United States History Survey from 1865

United States History Survey from 1865

History 206

Professor Andrew Kersten

Fall 2007

MAC 234

This is your Freshman Year Experience Seminar in United States History.

This class is one of about a dozen that is teaching traditional general education material in a small size seminar environment. As you will see in the syllabus, not only will you be learning about historical issues, but you will also participate in activities with the other classes to help you get a better understanding of interdisciplinarity here at UWGB.

Description: This course is a general survey of United States history from the end of the Civil War to present. In this class, we will cover both the content of this history and various themes that I wish to emphasize. Among these interpretative emphases are: labor, race, ethnic, and gender relations; immigration; wealth; and the role of the federal government in creating and influencing American history. This course is interdisciplinary. Technically it is an H3 class, but it will meet many of the Social Sciences and Ethnic Studies learning outcomes as well (see: http://www.uwgb.edu/lasdean/gened/learning.htm). It is also important to note that this course encourages students to improve as critical readers, critical writers, and critical thinkers. This focus will move some students from the normal comfort zone. However, everyone will benefit from your thoughts, engagement, and own personal view of history.

Course Information:

Contact times: Monday, Wednesday, and sometimes Friday, 2:00-3:15 pm

Office Hours: 1-2 pm, Monday, Wednesday, and by appointment

Office: MAC A317

Instructor email: kerstena@uwgb.edu

Course email: C11157@uwgb.edu

Web: http://www.uwgb.edu/kerstena/index2.htm

Required Books:

Workbook binder Bring your binder to class everyday!!!!!

Boyer, et. al, The Enduring Vision (your textbook must be new and purchased at the bookstore and include the iClicker device) Bring your iClicker to class everyday!!!!!

Lawrence and Lee, Inherit the Wind

Olson and Roberts, My Lai

Jacobson and ColÛn, The 9/11 Report: A Graphic Adaptation

Main Internet Sites:

1. Course D2L Site (http://www.uwgb.edu/learntech/d2l/)

2. Textbook site (youπll need this course code <KERST-E4DC170D1171D5> and the passkey from your textbook) http://www.eduspace.com

3. MP3 Chapter Summaries

http://college.hmco.com/history/us/boyer/enduring_vision/6e/resources.html

Intended Student Learning Outcomes for this course:

Develop critical thinking skills and exercise problem solving skills especially as they relate to historical analysis and interpretation.
Develop a fundamental understanding of major events, chronology, and movements in United States History.
Develop historical analysis skills including comprehension of primary documents.
Develop critical reading skills including the understanding of historical interpretation.
Identify and clarify individual and social values in the United States.
Develop an understanding and appreciation for cultural diversity.
Develop an understanding of the social sciences including: major concepts of social, political, geographic and economic structures; and the impact that social institutions and values have on individuals and groups in a culture.

Intended Student Learning Outcomes for the First Year Experience:

Critical Thinking/Problem Solving – Consistent with UW-Green Bayπs mission and philosophy, students need to address problems from multiple perspectives and have the ability to analyze data/information from a critical perspective. This seminar will introduce students to these ideas, which will continue to develop as they continue on with their education.
Communication Skills – The course will emphasize effective communication including writing, speaking, and the ability to work in a small group environment.
Creativity/innovation – These are important elements to a college education. Students should be expected to develop, explore and present new ideas and beliefs.
Exploring underlying value systems – Through the class, students will recognize that individual values affect the way they examine things. This realization should open up students to differences in beliefs and opinions.

Information Literacy – The seminars will introduce the idea of information literacy in the context of writing and speaking assignments so that students have a better understanding of how information is collected, can assess the quality of the information and its sources, and can use information effectively.
Interdisciplinarity – students should have an understanding of the importance of tackling problems from multiple perspectives.
Engagement – Students should have the opportunity to connect with other students, to connect campus resources, to connect their learning with other courses, and to connect with the community.

Additional Rules:

During class, turn off all pagers, beepers, PDA alarms, telephones, and other electronic or non-electronic communication devices that ring, vibrate, hum, or otherwise annoy.
Never send your written work as an email or email attachment unless specifically instructed to do so.
You are not allowed to bring in outside resources for any take-home exam or essay assignment unless specifically directed to do so. Violating this policy may result in a significantly reduced grade on that exam or assignment.
You are not allowed to use the web site Wikipedia unless specifically directed to do so.
Always keep several updated copies of your files on disk and at least one recent hard copy.
Try to never miss a class immediately following a major exam. In fact, don't skip class at all.
In this class, use your best professional skills while writing, speaking, and communicating with others.
This class welcomes all types of learners. Persons with disabilities that might affect learning should contact me during the first week of class.
Graded papers are returned once during class. If you fail to pick up your paper, you may retrieve it at my office during office hours. After a while, I recycle old class papers.
All written work over two pages must be stapled. Quality staplers are available for under $1. Papers that are not stapled will not lose one letter grade.
Check your UW-Green Bay email twice daily. You are responsible for reading and understanding the email that I send you. Only send me email from your UW-Green Bay email. The campus spam mail filter quarantines mail from yahoo, msn, AOL, hotmail, and other providers.
Finally use this syllabus as a class resource. Don't lose it. Refer to it frequently to ensure that you are caught up on reading and studying, that your papers meet the guidelines below, and that you understand when things will happen in this course.

Expectations:

∑ Attend class every day, and be respectful of others during class.

∑ Come to class on time and prepared for the day's work.

∑ Participate in class every day.

∑ Read and understand all materials.

∑ Work hard and honestly and professionally.

Writing:

All written work—aside from the annotated bibliography for the film—must be at least 300 to 700 words (depending on assignment), typed or printed in black ink. You must have your name on your paper, follow good writing etiquette, staple your pages together, and use page numbers for papers longer than one page. Double-space everything. No cover pages or report covers. Unstapled papers will lose one letter grade.

Writing Assignments:

There are two kinds of writing assignments: Historyπs Sources for which you fill out a worksheet and Historical Essays on the books. I will provide a handout for the books. Use the link below for the worksheets.

For each assignment, you'll work in a group, and you will need to use analysis worksheets located here:

http://www.uwgb.edu/kerstena/worksheets.html

Interdisciplinary Exercise:

On November 12 and 14, we will be joining several other freshman seminar classes for a small group exercise. You will be teamed up with five other participants (each from a different FYE Seminar class) to complete the task. Your role in the exercise is to represent the Historical expert. We will provide you with worksheets to help guide you through the exercise and we will discuss the exercise in more detail prior to November 12. On Nov. 12 and 14, we will be meeting in Phoenix Room B. The purpose of the exercise is to get you to work as a team to solve an issue by using a wide range of information and interdisciplinary knowledge some of which will be provided in class.

Other Requirements:

The university offers a number of extra and co-curricular activities that can enhance your overall education. You are strongly encouraged to attend at least one from each of the category of events. If you attend an event and write a 300 word summary, youπll get extra credit on the upcoming exam.

The same goes for all college skills exercises. There are several exercises on our D2L page. Do them and youπll get extra credit on the upcoming exam. Additionally, there is a literacy assessment exercise at the end of the course. Completing that task is worth 5% of your final grade.

In addition, the freshman seminar faculty is sponsoring a FYE film series during the semester. We will show five films and you must attend at least three of these (November 9, December 7, and one of your choice). The films will normally be shown on Friday afternoon beginning at 2:00 in the Christie Theater. For the November 9^th film, you will have to fill out a special worksheet. For the December 7th film, you are responsible for creating an annotated bibliography of five refereed sources that provide further reading on a subject in the film. For the other ONE required film, you need to do a 300 word reaction essay to the film.

The other FYE films and all other co-curricular activates are OPTIONAL. Should you participate and want to earn extra credit, you are required to turn in a 300 word summary of the film or activity. Each summary is worth 2 extra credit points on the upcoming exam. There is a maximum of six extra credit points for each exam.

This is the link for the annotated bibliography assignment:

http://www.uwgb.edu/kerstena/Courses.html

Assignment Checklist:

History Work

® Historical Worksheet #1 (5%)

® Historical Worksheet #2 (5%)

® Historical Worksheet #3 (5%)

® Historical Worksheet #4 (5%)

® Historical Essay #1 (10%)

® Historical Essay #2 (10%)

® Historical Essay #3 (10%)

® Exam #1 (10%)

® Exam #2 (10%)

® Exam #3 (10%)

Interdisciplinary Activity (20%)

® Participation in Interdisciplinary Exercise

® Essay

® Film #1 (Worksheet)

® Film #2 (Annotated Bibliography)

® Film #3 (300 Word Summary)

® Information Literacy Participation

Grading:

Grades are not curved. Except in emergency situations, late work will lose one letter grade per weekday (Sunday through Saturday) without prior approval of the instructor. Attendance will be taken and students are expected to attend class for the entire period and are expected to contribute to discussions. Cheating constitutes a violation of University policy and students will be subject to University disciplinary actions.

Your grade will be based on your performance on the exams and worksheets. There will be three exams (all multiple choice). Additionally, you will have to turn in four (4) of the six (6) worksheet opportunities. Turning in the others will count as extra credit on the upcoming exam. Everyone must answer one of the discussion questions for Inherit the Wind, My Lai, and 911 Report in essay format.

3 Multiple Choice Exams (10% each; 30% total)

4 Worksheets (5% each; 20% total) [the other is extra credit for the final exam, although everyone must read the materials]

Book Essays (10% each; 30% Total)

FYE Work [films 2% each, interdisciplinary exercise 9% <4.5% participation; 4.5% essay>, Information Literacy 5%] (20% total)

Grading Scale:

Course Outline

Week One: [Textbook: Chapter 16]

September 5 (W): Introduction and Reconstruction (1129J)

History's Sources: Boyer‡Course Materials‡Chapter 16‡Primary Sources‡People and Politics {Pick one, read it, do a worksheet}

Power Learning: Chapter 1, Becoming a Successful Student

Week Two: [Textbook: Chapters18, 20]

September 10 (M): Second Industrial Revolution

September 12 (W): Farmers and Workers in the Gilded Age

Power Learning: Chapter 5, Taking Notes

Week Three: [Textbook: Chapters 17, 19]

September 17 (M): Populism

September 19 (W): Speaker Roger Daniels (sign-in sheet)

Power Learning: Chapter 2, Making the Most of Your Time

Week Four: [Textbook: Chapter 21]

September 24 (M): Imperialism

September 26 (W): Muckrakers and Progressives

History's Sources: Boyer‡Course Materials‡Chapter 20‡Primary Sources‡America and the World {Pick one, read it, do a worksheet}

Week Five: [Textbook: Chapters 22, 23]

October 1 (M): First World War

October 3 (W): Tribal Twenties

In-Class Textbook ≥Quiz≤ 1

Power Learning: Chapter 6, Taking Tests

Week Six:

October 8 (M): Discussion of Inherit the Wind

Inherit the Wind Papers Due

October 10 (W): Speaker Dan LaBotz (sign-in sheet)

Week Seven: [Textbook: Chapter 24]

October 15 (M): Review

October 17 (W): First Exam

Week Eight: [Textbook: Chapter 25]

October 22 (M): Great Depression

October 24 (W): New Deal

Week Nine: [Textbook: Chapter 26]

October 29 (M): Second World War

October 31 (W): Home Front of Second World War

Week Ten: [Textbook: Chapter 27]

November 5 (M): The Origins of the Cold War

Discussion of Interdisciplinary Exercise Readings

November 7 (W): Eisenhower and Fear in the Fifties

Discussion of Interdisciplinary Exercise Worksheets

November 9 (F): Film: Contact

Week Eleven:

November 12 (M): Interdisciplinary Exercise

November 14 (W): Interdisciplinary Exercise

Week Twelve: [Textbook: Chapter 28]

November 19 (M): JFK

In-Class Textbook ≥Quiz≤ 2

Interdisciplinary Exercise Worksheets and Essay Due

November 21 (W): The Great Society

History's Sources: Boyer‡Course Materials‡Chapter 28‡Primary Sources‡People and Politics {Pick one, read it, do a worksheet}

Week Thirteen:

November 26 (M): Review and Dave Dettmanπs Visit

Power Learning: Chapter 4, Finding and Using Information

November 28 (W): Second Exam

Week Fourteen: [Textbook: Chapter 29]

December 3 (M): Vietnam and Discussion of My Lai

My Lai Paper Due

December 5 (W): Richard Nixon and ≥Malaise≤ in the 1970s

History's Sources: Boyer‡Course Materials‡Chapter 29‡Primary Sources‡People and Politics {Pick one, read it, do a worksheet}

In-Class Textbook ≥Quiz≤ 3

December 7 (F): Film: Fast Food Nation

Week Fifteen: [Textbook: Chapters 30, 31, 32]

December 10 (M): From Reaganπs Revolution to Clinton

History's Sources: Boyer‡Course Materials‡Chapter 31‡Associated Press Interactives‡Oklahoma City Bombing {View it; do a worksheet}

Annotated Bibliography for Fast Food Nation due

December 12 (W): Bush and the War on Terror & Review

History's Sources: The Patriot Act located here:

http://www.epic.org/privacy/terrorism/hr3162.html

911 Paper Due

In-Class Textbook ≥Quiz≤ 4

Final Examination: December 17 (Monday), 3:30-5:30 P.M.

Writing Tips for Students

How to Write a History Essay

Most history essays are written in response to a historical question. The best way to answer that question is to use the "five paragraph" essay.

Your first paragraph (that is, your introduction) should provide some general background on the question (and may even restate the question) and then directly answer that question. This statement is your thesis. It is a good idea to add one final sentence, which will allude to the rest of your paper.

Your next three (or so) paragraphs provide a detailed, structured, and concise summary of evidence and ideas that support your thesis.

The conclusion is the place to summarize your thoughts, your essay, and your thesis. It is also the place to talk about how the past might relate to the present.

It is always a good idea to use quotations from the sources that are utilized and discussed in class.

It is always a good idea to review the Guide to Good Writing before and after you write your essay.

Basic Suggestions, Guidelines, and Grading

General Suggestions

Ä Start early.

Ä Have a friend read your early drafts.

Format

Ä Staple your papers.

Ä No coversheets.

Ä No plastic covers or folders.

Ä Always use page numbers.

Ä Use footnotes, endnotes, or in paragraph citation.

Style -- avoid these problems

AFW Avoid Flavoring Words ("very" etc)

AWK Awkward Sentence Structure

COLL Colloquial Language

DA Don't Abbreviate

DP Dangling Preposition

DUC Don't Use Contractions

DUF Don't Use First Person

DWQ Don't Write in Questions

KPP Keep the Past in the Past (use past tense verbs)

MU Meaning Unclear

MVT Mixed Verb Tenses

NAS Not A Sentence

NSB Don't Use History as Your Personal Soap Box

PV Passive Voice

RSS Repetitive Sentence Structure

SC Use Standard Rules of Capitalization

SP Misspelled Word

TAS Throw-away sentence (has no meaning)

TL Sentence, Paragraph, or Quote is Too Long

W Wordy

WW Wrong Word

Documentation

For all documentation questions, refer to Turabian. If you do not own a copy, it is worth the price.

Here are some common formats.

FOOTNOTES and ENDNOTES:

Published

¹Andrew E. Kersten, Race, Jobs, and the War: The FEPC in the Midwest, 1941-1946 (Urbana: University of Illinois Press, 2000), 1-5.

²Andrew E. Kersten, "Jobs and Justice: The FEPC in the Motor City," Michigan Historical Review 56 (Spring 1999): 1-25.

³Andrew E. Kersten, ed., Reach or Breech: The State and Society, 1865-1945 (Madison: University of Wisconsin Press, 2001): 25-50.

⁴ Andrew E. Kersten, "Willie Webb," in Ordinary Women, ed. Kriste Lindenmeyer (New York: Scholarly Resources, 2000): 50-55.

GENERAL RULE: NAME (FIRST, MIDDLE, LAST), TITLE, PLACE IF BOOK, VOLUME IF JOURNAL, DATE, PAGES.

Unpublished

³Letter, Andrew E. Kersten to Bethany R. Kersten, 27 May 1997, Andrew E. Kersten Papers, Box 15, Folder 9, University of Wisconsin-Green Bay Archives.

GENERAL RULE: KIND OF DOCUMENT, TITLE, DATE, COLLECTION, LOCATION WITHIN COLLECTION, PLACE OF COLLECTION.

BIBLIOGRAPHY

Kersten, Andrew E. "Jobs and Justice: The FEPC in the Motor City." Michigan Historical Review (Spring 1999): 1-25.

Kersten, Andrew E. Race, Jobs, and the War: The FEPC in the Midwest, 1941-1946. Urbana: University of Illinois Press, 2000.

Same general rules above but put last names first. Always separate your primary and secondary material in your bibliography. Questions? See me or use Turabian.

Tips:

1) Be consistent and thorough.

2) In your bibliography, separate primary and secondary sources.

3) Remember the purpose of this part of the assignment. One should be able to retrace your research steps back through your footnotes and bibliography

UW-GREEN BAY WRITING POLICY

The faculty of the University of Wisconsin-Green Bay has adopted the following writing policy for out-of-class assignments.

Acceptable Writing:

1. Clear writing is a reflection of logical thinking; therefore, an acceptable paper must be organized. Every essay should be structured around a thesis and supported by factual evidence and arguments that are organized in a logical progression.

2. Writers must acknowledge their use of data or ideas of others; therefore, an acceptable paper must have proper documentation of all source material, following professional guidelines such as those approved by the Modern Language Association (MLA), the American Psychological Association (APA), or the American Association for the Advancement of Science, or those published in a standard style manual such as Turabian, A Manual for Writers of Term Papers, Theses, and Dissertations.

3. An acceptable paper must reflect control of correct grammar, usage, spelling, and punctuation.

4. An acceptable paper must be presented in appropriate manuscript form, with errors neatly corrected and care taken with margins, numbering of pages, spacing, and format.

Unacceptable Writing:

1. A paper without clear organization is unacceptable. Unclear organization includes illogical progressions from one idea to another and the inclusion of unnecessary ideas.

2. A paper without proper documentation is unacceptable. Failure to acknowledge the use of another writer's words or ideas constitutes plagiarism. Plagiarism is both unethical and illegal. The use of professional editing for student papers is also unacceptable, as is the use of purchased papers, which is also a form of plagiarism.

3. A paper containing frequent errors in grammar, usage, spelling, or punctuation is unacceptable.

4. A paper which does not appear to be carefully done is unacceptable. This includes papers with ragged edges, typographical errors and strikeovers, illegible handwriting, stains, or smudges.

To achieve acceptable writing standards, students should purchase and use a good dictionary and a writing handbook. Assistance in improving writing skills is available through regular courses in composition and from the Writing Center, which conducts writings workshops and provides advice and tutoring (but not editing). All students who wish to improve their writing are encouraged to use these resources.

CRITERIA FOR EVALUATING WRITING

Listed below are some major factors that differentiate good writing from poor writing.

This list may help you identify particular aspects of your writing that need improvement. For further assistance consult with instructors who are familiar with your writing skills. Writing assistance is also available in the Writing Center (CL 109).

1. PURPOSE

Is the purpose of your paper clear to the audience?

Is the purpose appropriate to the assignment and to the audience?

Is the purpose consistently maintained throughout the paper?

2. CONTENT

Are the ideas in the paper interesting?

Do the ideas in the paper reflect independent thought, a new approach, fresh insights?

Is the writer actively engaged with the topic?

3. ORGANIZATION

Are the ideas developed in a logical order?

Is the organizational pattern clear to the readers?

Is the discussion coherent? Are transitional devices used effectively to shift smoothly from one idea to another?

4. DEVELOPMENT

Are the major ideas adequately supported with examples, specific details, and other kinds of evidence?

Are the ideas presented in meaningful paragraphs?

Is there a general sense of completeness and closure?

5. WORDS: CHOICE AND ARRANGEMENT

Have clear, precise, and appropriate words been selected?

Have cliches been avoided?

Have the words been arranged into correct and graceful sentences?

6. STYLE AND TONE

Is the style clear, lively, fluent?

Is the tone appropriate for the purpose and audience?

Are the sentences varied in length and structure?

Is there appropriate use of metaphor, analogy, parallelism, and other rhetorical devices?

7. TECHNICAL QUALITIES: MECHANICS

Does the writing conform to the conventions of grammar, spelling, punctuation, and usage?

Is the format of the paper appropriate to the assignment?

Has all material from other sources been properly documented?

Has the paper been carefully proofread, with all typos neatly corrected?

As (90-100)	Bs (80-89)	Cs (70-79)	Ds (60-69)	F (59 and below)
Your essay is well constructed. It has paragraphs, topic sentences, and most importantly a clear thesis. Your essay demonstrates a command of the material. It uses quotes from the readings. You have an exceptional command of the English language. You avoid making many grammatical or stylistic errors.	You essay is very good. It has paragraphs. You probably need to develop your thesis and/or topic sentences. You have a fair command of the reading materials but could have used more quotes or direct references. You have some grammatical and stylistic problems.	Your essay is good. And yet, your essay needs work to improve its structure. You need to work on your thesis and/or topic sentences. You have a fair command of the reading materials. You could have used more quotes. You have serious grammatical and stylistic problems.	Your essay lacks coherence. You make errors in essay structure, style, and grammar. You lack a command of the reading materials. You make many stylistic and grammatical errors. This paper needs a lot of work.	You failed to complete the assignment.