CCCOnline LogoCourse Snapshot for HIS122 - U.S. History Since Reconstruction

The information listed below is subject to change. Please review the course syllabus within your online course at the start of class.

Course Competencies

The competencies you will demonstrate in this course are as follows:

  1. Four general goals integrate history with workplace skills:
    1. Acquire information from many sources.
    2. Break complex and multiple sources of information down into parts to create clearer understanding
    3. Understand the impact of time and space on perspective.
    4. Develop narrative structures and arguments based on evidence.
  2. Throughout the course, students should be introduced to course content, practice using course content, and demonstrate they can: 
    1. Describe how peoples, groups, cultures, and institutions covered in this course change over time.
    2. Understand the events covered in the course in historical context and recognize how social, cultural, gender, race, religion, nationality and other identities affect historical perspective.
    3. Communicate orally and in writing about the subject of the course and select and apply contemporary forms of technology to solve problems and compile information.
    4. Use different resources for historical research, including libraries, databases, bibliographies and archives.
    5. Analyze secondary sources and recognize differences in historical interpretation.
    6. Identify types of primary sources, the point of view and purpose of their author or creator.
    7. Create substantive writing samples which employ critical analysis of primary and secondary sources, and document those sources correctly.
    8. Construct knowledge in the discipline and synthesize historical narratives and timelines from primary and secondary sources, maps, and/or artifacts and critically analyze, interpret and evaluate many different points of view to construct historical arguments.
Learning concepts for this course are enchanced using modules, websites, and online discussions.

Module Outcomes Mapped to Competencies

Module 1 Learning Outcomes

Mapped to Course Competencies (above)
. Compare a primary source to a secondary source and describe how historians use primary sources. 1, 2

Module 2 Learning Outcomes

Mapped to Course Competencies (above)
Compare and Contrast the various plans for Reconstruction proposed by Lincoln, Congress, and Johnson. 1, 2
Identify the significance Reconstruction for African Americans and the former Confederates. 1, 2
Explain the social and political changes brought about because of Industrialization, especially those to the American worker. 1, 2
Assess the success of the labor movements of the Gilded Age. 1, 2
Explain the debate about the growth of big business in the Gilded Age. 1, 2
Formulate a historical research topic and study question for a long-term research project. Compare and Contrast the various plans for Reconstruction proposed by Lincoln, Congress, and Johnson. 1, 2
Identify the significance Reconstruction for African Americans and the former Confederates. 1, 2
Explain the social and political changes brought about because of Industrialization, especially those to the American worker. 1, 2
Assess the success of the labor movements of the Gilded Age. 1, 2
Assess the success of the labor movements of the Gilded Age. 1, 2
Explain the debate about the growth of big business in the Gilded Age. 1, 2
Formulate a historical research topic and study question for a long-term research project. 1, 2

Module 3 Learning Outcomes

Mapped to Course Competencies (above)

Describe the Progressive movement and its varieties on the state, local, and national level. 1, 2
Distinguish the differences and similarities between the African American Civil Rights Movement and the Women’s Movement during the Progressive Era. 1, 2
Compare and contrast American settlement of the trans-Mississippi West in the post-Civil War era with American economic expansion into Latin America and the Pacific Ocean in the late nineteenth century. 1, 2
Define the term “imperialism” and analyze its impact on American foreign policy in the late nineteenth and early twentieth century. 1, 2
Locate and cite both primary and secondary sources in Chicago style. 1, 2

Module 4 Learning Outcomes

Mapped to Course Competencies (above)

Assess the reasons for United States entry into World War I and the impact on the nation. 1, 2
Identify the causes and consequences of the Red Scare, racism and Nativism in the 1920s. 1, 2
Outline the factors that contributed to the growth of the consumer economy of the 1920s. 1, 2
Explain historical interpretation and historiography. 1, 2

Module 5 Learning Outcomes

Mapped to Course Competencies (above)

Identify the causes of the Great Depression. 1, 2
Summarize the impact of the Great Depression on the American public. 1, 2
Compare and Contrast the ways th presidents Hoover and F. Roosevelt responded to the Great Depression. 1, 2
Assess the successes and failures of the New Deal. 1, 2
Describe the events that led to WWII and the United States’ involvement in the war. 1, 2

Module 6 Learning Outcomes

Mapped to Course Competencies (above)

Describe the origins of the Cold War and evaluate its impact on American culture. 1, 2
Describe the 1960s Civil Rights movement and explain the outcomes of the movement. 1, 2
Analyze the reasons for American entry into the Vietnam conflict. 1, 2
Assess the successes and failures of the various rights movements that followed the model of the Civil Rights Movement. 1, 2

Module 7 Learning Outcomes

Mapped to Course Competencies (above)

Describe the end of the Cold War following the collapse of Détente and the end of Carter presidency. 1, 2
Summarize the Executive scandals from 1970-the present and their consequences for the American public. 1, 2
Evaluate American involvement in the Middle East from 1973-2013. 1, 2
Differentiate the presidential styles of the presidents from Ronald Reagan through President Barack Obama. 1, 2

Module 8 Learning Outcomes

Mapped to Course Competencies (above)

Produce a research paper and presentation on a topic of US history. 1, 2

Course Time Commitment and Expectations

For every credit hour, students should plan to spend an average of 2-3 hours per week for course-related activities in a 15-week course. For example, a 3 credit hour course would average an average 6-9 hours per week to read/listen to the online content, participate in discussion forums, complete assignments, and study the course material. For 10  and 6-week courses, the amount of time per week will be higher so all course competencies, module outcomes, and assignments will be covered.

Aside from typical reading assignments, this course has the following (Please Note: This list is subject to change based on the discretion of the instructor facilitating this course.):

Assignment Points
Student Introduction Discussion (1 @ 25 points each)

25

History Discussions (6 @ 75 points each)

450

Source Discussions (2 @ 75 points each)

150

Reflection Discussions (2 @ 50 points each)

100

Research project deliverables:
  • Topic (10 points)
  • Bibliography (30 points)
  • Thesis + Outline (30 points)
  • Draft (30 points)

100

Self Check Quizzes (7)  

Research Paper + Presentation

250

TOTAL

1075

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