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					SURVEY OF AMERICAN HISTORY II                                             SPRING 2006

                    Syllabus & Course Outline
           History 2020 - College at Home
                                COURSE DESCRIPTION
 A survey of the history of the United States from the end of Reconstruction to the present.

Gregory D. Pryor                          Office phone:         931-462-5205
Associate Professor of History            Toll free:            800-563-8220
Volunteer State Community College         E-mail:     

You are encouraged to call or e-mail me if you have questions. If I am not in the office when
you call, leave a message which includes your name, the class in which you are enrolled,
and a telephone number where I can reach you. I will return your call during my next
regularly-scheduled office hours. You are also welcome to stop by my office (see office
hours listed below) and talk. If you need to see me and cannot come by the office during
those hours, please make an appointment.

      Monday – Wednesday – Friday                          Tuesday -Thursday
             10:00 – 12:00                                    11:00 – 12:00
              1:00 – 3:00                                      1:00 – 2:30
                                                        5:00 – 6:00 (Tuesday only)

The American Promise: A History of the United States; Volume II: from 1865
[2nd Compact Edition] by James L. Roark, et al. Boston: Bedford/St. Martin’s, 2003.


Three six-hour video tapes which must be checked out from the College at Home Desk in
the Library. Each tape contains eight or nine lessons taught by various professors with
expertise in that particular period in history.

If you have any technical problems with your tapes, contact the College At Home Desk at
615-452-8600 ext. 3409 or 888-335-8722 ext. 3409.
                                   IMPORTANT SAFETY TIP
    College at Home courses require a lot of self-discipline; each one is essentially a self-study
    in that particular academic area. This means that it is extremely important for you to :

           (1) watch the lessons on the videotapes;
           (2) read the assigned chapters in the textbook; and
           (3) take good notes over both the videos and the text.

    Doing these three things properly will take considerable amount of time; plan to set aside
    at least an hour a day (or a couple of hours every other day) to read and study. As you are
    making notes, be sure that you know:

           (1) WHEN the event in the study question took place;
           (2) WHAT the event in the study question involved; and
           (3) WHY those event were important historically.
               (i.e., how did it affect the course of later events?)

    If you have problems coming up with an answer to any of these three questions, contact me
    - I can usually steer you in the right direction in five minutes or less.

    Exam grades will be assessed on the following grading scale:
     Letter Grade    Percent correct     Quality Points
     A               90 - 100            4.0 (A -) to 4.75 (A+)
     B               80 - 89             3.0 (B-) to 3.75 (B+)
     C               70 - 79             2.0 (C -) to 2.75 (C+)
     D               60 - 69             1.0 (D-) to 1.75 (D+)
     F               0 - 59              0.0 (no show) to 0.5 (took the exam, but didn’t pass )

    Final grades will be determined by taking the average of your three exam grades. Final
    grades are assigned according to a standard 4.0 scale.

    You are expected to do your own work. Cheating on an exam will result in a grade of “F” / 0
    / 0.0 being assigned for that exam.

There will be three exams given during the semester, each covering approximately one third of the

material presented in the course. Students will have two hours to complete each exam. Each exam
will consist of three sections:

I. Essay (45%)       In a well-written narrative essay, discuss a major era in American
                     history (generally, this covers the material of one or two video
                     lessons). An essay should be not less than two and not more than
                     five pages long.

II. Short            In well-written paragraphs, identify five (5) significant events in
     Answer (35%)    American history, including (1) when it happened; (2) what it involved; and (3)
                     why it was important to a future event.

III. Multiple      On 10-20 questions, select the correct answer from a list of four
      Choice (20%) possibilities. Be sure to read the question carefully first.

Exam dates are listed in the course outline. It is your responsibility to be here for each of the
three scheduled exams: plan ahead to be on campus on those days. If circumstances
(sudden illness, etc.) keep you from taking an exam at the scheduled time, then you may request a
makeup exam, which may or may not be granted at the instructor’s discretion: be prepared to
present documentation explaining why you were unable to complete the exam at the scheduled
time. If granted, makeup exams will be scheduled at the convenience of the instructor and the
College-At-Home staff. All makeup exams must be completed by the Friday following the official
exam date.

Exam return policy

Grades will be available on the Thursday after the scheduled exam date. Contact me by phone or
e-mail to get your grade. If you wish to have your graded exam returned to you, turn in a large
manila SASE (self-addressed, stamped envelope) with each exam and I will mail it to you. Grades
for make-up exams may be delayed for up to one week.

                                 SPRING SEMESTER 2005
                               IMPORTANT CALENDAR DATES
Saturday         January 21            College-At-Home Orientation
Saturday         February 25           Test #1
Mon-Sat          March 6-11            Spring Break
Wednesday        March 29              Last day to withdraw from class and receive a “W”
Saturday         April 1               Test #2
Monday           April 3               Early Registration begins for Summer/Fall 2005
Saturday         April 29              Final exam

                                 Tennessee Board of Regents Learning Outcomes

In the context of this course students will develop their ability to:
1. Analyze historical facts and interpretations.
2. Analyze and compare political, geographic, social, cultural, religious and intellectual institutions,
   structures, and processes across a range of historical periods and cultures.
3. Recognize and articulate the diversity of human experience across a range of historical periods
   and the complexities of a global cultural and society.
4. Draw on historical perspective to evaluate contemporary problems/issues.
5. Analyze the contributions of past cultures/societies to the contemporary world.

                                              VSCC Non-discrimination Policy
"It is the intent of Volunteer State Community College to fully comply with Executive Order 11246, as amended, t he
Rehabilitation Act of 1973, as amended, and the Vietnam Era Veterans Readjustment Act of 1974, as amended, and
all regulations implementing those laws and orders, for the            promotion and ensuring of equal opportunity for all
persons without regard to race, color, religion, sex, national origin, age, disability, political affiliation, sexual
orientation, or status as a qualified disabled veteran or veteran of the Vietnam era. It is the intent of VSCC to be free
of discrimination or harassment on the basis of sex, race, color, religion, national origin, age, disability, political
affiliation, sexual orientation, veteran status, or physical appearance. It is the intent of VSCC to fully comply with
Titles VI and VII of the Civil Rights Act of 1964, as amended, and the CRA of 1991, Title IX of the Education
Amendments of 1972, as amended, the Equal Pay Act of 1963, as amended, the Age discrimination in Employment
Act of 1976, the Age Discrimination Act of 1975, and the Pregnancy Discrimination Act and the Ameri can with
Disabilities Act of 1990, applicable state status and all regulations promulgated pursuant thereto."

                                              VSCC Disabilities Statement

It is the student’s responsibility to self identify with the Office of Disability Services in order to receive
accommodations. Only those students with appropriate documentation will receive services. Disability Services is
located in the Wood Campus Center, Suite C206B.

                                                VSCC Title IX Statement

No person in the United States shall, on the basis of sex, be excluded from participation in, be denied the benefits of,
or be subjected to discrimination under any education program or activity receiving Federal financial assistance. 20
U.S.C. § 1681.

                                             VSCC Financial Aid Statement

Students who are receiving Title IV financial assistance (Pell Grant, Student Loan or SEOG Grant) must regularly
attend class or be subject to repay PART or ALL of the Federal Financial Aid received for the semester.
                                            VSCC Academic Integrity Statement
         Academic misconduct includes plagiarism, copying, cheat ing or other forms of academic dishonesty.
Academic misconduct, either directly or indirectly through participation or assistance is prohibited. The instructor
has the primary responsibility for control over classroom behavior and maintenance of academ ic integrity and can
order the temporary removal or exclusion from the classroom of any student engaged in disruptive conduct or conduct
violative of the general rules and regulations of the institution.
         Students guilty of academic misconduct, either directly or indirectly through participation or assistance, are
immediately responsible to the instructor of the class. In addition to other possible disciplinary sanctions which may
be imposed through the regular institutional procedures as a result of academic misconduct, the instructor has the
authority to assign an F or a zero for the exercise of examination or to assign an F in the course.
         Plagiarism is the act of using another's words or ideas as your own without proper attribution. (If you are
unsure about how or when to cite sources, please see me!) Acts of plagiarism or cheating will result in a failing grade
for the course and initiation of disciplinary proceedings.

                                             Course Outline
                  History 2020 – College at Home

Test #1        10:00 – 12:00 Noon                       Saturday/February 25,
Time Period:                Videotape lessons:                  Textbook chapters:
1877-1920                   all lessons on Tape 1               Chapters 17-21

Video Lesson 1: The Closing of the Frontier              Textbook: Chapter 17

1. What two factors stimulated the rapid settlement of the trans-Mississippi West between
   1870 and 1900? What were the results of these westward migrations?
2. Discuss the economy of the post-Civil War South, including a description of tenancy
   and sharecropping and their impact on the overall economic picture.
3. What role did mechanization play in the growth of “agribusiness”?
4. Discuss the process of Indian removal that took place in the West between 1861 and
   1890, including an analysis of the impact of the destruction of the buffalo herds, battles
   like that at the Little Big Horn in Montana in 1876, and the “Ghost Dance”.
5. Discuss the impact of railroads, rural migrants, and foreign immigrants on the urban
   explosion that occurred in America during the late 1800’s.
6. Who were the “bosses”, and how did they come to dominate the new city governments?
    How did their abuses of power lead to attempts at reform?

Video Lesson 2: The Rise of Big Business                        Textbook: Chapter 18

1. What were the major innovations in management, organization, etc. used by Gould,
   Carnegie, Rockefeller, and Morgan to create their industrial empires? What impact did
   each of these men have on the tremendous growth of the American economy during the
   late 1800’s?
2. How did the concepts of Social Darwinism and the Gospel of Wealth affect the outlook
   of society?
3. How did political patronage and sectional divisions left over from the Civil War combine
   to divide the country into strongly Democrat and Republican areas during the so-called
   “Gilded Age”? How did this lead to widespread political corruption?
4. Why did the Pendleton Act of 1883 have mixed results in the area of civil service
5. Discuss the conflict over protectionist tariffs in the late 1800’s. Why did manufacturers
   support high tariffs, and why did consumers want to lower them?
6. Discuss the fight over Free Silver in the early 1890’s. Why did miners and farmers
   support the coinage of silver, and why did supporters of the gold standard oppose the
   practice? Who won?

Video Lesson 3: Labor’s Struggle                             Textbook: Chapter 19

1. Describe the composition of the industrial work force, the nature of work, and the
   working conditions in the late nineteenth century.
2. What were the views of management regarding union demands for improvements in the
   working conditions, hours, and wages of the laborers?
3. Analyze the Great Railroad Strike of 1877. What caused it? What happened during
   the strike? What were some of the major results of the strike?
4. Evaluate the success/failure of the Knights of Labor and the American Federation of
   Labor. What impact did the Haymarket Incident (1886) have on these groups?
5. What gains had been made by unions and workers by the end of the nineteenth
   century? What explains their successes and their limitations?.

Video Lesson 4: The Huddled Masses                           Textbook: Chapter 17

1, Why were people migrating to American cities during the late 19 th century? What
   usually determined where migrants/immigrants would settle?
2. Describe the conditions found in the city. Why were conditions generally so bad?
3. Describe the causes and consequences of the massive immigration of the era. What
   were the political effects of this immigration?
4. What was the response of urban reformers to the urban conditions at the end of the
   nineteenth century?

Video Lesson 5: The American Dream Deferred           Textbook: (See below)
      Chapter 16: p.428-437                      Chapter 20: p.524-528
      Chapter 17: p.449-450, 461-465             Chapter 21: p.578-581
                               Chapter 23: p.616

1. Describe the purpose and the impact of the “black codes”.
2. What was the significance of the Plessey vs. Ferguson (1896) decision? How did it
   reflect racial attitudes during the “Jim Crow” era?
3. Compare and contrast the efforts of Susan B. Anthony, Elizabeth Cady Stanton, Alice
   Paul, and Margaret Sanger in the area of woman’s suffrage/women’s rights.
4. Compare and contrast Booker T. Washington’s “Atlanta Compromise” with W. E. B.
   DuBois’ “Niagara Movement”. Be sure to give specific details of each.

Video Lesson 6: The Populist Challenge                        Textbook: Chapter 20

1. What conditions led to the “farmers’ revolt” in the 1890’s?    How did the Farmers’
   Alliances attempt to consolidate the economic power of farmers?
2. Who were the leaders of the Populists? Who supported the People’s party?
3. How did Populism threaten to break down established political and social barriers in in
   the 1890’s?
4. Describe the presidential election of 1896. What were the major issues of the
   campaign, and how did McKinley eventually beat Bryan? What were the results for the
5. In the end, how successful were the Populists? What limited their success? What
   lasting influence did they have on major party politics in America?

Video Lesson 7: War and Empire                                Textbook: Chapter 20

1. Discuss the two “pillars” of American foreign policy at the dawn of the 20 century: the
   Monroe Doctrine and the Open Door policy. What influence did each exert on U.S.
   activities abroad?
2. What was “the white man’s burden”, and what roles did “markets and missionaries” play
   in U.S. foreign policy in the early 20 century.
3. Describe the causes, the major events, and the major results of the Spanish-American
   War. Why did John Hay refer to this conflict as “a splendid little war”?
4. Describe the debate over American imperialism in the aftermath of the Spanish-
   American War.

Video Lesson 8: The Progressive Impulse                       Textbook: Chapter 21

1. What factors explain the emergence of the progressive reformers of the early twentieth
   century? Who were the progressive reformers and what were their beliefs?
2. Describe the purpose and the impact of the settlement house movement.
3. What was the Social Gospel, and how was it implemented by early Progressives?
4. Describe some of the conflicts between Progressive reformers and the working class
people that they were trying to help.

Video Lesson 9: The Progressive Presidents                    Textbook: Chapter 21

1. How did Theodore Roosevelt’s “Square Deal” lead to “trust busting” and to presidential
   intervention in the United Mine Workers strike of 1902?
2. Who were the muckrakers, and what influence did they have on Progressive reforms?
   What other examples of reform occurred during the Roosevelt administration?
3. Describe the “troubled” Taft administration. What issues divided the Republican party
   into Progressive and “Old Guard” factions? What role did the Ballinger-Pinchot scandal
   play in undermining confidence in Taft as a Progressive president?
4. Discuss the presidential election of 1912. What role did Theodore Roosevelt and the
   “Bull Moose” party play in this contest?
5. Progressivism reached its “high tide” during Woodrow Wilson’s administration.
   Describe Wilson’s reforms, including the four Constitutional amendments ratified during
                         th   th    th      th
   his term in office (16 , 17 , 18 , and 19 ).
6. What were the lasting results of the Progressive era? What were some of the limits on
   Progressive reform?

Test #1      10:00 – 12:00 Noon                    Saturday/February 25, 2006

Test #2        10:00 – 12:00 Noon                   Saturday/April 1, 2006
Time Period:              Videotape lessons:                Textbook chapters:
1900-1945                 Tape 2                            Chapters 21-25

Video Lesson 10: The Big Stick                 Textbook: Chapter 21

1. Describe and explain President Theodore Roosevelt's world view and the actions he
   took to implement his diplomacy.
2. Compare and contrast the major points of emphasis of American foreign policy under
   Presidents Theodore Roosevelt, William Howard Taft, and Woodrow Wilson. How
   different were the results of their policies?
3. How did the U. S. acquire the Panama Canal? How important was this to American
   policy in this region? How did Latin Americans react to acquisition of the Panama
   Canal by the United States?
4. Compare and contrast the causes and the consequences of "dollar diplomacy" and
   "big stick" diplomacy in the early 20 century.

Video Lesson 11: The Great War                       Textbook: Chapter 22

1. What were the causes of World War I? What was the American response to that war
   before the United States entered it?
2. Explain why the United States entered World War I in 1917 and how the government
   prepared the nation to fight once that decision was made.
3. Describe American contribution to victory in the war “Over There”. What is “the
   American way of war”?
4. What were Woodrow Wilson’s “Fourteen Points”? What impact did they have on the
   peace process at the end of World War I
5. Why did the United States Senate reject the Treaty of Versailles? What was the
   opposition in the U.S. to joining the League of Nations?

Video Lesson 12: Transitions and Tensions - The 1920’s         Textbook: Chapter 23

1. Characterize the decade of the 1920s. Why was this decade marked by clashes over
   social and cultural values?
2. What were the prevailing political and economic theories of the era?
3. What role did Henry Ford, Frederick Taylor, “scientific management”, and new types
   of consumerism play in the “business of America” during the 1920’s?
4. What major social changes took place in the 1920’s? Discuss women’s rights, the
   Harlem Renaissance, and the Scopes Monkey Trial.
5. What role did the Red Scare and the Sacco and Vanzetti case play in the decision to
   implement immigration restrictions in the U.S.? Why?

Video Lesson 13: Hard Times: The Depression                 Textbook: Chapter 23
1. Describe and explain the causes of the Great Crash and the Great Depression.
2. After the Great Crash, why did the economy continue to worsen?
3. What were the initial effects of the Depression on the American people? How did
   people cope with hard times?
4. What was President Herbert Hoover's response to the economic crisis facing the
   nation? What limited his response?
5. What was the Bonus Expeditionary Army, and how did Hoover deal with it?

Video Lesson 14: The New Deal                                 Textbook: Chapter 24

1. Why did Franklin D. Roosevelt win the presidential election of 1932?
2. Describe the first New Deal, including an assessment of its banking/finance programs,
   its relief/conservation programs, and its agricultural initiatives.
3. What were some of the challenges to the New Deal? From whom did FDR draw
   criticism? What were the effects of those criticisms?
4. How did the second New Deal lead to the rise of the “welfare state”? What were the
   immediate and long-term effects of the Wagner Act and the Social Security Act?
6. How did FDR attempt to broaden the New Deal coalition before the election of 1936?
7. What was the court-packing controversy? Why did FDR try to “pack” the Supreme
   Court? Did he succeed? What were the results of this episode?
7. Evaluate the long-term significance of FDR and the New Deal in respect to American
   politics and to the relationship of the federal government with the people.

Video Lesson 15: The Road to War                              Textbook: Chapter 25

1. Why did American people want to withdraw from world affairs in the 1920s and 1930s?
    Why was it difficult to do so?
2. Describe and explain the main features of American foreign policy from the end of
   World War I to the attack on Pearl Harbor.
3. How did the leaders of the United States try to apply the lessons of World War I to the
   developments leading up to the outbreak of World War II? Why did these efforts fail to
   keep the United States out of the second war?
4. Why was the U. S. caught by surprise at Pearl Harbor? What were the immediate and
   long-term effects of the Pearl Harbor attack?
5. What was the process of wartime mobilization in the United States? What were its
   effects on the American economy?
6. What role did the U. S. play in the Allied strategy to win the war?

Video lesson 16: The Good War                                 Textbook: Chapter 25

1. Discuss the Japanese defeat of US forces in the Philippines early in World War II,
    including a description of Japanese atrocities during the Bataan Death March.
2. How did the American victories at the Battles of Coral Sea and Midway combine to
    stop Japanese expansion into the southern and central Pacific?
3. Discuss the Germans’ attempts to use submarines to cut off the flow of supplies to
    Great Britain during the Battle of the Atlantic.
4. How did the desire to open a second front to relieve the German pressure on the
    Soviets lead to the Allied campaigns in North Africa and Italy?
5. Discuss the Normandy invasion. What steps did the Allies take to insure victory?
    How did they eventually prevail? Why was “D-Day” the turning point of the war
    against Germany?
6. What was the significance of the Battle of the Bulge?
7. What was the significance of the Yalta agreements? Why were those arrangements
    controversial later
8. Briefly discuss the island campaign from the Battle of Guadalcanal to the American
    return to the Philippines to the Battles of Iwo Jima and Okinawa. How did the fierce
    Japanese resistance – including the widespread use of kamikaze suicide bombers –
    contribute to America’s reluctance to risk the hazards of an invasion of Japan?
9. What other reasons prompted the United States to use atomic bombs against
    Japanese cities in August, 1945? What were the effects of these weapons?
10. What impact did World War II have on the American homefront? Discuss both the
    economic recovery from the Great Depression and the social changes brought on by
    the entry of large numbers of women and minorities into the industrial workforce.

Test #2             10:00 – 12:00 Noon                Saturday/April 1, 2006

Test #3             10:00 – 12:00 Noon                Saturday/April 29, 2006

Time Period:               Videotape lessons:                 Textbook chapters:
1945-present               Tape 3                             Chapters 26 - 31

Video Lesson 17: The Cold War Begins                          Textbook: Chapter 26

1. Why did the wartime alliance between the United States and the Soviet Union
   break down so quickly after World War II? What were the origins of the Cold War?
2. Describe the development of the Containment Policy. What major assumptions did
   George Kennan make about the Soviet Union? How did the United States respond?
3. Analyze the Truman Doctrine and the Marshall Plan. How did they act to implement the
   Containment Policy? What were the successes and failures of these initiatives?
4. Outline the major events of the Korean Conflict. Why was it called a “limited war”?
   What was the US response to the intervention of Red China?
5. What impact did the existence of nuclear weapons have on the Cold War?
6. What led to the Red Scare of the 1950s? How did Sen. Joseph McCarthy take
   advantage of the fear generated by the Soviet theft of American atomic secrets? What
   were the major results of this episode?

Video Lesson 18: The Age of Conformity                        Textbook: Chapter 27

1. Describe and explain the reasons for the general economic prosperity after World War
2. Describe the “New Look” of the Eisenhower adminstration in foreign policy. What role
   did the development of nuclear weapons play in supporting this policy?
3. What was the purpose of the GI Bill after World War II? What were the effects of the GI
   Bill on American society?
4. Why did President Dwight Eisenhower and most Republicans accept the basic tenets
   of the New Deal?
5. What was the importance of the Brown v. Board of Education decision, the integration
   of Central High School in Little Rock, and the Montgomery bus boycott?

Video Lesson 19: Toward The American Dream                   Textbook: Chapter 27-29

1. Contrast the style and the substance of the Kennedy administration during the early
   1960’s. How did the disaster at the Bay of Pigs and the Cuban Missile Crisis
   demonstrate the foreign policy weakness of the JFK adminstration?
2. What was the importance of the protest marches in Birmingham and Washington, D.C.
   in 1963?
3. Why did Malcolm X, the Black Muslims, and the Black Panther Party come to
   prominence in the mid-1960’s? Assess the success/failure of these movements.
4. Why did President Lyndon B. Johnson push forward on civil rights and poverty
   programs? What were some of the major programs associated with his “Great
   Society” initiative? How successful was the “Great Society”?

Video Lesson 20: Expanding the American Dream                Textbook: Chapter 28-30

1. Explain why the African-American civil rights movement seemed to splinter in the mid-
   1960s and then to stall by the mid-1970s. What were the effects of the riots and violent
   protests? What is Julian Bond's opinion about violent protest in America?
2. What victories had been achieved in the area of civil rights by Mexican Americans prior
   to the 1960s? What was Cesar Chavez's role in the struggle to improve economic
   conditions for Mexican Americans? How did the Voting Rights Act of 1965 affect
   Mexican Americans?
3. Why did the women's rights movement emerge in the1960s? Why did the Equal Rights
   Amendment fail to win ratification? What changes did take place for women during this
4. Analyze the emergence and the effects of the social and cultural protest indicated by
   the student movement, counter-cultural trends, and the environmental and consumer
5. Why did the civil rights movement stall by the mid-1970s?

Video Lesson 21: The Limits of Power – Vietnam                   Textbook: Chapter 29

1. Describe and explain the reasons for the involvement of the United States in Vietnam
   in the 1940s and 1950s.
2. How did the “Domino Theory” lead to U.S. involvment in Vietnam?
3. What role did the Tonkin Gulf Incident play in leading to the escalation of the U.S.
   military presence in Vietnam in the mid-1960s?
4. Assess the nature of the war in Vietnam. What difficulties hindered the Americans as
   they attempted to win the war?
5. Why was the Tet Offensive the turning point of the Vietnam War? How did the
   American military victory on the battlefields of South Vietnam turn into a political defeat
   in the living rooms of the United States?
6. How did the war protest movement and media coverage of the Vietnam War affect
   political leaders and the outcome of the war?
7. What were the major results of the anti-war protests that disrupted the Democrat Party
   convention in 1968?
8. Discuss Nixon’s policy of Vietnamization. Why did he feel that it was necessary to
   wage a “secret war” in Cambodia in order to force the North Vietnamese to negotiate in
   good faith?
9. How did the Vietnam War affect American attitudes toward foreign intervention? What
   did the United States learn from its experience in Vietnam?

Video Lesson 22: The Limits of Politics                          Textbook: Chapter 30

1. Analyze Richard Nixon's election victory in 1968, his administrative style, and the
    domestic policies of the Nixon administration. How had Richard Nixon's background
    and personality shaped his view of the presidency?
2. Discuss the importance of the oil crisis caused by the OPEC oil embargo in 1973. What
    steps did the U.S. take to defuse and/or weather the crisis?
3. Discuss the Watergate Scandal, including both the 1972 burglary and the 1974
    attempted cover-up. How did Nixon attempt to use “executive privilege” conceal his
    actions and impede the official investigation? Why did he eventually resign?
4. How did Gerald Ford attempt to heal the wounds caused by the Watergate Scandal?
    Was he successful? Why/why not?

Video Lesson 23: The Conservative Resurgence                 Textbook: Chapter 30- 31

This video lesson examines the reasons for the growing conservative trend in American
politics during the late 1970s and 1980s and assesses initial results of that trend.

1. Describe and explain the major economic trends of the era.
2. What were Jimmy Carter's strengths as a presidential candidate in 1976? Explain the
    electoral success of Jimmy Carter in 1976 as well as the domestic record of his
    administration. What were his weaknesses as a president?
3. How did idealism and human rights shape Carter’s foreign policy? What were his
    responses to serious provocations such as the Iran Hostage Crisis and the Soviet
    invasion of Afghanistan?
4. What explains Ronald Reagan's appeal as a presidential candidate in 1980? Why was
    there a conservative resurgence in 1980?

Video Lesson 24: An Era of Excess                              Textbook: Chapter 31

1. How did Reagan plan to revive the American economy after the “stagflation” of the
   1970’s? What was the relationship between tax rate reductions, spending cuts, and
   economic growth in his policies?
2. Describe Reagan’s foreign policy. How did he describe the Soviet Union? What
   initiatives did he propose to counter Soviet expansionism, the threat of nuclear war,
   and the threat of terrorism?

Video Lesson 25: The Cold War Ends               Textbook: Chapter 30 - 31

1. Evaluate the successes and failures of President Jimmy Carter's foreign policy.
2. Why did President Reagan change the emphasis of American foreign policy? What
    were the results of this shift in emphasis?
3. How did the Reagan arms buildup lead to the disintegration of the Soviet Union?
4. What was the American response to the Persian Gulf Crisis of 1990-91? Why did
   the American public respond so favorably to Operation Desert Storm?

Test #3       10:00 – 12:00 Noon                   Saturday/April 29, 2006

        Be sure to bring your videotapes with you to the final exam.
   A hold will be placed on your grades if you do not turn in your videos .


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