CSI DUAL CREDIT HISTORY 111/112
TWIN FALLS HIGH SCHOOL
Semester/year: Fall &Spring / 2010-2011
Instructor: Brett Fonnesbeck
E-mail Address:
Phone: 733-6551
Texts & major supplementary materials
Text: Kennedy, David M., Lizabeth Cohen, Thomas A. Bailey.
The American Pageant. New York: Houghton Mifflin Company, 2002.
The CSI Mission Statement
The College of Southern Idaho, a comprehensive community college, provides quality educational, social, cultural, economic, and workforce development opportunities that meet the diverse needs of the communities it serves. CSI prepares students to lead enriched, productive and responsible lives in a global society.
General Education Criteria:
This course satisfies all eight criteria for general education. It is designed to:
1)Provide a broad-based survey of a discipline and show the interconnectedness of knowledge.
2)Develop a discerning individual.
3)Practice critical thinking and problem-solving skills.
4)Promote awareness of social and cultural diversity in order to appreciate the commonality of mankind.
5)Foster the balance between individual needs and the demands of society.
6)Reinforce reading, writing, speaking, and/or quantitative skills.
7)Encourage and inspire life-long learning
8)Encourage creativity
Social Science Department Mission Statement
The mission of the Social Science Department is to provide educational, social, and cultural opportunities which encourage enriched, productive and responsible lives primarily by instructing students to understand, interpret, and apply Social Science discipline coursework.
Social Science Department Goals: This course addresses the following Social Science Department goals:
1)Help students understand important facts, concepts and theories of Social Science subjects.
2)Help students acquire techniques and methods used to gain new knowledge in the disciplines.
3)Help student learn to distinguish between fact and opinion.
4)Teach students to use evaluation, analysis and synthesis to interpret and solve problems.
5)Teach students to use different perspectives from the social sciences to make better-informed decisions.
6)Help student acquire and informed understanding of various cultures.
7)Prepare students to transfer to a university.
Dual Credit History 111/112 Mission Statement
The mission of this course is to meet the following goals:
1)Demonstrate advance knowledge of U.S. History
2)Gain mastery of note-taking, essay writing, and critical thinking
3)Become well practiced at higher level thinking in able to apply it when being assessed.
Course Outcomes
1)Demonstrate and understanding of U.S. History between the periods of Colonization through Industrialization.
2)Demonstrate an understanding of U.S. History between the periods of Imperialism to modern day.
3)Demonstrate the ability to display a high level of thinking with regards to course content.
4)Demonstrate the ability to use critical thinking skills to analyze different aspects of course curriculum.
Curriculum:
Unit 1: Colonial America
Required reading: Pageant, Chapters 1, 2, 3, & 4.
Discussion/lecture topics/themes: Native American cultures & the effects of European contact; mercantilism & the economics of colonialism; characteristics of Spanish, French, and English colonies and their interactions with Native Americans; early slavery and colonial attitudes to race and gender; geography and economical development of the colonies; economic development in colonial America; development of representative legislative bodies in the English colonies; salutary neglect & growth of colonial identity.
Unit 2: From Colony to Country: Evolution or Revolution?
Required reading: Pageant, chapters 5, 6, & 7.
Discussion/lecture topics/themes: French & Indian War & colonial response; from 1763 to 1765—the decade of decision; changes in British imperial policy toward the colonies; what was “radical” and what was “conservative” about the American Revolution; the Articles of Confederation; American diplomacy under the Articles; the Constitutional Convention—balancing power with power; the bank & assumption issues in the Washington administration; enumerated v. implied powers; the development of formal “factions” and the first two-party system—Federalist and Republicans.
Unit 3: Jeffersonian Republicanism to The Age Of The “Common Man”
Required reading: Pageant, chapters 8, 9, & 10.
Discussion/lecture topics/themes: the beginnings of political parties—enumerated v. implied powers, centralizers v. states’ rights advocates; nationalism; the beginning of American identity in foreign policy as regards Britain, France, and Spain (Warhawks); change in the power of the Supreme Court; 2nd Great Awakening; America grows geographically complicated—northeast, south, west (great triumvirate as representative); the growth of slavery & states’ rights as defining & dividing issues.
Unit 4: Slavery, Social Reform, Expansionism
Required reading: Pageant, chapters 11, 12, & 13.
Discussion/lecture topics/themes: Lowell, Waltham & changes in the nature of work; changes in the American family; growth of American literature; changing roles for women; abolition—gradualism and absolutism; reforms in education; the second two-party system, Democrats & Whigs; the increasing power of the west; the Great Triumvirate; slavery post-1820 as defining political problem; effect of technology on American society.
Unit 5: The Political Collapse Of The 1850’s, The Civil War, And Reconstruction
Required reading: Pageant, chapters 14, 15, & 16.
Discussion/lecture topics/themes: triumph of sectionalism over nationalism; the failure of compromise; economics of slavery; collapse of political party unity; Manifest Destiny—Texas, Oregon, California, Mexico; is America “indivisible” discussion; race in the post-slavery South; the good and the bad of Reconstruction.
Unit 6: The West, The Growth Of Industrial America, Urbanization
Required reading: Pageant, chapters 17, 18, & 19.
Discussion/lecture topics/themes: economics of industrialization; state and national efforts to keep up with industrialization; immigration and the issue of assimilation; the growth of cities; organized labor and the reaction of state and national governments to it; growth of corporate America; the ethnic neighborhood and the boss system; the change in the power of the Presidency in the post-Civil War period.
Unit 7: The Politics Of The 1890s, America Gains An Empire, The Progressive Era
Required reading: Pageant, chapters 20, 21, & 22.
Discussion/lecture topics/themes: from Republic to Empire; America’s hegemony in the Western Hemisphere; America as an international military power; the Progressives as a re-emergence of the spirit of Hamiltonian use of power; depression and economic response by business and the federal government;
Unit 8: Roosevelt To Wilson, World War 1, Adjusting To The 20th Century
Required reading: Pageant, chapters 23, 24, & 25.
Discussion/lecture topics/themes: America as world “policeman”; return of the Hamiltonian Republicans (Roosevelt & Taft); the first of the Hamiltonian Democrats (Wilson); changing attitude toward the use of Federal power—WIB, organized labor, federal reserve act, revised military organization; progressive concept of management and reliance on science; growth of “professionalism”; changing roles for women; the Harlem Renaissance; Nativism and xenophobia.
Unit 9: From Depression to the Cold War
Required reading: Pageant, chapters 26, 27, & 28.
Discussion/lecture topics/themes: isolationism, pacifism, neutrality; foreign policy in Europe, Asia, Latin America; from the League of Nations to the United Nations: differences between the post-World War 1 period and the post-World War 2 period; Nativism; differences between Hoover and FDR in approach to the depression; the successes and failures of the New Deal; neutrality; the creation and decision to drop the atomic bomb; war mobilization and its effect on the American family.
Unit 10: Transitions: Post-World War 2 America
Required reading: Pageant, chapters 29, 30, 31
Discussion/lecture topics/themes: the legacy of FDR and Truman on the power of the presidency; new political alignments; the G-I Bill and changing roles for education; nuclear diplomacy, Sputnik; post-war internationalism—the U. N. and NATO; us against them—“better dead than red”; containment (Marshall Plan, NATO, Truman Doctrine); Berlin; dominoes dropping—Europe and Asia (China, Korea, Vietnam); Suez U the beginning of American involvement in the Middle East; Cuba & the threat of Soviet influence into the Western Hemisphere; Latin America; from the New Deal to the Great Society; 1968, the most significant year since World War 2.
Unit 11: The 1980’s to the “present”
Required reading: Pageant, chapters 32 & 33.
Discussion/lecture topics/themes: the dilemma of Vietnam; revolt of the middle class or the “silent” majority; the Republican transformation on the American South; the rise of the “new right”; personal freedom movements—gay rights, women’s rights, reproductive rights (Griswold v. Connecticut & privacy and Roe v. Wade); morality as politics; immigration; technology and its impact on American Society; terrorism and America’s reaction and its impact on Constitutional rights.
Assessment Methods
Alignment of Course Outcomes (CO) with course assessment methods, such as:
Multiple Choice Exams / Essay Questions / Paper / AttendanceCO1 / X / X / X / X
CO2 / X / X / X / X
CO3 / X / X / X
CO4 / X / X / X
Policies and Procedures
Attendance Policy: this will be aligned with the TFHS attendance guidelines.
Late Policy: no late work will be accepted unless under extenuating circumstances. Talk to me! We’ll work together.
Plagiarism statement:
If caught plagiarizing, a zero for that assignment will be given. A meeting will be determined with the student, parents, the administration, and the instructor. This will follow the TFHS plagiarism policy.
On-line course evaluation statement:
Students are strongly encouraged to complete evaluation at the end of the course. Evaluations are very important to assist the teaching staff to continually improve the course. Evaluations are available online at: Evaluations are open up two weeks prior to the end of the course. The last day to complete an evaluation is the last day of the course. During the time the evaluation are open, student can complete the course evaluation at their convenience from any computer with Internet access, including in the open lab in the Library and in the SUB. When students log in they should see the evaluation for the courses in which they are enrolled. Evaluations are anonymous. Fill out the evaluation should only take a few minutes. Your hones feedback is greatly appreciated.
Disabilities:
Any student with a documented disability may be eligible for related accommodations. To determine eligibility and secure services, students should contact the coordinator of Disability Services at their home high school.