The
United States Since 1865
Syllabus
and Survival Guide
History
271 – Fall 2025 – GE Title V Requirement
113
Nordhoff Hall
Tuesday-Thursday
1:00 – 2:15 pm
History, as nearly no one seems to know, is not
merely something
to be read. And it does not refer merely, or even
principally, to the
past. On the contrary, the great force of history
comes from the fact
that we carry it within us, are unconsciously
controlled by it in
many ways, and history is literally present
in all that we do. It could
scarcely be otherwise, since it is to history that
we owe our frames
of reference, our identities, and our aspirations.
– JAMES BALDWIN
Instructor
Dr. Thomas W. Devine
Campus
Office: 624
Sierra Tower (818) 677-3550
Office Hours: Tuesdays and
Thursdays, 2:30 pm - 3:30 pm. If you are not free to meet during regular office
hours, I am glad to set up an appointment with you (in person or on Zoom) at
some mutually convenient time.
Email: twd@pacbell.net
[I
prefer that you contact me through this email address and not through
the Canvas message function.]
Web
Page: https://www.csun.edu/~twd61312/
Spirit
of the Course
As
someone who believes an informed citizenry is vital to sustaining the health of
a democracy, I hope that by studying the unfolding of American history since
the Civil War, you will leave this course a more informed citizen than when you
entered. Far too many aspects our contemporary culture – particularly new
technologies – enable people to remain perpetually entertained and distracted,
but also keep them docile and easily manipulated. We are urged to consume
mindlessly yet actively discouraged from developing our minds. Living in such a
culture, many of you – and indeed most Americans – have never “learned how to
learn.” As a result, people around the world today see Americans as
astonishingly ignorant and, worse still, as being proud of their ignorance. In
particular, Americans seem to know virtually nothing about their own history.
This is not only embarrassing but perhaps even dangerous, for as the British
author George Orwell reminds us in his dystopian novel 1984, those who
have no knowledge of the past are not only powerless, they inevitably are
dominated by those who do possess such knowledge – something to think
about as we begin the semester.
I
have specifically designed this course for the non-History major in an effort
to persuade you that a History course, if well taught, can actually provide you
with valuable critical thinking skills and prepare you for a career in numerous
fields that are unrelated to the discipline of History.
I
will not be inundating you with lists of facts or asking you to memorize random
names and dates or expecting you to mindlessly copy down text from Powerpoint slides. This is not learning. Most of the
time, I’ll be asking you questions, or, more precisely, trying to get
you to think critically by using logic and evidence to solve problems and make
judgments. I will ask you why you believe something is so and
challenge you to convince me that you’re right by making an argument based
on evidence (and not on your opinion or your “feelings”).
This kind of thinking can be hard work, which explains why
most Americans never bother with it, but as college students, you
should consider giving it a try. A few of you may someday take jobs that might
require you to do some critical thinking and problem solving. In this course, I
will give you the opportunity to learn and practice these skills.
The
questions we will be addressing in class have no simple answers, though today
one hears no end of simple-minded ones. To grapple thoughtfully with these
issues, one needs more than a 20-second sound bite, a four-word slogan, or a
meme. Rather than passionately adhere to a dogmatic “progressive” or
“conservative” political creed, one needs to exercise one’s brain and think
independently. Being “passionate” achieves little if you don’t know
anything. American politicians, some have argued, will say anything
because they assume American voters don’t know anything. I would urge
you to join me in proving them wrong. Accordingly, in this class, we will try
to do the serious thinking that those in power – both progressives and
conservatives – understandably do their best to discourage, lest the average
person become too inquisitive or informed.
Finally,
be aware that how much you learn this semester will be largely up to you. I
will provide opportunities for you to participate in discussions, to ask and
answer questions, and to sharpen your basic cognitive skills, both in class and
during office hours. I will do my best to introduce you to the learning
process, but ultimately you will determine how much effort you put
into this class and whether you take anything away from it.
Required Reading
You do not need to purchase any
books for this course. All required reading will be available through the links
on this syllabus or through the course Canvas page.
You
access the readings on the syllabus by entering the password when
prompted to do so.
Grading
& Requirements
Test
One [September 30] --
25 points
Test
Two [October 28] --
35 points
Test
Three [December 16th, 12:45 pm] --
40 points
Each
of the three tests will consist of 50 multiple choice questions based on
the material covered in class and from any of the assigned readings. I will
post study questions and lecture notes on the web syllabus. Going over these
questions and notes is the best way to prepare yourself for the tests. The
tests will NOT be cumulative. Each will cover only the
material from one unit of the course. You will have 75 minutes to
complete each test. If your exam scores improve significantly over the course of the semester,
I will award your improvement if you are hovering between two grades – that is,
raise you from a “C” to a “C+.”
You
will take the tests at our regular class time in 113 Nordhoff
Hall, so be sure not to schedule anything else during these test times.
Calculating
Your Grade
The
grade reported on Canvas is often incorrect because it does not take into
account the fact that the assignments in this course are weighted. Test 2, for
example, is weighted heavier than Test 1. The score you receive on each
assignment is the percentage of points you earned out of the total available.
So, for example, an “80” on Test One earns you .80 x 25 points (20 points); a
“90” on Test Three earns you .90 x 40 points (36 points).
To
calculate your course grade, add together the number of points you earned on
each of the three tests and divide by the total points available (100).
Grading
Scale
A = 93-100
A- = 90-92
B+
= 87-89
B = 83-86
B- = 80-82
C+
= 77-79
C = 73-76
C- = 70-72
D+
= 67-69
D = 63-66
D- = 60-62
F = below 60
Special
Accommodations
If
you have special accommodations and are registered at the DRES office, please
let me know and we will schedule the tests at times that fit your schedule.
Surviving History 271…
Attention
Freshmen…
Contrary to what you may have heard
about professors who teach large classes such as ours, I go out of my way to be
available for students on a one-on-one basis. So, if you need advice or help –
even if your problem is not directly related to this course – do not hesitate
to email me, visit during my regularly-scheduled office hours, or set up an
appointment for a Zoom conference. Students who make the effort to get to know
their professors end up benefiting far more from their college education than
those who don’t. Part of my job is to interact with you, and I’m happy to do
so.
Problems
If you are feeling overwhelmed, find
yourself falling behind, or are having any problems outside of class that are
adversely affecting your performance in class, be sure to let me know. Do
not wait until the end of the semester when it will be too late. I am more
than willing to work with you to insure you “survive,” but you need to tell me
that you are having difficulties. Schedule a Zoom chat or send an email as soon
as a problem arises and we can work something out. Also, if you are struggling
academically, I will gladly give you extra help.
No Textbook
Because I don’t like reading
textbooks any more than you do, and because they are ridiculously overpriced,
there is no textbook for this course. Instead, I will post lecture notes on the
web syllabus from each class that either repeat or develop further what was
said in class. Reading these notes immediately after class or before the next
class will help you better retain and understand the information. If you do not
attend class, you should read these notes carefully in order to pass the exams.
Academic
Honesty
Do
not cheat on the tests. The University has already taken far too much of your
money, so you’re not “gaming” the system when you cheat; the only one you’re
cheating is yourself. More importantly, get in the habit of being honest with
others and with yourself. You will be a better person for having done so.
Attendance
I
do not take attendance, so attending the classroom meetings is entirely
voluntary (that means that even though you’re paying a lot of money to go to
class, you don’t have to come if you don’t want to). I do not record the
lectures, so you will have to rely on the notes and powerpoints posted
on the web syllabus to prepare for the quizzes and tests.
Schedule of Topics & Assignments
Unit
One
Tues. 26 Aug. Introduction: An explanation
of course objectives, mechanics, and procedures.
Thurs. 28 Aug. “What this Cruel War was Over” – Assessing the Results of the
Civil
War
Tues.
2 Sept.
“Reconstruction or Restoration?”
– The South Rejoins the Union
Reading: K.
Stephen Prince, “Radical Reconstruction”, pp 2-28
Thurs.
4 Sept. “A Failed Revolution?” – The End of
Reconstruction
Tues.
9 Sept. “The Iron Horse” –
Railroads as the Herald of the Industrial Age
Reading: William Cronon,
“Railroads and the Reorganization of Nature and Time”
Burton W. Folsom,
Jr., “James J. Hill and the Transcontinental Railroads”
Thurs.
11 Sept. “The New Economy” – Railroads and the Rise
of Big Business
Tues.
16 Sept. “Let us Prey”
– John D. Rockefeller and the “4 ‘C’s”
Thurs.
18 Sept. “Who Benefits?” – The Social Effects of Big
Business
Tues.
23 Sept. “Raise Less Corn and More Hell!” – The
Populist Revolt
Thurs. 25 Sept. “Gold Bugs and Free Silver” – Economic Conflict
and the Election of 1896
[CLASS WILL
BE ON ZOOM RATHER THAN IN PERSON]
Tues.
Sept. 30 TEST #1
UNIT
2
Thurs. 2 Oct. “Imperial Ambitions?” – Motivations for
U. S. Expansionism at the Turn of the 20th Century
Tues.
7 Oct. “A Splendid Little War”
– The Spanish-American-Cuban Conflict
Thurs.
9 Oct. American Empire and the
Four “D”s – Duty, Destiny, Defense, Dollars
Tues.
14 Oct. “The Search for Order”
– Progressive Reformers Respond to Industrialization
Thurs.
16 Oct. “Reforming Other
People’s Bad Habits” – Implementing the Progressive Vision
Tues.
21 Oct. “Over There” – The
European Origins of the Great War
WORLD WAR I OVERSIMPLIFIED
(PART I)
WORLD WAR I OVERSIMPLIFIED
(PART II)
Thurs.
23 Oct. “Over Here” – The U.S.,
the Great War, and the Failed Peace
Tues.
28 Oct. TEST #2
Thurs.
30 Oct.
“From Harding to Hard Times” – The
Origins of the Great Depression, 1920-1940
Tues.
4 Nov. “Tariffs, Taxes, and the Great
Depression” – Making the Depression Worse
Thurs.
6 Nov. “FDR and the New Deal”
– Trying to Solve the Problem of the Great Depression
Tues.
11 Nov. “Establishing the
Welfare State” – The Legacy of the New Deal
Thurs.
13 Nov. “The Second World War”
– Long Origins, High Stakes
Tues.
18 Nov. “Pearl Harbor to Hiroshima”
– U.S. Involvement in World War II
Thurs.
20 Nov. “Anxiety and
Anticommunism” – The Postwar World
Tues.
25 Nov. “Affluence and
Alienation” – American Culture in the 1950s
Thurs.
27 Nov. THANKSGIVING (No Class
Meeting)
Tues.
2 Dec. Open Date
Thurs.
4 Dec. “A Promising Time” –
Kennedy and the Optimism of the Early 1960s
Tues.
9 Dec. “The Rise and Fall of
Liberalism” – Why the rise? Why the fall?
Thurs.
11 Dec. “The Rise and Fall of
Conservatism” – Why the rise? Why the fall?
Tues.
16 Dec. TEST #3