U.S. HISTORY SINCE 1865
HIST 112. U.S. History Since 1865
(3) Three hours lecture.
General survey of national history since the end of the Civil War. Explores economic, political, and social developments in the United States and growing American involvement in world affairs. This course has been approved for credit in the Social Science Area and in the US Perspectives Area of the Core Curriculum.
Detailed Description Course Content
The major topics covered in this course are those considered to represent the foundations of American history. The purpose of this course is to provide students with a broad background in American history since 1865. These topics, with various degrees of emphasis, are common to all recent textbooks written for an introductory course in American history.
Industrialization and Urbanization
The Response to Industrialization
The New West and the New South
Populism and late Nineteenth Century Politics
The Progressive Movement and Urban Reform
World War I
The Great Depression
World War II
The Cold War
The Civil Rights Movement
The Vietnam War
American Politics and Society Since 1970
Detailed Description of Conduct of Course
The class meets three hours a week. A textbook is required by all instructors; each instructor has the option of selecting a different text. Additionally, some instructors require other readings. Teaching methods involve a mix of lecture and discussion. Generally large classes require a teaching methodology capable of reaching a wide variety of students. Visual aids emphasize maps and graphs, but other aids such as video recordings, Powerpoint presentations, and other forms of multimedia including the internet may also be utilized.
Goals and Objectives of the Course
A student in History 112 will be introduced to the major issues/problems that have confronted American society from 1865. Students should develop an awareness of history's complexity and clearly see history's relevance to their own lives. Students in History 112 will develop a foundation for further study in history and in other disciplines.
Broad Core Curriculum Goals: Students in History 112 will make general progress towards the broad goals of a liberal education as envisioned by the Core Curriculum:
Students will develop the ability to think critically and creatively about ideas, issues, and problems not only through historical inquiry but also through the use of philosophy, science, technology, literature, humanities, and political thought. Students will be introduced to the wide variety of tools, methods, and data that are available for conducting historical research. Students will be introduced to interpretations that discern patterns in the American historical experience that transcend any given point in time. Students will come to understand how evolving technology has historically helped societies to gather, interpret, consolidate, and refine knowledge and contribute to problem-solving. Students will develop an appreciation of the often collaborative nature of inquiry and problem solving. Students will acquire an historical perspective, permitting them to identify the personal and cultural values that shape decisions in public, professional, and private lives, both in the past and present.
Goal 9: Radford University students will understand how individual, social, or cultural factors influence human behavior and shape reciprocal relationships between people and society.
Radford University students will be able to:
a. explain the social or cultural factors that shape individuals' ideas and behaviors
b. explain how individual and collective behaviors shape societies and cultures
c. explain social or behavioral science concepts
d. use social or behavioral science concepts to interpret real-world problems, including the underlying origins of such problems
Goal 10: Radford University students will understand how social and cultural (for example, political, historical, economic, environmental, religious, or geographic) forces shape the American experience.
Radford University students will be able to:
a. explain basic facets of the American experience with attention to unity and diversity in American society
b. use material studied to explain contemporary issues in the United States
c. evaluate common institutions in American society and how they have affected, or continue to affect, different groups
Assessment measures may include any or all of the following: participation in class, writing exercises, oral discussions of readings, and testing that includes objective and/or essay questions on quizzes and examinations. All tests are structured to emphasize an understanding of ideas, concepts, and inter-relationships. Assessment measures are designed to evaluate student learning and progress towards the fulfillment of the Core Curriculum program goals and the specific goals and objectives for both the US Perspectives and Social and Behavioral Science areas as stated above in D.
Other Course Information
Review and Approval
Date Action Reviewed by
April 16, 1998 reviewed and approved Mary Ferrari
April 9, 1999 Syllabus revision to conform to new
General Education program guidelines Mary Ferrari
October 5, 2008 Syllabus Revision to conform to new Sharon Roger
Core Curriculum program guidelines Hepburn
for Humanities and US Perspectives