Text only

HIS 222

I.  TITLE: American Experience since 1865

II.  CATALOG DESCRIPTION:
A thematic approach to the history of the U. S. since 1865, designed as a general education social science elective.  Students will examine three themes: the forces that transformed America from a predominantly rural, agricultural society to a predominantly urban, industrial one; the rising political consciousness of various American groups and the expanding regulatory role of the federal government; and the emergence of America as a world power.

III.  PURPOSE:
Characteristics 1, 2, & 3: Engage in mature, independent thought and express that thought effectively in oral and written communication; understand the critical and scientific methodologies academic disciplines employ to discover knowledge and ascertain its validity; apply sound standards of analysis and evaluation to reach logical decisions.

American Experience since 1865 initiates for students who have not had HIS 221 and continues for those who have the process of employing historical methodology to engage in mature, independent thought and sound standards of analysis.  Instructors explain the nature of historical inquiry and its reliance upon the analysis of factual evidence and the use of  logical inference drawn from fact to support conclusions about the past.  Students are expected to employ this methodology and improve upon communication skills in oral discussion and in written assignments and exams.

Characteristic 4: Understand the role and applications of technology and science in the solution of the problems of a changing world.

HIS 222 contributes to an understanding of the role of major technological developments (such as railroad extension, electric lighting, telegraph and telephone, automobiles) in furthering American expansion and shaping the American economy and society.

Characteristic 5: Demonstrate a critical understanding of the world’s historical, literary, philosophical and artistic traditions.

By its nature, American Experience since 1865 contributes to a critical understanding of the world’s historical traditions (and related aspects of philosophical and literary tradition) through its focus on the growth and development of the United States and the impact on other nations of such events as the Open Door in China; Wilson’s Fourteen Points; the Good Neighbor policy in Latin America; WWII and the rebuilding of Europe.

Characteristic 6 & 7: Understand the dynamics of cultural diversity, of competing economic and political systems, and of complex moral and ethical issues; understand the nature of responsible citizenship.

Cultural diversity and competing economic and political systems, together with the often complex moral and ethical issues involved, are explored in terms of U. S. regional diversity, American racial and ethnic diversity, and competition and conflict with other nations.

IV.  COURSE OBJECTIVES:
1. To provide insight into and appreciation of the growth and development of the United States since 1865, including its geographical expansion, political and social institutions, emerging values and traditions, interaction with foreign nations, and the struggles, defeats, and achievements of individual Americans who, often in the face of adversity, significantly shaped American life.

2. To inculcate an appreciation of the value of disciplined inquiry through the methods and techniques used by historians in an effort to discover the past and interpret it for the present and future.

3. Enhance students’ ability to analyze, interpret, and organize information and to communicate ideas effectively, especially in written essay examinations and out-of-class papers.

4. Acquaint students with the historical roots of current public issues such as freedom of the press, the right to bear arms, separation of church and state, minority rights, or other similarly  fundamental questions.

A. To introduce students to fundamental concepts and ways of knowing in various disciplines.
Historical methodology relies on gathering data and analyzing, organizing, and interpreting it to arrive at a conclusion.  In essay exams, assigned written papers, and oral discussion, students will be expected to employ standard historical methodology in arriving at, presenting, and supporting conclusions or interpretations with factual evidence and logical inference therefrom.

B. To promote interdisciplinary understanding by clarifying how the content and methods of a discipline contribute to an understanding of its function in society.
Though history has a methodology of its own, students in HIS 222 will discover history is an inherently interdisciplinary field.  In its treatment of many topics (for example--urban growth, economic development, Native American and African-American culture, urban and rural social issues, etc.) history incorporates the work of geographers, economists, sociologists, anthropologists, and others. By considering the historical roots of current public issues, the function of historical content and method in understanding society will become apparent to students.  Virtually all meaningful studies of current public issues and potential solutions, whether in the classroom or by public figures or agencies, begin with a historical analysis of the problem and its origins.

C. To emphasize international perspectives whenever possible.
History 222 explores the constant interaction after 1865 of the U. S. and its people with other nations and cultures.  Consideration of the changing origins of immigrants to the United States; growing American trade with China, Latin America, and other regions; and development and participation in the United Nations, NATO, SEATO, and other international organizations are a few examples of the extent to which internationalism is inherent in understanding the United States’ post-Civil War history.

V.  CONTENT OUTLINE:
Week 1: What is History?
    The South & Reconstruction
Week 2: The Collision of Cultures: The West
    Winning of the West?
Week 3: Industrializing America
    The Political and Social Impact of Industrialization
Week 4: Immigrants and Industrial America
    The Roots of Modern America
Week 5: Gilded Age Politics
    Urban Reform
Week 6: Populism & the New America
    The Progressive Era
Week 7: Industrialism: Life in a Market Economy
    Organized Labor & Big Business
Week 8: Beyond the Continental Frontiers: Expansionist America
Week 9: Teddy Roosevelt & Modern America
    Wilson & Making the World Safe for Democracy
    A World War: The First World War & the United States
Week 10: The Roaring Twenties
    Black Culture in America During the Jazz Age
Week 11: The Great Depression
    New Deal America
Week 12: The Road to War: Growing International Tensions
    World War II: The Last Good War?
Week 13: War’s Aftermath
    Superpower America and the Bipolar World, 1945-49
Week 14: Halcyon Days?: The Eisenhower Era
    America, the Consumer Society par excellence
Week 15: A Turning Point: The Civil Rights Movement
    Vietnam & An End of Innocence
    Watergate & After: A Superpower in an Age of Confusion

VI.  INSTRUCTIONAL ACTIVITIES:
A.  To promote student engagement in and responsibility for learning through the use of active learning methodologies (use of group discussions, student projects, and teamwork, etc.), and focus on thematic, problem solving or issue oriented approaches whenever possible.

HIS 222 pursues three basic themes as stated in the catalog description.  Students are actively engaged in the learning process and in grappling with major issues in a variety of ways:

1. In significant part the course requires students to confront major issues of the past and assess the possible alternatives to the course of action pursued.  Examples of this might be posing for discussion orally and/or in writing questions about the coming of the Great Depression and what possible alternatives were for people at the time.  These discussions or written questions are evaluated for logic and content and grades designated.  Students are asked to formulate possible solutions to the issues raised in this complex economic downturn.
2. Students also explore through readings, lectures, discussion, and/or in written assignments both historical problems of interpretation and analysis and the historical roots of current public issues.  These readings, discussions and written assignments are evaluated for logic and content and grades are determined.  Examples could include such singularly important issues as freedom of the press, freedom, civil rights issues, and the right to bear arms.
3. Instructors engage students, individually or in groups, in oral discussion or in such varied forms of classroom activity as case studies and role playing.  As an example, students were asked by one instructor to play the role of Franklin Roosevelt and compose a speech outlining his view of the issues and explaining his economic beliefs to congress and the American people.

Students in the course are assigned a sizeable textbook and one or more outside reading books.  Developing students’ critical thinking skills and ability to communicate ideas clearly and logically in oral, and especially, written communication are important course objectives.  Related expectations include the following.

1. Readings in the course encompass the latest scholarship on American history and also present differing viewpoints than those expressed in class. Students are expected to read carefully all  assigned work and participate knowledgeably in class discussions.
2. In quizzes and on exams, students are required to analyze and interpret material in the text by identifying selected items from each chapter and organize information to place each item in its geographical setting and its proper chronology; summarize briefly the distinguishing features of the person, idea, or event; analyze why the person, idea, or event acted or occurred in the way it did; and assess the contemporary significance or long-term historical significance of the item.
3. In addition, all instructors require students to demonstrate in longer essays an ability to analyze, interpret, and organize information gleaned from different textbook chapters, lectures, and from other assigned sources.  Several instructors require much the same demonstrations of content in discussion and oral presentation formats.  Given a specific topic or essay question, students are expected to identify main points or distinguishing features in the topic, organize information they present coherently, and use evidence to reach conclusions or to defend a particular interpretation.
4. One or more written papers based on outside readings or original research are also required in all sections.  These are fully critiqued and returned to students; frequently a second draft, taking into consideration comments on the first draft, is required and similarly critiqued.

All instructors require students to turn in their written assignment in a word processing format, which provides practice and improves student software processing skills, especially in regard to editing and formatting formal papers.  Other expectations for computer use vary between instructors.  These include instructing and encouraging students to use the Internet as a supplementary means of gathering historical data; urging students to communicate questions and/or first drafts of written work via e-mail; and/or disseminating class information by e-mail.

VII.  FIELD AND CLINICAL EXPERIENCES:  None are required.

VIII.  RESOURCES:
Assigned text and readings, the MSU libraries, and video documentaries are the principal resources required.  These are supplemented on the basis of student need by use of interlibrary loan and the world-wide-web as resources.

IX.  GRADING PROCEDURES:
Even though HIS 222 is  a beginning general survey course in American History high academic standards are maintained in the course.  This is evidenced by rather extensive reading requirements, the use of written exams in all sections (counting for between 60 and 80% of the course grade), the assignment of one or more written papers (counting for between 15 and 30% of the course grade), the emphasis on historical analysis in discussion and student presentations (counting for between 5 and 25% of the course grade), and instructor commitment to thorough critiquing of student work.  Course instructors maintain high expectations because they have found that doing so results in students performing at higher levels.  There is a clear correlation between high requirements and academic excellence.

X.  ATTENDANCE POLICY:
Class attendance is required by all instructors, and all impose penalties for excessive absences.

XI.  ACADEMIC HONESTY POLICY:
Instructors adhere to university policy and to the College of Humanistic Studies Policy on Academic Honesty.  Copies of the latter are posted in classrooms and in the History Department suite.  Students are informed in syllabi that they are responsible for familiarizing themselves with these policies and that any form of cheating will result in a failing grade in the course and possible expulsion from the university.

XII.  TEXT AND REFERENCES:
A common textbook is used in all sections of the course.  The test currently used in HIS 222 is: Norton, et. Al., A People and A Nation, 4th edition, Vol. I. In addition, instructors have at different times assigned a wide variety of additional readings including biographies, primary sources, and monographs.

XIII.  PREREQUISITES:  None

Last updated February 8, 2000. Designed and maintained by Kyosung Koo