HST300: U.S. History from 1945 to the Present Credit Hours: 3 Contact Hours: This is a 3-credit course, offered in accelerated format. This means that 16 weeks of material is covered in 8 weeks. The exact number of hours per week that you can expect to spend on each course will vary based upon the weekly coursework, as well as your study style and preferences. You should plan to spend 14-20 hours per week in each course reading material, interacting on the discussion boards,

HST300: U.S. History from 1945 to the Present

Credit Hours: 3
Contact Hours: This is a 3-credit course, offered in accelerated format. This means that 16 weeks of
material is covered in 8 weeks. The exact number of hours per week that you can expect to spend on each course will vary based upon the weekly coursework, as well as your study style and preferences. You should plan to spend 14-20 hours per week in each course reading material, interacting on the discussion boards, writing
papers, completing projects, and doing research.

Course Description and Outcomes

Course Description:
HST300 examines major political and historical trends from the end of World War II through the present. Major themes include the Cold War, the demise of colonialism, the rise of a Civil Rights movement, the collapse of the Soviet Empire, the backlash against Liberalism, the emergence of a global economy, and the effects of technological development.

Course Overview:
HST300 examines the primary national and international issues of the United States from World War II to the present. The major emphasis of the class includes the Cold War, international relationships and foreign policies, social and economic difference, the transition and implications from multiracial to multicultural, issues of conservatism and progressivism. The presidents and their policies are a primary means to delineate the decades. The course concludes with the Obama administration and mention of the Trump presidency.

Course Learning Outcomes:

1. Describe the causes and effects of major events and historical patterns in political, social, military, economic and cultural history of the U.S. from 1945 to the present in U.S. History.
2. Identify the key themes in the U.S. after World War II including ethnic, gender, class, religious and age diversity and how they affect American society and culture.
3. Recognize how individuals, groups, historical patterns, problems, and relationships in this period affect current events.
4. Examine the major issues in US economic and diplomatic history in this period, including the development of technology, globalization, the Cold War and the War on Terror.
5. Identify major cultural achievements of Americans during this period, including those in the visual arts, literature, philosophy, film and popular media.
6. Evaluate the process that historians practice in interpreting the past and the integration of historical information into the process of critical thinking.
7. Understand how to find and analyze sources for historical research.

Participation & Attendance

Prompt and consistent attendance in your online courses is essential for your success at CSU-Global Campus. Failure to verify your attendance within the first 7 days of this course may result in your withdrawal. If for some reason you would like to drop a course, please contact your advisor.

Online classes have deadlines, assignments, and participation requirements just like on-campus classes. Budget your time carefully and keep an open line of communication with your instructor. If you are having technical problems, problems with your assignments, or other problems that are impeding your progress, let your instructor know as soon as possible.

Course Materials

Textbook Information is located in the CSU-Global Booklist on the Student Portal.

Course Schedule

Due Dates
The Academic Week at CSU-Global begins on Monday and ends the following Sunday.
• Discussion Boards: The original post must be completed by Thursday at 11:59 p.m. MT and the Instructor and Peer Responses posted by Sunday 11:59 p.m. MT. Late posts may not be awarded points.
• Critical Thinking Assignments: Assignments are due Sunday at 11:59 p.m. MT.

Week #
Readings
Assignments

1 • Chapters 1 & 2 in Moving On
• Ide, D. (2014). Dropping the Bomb: A Historiographical Review of the Most Destructive Decision in Human History. The Hampton Institute. Retrieved January 28, 2017, from http://www.hamptoninstitution.org/hiroshima- historiography.html#.WIy6EYWcGzk
• Wellerstein, A. (2016). No one can stop President Trump from using nuclear weapons. That’s by design. Retrieved January 28, 2017, from https://www.washingtonpost.com/posteverything/wp/2016/12/01/no- one-can-stop-president-trump-from-using-nuclear-weapons-thats-by-
design/?utm_term=.4298b3737b80 • Discussion (25 points)
• Mastery Exercise (10 points)
• Portfolio Project Reminder
(0 points)

2 • Chapters 3, 4, & 5 in Moving On
• American History from Revolution to Reconstruction and Beyond. (2012).
The Postwar American Economy: 1945-1960. Retrieved from
• http://www.let.rug.nl/usa/outlines/history-1994/postwar-america/the- postwar-economy-1945-1960.php • Discussion (25 points)
• Critical Thinking Assignment
(90 points)

• Eichengreen, B. (2007). The European Economy Since 1945. The New York Times. Retrieved from http://www.nytimes.com/2007/03/25/books/chapters/0325-1st-eich.html
• Mastery Exercise (10 points)
• Portfolio Project Milestone
(25 points)

3 • Chapters 6, 7, & 8 in Moving On
• Lall, B. G. (1966). Nonintervention vs. Containment. Bulletin of the Atomic Scientists, 22(5), 21.
• Fleming, D. F. (1952). Does Eisenhower Mean War?. Nation, 175(17), 374.
• Phillips, C. (2007). April 17, 1961: Bay of Pigs Invasion. American History, 42(1), 17-18.
• Johnson, L. B. (1968). The Vietnam War. Vital Speeches of the Day, 34(23),
712. • Discussion (25 points)
• Critical Thinking Assignment
(90 points)
• Mastery Exercise (10 points)

4 • Chapters 9, 10, & 11 in Moving On
• Schorr, D. (1994). Richard Nixon’s last comeback. New Leader, 77(5), 3.
• Buckley Jr., W. F. (1998). The Nixon Precedent in China. National Review, 50(14), 58-59 • Discussion (25 points)
• Mastery Exercise (10 points)
• Portfolio Project Milestone
(25 points)

5 • Chapters 12 & 13 in Moving On
• Gans, H. J. (1993). Hollywood Entertainment: Commerce or Ideology?.
Social Science Quarterly (University of Texas Press), 74(1), 150-153.
• Rosin, H. (2005). Can Jesus Save Hollywood?. Atlantic, 296(5), 161-168. • Discussion (25 points)
• Critical Thinking Assignment
(90 points)
• Mastery Exercise (10 points)

6 • Chapters 14 & 15 in Moving On
• Cox, M. (2015). Ronald Reagan and the End of the Cold War: The Debate Continues. History Now: The Journal of the Gilder Lehrman Institute. Retrieved from https://www.gilderlehrman.org/history-by-era/age- reagan/essays/ronald-reagan-and-end-cold-war-debate-continues
• Olsen, H. (2015). The GOP’s Entitlement Challenge. National Interest, (135), 46.
• History.com (n.d.). The Fall of the Soviet Union. Retrieved from
http://www.history.com/topics/cold-war/fall-of-soviet-union.
• Discussion (25 points)
• Critical Thinking Assignment (100 points)
• Mastery Exercise (10 points)

7 • Chapters 16 & 17 in Moving On
• Perez, A. D., & Hirschman, C. (2009). The Changing Racial and Ethnic Composition of the US Population: Emerging American
Identities. Population & Development Review, 35(1), 1-51. doi:10.1111/j.1728-4457.2009.00260.x.
Lefever, E. W. (1993). Splitting America Apart. Vital Speeches of the
Day, 60(5), 149 • Discussion (25 points)
• Portfolio Project Milestone
(25 points)
• Mastery Exercise (10 points)
8 • Chapters Chapters 18 & 19 in Moving On • Discussion (25 points)

• Barack Obama biography: http://www.biography.com/people/barack- obama-12782369#synopsis
• Osama bin Laden biography: http://www.biography.com/people/osama-
bin-laden-37172 • Portfolio Project (275 points)
• Mastery Exercise (10 points)

Assignment Details

This course includes the following assignments/projects:

Module 1

Portfolio Project Reminder
A final Portfolio Project is due at the end of the course. You have two options from which to choose for this final project. This week, you should review the Portfolio Project options and the Portfolio Project grading rubric.

Keep in mind that you have three preliminary deliverables for your Portfolio Project (in Weeks 2, 4, & 7).

Module 2

PORTFOLIO PROJECT MILESTONE (25 points)

Portfolio Topic – Option #1 and Option #2
Submit your Portfolio Topic to your instructor for preliminary approval. Provide reasons for your choice. Your submission should contain no more than 1 page of content, framed by a cover page and references page. This assignment is required and is worth 25 points.

CRITICAL THINKING ASSIGNMENT (90 points)
Choose one of the following two assignments to complete this week. Do not complete both assignments. Identify your assignment choice in the title of your submission. Note that while there are two options for the Critical Thinking Assignment, there is only one rubric. Review the rubric to confirm you are meeting the assignment requirements.

Option #1:
The 1950s has been portrayed as an economic boom time for the United States, with housing, automobile ownership, the private sector, and government all expanding. Explain the growth of the American economy and determine how the American economy influenced Europe’s economy starting in the 1950s and afterwards. Why was the American economy successful? In what ways did Europe benefit from the American economy?

Your paper should be 2-3 pages in length (excluding cover page and references) and formatted according to the CSU-Global Guide to Writing & APA. Be sure to discuss and reference concepts taken from the assigned textbook reading and relevant research. You must include a minimum of three resources:

• One primary resource (textbook or required reading), and
• Two secondary resources (credible, academic, or professional references beyond the text or required course readings).

Review the grading rubric to see how you will be graded for this assignment.

Option #2:
The 1950s has been portrayed as an economic boom time for the United States, with housing, automobile ownership, the private sector, and government all expanding. Explain the growth of the American economy and determine how the American economy influenced Europe’s economy starting in the 1950s and afterwards. Why was the American economy successful? In what ways did Europe benefit from the American economy?

Complete a presentation in Prezi, PowerPoint, video, or another presentation tool that leads the viewer through the information in sequential order. Include a title slide, an introduction, a body with at least two major subjects, a conclusion and a reference/citation page.

Your presentation should be 6-8 slides in length, excluding the title and reference slide. It must include relevant and thorough speaker notes and be formatted according to the CSU-Global Guide to Writing & APA. Be sure to discuss and reference concepts taken from the assigned textbook reading and relevant research. You must include a minimum of three resources:

• One primary resource (textbook or required reading), and
• Two secondary resources (credible, academic, or professional references beyond the text or required course readings).

Review the grading rubric to see how you will be graded for this assignment.

Be sure to check out the Visual Presentations page in the CSU-Global Library. Here you can find tips and examples for developing impactful visual presentations. Presentations in academia and in the business world require high-impact visuals and key summarized points in the slides, plus extensive supporting speaker’s notes (and/or audio narration), to achieve the communication and decision-making outcomes you strive to achieve. Your audience will find charts, graphs, models, trend lines, etc. especially helpful in condensing data or ideas into simple and understandable visual components.

Module 3

Option #1:
With the threat of communism growing in Europe, Southeast Asia, Latin America, and Cuba, presidents Eisenhower, Kennedy, and Johnson worked to contain it and prevent countries from falling to communism. Choose a region of the world where communism was expanding during the 1950s or 1960s and explain the president’s rationale, actions, and justification for the measures taken in that region.

• One primary resource (textbook or required reading), and
• Two secondary resources (credible, academic, or professional references beyond the text or required course readings).

Review the grading rubric to see how you will be graded for this assignment.

Option #2:
With the threat of communism growing in Europe, Southeast Asia, Latin America, and Cuba, presidents Eisenhower, Kennedy, and Johnson worked to contain it and prevent countries from falling to communism. Choose a region of the world where communism was expanding during the 1950s or 1960s and explain the president’s rationale, actions, and justification for the measures taken in that region.

• One primary resource (textbook or required reading), and
• Two secondary resources (credible, academic, or professional references beyond the text or required course readings.

Review the grading rubric to see how you will be graded for this assignment.

Module 4

PORTFOLIO PROJECT MILESTONE (25 points)

Portfolio Bibliography – Option #1 and Option #2
Submit your bibliography for your Portfolio Project.
• State your paper topic.
• The Annotated Bibliography should contain at least 5 scholarly sources, including two scholarly journals. (Just because it is listed as a journal in the database, does not imply it is a scholarly journal. For example, Cobblestone is not a scholarly journal even though a student will find it in the journal database.) These sources cannot include the textbook.
• Explain why you feel each source would be pertinent to your project. This is not expected to be a final list. The goal here is to motivate you to begin examining research that might help you in your final Portfolio Project.
• Format your bibliography according to the CSU-Global Guide to Writing & APA.

Module 5

Option #1:
Analyze mass media and its influence in American society. Define what mass media was and how it expanded during the 1970s. Then, compare/contrast mass media with social media today. Consider their similarities and differences such as their reach, content, people served, the influence, and how one or the other is a voice for groups in society. Emphasize the mass media rather than social media.

• One primary resource (textbook or required reading), and
• Two secondary resources (credible, academic, or professional references beyond the text or required course readings).

Review the grading rubric to see how you will be graded for this assignment.

Option #2:
Analyze mass media and its influence in American society. Define what mass media was and how it expanded during the 1970s. Then, compare/contrast mass media with social media today. Consider their similarities and differences such as their reach, content, people served, the influence, and how one or the other is a voice for groups in society. Emphasize the mass media rather than social media.

• One primary resource (textbook or required reading), and
• Two secondary resources (credible, academic, or professional references beyond the text or required course readings).

Review the grading rubric to see how you will be graded for this assignment.

Module 6

CRITICAL THINKING ASSIGNMENT (100 points)
Choose one of the following two assignments to complete this week. Do not complete both assignments. Identify your assignment choice in the title of your submission. Note that while there are two options for the Critical Thinking Assignment, there is only one rubric. Review the rubric to confirm you are meeting the assignment requirements.

Option #1:
How did the Cold War end? Who was responsible for ending the Cold War? Include in the assignment the events, processes, policies, and people that bought an end to the five decades of Cold War. How did the ending of the Cold War affect the countries involved?

• One primary resource (textbook or required reading), and
• Two secondary resources (credible, academic, or professional references beyond the text or required course readings).

Review the grading rubric to see how you will be graded for this assignment.

Option #2:
How did the Cold War end? Who was responsible for ending the Cold War? Include in the assignment the events, processes, policies, and people that bought an end to the five decades of Cold War. How did the ending of the Cold War affect the countries involved?

• One primary resource (textbook or required reading), and
• Two secondary resources (credible, academic, or professional references beyond the text or required course readings.

Review the grading rubric to see how you will be graded for this assignment.

Module 7

PORTFOLIO PROJECT MILESTONE (25 points)

Portfolio Outline – Option #1 and Option #2
Submit an outline of your Portfolio Project
• State your paper topic.
• Provide an outline of your paper.
o Your outline should include headers (the major topics), major resources, and the intended flow of the information in the project.
o Under each header, write a few sentences on what you think you might cover in that section.
• Provide three articles that you might consider using for your final Portfolio Project. These sources cannot include the textbook or other course materials.
• Give a short reason why you feel each source would be pertinent to your project. This is not expected to be a final list. The goal here is to motivate you to begin examining research that might help you in your final Portfolio Project.

Module 8

PORTFOLIO PROJECT (275 Points)
Choose one of the following two Portfolio Projects to complete. Do not do both assignments. Identify your assignment choice in the title of your submission. Review the Portfolio Project grading rubric to understand how you’ll be graded on your project.

Option #1:
For the Portfolio Project, write a paper about a historical event that you or someone you know experienced from 1945 to the present.

It is imperative to research the event and place it into proper historical perspective.

For example, a person may have been raised during the 1960s civil rights demonstrations in Birmingham, Alabama. Do not tell only the personal story but also examine and explain the events of the civil rights movement that influenced the personal story. In other words, the paper must not only tell the person’s story but also represent the historical significance of the time and events.

Other examples may be:

• Explain the impact of the Reagan years.
• Summarize the significance of the first observance of Martin Luther King Day, January 20, 1986.
• Relate Mikhail Gorbachev’s ideas of perestroika and glasnost to the fall of communism.
• Describe the Iraqi invasion of Kuwait on August 2, 1990, resulting in UN Resolution #678.
• Evaluate the administration of President Bill Clinton.
• Relate the significance of the Oklahoma City bombing of April 19, 1995.
• Explain the growth of Islamic terrorism at home and abroad in Africa, the Middle East, and Southeast Asia.
• Summarize the effects of the No Child Left Behind Act of 2002.
• Tell how Hurricane Katrina, which formed on August 23, 2005, affected the U.S. and your personal life or the life of someone you know.
• Describe the significance of the presidential election of November 4, 2008, of Barack Obama

This paper must include a discussion of the following topics:

• A thorough summary of the personal story, including the incidents that took place and the key individuals involved.
• The importance of the event in the larger scope of U.S. history. Explain the historical situation of the event.
• How the event changed the daily life of the person from whose perspective you are writing.
• The lasting legacy of the event in the U.S. and the world.

Your final deliverable should be 6-8 pages in length (excluding cover page and references) and formatted according to the CSU-Global Guide to Writing & APA. Be sure to discuss and reference concepts taken from the assigned textbook reading and relevant research. Review the grading rubric to see how you will be graded for this assignment.

Be sure to discuss and reference concepts taken from the assigned textbook reading and relevant research. You must include a minimum of five resources, including

• At least one primary resource (textbook or required reading)
• At least one scholarly journal
• Secondary resources (credible, academic, or professional references beyond the text or required course readings).

Remember, a strong paper must contain the following:

• A clearly defined introduction, body with at least two main ideas, and a conclusion
• Examples supporting your thesis
• A forceful conclusion reiterating your main ideas

Option #2:
For the Portfolio Project, create a presentation about a historical event that you or someone you know experienced from 1945 to the present.

Create the presentation as a PowerPoint, Prezi, video or another presentation tool compatible with the portal. Present the information from the first-person perspective (as if you were telling the story) but it must be based on—and include—the wider historical perspective. For example, a person may have been raised during the 1960s civil rights demonstrations in Birmingham, Alabama. Do not tell only the personal story but also examine the events of the civil rights movement that influenced the personal story. In other words, the paper must tell the person’s story and represent the historical significance of the time and events.

Other examples may be:

• Tell how Hurricane Katrina, which formed on August 23, 2005, affected the U.S. and your personal life or the life of someone you know.
• Describe the significance of the presidential election of November 4, 2008, of Barack Obama This presentation must include a discussion of the following topics:
• A thorough summary of the personal story, including the incidents that took place and the key individuals involved.
• The importance of the event in the larger scope of U.S. history. Explain the historical situation of the event.
• How the event changed the daily life of the person from whose perspective you are writing.
• The lasting legacy of the event in the U.S. and the world.

Your presentation should be 14-16 slides in length, excluding the title and reference slide. It must include relevant and thorough speaker notes and be formatted according to the CSU-Global Guide to Writing & APAs. Review the grading rubric to see how you will be graded for this assignment. Be sure to discuss and reference concepts taken from the assigned textbook reading and relevant research. You must include a minimum of five resources, including

Remember, a strong presentation must contain the following:

• A clearly defined introduction, body with at least two main ideas, a conclusion, and transitional statements.
• Examples supporting your thesis.
• A forceful conclusion reiterating your main ideas.

Course Grading

20% Discussion Questions
37% Critical Thinking Assignments 35% Portfolio Project and Milestones 8% Mastery Exercises
0% Opening Exercises

Grading Scale and Policies

C+ 75.0 – 79.9
C 70.0 – 74.9
D 60.0 – 69.9
F 59.9 or below
In-Classroom Policies
For information on late work and incomplete grade policies, please refer to our In-Classroom Student Policies and Guidelines or the Academic Catalog for comprehensive documentation of CSU-Global institutional policies.

Academic Integrity
Students must assume responsibility for maintaining honesty in all work submitted for credit and in any other work designated by the instructor of the course. Academic dishonesty includes cheating, fabrication, facilitating academic dishonesty, plagiarism, reusing /re-purposing your own work (see CSU-Global Guide to Writing and APA Requirements for percentage of repurposed work that can be used in an assignment), unauthorized possession of academic materials, and unauthorized collaboration. The CSU-Global Library provides information on how students can avoid plagiarism by understanding what it is and how to use the Library and Internet resources.

Citing Sources with APA Style
All students are expected to follow the CSU-Global Guide to Writing and APA Requirements when citing in APA (based on the APA Style Manual, 6th edition) for all assignments. For details on CSU-Global APA style, please review the APA resources within the CSU-Global Library under the “APA Guide & Resources” link. A link to this document should also be provided within most assignment descriptions on your course’s Assignments page.

Disability Services Statement
CSU–Global is committed to providing reasonable accommodations for all persons with disabilities. Any student with a documented disability requesting academic accommodations should contact the Disability Resource Coordinator at 720-279-0650 and/or email ada@CSUGlobal.edu for additional information to coordinate reasonable accommodations for students with documented disabilities.

Netiquette
Respect the diversity of opinions among the instructor and classmates and engage with them in a courteous, respectful, and professional manner. All posts and classroom communication must be conducted in accordance with the student code of conduct. Think before you push the Send button. Did you say just what you meant?
How will the person on the other end read the words?

Maintain an environment free of harassment, stalking, threats, abuse, insults or humiliation toward the instructor and classmates. This includes, but is not limited to, demeaning written or oral comments of an ethnic, religious, age, disability, sexist (or sexual orientation), or racist nature; and the unwanted sexual advances or intimidations by email, or on discussion boards and other postings within or connected to the online classroom.

If you have concerns about something that has been said, please let your instructor know.

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