Course Syllabus
HIST 447: Recent American History
Course Overview
| CATEGORY | INFORMATION |
|---|---|
| Credits | 3 |
| Prerequisites | None |
| Delivery | Web (Canvas, https://psu.instructure.com) |
| Dates | See the Calendar. |
| Instructor | See the Orientation module under the Modules tab. |
Description
This course examines major issues and developments in American society from the end of Reconstruction to the present. Among the topics to be covered are: the rise of the Cold War and its effects on American society; America’s evolving place in world affairs; mass consumerism and popular culture; the unfolding of modern liberalism and conservatism; the civil rights and women’s movements; the Vietnam War (and the war over the war back home); the welfare state and deregulation; deindustrialization and globalization; shifting currents of immigration; and, the new realities of the post-Cold War, post-9/11 world. Along the way, we will be exploring how historians have interpreted and debated these topics.
Objectives
At the end of this course, you will be able to:
- Identify major themes and issues of American history from 1945 to the present.
- Explore social and ideological diversity in the American experience.
- Analyze critically major events and trends in postwar American history.
Organization
This course is made up of an introduction lesson, three modules, and a course wrap-up. There are a total of FOURTEEN lessons.
- Lesson 1: America in 1945
- Module 1: The Fifties (Lessons 2 through 5)
- Module 2: The Sixties (Lessons 6 through 9)
- Module 3: The Seventies (Lessons 10 through 14)
- Course Wrap-up
For a typical lesson, you will complete the following activities and assignments:
- Explore online course content.
- Read the assigned chapters from the textbook and readings.
- Complete the weekly assignments (discussions and commentaries) by the due dates listed on the course calendar.
In addition to the weekly activities, you will complete eight essay analysis and three video commentaries that are spread throughout the semester and a final paper.
Note: We recommend that you read the online lesson content prior to reading the assigned textbook readings and any other readings. Also, pay attention to the Reflective Questions within the lesson content as this will provide you with focal points for the textbook readings and assignments.
Online Learning and Attendance
This course has been developed to promote asynchronous learning. The instructor and students do NOT meet on a designated day and time each week. For each lesson, there is a timeframe to complete all activities and assignments, and you may work at your own pace within that timeframe. However, you must adhere to the due dates outlined on the Calendar. (Due dates can also be viewed under the Syllabus tab.) You should log into the course daily to check for updates, review lessons, and participate in activities.
Texts and Other Materials
The following texts are required:
- Chafe, W. H. (2014). The Unfinished Journey: America Since World War II. 8th edition. Oxford University Press. ISBN: 978-0199347995.
- Halberstam, D. (1994). The Fifties. Reprint edition. Ballantine Books. ISBN: 978-0449909331.
- Herbert, B. (2015). Losing Our Way: An Intimate Portrait of a Troubled America. Reprint edition. Anchor. ISBN: 978-07677930840.
- Rosen, R. (2006). The World Split Open: How the Modern Women’s Movement Changed America. Revised edition. Penguin. ISBN: 978-0140097191.
- Zaretsky, N. et al. (2013). Major Problems in American History Since 1945. 4th edition. Cengage Learning. ISBN: 978-1133944140.
Library Services
Penn State Libraries provides a wide variety of services and resources. To learn how to take advantage, refer to the Online Student Library Guide (Links to an external site.) at http://guides.libraries.psu.edu/onlinestudentlibraryguide. This guide serves as your starting point for access to all that Penn State Libraries can offer you as an online student. Use this guide if you have questions on library services offered to you, how the library can help you, how to use the library, or what resources you can access via the library! The guide will connect you to important pages and resources within Penn State Libraries and save time from you searching for the information you need.
Grading
Final letter grades will be assigned based on the scale below.
Scale
| LETTER GRADE |
MINIMUM PERCENT |
MINIMUM POINTS |
|---|---|---|
| A | 95 | 950 |
| A- | 90 | 900 |
| B+ | 87 | 870 |
| B | 83 | 830 |
| B- | 80 | 800 |
| C+ | 75 | 750 |
| C | 70 | 700 |
| D | 60 | 600 |
| F | 0 | 0 |
Due Dates
All assignments are due by 11:59 PM Eastern Time on the date indicated on the Calendar. (Due dates can be also be viewed under the Syllabus tab.)
Please be aware that Canvas follows the Eastern Time (ET) time zone. Assignment due dates adhere to this time zone, and it is your responsibility to submit assignments accordingly. If you are outside of the ET time zone, you can set your Canvas account to sync to it. Refer to the Set a Time Zone article in the Canvas Guide at https://community.canvaslms.com/docs/DOC-2891.
As a general rule, you will NOT be able to go back and make up missed assignments. It is your responsibility to keep up with your assignments. Students with an excused absence (hospitalization, jury duty, or family emergency) may be asked to produce proper documentation in order to make up graded work. All make-up work is at the discretion of the instructor.
Assignments
Basic information about each assignment group is provided below. For detailed directions about an individual assignment, see the assignment information under the Modules tab.
You can expect meaningful feedback on assignments within one week of their due date.
| ASSIGNMENT GROUP |
POINTS |
|---|---|
| Discussion Commentaries & Feedback (10) | 240 |
| Essay Analysis (7) | 210 |
| Group Discussions (3) | 240 |
| Video Commentaries (3) | 210 |
| Final Paper (1) | 100 |
| Total | 1000 |
Discussion Commentaries and Feedback
Value: 10 x 24 PTS, 240 PTS total
The discussion commentary is a short piece (300-400 words) in which the student addresses some significant theme raised, or development covered, in the readings for a particular lesson. The commentary feedback is a short statement (150-250 words) in which the student offers a critical response to a discussion commentary posted by another student. You will post your assignment in the appropriate discussion forum, so that other course participants can review and comment on your ideas and thoughts. Your posts will be graded on an individual basis, but do not be afraid to make mistakes and to think freely when it comes to your contributions – errors will not be held against you.
Unless noted otherwise, Lesson Commentaries must be submitted by 11:59 p.m. on the day noted on the course calendar. Unless noted otherwise, Lesson Commentary Feedback assignments must be submitted by 11:59 p.m. on the day noted on the course calendar. Note: Lesson Commentary Feedback assignments (or replies to Lesson Commentaries) are generally due a few days after the initial post for the Lesson Commentary assignments.
For further information on the Lesson Commentary Discussions/Postings and Commentary Feedbacks, see Guidelines for Lesson Commentaries in the Orientation module. Finally, refer to the Writing Assignment Rubric for grading expectations. This is also located in the Orientation module.
Essay Analysis
Value: 7 x 30 PTS, 210 PTS total
The essay analysis is a short piece (300-400 words) in which students identify and analyze key themes in assigned essays by historians. Refer to the Essay Analysis Rubric for grading expectations. This is located in the Orientation module.
Group Discussions
Value: 3 x 80 PTS, 240 PTS total
For each group discussion, the student takes part in a two-sided debate on a question raised by the book assigned for that lesson. In preparation for this assignment, you will each be named to a special team comprised of around ten members. Over the course of the week-long discussion, each team will debate from two competing positions.
At the outset of the group discussion (starting Sunday), the instructor will select several members of each team to support the first position, and several members of each team to support the second position. You will be notified which side you are at the beginning.
The debate will go through two phases:
- The first phase goes from Sunday to Thursday. By 11:59PM Thursday, each member of your team will have posted a statement of 400-500 words, making the case in support of his or her proposition.
- The second phase of the discussion will go from Thursday, to 11:59 Sunday. During this period, each participant should post two further statements of 250-350 words, responding to an argument made by a team member from the opposing side.
In formulating your postings, illustrate your points with examples from the assigned text for that week; and, where pertinent, from other assigned readings in the course. Refer to the Group Discussion Rubric for grading expectations. This is located in the Orientation module.
Video Commentaries
Value: 3 x 70 PTS, 210 PTS total
For each video commentary, the student analyzes what a selection of contemporary video clips can tell us about the culture and perspectives of Americans during a given period. Video commentaries should be 1,000 - 1,200 words in length. Refer to the Writing Assignment Rubric for grading expectations. This is located in the Orientation module.
Final Paper
Value: 1 x 100 PTS, 100 PTS total
In the final paper, the student discusses significant continuities and discontinuities in American society over the period covered in this course. Your final paper should be 1,100 - 1,300 words in length. Refer to the Writing Assignment Rubric for grading expectations. This is located in the Orientation module.
A note on outside sources and academic dishonesty
Note that all assignments (discussion commentaries and commentary feedbacks, essay analysis, group discussion posts, video commentaries, and final paper) must be entirely your original work, written in your own words. It is expected that you will discuss material from class readings for these assignments, and you may use quotations from those readings to support your arguments.
Using online or published sources without proper citation is plagiarism. Assignments that violate these guidelines will automatically be given a failing grade (0%) and may be submitted to the office of Academic Integrity for review and possible sanction.
If you have questions about these policies, please ask in advance of submitting assignments.
Discussion Policies
Written communication is different than oral communication. The policies and pointers listed below cover common issues that crop up in an online discussion forum. They are designed to enhance organization, help you convey your ideas more clearly, and prevent misunderstandings.
- Try to think of discussion forums as an extension of your real-life classroom.
- Endeavor to share ideas among your classmates, not to prove that you are right and they are wrong.
- Be aware that differences of opinion are going to occur in any forum. Multiple perspectives on a topic or problem are often valuable.
- Compose long messages in NotePad (or TextEdit) and then copy/paste into Canvas. Or add an attachment and provide a simple explanation of its contents.
- Keep closely related ideas organized under a single post.
- To respond to the original post, click in the Reply field, type your response, and click Post Reply. Title your post so that individuals know what your post is about. The title of your post should be a brief phrase that summarizes your post.
- To respond to another individual, click the Reply button just below the individual's original response. Type in your response and then click Post Reply.
- To express a new idea, click in the Reply field again, similar to adding your original post. Remember to add a title.
- Don’t feel obligated to make a reply to a post if you feel it does not warrant one. Numerous posts that contain no essential new ideas may create more work for everyone.
- Don’t be offended if no one replies to your message. Often people will read postings on a discussion forum but not make a reply.
- Act professionally and be considerate of others.
- Remember that not everyone comes from the same background, or shares the same values and ideals as you.
- Be mindful of your “tone.” If you are unsure of your tone, try reading your discussion forum post out loud before you submit it. When you read it out loud, does it sound the way you would speak to another student in the classroom?
- Remember that a message can easily be misunderstood. Making a joke or being ironic in a discussion forum is a great way to break the ice, but you have to let people know your intentions. If you wish to convey a humorous tone, try using emoticons or adding comments like “Just kidding!” Do not use slang.
- Alert your instructor as soon as possible if there is a message on the discussion forum that strikes you as inappropriate or offensive.
- Keep in mind that the author may not realize how the message “sounds” to you. Try to think of the situation as a growth opportunity facilitated by the instructor.
- Allow the instructor to handle the situation. Rest assured that your instructor is determined to prevent breakdown of group process.
- Be aware that the instructor has the right to remove any inappropriate or offensive messages.
- Be aware that any student who posts an inappropriate of offensive message will be blocked from participating in the discussion forum and will receive an F for that assignment. Students are also subject to relevant policies in the student code of conduct.
University Policies
Academic Integrity
According to Penn State policy G-9: Academic Integrity, an academic integrity violation is “an intentional, unintentional, or attempted violation of course or assessment policies to gain an academic advantage or to advantage or disadvantage another student academically.” Unless your instructor tells you otherwise, you must complete all course work entirely on your own, using only sources that have been permitted by your instructor, and you may not assist other students with papers, quizzes, exams, or other assessments. If your instructor allows you to use ideas, images, or word phrases created by another person (e.g., from Course Hero or Chegg) or by generative technology, such as ChatGPT, you must identify their source. You may not submit false or fabricated information, use the same academic work for credit in multiple courses, or share instructional content. Students with questions about academic integrity should ask their instructor before submitting work.
Students facing allegations of academic misconduct may not drop/withdraw from the affected course unless they are cleared of wrongdoing (see G-9: Academic Integrity). Attempted drops will be prevented or reversed, and students will be expected to complete course work and meet course deadlines. Students who are found responsible for academic integrity violations face academic sanctions, which can be severe, and put themselves at jeopardy for other outcomes (see G-9: Academic Integrity).
Unless your instructor tells you otherwise:
- Always include an in-text citation that includes the author(s) last name(s) and the year the source was published at the end of any sentence or below any image that includes words, images, or ideas you found in a source, always included quoted text within quotation marks, and always include a reference for any source at the end of your paper (ask your instructor about the format you should use).
- All of your graded coursework must be created by you without help from anyone in the course or otherwise. If you have questions about this, you should ask your instructor before submitting work for evaluation.
- All course materials you receive or access are protected by copyright laws. You may use course materials and make copies for your own use, but unauthorized distribution and/or uploading of materials without the instructor’s express permission is strictly prohibited. Students who engage in the unauthorized distribution of copyrighted materials may be held in violation of the University’s Code of Conduct and/or liable under Federal and State laws.
Disability Access
Penn State welcomes students with disabilities into the University's educational programs. Every Penn State campus has an office for students with disabilities. The Student Disability Resources website provides contact information for every Penn State campus (Links to an external site.) at https://equity.psu.edu/offices/student-disability-resources/campus-offices. For further information, please visit the Student Disability Resources website at http://equity.psu.edu/student-disability-resources.
In order to receive consideration for reasonable accommodations, you must contact the appropriate disability services office at the campus where you are officially enrolled, participate in an intake interview, and provide documentation described at http://equity.psu.edu/student-disability-resources/applying-for-services. If the documentation supports your request for reasonable accommodations, your campus’s disability services office will provide you with an accommodation letter. Please share this letter with your instructors and discuss the accommodations with them as early in your courses as possible. You must follow this process for every semester that you request accommodations.
Counseling and Psychological Services
Penn State's Counseling and Psychological Services (CAPS) office offers residential and distance-based Penn State students non-emergency mental health services in the form of case management, community resource referrals, supportive listening, care giver support, and much more.
Students may request assistance from CAPS regarding a variety of common mental health issues, including anxiety, depression, relationship difficulties, and stress. CAPS services are designed to enhance students' ability to fully benefit from the University environment and academic experience. Call CAPS at 814-863-0395 (8 am-5 pm, Monday-Friday EST) or submit an inquiry online at https://studentaffairs.psu.edu/form/caps-contact-form to schedule an appointment with a mental health advocate, who can help you address mental health concerns that may interfere with your academic progress or social development. This appointment will include a one-on-one session that can be conducted via telephone, teleconference (Skype, FaceTime, etc.), or locally at Penn State University Park. For more information on services provided through CAPS, please visit the Penn State CAPS website at http://studentaffairs.psu.edu/counseling/. Students enrolled at the World Campus are also encouraged to visit its Mental Health Services page at http://student.worldcampus.psu.edu/student-services/mental-health-services.
Reminder: These services are for non-emergencies only. If you or someone you know is experiencing a crisis situation, please call your local crisis center or 911.
Nondiscrimination
Penn State is committed to equal access to programs, facilities, admission and employment for all persons. It is the policy of the University to maintain an environment free of harassment and free of discrimination against any person because of age, race, color, ancestry, national origin, religion, creed, service in the uniformed services (as defined in state and federal law), veteran status, sex, sexual orientation, marital or family status, pregnancy, pregnancy-related conditions, physical or mental disability, gender, perceived gender, gender identity, genetic information or political ideas. Discriminatory conduct and harassment, as well as sexual misconduct and relationship violence, violates the dignity of individuals, impedes the realization of the University's educational mission, and will not be tolerated. For further information, please visit the Affirmative Action Office website at https://affirmativeaction.psu.edu/.
Reporting a Bias Incident
Penn State takes great pride to foster a diverse and inclusive environment for students, faculty, and staff. Acts of intolerance, discrimination, or harassment due to age, ancestry, color, disability, gender, gender identity, national origin, race, religious belief, sexual orientation, or veteran status are not tolerated and can be reported through Educational Equity via the Report Bias webpage at http://equity.psu.edu/reportbias/.
TEACH Act
The materials on the course website are only for the use of students enrolled in this course for purposes associated with this course and may not be retained or further disseminated.
University Emergency Procedure
In the event of a University-wide emergency, the course may be subject to changes. Exigent circumstances may require alternative delivery methods, class materials, and interactions with the instructor and/or classmates. In addition, there may be revisions to grading policies and the Calendar, including assignments and their due dates.
In the event of a University-wide emergency, please refer to the Canvas website at https://psu.instructure.com for specific information related to the course. For more general information about the emergency situation, please refer to the Penn State website at https://www.psu.edu or Penn State News website at https://news.psu.edu.
To register with PSUAlert, a service designed to alert the Penn State community when situations arise that affect the ability of a campus to function normally, please go to the PSU Alert website at https://psualert.psu.edu/. Subscribers can receive alerts by text message to cell phones, and also can elect to have alerts sent to an email address.
Syllabus Subject to Change
The class will likely adhere to the information outlined in this Syllabus and the Calendar, but adjustments may be made based on what actually transpires during the semester. Remaining in the course after reading this Syllabus will signal that you accept the possibility of changes and responsibility for being aware of them.
Course Summary:
| Date | Details | Due |
|---|---|---|