Salt Lake Community College

CRN#: 40903 Course: 1700 Section: 012

American Civilization
Fall, 2015
INSTRUCTOR: Cody Carlson
EMAIL: ccarls13@bruinmail.slcc.edu, ckcarlson76@gmail.com
CLASSROOM: AAB 215
TEXT: Foner, Gary, Give Me Liberty, An American History, Brief 4th Edition. W.W.
Norton, New York, 2012. ISBN: 978-0393-93551-6
This book is available in a digital format on the class Canvas site. The cost of the book is
$25 and has already been included in your fees. If you desire a hard copy of the
textbook, you can obtain a copy from the SLCC bookstore where the price has been
discounted $25.
COURSE DESCRIPTION: From the Pre-Columbian period to nearly the present, this
course examines the social, political and economic development of American
institutions through the historical lens.
LEARNING OUTCOMES:
Substantive Knowledge: At the conclusion of this course, students will be able to
* demonstrate a basic understanding of the founding and political, social and
economic development of the United States;
* demonstrate an understanding of what the discipline of history is and what
methods historians employ;
* demonstrate knowledge of the chronology of major issues, events, themes that
played a role in the creation of the American Republic and the development and
evolution of U.S. institutions;
* describe large thematic historical concepts;
* demonstrate an understanding that history is contested territory rather than a
set of agreed upon facts;
*distinguish between primary and secondary materials and be able to describe
the assets and liabilities of each
Effective Communication: At the conclusion of this course, students will be able to
* speak and write effectively and clearly about the history, principles, and form of
government of the United States;
* construct a narrative around an evidence-based argument;
* demonstrate orally and in writing that the ethics and practice of history mean
recognizing and building on the work of others and providing appropriate and
thorough attribution
Critical Thinking: At the conclusion of this course, students will be able to
* evaluate a variety of historical sources for their credibility, position and
perspective;

* Contextualize materials from the past with appropriate precision and detail;
* make horizontal (in time) and vertical connections (over time);
* explore the dynamics of change and continuity;
* generate a historical argument that is reasoned and based on historical
evidence;
* generate relevant open-ended questions about the past;
* identify the competing definitions of American liberty and citizenship as well as
the roles of conflict and consensus in the development of American institutions;
* explore multiple historical and theoretical viewpoints;
* place American History within a wider global context
Civic Engagement: At the conclusion of this course, students will be able to:
* demonstrate an understanding of the meaning and implications of
participatory democracy;
* engage a diversity of viewpoints in a civil and constructive fashion;
* apply historical knowledge and analysis to contribute to contemporary social
dialogue
Computer and Information Literacies: At the conclusion of this course, students will be
able to:
* have the skill to post a threshold assignment and reflection on an electronic
portfolio
* use scholarly publications in their research with regard to the writing
* Use credible sources in their work and properly cite them
GENERAL EDUCATION STATEMENT
This course fulfills the AI requirement for the General Education Program at SLCC
ASSESSMENTS
There are three components upon which students will be graded: exams, a book & film
review, and in-class participation including at least two primary document analysis.
GRADE RANGE/SCALE
Total Points Possible = 500. Grading is done on a percentage basis.
93-100%
A
73-76%
C
90-92%
A70-72%
C87-89%
B+
67-69%
D+
83-86%
B
63-66%
D
80-82%
B60-62%
D-

77-79%

C+

< 59%

DESCRIPTION OF ASSIGNMENTS & TESTS

Exams: Two exams will be given in this course, a mid-term and a final. The exams will be taken in class
and will each be in two parts- a term ID and an essay. Each exam is worth 100 points, for a total of 200
points. The term IDs will be worth 25 points each and the essays will be worth 75 points each. Make-up
tests will only be allowed in extraordinary circumstances.

Book Review: The book review is worth 150 points and must include four areas of focus: 1) the
objective of the historian; 2) a BRIEF synopsis; 3) a THOROUGH critique; and 4) a description of how
what was learned through reading the book fits into the material covered in this course. Each review
should be 5-6 pages, typed, and double spaced. The due date is listed on the calendar. Late work will not
be accepted.
Film Review: The film review is worth 75 points and must include three areas of focus: 1) A brief
synopsis; 2) a thorough critique; and 3) a description of how what was learned through seeing this film
fits into the material covered in this course. Each review should be 2-3 pages, typed, and double spaced.
The due date is listed on the calendar. Late work will not be accepted. THIS ASSIGNMENT MUST BE
INCLUDED IN YOUR E-PORTFOLIO- (see below)

Class Participation and Document Analyses: Class attendance and participation in

group discussions are worth a final 75 points. At least once during the course you will be
required to read, analyze, and come to class prepared to discuss one of the documents.
The documents will be assigned by the professor.
EPORTFOLIO STATEMENT
Each student in General Education courses at SLCC maintains a General Education
ePortfolio. Instructors in every Gen Ed course will ask you to put at least one assignment
from the course into your ePortfolio, and accompany it with reflective writing. It is a
requirement in this class for you to add to your ePortfolio as well as a reflection. This
syllabus details the assignment(s) and reflection(s) you are to include. Your ePortfolio
will allow you to include your educational goals, describe your extracurricular activities,
and post your resume. When you finish your time at SLCC, your ePortfolio will then be a
multi-media showcase of your educational experience. For detailed information visit
http://www.slcc.edu/gened/eportfolio. Make sure to check out the Info for
Students page.
After you have picked an ePortfolio platform, go to the corresponding help site to watch
the tutorials and look at the examples so you can get started on your own:
http://slcchelpsite.jimdo.com/
http://slcceportfolio.wordpress.com
http://slcceportfolio.wix.com/slcceportfolio
https://sites.google.com/site/slcceport
If you would like to start your ePortfolio in a computer lab with a person there to help
you, sign up online for one of the free workshops at the Taylorsville-Redwood library:
http://libweb.slcc.edu/services/forms/eportfolio. You may also visit an
ePortfolio Lab (in the Taylorsville-Redwood Library LIB 047 as well as in HTC 102a on
the Jordan Campus) during business hours, and staff will help you without an
appointment. Finally, questions regarding the ePortfolio can be directed to
eportfolio@slcc.edu.

ACCOMODATIONS FOR PERSONS WITH DISABILITIES:

Students with medical, psychological, learning or other disabilities desiring
accommodations or services under ADA, should contact the Disability Resource Center
(DRC). The DRC determines eligibility for and authorizes the provision of these
accommodations and services for the college. Please contact the DRC at the Student
Center, Suite 244, Redwood Campus, 4600 So. Redwood Rd, 84123. Phone: (801) 9574659, TTY: 957-4646, Fax: 957- 4947 or by drc@slcc.edu.
Faculty can refer students who disclose a disability to the DRC. If a student is struggling
in your class but has not disclosed a disability, we recommend that you provide a list of
resources which includes the DRC. For example, you might refer the student to
Academic Advising, the Learning Center as well as the DRC. You can include any
resources you think might be beneficial to that student. This is an effective way to let the
student know that the DRC is an option, but you are not telling them that you regard
them as having a disability.
PLAGIARISM STATEMENT
Plagiarism is taking credit for another persons words, works, and ideas or failing to
acknowledge that persons words, works, and ideas. If you borrow from someone else
you must give that person credit through proper citations.
The first offense in which students are caught plagiarizing or cheating on assignments
and tests will result in the failure of that assignment. A second offense may result in
course failure. For more information, see
http://www.slcc.edu/policies/docs/Student_Code_of_Conduct.pdf

RESPONSIBILITIES
The student is responsible for his/her final grade. The more you put into the class, the
more you will take from it. Classroom discussions are encouraged. Assignments will
only be accepted late under extreme circumstances which must be proved to the
professor's satisfaction. Students are encouraged to submit online evaluations of
faculty.

CLASS SCHEDULE/CALENDAR
WEEK OF

CHAPTER

LECTURE

Aug 24
Aug 31
Sept 7
Sept 14
Sept 21
Sept 28
Oct 5
Oct 12
Oct 19
Oct 26
Nov 2
Nov 9
Nov 16
Nov 23
Nov 30
Dec 7

1-4
5-6
7
8
9-11
12-13
14
15
16-17
18
19
20-21
22
23-24
25-26
27-28

Discovery, Colonial Life & War

Road to Revolution; Revolution
Birth of the Republic
The First Two Party System
The Early Republic
The Road to Disunion
The Civil War
Reconstruction
The Gilded Age
The Progressive Movement
World War I
The Roaring Twenties & Great Depression
World War II
The Cold War Begins
The 60s, 70s, & 80s
The End of the Cold War &
America in the 21st Century

IMPORTANT DATES:
Mid-Term Exam: Wed, Oct 21
Final Exam: Mon, Dec 14, 1:30 pm
Film Assignment: Wed, Sept 2
Book Assignment: Wed, Dec 2

Teaching Philosophy
Education can only function upon a foundation of mutual respect- respect between professors and
students, and students and each other. Please give your professors, fellow students, and yourself proper
respect throughout your academic career and I promise you will have a much more rewarding, and
ultimately more effective educational experiences.
What does respect in this context mean? Obviously, we are all different and our talents and
abilities are found in different areas. Do not put down, mock or otherwise exercise rude behavior toward
anyone at anytime in or out of the classroom. Humor can be a wonderful tool and an appropriate way to
blow off steam, but not when it is at the expense of someone else. Racist, sexist, homophobic, or antireligious comments are never okay and WILL NOT be tolerated in the classroom at anytime. DON'T DO
IT!
Respect, or lack of it, is also shown in other ways. Please do not use cellphones, even for texting,
during class. Please turn cellphones off when coming to class, or at the least to silent. If something is so
important that you need to talk/text someone immediately, please leave the classroom and come back in.
It is less disturbing that answering a phone call. Texting may seem quiet and unobtrusive, but it is
incredibly distracting to me personally and to those next to you as well. DON'T DO IT! Failure to
comply with this policy may lead to a substantial deduction of participation points, regardless of
academic quality otherwise.
Laptops are great tools for note-taking, or in certain circumstances for looking up relevant
information during class. What is never appropriate is using your laptop for other purposes such as
random web surfing. Again, this may seem quiet and unobtrusive, but it is also incredibly distracting to
me personally and may be to those next to you as well. DON'T DO IT!
Respect also means arriving on time, prepared to be engaged with the course. Do the reading and
be prepared to offer not just the facts you've taken in, but also your opinion! Failing to prepare for class
shows a lack of respect for your professor and for other students. We all have lives outside of class, but
you have taken it upon yourself to be a student, and that comes with certain responsibilities and a

recognition that you will devote a considerable amount of time both inside and outside the classroom to
succeeding academically.
If you have a legitimate grievance or problem with the course, by all means please discuss it with
me or other authorities at the college. Hopefully, together we can come to an appropriate resolution.
However, complaints can sometimes be inappropriate and rude. Why do we have so much reading?
Why are the tests so hard? I can't believe you gave me that grade; I know I deserved better!-These
kinds of comments are often childish and beneath the serious student. This is a college course and meant
to be challenging. If it were excessively easy, it simply wouldn't be worth your time or mine.
Please turn in assignments when they are due. Generally, I do not accept late assignments except
in EXTREME circumstances. I require a hard copy in class for both papers. Please do not ask if you can
email them to me when they are due. If you absolutely cannot be in class the day it is due, please arrange
for a friend to contact me so that they can drop it off for you.
College is a stressful experience, and combined with life's other responsibilities it can feel
overwhelming. Make sure you're taking care of yourself, getting enough sleep and enough to eat. Make
sure that, even when under stress, you remain positive and keep your eye on the future. It may not seem
it at the time, but being a college student is an important step in your life. If you proceed wisely and work
hard, you will look back one day and know that all of your sacrifice and efforts were worth it!
Good luck!

Style Guide
Here are some helpful tips for writing a paper for my class:
-Read the assignment and give me what it asks for. Don't write a 5 page film paper that is 4 pages
of synopsis, and only 1 page for everything else. Generally, you should never give more than a page of
synopsis in either the film or book assignment. Make sure you include all parts of the assignment in your
paper, including author's intent, the critique, and the tie-in with class.

-The book assignment deals with works of non-fiction by historians. DO NOT refer to these
books in your paper as novels. A novel is a work of fiction, and none of the possible books on the list
are fiction.
-When writing a formal paper make sure you use a person's full name the first time you mention
them (i.e. John Smith), and then only by their last name thereafter (i.e. Smith). This applies to people
mentioned within the book, or the author himself. (Exception, if there is more than one person with the
same last name you may continue to use the full name for the sake of clarity.)
-For the film assignment you will need to look at historical accuracy, and in which ways the film
is not accurate. You will need to look at other sources for this. There are some good resources on the
web, but nothing beats going to a library and looking up the facts in academic works. Book references
really impress me. DO NOT CITE WIKIPEDIA!
-For the book assignment you will want to note the author's objective, and in your critique
analyze how well he meets that objective. What sources did he use? What information did you find
interesting, effective? These questions are more important than simply statements like- I didn't like this
book because the author used big words/the author jumped around a lot and I got confused/etc...
-One thing that students really struggle with is the tie-in with class. First of all, many of the films
are set in a time period much later than what we will have discussed by that point. The same may be true
of the book assignment. It is not enough to simply say we haven't discussed this yet in class but I'm
looking forward to it, or We discussed this in class and it was essentially the same thing. Your tie-in
with class is a major part of this assignment, do not throw it away with a sentence or two. So how do you
tie it in with class? Your tie in must be thematic. In an American history class, if you choose to watch the
film Apollo 13, you could tie it in by talking about Christopher Columbus and exploration in the age of
discovery. If you watch Patton, you could talk about war in general and/or leadership. You need to find
that thematic tie that weaves it together. Do not Tie-in the assignment by simply talking about the same
things we discussed in class as you read in the book- be creative and find commonalities in the history

your read about and other periods/people/concepts we've discussed in class. Do not throw away this part
of the assignment!
-Do not start a paper by saying The book I chose to read is 1776.... This is not a good way to
start a formal paper. Rather, begin with a bold, strong opening like 1776 by David McCullough is a
wonderful, penetrating look at an important year in the American Revolution. If you want to write why
you chose the book after that sentence, that is fine. Starting a paper by stating that you choose to read it is
obvious- I am reading your paper about that book! In many ways, the first sentence sets the tone for the
entire paper. Make it dynamic!
-Make sure you write the number of pages that I have asked for. In a 5-6 page paper, 4.5 pages
does not cut it, and you will lose points. Along these lines, make sure the paper is double spaced, not
triple spaced or more. Make sure there are no unnecessary spaces between paragraphs, and watch your
margins. You will lose points for these things. Your paper should look professional, and unnecessary
spaces to increase length make it look anything but.
-Finally, when you hand in your hard copy it must be bound- stapled, paper-cliped, or in a binder
of some sort. Handing in a lose bunch of papers is both unprofessional and, frankly, disrespectful. I
WILL NOT accept papers that have not been bound in some manner!
If you have anymore questions, please let me know.

Cody K. Carlson

ckcarlson76@gmail.com