Course Number: HIS 201
Course Title: American History
Term: Fall 2017
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
Schweikart, pp. XV-XIX
Schweikart, pp. 1-42
Colonial Life and Growth
Schweikart, chapter 2 Colonial Adolescence, pp. 43-65
The Declaration of Independence,
The American Revolution
Schweikart, pp. 65-96
Challenges to the New Nation
Schweikart, pp. 65-231
Manifest Destiny and a War
Schweikart, pp. 231-262
A House Dividing, Civil War!
Schweikart, pp. 262-368
Optional: Read The Dred Scott Decision by the Supreme Court
Reconstruction, The Gilded Age
Schweikart, A Patriot’s History of the United States, pp. 368-474
Wilson the Progressives, World War I, the Roaring Twenties & Commmunication
Schweikart, A Patriot’s History of the United States, pp. 474-553
Depression & a New Deal, World War II
Schweikart, A Patriot’s History of the United States, pp. 533-657
Red Fears, Cold War
Schweikart, A Patriot’s History of the United States, pp. 657-695
JFK, Counter Culture, 751 LBJ and Vietnam; Reaction: Nixon and The Silent Majority
Schweikart, A Patriot’s History of the United States, pp. 695- 751
Nixon, Carter & Reagan
Schweikart, A Patriot’s History of the United States, pp. 751-797
Week 13 Bush 41, Dessert Storm
Schweikart, A Patriot’s History of the United States, pp. 751-797
George Bush, the son, 9/11 and Desert Storm
Schweikart, A Patriot’s History of the United States, pp. 797-867
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.
^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:
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).
A 94-100; A- 90-93; B+ 87-89; B 84-86; B- 80-83; C+ 77-79; C 74-76; C- 70-73 D 60-69; F 59 and below
Grading Rubric for the Major Papers and Discussion Board (DB) Postings
Absence of Understanding
Posting shows no awareness of the concepts addressed in the topic by shifting off-topic
Posting demonstrates a misunderstanding of the basic concepts addressed in the topic through an inability to re-explain them
Posting demonstrates an adequate understanding of the basic concepts addressed in the topic by a re-explanation of them
Posting demonstrates an understanding of the basic concepts addressed in the topic and uses that understanding effectively in the examples it provides
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
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
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)
Response merely provides laudatory encouragement for original post, e.g., “Excellent post! You really have thought of something there.”
Response misses the point of the original posting or merely summarizes original posting to which it responds.
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.
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.
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.