HIST& 148 US History III • 5 Cr.
Examines the emergence of modern American society. Students look into problems of industrialization and urbanization, reform movements such as Populism, Progressivism, and the New Deal, and the multicultural society in an age of global interdependence. May be used as social science or humanities credit, not both, at BC.
After completing this class, students should be able to:
- Through written essays and verbal class discussion, successful students will analyze relevant causes and effects in addressing such questions as how and why the United States emerged as a great power just before 1900; what inspirations infused Progressivism; what forces shape the modern presidency; why the United States entered World War I; reasons for cultural change in the 1920s; what the Great Depression swept this country; how effective Roosevelt’s policies were; causes of U.S. intervention; why cultural confrontations took place in the 1960s and 1970s; why the economy was in trouble in the 1970s and why it recovered; why multiculturalism became a powerful force; and how the Cold War concluded.
- Successful students will present accurate timelines in written narrative forms (in written and oral analysis), such as exams or extended essays (including oral discussion, tests, and papers). They will be able to compare the timing of such events and developments as the growth of Progressivism, the intervention in World War I; the “first” and “second” New Deals, basic facts of World War II; the line of Presidents since that war; the 1960s protests especially the Civil Rights movement; major economic problems; cultural and political since the 1960s; and the presence of individuals who helped shape events.
- Successful students will understand and describe the impact on political developments and social relations of manor cultural trends and patterns, such as evangelical Protestantism; modernism; the Afro-American cultural renaissance of the 1920s; the television; the 1960s movements; multiculturalism; and immigration.
- Successful students will evaluate evidence and construct cogent, logical arguments in response to questions of both interpretation and content on such items as the Panama Canal, trust-busting, the “New Woman,” the Pinchot-Ballinger affair, the “New Freedom,” women’s suffrage, the Lusitania, “Over There,” the Red Scare, the “return to normalcy,” the Scopes trial, Babe Ruth, the Crash, the Hundred Days, Social Security, Court-packing, the China incident, Munich Pearl Harbor, D-Day, the Fair Deal, Korea, the Sputnik scare, the New Frontier, Freedom Rides, the War on Poverty, escalation, Spiro Agnew, the Yom Kippur War, Watergate, WIN buttons, abortion, the Olympic boycott, the Reagan tax cut Reagan-Gorbachev summits, and the Gulf War, thereby demonstrating the use of evidences in historical study. They will display this ability on written exams, assigned essays, and in class discussions.
- Successful students will investigate primary source materials including memoirs policy statements, speeches, literary excerpts, and narrative accounts of the conditions of life in 20th-century America, learning to assess them in historical context and bringing analysis of the sources to bear in such issues as those listed above.
- Successful students will recognize historiographical debates and problems such as the reasons for the rise of the United States to world power, reasons for U.S. entry into World War II and the use of the atomic bomb in that war; origins of the Cold War, and questions about the women’s movement.