New Course OR Existing Course Instructor(s)/Author(s): Charles Bohakel Subject Area/Course No.: HIST-038 Units: 3 Course Name/Title: Contemporary U.S. History Discipline(s): History Pre-Requisite(s): None Co-Requisite(s): None Advisories: Eligibility for ENGL-100 Catalog Description: This course will examine contemporary U.S History from World War II to the present. From a socially inclusive, trans-cultural and trans-national perspective students will critically evaluate the historical implication of U.S. cultural hegemony and imperial preeminence over other world nations and people. The course will address problems as follows: With reference to our national past, to what extent is our current, hegemony continuous or discontinuous with the nationalism of earlier generations? Since contemporary American ideology claims a special role for the American System in the building of a universal order of liberal-capitalist democracy to what extent is this claim compatible with or inimical to the real prospects for world democracy in the 21 st century? Cultural Wars, Global Warming, Terrorist Rivalries and Extreme Materialism are the signature issues of late modernity. Schedule Description: Come investigate and analyze U.S. history from World War II to the present as we consider such factors as nationalism, materialism, capitalism and democracy and identify their impact on modern U.S. history. Hours/Mode of Instruction: Lecture 54 Lab Composition Activity Total Hours 54 (Total for course) Credit Credit Degree Applicable (DA) Grading Pass/No Pass (P/NP) Repeatability 0 Credit Non-Degree (NDA) Letter (LR) 1 (If Non-Credit desired, contact Dean.) Student Choice (SC) 2 3 Please apply for: LMC General Education Requirement and/or Competency & Graduation Requirement(s): Social Science Transfer to: CSU UC IGETC LDTP Course is Baccalaureate Level: Yes No Page 1 of 10
Signatures: Department Chair Librarian Dean/Sr. Dean Curriculum Committee Chair President/Designee CCCCD Approval (Board or Chancellor's Office) For Curriculum Committee Use only: STAND ALONE COURSE: YES NO FOR OFFICE OF INSTRUCTION ONLY. DO NOT WRITE IN THE SECTION BELOW. Begin in Semester Catalog year 20 /20 Class Max: Dept. Code/Name: T.O.P.s Code: Crossover course 1/ 2: ESL Class: Yes / No DSPS Class: Yes / No Coop Work Exp: Yes / No Class Code A Liberal Arts & Sciences SAM Code A Apprenticeship Remediation Level B Basic Skills B Developmental Preparatory B Advanced Occupational NBS Not Basic Skills C Adult/Secondary Basic Education C Clearly Occupational D Personal Development/Survival D Possibly Occupational E For Substantially Handicapped E* Non-Occupational F Parenting/Family Support F Transfer, Non-Occupational G Community/Civic Development *Additional criteria needed H General and Cultural 1 One level below transfer I Career/Technical Education 2 Two levels below transfer J Workforce Preparation Enhanced 3 Three levels below transfer K Other non-credit enhanced Not eligible for enhanced Course approved by Curriculum Committee as Baccalaureate Level: _Yes / No_ LMC GE or Competency Requirement Approved by the Curriculum Committee: Distribution: Original: Office of Instruction Copies: Admissions Office, Department Chairperson Rev 09-17-2008 Page 2 of 10
Institutional Student Learning Outcomes General Education SLOs (Recommended by GE Committee) At the completion of the LMC general education program, a student will: 1. Read critically and communicate effectively as a writer and speaker. 2. Understand connections among disciplines and apply interdisciplinary approaches to problem solving. 3. Think critically and creatively 4. Consider the ethical implications inherent in knowledge, decision-making and action. 5. Possess a worldview informed by diverse social, multicultural and global perspectives. Occupational Education SLOs (Recommended by Occupational Education Committee) At the completion of the LMC occupational certificate or degree, a student will: 1. Be academically prepared to obtain an entry-level or a mid-level position in their industry. 2. Apply critical thinking to research, evaluate, analyze and synthesize information. 3. Demonstrate strong communication skills (written and/or oral) and interpersonal skills (customer service and team work). 4. Appropriately apply industry materials and technology. 5. Demonstrate the skills and knowledge necessary to take and pass certification exams for career advancement in their industry. Developmental Education SLOs (Recommended by Developmental Education Committee) At the completion of the LMC Developmental Education Program, a student will: 1. Demonstrate the skills necessary for the first transfer level courses in English and Math or for the English and Math competencies for the Certificate of Achievement. 2. Think critically to construct meaning and solve problems. 3. Read with comprehension. 4. Communicate effectively both in writing and orally. 5. Demonstrate the characteristics, habits, and attitudes of an effective learner. Student Services SLOs 1. LMC students will demonstrate proficiency in the use of college on-line services. 2. LMC students will demonstrate proficiency in self-advocacy. Library and Learning Support Services SLOs LMC students utilizing various Library and Learning Support Services will: 1. Access and effectively utilize available campus Library and Learning Support Services. 2. Apply knowledge learned and competencies gained from using Library and Learning Support Services to academic coursework and assignments. 3. Demonstrate information competency skills needed to meet the research demands of academic course work and life long learning. None of the Above Page 3 of 10
Program-Level Student Learning Outcomes (PSLOs) 1. Formulate, Analyze and Synthesize arguments on social cultural, political and historical issues. (GESLO 3) 2. Interpret information and communicate it effectively in writing and speech. (GESLO 1) 3. Evaluate the implications of multicultural diversity and global interdependence. (GESLO 5) 4. Recognize and appreciate the connections among the disciplines of history, economics, political science and ethnic studies. (GESLO 2) 5. Apply standards of ethical inquiry to social-cultural, political, historical and economic issues. (GESLO 4) Course-Level Student Learning Outcomes (CSLOs): At the end of the course students will be able to: CSLO 1: Read critically and communicate effectively as a writer and speaker regarding contemporary U.S History from World War II to the present from an ethical, socially inclusive, trans-cultural and trans-national perspective (PSLO 1, 2, 3, 5) (GESLO 1, 3, 4, 5) CSLO 2: Critically and creatively analyze the ethical issues of the U.S. s cultural hegemony and imperial preeminence over other world nations and people from World War II to the present. (PSLO 3, 5) (GESLO 3, 4, 5) CSLO 3: Analyze the role and contributions of women and various cultural and ethnic groups in contemporary U.S. history. (PSLO 1, 3) (GESLO 5) CSLO 4: Critically and creatively analyze the impact of the interconnected relationship of politics with music, art, literature and cinema from World War II to the present. (PSLO 4) (GESLO 2) Assessments: History Handbook And Historical Document Map Quizzes Research Papers Oral Presentation Video Response Sheets Chapter Study and Discussion Questions Midterm CSLO 1 X X X X X X CSLO 2 X X X X CSLO 3 X X X X CSLO 4 X X X X X Final CSLO 1: History Handbook: Students read a history handbook and answer corresponding questions. They also receive information about how to analyze primary documents and complete a worksheet that goes with each document. These assignments support the student s skills to complete their research papers. Map Quizzes: Students are given three quizzes Southeast Asia and European, Caribbean and Central America geography. Students identify and label countries in these geographic regions so they can relate historical events to the places where they occurred. Page 4 of 10
Research Paper 1: Research or Project: Students will be required to complete a formal research paper where they develop a thesis and support it with both primary and secondary sources. Students must look at the issue from various perspectives including ethical, trans-cultural and trans-national. The term paper is to be 5-6 pages in length and must include a bibliography and footnotes. Topics could include the U.S. s role internationally, a domestic movement, or any other contemporary U.S. history topic that receive professor approval. This assessment allows the professors to assess the student s ability to read critically and communicate effectively as a writer regarding the events, people and movements in contemporary U.S. history. Video Response Sheets: Students view videos that pertain to contemporary U.S. history. For each video students complete a response sheet that allows them to document the information shared in the video and relate the information to contemporary U.S. historical events. Chapter Study and Discussion Questions: For each chapter students either answers study or discussion questions that cover contemporary U.S. history. These questions assess students critical reading of the textbook. A sample question might be: What was détente, and how did it affect the United States Cold War Foreign policy? What were its achievement and limitations? In your answer, discuss how Nixon s approach to communism built on and departed from the approaches of the previous two administrations? Midterm and Final: The midterm begins with WWII through the Vietnam War and the final covers 1970 s through the present. The midterm and final are both essay and short answer tests that allow students to synthesize the textbook and lecture material so that they can describe, explain and analyze events, people and movements in contemporary U.S. history from an ethical, socially inclusive, trans-cultural and trans-national perspective. CSLO 2: Video Response Sheets: Students view videos that pertain to contemporary U.S. history. For each video response sheet students answer a question that requires them to think critically and creatively about the ethical issues facing the U.S regarding the U.S. s cultural hegemony and imperial preeminence over other world nations and people from World War II to the present. Chapter Study and Discussion Questions: For each chapter students answer study and discussion questions that deal with the ethical issues of the U.S. s cultural hegemony and imperial preeminence over other world nations and people from World War II to the present. A sample question might be: The terrorist attacks of September 11, 2001, were unprecedented. What gave rise to the attacks? How did the nation respond? Midterm and Final: The midterm begins with WWII through the Vietnam War and the final covers 1970 s through the present. The midterm and final are both essay and short answer tests that allow students to synthesize the textbook and lecture material so that they can describe, explain and analyze events, people and movements in contemporary U.S. history related to the ethical issues of the U.S. s cultural hegemony and imperial preeminence over other world nations and people from World War II to the present. CSLO 3: Video Response Sheets: Students view videos that pertain to contemporary U.S. history. For each video students complete a response sheet that allows them to document the information shared in the video analyze the role and contributions of women and various cultural and ethnic groups in contemporary U.S. history. Chapter Study and Discussion Questions: For each chapter students answer study and discussion questions where students analyze the role and contributions of women and various cultural and ethnic groups in contemporary U.S. history. Sample Question: Women participated in various ways in the feminism that emerged in the 1960 s. How can we explain the rise of this movement? What assumptions and goals were held in common in this diverse movement? Page 5 of 10
Midterm and Final: The midterm begins with WWII through the Vietnam War and the final covers 1970 s through the present. The midterm and final are both essay and short answer tests that allow students to synthesize the textbook and lecture material in order to analyze the role and contributions of women and various cultural and ethnic groups to contemporary U.S. history. Sample question might be: What home front contributions did African Americans make to WWII and how did this seed the civil rights movement? CSLO 4: Research paper 2: The research paper is to be 3-4 pages in length and must include a bibliography and footnotes. Students are to identify a piece of music, art, literature or cinema from World War II to the present and in the paper analyze both the political influence that shaped the chosen piece and the political impact the piece itself had. Students will research both primary and secondary sources in order to link the piece of work to the political connection. Oral Presentation and Summary: Throughout the semester students orally present their research paper to the class based on when their topic aligns with the lectures. So for example when the professor lectures on the civil rights movements students with topics related to the subject present at that time. Students will prepare an outline handout of their presentation to the class and provide the visual or auditory piece chosen. Midterm and Final: The midterm begins with WWII through the Vietnam War and the final covers 1970 s through the present. The midterm and final are both essay and short answer tests that allow students to synthesize the textbook and lecture material in order to analyze the interconnected relationship of politics with music, art, literature and cinema from World War II to the present Method of Evaluation/Grading: A level student work is characterized by: completion of the History Handbook packed with 90% accuracy; Quizzes where students identify correctly 90% of the geographical information asked on the map quizzes; a Research Paper 1 that is well organized, with few grammatical errors, and includes a minimum of 5 valid research sources including both primary and secondary sources to accurately summarize and insightfully analyzes the topic using various perspectives including ethical, trans-cultural and trans-national (when appropriate), contains appropriate citations and includes a complete and accurate works cited page; Research Paper 2 that includes a insightful and detailed political analysis of a piece of music, art, literature or cinema from World War II to the present and includes a minimum of 4 valid research sources including both primary and secondary sources, is well organized, and with few grammatical errors: An Oral Presentation of Research paper 2 that is a well organized, lasting between five and ten minutes, includes visual or auditory aides, and is clearly communicated by being at an appropriate speed, volume and tenor while maintaining eye contact with the class; Video Response sheets, Chapter Study and Discussion Questions that accurately summarize and insightfully analyze events, people and movements regarding contemporary U.S History from World War II to the present from an ethical, socially inclusive, transcultural and trans-national, analyze the ethical issues of the U.S. s cultural hegemony and imperial preeminence over other world nations and people from World War II to the present, and analyze the role and contributions of women and various cultural and ethnic groups in contemporary U.S. history; and midterm and final that accurately summarize and insightfully analyze events, people and movements regarding contemporary U.S History from World War II to the present from an ethical, socially inclusive, trans-cultural and trans-national, insightfully analyze the ethical issues of the U.S. s cultural hegemony and imperial preeminence over other world nations and people from World War II to the present, and insightfully analyze the role and contributions of women and various cultural and ethnic groups in contemporary U.S. history and analyze the impact of the interconnected relationship of politics with music, art, literature and cinema from World War II to the present. C level student work is characterized by: completion of the History Handbook packed with 70 to 79.9% accuracy; Quizzes where students identify correctly 70 to 79.9% of the geographical information asked on the map quizzes; a Research Paper 1 that includes a minimum of 3 valid research sources and a summary and analysis of the topic using at least two varying perspectives including ethical, trans-cultural and trans-national (when appropriate), Page 6 of 10
contains citations and includes a complete works cited page; Research Paper 2 that includes a political analysis of a piece of music, art, literature or cinema from World War II to the present and includes a minimum of 3 valid research sources: an Oral Presentation of Research Paper 2 that lasts between five and ten minutes, includes a visual or auditory aide, is adequately communicated with reminders to speak at an appropriate speed, volume and tenor while maintaining periodic eye contact with the class; Video Response sheets, Chapter Study and Discussion Questions that accurately summarize events, people and movements regarding contemporary U.S History from World War II to the present from an ethical, socially inclusive, trans-cultural and trans-national, adequately analyze the ethical issues of the U.S. s cultural hegemony and imperial preeminence over other world nations and people from World War II to the present, and analyze the role and contributions of women and various cultural and ethnic groups in contemporary U.S. history; and midterm and final that accurately summarize events, people and movements regarding contemporary U.S History from World War II to the present from an ethical, socially inclusive, trans-cultural and trans-national, partially analyze the ethical issues of the U.S. s cultural hegemony and imperial preeminence over other world nations and people from World War II to the present, and partially analyze the role and contributions of women and various cultural and ethnic groups in contemporary U.S. history and partially analyze the impact of the interconnected relationship of politics with music, art, literature and cinema from World War II to the present. Possible grading structure: History Handbook Historical Documents Map Quizzes Midterm Research Paper 1 Research Paper 2 Oral Presentation Chapter Questions Video Response Sheets Final Exam Total 70 points 30 points 100 points 70 points 50 points 30 points 100 points 50 points 150 points 650 points CSLOs are weighted: CSLO 1 35% CSLO 2 22.5% CSLO 3 22.5% CSLO 4 20% Course Content: World War II (1941-1945) Review Causes and results of World War II Internment of Japanese Americans Women in the workforce The Holocaust The Atomic Bomb and diplomacy The Cold War (1945-1952) The division of Europe United Nations formed-collective security Truman Doctrine The Marshall Plan Berlin crisis and the formation of NATO Truman and the Fair Deal The Red Scare and McCarthyism The military-industrial complex Cold War culture in the U.S. The Korean War (1950-1953) Page 7 of 10
Historical background of Korea Fundamental causes of the Korean War Election of 1952 The price of national security Lifestyles in the Fabulous Fifties America in the Sixties Suburban life-ideal and reality Postwar prosperity Youth culture emerges Election of 1960 Television and politics Expansion of higher education Cultural trends in the sixties President Kennedy and the Cold War (1960-1963) Kennedy and the New Frontier The Cuban Revolution and the Bay of Pigs The Cuban missile crisis Assassination of President Kennedy The Civil Rights Movement (1954-1966) The segregated South African Americans and civil rights struggle after World War II Brown vs. Board of Education Crisis at Little Rock Martin Luther King rises to leadership role Student protest and direct action in the South o Sit-ins o Freedom Rides March on Washington, DC (1963) Selma and the Voting Rights Act of 1965 America s other minorities o Mexican Americans o Puerto Ricans o Native Americans o Asian Americans Vietnam- America s Longest War Historical background of Vietnam Widening of U.S. involvement President Johnson s War Antiwar Movement War on Poverty-The Great Society Poverty and the urban crisis Politics of identity o Black Power o Chicano movement o Sisterhood (women s movement) The Tet Offensive in Vietnam Election of 1968 U.S. leaves Vietnam America in the 1970 s Nixon-The Man Nixon and the Vietnam War Page 8 of 10
The Paris Peace Agreement (1973) Nixon s diplomacy with China and the Soviet Union Watergate and Nixon s downfall Gerald Ford becomes president Election of 1976 Presidency of Jimmy Carter America in the 1980 s Election of 1980 Ronald Regan The Man Reganomics Recession and fiscal crisis Drugs, aids and homelessness Regan Doctrine and Central America Iran-Contra Scandal U.S. in the Middle East Collapse of communism and the Soviet Union (1991) Presidency of George. H. W. Bush Election of 1988 Invasion of Panama by U.S. (1989) Persian Gulf War (1991) Fall of communism(1989-2002) Domestic and foreign policy Presidency of William Jefferson Clinton Election of 1992 Economic boom of 1990 s Impeachment of Clinton Growth of the global marketplace North America Free Trade Agreement (NAFTA) (1993) Domestic and foreign policy Presidency of George W. Bush Disputed election of 2000 Hurricane Katrina and destruction of New Orleans (2005) Attack on NYC and Pentagon (09-11-2001) Global war on terrorism Department of Homeland Security (2001) U.S. begins war in Afghanistan (2001) War in Iraq (2003) Domestic policy Presidency of Barack Obama Election of 2008 Obama s first 100 days Domestic and foreign policy Page 9 of 10
Instructional Methods: Lecture Lab Activity Problem-based Learning/Case Studies Collaborative Learning/Peer Review Demonstration/Modeling Role-Playing Discussion Computer Assisted Instruction Other (explain) Textbooks: The American Promise, combined edition, Roark et. al. Bedford/ST. Martin s, 4 th Edition 2010 The History Handbook, Carol Berkin and Betty Anderson, Houghton Mifflin 1 st Edition 2002 Women in Modern America, Louis Banner, Thomson Wadsworth 4th edition 2004 Page 10 of 10