| Course Title: | United States History |
|---|---|
| Course Number: | HIST405 |
| Course Description: | This course examines American history from the formation of the 13 original colonies to the present. Coursework addresses the struggle to define American citizenship and government, development of the nation and a national economy, and racial exclusion in American society. Also examined are the country’s transformation to a world power, Reconstruction, resurgence, recession and reform, principles of justice and the American experience. Students who receive credit for this course may not also receive credit for HIST225. |
| Course Prerequisites: | ENGL135 or ENGL147 3-3 |
Syllabus
Course Information
Course Specific Requirements
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Software Citation Requirements
This course uses open-source software, and as the end users of this software, students are required to cite the software for any student work, such as assignments, labs, or projects, where the software has been utilized. Open-source software does have end-user license agreements, and all students should read the entire agreement for a software prior to installation or usage. In order to use the software in this course, software citations have been created for students and can be located on the Open Source Applications page. These software citations must be included in all student work submissions that have used the software.
Textbooks and Resources
Required Textbooks
The following books are required for this course:
Visions of America: A History of the United States
2nd Edition
by Keene, Cornell and O'Donnell
2012 Pearson
E-book Details
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Campus Additional Information
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Terminal Course Objectives
DeVry University course content is constructed from curriculum guides developed for each course that are in alignment with specific Terminal Course Objectives. The Terminal Course Objectives (TCOs) define the learning objectives that the student will be required to comprehend and demonstrate by course completion. The TCOs that will be covered in detail each week can be found in the Objectives section for that particular week. Whenever possible, a reference will be made from a particular assignment or discussion back to the TCO that it emphasizes.
1
Given the declaration of “unalienable rights,” compare and contrast the trends in defining U.S. citizenship for different groups (religious, racial, women), which developed into initial definitions in the Constitution, and later to developments in the Bill of Rights, which set the stage for conflict, partial resolution, and an ongoing debate.
2
Given the historical tendencies of American citizens to resist perceived excesses in government behavior, analyze the American Revolution and secessionist activities by Southern states prior to the Civil War to identify similarities which might be precedents for future acts of resistance.
3
Given the period of westward expansion from 1812 to 1860, analyze the role of war and power politics in tempering the “virtuous” drive of “Continentalism” as our borders formed, and again with a new chapter with different purpose at end of the 19th Century.
4
Given the dependence on non-white populations to help establish the economic foundations of the U.S. prior to 1865, explain the process and analyze the impact of institutional exclusion of people of color from mainstream American society.
5
Given the shift of economic activity from agriculture to manufacturing in the U.S. after 1865, analyze the effects of this shift on the American workforce.
6
Given the conditions in the late 19th and 20th centuries which led the way to the renewed establishment of global empires, analyze the domestic and international impulses which prompted the United States to establish a global empire of its own.
7
Given the history of conflict involving the United States since 1865, analyze the U.S.’s ability to mobilize resources in pursuit of its war goals.
8
Given the claim that the Civil War was fought to ensure equality for all Americans, debate whether that goal was achieved on behalf of all Americans regardless of race or gender.
9
Given the enhanced influence enjoyed by the U.S. at the end of the Cold War, assess the U.S.’s ability to assure peace and prosperity for itself and members of the international community.
10
Given the use of the phrase "the melting pot" to describe the process of assimilating immigrants in the United States, analyze the immigrant experience prior to and after 1865 to determine whether that assimilation was achieved.
11
Given the Constitutional provision for a federal system of government open throughout our history to interpretation, relate fiscal health and security of the nation and populace to the political tenor around the role of government since WWI.
Lab Schedule
Week 1
None
Citrix
RKON
Skillsoft
Toolwire
WebServer
ACC COMAT
ACC NonCOMAT
CWP
Week 2
None
Citrix
RKON
Skillsoft
Toolwire
WebServer
ACC COMAT
ACC NonCOMAT
CWP
Week 3
None
Citrix
RKON
Skillsoft
Toolwire
WebServer
ACC COMAT
ACC NonCOMAT
CWP
Week 4
None
Citrix
RKON
Skillsoft
Toolwire
WebServer
ACC COMAT
ACC NonCOMAT
CWP
Week 5
None
Citrix
RKON
Skillsoft
Toolwire
WebServer
ACC COMAT
ACC NonCOMAT
CWP
Week 6
None
Citrix
RKON
Skillsoft
Toolwire
WebServer
ACC COMAT
ACC NonCOMAT
CWP
Week 7
None
Citrix
RKON
Skillsoft
Toolwire
WebServer
ACC COMAT
ACC NonCOMAT
CWP
Week 8
None
Citrix
RKON
Skillsoft
Toolwire
WebServer
ACC COMAT
ACC NonCOMAT
CWP
Course Schedule
| Week, TCOs, and Topics | Readings and Class Preparation | Activities and Assignments |
|---|---|---|
| Week 1 TCOs 1 and 4 Towards an American Republic: The Colonial Period | Chapter 2: Models of Settlement: English Colonial Society, 1590-1710 Chapter 3: Growth, Slavery and Conflict: Colonial America, 1710-1763 | Graded Discussion Topics |
| Week 2 TCOs 1 and 2 Revolution: From Rebellion to Jeffersonian Democracy | Chapter 4: Revolutionary America: Change and Transformation, 1764—1783 Chapter 5: A Virtuous Republic: Creating a Workable Government, 1783—1789 Chapter 6: The New Republic: An Age of Political Passion, 1789—1800 Chapter 7: Jeffersonian America: An Expanding Empire of Liberty, 1800—1824 | Webliography Assignment Graded Discussion Topics Quiz |
| Week 3 TCOs 1 and 3 Freedom’s Ferment: Pioneers, Reformers, and Dreamers | Chapter 8: Democrats and Whigs: Democracy and American Culture, 1820-1840 Chapter 9:Workers, Farmers and Slaves: The Transformation of the American Economy, 1815—1848 Chapter 11:To Overspread the Continent: Westward Expansion and Political Conflict, 1840—1848 Chapter 12: Slavery and Sectionalism: The Political Crisis of 1848—1861 | Graded Discussion Topics |
| Week 4 TCOs 2 and 8 Civil War and Reconstruction | Chapter 13: A Nation Torn Apart: The Civil War, 1861—1865 Chapter 14:Now That We Are Free: Reconstruction and the New South, 1863—1890 Chapter 15: Conflict and Conquest: The Transformation of the West, 1860–1900 | Historical Essay Graded Discussion Topics Quiz |
| Week 5 TCOs 5, 6 and 10 Industrialization, Immigration, and Imperialism | Chapter 16: Wonder and Woe: The Rise of Industrial America, 1865–1900 Chapter 17: Becoming a Modern Society: America in the Gilded Age, 1877–1900 Chapter 18: Creating a Democratic Paradise: The Progressive Era, 1895 –1915 Chapter 19: Imperial America: The United States in the World, 1890–1914 | Graded Discussion Topics |
| Week 6 TCOs 7 and 11 From the Great War to World War II | Chapter 20: The Great War: : World War I, 1914–1918 Chapter 21: A Turbulent Decade: The Twenties Chapter 22: A New Deal for America: The Great Depression, 1929–1940 Chapter 23: World War II: Fighting the Good War, 1939–1945 | Webliography Assignment Graded Discussion Topics Quiz |
| Week 7 TCOs 7 and 9 Postwar America: From Cold War to Globalization | Chapter 24: A World Divided: : The Early Cold World, 1945–1963 Chapter 26: A Nation Divided: The Vietnam War, 1945–1975 Chapter 27: A Decade of Discord: The Challenge of the Sixties Chapter 28: Righting a Nation Adrift: America in the 1970s and 1980s Chapter 29: Building a New World Order: The United States, 1989–2009 | Historical Essay Graded Discussion Topics |
| Week 8 All TCOs | Final Exam | |
Blended E-Learning
This course is an 8-week, intensive course that includes both classroom-based and e-learning activities. Your participation in both areas is essential to your success in this course. You should expect to spend time each week participating in the prescribed activities both before and after our class meeting.
Participation before, during, and after class meetings is critical to your success in this intensive environment.
To get the most out of our weekly class meetings, it is essential that you come to class prepared. The weekly readings listed in the Course Schedule will prepare you for class. Our class meetings, in turn, will prepare you for upcoming exams and assignments.
Through the DeVry e-learning platform, you will be able to
- review the Syllabus and weekly assignment information;
- submit completed work for grading;
- take quizzes and exams;
- obtain copies of class handouts and notes;
- e-mail the instructor and other students; and
- participate in online discussion of class material.
iConnect Live
This course contains iConnect Live sessions that provide students with the opportunity to attend live presentations, which cover course materials, projects, and assignments. Please see the iConnect Live items for the days and times of the live sessions and for the link to enter each session. You will also receive e-mail reminders each week.
If you are unable to attend the live session, you can watch the recorded session by clicking on the Recordings link that will appear in the iConnect Live item after the lecture has concluded. Please contact your instructor with any questions.
Please note that because of unavoidable technological issues and presenter availability, the live lectures may be substituted with prerecorded lectures.
Due Dates for Assignments & Exams
Unless otherwise specified, the following applies.
- Access to most weeks begins on Sunday at 12:01 a.m. mountain time (MT).
- All assignments are to be submitted on or before Sunday at the end of the specified week that they are due, by 11:59 p.m. (MT).
- All quizzes and exams are to be completed on or before Sunday at the end of the specified week that they open, by 11:59 p.m. (MT).
Week 8 opens at 12:01 a.m. (MT) on the ending Sunday of Week 7. Any assignments or exams must be completed by 11:59 p.m. (MT) Saturday of the eighth week.
Due Dates for Assignments & Exams
All assignments, quizzes, and exams are to be completed per the schedule indicated by your instructor.
Assignment Values and Letter Grades
The maximum score in this class is 1,000 points. The categories, which contribute to your final grade, are weighted as follows.
| Assignment | Points | Weighting |
|---|---|---|
| Discussions (30 points, Weeks 1-7) | 210 | 21% |
| Quizzes (40 points, Weeks 2, 4, 6) | 120 | 12% |
| Historical Essays (150 points, Weeks 4, 7) | 300 | 30% |
| Webliography (60 points, Weeks 2, 6) | 120 | 12% |
| Final Exam | 250 | 25% |
| Total Points | 1,000 | 100% |
All of your course requirements are graded using points. At the end of the course, the points are converted to a letter grade using the scale in the table below.
| Letter Grade | Points | Percentage |
|---|---|---|
| A | 900–1,000 | 90% to 100% |
| B | 800–899 | 80% to 89% |
| C | 700–799 | 70% to 79% |
| D | 600–699 | 60% to 69% |
| F | 599 and below | Below 60% |
DeVry Graduate Academic Policy and Relevant Resources
DeVry Undergraduate Academic Policy and Relevant Resources
Frequently Asked Questions
When are grades calculated, and how can I view my grades?
- You must complete any quizzes and post your written assignments (if necessary) to the weekly Dropbox by Sunday 11:59 p.m. (MT) each week, except Week 8 which closes at 11:59 p.m. (MT) Saturday.
- Once your work is reviewed, you should see comments and total points for each assignment in the Gradebook. Instructors should have Discussion work graded by the following Tuesday and all other assignments by the following Friday.
- You may check your progress at any time by going to the Gradebook, selecting the week and then your name.
- Click on the points earned for each assignment in the Gradebook to see any instructor comments.
What should I do if a discrepancy is found with my grade?
- Double-check the error and try to determine what caused it.
- Send your instructor an email explaining your findings.
- Trust that any error in grading will be corrected quickly
What if I cannot get my work submitted on time?
- If you have an emergency that will cause your work to be late, please contact your instructor in advance of the due date so that arrangements can be made. Your instructor may reserve the right to deduct points for work turned in late based on the reason and the timeliness of notice.
- If a technical problem prevents you from meeting the scheduled due date, please contact the Help Desk at 1-800-594-2402 and immediately email your instructor about the situation.
How can I get extra credit?
Extra credit is not an option.
Questions and Concerns
Please feel free to contact me for help with coursework or other areas that may impact your progress. Here are some examples.
- Do you have general questions about attendance, deadlines regarding your courses, student financial aid, or other areas?
- Are you a member of the military service? Do you need to adjust your schedule due to active duty, or do you have questions about your GI Bill® benefits or have other unforeseen military and veteran-related issues that have developed?
- Do you need supplementary student assistance? Please let me know if you are having academic difficulty and would like an ADA accommodation. Although I can talk with you about getting assistance, an excellent point of contact is the Office of Student Disability Services. You can reach the Office by calling 877-496-9050, option 3, or by e-mailing adaofficer@devry.edu or adaofficer@keller.edu.
Regardless of your situation, please feel free to contact me for assistance in whatever area of concern you might have. I will do everything I can to assist you or put you in contact with University colleagues who are trained to assist you in whatever area of concern you might have.
"GI Bill® is a registered trademark of the U.S. Department of Veterans Affairs (VA). More information about education benefits offered by the VA is available at the official U.S. government website: www.benefits.va.gov/gibill.”