HIST
206, Modern America
Examining Values in US History
BGX Fall, 2007: MWF 10:30-11:20, Olscamp 106
Professor: Stephen Ortiz
Email: sortiz@bgnet.bgsu.edu
Webpage: http://personal.bgsu.edu/~sortiz
Office Hours: 19 Williams Hall; Mon./Wed. 9-10:15am; Friday 1:00-2:15pm
Office Phone: 419-372-8201
Peer facilitator: Amanda Tucker, (altucke@bgnet.bgsu.edu), 614-832-4772
Course Description: How and why selected economic, intellectual, political and social developments
transformed post-Civil War
1. What is the proper role of government in American society?
2.
What role should the
3. How do Americans confront the challenges that arise from living together in a complex society marked by differences of class, race, religion, ethnicity, and gender?
The answers to these questions all hinge on one’s values. Indeed, values influence the history we choose to study (see selected above), our interpretations of it, and how we relate it to contemporary issues. Therefore, this course will explore values—our own, historians’, and those of people in the nation’s past. We will place special emphasis on episodes during which Americans came into open conflict over competing values.
Some Definitions:
Value: a principle, standard, or quality considered worthwhile or desirable.
Value Preference: a personal commitment to a worthwhile or desirable principle, standard or quality, e.g., efficiency.
Value Conflict: when two principles, standards, or qualities oppose each or appear as equally desirable choices, e.g., security vs. freedom.
Value Action: when behavior or actions of an individual are consistent with his or her value preferences, e.g., a commitment to compassion might lead one to serve others as a volunteer.
Required Books:
All required books can be
found at the BGSU bookstore. Please be advised that if you purchase your books
online, they may be out-of-date editions. So please check the edition number
and publication dates before purchasing these books.
James
Henretta, et al.
Madaras and SoRelle. Taking Sides: Clashing Views on Controversial Issues in American
History, Vol. 2, 11th edition.
David K. Johnson, The Lavender Scare: The Cold War Persecution of Gays and
Lesbians in the Federal Government.
Kevin Boyle, Arc of Justice: A Saga of Race, Civil Rights, and Murder in the Jazz
Age.
Course Requirements:
Our meetings will be a
combination of interactive lectures and class discussions of common readings.
To ensure vibrant discussions, you will be given short, easy, and unannounced
quizzes on the discussion reading material. There will be two exams given
during the semester; the second exam is not cumulative. Furthermore, you will
write two 8-page papers on the supplemental books. More details on these papers
will be found online. Last, you will be given a grade based on your
participation in class discussions. The grading breakdown is as follows:
Exam 1 20% Grade Scale: A (90.0—100)
Exam 2 20% B
(80.0—89.999)
2 Papers 30%
(15% each) C
(70.0—79.999)
Quizzes 15% D
(60.0—69.999)
Participation 15% E (59.999 or less)
Rules, Regulations, and Critical Information:
1.
As a BGX course,
attendance is mandatory.
2.
Late arrival to
class is not a crime but, please do not let it become a persistent problem. If
you are having trouble getting to class on time because of the location of your
preceding class, just come talk to me.
3.
For the sake
of your professor’s delicate sanity, PLEASE turn your cell phones, ipods, and
all other similar electronic devices OFF when you come into the classroom.
4.
We will be
discussing many contentious issues throughout the semester. While different
opinions are expected—indeed encouraged—please show courtesy and respect to
your fellow students at all times.
5.
While not encouraged, late papers will be accepted with penalties. You
will lose a letter grade for every day an assignment is late. It is better to
turn in a late paper than to plagiarize in order to get a paper in on time.
Why? Because…
6.
Academic
misconduct of any sort—cheating, plagiarism, etc.—will be punished by a failing
grade in the course. In writing papers, be certain to give proper credit
whenever you use words, phrases, ideas, arguments, and conclusions drawn from
someone else’s work. Failure to give
credit by quoting and/or footnoting is PLAGIARISM and is unacceptable. Please
review the University’s Code of Student Conduct at http://www.bgsu.edu/offices/sa/studentdiscipline/page13640.html. If you have any questions about what
constitutes academic misconduct, please come speak with me. Do not jeopardize
your standing at BGSU by failing to abide by these rules.
7. Students requiring classroom accommodations must
follow the University’s
Office of Disability
Services procedures for accommodations found at http://www.bgsu.edu/offices/sa/disability/index.html.
Please do so as soon as possible so accommodations can be made early in the
semester and you do not get behind in your studies.
8. Please do not hesitate to contact me during the
semester if you have any individual concerns or issues that need to be discussed.
It is always better to contact me sooner rather than later with any potential
problems.
Learning Outcomes
Students will:
i)
Learn how to identify
values in historical works.
ii)
Learn how values
influence their understanding of history.
iii)
Learn how to
understand the values of the past on their own, historicized terms.
iv) Learn about the historical development of their own and other cultures.
v) Learn how to think about the past historically by identifying and critiquing historical interpretations and analyzing issues in historical context.
vi) Enhance their ability to communicate clearly and persuasively, both orally and in writing.
vii) Improve their ability to recognize and develop connections between historical issues and life outside the classroom.
viii) Improve their ability to think critically and argue effectively.
ix)
Enhance their ability to examine current issues
from a historical perspective.
Instructor
Responsibilities
i) Select and present course content
ii) Identify themes to be emphasized
iii) Lead discussions
iv) Evaluate student historical understanding and skills
v) Communicate these evaluations to students in a timely manner
vi) Assist students in improving their skills
Student Responsibilities
i)
Complete required readings
ii) Attend class regularly
iii) Participate in class activities and discussions
iv) Communicate with instructor (using office hours, e-mail, blackboard message board, by telephone during office hours, or by any other way you can think of.)
v) Notify instructor if you are having any difficulties that are having a negative impact on your performance in the course (illness, etc.)
vi) Complete assignments on time
vii) Notify instructor of any disabilities in a timely manner
Calendar
of Events (Including Readings
Week #1
America’s History, pp.487-543
August 20 Lecture: Industrial
August 22 Lecture: Industrial
August 24 Discussion: Taking Sides (TS) pp. 24-45
Week #2
America’s History, pp.595-607
August 27 Lecture: Populism
August 29 Lecture: Emergence of Jim Crow in the New South
August 31 Discussion:
TS, pp.119-140 and
Week #3
America’s History, pp. 552-578; 543-548.
September 3 No Class, Labor Day
September 5 Lecture: Urban Politics and
Culture, 1870-1910
September 7 Lecture: The Crisis of the 1890s
Week #4
America’s History, pp. 641-669; 610-615
September 10 Lecture: An Emerging World Power
September 12 Discussion: TS, pp. 141-164; AH pp. 656-658.
September 14 Lecture: Progressive Era 1
Week #5
America’s History, pp. 615-639,673-678
September 17 Lecture: Progressive Era 2
September 19 Discussion: TS, pp.165-188
September 21 Lecture: WW I
Week #6
America’s History, pp.678-702, 705-726.
September 24 Lecture: Impact of WWI
September 26 EXAM
1
September 28 Lecture: The Roaring Twenties?
Week #7
October 1 Discussion: Boyle, Prologue and Chapter 1
October 3 Discussion: Boyle, Chapter 2
October 5 No Class, Fall Break
Week #8
October 8 Discussion: Boyle, chap. 3
October 10 Discussion: Boyle, chap. 4
October
12 Discussion:
Boyle, chap. 5 Boyle.
Paper guidelines handed out.
Week #9
America’s History, pp.726-733; 737-765
October 15 Lecture: Great Depression
October 17 Lecture:
New Deal 1
October 19 Lecture: New Deal 2
Week #10
America’s History, pp.767-771
October 22 Discussion:
AH, pp. 740-71; TS, 212-233.
October 24 Lecture: From Isolation to Entry
in World War II
October 26 Discussion:
Remainder of Boyle Book.
Boyle Paper due in class.
Week #11
America’s History, pp.771-796
October 29 Lecture: WWII
October 31 Lecture: WWII at home
November 2 Discussion: TS, pp. 234-258.
Week #12
America’s History, pp.801-828
November 5 Lecture: Cold War
November 7 Lecture: Cold War at home
November 9 Discussion: Johnson, introduction and chap 1
Week #13
November 12 No
Class, Veterans’ Day Observed
November 14 Discussion: Johnson, chap 2-3
November 16 Discussion: Johnson, chap. 4-5.
Paper guidelines handed out.
Week #14
America’s History, pp.852-858
November 19 Lecture: Civil Rights Movement 1
November 21 No Class, Thanksgiving Break
November 23 No Class, Thanksgiving Break
Week #15
America’s History, pp.864-875
November 26 Lecture: CR 2
November 28 Lecture: CR 3
November 30 Discussion: Rest of Johnson book.
Johnson Paper
due
Week #16
America’s History, pp.875-892.
December 3 Lecture: The Great Society
December 5 Lecture:
December 7 Lecture: 1968 to 1980: Conservatism Renewed
Final Exam scheduled for December
13, 8:30-10:30 am. No early final exam will be given—please don’t ask.
