GENERAL EDUCATION COURSE PROPOSAL

 WEBER STATE UNIVERSITY

 AMERICAN INSTITUTIONS

Area:   AMERICAN INSTITUTIONS (AI)                                                          

Date:   August 14, 2011

College: Social and Behavioral Sciences

Department:    History

Catalog  Abbreviation: HIST AI 1700

Catalog Title: American Civilization

Course Number: 1700

Credit Hours: 3

Substantive: ______                                                  

New: ______                                                    

Revised: ______

Renewal X

Effective Date ____________

Course description as you want it to appear in the catalog:

            An analysis of American civilization that traces social, cultural, economic, and political developments in the United States. May be taken to complete the American Institutions requirement (grade of C or better required).

AMERICAN INSTITUTIONS (AI) GENERAL EDUCATION MISSION STATEMENT

The mission of Weber State’s American Institutions (AI) requirement is to adhere to the Utah State Code, specifically 53B-16-103(b) which reads: "A student shall demonstrate a reasonable understanding of the history, principles, form of government, and economic system of the United States prior to receiving a bachelor’s degree or teaching credential."  The overarching goal of this requirement is to have all students gain the basic knowledge necessary for informed and responsible citizenship.

AMERICAN INSTITUTIONS LEARNING OUTCOMES

A student completing an American Institutions general education course should be able to demonstrate a reasonable understanding of the following core objectives.

Provide a justification of how the proposed course prepares students to successfully demonstrate competency in EACH of the core objectives.  Cite specific lecture topics, written assignments, and/or lab projects and explain how they address each of the core competencies. Refer to your attached syllabus as needed.

Objective 1: The significant political, economic, and social changes in American history.

Justification:

To describe political changes, History 1700 courses explore the founding of the nation, the development of the Constitution, electoral politics, and the changing role and size of government over time. (See lectures and readings for the weeks of  Sept. 20, Sept. 27, Oct. 4, Nov. 1,Nov. 8, Nov. 15, Nov. 22; See pop quizzes and Quiz 3;  See Exam 2 and Final Exam ). To explore economic history, the class looks at the rise of capitalism, industrialization, government regulation, and the social safety net. (See lectures and readings for the weeks of Oct. 11, Oct. 18, Nov. 8, Nov. 15, Quiz 2 and pop quizzes; Exam 2 and Final Exam.) Social changes are explored as we discuss the changing nature of race, gender, and class relations. (See lectures and readings for the weeks of Aug. 23, Aug. 30, Sept. 6, Sept. 13,  Oct. 11, Oct. 18, Oct. 25, Nov. 8, Nov.15, Nov. 29; Quizzes 1 and 2; Exams 1 and 2, and Final Exam).

Objective 2: The major principles of American civilization, including the concepts of popular sovereignty, liberty, and equality.

Justification: History 1700 exposes students to the fundamental principles of American civic life.  Most of the 1700 sections rely on original documents to expose students to these key ideas. Readings include The Mayflower Compact,  John Winthrop’s Model of Christian Charity, the Declaration of Independence, the Constitution, the Bill of Rights, slave narratives, and the Declaration of Sentiments. Current events quizzes and discussions ask students to relate these founding principles to contemporary situations. (See lectures and readings for weeks of Sept. 13, 20, 27, Oct. 4, Oct. 18, Nov. 1, Nov. 29; exams 1,2, and Final Exam, pop quizzes.)

Objective 3: The institutions and practices of the government provided for in the United States Constitution.

Justification:  History 1700 students spend a great deal of time learning about the Constitution. First they are exposed to the Enlightenment intellectual influences that shaped it (see week of Sept. 13 and Sept. 20); then they read the Constitution itself (see week of Oct. 4). Thereafter, they trace its changing history as it is amended (see lectures and reading particularly for week of Oct. 18, Nov. 1,  Nov. 8, Nov. 15, and Nov. 29; see test 2 and the Final Exam; and pop quizzes).

Objective 4: The basic workings and evolution of a market economy in the United Sates.

Justification: The students learn about the slow emergence of the market economy, looking both at capitalism’s proponents and critics.  History 1700 also examines how economic ideologies have changed over time, and how government’s role in the economy reflects this shifting ideological landscape. (See lectures and readings for week of Aug. 30, Oct. 11, Oct. 18, Nov. 8., Nov. 15; readings ; test 1 and 2, and Final Exam; quiz 2, and pop quizzes).

COMPLETE THE FOLLOWING

1.   Has this proposal been discussed with and approved by the department?

Yes

2.   List those general education courses in other departments with similar subject matter and explain how this course differs.

American National Government  (Political Science)

America Economic History (Economics)

3.   If the proposed new general education course affects course requirements or enrollments in other departments, list the departments and programs involved and attach comments from each.

N/A

4.   Attach a syllabus of the course.  Include the number of contact hours per week and the format of these hours (e.g., lecture, lab, field trip, etc.).

The class meets 3 hours per week; it is a mix of lecture and discussion

New Courses Only:

5.   Discuss how you will assess student learning outcomes associated with this course

N/A

Current General Education Courses and Existing Courses Seeking General Education Status:

6.   Discuss how you have assessed the applicable or identified student learning outcomes associated with this course.

We have given a variety of pre and post tests to our students, including a departmental instrument. Individual instructors have also measured progress by administering the test for U.S. citizenship at the start and end of the semester.

7.   How has this assessment information been used to improve student learning?

Because pre-tests have shown that students (both at Weber State and nationally) are largely unfamiliar with some of the fundamental principles of American government, and have significant gaps in their knowledge of U.S. history, many faculty have revised their syllabi significantly. For instance, the attached syllabus now places a greater emphasis on the evolution of the Constitution, since so many students have shown a deficit of knowledge on that topic; more class time is devoted to geography, after students showed a lack of geographical knowledge of the U.S. on pretests.

HISTORY 1700
AMERICAN CIVILIZATION
FALL 2011

Professor Susan Matt Office Hours:
SS 234 Mon./Wed/Fri:10:30-11:30
626-7325 Tues./Thursday: 10-10:30
smatt@weber.edu or by appointment

COURSE SUMMARY: This course offers a survey of American history from the era of European exploration and settlement to the present. It does not attempt to cover all aspects of United States history; rather its coverage is broadly thematic. We will study the origins and development of various influential political ideologies, the growth of capitalism and its effects on social order, the changing role of government, and the evolving notion of what it means to be an American. Throughout the course, we will be attentive to the connections between culture, social life, and political order.

REQUIRED TEXTS:

1) Oates, ed., Portrait of America, tenth combined edition

2) Course Readings on e- reserve at http://ereserve.weber.edu/eres

3) The New York Times (available free in the lobby of Social Sciences and elsewhere on campus)

OPTIONAL TEXT:

Any U.S. history textbook. I am happy to lend students copies, or they can be bought very cheaply online. Good titles include:

ASSIGNMENTS: There will be three exams (two midterms and a final) and three quizzes based on the readings. There will also be 10 pop quizzes based on the latest news in the New York Times. You will also be graded on class participation. Discussions over the readings generally will be held during the last class session of each week. You should therefore come to the Thursday class ready to discuss the week's readings. The midterms will each be worth 20% of the final grade, the final exam will be worth 25%, the quizzes together will be worth 25%, and class participation will be worth 10% of the final grade.

Attendance Policy:

Students must attend class regularly and are responsible for all material covered in the course. Attendance will be taken at the start of each class, and a student's overall grade will drop one point starting with the fifth absence and will drop an additional point with each subsequent absence.

Late Work:

Students must take tests and quizzes on the days they are scheduled. Late work will not be accepted unless the student has made special arrangements with the instructor before the due date. Other accommodations will be made only in the case of extraordinary circumstances.

Electronic Devices: Turn cell phones off in class. No texting and no talking. You may bring a laptop to class, but only to take notes.

Cheating and Plagiarism:

Cheating and plagiarism are unacceptable. Students who cheat or plagiarize will receive an F for the assignment and may receive an F as a final grade. A report of the offense will be submitted to the Office of the Dean of Students.

Accommodations:

Any student requiring accommodations or services due to a disability must contact Services for Students with Disabilities (SSD) in room 181 of the Student Service Center. SSD can arrange to provide course materials, including this syllabus, in alternative formats if necessary.

Swine Flu and Other Emergencies:

In the event of pandemics, blizzards, locusts, hail, frog invasions or the like, I will contact you through your WSU email account. Please check it regularly.

Introduction to the Course; Native American Cultures

Colonial Society and Theology

Slavery in American Society, 1619-1865

READ for Thursday: Gary Nash, "Black People in a White People's Country"

Stephen Oates, "The Fires of Jubilee: Nat Turner's Fierce Rebellion"

John Hope Franklin and Loren Schweninger, "Runaways from a Hellish System"

all in Portrait of America

*****FIRST QUIZ: September 8. The quiz will cover the readings on slavery.****

Reason and Religion: The American Enlightenment and the Great Awakening

READ for Tuesday: Edmund Morgan, "The Devil in Salem Village"

READ for Thursday: DOCUMENTS: excerpts John Locke, Second Treatise and

Thomas Paine, The Age of Reason on e-reserve

Week of September 20:Colonial Protest and Unrest

Week of September 27: The American Revolution and the Creation of the Republic

Week of October 4: The Constitution

READ for Thursday: Gordon Wood, "The Greatness of George Washington" in Portrait

Week of October 11: Capitalism and Early Industrialization

READ for Tuesday:

Jefferson, Notes on the State of Virginia

Hamilton, "Report on Manufacturing," both on e-reserve

READ for Thursday: Yafa, "Camelot on the Merrimack" in Portrait of America

Peter L. Bernstein, "The Erie Canal"

Week of October 18: Revival and Reform

READ for Thursday: John F. Marzalek, "Andrew Jackson, Flamboyant Hero"

Jack Larkin, "The Personal Side of a Developing People"

in Portrait of America

DOCUMENTS: "The Declaration of Sentiments"

Week of October 25: A Divided Society

READ for Thursday: Ken Chowder, "The Father of American Terrorism"

in Portrait of America

Week of November 1: The Civil War

READ for Thursday: Stephen Oates, "Lincoln's Journey to Emancipation"

Bruce Catton, "Hayfoot! Strawfoot!"

Week of November 8: Industrial Expansion, Urbanization, Immigration, and Migration

READ for Thursday: Robert Heilbroner, "The Master of Steel" in Portrait of America

Excerpts, Upton Sinclair, The Jungle, on e-reserve

Week of November 15: The Changing Role of Government

T. H. Watkins, " The Shame and Misery of the Depression"

in Portrait of America

Letters to FDR and Eleanor Roosevelt on e-reserve

Week of November 22: The U.S. in Foreign Affairs

****THIRD QUIZ: November 22, on Kohler and Bird/Sherwin articles****

Week of November 29:The Struggle for Civil Rights: