The United States Since 1865

Syllabus and Survival Guide

History 271 – Spring 2025 – GE Requirement

Tuesdays/Thursdays 113 Nordhoff Hall 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

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.

Campus Office: 624 Sierra Tower

Email: twd@pacbell.net

[Please contact me at this email address and not through the Canvas message function.]

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 are not required to purchase any books for this course.

All required reading will be available through the links on this web syllabus or through the History 271 Canvas page. You access the readings on the syllabus by entering the password when prompted to do so.

Grading & Requirements

Test One [February18th] -- 25 points

STUDY GUIDE FOR TEST #1

Test Two [April 1st] -- 35 points

STUDY GUIDE FOR TEST #2

Test Three [May 13th, 12:45 pm] -- 40 points

STUDY GUIDE FOR TEST #3

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. 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…

Office Hours and Personal Consultation

I make it a priority 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 at a time that is convenient for you. I urge you to meet with me (and all of your professors) one-on-one at least once during the semester to ask questions, discuss course material, or simply introduce yourself. 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

I am well aware that many CSUN students are stretching themselves quite thin, often working full-time while taking a full load of classes. 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, visit me in my office, 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.

Lecture Notes, 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 from each class on the web syllabus. These notes, in narrative or essay form, will either repeat or develop further what was said in class. Reading these notes after class or before the next class will help you better retain and understand the information. If you do not attend class regularly, you should read these notes carefully in order to prepare for the tests.

Academic Honesty

Do not tell me things that are not true and expect me to believe you. Do not cheat on the tests. Cheating can be pretty easy, but just because you can cheat doesn’t mean you should. The University has already taken far too much of your money, so you’re not “cheating” me or the system; 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 class sessions is entirely voluntary. I do not record the lectures, so if you do not attend class, you will have to rely on the notes and powerpoints posted on the web syllabus to prepare for the tests. You must take the tests at the regularly scheduled class time, so be sure to keep these times open in your calendar, even if you do not regularly attend class.

Schedule of Topics & Assignments

On those days for which an assigned Reading is listed, be sure to have completed the reading BEFORE class begins.

If we fall behind in the schedule, I will pre-record the portions of lectures that I was unable to get to during the regularly-scheduled class time. The links to these video recordings will be made available to you on the History 271 Canvas page.

Unit One

Tues. 21 Jan. Introduction: An explanation of course objectives, mechanics, and procedures

INTRODUCTORY POWERPOINT

Thurs. 23 Jan. “What this Cruel War was Over” – Assessing the Results of the Civil War