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Course Number: HIS 201  
Course Title:
American History
Term: Fall 2017

Instructor

Fr. Gregoire J. Fluet, Ph.D

1. COURSE DESCRIPTION

This course will offer a survey of the history of the United States of America from the Reconstruction to the election of 2000. The student will focus on the persons who moved that history seeing them as human being with both flaws, but also great talents.

2. ENVISIONED LEARNING OUTCOMES

3. COURSE SCHEDULE

Week 1:  

Historiography

Readings:

Schweikart, pp. XV-XIX

Exploration

Readings:

Schweikart, pp. 1-42

Week 2:  

Colonial Life and Growth

Readings:

Schweikart, chapter 2  Colonial Adolescence,  pp. 43-65

The Declaration of Independence,  

Week 3:  

The American Revolution

Readings:

Schweikart, pp. 65-96

Week 4:

Challenges to the New Nation

Readings

Schweikart, pp. 65-231

Week 5:

Manifest Destiny and a War

Readings

Schweikart, pp. 231-262

Week 6

A House Dividing, Civil War!

Readings

Schweikart, pp. 262-368

Optional: Read The Dred Scott Decision by the Supreme Court

Week 7:

Reconstruction, The Gilded Age

Readings

            Schweikart, A Patriot’s History of the United States, pp. 368-474

Week 8:  

Wilson the Progressives, World War I, the Roaring Twenties & Commmunication

 

Readings

Schweikart, A Patriot’s History of the United States, pp. 474-553

Week 9:

Depression & a New Deal, World War II 

Readings

Schweikart, A Patriot’s History of the United States, pp. 533-657

Week 10:

Red Fears, Cold War

          Readings

   Schweikart, A Patriot’s History of the United States, pp. 657-695

Week 11

JFK, Counter Culture, 751  LBJ and Vietnam; Reaction: Nixon and The Silent Majority

          Readings

Schweikart, A Patriot’s History of the United States, pp. 695- 751

Week 12

Nixon, Carter & Reagan

           Readings

Schweikart, A Patriot’s History of the United States, pp. 751-797

Week 13  Bush 41, Dessert Storm

           

            Readings

 Schweikart, A Patriot’s History of the United States, pp. 751-797

Week 14  

George Bush, the son, 9/11 and Desert Storm

Readings

Schweikart, A Patriot’s History of the United States, pp. 797-867

Week 15

Barack Obama

Presentation only , No Readings, Thank God!

4. COURSE REQUIREMENTS

Citations in Discussion Posts

For the purposes of the Discussions in Populi, please do provide a full footnote for sources at the end of your post. You will have to type a special character (^) at the beginning and end of your numbers to make a superscript in Populi, e.g. ^1^, ^2^, etcetera. Use the special characters for superscript also in your footnote.

Example Footnote

^1^ Vincent Balaguer, Understanding the Gospels (New York, Scepter Publishers, Inc., 2005), 5, [Hereafter UG].

Also, to bold, italicize, or underline words in Populi, please refer to the “Formatting Guide” located below all discussion/comment fields in Populi.

5. REQUIRED READINGS and RESOURCES:

6. EVALUATION

Students who have difficulty with research and composition are encouraged to pursue assistance with the Online Writing Lab (available at http://www.holyapostles.edu/owl).

GRADING SCALE:

A 94-100; A- 90-93; B+ 87-89; B 84-86; B- 80-83; C+ 77-79; C 74-76; C- 70-73 60-69; F 59 and below

Grading Rubric for the Major Papers and Discussion Board (DB) Postings

1 (F)

2 (D)

3 (C)

4 (B)

5 (A)

CONTENT

Absence of Understanding

Posting shows no awareness of the concepts addressed in the topic by shifting off-topic

Misunderstanding

Posting demonstrates a misunderstanding of the basic concepts addressed in the topic through an inability to re-explain them

Adequate Understanding

Posting demonstrates an adequate understanding of the basic concepts addressed in the topic by a re-explanation of them

Solid understanding

Posting demonstrates an understanding of the basic concepts addressed in the topic and uses that understanding effectively in the examples it provides

Insightful understanding

Posting demonstrates an understanding of the basic concepts of the topic through the use of examples and by making connections to other concepts

WRITING & EXPRESSION

Incomplete writing

Posting is only partially written or fails to address the topic

Writing difficult to understand, serious improvement needed

Posting touches only on the surface of the topic and proceeds to talk about something else; confusing organization or development; little elaboration of position; insufficient control of sentence structure and vocabulary; unacceptable number of errors in grammar, mechanics, and usage

Acceptable writing, but could use some sharpening of skill

Posting is an uneven response to parts of the topic; somewhat conventional treatment;  satisfactory organization, but more development needed; adequate syntax and diction, but could use more vigor; overall control of grammar, mechanics, and usage, but some errors

Solid writing with something interesting to say

Posting is an adequate response to the topic; some depth and complexity in treatment; persuasive organization and development, with suitable reasons and examples;  level-appropriate syntax and diction;  mastery of grammar, mechanics, and usage, with hardly any error

command-level writing, making a clear impression

Posting is a thorough response to the topic; thoughtful and insightful examination of issues; compelling organization and development ; superior syntax and diction; error-free grammar, mechanics, and usage

RESEARCH

Missing Research

Paper shows no evidence of research: citation of sources missing.

Inadequate research and/or documentation

Over-reliance on few sources; spotty documentation of facts in text; pattern of citation errors.

Weak research and/or documentation

Inadequate number or quality of sources; many facts not referenced; several errors in citation format.

Adequate research and documentation but needs improvement

Good choice of sources but could be improved with some additions or better selection; did not always cite sources.

Solid research and documentation

A number of relevant scholarly sources revealing solid research; sources appropriately referenced in paper; only a few minor citation errors.

COMMUNITY INTERACTION (50-word response)

Inadequate response

Response merely provides laudatory encouragement for original post, e.g., “Excellent post! You really have thought of something there.”

Poor response

Response misses the point of the original posting or merely summarizes original posting to which it responds.

Acceptable response

Response makes a contribution to the posting to which it responds.

Individually-conscious contributory response

Response makes a contribution to the posting to which it responds and fosters its development.

Community-conscious contributory response

Response makes a contribution to the learning community and fosters its development.

7. ACADEMIC HONESTY POLICY

Students at Holy Apostles College & Seminary are expected to practice academic honesty.

Avoiding Plagiarism

In its broadest sense, plagiarism is using someone else's work or ideas, presented or claimed as your own.  At this stage in your academic career, you should be fully conscious of what it means to plagiarize. This is an inherently unethical activity because it entails the uncredited use of someone else's expression of ideas for another's personal advancement; that is, it entails the use of a person merely as a means to another person’s ends.

Students, where applicable:

Consequences of Academic Dishonesty:

Because of the nature of this class, academic dishonesty is taken very seriously.  Students participating in academic dishonesty may be removed from the course and from the program.

8. ATTENDANCE POLICY

Even though you are not required to be logged in at any precise time or day, you are expected to login several times during each week. Because this class is being taught entirely in a technology-mediated forum, it is important to actively participate each week in the course. In a traditional classroom setting for a 3-credit course, students would be required to be in class 3 hours a week and prepare for class discussions 4.5 hours a week. Expect to devote at least 7 quality hours a week to this course. A failure on the student’s part to actively participate in the life of the course may result in a reduction of the final grade.

9. INCOMPLETE POLICY

An Incomplete is a temporary grade assigned at the discretion of the faculty member. It is typically allowed in situations in which the student has satisfactorily completed major components of the course and has the ability to finish the remaining work without re-enrolling, but has encountered extenuating circumstances, such as illness, that prevent his or her doing so prior to the last day of class.

To request an incomplete, distance-learning students must first download a copy of the Incomplete Request Form. This document is located within the Shared folder of the Files tab in Populi. Secondly, students must fill in any necessary information directly within the PDF document. Lastly, students must send their form to their professor via email for approval. “Approval” should be understood as the professor responding to the student’s email in favor of granting the “Incomplete” status of the student.

Students receiving an Incomplete must submit the missing course work by the end of the sixth week following the semester in which they were enrolled. An incomplete grade (I) automatically turns into the grade of “F” if the course work is not completed.

Students who have completed little or no work are ineligible for an incomplete. Students who feel they are in danger of failing the course due to an inability to complete course assignments should withdraw from the course.

A “W” (Withdrawal) will appear on the student’s permanent record for any course dropped after the end of the first week of a semester to the end of the third week. A “WF” (Withdrawal/Fail) will appear on the student’s permanent record for any course dropped after the end of the third week of a semester and on or before the Friday before the last week of the semester.


Fr. Gregoire J. Fluet, born in the Province of Quebec in Canada, was ordained to the priesthood in 1982 for the Diocese of Norwich. He has been pastor of two parishes in Eastern Connecticut and presently still assists in various parishes on weekends.Gregoire J Fluet

Father Fluet has taught at Saint Bernard High School in Uncasville, Connecticut and Quinebaug Valley Community College in Danielson, Connecticut. Since 2004 he has taught at Holy Apostles College and Seminary in Cromwell on both the graduate level and undergraduate level.  He presently also offers classes at Goodwin College in East Hartford, Connecticut. Father Fluet is a member of the Board of Governors of Holy Apostles College and Seminary, and offers Spiritual Direction at the Seminary.