COURSE SYLLABUS
History 150C3:U.S. Society & Institutions Since 1877
University of Arizona
Fall 2016
Chemistry 111
Lectures: Monday/Wednesday 10:00 - 10:50 a.m.
Discussion sections: Friday (times vary)
Dr. Tyina Steptoe, PhD
Social Sciences 215
Office hours: Wednesday 2:00-4:00 p.m. and by appointment
Teaching Assistants
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Name: Nina Bogdan
Email:
Office hours: Wednesday 12:30-2:30 p.m. and by appointment
Name: Justin Campbell
Email:
Office hours:MW 11:00-12:00 p.m. and by appointment
Name: Marcus Hernandez
Email:
Office hours: Wednesday 11:00-1:00 p.m. and by appointment
Name: Rachel Small
Email:
Office hours:Monday 1:15-3:15 p.m. and by appointment
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TA office hours are held in124A Social Sciences.
COURSE OVERVIEW
This is a survey of the major political, social, economic, and cultural developments in the United States from 1877 to the present. This course is designed to provide students with the framework and background necessary to be able to analyze the nation’s history since Reconstruction.
The course syllabus is intended as a set of guidelines for History 150C3. Your instructor reserves the right to make modifications in content, schedule, and requirements as necessary.
Keep a copy of this syllabus with your other course materials. Check it frequently! If you lose your copy, download a new one from D2L. If you have questions about the course, consult the syllabus BEFORE emailing the professor or teaching assistants.
COURSE OBJECTIVES
- Gain a solid understanding of the history of modern America, along with major issues that different groups have faced.
- Demonstrate an understanding of both the different experiences and the commonalties of people from a multitude of backgrounds.
- Be able to trace important events and themes in U.S. history and critically analyze decisions affecting such events.
- Interpret primary sources.
REQUIRED TEXTS
Book
Eric Foner, Give Me Liberty: An American History, volume 2 (4th edition)
Primary Sources
In addition to assignments from Give Me Liberty, you are required to interpret primary sourcesfound on D2L. Primary sources are materials that provide firsthand accounts of an event, person, or place. These materials include letters, speeches, diaries, songs, films, newspaper articles from the time, oral history interviews, documents, photographs, etc.
You will have new primary sources each week, so plan to download these sources from D2L on a regular basis. They are marked with an asterisk (*) in the course schedule. To access these sources, go to the 1503C D2L page and click on the Content tab. Under Table of Contents, you will see a Folder called “Primary Sources.”
Complete the reading assignments for each week before your discussion section meets on Friday. Bring a copy of the primary document and your textbook to section.
Please note that readings often cover material that will not be presented in lecture. You will be responsible for all information in the readings, even if that information is not discussed in lecture or discussion section.
D2L COURSE WEBSITE
Course announcements and assignment information will be regularly posted on our D2L Course Website.Students should check the website frequently. You will be held accountable for all information posted there.If you have any difficulty accessing this site, please contact me immediately.
To access your course on D2L you must have a UA NetID and be officially enrolled in the course for at least 24 hours. Your browser and its settings must be compatible with D2L.
- Go to
- Once you’ve entered your NetID and password, click on the (+) symbol beside the Semester andDepartment names. Then click on the hyperlinked Course Name.
- On the Course Home page, take a look at the blue and red navigational bars along the top of your screen. Click “Content” to get to the syllabus, etc. for
your course.
GRADING SCALE AND ASSIGNMENTS
Exam #1: 25%
Exam #2: 30%
Primary Source Analysis Essays (3 @10% each): 30%
First draft of Essay #1: 5%
Participation: 10%
Exams
You will take two exams this semester. These exams may include a variety of question types, such as multiple choice, short answers/listing, and essays. Students will take all three quizzes on D2L, so we will not meet for class on exam days. Plan to have access to D2L from at least 10:00-10:50 a.m.on exam days. You will take Exam #1 on October 7.You will take Exam #2 onFriday, December 9, 2016 10:30 am – 12:30 pm. The second exam is not comprehensive.
Primary Document Analysis Essays
This assignment requires you to produce analytical essays that discuss the significance of primary sources. You will write three of these essays this semester. For the first essay, you will submit a rough drafton Friday, Sept. 9. You must then incorporate feedback into a final version that is due on Friday, Sept. 23.The other essays are due in October and November. Submit all essays to the appropriate Assignments folder on D2L.
Tips for the essay:
- State your argument in the first paragraph.
- Remember that historians investigate change and continuity over time. Consider how the primary source reflects themes related to a particular time in U.S. history.
- Give historical context for the primary source. Use information from the textbook and lectures to explain the social, political, economic, and/or cultural issues that motivated the production of the document.
Essays mustbe double-spaced and written in 12-point font with one-inch margins. Please proofread your papers carefully before the due date. DO NOT SUBMIT PAPERS THAT CONTAIN ERRORS IN GRAMMAR, SPELLING, AND PUNCTUATION. Written work that shows a lack of proofreading will receive a substantially lowered grade. Please use the standard humanities style of documentation as detailed in The Chicago Manual of Style, 16th ed.
Participation
The bulk of your participation grade will be based on activities completed during Friday discussion sections. Complete the reading assignments BEFORE you attend discussion section, and be prepared to analyze these readings during class. Always bring your readings with you to discussion section.(If the primary source for that week involves music or video clips, then your TA will bring them to class.) Your TA may also assign short in-class assignments during section that will factor into your discussion grade.
* Please note that we will also factor attendance (to lecture and section) into your participation grade.If you arrive late, you will not receive full credit for attendance.
Grading
Writing assignments, exams, and participation scores are assigned numerical values that translate into letter grades as follows:
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“A” range: You provide clear, insightful, original, and sophisticated responses on essays and exams that make excellent use of material from lectures and readings. On written assignments, sentence structure, grammar, spelling, and citations are impeccable. Essays and the long paper contain no run-on sentences, comma splices, or passive voice. Essays are not wordy and redundant. You submit all writing assignments on time and fulfill essay guidelines. You have maintained an excellent record of attendance (2 or fewer absences). You actively participate in discussions about the assigned readings.
“B”range: You submit all writing assignments, but may not provide evidence to support most points, or evidence may appear where inappropriate. The arguments given on exam responses and essays usually make sense, although some gaps in logic may exist. You have missed 3-4 classes, or may not participate consistently in class discussions.
“C” range: Exam responses and writing assignments do not reflect that you have completed the assigned readings. You do a fair job of synthesizing course material, but do not develop original insights or conclusions.Papers and essays may wander, with few transitions, few topic sentences, and little logic. The paragraphs may not be organized coherently. Writing assignments contain passive voice, and show repeated problems in sentence structure, grammar, punctuation, citation style, or spelling. You may have several run-on sentences or comma splices. You may fail to submit all of their writing assignments on time and/or these essays do not fulfill established requirements. Your attendance record is inconsistent (4-5 absences). You participate infrequently in class discussions, or do not offer insightful comments during these discussions.
“D” range: You show minimal lack of effort and little comprehension of lecture and reading material. The arguments made on written assignments are very difficult to understand because of major problems with mechanics, structure, and analysis. Your written work contains no identifiable thesis, or has an incompetent thesis. Exam responses and written work do not demonstrate that you have attended class. You fail to submit all writing assignments on time and/or does not fulfill the essay requirements or guidelines. You have a poor attendance record (5-6 absences), and you seldom participate in discussions about assigned readings.
“E” range: Exams and written assignments lack historical analysis and comprehension of lecture and reading material. Your work does not demonstrate that you have attended class. You fail to submit some assignments, and you do not fulfill the requirements or follow guidelines. You have a poor attendance record (6 absences or more), and you rarely participate in class discussions.
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Make-Up Exams/Paper Extensions
Make-up exams and paper extensions will be granted to students whose absence from an examination or inability to turn in a paper on its due date is approved by the instructor in advance. If the missed assignment is due to a medical issue or other emergency, students must document that emergency to the instructor’s satisfaction.
COURSE POLICIES
Attendance
Attendance is required, and each absence will lower your grade proportionally. If you miss more that 60%of class meetings, you will receive a failing gradefor your overall discussion grade, regardless of active participation on days you attended.
All holidays or special events observed by organized religions will be honored for those students who show affiliation with that particular religion. Absences pre-approved by the UA Dean of Students (or Dean’s designee) will be honored.
Excused Absences:Absences due to illness, a court appearance, or other legitimate reasons must be documented to the satisfaction of the professor. An e-mail informing Professor Steptoe of an absence from class will not suffice for an excused absence.
Excused absences include:
- Medical emergencies documented by healthcare provider or other relevant, professional third parties*
- A court appearance*
- Unavoidable conflicts approved beforehand by the professor
- Absences pre-approved by the UA Dean of Students (or Dean’s designee). See:
- Holidays or special events observed by organized religions (for those students who show affiliation with that particular religion)
- Medical or other unavoidable emergencies approved by the Dean of Students after the fact
* Failure to submit third-party documentation will result in unexcused absences.
The UA’s policy concerning Class Attendance and Administrative Drops is available at:
The UA policy regarding absences on and accommodation of religious holidays is available at
Technology
Computers and tablets are not allowedduring lectures unless a student requires a specific accommodation for a disability that has been cleared by the instructor. Upon arrival, turn OFF your cell phone and store it away.
Any video, visual, or audio recording of lectures by any device is prohibited.
Classroom Decorum
Students are expected to arrive on time and remain in class for the entirety of the lecture. Please do not leave your seat during class, if avoidable. Refrain from talking, sending e-mail or text messages, instant messaging, posting to social media accounts, reading non-course materials, sleeping, or other distracting activities. Engaging in any of these activities during lectures or discussion sections may lower your participation grade.
For UA policies concerning disruptive behavior in class, see:
UNIVERSITY POLICIES
Plagiarism:Plagiarism and cheating will not be tolerated. All assignments performed for this course must be original and must be performed individually unless otherwise noted. Every incident of academic dishonesty will be strictly punished. The history department mandates that academic dishonesty be punished by a failing grade for the course. Additional sanctions may includea permanent record on your academic transcript and suspension or expulsion from the university. For more information on UA policies concerning academic integrity, please see:
Notification Regarding Disability:It is the University’s goal that learning experiences be as accessible as possible.If you anticipate or experience physical or academic barriers based on disability, please let Professor Steptoe know immediately.You are also welcome to contact Disability Resources (520-621-3268)to establish reasonable accommodations.Please be aware that the accessible table and chairs in this room should remain available for students who find that standard classroom seating is not usable. (For the Disability Resource Center’s statement on syllabi, please see:
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Policies against Threatening Behavior by Students:Threatening behavior—including any statement, communication, conduct, or gesture that causes a reasonable apprehension of physical harm to a person or property—will not be tolerated. Sanctions may include suspension, expulsion, arrest, and criminal prosecution. For more information on UA policies concerning threatening behavior, please see:
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COURSE SCHEDULE
Week 1
August 22 Introduction
August 24From Slavery to Freedom
August 26Discussion section
Reading
* “An Act to Confer Civil Rights on Freedmen, and for other Purposes,” 1865 (Mississippi).
* The Golden Gospel, “Oh Freedom!” A Capella Praise, Blue Flame Records, 2006.
Week 2
August 29Reconstructing America
August 31Facing West
September 2Discussion section
Reading
Foner, Give Me Liberty, 554-610.
*John Patterson Green, Recollections of the Inhabitants, Localities, Superstitions, and KuKlux Outrages of the Carolinas. By a "Carpet-Bagger" Who Was Born and Lived There(n.p. 1880), 132–137.
*The Highwaymen, “Paddy Works on the Railway,” The Water of Life: A Celtic Collection, 2004. (audio)
*“Paddy Works on the Railway” (lyrics)
Week 3
September 5Labor Day – no classes
September 7The Indian Wars
September 9FIRSTDRAFT OF P.S.A ESSAY #1 DUE BY 6:00.
(No discussion section this week)
Reading
Foner, Give Me Liberty, 610-636
Week 4
September 12The Rise of Jim Crow
September 14The Populist Revolt
September 16Discussion section
Reading
Foner, Give Me Liberty, 637-680.
* Son House, “Mississippi County Farm Blues,” Paramount Records, 1931.
Week 5
September 19A Nation of Immigrants
September 21The Progressive Movement
September 23FINAL VERSION OF PSA ESSAY #1 DUE BY 6:00.
(No discussion section this week)
Reading
Foner, Give Me Liberty, 681-724.
Week 6
September 26The Great War
September 28“How Ya Gonna Keep ‘Em Down on the Farm?
September 30Discussion section
Reading
Foner, Give Me Liberty, 725-767.
*James Reese Europe and the Harlem Hell Fighters, “How Ya Gonna Keep Em Down on the Farm (After They've Seen Paree?),” Pathé Records, 1919. (audio)
*Nora Bayes, “How Ya Gonna Keep Em Down on the Farm(After They've Seen Paree?),” Columbia Records, 1919. (audio)
*Maggie Jones, “Northbound Blues,” 1925 (lyrics).
Week 7
October 3Prepping for the Exam
October 5EXAM #1
(No discussion section this week)
Week 8
October 10Gender and the Jazz Age
October 12 A Nation Goes Dry
October 14Discussion section
Reading
Foner, Give Me Liberty,768-798
*“The New Woman of the 1920s: Debating Bobbed-Hair”
- Irene Castle Treman, “I Bobbed My Hair and Then—,” Ladies Home Journal, October 1921, 124.
- Mary Garden “Why I Bobbed My Hair,” Pictorial Review, April 1927, 8.
- Mary Pickford, “Why I Have Not Bobbed Mine,” Ibid., 9.
*"Las Pelonas/The Bobbed Heads" in Manuel Gamio, The Life Story of the Mexican Immigrant (New York: Dover, 1971), 308.
Week 9
October 17Origins of the Financial Crisis
October 19Popular Culture of the Great Depression
October 21Discussion section
Reading
Foner, Give Me Liberty, 798-849.
* Tom Kromer, “The Bum as Con Artist: An Undercover Account of the Great Depression,” Huntington Herald-Dispatch. March 1, 1929.
* Excerpt from Franklin D. Roosevelt's "First Fireside Chat," Sunday, March 12, 1933, History Matters,
Week 10
October 24World War II and the Homefront
October 26Women and War
October 28PRIMARY SOURCE ANALYSIS ESSAY #2 DUE BY 6:00
(No discussion section this week)
Reading
Foner, Give Me Liberty, 850-880.
Week 11
October 31Citizenship and Democracy in the 1940s
November 2School Desegregation
November 4Discussion section
Reading
Foner, Give Me Liberty, 880-893.
* Big Bill Broonzy, "I Wonder When I'll Get To Be Called A Man," The 1955 London Sessions, 1955.
Week 12
November 7 The Lavender Scare and the Cold War
November 9Race, Sexuality, and Rhythm and Blues
November 11Veterans Day – no class
Reading
Foner, Give Me Liberty, 894-928.
* Jet, “Parents Often Cause Male Tendencies in Child,” January 28, 1954.
* “We Just Stood Up for Our Own Self:” James Justen Recalls Growing Up Gay in the 1950s, History Matters,
Week 13
November 14Sit-ins,Strikes,and Civil Rights Protest
November 16Black Power, Brown Pride
November 18Discussion section
Reading
Foner, Give Me Liberty, 929-971.
* "The Black Panther Party: Platform and Program," The Black Panther, 5 July 1969, in Judith Clavir Albert and Stewart Edward Albert, The Sixties Papers: Documents of a Rebellious Decade (New York: Praeger, 1984), 159–64.
Week 14
November 21Lyndon B. Johnson and the Vietnam War
November 23Rise of the Counterculture
November 25 Thanksgiving holiday – no class
Reading
Foner, Give Me Liberty, 972-1019.
*Country Joe and the Fish, “IFeel Like I'm Fixin' To Die Rag.” [video]
* Creedence Clearwater Revival, “Fortunate Son,”Willie and the Poor Boys, Fantasy Records, 1969.
Week 15
November 28Redefining Womanhood
November 30Stonewall and the Gay Rights Movement
*** ESSAY #3 DUE ON NOV. 30 BY 6:00 PM ***
December 2Discussion Section
Reading
Foner, Give Me Liberty, 1020-1060.
*Jennie V. Chavez, “It has taken…a long time…to realize and speak out about the double oppression of Mexican-American women,” in Women’s America: Refocusing the Past(New York: Oxford University Press, 2004), 541-542.
*Diana Ross, “I’m Coming Out,” Diana, Motown Records, 1980.
Week 16
December 5Reagan’s America
December 7Course Wrap-up
Reading
Foner, Give Me Liberty, 1061-1102.
FINAL EXAM: FRIDAY, DECEMBER 9, 2016 10:30 AM – 12:30 PM
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