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HIST 115
AA/AS Degree /MODESTO JUNIOR COLLEGE
/ Date Originally Submitted:Non-Degree /
COURSE OUTLINE
/ Date Updated: / 2/17/2004Noncredit
I. / DIVISION: / Business, Behavioral & Social Sciences /
DIV./DEPT. NO:
/ 31/3000PREFIX/NO.: / HIST 115 /
COURSE TITLE:
/ Economic History of the United StatesFormerly listed as: / / Date Changed:
II. / ALSO OFFERED AS:
Div: / Ag/Env. SciencesAllied HealthArts/Human/CommBusiness/B&SSCounselingFamily/Cons. Sci.Public SafetySci/Math/Eng.Technical EdLearning ResourcesLiterature/Lang ArtsPE/Health/Rec.Community EdInterdisciplinaryWorkForce Training / Prefix/No.: / ECON 115 / Title: / Economic History of the U. S.
Div: / Allied HealthArts/Human/CommAg/Env. SciencesBusiness/B&SSPublic SafetySci/Math/Eng.Family/Con. Sci.Technical EdLiterature/Lan. ArtsPE/Health/Rec.CounselingCommunity EdLearning ResourcesInterdiscipilinaryWorkForce Training / Prefix/No.: / Title:
III. / COURSE INFORMATION:
Units: 3 or Variable Units: X=1/2 unit A=1 unit B=2 units C=3 units D=4 units
Total Hours: Lecture: 52.5 Lab: Other:
Explain Other hours:
Transfer Credit: CSU – UC – CAN –
General Ed: (Proposed)(Approved) AA/AS Area: GuidanceActivitiesNatural SciencesSocial/Beh SciencesHumanitiesEngl.Comp.Comm.&Analytical ThinkingHealth Ed CSU GE Area: A.1A.2A.3B.1B.2B.3B.4C.1C.2D.0D.1D.2D.3D.4D.5D.6D.7D.8D.9EUS Hist&Gov (a)US Hist&Gov (b)US Hist&Gov (c) IGETC Area: 1A1B1C23A3B45A5BOther LangUS Hist,Const&Am.Ideals
Offered Only: Fall – Spring – Summer – Eve – Not offered every semester –
IV. / PREREQUISITE(S)/COREQUISITE(S)/RECOMMENDED FOR SUCCESS:
(Please check all that apply and list below. Also attach appropriate documentation forms)
Prerequisite (P) – Corequisite (C) – Recommended for Success (R) – Limitation on Enrollment (L) –
(R) ENGL 101
V. / CATALOG DESCRIPTION:
Analysis of origins and development of business, infrastructure, labor, and agriculture from colonial period to present. Emphasis on federal government's role in development and regulation of business, infrastructure, labor and agriculture; goverment's role in national economic policy. Also listed as Economics 115.
VI. / FIELD TRIPS REQUIRED? / Yes / No / Maybe
VII. / GRADING: / A-F Only / CR/NC Only / CR/NC Option / Non-Graded
VIII. / REPEAT PROCEDURES: / Credit: / No / *Yes / Maximum Completions: / Maximum Units:
Non-Credit: / No / Yes / Maximum Completions:
*(If course is repeatable, attach a memo with the appropriate justification)
IX. / EXPLAIN FEE REQUIRED:
* = Multi-cultural objective or content item Rev 5/2002
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HIST 115
X. PREREQUISITE SKILLS
Before entering the course, the student will be able to:
XI. OBJECTIVES (Expected outcomes for students)
Upon successful completion of the course, the student will be able to:
A. Define, describe and demonstrate the vocabulary, concepts and ideas central to the discipline of economics and history.
B. Analyze the developmental stages of our economy.
C. Compare and contrast how various economic systems may determine production, consumption and distribution.
D. Examine and analyze the most significant influences, which have affected the development of our economic institutions.
E. Describe the regional characteristics of the American economy; physical attributes, economic assets, social and cultural variations. *
F. Identify and assess the economic attributes of regions with the United States.
G. Analyze major institutions created to regulate economic behavior and assess the regional impact of such regulations.*
H. Identify and evaluate the leading economists and politicians whose views have affected economic thought and policy in the United States. *
I. Identify and evaluate the forces, which are responsible for stimulating or hindering economic development.
J. Describe the dominant economic philosophies, which have been present in our economy.
K. Compare and contrast the motivations of immigrants to North America. *
L. Identify and assess the dominant policies facilitating migration within the United States, evaluating the political, economic and cultural ramifications of such movement. *
M. Describe and demonstrate the process of policy-making as it affects the economy.
N. Describe and demonstrate the role of economics as it affects historical events, institutions and leaders. *
O. Identify and assess trade relationships between American and international destinations and the impact of such relations upon American diplomacy, economic regulations and social fabric. *
P. Assess the economic and political role of diverse ethnic and cultural groups within American history. *
Q. Examine the role of the United States in the world economy during the colonial, antebellum, post-bellum and modern periods.
R. Select and interpret sources from supplementary material on the historical development of the American economy.
S. Assess significance of current historical evidence and research to the study of economics.
T. Select specific events and evidence to support own historical interpretation and economic philosophy.
U. Predict change within economic systems according to available arguments and evidence.
XII. CONTENT
A. Western European Background and Influence on Colonial America
1. An introduction to the study of economic history
2. Economic philosophies
3. Economic organization and economic systems
4. Medieval Europe
5. Mercantilism and the Nation State *
6. Emergence of capitalism *
B. Founding of Colonial America
1. Socio-economic, ethnic and cultural backgrounds of the American colonists *
2. Regional characteristics of the colonies; economic, geographic, cultural and political *
3. British Colonial power and regulations
4. Colonial response to regulation; pamphlets, rebellion and revolution *
5. The impact of slavery upon American society; institutions, diplomacy, economics, and culture *
C. Emergence of the New Nation
1. The Constitution; State and Federal Government *
2. Westward Migration; motives, institutions, conflicts *
3. Economic Development; the rise of industry and transportation *
4. Money and banks in a young economy
5. Regional development in an expanding national economy *
6. Changing economic and political relationships with Britain, the Caribbean, and Europe
7. Causes of the Civil War; economic, political, cultural, and institutional *
D. Unification and the Rise of Industrial Society
1. Southern Reconstruction; redevelopment and economic oppression *
2. Spreading transportation networks
3. Agricultural Expansion and Commercialization
4. Industrial Development; the corporation, management strategies, horizontal and vertical integration
5. The Grange Movement and Anti-Trust Legislation
6. The organization of labor *
7. Banking and money supply up to 1914
8. The role of the government in the economy *
9. Business cycles; booms and busts
E. The United States in a World Economy
1. Wartime Economies; opportunities and domestic strategies *
2. The Great Depression
3. International Finance; the Gold Standard and Banking Structures
4. Diversification of economic activities
5. Labor’s progress in an industrial and post-industrial economy; including working conditions, child labor, women’s work, and ethnic opportunities.*
6. Business cycles and government programs
7. Corporate strategies, globalization and regulation *
8. Socio-economic, ethnic and geographic discrimination within the American economy *
XIII. TEACHING METHODS
A. Methods to achieve course objectives:
1. Lecture, discussion, reading, writing projects.
2. Videotapes, online materials, films and handouts to supplement lecture, discussion and reading.
B. Typical assignments used in achieving learner independence and critical thinking:
1. Writing assignments emphasizing descriptive, analytical and evaluative skills that determine the accuracy and completeness of historical and economic information; differentiation between fact and opinion and the evaluation of author credibility and bias.
2. Collaborative work in class examining economic history and its issues and institutions
XIV. TEXTBOOKS AND OTHER READINGS (Typical)
A. Required texts:
History of the American Economy, Walton and Rockoff, 8th edition 2002.
Age of the Economist, Fusfeld, 9th edition, 2002.
The Voice of the People: Primary Sources on the History of American Labor, Industrial Relations, and Working-Class Culture, Rees and Pollack, 2004.
XV. SPECIAL STUDENT MATERIALS (i.e., protective eyewear, aprons, etc.)
XVI. METHODS OF EVALUATING STUDENT PROGRESS
A. Objective tests and/or quizzes
B. Class presentations and contributions
C. Oral reports
D. Research projects and essays, minimum of 2,000 words.
* = Multi-cultural objective or content item Rev 5/2002