Political Science 101-13



Section 4787 Online

June 6–July 11, 2020

R. Vanden Bosch, Instructor

Email: vandenboschr@mjc.edu; Office hours via Zoom—by appointment

Website:

REVEL: Learning U.S. History, Semester 2, 1e, by H. W. Brands; ISBN-13 9780134334370 (Access purchased through Canvas)

CLOs: History 102: History of the United States Post Civil War

Objective #1: Students will be able to explain the development of American Industrialization and its economic, political, and social impact (1860-1945).

Objective #2: Students will be able to analyze the rise of the United States as a global power from the Spanish-American War to World War II.

Objective #3: Students will be able to explain the impact of race, gender, and class in Post-Civil War America.

Objective #4: Students will be able to explain the rise and development of social justice movements in Post-World War II America.

Objective #5: Students will be able to analyze and explain the Cold War at home and abroad.

Course Outline and Objectives

This course provides an introduction to the important events and leading themes of Post-Civil War U.S. History through to the present. The study of history is the study of different stories and different perspectives. This class covers a great deal of time and space, so we can cover only some of the many events, periods and important issues relevant to U.S. History. This course, therefore, cannot be comprehensive, but is meant as a starting point to introduce students to topics that they may want to pursue further on their own. We will look at different ways to consider the past—political, social, cultural or economic. The primary objective of this course is to develop and expand the historical literacy of its participants. This does not mean rote memorization of names and dates. Rather, it involves interacting with historical content to extract from it larger meaning and significance. Historical inquiry is an active pursuit that is meant to be engaged by those who study it. The benefits of such an approach offer students not only a keener understanding of American history, but the enhancement of critical skills applicable far beyond the scope of this class.

Upon successful completion of the course, the student will be able to:

• Identify and apply historiographic analysis with analytic methods of other social sciences.

• Analyze the impact of immigration on American society and culture.

• Compare and contrast regional Western, Southern, and North Eastern political, social and economic developments after the Civil War.

• Trace post-reconstruction political development including Constitutional interpretations such as Plessy v. Ferguson and Congressional actions such as the Chinese Exclusion Act, and analyze the social effects.

• Identify regional cause and effect relationships between technological and industrial developments of the nineteenth century and Native American Wars.

• Identify and analyze causal factors that produced populism, progressivism and socialism in America.

• Trace the origin and development of American warfare and analyze their political, social, and economic ramifications. Topics include, but is not limited to, the Spanish-American War and the “Philippine Insurrection,” WWI and WWII, The Korean War, The Vietnam War, and the Gulf Wars.

• Evaluate American Nativism.

• Compare the Roaring 20s and Harlem Renaissance in the Republican Era.

• Trace the origins and development of the Great Depression and analyze the effectiveness of the New Deals.

• Analyze the causal relationships between World War II and the Cold War.

• Analyze the relationship between California as harbinger to National movements and political action such as Japanese internment, anti-communism, and citizen initiatives on immigration restriction.

• Trace the origins and development of the various Civil Rights movements including but not limited to the various ethnic civil rights movements, second wave feminism, the gay rights movement, and major Supreme Court Constitutional interpretations such as Brown v. Board of Ed., Topeka, Kansas, Miranda v. Arizona, Roe v. Wade.

• Define the late 20th century as a post-9/11, “anti-terrorism” social, cultural, and political phenomenon.

• Evaluate the role of technology in 20th and 21st century America.

• Evaluate California and Federal Constitutions as judicially interpreted documents of protection, inclusion and exclusion.

1. You will need to check your MJC e-mail and Canvas frequently. All assignments and discussion groups are done through Canvas (the Pearson Revel link to the textbook is located here), so make sure you check in and complete the activities for each chapter. Each chapter concludes with a quiz in Revel that will test what you have learned.

2. You are expected to complete class assignments regularly, to keep up with the reading assignments, and to participate in online discussions. Be realistic with your schedule—I only want the class populated by students who intend to complete the class.

3. [pic] Zoom instructional time and support will be offered multiple times each week. Days and times t.b.d., but the Zoom will always been streamed and saved for future viewing.

4. Copying material/answers from another source or student (i.e. quizzes, tests, information for the brief off the Internet) without authorization is cheating. You are expected to be honest and honorable in your fulfillment of assignments and in quiz/test-taking situations. Plagiarism and cheating are serious forms of academic misconduct. Cheating may result in an automatic grade of "F" for the course, no matter what the quality of your other class work is. You may also be referred to the Division Office for further disciplinary action. At the very least you will be given a “O” on the assignment without any opportunity to make it up. Please be knowledgeable of MJC’s policy on Academic Freedom and Academic Integrity: . If you have any questions, please do not hesitate to ask.

Grading (subject to change)

Revel Activities 200 pts.

Discussion Group Questions 100 pts. (10 entries x 10 pts. each)

• Writing Assignments in U.S. History 100 pts. (4 essays x 25 points each)

• Final (waved if all work in and you have an A) 40 pts.

Total 440 pts. (approximately)

Grades vary according to what has been exempted

• A = 90 to 100%

• B = 80 to 89.9%

• C = 70 to 79.9%

• D = 60 to 69.9%

• F = below 59.9%

All activities and due dates are posted in Canvas

Week #1: June 8–14, 2020

[pic] REVEL Registration due Wednesday, 6/10/20 by 11:59 P.M.

Areas Being Covered

16: The Age of Industry, 1865 to 1890

17: The Politics of Depression, 1890 to 1898

18: America Meets the World, 1890 to 1900

What to Do

1. Read each section in each chapter, watch the videos, engage in the activities, and take a quiz.

2. If you choose to journal, I will select random sections at the end of the semester, and if you have completed it you will earned extra credit. This not required. This will be the same for all of the chapters.

3. Go to the “Summary” section for each chapter and Read “The Chronology Review,” Study “The Vocabulary Flashcards,” Review “The Chapter Videos” and Browse “The Chapter Images” to prepare for the chapter quiz.

4. REVEL activities (above) and Chapter 16-18 Quizzes are due by Sunday, 6/14/2020 (11:59 A.M.).

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Discussion Group Questions: Answer the question in your initial post, then post comments on two other posts. The initial post (of at least 125 words) is due on or before Thursday, 6/11/2020 (11:59 A.M.); the two follow-up posts (at least 75 words each) are due by Friday, 6/12/2020 (11:59 A.M.).

How did Rockefeller, Carnegie, and Morgan contribute to America’s industrialization?

Discussion Group Questions: Answer the question in your initial post, then post comments on two other posts. The initial post (of at least 125 words) is due on or before Saturday, 6/13/2020 (11:59 A.M.); the two follow-up posts (at least 75 words each) are due by Sunday, 6/14/2020 (11:59 A.M.).

Was American imperialism an inevitable consequence of industrialization?

Week #2: June 15–21, 2020

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Areas Being Covered

19: Theodore Roosevelt and the Progressives, 1900 to 1908

20: Woodrow Wilson and World War I, 1909 to 1920

21: The Roaring Twenties, 1920 to 1929

What to Do

1. Read each section in each chapter, watch the videos, engage in the activities, and take a quiz.

2. Go to the “Summary” section for each chapter and Read “The Chronology Review,” Study “The Vocabulary Flashcards,” Review “The Chapter Videos” and Browse “The Chapter Images” to prepare for the chapter quiz.

3. REVEL activities (above) and Chapter 19-21 Quizzes are due by Sunday, 6/21/2020 (11:59 A.M.).

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Discussion Group Questions: Answer the questions in your initial post, then post comments on two other posts. The initial post (of at least 125 words) is due on or before Thursday, 6/18/2020 (11:59 A.M.); the two follow-up posts (at least 75 words each) are due by Friday, 6/19/2020 (11:59 A.M.).

Was Wilson’s vision of peace too ambitious for his time? For any time?

Discussion Group Questions: Answer the question in your initial post, then post comments on two other posts. The initial post (of at least 125 words) is due on or before Saturday, 6/20/2020 (11:59 A.M.); the two follow-up posts (at least 75 words each) are due by Sunday, 6/21/2020 (11:59 A.M.).

Explain how progressive ideas influenced Roosevelt’s actions. What is the right size for government?

Writing Assignments in U.S. History #1: Woodrow Wilson and World War I—due Sunday, 6/21/2020 by 5:00 P.M. Instructions below.

Week #3: June 22–28, 2020

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Areas Being Covered

22: The Great Depression and the New Deal, 1929 to 1939

23: World War II, 1939 to 1945

24: The Cold War Begins, 1945 to 1954

What to Do

1. Read each section in each chapter, watch the videos, engage in the activities, and take a quiz.

2. Go to the “Summary” section for each chapter and Read “The Chronology Review,” Study “The Vocabulary Flashcards,” Review “The Chapter Videos” and Browse “The Chapter Images” to prepare for the chapter quiz.

3. REVEL activities (above) and Chapter 22-24 Quizzes are due by Sunday, 5/24/2020 (11:59 A.M.).

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Discussion Group Questions: Answer the questions in your initial post, and then post comments on two other posts. The initial post (of at least 125 words) is due on or before Thursday, 6/25/2020 (11:59 A.M.); the two follow-up posts (at least 75 words each) are due by Friday, 6/26/2020 (11:59 A.M.).

What were the key points of the New Deal, and analyze whether it was a good deal or a bad deal for America? Use evidence in your analysis.

Discussion Group Questions: Answer the questions in your initial post, and then post comments on two other posts. The initial post (of at least 125 words) is due on or before Saturday, 6/27/2020 (11:59 A.M.); the two follow-up posts (at least 75 words each) are due by Sunday, 6/28/2020 (11:59 A.M.).

Was the tension of the Cold War unusual? Or was it to be expected in relations between two great powers?

Writing Assignments in U.S. History #2: The Civil Rights Movement—due Sunday, 6/28/2020 by 5:00 P.M. Instructions below.

Week #4: June 29–July 5, 2020(Saturday is a holiday)

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Areas Being Covered

25: The Civil Rights Revolution, 1954 to 1965

26: The Shadow of Vietnam, 1965 to 1975

27: Reagan and the New Conservatism, 1975 to 1988

What to Do

1. Read each section in each chapter, watch the videos, engage in the activities, and take a quiz.

2. Go to the “Summary” section for each chapter and Read “The Chronology Review,” Study “The Vocabulary Flashcards,” Review “The Chapter Videos” and Browse “The Chapter Images” to prepare for the chapter quiz.

3. REVEL activities (above) and Chapter 25-27 Quizzes are due by Sunday, 7/5/2020 (11:59 A.M.).

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Discussion Group Questions: Answer the question in your initial post, and then post comments on two other posts. The initial post (of at least 125 words) is due on or before Thursday, 7/2/2020 (11:59 A.M.); the two follow-up posts (at least 75 words each) are due by 7/3/2020 (11:59 A.M.).

Should the United States enter wars or internal conflicts that aren’t directly related to American security?

Discussion Group Questions: Answer the question in your initial post, and then post comments on two other posts. The initial post (of at least 125 words) is due on or before Friday, 7/3/2020 (11:59 A.M.); the two follow-up posts (at least 75 words each) are due by 7/5/2020 (11:59 A.M.).

Did the presidency of Ronald Reagan restore the United States to economic prosperity and world leadership?

Writing Assignments in U.S. History #3: The Civil Rights Movement —due Sunday, 7/5/2020 by 5:00 P.M. Instructions below.

Week #5: July 6–July 11, 2020

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Areas Being Covered

28: After the Cold War, 1989 to 2000

29: The New Millennium, 2001 to 2016

What to Do

1. Read each section in each chapter, watch the videos, engage in the activities, and take a quiz.

2. Go to the “Summary” section for each chapter and Read “The Chronology Review,” Study “The Vocabulary Flashcards,” Review “The Chapter Videos” and Browse “The Chapter Images” to prepare for the chapter quiz.

3. REVEL activities (above) and Chapter 28-29 Quizzes are due by Thursday, 7/9/2020.

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Discussion Group Questions: Answer the questions in your initial post, and then post comments on two other posts. The initial post (of at least 125 words) is due on or before Monday, 7/6/2020 (11:59 A.M.); the two follow-up posts (at least 75 words each) are due by Tuesday, 7/7/2020 (11:59 A.M.)

Should the private lives of public officials be off limits to the media and the public? In the modern age, is this possible?

Discussion Group Questions: Answer the questions in your initial post, and then post comments on two other posts. The initial post (of at least 125 words) is due on or before Wednesday, 7/8/2020 (11:59 A.M.).; the two follow-up posts (at least 75 words each) are due by Thursday, 7/9/2020 (11:59 A.M.).

How did George W. Bush respond to the terrorist attacks of 9/11? Why did the United States invade Afghanistan and Iraq?

Writing Assignments in U.S. History #4: Reagan Conservatism—due Thursday, 7/9/2020 by 5:00 P.M. Instructions below.

Final exam on all the chapters. Opens: Thursday, 7/9/2020 by 5:30 P.M. and ends at 7:30 P.M. Once you open it you have 60 minutes to complete it. If you have completed all of your work and have earned an A in class at the time of the final exam, you may skip the final.

Discussion Group Participation Rubric

Participation in the discussion forums is critical for maximizing your learning experiences in this course. You are required to be an active part of an online community who interact to enhance and support the professional development of the group. Part of the assessment criteria for the course includes assessing the timeliness, quality, and quantity of your participation in the discussion forum. Some characteristics considered to be part of excellent discussion contributions are outlined below.

• You should submit your initial post early in the session, and your subsequent responses to the posts of other learners at timely intervals within the duration of the session. The goal is to have a dynamic discussion that lasts throughout the entire session, so do not procrastinate. Make sure you revisit the discussion forum and respond (if necessary) to what other learners have posted to your initial responses.

• Do not ever “borrow” other people’s ideas, especially from the Internet. Everything you type must be your ideas, and not those of another person. Plagiarism will be closely monitored through .

• Your posts and responses should be thorough and thoughtful. Just posting an "I agree" or "Good ideas" will not be considered adequate. Support your statements with examples, experiences, or historical references. You are, however, encouraged to be reasonably pithy. Keep each post between two and three paragraphs. Stray within the topic.

• Discussions occur when there is dialogue. Build upon the posts and responses of other learners to create discussion threads. When relevant, add to the discussion by including prior knowledge, work experiences, references, Web sites, resources, etc. (giving credit when appropriate).

• Your contributions to the discussions (posts and responses) should be complete and free of grammatical or structural errors. Proofread your responses carefully before submitting them.

This rubric point scale will be used to assess your contribution to the discussion groups.

| |Unsatisfactory |Satisfactory |Exemplary |

| |0 points |1-3 points |4-6 points |

|1st Visit: |Criteria: Quantity and timeliness |Criteria: Quantity and timeliness |Criteria: Quantity and timeliness |

|Initial Post |Does not create an initial post. |Creates an initial post. |Creates an initial post. |

|(1 post—at least|Post is insufficient in length. |Post is insufficient in length. |Submits early in the session. |

|150 words in |And/or does not submit early in the session.| |Post is sufficient in length. |

|length) | | | |

| |Criteria: Demonstrates knowledge and |Criteria: Demonstrates knowledge and |Criteria: Demonstrates knowledge and |

| |understanding of content and applicability |understanding of content and applicability |understanding of content and applicability |

| |to the prompt. |to the prompt. |to the prompt. |

| |Post does not demonstrate evidence of |Post demonstrates some evidence of |Post demonstrates clear evidence of |

| |knowledge and understanding of the prompt. |knowledge and understanding of the prompt. |knowledge and understanding of the prompt. |

| |Criteria: Professionalism |Criteria: Professionalism |Criteria: Professionalism |

| |Post does not use acceptable American |Post generally uses acceptable American |Post uses acceptable American English |

| |English. |English. | |

| |0 points |1 point |2 points |

|Note: A reply is made in visits 2 and 3 by using the 'reply' function. |

|2nd Visit: Reply to |Criteria: Quantity and timeliness |Criteria: Quantity and timeliness |Criteria: Quantity and timeliness |

|other learner(s) |Does not reply to another student. |Replies to another learner. |Replies to another learner. |

|(At least 1 post early |Post is insufficient in length. |Post is insufficient in length. |Post is sufficient in length. |

|in the session—at least|And/or does not submit the reply within | |Submits within the time parameters. |

|75 words in length) |the time parameters. | | |

| |Criteria: Demonstrates knowledge and |Criteria: Demonstrates knowledge and |Criteria: Demonstrates knowledge and |

| |understanding of content and |understanding of content and |understanding of content and applicability |

| |applicability to the prompt. |applicability to the prompt. |to the prompt. |

| |Response does not demonstrate evidence |Response demonstrates some evidence of |Response demonstrates clear evidence of |

| |of knowledge and understanding of the |knowledge and understanding of the |knowledge and understanding of the prompt. |

| |prompt. |prompt. | |

| |Criteria: Professionalism |Criteria: Professionalism |Criteria: Professionalism |

| |Post does not use acceptable American |Post generally uses acceptable American|Post uses acceptable American English |

| |English. |English. |Response integrates multiple views or |

| | | |provides outside resources from others to |

| | | |take the discussion deeper. |

| |0 points |1 point |2 points |

|3rd Visit: Reply to |Criteria: Quantity and timeliness |Criteria: Quantity and timeliness |Criteria: Quantity and timeliness |

|other learner(s), not |Does not reply to a second learner. |Replies to a second learner. |Replies to a second learner. |

|someone’s initial post.|Post is insufficient in length. |Post is insufficient in length. |Post is sufficient in length. |

|(At least 1 post later |And/or does not submit the reply before | |Continues to participate in discussion |

|in the session—at least|the end of the session. | |threads until the end of the session. |

|75 words in length) | | | |

| |Criteria: Demonstrates knowledge and |Criteria: Demonstrates knowledge and |Criteria: Demonstrates knowledge and |

| |understanding of content and |understanding of content and |understanding of content and applicability |

| |applicability to the prompt. |applicability to the prompt. |to the prompt. |

| |Response does not demonstrate evidence |Response demonstrates some evidence of |Response demonstrates clear evidence of |

| |of knowledge and understanding of the |knowledge and understanding of the |knowledge and understanding of the prompt |

| |prompt. |prompt. | |

| |Criteria: Professionalism |Criteria: Professionalism |Criteria: Professionalism |

| |Post does not use acceptable American |Post generally uses acceptable American|Post uses acceptable American English. |

| |English. |English. |Response integrates multiple views or |

| | | |provides outside resources from others to |

| | | |take the discussion deeper. |

Writing Assignments in U.S. History Format

Your essay must follow the standard writing formula:

– Thesis/introductory paragraph

• Introductory sentence where you rephrase the question and introduce your arguments. Avoid phrases like “I think” or I believe.”

– Body paragraphs

• At least 3 full-length paragraphs. Start each paragraph with a topic sentence, and when possible, use a transition sentence at the end of each paragraph that leads into the next paragraph.

– Conclusion paragraph. Summarize your argument.

Writing Assignments in U.S. History #1: Woodrow Wilson and World War I

After reading Chapter 20, “Woodrow Wilson and World War I, 1909 to 1920,” consider the events associated with World War I and its conclusion within the historical context of Woodrow Wilson’s presidency. During the second decade of the twentieth century, the United States became fully engaged in world affairs. Americans fought on the winning side in World War I, but the experience also resulted in negative reactions from many Americans.

Write an essay (400 words minimum) that explains the issues and events associated with World War I and its conclusion, and consider how both supporters and critics responded to the war. Think about whether American participation in World War I was good for the American public. Would the United States have been better off staying out of World War I? Why or why not?

Writing Assignments in U.S. History #2: Great Depression

During the Great Depression, millions of Americans found themselves unable to find work and struggling to survive. Many rural families abandoned their destitute farms and migrated to California, drawn by the promise of work picking agricultural products. Meanwhile, the Franklin Roosevelt Administration launched a series of policy programs known as the New Deal to combat the economic crisis and provide relief to the impoverished.

Think about the debates Americans had over how best to help the poor. Think also about the difference between the "deserving" and "undeserving poor," as well as the different ways Americans made those distinctions. Competing ideas about poverty and personal responsibility helped shape reactions to the New Deal's efforts to relieve their plight even among the poor.

Write an essay (400 words minimum) that explains the competing visions over providing relief to the impoverished during the Great Depression, using the example of Dorothea Lange's famous photograph "Migrant Mother." Explain who Lange was and what she hoped to accomplish with her picture, and compare Lang's perspective with the attitude of Florence Thompson, the main subject of the photograph.

Writing Assignments in U.S. History #3: Civil Rights Movement

Think about how the civil rights movement took shape in the 1950s. The difficulties of confronting a deeply ingrained social order like segregation were significant, and challenging that order often meant very real risks, including death. Nonetheless, in events like the Montgomery bus boycott of 1955, the sit-in wave that began in Greensboro, North Carolina, in 1960, and uncountable "freedom rides" and public marches, civil rights activists—led mostly by Blacks but with substantial help from White allies—successfully challenged the old order. Consider the difficulties civil rights activists faced in organizing at the grassroots and convincing national-level political leaders to support the cause.

Write an essay (400 words minimum) that explains how civil rights advocates successfully challenged and overthrew the system of segregation. Your essay should discuss the factors that led to increased activism and solidarity at the grassroots level, as well as the role that elected officials within the federal government played in guaranteeing citizenship rights to all Americans.

Writing Assignments in U.S. History #4: Reagan Conservatism

After reading Chapter 27, “Reagan and the New Conservatism, 1975 to 1988,” consider the ways in which American politics shifted to the right in the late 1970s and early 1980s during the Reagan era. Reflect on how this shift moved American politics away from the big-government liberalism of the previous half-century and into a conservatism that treated government with skepticism.

Write an essay (400 words minimum) analyzing why a conservative movement emerged during this time period, focusing on social, economic, diplomatic, and political issues in the United States during the Reagan era. Use evidence in your essay to support your ideas.

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