Textbooks & Teaching Home
Journal of American History

2002 Syllabi
Teaching outside the Box

Editors' Introduction
Gary J. Kornblith & Carol Lasser

U.S. Women Activists
Catherine Badura
Syallbus: 1998, 2000 | Article

The Black Athlete
Amy Bass
Syllabus | Article

Recovering Detroit's Past for History & Theater
Charles Bright

American History Since 1865
A. Glenn Crothers
Syllabus | Article

Intro to American History
John J. Grabowski
Syllabus | Article

American History
Cecilia Aros Hunter & Leslie Gene Hunter
Syllabus | Article

In Search of America's Civil Rights Movement
Alyssa Picard & Joseph J. Gonzalez
Syllabus | Article

Out of Many: Histories of the U.S.
David A. Reichard
Syllabus | Article

Women & Social Movements
Kathryn Kish Sklar
Syllabus | Article

Law & Society in American History
John Wertheimer
Syllabus | Article

Colonial & Revolutionary History of the Southern Tidewater
James P. Whittenburg
Syllabus | Article

American National Character
Michael Zuckerman
Syllabus | Article

American History

History 1302
Spring 2002

Leslie Gene Hunter
Texas A&M University, Kingsville


A survey of the United States from the era of exploration to the present time. History 1301 extends through the period of Reconstruction (1877) and History 1302 includes the period following Reconstruction to the present. THIS IS A CORE CURRICULUM CLASS.


Section 001 8:00-8:50 MWF Rhode Hall 267
Section 003 8:00-9:20 TR Rhode Hall 267


Leslie Gene Hunter, Professor of History and Regents Professor


Rhode Hall 216 or Baugh Hall 216


MWF: Rhode Hall 216 8:50-9:10 a.m.
MWF: Baugh Hall 216 11:00-12:00 a.m.
MWF: Baugh Hall 216 1:00-5:00 p.m.
TR: Rhode Hall 216 9:20-9:30 a.m.
TR: Rhode Hall 216 10:30-11:00 a.m.
TR: Baugh Hall 216 1:00-5:00 p.m.
Or, by appointment
Or, whenever my door is open
Daily on-line office hours by email


Department of History: 361-593-3608
South Texas Archives: 361-593-2776
Voice Mail: 361-593-3593
FAX: 361-593-2240


Available through each student's account on Class
Blackboard @:


Edward L. Ayers et al, American Passages, Volume II

The textbook website for Ayers has chapter topics, sample test questions, links, maps, primary sources, and activities. In addition to the textbook, there are assigned weekly primary sources on the textbook website and "weekly website exploration experiences" (wwee's or w2e2's). There are links to connect directly to the w2e2's on the History 1302 homepage by clicking on the item. The hours for the computer laboratory in Rhode Hall 211 are posted on the door. It is opened in the evenings and on weekends.
Please use the lab during the hours when there are no classes. Students may also access the homepage for this class and the textbook website from any computer lab on campus, or from a personal computer connected to the internet at home or in the dorm.


First Week: Monday-Friday, January 14-18, 2002
Ayers, American Passages, Chapters 16-17.
wwee: Sioux Treaty of 1868 Website.
wwee: Central Pacific Railroad Website
wwee: Goldrush Website

Second Week: Tuesday-Friday, January 22-25, 2001
---------Martin Luther King, Jr. Day Holiday, Monday, January 21, 2002------
Ayers, American Passages, Chapter 17.
wwee: Steven Kreis's A Student's Guide to the Study of History Website

Third Week: Monday-Friday, January 28-February 1, 2002
***** Twelfth class day, Wednesday, January 30, 2002
*****No registration beyond this point*****************************
Ayers, American Passages, Chapter 18.
wwee: Chicago Fire Website
wwee: Ellis Island Website
wwee: Thomas A. Edison Website

Fourth Week: Monday-Friday, February 4-8, 2002
Ayers, American Passages, Chapter 19.
wwee: Cross of Gold Website
wwee: Wizard of Oz Website
wwee: Spanish American War Centennial Website
******* First Examination, Thursday-Friday, February 7-8, 2002

Fifth Week: Monday-Friday, February 11-15, 2002
---------Tenth Annual South Texas Ranching Heritage Symposium, Friday,
February 15, 2002-------------
Ayers, American Passages, Chapter 20.
wwee: The Wright Brothers at Kitty Hawk Website
wwee: Triangle Shirtwaist Company Fire Website
wwee: Theodore Roosevelt Website

Sixth Week: Monday-Friday, February 18-22, 2002
******* Research proposal due Thursday, Friday, February 21-22, 2002
Ayers, American Passages, Chapter 21.
wwee: Corridos de Revolution Website
wwee: South Texas Border, 1900-1920 Website
wwee: Women's Suffrage and the 19th Amendment Website
wwee: Jane Addams Website

Seventh Week: Monday-Friday, February 25-March 1, 2002
Ayers, American Passages, Chapter 22.
wwee: World War I Documents Website
wwee: The Zimmermann Telegram Website
wwee: World War I Nurses Website
******Second Examination, Thursday-Friday, February 28-March 1, 2002

Eighth Week: Monday-Friday, March 4-8, 2002
---------Mid-semester point--Monday, March 4, 2002----------------------------
Ayers, American Passages, Chapter 23.
wwee: Anti-Saloon League and Prohibition Website
wwee: Harlem Renaissance Website
wwee: Red Hot & Cool Jazz Website
---------Spring Break!!!!! Monday-Saturday, March 11-16, 2002------------

Ninth Week: Monday-Friday, March 18-22, 2002
Ayers, American Passages, Chapter 24.
wwee: Riding the Rails Website
wwee: Dust Bowl Website
wwee: FSA Photographs (including Dorothea Lange's) of Depression Website

Tenth Week: Monday-Thursday, March 25-28, 2002
---------Easter holiday, Friday, March 29, 2002-------classes not in session---
Ayers, American Passages, Chapter 25.
wwee: New Deal Website
wwee: Court Packing Scheme Website
******Third Examination, Wednesday-Thursday, March 27-28, 2002

Eleventh Week: Monday-Friday, April 1-5, 2002
Ayers, American Passages, Chapter 26.
wwee: U-Boat War Website
wwee: Poster Art of World War II Website
wwee: Dorothea Lange's Photographs of Japanese-American internment Website
wwee: The Bombing of Hiroshima Website
wwee: Remembering Nagasaki Website
wwee: Holocaust Museum Website

Twelfth Week: Monday-Friday, April 8-12, 2002
Ayers, American Passages, Chapters 27-28.
wwee: Cold War Website
wwee: Korean War Website
wwee: Dwight Eisenhower Website
******Research project due, Thursday-Friday, April 11-12, 2002

Thirteenth Week: Monday-Friday, April 15-19, 2002
Ayers, American Passages, Chapter 29.
wwee: Dr. Martin Luther King Jr. Website
wwee: John F. Kennedy Assassination Website
wwee: Vietnam War Website
******Fourth Examination,Thursday-Friday, April 18-19, 2002

Fourteenth Week: Monday-Friday, April 22-26, 2002
Ayers, American Passages, Chapter 30.
wwee: Strange Demise of Jim Crow in Houston Website
wwee: Jackie Robinson Website
wwee: Richard Nixon Audio Tapes Website
wwee: Watergate and the Constitution Website

Fifteenth Week: Monday-Wednesday, April 29-May 1, 2002
Ayers, American Passages, Chapters 31-32.
www: Persian Gulf War Website
****** Last day to drop a course or withdraw from the University,
Monday, April 29, 2002
****** Study Day, Thursday, May 2, 2002 -------------------No Classes --------------------
****** Final Examination, Monday, May 6, 2002, 10:40 a.m.-1:10 p.m.

* * *

NOTE: The above reading assignments are only approximations. Some weeks we may go faster or slowerÑand cover more or less material than expected. The exam schedule is only tentative--except for the Final Examination which is scheduled by the University. The other four exams might be moved forward or backward a day or two and might include more or less material than indicated on the reading assignment sheet.

EXAMINATIONS: There will be an examination scheduled for every third week, covering the chapters and lectures from the previous three weeks. For example, the first examination will be on Thursday-Friday, February 7-8, 2002, and will cover chapters 16-19 of American Passages, the lectures, and the w2e2's assigned. There will be five examinations in all--the fifth hourly examination being the final examination on May 6, 2002. The lowest test score from the first four examinations will be dropped from your total. There are NO make-up examinations. Each examination will count 100 points. The final examination is NOT comprehensive.

FINAL EXAMINATION: The Final Examination Counts for Everybody! It is only the fifth and last hourly examination. It will cover only the last chapters, last website explorations, and last lectures. It will be worth no more than other hourly examinations. There will be no early final examinations. Exceptions to the final exam schedule must be made through the Dean of the College of Arts and Sciences and approved by the Provost and Vice President for Academic Affairs. The only exception is arrangements for early finals so grades for graduating seniors can be in the Office of the Registrar in time for Commencement.

GRADE WEIGHT: There are 500 points possible this semester--400 from examinations and 100 from a research paper. So, to earn an "A" requires 500-450 points (90%); a "B" requires 449-400 points (80%); a "C" requires 399-350 points (70%); a "D" requires 349-300 points (60%); and, less than
299 points is insufficient to receive credit for this class. That is, you have four examinations worth 100 points each, and a "research project" worth 100 points.

W2E2s--WEEKLY WEBSITE EXPLORATION EXPERIENCES: In addition to the textbook there are assigned "weekly website exploration experiences" (wwee's or w2e2's). The hours for the computer lab (Rhode Hall 211) are posted on the door. It is opened daily, afternoons, evenings and weekends. Please use the lab during the hours when there are no classes. You will need to take your student identification card and sign in and sign out when using a computer. Students may also access the class homepage for this class and the W2E2s from any computer lab on campus or from a personal computer at home or in the dorm if connect to the internet.

RESEARCH PROJECT: A special History Research Project is required from each student as a history laboratory. It is an exercise in "field history." This class will be doing the La Castaña Project. The research project is due Thursday-Friday, April 11-12, 2002. There is a 15% deduction for each day that the project is turned in late. The project is worth 100 points and has the value of a major examination. There is a separate handout for the La Castaña Project.

MISCELLANEOUS COURSE MECHANICS: The Department of History has a policy of not permitting the tape recording of lectures. Students need to develop the skills of taking comprehensive lecture notes, which is one of the ulterior motives for PowerPoint lectures. Exceptions are only by special arrangement with the professor. Professor Hunter will make every reasonable accommodation to assist students with disabilities. Students with disabilities, including learning disabilities, who wish to request accommodations in this class should notify Services for Students with Disabilities office early in the semester so that the appropriate arrangements may be made. In accordance with federal law, a student requesting accommodations must provide documentation of his/her disability to the SSD coordinator. For more information, call 593-3024 or visit Life Services and Wellness. It is the responsibility of the student to inform the professor of the disability early in the semester to help develop the best program for accommodating his/her needs.

All work done in this History 1302 class should be in compliance with "Student Code of Conduct" in the Student Handbook, 2000-2002. Academic dishonesty will result in a course grade of F. See the Student
for a description of the Student Conduct Policy. It is recommended that you record names and phone numbers of at least two other class members.

ATTENDANCE AND TARDINESS: The "Head Hunter" does not require you to come to class--but if you do, he expects you to be ON TIME! Students are expected to be punctual and prompt in attending class. Students should avoid missing classes because important information is covered during the class which will assist in understanding the reading--and some of the material covered will undoubtedly be on the examinations.

DISRUPTIVE CONDUCT: Conduct that adversely affects the student's suitability as a member of the academic community will not be tolerated. Disruptive behavior has an impact on the other students in the class. Do not bring cellular telephones to class. Turn off pager alarms and beeping alarms on wrist-watches. Chewing tobacco and spitting is disgusting and not permitted during class. If you chew tobacco or dip snuff during class -- you must swallow, not spit!

EDITORIAL MARKS ON EXAMINATIONS: The Department of History is committed to improving the writing skills of students at Texas A&M University-Kingsville. In order to grade efficiently the student
identification questions (short answer) and essays, the following numbers will be used to signify common mistakes. For example, where the essay did not address the question asked, there will be a #1 in the margin, rather than a written explanation.

1. Off the subject; not addressing the question.
2. Too brief, too vague; be more specific, give examples.
3. Nonsense; not understandable.
4. Incorrect statement(s); error(s) of fact.
5. Spelling error(s).
6. Organizational problem(s).
7. Grammatical error(s).
8. Incorrect usage.
9. Sentence fragment.
10. Run-on sentence.

Lecture Outline


A. Frontier Hypothesis

1. Frederick Jackson Turner (1861-1932)
2. "The Significance of the Frontier in American History" (1893)

B. The Great Plains

1. Walter Prescott Webb (1888-1963)
2. The Great Plains (1931)

C. Plains Indians

1. Little Big Horn (June 25, 1876)
2. Dawes Act (1887)
3. Wounded Knee (December 29, 1890)

D. Mining Frontier

E. Cattle Frontier

F. Disappearance of the Frontier


A. Building of the Transcontinental Railroads
B. Impact of the Railroad System
C. Anti-Railroad legislation


A. Inventions
B. Mechanization
C. Impact
D. Corporate Organization
E. Anti-Trust Legislation


A. Problem
B. Major Labor Unions
C. Child Labor


A. Origins
B. "new immigrants"
C. Anti-Immigrant legislation


A. National Domain
B. Mechanization
C. Government Role
D. Transportation
E. "Farm Problem"
F. Populist Crusade

1. Grange
2. Alliances
3. Populist Party
4. "money question"
5. Election of 1896

La Castaña Project

This History Research Project for the survey U.S. History class is designed as a real laboratory experience in "doing history." This is not merely an exercise in "busy work." Your history lab will actually be contributing to the writing about the heritage of this region. One result will be a living, growing, expanding collection about the history of the development of South Texas. We are trying to preserve the heritage of South Texas, and we want your assistance in identifying available resources. We hope to learn about materials which might be added to the holdings of the South Texas Archives.

One of the first historians hired at South Texas State Teachers College (now Texas A&M@K) in 1925 was Professor John E. Conner. Immediately, he established the Robert J. Kleberg History Club, the first
student organized formed on campus, with the object of collecting documents and artifacts about South Texas for an archives and museum. Later, he was a founding member of the South Texas Historical
Association, which publishes the Journal of South Texas. The artifacts and documents his students collected, soon over-filled his office and began to be displayed in cases in the hallway of Manning Hall. These collections became the basis for the South Texas Archives and the John E. Conner Museum on the Texas A&M University-Kingsville campus today.

We want students in this class to carry on this tradition. We call this research project--La Castaña Project (meaning "trunk")--because it is hoped that South Texas families will open up the trunks in their attics, closets, and garages and let us know of the existence of their historic letters, diaries, records, and photographs.

One of the best aspects of this project is that it is designed to help you develop skills to think historically. In social studies and history classes, there are well-defined, educational goals: information,
skills, and values. I want you to take from this class not only specific information about developments in the past, but also higher order thinking skills that will allow you to think critically about the past.
I want you to have a historical perspective to utilize in analyzing current events for the rest of your life.

* * *

Historians are the ultimate detectives! We must find out what happened? Who? What? Where? When? Why? And how? The major repositories of data for historians are archives. The South Texas Archives in Baugh Hall here on the Texas A&M University-Kingsville campus a wonderful source for research about aspects of the history and heritage of South Texas.

We do not have all the information we need to write adequately about South Texas. Your assignment will be to help us LOCATE documents, the raw data which historians use to study the past. We need more information about all aspects of South Texas, especially about the bilingual and multicultural communities which have fewer resources in the archives.

We are therefore asking that you go out and seek the documents that are necessary to keep the heritage of the communities of South Texas from being lost. This is NOT about public documents in court houses or other governmental agencies. We are trying to locate documents in private possession before they fade, are destroyed, damage, or disappear. We hope that you will help us to LOCATE vital sources.

You are NOT being asked to COLLECT the documents--but only to LOCATE them. Do NOT take physical possession of any documents. Do NOT remove any documents from the possession of their owner--NOT even to photocopy! Do NOT bring documents to class or turn them in as your report. You are asked to LOCATE, IDENTIFY, DESCRIBE, and THINK about the importance of these document and how they can help historians.

* * *

Remember, history is not just about the rich and famous, or infamous. It is about the everyday happenings of ordinary people. It is the day to day occurrences that explain the contributions of the
Anglo-American, African-American, Czech-American, German-American, Mexican-American, Polish-American, etc. communities of South Texas. In seeking materials, consider the "Collection Policy" of the South Texas Archives and the types of information which will help scholars describe South Texas. Seek items in the following categories:

1. Personal, papers and family documents, including correspondence, diaries, notes, and etc.;

2. Business documents, including records, bills, tax receipts, banking information, ranching and farming activities and related materials;

3. Newspapers, especially Spanish-language newspapers that are noted for keeping alive the written literary heritage of the culture;

4. Political activity documents, including speeches, records of organizations, flyers, and other pertinent documents. Of special interests would be the activities of such organizations such as the League of Women Voters, LULAC, NAACP, the American GI Forum, etc. at the local community level;

5. Church and religious items and documents including the records of auxiliary church organizations;

6. Items related to law enforcement activities;

7. Military documents and items related to the military service experience;
8. Oral literature, folklore, tales or songs that are written, and information about traditional medicine practices;

9. Works or art, paintings, sculpture, or ceramics;

10. Documents relating to athletics and recreational pursuits;

11. Photographs of activities, dwellings, events, and portraits of community leaders;

12. Documents and other items related to educational activities including certificates, diplomas, grade cards, reports, significant assignments and other data showing the levels of education of the community, and work of teachers;

13. Immigration documents and related items about the experience;

14. climatic information;

15. Professional activities documentation, especially concerning law, medicine, dentistry, pharmacy, and other professions.

This assignment will not, at this point, include oral histories. At a later time oral history may be added, but at this time this is a survey only to determine what types of information are available.


Your assignment is to:

1. Locate information about a cultural and/or historical resource in the South Texas area.

2. Prepare a survey cover sheet (included with this handout).

3. Write a five to seven page paper evaluating the items and documents and explain the significance they might have to future researchers. Explain what they will show scholars and/or the general
public about the Anglo-American, African-American, Czech-American, German-American, Mexican-American, Polish-American, etc. communities of South Texas and way of life. Explain why these items should be included in the collection at the South Texas Archives. (NOTE: You are NOT being asked to conduct an "oral history" interview. That is not part of this assignment.)


*** Suggestions for Format ***

You can turn in your assignment typed or word-processed. Each review should have the survey sheet as the cover page. The most important part of your report will be your analysis on the pages that
follows. At the top of the page, allowing for proper margins, indicate your name, the course number and section, and the date. Leave neat margins. Number pages at the bottom of each page. Your report should be no more than seven pages (eight including the survey cover sheet). The professor stops reading at the end of the seventh page of your analysis!

The paper will NOT be returned to you as it will be given to the Archives for consideration. If you want to keep a copy, duplicate it before you turn it in to your professor. This is a requirement for this class--a required laboratory exercise in "field history." This Special History Research Project is worth 100 points and counts the same amount as a major exam. Please see your syllabus! The paper from your research project is due Thursday-Friday, April 11-12, 2002. Late Research Projects are accepted, but there is a fifteen point penalty per day.


I want you to think about documentation for history. You are NOT being asked to COLLECT the documents--but only to LOCATE them. Do NOT take physical possession of any documents. Do NOT remove any documents from the possession of their owner--NOT even to photocopy! Do NOT bring
documents to class or turn them in as your report. You are asked to LOCATE, IDENTIFY, DESCRIBE, and THINK about the importance of these document and how they can help the historians. ASK THE SAME TYPE OF QUESTIONS ABOUT THE DOCUMENTS YOU HAVE LOCATED AS YOU WERE ASKED TO THINK ABOUT FOR THE PRIMARY SOURCES IN YOUR TEXTBOOK AND EXAMINED IN CLASS.