HIST 179: AMERICAN HISTORY AND ITS VETERANS, 1890 … HIST 179 Am Hist... · society; and, its effects on future concepts of service and similar post-war adjustments. 23. Evaluate

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HIST 179: AMERICAN HISTORY AND ITS VETERANS, 1890 THROUGH TODAY

I. Course Title: American History and Its Veterans, 1890 through Today

II. Course Prefix/Number: History 179

III. Credit Hours: Three (3) undergraduate credits

IV. Prerequisites: Completed High School American History

V. Instructor: Richard L. “Monty” Gonzales

Email: [email protected]

Phone: 580.583.6817

Address: 1333 Arroyo Verde

Schertz, Texas 78154

VI. Dates, Times: Individually dependent, typically 45+ hours per

semester.

Course Subject and Themes: The aim of this course is to strengthen the students

understanding of important political, military, economic, and social developments in American

history from 1890 to present. The course includes a survey of American historical development

from 1890 to present, but focuses special topical consideration towards the integral role of the

nation’s military Veterans. The course will acquaint students with military Veterans, the roles

they played in war and/or peace, and their influence on United States history. Students are

required to conduct independent research and develop a final research paper with the prompt,

“The role and impact of military Veterans in U.S. History, 1890-present.”

Curricular Relationships:

This course is offered to satisfy general education transfer and degree requirements for many

U.S. degree programs.

Student Learning Outcomes:

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

1. Analyze historical events and materials they encounter thematically in order to develop

a broader understanding of social, political, economic, and military developments in U.S.

history from 1890 to present.

2. Explore significant historical events and develop a better understanding of how

individual Veterans have exercised leadership to serve as agents of change.

3. Demonstrate a working knowledge of the processes required to understand the past,

especially through the experiences, efforts, and writings of America’s Veterans.

mailto:[email protected]


4. Demonstrate the ability to think clearly and critically, to ask and research significant

questions, to read historical materials analytically, and to express ideas in a logical,

cogent manner.

5. Demonstrate the knowledge, skills, and scholarship necessary to produce a

comprehensive research paper that integrates a focus on Veterans within the broader

historical themes addressed in this course.

Course Objectives: Lectures, discussions, and assignments are designed to help students learn

how to analyze historical events thematically, take a position on historical questions and debates,

use evidence to support their views, and express their insights to others through a comprehensive

written research paper. The focus is on analyzing what roles American Veterans played in

history as much as why historical events occurred. Gaining these abilities helps not only in

understanding American history and the roles of Veterans, but also in improving the critical

thinking and communication skills essential to higher level academic achievement.

Methodological questions we will address include: How well do we understand the roles of

Veterans in American history? Do the stories and narratives about Veterans capture the

complexity of their unique roles? Finally, do popular stories wittingly or unwittingly simplify or

alter the experiences of Veterans?

To achieve the course objectives, students are expected to read 500 + pages of textbook material

as part of their prerequisite American History course and are expected to read additional writings

as required by the local instructor. Students participating in HIST 179 can expect to improve

their reading and writing competencies, critical thinking skills, research skills, etc., all of which

help students better succeed in life outside academic institutions. In addition to the course

curricula requirements, all registered participants in this course will complete an end of course

research paper, of between 12-16 content pages, on a historical topic specifically dealing with

American military Veterans.

Common Course Learning Objectives:

After completing HIST 179 the student should be able to:

1. Describe how individual freedom, resources, conflict, external intervention and other

historical factors have formed the basis of the American character.

2. Explain the significant roles American Veterans have played in shaping American culture,

traditions, social issues, conflict, and the economy through their service in times of conflict

and peace.

3. Relate the role that veterans from all parts of the country, and additionally ‘brand new’

immigrants played in our recent past, how they effected and affected change in these

respective historical periods, with their unique experiences and tales for their generations and

offspring, to help us become who we are today.

4. Describe how the settlement of the American West impacted the lives of the American nation

with its diverse populations, cultures, and experiences.

5. Identify the major industries of the late 19th century America.


6. Explain the rise of the major industries in the 19th century United States and how these

forces continue to influence the nation.

7. Describe the effects of 19th century industrialization on the American People in all strata of

economic capability.

8. Describe the social effects of urbanization on the 19th century United States.

9. Explain the major events of Gilded Age politics.

10. Describe the rise of the American overseas empire by 1900.

11. Identify the main political, social, intellectual and economic effects of Progressivism on

American society in the early 20th Century.

12. Compare and contrast the “Square Deal,” the “New Nationalism” and the “New Freedom”

programs.

13. Explain the background of and U.S. participation in World War I.

14. Describe how World War I transformed the roles of the American experience and the effect

its veterans had on the society that resulted.

15. Explain how the 1920s changed American society politically, socially and economically.

16. Identify the major intellectuals of the 1920s, those with and without the veteran experience.

17. Describe the causes of and results of the Great Depression.

18. Identify the changes in American politics and society brought about by the New Deal.

19. Explain the origins and implications of the ‘Bonus Army’ on Presidents Hoover and

Roosevelt.

20. Explain the effects of American foreign policy in the 1920s and 1930s and the coming of

World War II.

21. Describe the social, economic and political effects of World War II on American society.

22. Explain the significant impact Veteran Programs has in reshaping post-WWII American

society; and, its effects on future concepts of service and similar post-war adjustments.

23. Evaluate the major causes and effects of the Cold War on America from 1945 to 1960. 24. Describe the key events of the 1950s and their effects on American society with special

emphasis on McCarthy and civil rights.

25. Compare and contrast the “New Frontier” and “Great Society” programs.

26. Examine the American involvement in Vietnam and the effect of that war on American

society with special emphasis on veteran issues, societal changes and outcomes impacting

current political thought/experiences.

27. Describe the Republican Resurgence and the effects of Watergate.

28. Evaluate the effects of the 1980s on American society and impact the latter half (1961- 1991)

of the Cold War had in shaping America.

29. Describe and contrast America’s post-Cold War experience of the 1990s with the War on

Terror in the early 21st Century.

30. Be able to relate how individual freedom, resources, conflict, external intervention and other

historical factors have formed the basis of the American character.


VII. COURSE CONTENT OUTLINE EXPECTATIONS:

Reform in America

The Progressive Movement – Who, when, type(s)

Government and Politics

Social and economic

Teddy Roosevelt and the Square Deal

Howard Taft

Woodrow Wilson

American Imperialism

Rational

Politics

Spanish-American War

Latin America and Teddy Roosevelt

Foreign policy in Asia

World War I

Prelude

Home Front

Postwar developments outside America

Postwar developments inside America

Roaring Twenties

The republican era

Economics and Materialism

American writers

Woman and blacks in the 20s

Foreign policy

Great Depression and the New Deal

Origins

Society

Impact on all

Herbert Hoover

Franklin D. Roosevelt

Economic changes

New Deal programs

Critics

Impact and legacy


Diplomacy and World War II

American foreign policy of the 1930s

Preparing for war

Organizing for war

Minorities and women in WWII

War’s end

Legacy and the GI Bill

Politics and the Cold War

Truman Administration-foreign policy

Domestic issues

The Korean “police action”

The Cold War in America’s heartland – its homes

The “Good old days”

Postindustrial America

Civil Rights

Eisenhower – foreign and domestic affairs

The “Decade of Change” – the 1960s

Kennedy and his “New Frontier”

Johnson and his “Great Society”

The Vietnam War

Struggle for racial equality

Minority and equal rights

Feminism

Counterculture

Crisis in Leadership

The 1968 Election of Richard Nixon

Liberalism and Conservatism – Supreme Court of the United States

Nixon and the Vietnam War

The Watergate scandal and Nixon’s legacy

The end of the Cold war and a new era of Global Crisis

Ford and Carter

Reagan and the resurgence of the Republican Party

Bush I and crisis in the Middle East

Clinton, Prosperity, and Impeachment

Bush II and the War on Terror

Obama, Afghanistan, and Recession


COURSE PROCEDURES:

Successful completion of a standard or advanced American History high school course is a

prerequisite. Proof of successful completion of an American History class must be submitted

in the form of a personal transcript, course report card, or email grade verification from high

school official.

A student progressively prepared personal electronic research journal is required to achieve

the final paper/academic product. Research journal will include copy of course instructor

initiated discussions (sixteen individual responses over the standard 16 week semester).

Students are required to respond to research questions and prompts as requested by the

instructor of record during the course. Teacher/student interaction will guide student

development of the research paper.

The purpose of the research paper is aligned with the Veterans - National Education Program

(V-NEP) vision of teaching the history of our country through the eyes of the veterans who

served it. When selecting a topic, students are not restricted to particular events, times, or

Veterans; however, it is important that your local American History instructor, Family-

member Veteran, or Veteran mentor support your topic selection. Students may elect to

write about members of their own families (strongly recommended), community members, or

other individuals, as long as they are/were a Veteran. As long as the topic of the paper

addresses a specific Veteran’s or group of Veterans’ role(s) and its effects in American

history, it will be acceptable.

Topic Selection: Challenges to your topic, within the parameters of what is stated in this

syllabus, are solely at the discretion of your instructor. Your initial concept paragraph will be

submitted for email approval within fourteen days of being registered for this course. If you

have questions regarding topic selection and research paper requirements contact your instructor

of record, Mr. Richard Gonzales at [email protected].

Formatting: Your research paper must be between 12 and 16 content pages in length. Format

papers in accordance with American Psychological Association (APA) publication manual (6th

Edition). Accordingly, papers must be typewritten and double-spaced in Times New Roman font

12. Additionally, separate title and reference pages are required and do not count towards your

content pages. Your electronic personal research journal has no required format, as long as your

notes and supporting documents (scanned) are fully legible, along with your identified responses

to your instructor’s points of inquiry. These instructor inspired discussion points (16) should be

no more than two to three short paragraphs in length.

Submitting Papers: Send your completed paper as an attachment, via e-mail, to your instructor,

Richard L. Gonzales, at [email protected]. Students are personally responsible for

emailing their individual course papers and electronic research journal with supporting

discussion questions responses (from pages 10 and 11 below) to Mr. Gonzales for arrival not

later than the final academic day of the semester in which registered. Early submission accepted.




Submitting History Course Grade: Students are also responsible for ensuring that their final

high school history course grade is submitted to Mr. Gonzales for prerequisite verification.

Students may arrange for a personal copy of their high school transcript to be sent via scanned

email attachment to Mr. Gonzales at [email protected], or they may ask their high

school history teacher or other administrative official, to email a copy of their final grade.

Grading: Your final letter grade in this course will be determined by calculating your total points

scored on all assignments as follows:

GRADE DISTRIBUTION AND SCALE:

Grading: Your letter grade in this course will be determined by your submitted end of course

research paper, attendance, and weekly instructor/student discussion responses as follows:

Grade Distribution:

Requirement Possible Points

Research Paper 160

Discussion Questions 160

Participation/personal

notes

80

Total Points Possible 400

Grade Scale:

Your Letter Grade Your Score as % of Total

A (360 Points or above) 90 – 100

B (320-359 Points) 80 - 89

C (280-319 Points) 70 - 79

D (240-279 Points) 60 - 69

F (239 Points & Below) 0 - 59

Students under the Associate Degree and Bachelor Degree program will be required to attain at

least a grade ‘C’.



VIII. Required Readings/Viewings: America, Pathways to the Present, Andrew Cayton,

Elizabeth Israels Perry, Linda Reed, and Allan M. Winkler, Prentice Hall, ISBN 0-13-

052849-8 (2009) (or your local state version of a similar U.S. History text).

Historical Series – DVDs - Veterans – National Education Program as follows:

The American Humanitarian Effort – Out-takes from Vietnam

On Freedom’s Wings – Bound for Glory (The Tuskegee Airmen)

Their Sacrifice Our Freedom – WW II in Europe and in the Pacific

Women in the Military –Willing*Able*Essential

Citizens Soldiers All – Warriors and Peacemakers

In the Company of Heroes – Band of Brothers

(These topical DVDs are integrated on our web site, below the syllabus link at this link:

http://www.leadershipcredit.info/american-history/. Students are encouraged to conduct

additional research at three links: http://v-nep.org/veterans.html; http://vnep.org/films.html; and

http://www.globalawarenessmap.org/.) Student individual research of these materials and

additional items of their own choosing are paramount to successful achievement of course

standards

Optional/Recommended Readings/Course Support:

American History 1877 to the Present, Mary Jane Capozzoli Ingui, Barron’s Educational Series,

Inc., ISBN 13-978-0-7641-2005-0 (2003,1993)

A Patriot’s History of the United States, Larry Schweikart and Michael Allen, SentinelPenguin

Publishing, ISBN 978-1-59523-032-4 (2007)

Chicken Soup for the Veteran's Soul: Stories to Stir the Pride and Honor the Courage of Our

Veterans, by Jack Canfield, Mark Victor Hansen, and Sidney R. Slagter. Health

Communications, Inc. ISBN 13–978-1-55874-937-5 (May 2001)

The above are considered recommended readings(s) for the course. The instructor will, however,

refer to many sources, including other materials during the course. IX. Any issues unique to this course: All papers will be submitted to their Instructor of Record.

Details for that individual will be provided by e-mail in response to a paid registration. For

purposes of this document, that individual is: Mr. Richard L. Gonzales, Cell 580-583-6817, e-

mail: [email protected].

X. Additional issues of the department’s choosing: N/A

http://www.leadershipcredit.info/american-history/

http://v-nep.org/veterans.html

http://vnep.org/films.html

http://www.globalawarenessmap.org/



XI. Syllabus statement regarding course adaptations and accommodations:

Students should submit assignments by the due date given. For special issues requiring an

extension the student must seek the consent of their instructor prior to its due date.

Accommodations will be made as required for students with special needs after submission

of proper documentation to and approval by the school administrative office. Students

needing special assistance should communicate with the instructor during the first week of

the semester or upon a paid registration for the course.

All assignments must be submitted via email attachment. Students should also request an

email receipt after submitting through email, to confirm that the document has been

received. Students are to ensure that the assignments are emailed in the correct page

sequence.

Academic Conduct Intellectual honesty is essential to the success of the course and your

studies in general. Plagiarism and any other kind of cheating will not be tolerated. If you

have any questions about what is allowed and what is not allowed under the Academic

Conduct policy, rather than guess please consult with the instructor or check the school

catalog. As a student in this class, you acknowledge your responsibility for abiding by the

Academic Conduct policies; Understanding the policies apply to both individual and group

assignments; and, your understanding of academic dishonesty and the penalties for

academic dishonesty.


Essay Rubric

Writing guidelines for students participating in HIST 179

Plan, coordinate, execute, and complete your Veteran’s history research essay in accordance

with the guidance presented in this syllabus and the essay rubric below. Submit a no-less-

than 12-16 page essay to the ASU instructor of record. The prompt for your essay is “The

role and impact of military Veterans in U.S. History, 1890-present”. Please contact Mr.

Richard Gonzales if you have questions regarding the essay or the grading rubric.

Percentage

of Score

Essay

Element

1

Not Yet

2

Almost

3

Right On

25% Structure (Total of 40 points possible)

1. APA Formatting

2. Title Page plus 12-16 content pages

3. Introduction on first content page

4. Conclusion on last content page

5. Reference/Citations (APA Formatting)

25% Content (Total of 40 points possible)

1. Identify and explain an historically significant

event/time in the development of United States

History

2. Establish the historical context and significance

of this event/time

3. Identify and describe your relationship to a

military Veteran (may be a family member, a

Veteran you know, or a Veteran you have

discovered through research)

4. Relationship of the Veteran to the historical

event/time

5. The Veterans Perspective

6. Identify and explain the significance of the

Veterans role in U.S. history

7. Identify how this Veteran and others influenced

the course of U.S. history

25% Mechanics (Total of 40 points possible)

1. Grammar

2. Vocabulary

3. Spelling

4. Section, paragraph, and sentence

structure/coherence

25% Creativity and Originality (Total of 40 points possible)

1. The use of quotes form Veterans interviews

2. Introduction of original ideas and

understanding based on your research

3. The ability to connect your original research to

relevant contemporary issues

4. The use of multiple references and resources to

develop a better understanding of history and

the Veteran


Instructor/Student Discussions:

Week One/Two

1. Selection of research thesis: Who, when, where, why?

2. How do you think the issues of the early 20th Century impact Veterans of that time period

compared to this same time period of the 21st Century and today’s Veteran?

Week Three/Four

1. Are there comparisons or contrasts between pre-World War I Europe and events today in

the Middle East?

2. How did the economics of the ‘Roaring Twenties’ compare to the High Tech Bubble of

the 1990s?

Week Five/Six

1. The Great Depression significantly impacted the world viewpoint of Veterans serving

during World War 2 and Korea. Which time period had a similar effect on the Veteran or

Veterans in your research? How and why?

2. What were your Veteran’s ‘Good old Days’? Why?

Week Seven/Eight

1. Truman’s decision to use nuclear weapons to defeat Japan fundamentally altered modern

warfare, how did these changes affect Veterans of the period? What role did Veteran’s

play in the development of nuclear weapons?

2. The military, particularly National Guard forces, played a prominent role in the civil

rights movement, what roles did they play and how did their presence help reshape and

redefine a nation?

Week Nine/Ten

1. The struggle for racial equality was evident in the composition of the US Armed forces

serving in Vietnam, with disproportionate numbers of minorities serving in the most

dangerous assignments, how did this dynamic influence service member’s perspectives of

the struggle for racial equality in America?

2. Compare and contrast the experiences of Veterans returning from the Vietnam War to the

experiences of Veterans returning from the wars in Iraq and Afghanistan?

Week Eleven/Twelve

1. The dissolution of a bi-polar world ushered in by the end of the Cold War introduced a

new era of global conflict characterized by small scale limited wars, particularly

throughout the Middle East and Eastern Europe. How have service member’s roles

changed/expanded in an era of limited conflict?

2. What role has the media played in changing the way the American public views and

engages with Veteran’s and service members? Do you think the media’s role has helped

or harmed the Veterans and service members?


Week Thirteen/Fourteen

1. Women’s roles in the military have changed significantly. Identify some of the way’s

women’s roles in the military have changed, how these changes have paralleled changes

in society, and the implications of these changes for the military and society in the future?

2. The Veteran’s of World War II have come to be known as the “Greatest Generation”

because of the personal costs and sacrifices associated with their service. How do the

personal costs and sacrifices of the “Greatest Generation” compare to the personal costs

and sacrifices of contemporary military Veterans? What is the same? What has

changed?

Week Fifteen/Sixteen

1. How has the Service member’s role as both soldier and peacekeeper changed since the

end of the Cold War? How have these changes affected military Veterans and their

families?

2. Provide a reflective summary of your experience in this course, focus on what you have

learned regarding the important roles Veterans have played throughout the 20th and 21st

centuries in the United States. How have they changed society? How has society

changed because of them?

Documents

HIST 179: AMERICAN HISTORY AND ITS VETERANS, 1890 … HIST 179 Am Hist... · society; and, its effects on future concepts of service and similar post-war adjustments. 23. Evaluate