scholastic dishonesty.

Incompletes

Incompletes will be given ONLY with a medical excuse certified by a physician.  All incompletes MUST be completed within the first four weeks of the following session.  THERE ARE NO EXCEPTIONS TO THIS POLICY.

Withdrawals

Student Withdrawals:

Students may withdraw from the course for academic reasons.  Withdrawals must be completed according to the guidelines of Austin Community College.  See the ACC Catalog procedures for withdrawing from a class and the Course Schedule for the deadline by which you must withdraw from a class.  Students may also withdraw from the course for non-academic reasons.  Once again, see the guidelines in the ACC Catalog for details and the Course Schedule for the deadline by which you must withdraw from a class.

Instructor Withdrawals:

The instructor will NOT withdraw students for failing to fulfill any of the course requirements, see above.  Instead, students will receive a grade based on their performance in the course.  Students who fail to fulfill any of the course requirements will receive a F.  Therefore, if a student registers for a course it is the student's responsibility to satisfy the course requirements.  If “life happens” and you cannot finish the course, be sure to withdraw.  Once again, see the guidelines in the ACC Catalog for details and the Course Schedule for the deadline by which you must withdraw from a class. Please see the ACC Financial Aid office for how a withdrawal might affect your financial aid status.

Office Hours

It is essential that students and the instructor make a concerted effort to maintain open lines of communication.  In other words, talk to me.:)  Problems generally are easier to solve BEFORE they happen.  You are encouraged to discuss any questions you may have regarding the course, the material, and your performance.  To that end, I have scheduled time to meet with students.  My office hours are listed at the top of page 1 of this Course Syllabus.  If those times do not fit your schedule, please feel free to make an appointment.  You may also contact me via e-mail at:  dlauderb@austincc.edu.  I do have one request.  If you make an appointment, please make every effort to keep that appointment.

Safety Statement

ACC is committed to providing a safe and healthy environment for study and work. Students are expected to learn and to comply with ACC environmental, health, and safety procedures and to follow ACC safety policies. See the Environmental Health and Safety link for more details. The College also asks that each student become familiar with the Emergency Procedures and Campus Safety Plan map in each classroom. See ACC Emergency Alerts to sign up for electronic notices in the event of a serious emeergency.

Campus Carry

The Austin Community College District concealed handgun policy ensures compliance with section 411.2031 of the Texas Government Code (also known as the Campus Carry Law), while maintaining ACC's commitment to provide a safe environment for students, faculty, staff, visitors. Beginning August 1, 2017, individuals who are licensed to carry (LTC), and activities prohibited by state or federal law, for the call just concealed handgun policy. It is the responsibility license holders to conceal their handguns at all times. Persons who see a gun on campus are asked to contact the ACC Police Department by dialing 222 from campus phone or 512-233-7999.

Be sure to watch ACC's Campus Carry Video on your ACC Blackboard page.

Building Regulations

ACC regulations prohibit smoking, nicotine vapor products and devices (such as electronic cigarettes) and smokeless tobacco products, drinking, and eating in classrooms.

Student's Classroom Responsibilities

The purpose of this course is to acquaint you with the history of America from Reconstruction following the Civil War to the end of the cold war.  You will be responsible for learning a considerable amount of information in a short period of time.  You must demonstrate on your exams that you can analyze what you have learned.  I will do my best to give you every opportunity to learn.  In return, I ask that you give yourself the opportunity to do the same.

Consequently, I ask that students are expected to follow all of the requirements the ACCStudent Standards of Conduct so that their actions:

  • Reflect the highest level of honesty and integrity
  • Are civil, courteous, and respectful of all members of the campus community, their property, and the College
  • Support the smooth and unimpeded delivery of knowledge in the classroom and in coursework
  • Encourage responsibility and prohibits the unlawful use of alcohol, illicit drugs, or other substances, and weapons
  • Promote mutual respect, equality, and safety of its members and oppose those asked to harass, intimidate, or haze its members

Bring an open mind; listen to the instructor and, especially, your classmates. Think critically about everything discussed in class. The free exchange of information and ideas is vital to the pursuit of learning.

Copyright

The instructor reserves the right to all lecture materials, handouts, and interpretations presented in class, and any said materials may not be reproduced in any form without the express, written consent of the instructor.

© David Marcus Lauderback, 2018 ALL RIGHTS RESERVED

U.S. History 1302 Final Exam Review 6152-45046-HIST-1302 Sung Kim (W202450258) FDR's New Deal(p689 ~ 718) The New Deal was a series of domestic programs enacted in the United States between 1933 and 1938, and a few that came later. They included both laws passed by Congress as well as presidential executive orders during the first term (1933–37) of President Franklin D. Roosevelt. Social Security Act (p701) Provide old-age pensions, unemployment compensation, support for the disabled. During World War II presidential authority increased or decreased and why? (p754) Increased. The act gave the President enormous authority to execute World War II in an efficient manner. Great Depression shaped the lives of Americans (p707~711) Many Americans lived in Hoovervilles, They left cities for the countryside, and took to the road in search of work. There was massive unemployment. WWII and women in the workforce(p739) As men went to war the nation turned increasingly to women to fill vital jobs. With government’s encouragement, the number of women in the workforce swelled from 14 million to 20 million. With the war’s end, however, many women left the work place. Consumer goods during the 1920a (i.e. What were people buying and why?) (p645~680) For the first time, more Americans lived in cities than on farms. The nation’s total wealth more than doubled between 1920 and 1929, and this economic growth swept many Americans into an affluent but unfamiliar “consumer society.” People from coast to coast bought the same goods (thanks to nationwide advertising and the spread of chain stores), listened to the same music, did the same dances and even used the same slang Social Security Act of 1935(p701) Provide old-age pensions, unemployment compensation, support for the disabled. Tennessee Valley Authority (p693) One of New Deal program. To develop a regional approach to planning and development for a rural and impoverished region of 40,000 square miles including parts of seven states. The most immediate benefit was to provide jobs repairing and building dams and improving flood controls, and provide water and electricity for economic development. Characteristics of Flappers (p657) Flappers were a "new breed" of young Western women in the 1920s who wore short skirts, bobbed their hair, listened to jazz, and flaunted their disdain for what was then considered acceptable behavior. Flappers were seen as brash for wearing excessive makeup, drinking, treating sex in a casual manner, smoking, driving automobiles, and otherwise flouting social and sexual norms “Dust Bowl”(p703~704) The Dust Bowl, also known as the Dirty Thirties, was a period of severe dust storms that greatly damaged the ecology and agriculture of the US and Canadian prairies during the 1930s; severe drought and a failure to apply dryland

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