1. science
2. social science
3. history

HY 1120, American History II
Course Syllabus
Course Description
Surveys the social, political, and economic history of the United States from the advent of the Gilded Age to the early 21st
century.
Prerequisites
None
Course Textbook
Roark, J. L., Johnson, M. P., Cohen, P. C., Stage, S., & Hartmann, S. M. (2013). The American promise: A concise history
(5th ed.). Boston, MA: Bedford/St. Martin’s.
Johnson, M. P. (2012). Reading the American past: Selected historical documents, volume 2 (5th ed.). Boston, MA:
Bedford/St. Martin’s.
Course Learning Outcomes
Upon completion of this course, students should be able to:
1. Evaluate the importance of U.S. industrial expansion, its role in the evolution of big business, and how issues like
immigration, corruption, graft, and inefficient government contributed to urban poverty and political machines.
2. Compare and contrast the 19th century values of the Gilded Age and the Progressive Era.
3. Interpret the influence of the rise of leisure in America on society, including the impact on segregation and access
to opportunity.
4. Use historical analysis to evaluate contradictory theories and perspectives concerning American Imperialism,
including expansionism, foreign policy, and trade.
5. Explain the reasons for the shift from isolation to intervention during the World Wars and the evolution of the U.S.
as a superpower.
6. Evaluate the role the U.S. played during the Cold War era from Korea to the fall of the Berlin Wall.
7. Analyze the changes initiated by civil rights movements and our current century's social, political, and economic
reforms.
8. Evaluate the challenges and opportunities of the America of today and tomorrow in consideration of terrorism,
globalization, and technological progress.
Credits
Upon completion of this course, the students will earn three (3) hours of college credit.
Course Structure
1. Unit Learning Outcomes: Each unit contains Learning Outcomes that specify the measurable skills and
knowledge students should gain upon completion of the unit.
2. Unit Lesson: Each unit contains a Unit Lesson, which discusses unit material.
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3. Reading Assignments: Each unit contains Reading Assignments from the textbooks and material linked in the
Unit Lesson. The page numbers are listed in each Unit Lesson. Suggested Readings are listed in the Unit I, II, IV,
V, and VIII study guides. The readings themselves are not provided in the course, but students are encouraged to
read the resources listed if the opportunity arises as they have valuable information that expands upon the lesson
material.
4. Learning Activities (Non-Graded): These non-graded Learning Activities are provided in Units I-III and V-VII to
aid students in their course of study.
5. Key Terms: Key Terms are intended to guide students in their course of study. Students should pay particular
attention to Key Terms as they represent important concepts within the unit material and reading.
6. Unit Quizzes: This course contains eight Unit Quizzes, one to be completed at the end of each unit. Quizzes are
composed of chronology, mapping, multiple answer, and matching questions.
7. Unit Assignments: Students are required to submit for grading Unit Assignments in Units I-VIII. Specific
information and instructions regarding these assignments are provided below. Grading rubrics are included with
the Unit I-VIII Assignments. Specific information about accessing these rubrics is provided below.
8. Ask the Professor: This communication forum provides you with an opportunity to ask your professor general or
course content related questions.
9. Student Break Room: This communication forum allows for casual conversation with your classmates.
CSU Online Library
There is a virtual library with resources, including both journals and ebooks, to support your program and your course at
Columbia Southern University. eResources are accessible 24 hours a day/7 days a week from the CSU Online Library
gateway page. To access the library, log into myCSU, and then click on CSU Online Library. Resources are organized in
the library by title, but if you click on Research Guides, you will find eResources arranged by subject.
The Library Reference service is available 7 days a week; you can reach CSU’s virtual librarians by emailing
[email protected]. These professional librarians will be glad to help you develop your research
plan or to assist you in any way in finding relevant, appropriate, and timely information.
Librarian responses may occur within minutes or hours, but it will never take more than 24 hours for a librarian to send a
response to the email address you have provided. Replies to reference requests may include customized keyword search
strategies, links to videos, research guides, screen captures, attachments, a phone call, live screen sharing, and meeting
room appointments, as well as other forms of instruction.
Unit Assignments
Unit I Essay
Within this unit, you have learned many things regarding the Gilded Age, while getting a quick peek into the Progressive
Age. Based on this knowledge from the lecture and readings, identify the one event introduced in this post-Civil War era
that you feel best represents Twain’s imagery of the “Gilded Age.” Explain your reasoning for this selection.
The essay should focus on, but not be limited to the following:
 Events surrounding the Native American assimilation efforts, specifically the Dawes Act.
 Elude to how opportunities in mining and trade out west impacted values during the Gilded Age, or were impacted
by values of the Gilded Age.
 Examine the values that you learned within this unit regarding the Gilded Age, and evaluate how they impacted,
or were impacted by, Manifest Destiny.
Your response should be at least 500 words in length. You are required to use only source material deemed academically
permissible for your response. All sources used, including textbooks, must be referenced; paraphrased and quoted
material must have accompanying citations.
Information about accessing the Blackboard Grading Rubric for this assignment is provided below.
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Unit II Essay
The list below includes some provocative discussions related to the events in this unit’s reading. In an essay of a
minimum of 500 words, take a first-person perspective of the bulleted descriptions below. Develop an argument in your
own words, and justify academically the side of the argument you choose. The essay will need to reflect your
understanding of the time to avoid being anachronistic, and your argument must come from the standpoint of a first
generation immigrant and encompass each of the four elements below.




Are you treated as equal by earlier generations?
Would you feel pressured to pledge your loyalty to a political machine?
Would you agree to engage in a strike?
Do you feel leisure opportunities are divided by social class?
As this is a point of view essay, a modern perspective will not accurately address what the question is asking for. It is
strongly suggested that at least one selection from the provided source book is used as research of the event and views
of the time. All sources and their use must be appropriately identified per 6th edition APA format.
Information about accessing the Blackboard Grading Rubric for this assignment is provided below.
Unit III Essay
Write a minimum 500 word essay characterizing the pre-war to post-war experience on the home-front. Write from the
perspective of a real-life person that would have experienced this era, such as a home town, family member, local
landmark, religious institution, or civic leader.
Your essay must discuss the relationship of this person’s experience to the time period/event, and must include:
 reaction to British v. German naval battles;
 what changed because of the movement from isolationism;
 the experience of the local populations and varied demographics, including African Americans, women, and lower
classes;
 assess the relevance of your subject’s concerns about the war’s impact on the international community;
 the war’s economic impact; and
 compare/contrast pre/post war experience.
To complete this assignment, a minimum of two (2) reputable sources must be used, cited, and referenced, only one of
which can be an assigned or provided text or source. Inappropriate resources, or failure to use resources that are
available in CSU’s online library, can lead to deductions.
CSU librarians can help you with your research for this assignment.
Information about accessing the Blackboard Grading Rubric for this assignment is provided below.
Unit IV Article Critique
Pick a research topic that is of interest to you. Make certain that the topic is notable enough to locate at least one
published article. Some examples of effective topics could relate to: home town, a prominent family member, place of
worship, annual (local) cultural event, locally specific profession/interest, or local leader.
After you have selected your topic, locate at least one peer-reviewed article about your selected topic's experience in the
years between the world wars (1920-1936) and write a minimum 500 word article discussing the perception of the
experience from your topic's point of view. Make certain to include the following:





how the return from war, and return to war, affected families and surrounding demographics;
how economic challenges might have affected your topic's experience;
how the migrations of numerous social and economic groups during this time impacted your topic;
any impact that social movements, such as Flapper Culture, Lost Generation, or the Harlem Renaissance, had on
the cultural interests of your topic; and
any New Deal programs which may have affected your topic.
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If you are unfamiliar with the expectations of this assignment, the supplemental resources in the study guide include a
tutorial. Failure to use appropriate resources or resources that are available in the university library, or if your source(s)
do not meet the expectations of this assignment, it can lead to deductions. Articles used for this project need to be
accessible to the class and professor; CSU provides service to elaborate databases for your search. To locate these
databases, press the "MyLibrary" tab within the course, or enter the library via the Student Forum, and scroll down to the
heading "Research Databases." From there you should find links to multiple databases, including "Academic OneFile"
and "Academic Search Complete" (aka Ebscohost). If you are having difficulty navigating the databases, or would like
help with your search, library and librarian contact information is available at the top of the page; our dedicated staff are
aware of this assignment, and can be a valuable resource. All other questions should be directed toward your professor.
Information about accessing the Blackboard Grading Rubric for this assignment is provided below.
Information about accessing the Blackboard Grading Rubric for this assignment is provided below.
Unit V Essay
The list below includes some provocative discussions related to the events in the unit’s reading. You will choose one to
write a 500 word essay in which you will take a first-person perspective of the situation, describe the debate in your own
words, and provide a justified and academically defended argument for one side or the other. The essay will need to
reflect your understanding of the time to avoid being anachronistic, and your argument must relate to one of the viable
outcomes from that time.
 As a multi-generational American citizen, in the wake of Pearl Harbor, do you support the internment of your
Japanese neighbors?
 As an 18 year old, male high school senior, are you eager or fearful of going to war?
 As an 18 year old, female high school senior, are you eager or fearful of going into the wartime factories?
 Is the crisis in Europe something that the U.S. should join in; or should the U.S. remain isolated? (Use a
perspective from no later than November 1941.)
 Is the possibility of ending the Depression reason enough to join the war?
Whichever first-person topic above you select, you must consider the influence of the below factors and conditions which
are relevant to all the topics and provide historical detail relevant to your topics:




perceptions or impacts of limitations on and advocacy for civil rights,
influence by propaganda or stereotypes,
impacts of international events or crises, and
impacts of economic conditions.
As this is a point of view essay, a modern perspective will not accurately address what the question is asking for. To
complete this assignment, a minimum two (2) reputable sources must be used, cited, and referenced, only one of which
can be an assigned or provided text or source; it is strongly suggested that the one selection is from the provided source
book and used as research of the event and/or views of the time. Inappropriate resources, or failure to use resources that
are available in CSU’s online library, can lead to deductions. All sources and their use must be appropriately identified per
6th edition APA format.
CSU librarians can help you with your research for this assignment.
Information about accessing the Blackboard Grading Rubric for this assignment is provided below.
Unit VI Essay
The list below includes provocative discussions related to the events in the unit’s reading. You will choose one and write a
500 word essay in which you will take a first-person perspective of the situation, describe the debate in your own words,
and provide a justified and academically defended argument for one side or the other. The essay will need to reflect your
understanding of the time to avoid being anachronistic, and to demonstrate that your argument is appropriate for that time.
 As a woman in the 1950s, how would you feel about the stereotype of the wife and mother on popular television
shows?
 Having been a multi-season Brooklyn Dodgers ticket holder in 1947, would you actively cheer for Jackie
Robinson?
 As a parent to male teenagers, what is your perspective of the Korean conflict?
 As a World War II veteran, what are your thoughts about either the Truman Doctrine or Containment?
 As a high level politician in the know, do you feel the American public deserves to be told about NSC 68?
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As this is a point of view essay, a modern perspective will not accurately address what the question is asking for. It is
strongly suggested that at least one selection from the provided source book is used as research of the event and views
of the time. All sources and their use must be appropriately identified per 6th edition APA format.
Information about accessing the Blackboard Grading Rubric for this assignment is provided below.
Unit VII Essay
Cultural Media Perspective
As you have learned from this unit, the views and opinions within culture began evolving during the 60s and 70s. Taking
this into consideration, choose an individual subject, title, or artist from the list of eligible media genres below. Next,
assess the role that your topic played as a response to the cultural evolution surrounding the Cold War, Vietnam, and
reform in the United States. Finally, synthesize the outcome of the topic you choose in regards to role it played on leisure
and culture within the United States then, and how your selected message or artist is viewed today.
Choose an individual subject, title, or artist from the list of eligible media genres below:
 Songs (which might include a selection from):
o Anti-War/Protest
o “Pop-Music”
o Motown
 Reform minded publications
 Controversial movies/television shows
The final product should be a 500 word essay which identifies your topic, selection, and medium. In addition, a minimum
of two (2) reputable sources must be used, cited, and referenced in APA format–only one of which can be an assigned
book (text or source). Appropriate selections can include music, poetry, literature, cinema, television, theatre, articles
(from a distinguished publication), or other major media which highlight the original subject.
Encyclopedias (online or print), message boards, or any source that can be amended without educated review are not
considered appropriate. Failure to use appropriate resources, or resources that are available in CSU’s online library, can
lead to deductions. CSU librarians can help you with your research for this assignment.
Information about accessing the Blackboard Grading Rubric for this assignment is provided below.
Unit VIII Scholarly Activity
Trace the evolution of your, or another chosen, profession, field of study, or branch of service, during the eras of American
History covered in this course. For some, this may mean looking at the technology or opportunity that would evolve from
as far back as the 1860s into what is used today. Be sure to follow the themes of the Market, Transportation, and
Technological Revolutions and describe how necessity would breed innovation; also, highlight how events, like reform,
war, economic, and progress may have directly impacted your profession.
Your final product should be a minimum of 500 words. To complete this assignment, a minimum two (2) reputable sources
must be used, cited, and referenced–only one of which can be an assigned book (text or source).
Encyclopedias (online or print), message boards, or any source that can be amended without educated review are not
considered appropriate. Failure to use appropriate resources, or resources that are available in CSU’s online library, can
lead to deductions. CSU librarians can help you with your research for this assignment.
Information about accessing the Blackboard Grading Rubric for this assignment is provided below.
HY 1120, American History II
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APA Guidelines
CSU requires that students use APA style for papers and projects. Therefore, the APA rules for formatting, quoting,
paraphrasing, citing, and listing of sources are to be followed. Students can find CSU’s Citation Guide in the myCSU
Student Portal by clicking on the “Citation Resources” link in the “Learning Resources” area of the myCSU Student Portal.
This document includes examples and sample papers and provides information on how to contact the CSU Success
Center.
Blackboard Grading Rubrics
Assignment Rubrics
One or more assignments in this course utilizes a Blackboard Grading Rubric. A rubric is a tool that lists evaluation criteria
and can help you organize your efforts to meet the requirements of an assignment. Your professor will use the Blackboard
Grading Rubric to assign points and provide feedback for the assignment.
You are encouraged to view the assignment rubric before submitting your work. This will allow you to review the
evaluation criteria as you prepare your assignments. You may access the rubric in “My Grades” through the “Tools” button
in your course menu. Click the “View Rubric” link to see the evaluation criteria for the assignment. Upon receiving your
assignment grade, you may view your grade breakdown and feedback in the rubric.
CSU Grading Rubrics for Papers/Projects and Assessments
The Learning Resource area of the myCSU Student Portal provides the rubrics, and information on how to use them, for
written response questions in Unit Assessments, and Research Papers/Projects.
The course writing assignments will be graded based on the CSU Grading Rubric for all types of writing assignments,
unless otherwise specified within assignment instructions. In addition, all papers will be submitted for electronic evaluation
to rule out plagiarism. Course projects will contain project specific grading criteria defined in the project directions.
To view the rubrics, click the Academic Policies link on the Course Menu, or access it through the CSU Grading Rubric
link found in the Learning Resources area of the myCSU Student Portal.
Communication Forums
These are non-graded discussion forums that allow you to communicate with your professor and other students.
Participation in these discussion forums is encouraged, but not required. You can access these forums with the buttons in
the Course Menu. Instructions for subscribing/unsubscribing to these forums are provided below.
Once you have completed Unit VIII, you MUST unsubscribe from the forum; otherwise, you will continue to
receive e-mail updates from the forum. You will not be able to unsubscribe after your course end date.
Click here for instructions on how to subscribe/unsubscribe and post to the Communication Forums.
Ask the Professor
This communication forum provides you with an opportunity to ask your professor general or course content questions.
Questions may focus on Blackboard locations of online course components, textbook or course content elaboration,
additional guidance on assessment requirements, or general advice from other students.
Questions that are specific in nature, such as inquiries regarding assessment/assignment grades or personal
accommodation requests, are NOT to be posted on this forum. If you have questions, comments, or concerns of a nonpublic nature, please feel free to email your professor. Responses to your post will be addressed or emailed by the
professor within 48 hours.
Before posting, please ensure that you have read all relevant course documentation, including the syllabus,
assessment/assignment instructions, faculty feedback, and other important information.
HY 1120, American History II
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Student Break Room
This communication forum allows for casual conversation with your classmates. Communication on this forum should
always maintain a standard of appropriateness and respect for your fellow classmates. This forum should NOT be used to
share assessment answers.
Grading
Unit Quizzes (8 @ 6.25%)
Unit Essays (6 @ 6.25%)
Unit IV Article Critique
Unit VIII Scholarly Activity
Total
=
50%
= 37.5%
= 6.25%
= 6.25%
= 100%
Course Schedule/Checklist (PLEASE PRINT)
The following pages contain a printable Course Schedule to assist you through this course. By following this schedule,
you will be assured that you will complete the course within the time allotted.
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HY 1120, American History II
Course Schedule
By following this schedule, you will be assured that you will complete the course within the time allotted. Please keep this
schedule for reference as you progress through your course.
Unit I
Review:
Read:
Submit:
America’s Gilded Age
 Unit Study Guide
 Learning Activities (Non-Graded): See Study Guide
The American promise: A concise history:
 Chapter 16: Reconstruction, 1863-1877, pp. 426-427, 429, 433, 440, and 444-445
 Chapter 17: The Contested West, 1865-1900, pp. 451, 454, 455, 456-457, 459-463, 466-468, 471,
and 474
 Chapter 18: Business and Politics in the Gilded Age, 1865-1900, pp. 476, 480-485, 487-489, 491,
493-496, and 498-501
Reading the American past: Selected historical documents:
 Chapter 16: Reconstruction, 1863-1877, docs. 16-1, 16-3, and 16-4
 Chapter 17: The Contested West, 1865-1900, docs. 17-1, 17-2, 17-3, 17-4, and 17-5
 Chapter 18: Business and Politics in the Gilded Age, 1870-1895, docs. 18-1, 18-2, 18-3, 18-4, and 185
 Linked documents and readings from the Unit Lesson
 Suggested Reading: See Study Guide
 Quiz
 Essay
Notes/Goals:
Unit II
Review:
Read:
Submit:
Progressive Era
 Unit Study Guide
 Learning Activities (Non-Graded): See Study Guide
The American promise: A concise history:
 Chapter 20: Dissent, Depression, and War, 1890-1900, pp. 517-519, 529-530, and 537-541
Reading the American past: Selected historical documents:
 Chapter 19: The City and Its Workers, 1870-1900, docs. 19-1, 19-2, 19-3, and 19-4
 Chapter 20: Dissent, Depression, and War 1890-1900, docs. 20-1, 20-3, 20-4, and 20-5
 Linked documents and readings from the Unit Lesson
 Suggested Reading: See Study Guide
 Quiz
 Essay
Notes/Goals:
HY 1120, American History II
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HY 1120, American History II
Unit III
Review:
Read:
Submit:
Course Schedule
America in the Great War
 Unit Study Guide
 Learning Activities (Non-Graded): See Study Guide
The American promise: A concise history:
 Chapter 21: Progressivism from the Grass Roots to the White House, 1890-1916, pp. 563, 566, 570,
and 587
 Chapter 22: World War I: The Progressive Crusade at Home and Abroad, 1914-1920, p. 616
Reading the American past: Selected historical documents:
 Chapter 21: Progressivism from the Grass Roots to the White House, 1890-1916, docs. 21-1, 21-2,
21-3, 21-4, 21-5, and 21-6
 Chapter 22: World War I: The Progressive Crusade at Home and Abroad, 1914-1920, docs. 22-2, 223, and 22-4
 Linked documents and readings from the Unit Lesson
 Quiz
 Essay
Notes/Goals:
Unit IV
America Between the Wars
Review:
 Unit Study Guide
The American promise: A concise history:
 Chapter 23: From New Era to Great Depression, 1920-1932, pp. 623-624, 627, 631-632, 636, 638,
and 647
Read:
Reading the American past: Selected historical documents:
 Chapter 23: From New Era to Great Depression, 1920-1932, docs. 23-3, 23-4, and 23-5
 Chapter 24: The New Deal Experiment 1932-1939, docs. 24-2 and 24-5
 Linked documents and readings from the Unit Lesson
 Suggested Reading: See Study Guide
 Quiz
 Article Critique
Submit:
Notes/Goals:
HY 1120, American History II
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HY 1120, American History II
Unit V
Review:
Read:
Submit:
Course Schedule
America and World War II
 Unit Study Guide
 Learning Activities (Non-Graded): See Study Guide
The American promise: A concise history:
 Chapter 25: The United States and the Second World War, 1939-1945, pp. 684-686, 688-689, 692693, 695, 700-701, 703
 Chapter 26: Cold War Politics in the Truman Years, 1945-1953, p. 715
Reading the American past: Selected historical documents:
 Chapter 25: The United States and the Second World War 1939-1945, docs. 25-1, 25-2, 25-3, 25-4,
and 25-5
 Chapter 26: Cold War Politics in the Truman Years 1945-1953, docs. 26-2 and 26-4
 Linked documents and readings from the Unit Lesson
 Suggested Reading: See Study Guide
 Quiz
 Essay
Notes/Goals:
Unit VI
Review:
Read:
Submit:
Cold War America
 Unit Study Guide
 Learning Activities (Non-Graded): See Study Guide
The American promise: A concise history:
 Chapter 26: Cold War Politics in the Truman Years, 1945-1953, pp. 718, and 731-732
 Chapter 27: The Politics and Culture of Abundance, 1952-1960, pp. 739, 742-745, and 747
Reading the American past: Selected historical documents:
 Chapter 26: Cold War Politics in the Truman Years 1945-1953, docs. 26-3 and 26-5
 Chapter 27: The Politics and Culture of Abundance 1952-1960, docs. 27-1, 27-4, and 27-5
 Linked documents and readings from the Unit Lesson
 Quiz
 Essay
Notes/Goals:
HY 1120, American History II
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HY 1120, American History II
Unit VII
Review:
Read:
Submit:
Course Schedule
Vietnam: Home and Abroad
 Unit Study Guide
 Learning Activities (Non-Graded): See Study Guide
The American promise: A concise history:
 Chapter 29: Vietnam and the End of the Cold War Consensus, 1961-1975, pp. 798, 800-801, and
811-814
Reading the American past: Selected historical documents:
 Chapter 28: Reform, Rebellion, and Reaction 1960-1974, docs. 28-1, 28-2, 28-3, 28-4, and 28-5
 Chapter 29: Vietnam and the End of the Cold War Consensus 1961-1975, docs. 29-1, 29-2, 29-3, 294, and 29-5
 Linked documents and readings from the Unit Lesson
 Quiz
 Essay
Notes/Goals:
Unit VIII
Globalization and the New Millennium
Review:
 Unit Study Guide
The American promise: A concise history:
 Chapter 30: America Moves to the Right, 1969-1989, pp. 826-827 and 835
Read:
Submit:
Reading the American past: Selected historical documents:
 Chapter 30: America Moves to the Right 1969-1989, docs. 30-1, 30-2, 30-3, and 30-4
 Chapter 31: The Promises and Challenges of Globalization: Since 1989, docs. 31-1, 31-2, 31-4, and
31-5
 Linked documents and readings from the Unit Lesson
 Suggested Reading: See Study Guide
 Quiz
 Scholarly Activity
Notes/Goals:
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