Active Outline

General Information

Course ID (CB01A and CB01B)
HISTD017C
Course Title (CB02)
History of the United States from 1900 to the Present
Course Credit Status
Credit - Degree Applicable
Effective Term
Fall 2023
Course Description
This course examines American civilization from 1900 to the present and includes a survey of United States history (political, economic, intellectual, cultural, and social developments).
Faculty Requirements
Course Family
Not Applicable

Course Justification

This course is a major preparation requirement in the discipline of History at the CSU and UC level for the B.A. degree, is part of a chronological sequence, and meets the needs for history majors and G.E. in providing significant knowledge of American history from 1900 to the present. This course also contributes to the fulfillment of major requirements for the Associate of Arts Degree for Transfer in History. In addition, this course meets a general education (G.E.) requirement for °®¶¹´«Ã½, CSU GE, and IGETC and is UC and CSU transferable.

Foothill Equivalency

Does the course have a Foothill equivalent?
Yes
Foothill Course ID
HIST F017C

Course Philosophy

Formerly Statement

Course Development Options

Basic Skill Status (CB08)
Course is not a basic skills course.
Grade Options
  • Letter Grade
  • Pass/No Pass
Repeat Limit
0

Transferability & Gen. Ed. Options

Transferability
Transferable to both UC and CSU
°®¶¹´«Ã½ GEArea(s)StatusDetails
2GC2°®¶¹´«Ã½ GE Area C2 - HumanitiesApproved
2GDX°®¶¹´«Ã½ GE Area D - Social and Behavioral SciencesApproved
CSU GEArea(s)StatusDetails
CGC2CSU GE Area C2 - HumanitiesApproved
CGDYCSU GE Area D - Social SciencesApproved
IGETCArea(s)StatusDetails
IG3BIGETC Area 3B - HumanitiesApproved
IG4XIGETC Area 4 - Social and Behavioral SciencesApproved
CSUArea(s)StatusDetails
CUS1CSU US1 US Hist/American IdealApproved
C-IDArea(s)StatusDetails
HISTHistoryApprovedHIST D017B & HIST D017C required for C-ID HIST 140

Units and Hours

Summary

Minimum Credit Units
4.0
Maximum Credit Units
4.0

Weekly Student Hours

TypeIn ClassOut of Class
Lecture Hours4.08.0
Laboratory Hours0.00.0

Course Student Hours

Course Duration (Weeks)
12.0
Hours per unit divisor
36.0
Course In-Class (Contact) Hours
Lecture
48.0
Laboratory
0.0
Total
48.0
Course Out-of-Class Hours
Lecture
96.0
Laboratory
0.0
NA
0.0
Total
96.0

Prerequisite(s)

Corequisite(s)

Advisory(ies)

EWRT D001A or EWRT D01AH or ESL D005.

Limitation(s) on Enrollment

(Not open to students with credit in the Honors Program related course.)

Entrance Skill(s)

General Course Statement(s)

(See general education pages for the requirements this course meets.)

Methods of Instruction

Lecture and visual aids

Discussion of assigned reading

Discussion and problem solving performed in class

In-class essays

In-class exploration of Internet sites

Quiz and examination review performed in class

Homework and extended projects

Field observation and field trips

Guest speakers

Collaborative learning and small group exercises

Collaborative projects

Other: Film/documentary/or other media

Other: Analytical paper(s)

Assignments

  1. Reading Assignments: Regular reading assignments from college-level texts, including both primary and secondary sources, from which students will gain and demonstrate knowledge of political, economic, social, and cultural events of the historical era for this course.
  2. Writing Assignments: Writing to be selected from a combination of assignments such as: research papers; in-class essays in exam format including for the final exam; book reviews; and other analytic written assignments that critique and evaluate primary sources and secondary sources and demonstrate an understanding of the historical era for this course. Students will write a minimum of 1700 words during the quarter, including at least one individual typed paper of at least 750 words.
  3. Objective evaluation through assignments such as quizzes, map identifications, or objective sections of in-class midterm(s) or the final examination in which students demonstrate knowledge of primary and secondary historical sources.
  4. Group or individual participation in oral analytical expression such as in-class discussions, debates, or analysis of texts, including primary historical documents.

Methods of Evaluation

  1. Oral analysis: participation in and contribution toward classroom discussions, debates, or specified group project(s) in which students demonstrate analytical skills, such as clarity of argument and the use of evidence to support arguments, in oral interpretations of sources, including primary historical documents.
  2. Essay assignments, including for the final exam, that will demonstrate students’ ability to make and support meaningful statements about primary and secondary historical sources and historical events and to exhibit critical thinking and analytical skills in evaluating the era of history for this course. Students will write at least 1700 words during the quarter, including at least one individual typed paper of at least 750 words.
  3. Objective evaluation through assignments such as quizzes, map identifications, objective sections of in-class exams, or other analytical projects in which students demonstrate knowledge of college-level secondary source readings and primary source documents in the era of history for this course.

Essential Student Materials/Essential College Facilities

Essential Student Materials: 
  • None.
Essential College Facilities:
  • None.

Examples of Primary Texts and References

AuthorTitlePublisherDate/EditionISBN
Boyer, Paul S., et al. The Enduring Vision: A History of the American People. 9th edition. New York, NY: Cengage, 2018.
Edwards, Rebecca, and James Henretta, et al. America's History. Value edition. 9th edition. Boston, MA: Bedford St.Martin's/Macmillan, 2018.
Kamensky, Jane, and Mary Beth Norton, et al. A People and a Nation: A History of the United States. 11th edition. New York, NY: Cengage, 2019.
Roark, James L., et al. The American Promise: A History of the United States. Value edition. 7th edition. Boston, MA: Bedford/St. Martin's, 2017.
Zinn, Howard. A People's History of the United States. New York, NY: Harper, 2017.

Examples of Supporting Texts and References

AuthorTitlePublisher
Ambrose, Stephen E. Rise to Globalism: American Foreign Policy Since 1938. 9th revised ed. New York, NY: Penguin, 2010.
Anderson, Karen. Wartime Women: Sex Roles, Family Relations, and the Status of Women during World War II. Westport, CT: Greenwood Press, 1982.
Giddings, Paula. When and Where I Enter: The Impact of Black Women on Race and Sex in America. New York: William Morrow, 1984.
Bodnar, John. The Transplanted: A History of Immigrants in Urban America. Reprinted edition. Bloomington, IN: Indiana University Press, 2008.
Brinkley, Alan. Voices of Protest: Huey Long, Father Coughlin, and the Great Depression. New York, NY: Vintage Books, 1983.
D'Emilio, John D. and Estelle B. Freedman. Intimate Matters: A History of Sexuality in America. 3rd edition. Chicago, IL: University of Chicago Press, 2012.
Evans, Sara. Personal Politics: The Roots of Women's Liberation in the Civil Rights Movement and the New Left. New York, NY: Knopf, 1979.
Garcia, Mario T. Mexican Americans: Leadership, Ideology, and Identity, 1930-1960. New Haven, CT: Yale University Press, 1989.
Garrow, David. Bearing the Cross: Martin Luther King, Jr. and the Southern Christian Leadership Conference. [1986.] Reprint edition. New York, NY: Willam Morrow, 2004.
Gregory, James N. American Exodus: The Dust Bowl Migration and Okie Culture in California. New York: Oxford University Press, 1989.
Guerin-Gonzales, Camille. Mexican Workers and the American Dream: Immigration, Repatriation, and California Farm Labor, 1900-1939. New Brunswick, NJ: Rutgers University Press, 1994.
Hapke, Laura. Daughters of the Great Depression: Women, Work, and Fiction in the American 1930s. Athens, GA: University of Georgia Press, 1995.
Hearden, Patrick. Roosevelt Confronts Hitler: American Entry into World War II. Dekalb, IL: Northern Illinois University Press, 1988.
Higham, John, ed. Civil Rights and Social Wrongs: Black-White Relations since World War II. University Park, PA: Pennsylvania State University Press, 1997.
Karnow, Stanley. Vietnam: A History. New York, NY: Viking Press, 1991.
Koistinen, Paul A.C. The Military-Industrial Complex: A Historical Perspective. New York, NY: Praeger, 1980.
LeFeber, Walter. America, Russia, and the Cold War, 1945-2005. 10th edition. Boston, MA: McGraw-Hill, 2008.
Huggins, Nathan Irvin. Harlem Renaissance. Updated edition. New York, NY: Oxford University Press, 2007.
Nabakov, Peter, ed. Native American Testimony, A Chronicle of Indian-White Relations from Prophecy to the Present, 1492-2000. Revised edition. 1999.
Nye, David E. Consuming Powers: A Social History of American Energies. Cambridge, MA: MIT Press, 1998.
Reisner, Marc. Cadillac Desert: The American West and its Disappearing Water. Revised and updated edition. New York, NY: Penguin Books, 1993.
Sitkoff, Harvard. A New Deal for Blacks: The Emergence of Civil Rights as a National Issue. [1978.] 30th anniversary edition. New York, NY: Oxford University Press, 2008.
Reeves, Richard. Infamy: The Shocking Story of the Japanese American Internment in World War II. New York, NY: Holt, 2015.
Takaki, Ronald. Strangers from a Different Shore: A History of Asian Americans. [1989.] Revised and updated edition. Boston, MA: Little, Brown, and Company, 1998.
X, Malcolm, with Alex Haley. The Autobiography of Malcolm X. New York, NY: Grove Press, 1965.

Learning Outcomes and Objectives

Course Objectives

  • Analyze the nature of the historical discipline and apply critical thinking skills within a multicultural diverse approach of the historical method to the critical examination and interpretation of primary and secondary sources.
  • Analyze and evaluate by use of primary and secondary sources the evolution and application of the Constitution to life in the United States through legislation, Supreme Court decisions, and executive actions to obtain an informed interpretation of important issues as well as an understanding of the extent of political, social, and cultural change.
  • Apply with use of primary and secondary sources a broad factual knowledge of the history of people and events as a basis for understanding the development of the society and culture of the United States from 1900 to the present day.
  • Appraise with use of primary and secondary sources, the interactive role of specific events and individuals in affecting social and cultural change, and assess why individuals were able to be historical agents for change.
  • Compare and contrast using primary and secondary sources, the experiences and contributions of various American cultural groups, such as those below, so that major theoretical and analytical issues relevant to, but not limited to race, ethnicity, gender, and sexual orientation, can be evaluated in the development of American society, culture, and history.
  • Summarize by use of primary and secondary sources, the rise of the United States to the status of a global superpower, by analyzing its causes, assessing how U.S. foreign policy has influenced U.S. society, American culture, and the world, and comprehending the limitations of such power.
  • Explain and evaluate, with use of primary and secondary sources, the connections between corporate industrial economies, the role of technological change, popular consumer culture, and other forms of cultural change which question dominant paradigms in American society.
  • Demonstrate and illustrate by use of primary and secondary sources, how knowledge of the past and a critical sense of history contribute to understanding and addressing critical present day issues and challenges.

CSLOs

  • Demonstrate and apply knowledge of twentieth-century U.S. history to construct defensible statements of meaning and evaluation about this period's developments.

  • Identify, critically evaluate, and interpret twentieth-century U.S. history using primary source documents to construct historical analysis.

Outline

  1. Analyze the nature of the historical discipline and apply critical thinking skills within a multicultural diverse approach of the historical method to the critical examination and interpretation of primary and secondary sources.
    1. History as a mental construction and act of critical thinking
    2. Primary historical evidence from diverse sources and its analysis and interpretation
    3. The fragmentary nature of historical evidence and the limits and possibilities of what we can know about the past
    4. History as a cultural process and cultural product
    5. History "from the bottom up": the New Labor History; the New Social History, and inclusion of women and people of color from a multicultural perspective
  2. Analyze and evaluate by use of primary and secondary sources the evolution and application of the Constitution to life in the United States through legislation, Supreme Court decisions, and executive actions to obtain an informed interpretation of important issues as well as an understanding of the extent of political, social, and cultural change.
    1. The role of the American Civil Liberties Union, both the popular and controversial stances taken by the Union
    2. Successful amendments to the Constitution such as, but not limited to: the right to collect income taxes, direct elections and representation of Senators, prohibition of alcohol and the termination of such prohibition, women's suffrage, expansion of suffrage for eighteen year-olds, and rules for presidential succession
    3. Major court battles that changed our understanding of American rights, freedoms, and obligations. Discussion can include, but is not limited to: the Scopes Trial, Korematsu v. U.S., Swann v. Charlotte-Mecklenburg Board of Education, Brown v. Topeka Board of Education, Baker v. Carr, Escobedo v. Illinois, Miranda v. Arizona, Engle v. Vitale, Griswold v. Connecticut, Roe v. Wade, Harris v. McRae, Meritor Savings Bank v. Vinson, Harris v. Forklift Systems, Regents of the University of California v. Bakke, Obergfell v. Hodges (regarding same-sex marriage), Janus vs. AFSCME.
    4. The role of legislation such as, but not limited to: the Smith Act, McCarran Internal Security Act, War Powers Act, Civil Rights Act of 1964, Title VII in Civil Rights Act of 1964, Title IX of Education Amendments Act, Occupational and Safety and Health Act, Voting Rights Act, American with Disabilities Act, Independent Counsel Act, and the United States Patriot Act
    5. Philosophical works that illustrate the cultural impact of constitutional principles and political ideas, such as W.E.B. DuBois on the goal of racial equality, Eugene Debs on economic inequality in the U.S., Franklin Roosevelt's four freedoms speech in his 1941 State of the Union address, Eisenhower regarding the dangers of the military-industrial complex, Martin Luther King, Jr., regarding non-violent resistance and civil rights, and the National Organization for Women's Statement of Purpose during the rise of the women's movement in the 1960s.
    6. Bill of Rights (Amendments 1-10 of U.S. Constitution) and discussion and debate from a multicultural perspective of whether, or not, the Bill of Rights were enforced and applied equally for all Americans in the twentieth and early twenty-first centuries, with consideration of the impact of this past history on the present
  3. Apply with use of primary and secondary sources a broad factual knowledge of the history of people and events as a basis for understanding the development of the society and culture of the United States from 1900 to the present day.
    1. History as the record of the lives and actions of diverse human beings.
    2. History as a guide to understanding a people's self-identity and participation in the process of national belonging
    3. History as a test for appreciating and forming the values of American society
    4. History as a tool for self-knowledge
    5. Historians as interpreters of the past and guides to the future
  4. Appraise with use of primary and secondary sources, the interactive role of specific events and individuals in affecting social and cultural change, and assess why individuals were able to be historical agents for change.
    1. Identify turning point events (e.g. the Women's Suffrage Movement, Progressive Movement, World War One, New Deal, World War Two, 1960s Civil Rights Movement, 1970s Environmental Movement, 1970s Women's Movement, Cold War, and the Vietnam War) and assess their significance
    2. Evaluate the actions of individuals as shapers of history such as: Jane Addams, Carrie Chapman Catt, Alice Paul, Margaret Sanger in the women's movement; Theodore Roosevelt, Woodrow Wilson, Eugene Debs, Samuel Gompers in the Progressive Era; Franklin and Eleanor Roosevelt in the New Deal; the role of Harry Truman in the Cold War; the roles of Medgar Evers, Rosa Parks, Ella Baker, Stokely Carmichael, Coretta Scott King in the Civil Rights Movement; roles and views of Martin Luther King and Malcolm X as participants in social protest movements; Dennis Banks and George Mitchell in the American Indian Movement; David Brower in the environmental movement
    3. Mass movements of ordinary people affecting major social and political reforms: the Women's Suffrage Movement, the Socialist Labor Movement of the 1910s, the Labor Movement of the 1930s, the Civil Rights Movement, the Women's Movement of the 1960s and 1970s, the American Indian Movement, the Chicano movement, the formation of the United Farm Workers, as well as movements for Asian American rights, and gay and lesbian rights
    4. Judge the roles of individuals versus larger social forces in causing change ("great man" versus social determinist theories of historical causation)
    5. The literature of men and women as conduits influencing public attitudes: towards women's rights (e.g., Betty Friedan's The Feminine Mystique), the place and treatment of nonwhites in American society (e.g., Anne Moody's Coming of Age in Mississippi, Eldridge Cleaver's Soul on Ice, Richard Vasquez's Chicano, and Jeanne Wakatsuki's Farewell to Manzanar), the discrimination faced by gays and lesbians (e.g., Leslie Feinberg's Stone Butch Blues), the need for environmental protection (e.g., Rachel Carson's Silent Spring), the demand for safe working conditions and a safe food supply (e.g., Upton Sinclair's The Jungle), and other areas of social and cultural change.
    6. The media's role in shaping social values, such as Hollywood during World War Two and the Cold War, Rosie the Riveter and portrayals of female workers during World War Two, TV domestic sitcoms of the 1950s and 1960s, federal licensing and consolidation of cable television, media and embedded reporters/ limited access in combat zones, the impact of the internet and new social media on cultural divisions and alliances, and on issues of news reporting, freedom of speech, and freedom of the press.
  5. Compare and contrast using primary and secondary sources, the experiences and contributions of various American cultural groups, such as those below, so that major theoretical and analytical issues relevant to, but not limited to race, ethnicity, gender, and sexual orientation, can be evaluated in the development of American society, culture, and history.
    1. The changing roles of women and domesticity from the 1920s to the present
    2. Increased entry of women into the labor force
    3. Women's rights, women's liberation, and issues raised during the women's movement of the 1960s and 1970s; feminism in the 1980s, 1990s, and early twenty-first century
    4. The Religious Right and backlash against movements for women's rights, gay rights, and the rights of people of color; gradual cultural changes in some religious institutions with regard to leadership roles for under-represented groups, but still lack of change in many other churches; experiences of Muslim Americans, including discrimination against them, but also growing interfaith conversations amid increasing religious diversity in America
    5. African-American life and survival strategies in Jim Crow America
    6. The Black Urban Migration; Northern Ghettos in the 1920s; Marcus Garvey, Garveyism, and the Universal Negro Improvement Association; the Harlem Renaissance
    7. The Civil Rights Movement: Rosa Parks, Martin Luther King, Kennedy Johnson, and the 1964-65 Civil Rights Act, NAACP, CORE, MIA (Montgomery Improvement Association), SCLU (Southern Christian Leadership Conference), SNCC (Student Nonviolent Coordinating Committee), Freedom Rides, James Meredith and University of Mississippi, March on Washington, Freedom Summer, Black Power movement, Black Panther Party, the White House response under Presidents Eisenhower, Kennedy, Johnson, and Nixon.
    8. Urban riots, Black nationalism, Nation of Islam, and Malcolm X
    9. Wounded Knee, 1973, and the American Indian Movement
    10. Affirmative Action, middle-class Blacks and the Black underclass
    11. Southeastern European immigrants and the New Deal Coalition
    12. 1920s Klan & Anti-Catholicism. 1928 Al Smith and 1960 Kennedy campaigns
    13. Asian-Americans and the 1924 Exclusion Act
    14. Japanese American Internment during World War Two and Executive Order 9066; roundup of German-Americans and Italian-Americans
    15. Asian-Americans during and after World War Two; Los Angeles' Barrio life in the 1930s; Los Angeles Zootsuit Riots; Chicanoismo, Cesar Chavez and La Causa
    16. The 1965 Immigration Act and the "New" Immigration: African, Asian, and Latin American immigrants since 1970
    17. The Stonewall Riot and birth of the Gay and Lesbian Rights Movement; homophobia; legalization of same-sex marriage in the U.S., through a 2015 Supreme Court case, and its legal, social, and cultural impact
    18. The Harlem Renaissance (e.g., Langston Hughes, Claude McKay, Countee Cullen)
    19. Ethnic contributions to popular culture and entertainment, including Black jazz, rhythm n' blues, rock n' roll, Jewish Americans in vaudeville, movies, and early television
    20. The African-American freedom struggle as a model for future protest movements: anti-war, Women, Gay, Chicano, Native American movements
    21. Literature about and by ordinary people, as well as other written accounts that illustrate changing cultural values, such as letters from soldiers during WWI, WWII, and the Vietnam War, indicating the realities of war, letters from working class people during the Great Depression, John Steinbeck's novel The Grapes of Wrath, Mexican American and Filipino American farmworkers' accounts of labor union organizing in California, and Vietnamese immigrants' oral histories about their struggles.
  6. Summarize by use of primary and secondary sources, the rise of the United States to the status of a global superpower, by analyzing its causes, assessing how U.S. foreign policy has influenced U.S. society, American culture, and the world, and comprehending the limitations of such power.
    1. Acquisition of the Isthmus of Panama, the purpose and construction of the Panama Canal, Roosevelt Corollary, Pershing "punitive expedition" into Mexico, U.S.-Latin American relations through the 1920s
    2. World War One, Fourteen Points, Woodrow Wilson's international vision, and questions about groups excluded
    3. Isolationism in the 1920s and 1930s: U.S. public opinion, Fortress America, and the Neutrality Acts
    4. The corporate economy and global Open Door policy
    5. From Latin American intervention to the 1930s Good Neighbor policy
    6. Japanese expansion and the threat to the U.S. Open Door in Asia; U.S. oil embargo against Japan
    7. The rise of European Fascism and its impact in the U.S.
    8. U.S. public opinion, Fortress America, and the Neutrality Acts
    9. FDR on the road to war: Lend-Lease, U.S. as Arsenal of Democracy
    10. The Pearl Harbor attack and the U.S. entry into World War Two
    11. The Pacific Theatre up to Hiroshima and Nagasaki
    12. The European Theater to D-Day
    13. World War Two on the home front: women, African-Americans, Asians/Asian-Americans, Mexican/Mexican-Americans, Jews, and labor in the wartime economy; political and cultural impact of the Holocaust regarding ideas about human rights
    14. Big Four at Yalta and Potsdam, Soviet postwar expansion in Eastern Europe
    15. Start of the Cold War: George Kennan (Mr. X), containment, Iron Curtain speech, Truman Doctrine, Marshall Doctrine (European Recovery Plan), Berlin Crisis, National Security Council, N.A.T.O., Warsaw Pact
    16. The Korean War and the role of the United Nations
    17. Eisenhower, massive retaliation, and the nuclear arms race, and its economic, social, and cultural impact
    18. Cold War and American society: competition, global decolonization, and U.S. Civil Rights; the Military-Industrial Complex; rise of the National Security State; McCarthyism and the violation of constitutional rights; cultural impact of anti-communism, such as in film, literature, and other media
    19. The Alliance for Progress and Peace Corps
    20. Vietnam: The Kennedy military buildup and counterinsurgency, Gulf of Tonkin Resolution and military escalation, the antiwar movement, Nixon's madman theory and trilateral negotiations, U.S. withdrawal; presidential wars, the Imperial Presidency, and the War Powers Act; cultural impact of the peace movement
    21. Jimmy Carter, Human Rights, and U.S. hostages in Iran; Ronald Reagan, Star Wars Initiative and military buildup
    22. U.S. military involvement in Central America in the 1980s and the Iran-Contra scandal and subversion of Congress' War Power
    23. End of the Cold War; the U.S. in a post-Cold war economy and society; cultural impact of the U.S. as one remaining superpower
    24. Bush, Clinton, and the search for a New World Order; U.S. military actions in the 1990s (Gulf War and Kosovo campaign)
    25. Cultural hegemony: U.S. entertainment and popular culture around the world
    26. The U.S. and emerging Pacific Rim economies since World War Two
    27. U.S. and Terrorism: Attack on World Trade Center, U.S. in Afghanistan
    28. U.S. in Iraq: Bush Doctrine- Pre-emptive strike
  7. Explain and evaluate, with use of primary and secondary sources, the connections between corporate industrial economies, the role of technological change, popular consumer culture, and other forms of cultural change which question dominant paradigms in American society.
    1. Corporate mergers and Republican prosperity in the 1920s and 1990s
    2. The U.S. corporate complex, the political economy, and the evolution of the broker state
    3. Consumerism and popular culture in the "Roaring Twenties"; radio and record players and spread of popular music
    4. The 20th-century culture of consumption: fulfillment in private life, leisure, and consumption; questions about such consumption during the counterculture of the 1960s
    5. Changing cultural and social views of sexuality from 1900 to the present; Alfred Kinsey's studies of male and female sexuality; the "sexual revolution" of the 1960s and 1970s; legalization of birth control; the effort to legalize abortion; the conservative backlash of the "Moral Majority" by the 1980s; "year of the woman" with increasing numbers of women elected to office in 1992 after Anita Hill's testimony about sexual harrassment, and new conversations nationally about gender issues; legalization of gay marriage by 2015; increasing attention to transgender experience and rights
    6. Faith in technology and scientific experts, and the questioning of such faith
    7. California Living in the 1950s and 1960s
    8. The Political and Social Counterculture of Idealism: Yippies, Hippies, and Woodstock; folk music and rock n' roll
    9. The 1970s Me Decade and culture of narcissism
    10. Escapist entertainment and self-help fads in the 1980s and 1990s; spread of AIDS and its social and cultural impact
    11. Reagan and deregulation of free enterprise (e.g., airline industry and PATCO, environmental laws, banking industry)
    12. Bill Clinton and N.A.F.T.A. (North American Free Trade Agreement); G.A.T.T. (General Agreement on Tariffs and Trade); W.T.O. (World Trade Organization); "off-shoring" of jobs
    13. Technology's role in shaping American society and culture (e.g., Fordism, mass production, and the impact of the automobile; electrification, radio and television, and appliances for the home; harnessing the atom for war and peace, and the space program; high-tech communication, computers, agriculture, and biotechnology)
    14. Art and architectural styles which illustrate changing American historical trends, such as realism in New Deal murals on public buildings, the rise of modern art, such as that of Georgia O'Keefe, and organic architecture like that of Frank Lloyd Wright
  8. Demonstrate and illustrate by use of primary and secondary sources, how knowledge of the past and a critical sense of history contribute to understanding and addressing critical present day issues and challenges.
    1. Past waves of immigration to the United States compared to recent and current immigration patterns
    2. The ways different immigration groups have changed and contributed to United States society and culture
    3. Causes and consequences of anti-immigrant nativist movements in different time-periods, including the Trump era
    4. The struggle of African-Americans to gain equal rights and opportunities with others in the land in which they were born; the political and cultural impact of the first African American president, Barack Obama
    5. The origins of current urban social problems including urban blight and the separation of suburbs and inner cities
    6. The impact of massive urban development on land use and the natural environment
    7. The struggle of Asian-Americans to understand the hostility and discrimination practiced against their forbears in the U.S.
    8. The struggle of Chicanos for dignity in the United States and to escape politically powerless cheap labor status
    9. The awareness of how women have struggled for control over their bodies and economic lives and against social restrictions defined by cultural assumptions about gender
    10. The record of the United States as the Big Power of the Western Hemisphere
    11. U.S. global economic interests and efforts to advance them
    12. The record of the United States as a major and frequent proponent and supporter of international agencies (e.g., League of Nations, treaty organizations, and United Nations)
    13. Public ambivalence over international activism and national isolationism and unilateralism
    14. The methods by which oppressed groups have struggled for freedom and the conditions that enabled their success
    15. The economic challenges to the United States, domestically and internationally
    16. The effects of globalization on labor, consumerism, and political and cultural developments in the 21st century
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