AMERICAN HISTORY SINCE 1877 (HIST 106)

Mercy College/TYWLS of Astoria

Fall 2016/Spring 2017
CONTACT INFORMATION FOR TEACHER
Instructor: Greg Zimdahl
Email: gz2135@gmail.com
Course Website: gzimdahl.weebly.com
COURSE DESCRIPTION
This course is designed to provide you with a solid intellectual foundation in the study of American history and
literature since 1877, of American literature as history, and vice versa. Through a series of close readings of
primary texts, as well as critical and theoretical sources, this course offers a broad introduction to American history
from the end of Reconstruction to the recent past by exploring some of the people, ideas, and institutions that have
shaped and continue to shape its culture.
COURSE GOALS
By the end of this course, you will be able to read literary and cultural texts with more discernment and
comprehension and be able to better perform critical, formal analyses of literary texts; you will improve your
ability to employ logic, creativity, and interpretive skills to produce original, persuasive arguments. You will also
grow more comfortable with communicating your ideas and arguments in an academic setting as well as enhance
your ability to plan and meet deadlines.
REQUIRED TEXTBOOK/MATERIALS
Although Eric Foners Give Me Liberty, 3rd Edition will serve as our primary text, we will look at several other
texts including news articles, primary and secondary source documents, and other historical and contemporary
works of both fiction and nonfiction (See Course Outline of Topics for details of the texts you can expect to read
in this course).
COURSE LEARNING OUTCOMES
For this course, you will be assessed on the following learning outcomes:
Argue
Formulates written or verbal arguments to support claims with clear reasons, sound logic, and
relevant evidence.
Be Precise
Understands and applies the rules of grammar
Uses proper in-text citation format to avoid plagiarism
Collaborate
Participates positively and effectively in a range of collaborative discussions, activities, and projects

Communicate
Produces writing in a style appropriate to the task, purpose and audience
Produces clear and organized writing
Uses language to communicate with clarity

Conclude
Forms accurate conclusions or claims based on evidence
Discern
Reads with attention to author's craft, structure, content and style
Identifies main ideas, facts and details from the text
Plan
Creates appropriate plans and follows them in a timely manner with attention to deadlines.
Uses the writing process to improve writing
** Class attendance and active participation is not only expected but also required in order to do well in this
course (see attendance expectations/grading policy below for more details).
ASSESSMENT OF COURSE LEARNING OUTCOMES
Reading Assignments:
For each text we read, you will be responsible for:
1

Developing and maintaining a reading schedule/calendar. Although major deadlines will often be set for
you (these dates are subject to change), you will need to create your own deadlines/reading goals for each
text within the established parameters. The format for this reading schedule/calendar is to you - you do not
need to use the provided reading schedule/calendar located on the class Weebly.
Developing and maintaining some form of reading log. This can look like many different things from an
actual reading log to post-it annotations. The method and format in which you record and keep track of
your thoughts/questions/comments as you read the assigned text is up to you. You will need to bring your
notes to our class discussion of the text and present them at your quarterly performance review.
Along with your reading log, you must also keep a vocabulary notebook: write down and define any
specific terms discussed in the reading and any words with which you are unfamiliar.

NOTE: You are responsible for bringing reading materials to class on all the days scheduled for College U.S.
History and Literature. Failure to bring the appropriate texts to class on the assigned days will affect your PLAN
grade.
Writing Assessments
Discussion Points
For each text we read, there will be at least two consecutive days set aside for a large group discussion on the
assigned text. These dates will be determined will in advance and will most likely happen soon after finishing the
assigned text. Before our discussion, you are responsible for constructing and submitting a discussion point on the
class Weebly by the assigned date. A discussion point is a single argument, often ending with a question, you want
to raise about the assigned text. The strongest discussion points revolve around a single theme or issue addressed
in the text that you think warrants further exploration and discussion. If your discussion point includes a direct
quote from the text or is in reference to a specific moment in the text, please provide the page number so we can
quickly reference it during our group discussion.
Critical Book Review Dissection Assignment
In preparing to write your two critical book reviews, you will research what a critical book review entails by
locating and dissecting several book reviews on books youve read in the past. You will present your findings on
poster-board and create a critical book review template that you can use when you draft your own book reviews.

Critical Book Reviews

You are required to write two book reviews by the end of the course. One book review must be submitted when
we return from Winter Break and the second book review must be submitted no later than May 2, 2017. Book
reviews must be submitted within two weeks of the books deadline. We will spend time in class dissecting
several book reviews to get a sense of how critical book reviews are structured and develop a list of guidelines to
follow when you craft your own. Your reviews, while addressing the novels entertainment and engagement level,
will focus primarily on both the historical significance of the novel (i.e. the novel as history), its historical
accuracy and/or inaccuracy, and the value of the text in terms of its effectiveness or ineffectiveness in telling a
story of a particular event or period in American history.
Attendance and Participation:
Punctual, regular attendance is a requirement for this class. You are allowed two absences; each subsequent
absence lowers your final grade by 1 step (A to A-, B+ to B, C to C-, etc.). You must be prepared to discuss the
reading assignment on the day that it is due, and to participate in a respectful and lively discussion. Be prepared to
read assigned texts closely, share your ideas, and ask questions of your peers and your instructor.
COURSE OUTLINE OF TOPICS
Introduction to the Course
Dissecting a Critical Book Review
Crafting a Strong Discussion Point
The Gilded Age
Assigned Readings: Train Dreams, Denis Johnson (2011)
The Devil in the White City: Murder, Magic, and Madness at the Fair that
Changed America, Erik Larson (2003)
World War I
Assigned Readings: A Farewell to Arms, Ernest Hemingway (1929)
Roaring Twenties/Harlem Renaissance
Assigned Readings Middlesex, Jeffrey Eugenides (2002)
Quicksand, Nella Larson (1928)
Beat Generation
Assigned Readings: On the Road, Jack Kerouac (1957)
Minor Character, Joyce Johnson (1983)
1950s and 1960s
Assigned Readings: 11/22/63 by Stephen King
1990s

Assigned Readings: Columbine, Dave Cullen (2009)

Post 9/11
Assigned Readings: Americanah, Chimamajda Ngozi Adichie (2013)
Week 23 Course Reflection
Drawing Connections between texts
Sharing book reviews and lasting impressions
GRADING SCALE AND POLICY
This course is linked to the Mercy College High School Program. If enrolled, you can earn 3 college credits accepted as direct transfer credits at Mercy College and at most other colleges and universities. This course will
provide you with valuable preparation for college level work. It also saves time and money toward a college
degree.
Registration is required to receive college credit for the advanced coursework presented in this class. The course is
$50 a credit (3 credits = $150) and you can register and pay online. A representative from Mercy College will
assist you in registering for this course at the start of the school year.
Your grade for this course will be determined based on your final rating on Jumprope. I will use the following
conversion chart to determine your final grade:
A = 93 -100
A- = 90-92
B+ = 87.1 - 89.9
B = 83.0 - 87.0
B- = 80 - 82.9
C+ = 77.1-79.9
C = 73-77
C- = 70 - 72.9
D = 60-69.9
F = below 60
I = Incomplete
COURSE EXPECTIATIONS
Taking a college class while you are in high school shows colleges that you are serious, motivated, and willing to
challenge yourself. College courses, however, are different from most, if not all, high school courses. In most
cases, you can expect a very heavy load of reading - reading that can be dense and unexciting. You are also
expected to think -- and learn -- beyond the facts to develop complex understanding of information and theories
from multiple sources.
You will need to show initiative and self-discipline. But, I would not have offered to teach this course if I didnt
believe I had students that could handle this level of work. I look forward to reading and analyzing the assigned
texts with you this year! If you or your parent(s)/guardian(s) have any questions or concerns, please do not
hesitate to schedule a meeting and/or contact me. I will do my best to get back to you in a timely manner.
Sincerely,

Greg Zimdahl