PO Box 1189
1042 W. Hamlet Avenue
COURSE:
SEMESTER & YEAR:
INSTRUCTOR’S NAME
Dr. Alexander YARBROUGH
Department Chair
Dr. Angie ADAMS, Humanities
and Social Science Department
Dean
Dr. Angie ADAMS
METHODS OF INSTRUCTION AND EVALUATION:
STUDENT LEARNING OUTCOMES
1. Visualize the condition of the
nation in the aftermath of the
Civil War.
2. Discuss the struggles and
legacies of Reconstruction.
Page 1
Hamlet, NC 28345
(910) 410-1700
INSTRUCTOR’S COURSE REQUIREMENTS www.richmondcc.edu
HIS 132 – UNITED STATES HISTORY II
Spring 2022
SECTION # CLASS MEETING TIME STUDENT HOURS AND OTHER CONTACT INFORMATION
(S1 (8/17) T TH 10:40a – 11:55a Student Hours: M 10:15-11:15
Covington 20 T 9:55-10:40
W 10:15-11:15
TH 9:55-10:40
F 10:15-11:15
And by appointment
Office: LP-122A
Phone: (910) 410-1858
Email: dayarbrough@richmondcc.edu
Phone Office Location Email Address
(910) 410-1857 LP-117B agadams@richmondcc.edu
Phone Office Location Email Address
(910) 410-1857 LP-117B agadams@richmondcc.edu
METHODS OF METHODS OF
SUCCESSFUL PERFORMANCE/BEHAVIORAL INDICATORS
INSTRUCTION EVALUATION
 Prior text reading  Describe the effects of the Civil War on the industrial capacity  Chapter Quizzes
 Class discussions and transportation grid of the Southern states.  Final Exam
 Lectures  Explain the importance of the completion of the  Response papers
transcontinental railroad in 1868.
 Explain how the Homestead Act worked and its effects on the
population of the western states.
 Follow the changes in the northern economy as it switches
from a domestic to export economy.
 Prior text reading  Describe Lincoln’s three-part plan to bring Southern states  Chapter Quizzes
 Class discussions back into the Union and how it changed following his  Final Exam
 Lectures assassination and the rise of the Radial Republicans.  Response papers
 Explain the 13th, 14th, and 15th Amendments to the
Constitution.
 List at least 5 of the Black Codes used to control the African
American population in the South.
Revised January 2022

STUDENT LEARNING OUTCOMES
3. Explain the plight of Native and
African Americans in the post-
Civil War era.
4. Correlate the impact of
industrialization and urbanization
to the growth of the nation.
5. Define the forces for political and
social change in the late 19th
and early 20th centuries.
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METHODS OF METHODS OF
SUCCESSFUL PERFORMANCE/BEHAVIORAL INDICATORS
INSTRUCTION EVALUATION
 Describe how the system of sharecropping worked.
 Describe the events involving the impeachment of Andrew
Johnson.
 Explain how the Ku Klux Klan was formed and its effect on
Black political and economic growth in the South.
 Discuss the two major political scandals that occurred during
the Grant administration.
 Identify the participants and outcome of the Presidential
election of 1876.
 Prior text reading  Describe how the reservation system worked and how the  Chapter Quizzes
 Class discussions white population sought to “Americanize” the remaining one-  Final Exam
Lectures half million Indians in the west.  Response papers
 Explain immigration to the western states in light of their
extractive economy.
 Discuss how the white southern population regained power
from the newly enfranchised Black population.
 Explore opportunities for African Americans in the western
military and be able to list the last three major Indian attempts
at regaining their lost land and rights.
 Prior text reading  Name at least four of the major industries involved in the  Chapter Quizzes
 Class discussions second Industrial Revolution.  Final Exam
 Lectures  Explain why the second Industrial Revolution occurred in  Response papers
Germany and the US, not England.
 Explain vertical integration in manufacturing.
 List a minimum of five of the major figures involved in the
second Industrial Revolution.
 Explain how immigration shifted from Ireland to Germany,
Russia, and Eastern Europe in the 1890s.
 Discuss the concept of Social Darwinism and its principal
theoreticians.
 Document the American union movement from the NLU in
1866 through the founding of the AFL in 1890 paying particular
attention to the Haymarket Square Riot, the Homestead Strike,
and the Pullman Strike of 1893.
 Discuss Eugene Debs’ effort to move the American Labor
movement in the direction of socialism.
 Prior text reading  Explain the concept of “ward politics” and how it influenced  Chapter Quizzes
 Class discussions immigrant voting patterns in New York City (Tammany Hall).  Final Exam
 Lectures  List the three major reasons men opposed women’s suffrage  Response papers
beginning in 1873.
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STUDENT LEARNING OUTCOMES
6. Distinguish the causes and
results of the world wars and the
resulting Cold War.
Page 3
METHODS OF METHODS OF
SUCCESSFUL PERFORMANCE/BEHAVIORAL INDICATORS
INSTRUCTION EVALUATION
 Discuss what the Temperance Movement was and how it
became dominated by women.
 Explain what the Pendleton Civil Service Act was and why it
was passed.
 Discuss what the Grange Movement was and how it affected
farmers from an economic and political standpoint.
 Explain the growth in reform of the modern American city in the
late 1800s.
 Explain the causes and American involvement in the Spanish
American War.
 Discuss American Imperialism, the change in the influence of
sea power, the Roosevelt corollary, and how and why the
Panama Canal was important to American foreign policy.
 Prior text reading  Explain the causes of WWI in Europe in 1914.  Chapter Quizzes
 Class discussions  List the two reasons the US became involved in WWI in 1917.  Final Exam
 Lectures  Explain the contributions of American women to the war effort  Response papers
resulting in their right to vote in 1919.
 Explain how American intervention in Mexico beginning in 1914
prepared the US for a worldwide conflict.
 List the four major parts of the Treaty of Versailles.
 Describe how the Treaty of Sevres rewrote the map of the
Middle East.
 List the four major causes of the Great Depression.
 Discuss the role of Social Security during the Depression.
 List a minimum of five Federal work agencies established to put
people to work in the Depression.
 Describe the rise to power of the four major dictators of the
1930s (Hitler, Franco, Tojo, and Mussolini).
 Explain Germany’s move eastward from Austria to Poland.
 Discuss the conflict over China between the US and Japan and
its resulting embargos.
 Describe how the “Lend-Lease” worked between Britain and
the US.
 Discuss what the Atlantic Charter was and how it was used in
WWII.
 Follow the progress of WWII through North Africa, Europe, and
the Pacific.
 Discuss the significance of “Island Hopping.”
 Explain the who/why/and what of the development of the
atomic bomb and its implementation.
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STUDENT LEARNING OUTCOMES
7. Explain the major domestic
social and economic upheavals
of the 20th century.
8. Recognize the evolution of the
United States as a world power.
TEXTBOOK:
America: A Narrative History, Brief Eleventh Edition, Volume 2
David Emory SHI
Page 4
METHODS OF METHODS OF
SUCCESSFUL PERFORMANCE/BEHAVIORAL INDICATORS
INSTRUCTION EVALUATION
 Explain the polarization which occurred between the USSR and
the western democracies following WW11.
 Describe why NATO and the Warsaw Pact were formed.
 Describe the role played by both the US and the UN in the
Korean War.
 Discuss what the “Domino theory“ is and how it was used
during the Vietnam War.
 Prior text reading  Define the modern Civil Rights Movement beginning with  Chapter Quizzes
 Class discussions Truman’s integration of the military in 1947 through Brown v.  Final Exam
 Lectures Board of Education in 1954 and ending with Johnson’s Great  Response papers
Society.
 Explain how the GI Bill reincorporated returning soldiers into
the American economy without resulting in another depression.
 Discuss what the Marshall Plan is and how it operated.
 Describe the modern women’s movement following the “June
Clever” generation of the 1950s.
 Define neoliberal “trickle-down economics”.
 Follow the recessions of the Carter, Reagan, and Bush I
administrations.
 Prior text reading  Describe Wilson’s role in the ending of WWI.  Chapter Quizzes
 Class discussions  Describe the US as an “arsenal of democracy” during WW11  Final Exam
 Lectures and its role in fighting communism through the 1960s.  Response papers
 Explain Ronald Reagan policy toward communism in the USSR
and central Asia, before the USSR’s disintegration in 1989.
 Explain how George HW Bush was able to build an
international coalition against Iraq during the first Persian Gulf
War.
 Explain the current state of US affairs in the Middle East and
Asia following the Sept 11 attacks.
 Discuss the Trump era and its ramifications.
Revised January 2022
When it’s due: tentative schedule
This Instructor’s Course Requirements document (ICR) covers two different sections: G1 and GH1.

Schedule for sections G1 and GH1

Week Readings Assignments and Assessments

Week 1 Chapter 17 Introductory Quiz – GH1 only
(Sep 4–10) First class meeting: 6 September MUST TAKE TO REMAIN ENROLLED!
Week 2 Chapters 18-19 Discussion Board 1
(Sep 11–17) Sign up for Powerpoint Presentation
Week 3 Chapter 20 Quiz 1 on Part 5: Growing Pains (Chs. 17-19)
(Sep 18–24)
Week 4 Chapter 21 Discussion Board 2
(Sep 25 – Oct 1)
Week 5 Chapter 22 Quiz 2 on Part 6: Part 1 of Modern America (Chs. 20-
(Oct 2–8) 22)
Week 6 Chapter 23 1st Primary Source Review Essay
(Oct 9–15)
October 13-14: Fall Break – NO CLASS 13 Oct
Week 7 Chapter 24 Discussion Board 3
(Oct 16–22)
Week 8 Chapter 25 Quiz 3 on Part 6: Part 2 of Modern America (Chs. 23-
(Oct 23–29) 24)
Week 9 Chapter 26 Discussion Board 4
(Oct 30 – Nov 5)
Week 10 Chapter 27 Quiz 4 on Part 7: The American Age (Chs. 25-27)
(Nov 6–12)
Week 11 Chapter 28 Discussion Board 5
(Nov 13–19)
Week 12 Chapter 29 2nd Primary Source Review Essay

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 Week Readings Assignments and Assessments
(Nov 20– 26)
Thanksgiving Break – 23-25 Nov. NO CLASS 24
Nov
Week 13 Chapter 30 DEADLINE FOR POWERPOINT
(Nov 27 – Dec 3) PRESENTATIONS
Discussion Board 6
Week 14 Chapter 31 Review for Semester Test
(Dec 4-10)
Week 15 Chapter 32 Semester Test
(Dec 11-17)
Last day of class Tue 13 Dec
In-class Reflective Essay

Disclaimer:  The instructor reserves the right to alter this Instructor’s Course Requirements document and the tentative class schedules as
necessary to achieve this class’s goals and objectives. You will be made aware of any changes in a timely fashion. You are responsible for
understanding the requirements of this course and course syllabus.

The Work: assignments and assessments

Response papers – Section G1 Only
Roughly every other week, you will write a one-page response paper (Times New Roman, double-spaced, 12pt font) reacting to the ideas they have
encountered in readings, lecture and discussions. Provided that you respond to the week’s content, you have great latitude to select the paper’s
topic. At the same time, papers must be well-structured and engage thoughtfully with the course content. They are an opportunity for you to offer
a critical and analytical reaction to course content.

Discussion boards – Section GH1 Only

Section GH1 is a so-called hybrid course. This means that a significant portion of the instruction/interaction will take place online. Each week I will
post a document (video, text, audio) to Moodle, which you are responsible for viewing/listening to/reading. On six different occasions during the
semester, you will react to what you've learned in a 200-word post to discussion forums. Then, you will be required to respond to least one other
student’s post. That response must also be at least 150 words long.

Quality and civility

Page 6 Revised January 2022
Online discussions are integral part of the course. Your posts contribute to the group’s understanding of the
development of the United States. Therefore, the work you submit on Moodle is pivotal to your success in these hybrid sections.

You will not receive credit for poor quality posts. Simply agreeing or disagreeing with another student’s post is not sufficient to complete the
assignment. Civility matters. I welcome lively discourse in Moodle discussions. At the same time, respect for others students is paramount. Please
refrain from making disparaging remarks to others when engaged in online discussions. Especially when disagreeing, take the time to demonstrate
courtesy and civility. Politeness strengthens your arguments. Make sure you base your positions on evidence from lecture and reading, in order to
develop high-quality intellectual exchanges.

Chapter Quizzes
Four quizzes will test your knowledge of four course units. Most quizzes will involve multiple choice, matching, true/false, fill-in-the–blank, and/or
essay questions. Quizzes will cover class lectures and textbook readings.

Powerpoint Presentation
You will deliver one short Powerpoint presentation to the class on a clearly circumscribed aspect of American history: a person, place, concept, or
process. Presentations are graded on basis of content and oral delivery. Please see the Powerpoint presentation grading rubric below for more
detail.

Primary Source Review Papers

You will write two primary source review papers. Each paper, three-pages long, will analyze a primary source document. Your task will be twofold:
(1) comment and analyze the source itself and (2) place it in a historical context: i.e. how does the source shed light on the historical questions
we’re studying in class?

What are Primary Sources?

A primary source is a document produced by men or women in the past that historians can use to understand the past. Primary sources were NOT
written for historians. Yet primary sources are vitally important to historians: they’re the raw material for historical research. Examples of primary
sources include accounting records, love letters, literature, police files, etc. For example, a historian studying the history of railroads examines
business records from railroad companies, laws and lawsuits, patents, letters from investors, etc.

Semester Test
The semester test is cumulative. It includes questions in a variety of formats, including multiple choice, matching, true/false, fill-in-the–blank,
and/or essays.

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Collaboration
Includes reviewing other students’ essay drafts, crafting essay questions in class, writing a reflective essay, will be written in class, on the last day of
class. Although not cumulative, it will require you to address certain major course themes.

Grades
Section 02
25% = Chapter Quizzes (5: 5% each)
20% = Primary Source Review essays (2: 10% each)
20% = Response papers (6: 3.5% each)
15% = Semester Test
10% = PowerPoint presentation
10% = Collaboration

Sections GH1 and GHS1

25% = Chapter Quizzes (5: 5% each)
20% = Primary Source Review essays (2: 10% each)
20% = Discussion boards (6: 3.5% each)
15% = Semester Test
10% = PowerPoint presentation
10% = Collaboration

Grade Scale: A=90-100 B=80-89 C=70-79 D=60-69; 59 and below is an F.

Rubric for PowerPoint Presentations

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 Criterion A-level qualities
(90–100)
Completeness Complete in all respects;
reflects all requirements
Understanding Demonstrates a
sophisticated understanding
of the topic(s)
Analysis Presents an insightful and
thorough analysis of all
topics; includes all
necessary topics
Research Supplies relevant and
extensive research into the
culture; clearly and
thoroughly documents all
sources of information
Writing Writing demonstrates a true
mechanics clarity, concision, and
correctness; includes
thorough details and
relevant data and
information; perfectly well-
organized
Delivery Lively, dynamic speech
Holds attention of the
audience with eye contact.
Uses changes in cadence,
inflection and volume to
maintain audience interest
and to emphasize key
points. Demonstrates
enthusiasm about the topic.
Page 9
B-level qualities
(80–89)
Complete in most respects;
reflects most requirements
Demonstrates an
accomplished understanding
of the topic(s)
Presents a thorough analysis
of most topics; includes most
necessary topics
Supplies relevant research
into the culture; documents
all sources of information
Writing is accomplished in
terms of clarity and concision
and contains only a few
errors; includes sufficient
details and relevant data and
information; well-organized
Acceptably engaging speech.
Consistent use of direct eye
contact while relying on
notes. Satisfactory variation
of cadence, inflection and
volume to emphasize key
points. Demonstrates some
enthusiasm about the topic.
C-level qualities
(70–79)
Incomplete in many
respects; reflects few
requirements
Demonstrates an acceptable
understanding of the
topic(s)
Presents a superficial
analysis of some of the
topics; omits necessary
topics
Supplies limited research
into the culture; provides
limited documentation of
sources consulted
Writing lacks clarity or
concision and contains
numerous errors; gives
insufficient detail and
relevant data and
information; lacks
organization
Speech lacks dynamism.
Displays minimal eye
contact with audience,
mainly reading from notes.
Speaks with little inflection
and unvaried cadences.
Shows little enthusiasm.
Revised January 2022
D- or F-level qualities
(60–69 or below 60)
Incomplete in most respects;
does not reflect requirements
Demonstrates an inadequate
understanding of the topic(s)
Presents an incomplete analysis
of the topics; does not include
necessary topics
Supplies, if any at all,
incomplete research and
documentation
Writing is unfocused,
rambling, or contains serious
errors; lacks detail and relevant
data and information; poorly
organized
Monotone or muffled speech.
No eye contact with audience,
entire presentation is read from
the screen. No variation in
inflection or cadences.
Demonstrates no interest in the
subject presented.
Rubric for Papers and Essay Answers
Criterion A-level qualities
(90–100)
Thoroughness Thorough in all or nearly
all respects
Understanding Demonstrates a
sophisticated understanding
of the topic(s)
Research (for Supplies relevant and
Primary Source extensive research; clearly
Papers only) and thoroughly documents
all sources of information
Writing Writing demonstrates a true
mechanics clarity, concision, and
correctness; includes
thorough details and
relevant data and
information; perfectly well-
organized
B-level qualities
(80–89)
Thorough in most respects
Demonstrates an
accomplished understanding
of the topic(s)
Supplies relevant research;
documents all sources of
information
Writing is accomplished in
terms of clarity and concision
and contains only a few
errors; includes sufficient
details and relevant data and
information; well-organized
C-level qualities
(70–79)
Thorough in some respects
Demonstrates an acceptable
understanding of the
topic(s)
Supplies limited research;
provides limited
documentation of sources
consulted
Writing lacks clarity or
concision and contains
numerous errors; gives
insufficient detail and
relevant data and
information; lacks
organization
D- or F-level qualities
(60–69 or below 60)
Superficial or commonplace
observations; lacking in
specificity.
Demonstrates an inadequate
understanding of the topic(s).
General observations rather
than focused on the specific
topics at hand.
Supplies, if any at all,
incomplete research and
documentation
Writing is unfocused,
rambling, or contains serious
errors; lacks detail and relevant
data and information; poorly
organized

Course Policies:
Class content often covers materials not directly found in the textbook. Therefore, students will need to take notes during class and review any
supplementary readings.

Advice:
Participation and preparation are the foundation of success. Do assignments on time. Spend the suggested time preparing for quizzes. And never,
ever hesitate to tell me if you are confused or unsure about anything.

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Questions about grades: before Dec 1
If you have questions about your grade on an assignment or assessment that you received before Dec 1, you’ll need to approach me before Dec 1.
(You may nonetheless approach me beyond this date about grades which you will have initially received after Dec 1.)

Withdrawals
If a student decides to drop the course, he or she is responsible for completing the proper withdrawal form. Failure to comply with these guidelines
will result in a grade of “W” for the course.

Late Work:
All assignments must be turned in on time.

How to email me:

When emailing me, always indicate the class and section name. I will try to respond within 24 hours.

Office hours:
You are welcome to come by my office hours, listed above.

ACADEMIC INTEGRITY:
In accordance with our mission and values, Richmond Community College expects students to be ethical and honest in their academic endeavors.
Faculty and staff share in this responsibility. This expectation of our students fosters a positive educational environment and enhances our
commitment to the community that our graduates are proficient in the knowledge and skills taught in our educational programs. It also requires us
to hold accountable those students who demonstrate a lack of academic integrity.

STUDENTS WITH DISABILITIES:

Richmond Community College complies with the Americans with Disabilities Act and Section 504 of the Rehabilitation Act, which require that no
qualified student with a disability be excluded from participation in or be denied the benefits of any services, programs or activities on the basis of
his or her disability. If accommodations in the classroom and/or in extracurricular activities are required, the student is encouraged to contact the
Disability Services Counselor in Student Services prior to the start of the semester; however, a student may request accommodations at any time.
Reasonable accommodations may take up to three (3) weeks to implement. Richmond Community College is committed to providing support and
services to students with disabilities to help them obtain a quality education and to reach their goals. Assistance is provided, as necessary, and is
intended to help students participate in and benefit from the programs and activities enjoyed by all students. If you have any questions concerning
this matter, please contact the Disabilities Counselor in Student Services: Dr. Christina Snell at (910) 410-1867 or cmsnell@richmondcc.edu.

Page 11 Revised January 2022

Do you want to do more work? The honors project option
Students in this course have the option of pursuing an honors project and thereby earning an “Honors” note on their official transcript. Under the
direction of the instructor, History Honors students will undertake a historical research project on a topic of their choosing, culminating in an 8-10-
page paper. Honors projects are intended for students who seek to pursue excellence in higher education while developing academic research skills.

Academic Honors Project Instructions

What’s a History honors project? In a nutshell: 1 research topic, 3 meetings and 1 eight-ten page paper. Here are some more detailed instructions:

Working with the instructor, students will define a relatively narrow research topic limited only by the course’s chronological parameters. A student
should first select a historical era and a subfield of history1 and then settle on a carefully circumscribed topic. The topic selection process will
culminate in a meeting with the instructor to further refine the research topic. The student’s next step is to identify primary sources and secondary
historical literature (historiography) to be examined in order to collect information about the topic. Research may be primarily historiographical – a
review of historical scholarship – or an examination of primary source documents. The student and instructor will hold a second meeting to discuss
the sources and historiography and how to formulate good research questions. At this point, the student will produce a first draft of the 8-10 page
paper. Then, he or she will meet a final time with instructor who will provide advice for improving the draft, which the student will submit two
weeks before the end of the semester.

Students must earn a grade of 85 or higher on their research project in order to obtain an “honors” note. See rubric.

1
Subfields include, but are not limited to: social history, the history of gender and sexuality, local history, economic history, military history, the history of ideas, cultural history,
religious history, diplomatic history, the history of science and technology.
Page 12 Revised January 2022
 Criteria Level Level Level Level Score
4 3 2 1
(10 points) N/A N/A (0 points)
Criteria 1: Length
Requirement Paper meets the required page length as Paper fails to meet the
(10%) defined in the instructions. required page length as
defined in the instructions.
(61-70 points) (51-60 points) (31-50 points) (1-30 points)

Excellent research; thorough examination
of relevant primary sources and
historiography, following guidelines
established in second meeting with
Criteria 2: Content instructor; thorough investigation of the
(70%) historical problem.
Adequate research; generally thorough Gaps in research; failure to Superficial or cursory use
examination of relevant primary sources examine thoughtfully several of primary sources or
and historiography with some relevant primary sources and historiography;
oversights; imperfect adherence to historiography; commonplace statements in
guidelines established in second inadequate engagement with the lieu of an investigation of
meeting with instructor; adequate historical questions raised by the historical problem.
investigation of the historical problem. the research project.

(16-20 points) (11-15 points) (6-10 points) (1-5 points)

Clarity of style; few grammatical mistakes; Style sometimes unclear or overly Frequently unclear style; several Lack of clarity of style; little
forceful argumentation, supported by evidence; colloquial; recurrent grammatical mistakes; instances (more than 5) where use of standard English;
Criteria 3: Clarity logical organization of paper. weak argumentation; deficiencies in the standard English not used; more numerous instances of
(20%) organization of paper. than 5 instances of awkward or awkward or verbose phrasing;
verbose phrasing; serious paper replete with
organizational deficiencies. colloquialisms; grave
organizational deficiencies.

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