U.S. History 1877--Present
Summer 2018 Syllabus
A History of the American
People (Paul Johnson)
History of the American People
is not a conventional textbook. There are no maps and no illustrations.
However, unlike the vast majority of textbooks, it is well written:
impressive enough to become a national bestseller. Another advantage is
that Johnson, an Englishman, has an interesting "outsider" perspective
on American history. His interpretation of American history is well
worth considering, and you will find his insights useful as you prepare
essays for the midterm and final exams.
Please read all of Part Five for the first midterm and Parts Six and
Seven for the second midterm. Read Part Eight for the final
exam. The page numbers below will help somewhat in showing you
what material goes with each of the assigned study questions.
Read the material in Johnson's order, however, NOT in the order
In order to really understand any people and time period, it's
important to look, not just at secondary sources, but at primary
sources as well. Rather than having you purchase an expensive
supplemental reader for this class, I will post links to
useful/interesting supplemental readings on the class blog, Last Best
Hope 2012 (http://lastbesthopesummer2018.blogspot.com).
The blog assignments are optional, though I
think you will find them helpful in preparing for the exams.
Do remember that your blog comments are public. Use appropriate
academic diction, and remember that that wonderful gal or guy who sits
next to you in class (or whose entire impression of you will be come
from your cyberspace behavior) will be reading your
SCHEDULE OF CLASSES AND READINGS:
Introduction (Johnson, pp. xiii-xv)
5/21 The United States of America: The Last, Best,
Hope of the World?
Tue. Politics and the Presidency 1876-1900 (Johnson,
5/22 Business and Industry in the Late 19th
Century (pp. 532-568)
Wed. The Labor Movement (pp. 598-601)
5/23 Urbanization and its Results (pp. 569-578)
Thu. Agriculture in the Late 19th Century
5/24 The Populists (pp. 607-613)
Fri. Tears along the Trail
5/25 American Expansion I (pp.
Mon. ****Memorial Day****
Tue. God Guides: Perhaps it will Pay
5/29 The American Empire (pp. 614-626)
Wed. ******** MIDTERM I
sure to bring a blue book)
Thu. The Progressives
3/31 Teddy Roosevelt and the Square Deal
Fri. Gang Oft Aglay
6/1 Woodrow Wilson and the Law of Unintended
Consequences (pp. 627-639)
Mon. Over There—and Back Again
6/4 World War I and its Impact on American
Society (pp. 639-654)
Tue. Just What the People Wanted Done
6/5 Harding (pp. 655-656) and
Coolidge (pp. 712-726)
Wed. Let us Now Praise Famous
6/6 Hoover and Franklin
Roosevelt (pp. 727-767)
Thu. Over Here—and Back Again
6/7 American and World War II (pp. 768-792)
Fri. Give ‘em—well….
6/8 The Cold War (pp. 792-845)
Mon. ******** MIDTERM
(Be sure to bring a blue book)
Tue. Lyndon Johnson and the Great Society (pp.
6/12 The Civil Rights Movement (pp. 891-897)
Wed. Not Quite Tricky Enough:
6/13 The Nixon Presidency (pp. 887-904)
Thu. Why not the Best?
6/14 The Ford and Carter Administrations
Fri. The Unfinished Revolution:
6/15 Reagan, Bush, and their Conservative
Coalition (pp. 917-935)
6/18 Just Deserts: The Clinton Presidency (pp.
Tue. Taking a Good Look in the Mirror
6/19 The Bush II and Obama Administrations
Wed. Alternative Facts
6/20 The Trump Administration and the Exciting
Conclusion to This Course!
Thu. *** Final
6/21 (Be sure to bring a
Fri. They say that all good things must
6/22 (Return of Final Exam
Midterm and Final Exams: 8 ID'S, 1 essay
ID'S will be selected from the terms put on the board at the beginning
of each lecture. You will be asked not only to identify the
terms, but also to explain their historical significance. I am
impressed when students can show how the ID terms relate to important
themes discussed in this class.
Essay questions will deal with major themes discussed in the
lectures. Most often, the exam question will be a generalization
I have made in class with the additional word, "comment."
A student who studies hard and does the required reading should have
plenty to say in response to each of these questions. You will be
given two hours for each exam. Most students will need the full
time to do a good job.
What is a good job? I tell students over and over again that a
good essay consists of a series of good generalizations based on the
exam question and backed up with specific support from the lectures and
the readings. I am particularly impressed when students include
in their essays references to primary source material.
ELECTRONIC DEVICE POLICY:
Please make sure all electronic devices are turned off and put
away before class begins. Cell phones, laptop computers, MP3
players, and similar devices are all distracting to other
students. I do *not* allow the use of electronic dictionaries
There are online notes available for all the lectures. However,
you should be sure to take good notes for yourself. You almost
certainly will not remember the material if you don’t take extensive
notes. You will also find that the time goes much more quickly if are
taking notes rather than just sitting and listening.
Generally, a good student will have about four pages of notes for each
lecture. It is a good idea to record the title and date of each
lecture. Also, it is a good idea to review and annotate your notes soon
after each lecture while the material is still fresh in your mind.
ACADEMIC INTEGRITY STATEMENT
Cheating and other forms of academic dishonesty and misconduct
run contrary to the purposes of higher education. Cheating
includes the use of any notes during the midterm or final exam.
Please place no marks of any kind on or in your blue book before I give
the signal to begin taking the exam. All exams must be taken on
blank bluebooks. On at least one exam, bluebooks will be checked
before the exam. Bluebooks that have not been checked, have
missing pages, or pages with large erasures will not be accepted.
It is not cheating to study with another student, to share notes, or to
prepare essays or ID's together. However, if you do study with another
student, be sure you do not sit next to each other during the
Please be especially careful to observe academic integrity standards on
the take-home quizzes. The quizzes are intended to make sure you have
done the primary source readings, and your comments should be based on
your own observations, not someone else’s ideas. Plagiarism (e.g.
copying material from the internet or recycling work done by another
student) is not allowed. I do sometimes allow “group work” on
quizzes, but unless I have specifically indicated that you are allowed
to work with other students, make sure your quiz comments are entirely
Northern State University's official policy and procedures on cheating
and academic dishonesty as outlined in the Northern State University
Student Handbook applies to this course. Students caught cheating will
receive a zero for the assignment, and, since zeros are worse than F‘s,
they are likely to fail the course as a whole.
NSU DISABILITY POLICY:
Northern State University recognizes its responsibility for creating an
institutional climate in which students with disabilities can
thrive. If you have any type of disability for which you require
accommodations, please contact Karen Gerety at the NSU Office of
Disability Services (626-2371, Student Center 217) as soon as possible
to discuss your particular needs.
BOARD OF REGENTS ACADEMIC FREEDOM
Under Board of Regents and University policy student academic
performance may be evaluated solely on an academic basis, not on
opinions or conduct in matters unrelated to academic standards.
Students should be free to take reasoned exception to the data or views
offered in any course of study and to reserve judgment about matters of
opinion, but they are responsible for learning the content of any
course of study for which they are enrolled. Students who believe that
an academic evaluation reflects prejudiced or capricious consideration
of student opinions or conduct unrelated to academic standards should
contact the academic dean administratively in charge of the class to
initiate a review of the evaluation