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MR. WILLIAM JACOBKS Syllabus His. 202
Current Semester
Section: 871, 872 Name: U.S. History from 1877 Credit Hrs: 3
Catalogue Course Description:
A study of the social, economic, and intellectual development of the American nation and its people, from Reconstruction to the present. The major topics include: territorial expansion and American foreign policy; the growth and importance of industry and business; trade-commerce fields; the urban community and its problems; industry and business; the struggle and achievement of labor; the study of immigration and race relations; the quest for women’s equality; American educational and cultural advances; the increased use of government to improve society; the Cold War, détente and current developments in U.S.-World relations; and the transformation of American political ideology.
Contact Hours (number of hours that this class meets per week and the days of the week on which this class meets): 3 hours per week.
Guiding and unifying Theme of the course:
The unifying theme of this course is the social construction of reality through the intersection of cultural values, social interaction, and ideals of justice. The human construction of their social reality takes place in the minds and actions of people through their contact with dominant cultural, social, and political institutions that they encounter in everyday life. “Construction” takes place in the minds of people on a more or less willing basis, but often without their conscious awareness.
Culture = the beliefs and hopes of people and that people believe limit their behavior. In the twentieth century, the most common form of cultural transmission was the movies, and later television, and radio.
Social Practice =What people actually do often diverges from cultural values in large and small ways and subtlety changes the way people think about their cultural values
Justice =This is the American sense of what is fair and right in an ordered society. This definition often vague, but it can be loosely defined in terms of the of the Preamble to the U.S. Constitution: provide for the common defense; secure domestic tranquility; promote the general welfare; and secure the blessings of liberty to all Americans.
While these are the categories of philosophical analysis, I will also present the history of the USA in a social science framework wherein political categories intersect with social categories.
Nationalism = governing a nation of diverse people / RaceGender concerned with retaining
Class Power
Capitalism = the value system of the market place (e.g., rational efficiency, prudent self-management, independence) / Race
Gender concerned with making
Class Making Money
Democracy = the idea of fairness of treatment, popular sovereignty, access to power / Race
Gender Concerned with fairness
Class
Special Note to Students:
Please be advised that this is a college history course. A college history course is about why things happen. The “facts” are merely there for use in answering why things happened the way that they did. Emphasis in this course will not be on memorizing facts but on critical thinking about the causes of events. As a practical matter ‘critical study” means careful reading of texts, attention to concepts in lectures, and writing papers. The course will also contain two take-home tests: one midterm that will be multiple choice; and one unit multiple choice test that will be take home; and a take home final that will cover the entire course. I expect you to use all your notes, readings, and hand-outs for the course.
Instructional Methods:
1. lectures, hand-outs, films
2.reading of history books and discussion of them through question and answer exchange between instructor andstudents discussions of reading assignments in class.
3. chapter outlines, papers, class discussions, take-home tests
4. movie reviews of movies we will view and discuss in class
Program or degree of which this course is part: Associate Degree in Science and Arts and Associate in Applied Science as noted.
This course meets the requirement of three hours of 34 and three hours of Gen.Ed./Human Cultures part, for GENERAL EDUCATION REQUIREMENTS/HUMAN CULTURES/AMERICAN. (see page 8-10 of college catalogue).
Pre-requisites: The student must demonstrate the ability to succeed:
a. “Scoring at an acceptable level (10th grade or better) in BOTH vocabulary and comprehension on the Nelson-Denny Reading Test, or
b. Having and overall/composite ACT test score of twenty-two(22) or higher, or
c. Proficiency (level 1 or 2) on the high school Meap writing and writing, or
d. Attaining a grade-point average of 2.0 or better in 15 or more college credits (S.A.M. students are exempt), or
e. Attaining a grade of ‘C’ or better in Reading 104 or Reading 104b, or Reading 040A, or Reading 0404C.” (See Current Schedule of Classes page 7).
Course Objectives:
The following paragraph from Alfred North Whitehead’s book, The Aims of Education, expresses the sense of what I hope to accomplish in this course.
But when ideals have sunk to the level of practice, the result is stagnation. In particular, so long as we conceive intellectual education as merely consisting in the acquirement of mechanical mental aptitudes, and of formulated statements of useful truths, there can be no progress; though there will much activity, amid aimless re-arrangement of syllabuses, in the fruitful endeavor to dodge the inevitable lack of time. We must take it as an unavoidable fact, that God has so made the world that there are more topics desirable for knowledge than any one person can possibly acquire. It is hopeless to approach the problem by the way of enumeration of subjects which every one ought to have mastered. There are too many of them, all with excellent title-deeds. Perhaps, after all, this plethora of material is fortunate; for the world is made interesting by a delightful ignorance of important truths. What I am anxious to impress on you is that though knowledge is one chief aim of intellectual education, there is another ingredient, vaguer but greater, and more dominating in importance. The ancients called it ‘wisdom.’ You cannot be wise without some basis of knowledge; but you may easily acquire knowledge and remain bare of wisdom. [39]
While I do not presume to put my teaching on the level of Whitehead’s, I do hope to strive for his definitions of intellectual education. Moreover, I do not think that I can teach wisdom. I do not think that anyone can. A person finds wisdom in their own reflection on their thoughts, their journey through life, to, hopefully, enlightenment. I do hope that, while teaching wisdom is beyond me, I hope that I can remind students that it is the goal of education.
Specific Course Objectives for His. 202:
1. What is an historical reference? What is historical evidence?
2. What the was impact of industrialization on American society, culture, and economic life. Give specific examples.
3.What was it that critics found so discomforting about the business culture of the 1920s? Give specific literary examples. Why were these criticisms valid or invalid? Explain.
4.What were the causes of the Great Depression? Why did the classical economic theoretical model fail to suggest solutions to this disaster?
5.What was the philosophy of the New Deal? How was it realized in the programs of the New Deal? Why is the charge that the New Deal was “socialistic” false? Explain.
6.What were the reasons that the United States got involved in W.W. II. What were the national goals as stated by President Franklin Delano Roosevelt?
7.How was W.W. II in Europe different that W.W. II in Asia? Give examples.
8. How did U.S. and Allied diplomatic decisions during W.W. II affect the USSR’s perception of the post-War world? What were the causes of the Cold War? Tell the major events of the Cold War from 1946 to 1950. Were these self-fulfilling prophesies? Why or why not? Explain.
9.What were the sources of American prosperity in the 1950s? How did this prosperity affect their worldview?
10. What were the events in high and low culture that influenced future developments in U.S. history? How did U.S. society of the 1950s exemplify these developments?
11. What were the underlying ideals of the youth culture of the 1960s? What were the origins of these ideals? What did people, young and old, do about them?
12. What were the causes of U.S. involvement in Vietnam? How did this involvement change between 1946 and 1965? Did the US win the war? Why or why not? Explain.
13. How did the aging of the “youth culture” of the 1960s change American cultural values in the 1970s?
14. What were the causes of the economic collapse of the American economy in the 1970s? How was this collapse exacerbated by the political activities of President Richard Nixon? What was President Nixon’s political fate?
15. Why did U.S. society and culture become more conservative in the 1980s?
16. What was the role of the following people in this cultural change: Ronald Reagan, Jerry Fallwell, Jimmy Carter, Chernyenko, Andropov, Gorbachev?
17. Describe the lives and values of the new immigrants.
18. What were the domestic political issues of the 1990s? What happened and why? Give examples.
19. What are the international political issues for the United States in the 21st century? How are these issues rooted in past commitments? Give examples.
Grading Scale = A through E.
12 chapter exercises provided by the instructor on Zinn, The 20th century = 1200 points
4 movie reviews using a format provided by the instructor = 400points
1 Book review* in format provided by instructor of Souls of Black Folk = 100points
1 manual of How to Read A Book = 100points
Attend Presentation on 14 Feb 2007 @ class time & write one page = 20points
Total Points possible = 2120points
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Mr. Jacobks/. 202: Questions on DuBois, The Souls of Black Folk.
Please answer the following questions in the space provided. Thank you, Mr. Jacobks.
1. What does DuBois mean by “soul?” Please give citations from the book to support your interpretation.
2. What does DuBois begin Chapter One with a poem?
3. What does DuBois mean by the phrase (page 2), “…lived above it in a region of blue sky and great wandering shadows?”
4. What does Dubois mean by the concept of “the veil?” How is it related to his idea of “twoness?”
5. On pages six and seven, what does DuBois advocate as the solution to racism in American culture and society?
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Optional Extra Credit
1. Movie review of “Memory of the Camps” in format provided by instr = 10 points
2. Movie review of “Ragtime” in format provided by instr. = 50points
3 Movie review of “American Beauty” in format provided by instr. = 50points
4. Attendance at M.C.C. theatrical performance = 10points
Format for Movie Reviews:
Mr. Jacobks/ Movie Reviews for History 202: US. History from 1877
Student Name (print)______(sign)______
1. Title and date the movie premiered.______
2. Tell what historical issues the movie relates. Be specific and thorough. Consult Zinn, The Twentieth Century and the lectures for help in this area. You must give historical references to material that parallels the events in the movie. The movie may not be historical in content. It may deal with a cultural issue relevant to some part of the course material. Give data and/or events from the notes, readings that support a cultural reference. If this is the case, tell what the cultural phenomenon or criticism or idea is.
3. Is the movie propaganda? Tell what it is.
4. What view does movie take on each of the issues which you have identified. Describe the appropriate scenes and analyze them.Be specific and thorough.
5. Does any of the information or analysis in the movie differ from the textbook or the readings? Be specific and thorough. Be sure to give the (Source Page) of whatever book to which you refer.
6. How does the movie help clarify or not historical themes?
Part 2: Things that you should note to help you answer the questions on page one.
1. How are the major characters dressed? What does their attire tell you about their character in the movie? Tell how.
2. Does the scenery a significantly help to you about the plot, characters, or attitude of the film maker? Tell how.
3. How does the music add to your understanding of the above questions? Tell how.
4. Is there a voice over in the movie? Does it help you to interpret the meaning of the movie? Tell how.
5. Did you like the movie? Why or why not?
Please note that this form is provided here for your reference. You will be given a printed form with adequate space in which to answer these questions.
Format for Reviews of Zinn, The Twentieth Century:
Mr. Jacobks/ Hist. 202: Questions on Zinn, The Twentieth Century.
Chapter 1
Please answer the questions listed below in the space provided. After you have answered the questions, please tell the meaning of the terms listed from the chapter. Thank you, Mr. Jacobks.
What evidence does Zinn give that the Spanish-American war was 1) in the interest of and benefited wealth capitalists; and 2) racist and undemocratic? (Note: This question comprehends questions 1-4 of “Template for Analyzing the Logic of an Article” in The Miniature Guide to Critical Thinking: Concepts and Tools.)
Terms: (Note: These terms comprehend question 5 of Template for Analyzing the Logic of an Article” in The Miniture Guide to Critical Thinking: Concepts and Tools.)
Captain A. T. Mahan
Senator Henry Cabot Lodge
Teddy Roosevelt
“Embalmed Beef”
Platt Amendment
Territories the USA acquired as a result of the Spanish-American War
U.S.-Philippine War.
Mr. Jacobks/Hist. 202: Questions on Zinn, The Twentieth Century, Chapter 2
Please answer the questions in the space provided. When you have answered the questions, please give the meaning of the terms listed afterwards. Thank you, Mr. Jacobks.
1. What was the “Socialist Challenge?” Give details and analysis. (Note: This questionscomprehends questions 1-4 of “Template for Analyzing the Logic of an Article” in The Miniature Guide to Critical Thinking: Concepts and Tools.)