HIST-128: Growth of American Civilization II: Reconstruction to the Present (formerly HI-128)
Course, prefix, number, & title: HIST-128 Growth of American Civilization II: Reconstruction to the Present (formerly HI-128)
Hours (Class, recitation, Laboratory, studio): 3
Pre-requisites (if any): ENGL-101
Co-requisites (if any): ENGL-101
Course Description in college catalog:
The development and growth of modern American civilization examined. Emphasis is on social, political, cultural, and economic forces that have shaped the nation, concentrating on both internal developments and the roots of American expansion abroad. Themes discussed include immigration, nativism, the changing role of women, the Great Depression, the New Deal, America’s wars, the United States as a world leader, civil rights and the growth of popular cultures. Readings include textual and original source materials.
Academic programs for which this course serves as a requirement or an elective:
General Education Outcomes: Below is a listing of General Education Outcome(s) that this course supports.
Communicate effectively in various forms
Use analytical reasoning to identify issues or problems and evaluate evidence in order to make informed decisions
Course-specific student learning outcomes:
1. Students will critically evaluate historical evidence related to the evolving relationships among individuals, social groups, political parties, and nation-states inside and outside the U.S.
a. Differentiate between primary and secondary historical source material.
b. Identify how historical moments shape perspectives.
2. Students will identify and explain the cause and effect relationships surrounding significant moments of historical change in North America from the pre-contact period through Reconstruction.
a. Define difference between cause and effect.
b. Identify relationships between specific historical causes and effects.
3. Students will identify and evaluate the major social, cultural, political, and economic causes and effects of significant moments of historical change, including the establishment and growth of colonial-settler societies in North America, conflicts between colonial settlers and Native Americans, the Revolution, the establishment of Constitutional government, the growth of African American slavery, industrialization, geographical expansion, sectionalism, the Civil War, and Reconstruction, among others.
a. Define difference between different kinds of change in society.
b. Provide examples of both change and continuity over time in social, political, economic, and cultural history and its relationship to significant moments of historical change as referenced above.
c. Evaluate different significance of different types of change.
FLEXIBLE CORE 2B U.S. Experience in its Diversity Outcomes:
1. Identify and apply the fundamental concepts and methods of a discipline or interdisciplinary field exploring the
2. U.S. experience in its diversity, including, but not limited to, anthropology, communications, cultural studies, economics, history, political science, psychology, public affairs, sociology, and U.S. literature.
3. Analyze and explain one or more major themes of U.S. history from more than one informed perspective.
4. Evaluate how indigenous populations, slavery, or immigration have shaped the development of the United States.
5. Explain and evaluate the role of the United States in international relations.
6. Identify and differentiate among the legislative, judicial, and executive branches of government and analyze their influence on the development of U.S. democracy.
7. Analyze and discuss common institutions or patterns of life in contemporary U.S. society and how they influence, or are influenced by, race, ethnicity, class, gender, sexual orientation, belief, or other forms of social differentiation.
Other program outcomes (if applicable).
Integrate knowledge and skills in the program of study
Make ethical judgments while recognizing multiple perspectives, as appropriate in the program of study
Work collaboratively to accomplish learning objectives
Methods by which student learning will be assessed and evaluated; describe the types of methods to be employed; note whether certain methods are required for all sections:
Exams, Research paper(s) and Quizzes
Academic Integrity policy (department or College):
Academic honesty is expected of all students. Any violation of academic integrity is taken extremely seriously. All assignments and projects must be the original work of the student or teammates. Plagiarism will not be tolerated. Any questions regarding academic integrity should be brought to the attention of the instructor. The following is the Queensborough Community College Policy on Academic Integrity: "It is the official policy of the College that all acts or attempted acts that are violations of Academic Integrity be reported to the Office of Student Affairs. At the faculty member's discretion and with the concurrence of the student or students involved, some cases though reported to the Office of Student Affairs may be resolved within the confines of the course and department. The instructor has the authority to adjust the offender's grade as deemed appropriate, including assigning an F to the assignment or exercise or, in more serious cases, an F to the student for the entire course." Read the University's policy on Academic Integrity opens in a new window(PDF).
Any student who feels that he or she may need an accommodation based upon the impact of a disability should contact the office of Services for Students with Disabilities in Science Building, Room S-132, 718-631-6257, to coordinate reasonable accommodations for students with documented disabilities. You can visit the Services for Students with Disabilities website.