Course coordinator
Associate Professor Morris Low
Please email in advance for an appointment.
Course overview
- Study period
- Semester 1, 2025 (24/02/2025 - 21/06/2025)
- Study level
- Undergraduate
- Location
- St Lucia
- Attendance mode
- In Person
- Units
- 2
- Administrative campus
- St Lucia
- Coordinating unit
- Historical & Philosophical Inq
The course will examine key topics and themes in the history of the modern United States of America. The first part deals with historical origins and includes the initial European contact in the Americas, the colonial period and the displacement of native Americans, the Declaration of Independence, and American principles of representative government. The second part examines the expansion of American settlement, the Civil War and Reconstruction. It will discuss the idea of `Manifest Destiny', the role of slavery in the economy, the Civil War, reconstruction, and its failure in terms of the Jim Crow laws, the Second Industrial Revolution and rise of Big Business, and the emergence of reform movements. The third and final part of the course deals with the American century: American isolationism in the 1930s and its emergence after World War II as a global superpower, the Cold War and Civil Rights, the rise of Nixon and Reagan and Southern Conservatism, the perceived end of history with the fall of the Soviet Union and view of the USA as a hyperpower.
Learning about key events and incidents in America's past will equip students to better understand the making of modern America, the centrality of cultural and global conflict in its history, the influence of ideology on American foreign policy, how trade and investment have been used as instruments of foreign policy, and the role of the US in the world today. Is the USA in decline? Is it more inward looking in the 21st century? The US economy and financial markets, its scientific research and technology, its competitiveness, its military power, and its attractiveness to talented immigrants continue to be its major strengths and buoy perceptions of American exceptionalism. But how will the US balance its interests with those of other countries and what impact will US foreign policy have on global stability and security?
We often view history through the lens of the present day. The beginning of the second Trump administration has prompted many to examine American history with renewed interest to identify parallels with the past and understand issues that have led to the emergence of such a controversial figure as President Trump. In 2025, after we introduce the course to students, the lectures on "North American Atlantic Colonies" (Week 1) through to "Slavery and the Civil War" (Week 4) will be presented by Assoc. Prof. Ian Hesketh. Later lectures from "Reconstruction" (Week 4) through to "9/11 and the War on Terror" (Week 13) will be given by Assoc. Prof. Morris Low.
Course contact
Course staff
Lecturer
Tutor
Timetable
The timetable for this course is available on the UQ Public Timetable.
Additional timetable information
Please refer to your personalised my.UQ timetable. Timetables are also available on the UQ Public Timetable. (https://my.uq.edu.au/public-timetable)
Aims and outcomes
The course aims to provide students with a detailed and in-depth understanding of how the United States came to occupy such a prominent place in world affairs. Major themes and issues will include: the U.S. during the Cold War (from both a domestic and international perspective), social movements, political changes, and the impact of American popular culture.
Learning outcomes
After successfully completing this course you should be able to:
LO1.
Critically appreciate the major scholarly issues, debates, and interpretations in the field of modern United States history.
LO2.
Formulate complex ideas, defend and qualify them appropriately and civilly, and communicate them concisely, fluently, stylishly and compellingly, in both written and oral forms.
LO3.
Better appreciate the nature of argument and the status and role of different kinds of evidence, and develop a healthily critical outlook on the world.
LO4.
Work in an independent, adaptive, and self-motivated fashion, as well as interact effectively with others for a common outcome.
LO5.
Formulate research problems, and seek out, organize, marshall, and deploy to best effect the relevant intellectual resources needed to solve those problems.
Assessment
Assessment summary
| Category | Assessment task | Weight | Due date |
|---|---|---|---|
| Participation/ Student contribution |
Tutorial Participation
|
20% |
4/03/2025 - 13/05/2025 |
| Essay/ Critique |
Primary Source Analysis
|
30% 1000 words |
31/03/2025 2:00 pm |
| Essay/ Critique |
Research Project
|
50% 2000 words |
27/05/2025 2:00 pm |
Assessment details
Tutorial Participation
- In-person
- Mode
- Activity/ Performance
- Category
- Participation/ Student contribution
- Weight
- 20%
- Due date
4/03/2025 - 13/05/2025
- Learning outcomes
- L01, L02, L03, L04, L05
Task description
Students are expected to prepare for tutorials by doing the assigned reading and by actively participating in those tutorials. In the event of illness, students can make up participation marks by providing their tutor with a medical certificate for the period in question and 1 to 1.5 pages of responses to the tutorial questions related to the readings for the missed tutorial. These should be emailed to the tutor prior to the following tutorial. These responses will be noted by the tutor in lieu of actual participation in the missed tutorial.
Submission guidelines
Deferral or extension
You cannot defer or apply for an extension for this assessment.
Primary Source Analysis
- Online
- Mode
- Written
- Category
- Essay/ Critique
- Weight
- 30% 1000 words
- Due date
31/03/2025 2:00 pm
- Learning outcomes
- L01, L02, L03, L04, L05
Task description
This assignment is designed to develop your skills in the critical analysis of primary sources. On the Blackboard site for HIST2023, use the Resources Hub to find a primary source on a topic covered by the course. The source that you choose should NOT be the same as the primary sources discussed in the tutorials.
In your analysis, you should cover the following issues:
(i) the year / period in which the source was composed;
(ii) the background of the person / people who created the source;
(iii) the purpose for which the source was originally composed and its contents;
(iv) the bias/perspective that is expressed in the source;
(v) the broader significance of the source in terms of its historical context.
You should structure the paper as a single essay, but make sure you fully address each of the five issues above. Also, please be sure to use Chicago 17A (footnotes and bibliography) to document your use of sources. An extensive bibliography is not required. Five secondary sources are sufficient but more can be used. Footnotes, quotes and bibliography are not included in the word limit of 1000 words (plus or minus 10%).
This assessment task evaluates students' abilities, skills and knowledge without the aid of generative Artificial Intelligence (AI). Students are advised that the use of AI technologies to develop responses is strictly prohibited and may constitute student misconduct under the Student Code of Conduct.
Submission guidelines
Please submit by the deadline via the Turnitin link that can be found under "Assessment" on the Blackboard website.
Deferral or extension
You may be able to apply for an extension.
The maximum extension allowed is 28 days. Extensions are given in multiples of 24 hours.
Late submission
A penalty of 10% of the maximum possible mark will be deducted per 24 hours from time submission is due for up to 7 days. After 7 days, you will receive a mark of 0.
Late submission of assessment will incur a penalty of 10% of the marks available for the assessment item, per calendar day or part-day after the due date, for a maximum of 7 days, after which a mark of zero will be recorded.
Research Project
- Online
- Mode
- Written
- Category
- Essay/ Critique
- Weight
- 50% 2000 words
- Due date
27/05/2025 2:00 pm
- Learning outcomes
- L01, L02, L03, L04, L05
Task description
You are required to write an essay of no more than 2000 words (plus or minus 10% and not counting quotations, notes and bibliography) from the list of topics that will be made available on Blackboard. The essay should have an analytical focus, make an argument and be well structured. The essay should have an adequate list of references (10-15 items). It should be an original work written specifically for this course. Please use Chicago Style 17 (footnotes and bibliography).
This assessment task evaluates students' abilities, skills and knowledge without the aid of generative Artificial Intelligence (AI). Students are advised that the use of AI technologies to develop responses is strictly prohibited and may constitute student misconduct under the Student Code of Conduct.
Submission guidelines
Please submit by the deadline via the Turnitin link that can be found under "Assessment" on the Blackboard website.
Deferral or extension
You may be able to apply for an extension.
The maximum extension allowed is 28 days. Extensions are given in multiples of 24 hours.
Late submission
A penalty of 10% of the maximum possible mark will be deducted per 24 hours from time submission is due for up to 7 days. After 7 days, you will receive a mark of 0.
Late submission of assessment will incur a penalty of 10% of the marks available for the assessment item, per calendar day or part-day after the due date, for a maximum of 7 days, after which a mark of zero will be recorded.
Course grading
Full criteria for each grade is available in the Assessment Procedure.
| Grade | Cut off Percent | Description |
|---|---|---|
| 1 (Low Fail) | 0 - 24 |
Absence of evidence of achievement of course learning outcomes. Course grade description: Grade 1, Low Fail (0-24%), is generally awarded in cases where some assessment has been submitted, but it is of wholly unsatisfactory standard or quantity. In work submitted, however, there is no demonstrated evidence of understanding of the concepts of the field of study or basic requirements of the course. |
| 2 (Fail) | 25 - 44 |
Minimal evidence of achievement of course learning outcomes. Course grade description: Grade 2, Fail (25-44%), is generally awarded to work that exhibits deficiencies in understanding and applying the fundamental concepts of the course and field of study, and as such, does not satisfy the basic requirements of the course. Often, one or more major items of assessment will not have been completed. |
| 3 (Marginal Fail) | 45 - 49 |
Demonstrated evidence of developing achievement of course learning outcomes Course grade description: Grade 3, Marginal Fail (45-49%), is generally awarded if a student has submitted work that attempts to meet the knowledge and skill requirements of the course but is only able to demonstrate a superficial understanding of the fundamental concepts of the course. Students will usually have attempted all major pieces of assessment and show that they have an identifiable, emerging ability to apply basic knowledge and skills. |
| 4 (Pass) | 50 - 64 |
Demonstrated evidence of functional achievement of course learning outcomes. Course grade description: Grade 4, Pass (50-64%), is generally awarded where all major items of assessment have been submitted. An adequate knowledge of the fundamental concepts of the course and field of study should be demonstrated and a functional skill level achieved. |
| 5 (Credit) | 65 - 74 |
Demonstrated evidence of proficient achievement of course learning outcomes. Course grade description: Grade 5, Credit (65-74%), is generally awarded where all items of assessment have been completed and a substantial understanding of the fundamental concepts of the course and field of study have been demonstrated. |
| 6 (Distinction) | 75 - 84 |
Demonstrated evidence of advanced achievement of course learning outcomes. Course grade description: Grade 6, Distinction (75-84%), is generally awarded where all items of assessment have been completed and substantial knowledge of the deeper and more complex aspects of the course and field of study have been demonstrated. |
| 7 (High Distinction) | 85 - 100 |
Demonstrated evidence of exceptional achievement of course learning outcomes. Course grade description: Grade 7, High Distinction (85-100%), is generally awarded where all items of assessment have been completed and there is evidence that the deeper and more complex aspects of the course and field of study have been mastered. |
Additional course grading information
A word count that is within ±10% of the set length (word limit) is acceptable. Word count does not include footnotes; however, discursive footnotes are included in the word count. A word count that is outside these 10% will receive a proportionate penalty and will be graded against the grading criteria. For this course, the word count also does not include direct quotes and the bibliography.
Tutorial Participation Assessment Criteria
Your tutorial participation will be assessed according to the following criteria:
1. Evidence of participation in discussions.
2. Evidence of preparation for the tutorial, most notably through completing the set readings.
3. Quality of contributions to discussions.
4. Fostering of group discussions, through courteous and respectful interactions with staff and students.
5. Attendance is necessary to fulfill the above criteria, as per the course requirements, but marks cannot be awarded for attendance alone.
To achieve a grade of 7 (High Distinction, 85-100%), your attendance will be flawless and your participation exceptional. This grade reflects exceptional levels of preparation, mastery of course materials, and very high-quality contributions to, and fostering of, group discussions. You should be able to engage with your peers very effectively.
To achieve a grade of 6 (Distinction, 75-84) your attendance will be excellent and your participation very substantial. This grade reflects excellent levels of preparation, knowledge of course materials, and high-quality contributions to, and fostering of, group discussions. You should be able to engage with your peers effectively.
To achieve a grade of 5 (Credit, 65 – 74%), your attendance and participation will be good. This grade reflects proficient levels of preparation, good knowledge of course materials, and good quality contributions to, and fostering of, group discussions.
To achieve a grade of 4 (Pass, 50 – 64%) your attendance and participation will be satisfactory. This grade reflects adequate levels of preparation and knowledge of course materials, and an acceptable quality of contributions to, and fostering of, group discussions.
To achieve a grade of 3 (Marginal Fail, 45 – 49%) your attendance and participation will be unsatisfactory. This grade reflects irregular attendance and/or participation and superficial knowledge of course materials and basic levels of preparation. However, when in attendance, there is evidence of your ability to demonstrate developing achievement in contributions to, and fostering of, group discussions.
To achieve a grade of 2 (Fail, 25-44%), your attendance and participation will be very unsatisfactory. This grade reflects irregular attendance and/or participation, minimal knowledge of course materials, little evidence of preparation, and mixed to low quality of contributions to, and fostering of, group discussions.
To achieve a grade of 1 (Low Fail, 0-24%), your attendance and participation will be unsatisfactory. This grade reflects irregular attendance and/or participation, an no evidence of preparation, and little or no evidence of quality of contributions to, and fostering of, group discussions.
Primary Source Analysis Assessment Criteria
Your analysis will be assessed according to the following criteria:
1. Ability to identify author or creator of the item.
2. Ability to explain the context of the item.
3. Ability to identify the key components, themes or features that allow critical appreciation.
4. Ability to explain the significance of the item.
5. Ability to critique various interpretations of an item and to employ interpretive perspectives, when applicable.
6. Clear and concise written expression, well presented.
To achieve a grade of 7 (High Distinction, 85-100%), you should demonstrate that you have an exceptional and highly nuanced understanding of the text, document, inscription or object. Your analysis should be critical and sophisticated and provide a thorough assessment of the item’s wider context/uses. Your writing will be very clear and concise, pay strict attention to discipline conventions and have minimal, if any errors in referencing, expression, grammar, spelling and punctuation.
To achieve a grade of 6 (Distinction, 75-84%), you should demonstrate that you have an advanced level of understanding of the text, document, inscription or object. Your analysis should be critical and provide a thorough assessment of the item’s wider context/uses. Your writing will clear and concise, follow discipline conventions and have few errors in referencing, expression, grammar, spelling and punctuation.
To achieve grade of 5 (Credit, 65 – 74%), you should demonstrate that you have a proficient understanding of the text, document, inscription or object. Your analysis should be well considered and provide a fundamental assessment of the item’s wider context/uses. The presentation and referencing of your essay will follow/largely follow discipline conventions, have few/some errors in grammar, spelling and punctuation, and demonstrate your ability to communicate effectively.
To achieve a grade of 4 (Pass, 50 – 64%), you should demonstrate that you have a functional understanding of the text, document, inscription or object. Your analysis should provide a basic level of information and offer an adequate assessment of the item’s wider context/uses. Your organisation, writing, referencing, spelling and grammar will be adequate and use some of the discipline conventions to communicate appropriately.
To achieve a grade of 3 (Marginal Fail, 45 – 49%), you will need to show that you have a superficial understanding of the text, document, inscription or object. Your analysis should demonstrate that you have a developing understanding of the assessment item and its wider context/uses. Your organisation, writing, spelling and grammar will be adequate/poor and your referencing and use of discipline conventions poor/and or inconsistent.
To achieve a grade of 2 (Fail, 25-44%), your work will show that you have only a minimal understanding of the text, document, inscription or object. Your analysis will demonstrate that you
have not understood fundamental concepts or the wider context/uses of the item. Your arguments will be unsupported and/or inappropriate, your organisation and writing will be poor and/or inappropriate and referencing and use of discipline conventions poor/and or inconsistent.
To achieve a grade of 1 (Low Fail, 0-24%), your analysis will fail to demonstrate that you understand the text, document, inscription or object. Your analysis will not provide evidence that you have grasped fundamental concepts or the wider context/uses of the item. Your standard of presentation and expression and use of discipline conventions will be poor or inadequate.
Essay Assessment Criteria
Your essay will be assessed according to the following criteria:
1. Ability to construct a well-reasoned argument.
2. Depth and breadth of knowledge and understanding of central issues.
3. Ability to form a well-structured essay.
4. Engagement with academic sources and evidence.
5. Insight and/or creativity in interpreting texts or constructing a point of view or argument.
6. Capacity to produce a coherent and well-written essay using correct grammar and syntax.
7. Appropriately referenced, as per discipline conventions.
To achieve a grade of 7 (High Distinction, 85-100%), your essay should reflect an exceptional level of achievement. It should demonstrate that you have undertaken extensive, high-level research, that you are able to form a very rigorous, well-organised argument, and that your discussion is original and creative. It should also demonstrate that you are able to evaluate and organise data and/or evidence in a critical manner and that you have a sophisticated and insightful understanding of problems and issues. Your essay should be very well written, clear and concise, pay strict attention to discipline conventions and have minimal, if any errors in referencing, expression, grammar, spelling and punctuation.
To achieve a grade of 6 (Distinction, 75 – 84%), your essay should reflect an advanced level of achievement. It should demonstrate that you have undertaken wide research, that you are able to form a rigorous, well-organised argument, and that your discussion is coherent and convincing. It should also demonstrate that you are able to evaluate data and/or evidence in a perceptive manner, and that your understanding of problems and issues is perceptive and insightful. Your essay should be well written, clear and concise, follow discipline conventions and have few errors in referencing, expression, grammar, spelling and punctuation.
To achieve a grade of 5 (Credit, 65 – 74%) your essay should reflect a proficient level of achievement. It should demonstrate that you have undertaken the expected level of research, that you are able to develop or adapt convincing arguments and justify them adequately, that you are able to evaluate data and/or evidence in a proficient manner, and that you have a proficient understanding of problems and issues. The presentation and referencing of your essay will largely follow discipline conventions, perhaps have some errors in grammar, spelling and punctuation, and demonstrate your ability to communicate effectively.
To achieve a grade of 4 (Pass, 50 – 64%) your essay should reflect a functional level of achievement. It should demonstrate that you are able to apply fundamental concepts and skills, that you have undertaken a basic level of research and have the basic ability to evaluate data and/or evidence, to identify problems and issues, to offer insights and to develop routine arguments. Your organisation, writing, referencing, spelling and grammar will be adequate and use some of the discipline conventions to communicate appropriately.
To achieve a grade of 3 (Marginal Fail, 45 – 49%), your essay should reflect developing levels of achievement. It should demonstrate that you have a superficial knowledge of fundamental concepts and skills, that you have undertaken a basic level of research, made some attempt to evaluate data and/or evidence, to identify problems and issues, and to offer insights. Your arguments, while underdeveloped, show your emerging ability to apply knowledge and skills. Your organisation, writing, spelling and grammar will be adequate, perhaps poor, and your referencing and use of discipline conventions poor/and or inconsistent. Alternatively, your essay may, in part, be well written and suggest human engagement and achievement but (whether actually developed with the help of AI or not) will (a) mostly exhibit the stereotypical and/or superficial understanding characteristic of generative AI text and/or (b) mostly fail, in a manner characteristic of generative AI text, to develop a sustained (multi-layered) argument: This grade is assigned for a total (sum of all the assessment components) in the range 45-49%. See assessment components for specific grading criteria.
To achieve a grade of 2 (Fail, 25-44%) your essay will reflect deficiencies in skill acquisition and in your understanding of the fundamental concepts of the course. It will demonstrate that you have not undertaken adequate research, that you are unable to evaluate data and/or evidence, to identify problems and issues, or to offer insights adequately. Your arguments will be unsupported and/or inappropriate, your organisation and writing will be poor and/or inappropriate and referencing and use of discipline conventions poor/and or inconsistent. Alternatively, your essay may suggest developing or higher achievement but (whether actually developed with the help of AI or not) will (a) exhibit the stereotypical and/or superficial understanding that is characteristic of generative AI text and/or (b) may fail to develop, in a way that is characteristic of generative AI text, a sustained (multi-layered) argument: This grade is assigned for a total (sum of all the assessment components) in the range 25-44%. See assessment components for specific grading criteria.
To achieve a grade of 1 (Low Fail, 0-24%), your essay will reflect that you have failed to meet the minimum learning requirements and skill acquisition for this course. Your essay will demonstrate an absence of research, evaluation of data and/or evidence, and lack argumentation. Use of discipline conventions will be absent, poor or inappropriate, and written expression poor or inappropriate.
Supplementary assessment
Supplementary assessment is available for this course.
Additional assessment information
- ﾠﾠFailure to submit all major assessment items (those worth 15% and above) will result in a maximum grade of 2 (Fail).
- By submitting work through Turnitin you are deemed to have accepted the following declaration: ﾠ‘I certify that this assignment is my own work and has not been submitted, either previously or concurrently, in whole or in part, to this University or any other educational institution, for marking or assessment’.
- All studentsﾠ mustﾠ ensure they receive their Turnitin receipt on every submission of assessment items. YOU MUST CHECK THAT THE RECEIPT CONFIRMS THAT SUBMISSION HAS BEEN SUCCESSFUL.
- A valid Turnitin receipt will be the only evidence accepted if assessments are missing. Without evidence, the assessment will receive the standard late penalty, or after 7 business days, will receive zero. In the case of a Blackboard outage, please contact the Course Co-ordinator as soon as possible to confirm the outage with ITS.
- It is the responsibility of the student to ensure that they are submitting assessment items on a device that is capable of the task, and that appropriate bandwidth and speed is available. If you cannot be sure if your device or internet will enable you to complete or submit an assessment task, you must come onto campus and use one of the University computers in the Library or Computer Labs.
- Plagiarism is cheating and constitutesﾠacademic misconduct.ﾠSee ECP Section 6.1.
- Feedback against the assessment criteria in the form of comments on your script will be provided through Turnitin or on your script directly.
- For information on assessment remarks see: https://my.uq.edu.au/information-and-services/manage-my-program/exams-and-assessment/querying-result
Learning resources
You'll need the following resources to successfully complete the course. We've indicated below if you need a personal copy of the reading materials or your own item.
Library resources
Find the required and recommended resources for this course on the UQ Library website.
Learning activities
The learning activities for this course are outlined below. Learn more about the learning outcomes that apply to this course.
Filter activity type by
Please select
| Learning period | Activity type | Topic |
|---|---|---|
Week 1 (24 Feb - 02 Mar) |
Lecture |
Week 1 Course Introduction & North American Atlantic Colonies In the first hour, we will introduce the structure of the course, assessment requirements and expectations regarding reading. In the second hour, we will introduce students to the general colonial situation in North America. We will learn about the different English colonies and then focus on the initial colonies that formed the United States of America. A key point will concern the regional variations. We will also consider early contact with native inhabitants and the development of a slave economy in Virginia. Learning outcomes: L01, L02, L03, L04, L05 |
Multiple weeks From Week 2 To Week 11 |
Tutorial |
Weeks 2-11 Tutorials Tutorials start from Week 2 and continue through to and include Week 11. Attendance at weekly tutorials is essential to understanding the course. Tutorials are not mini-lectures. They are discussion sessions for the week's readings. You are expected to come prepared to contribute to discussion and debate. The tutorial programme draws upon lecture material, but moves beyond it, extending your understanding of key issues in US history. Your reading, understanding and participation is reflected in your Tutorial Participation mark. Learning outcomes: L01, L02, L03, L04, L05 |
Week 2 (03 Mar - 09 Mar) |
Lecture |
Week 2 The American Revolution In the first hour, we will discuss the reformulation of the British Empire in North America following the Seven Years War (1756-63). We will look closely at some of the imperial legislation leading up to the War for Independence (e.g. the Stamp Act, the Quebec Act) and make the point that the colonies remained loyal to Britain until well after hostilities started in 1774. In the second hour, we will explore how the thirteen colonies came together to declare independence from the British Empire and how the course of the war led them to construct an entirely new nation based on republican principles. We will focus the discussion on the Declaration of Independence (1776) as well as the Constitutional Settlement (1787) and also consider why the rights established in these documents were not extended to slaves. Learning outcomes: L01, L02, L03, L04, L05 |
Week 3 (10 Mar - 16 Mar) |
Lecture |
Week 3 Classes Cancelled due to Cyclone Alfred Learning outcomes: L04 |
Week 4 (17 Mar - 23 Mar) |
Lecture |
Week 4 Securing and Expanding the Nation This week will cover the period 1800-1850. In the first hour, we will focus on the political issues by considering the split between Hamiltonians (Federalists) and Jeffersonians (anti-Federalists), a split symbolized by Jefferson's election in 1800. We will consider how this led to the creation of a two-party system, along with the key issues that divide the parties over trade and slavery. The second hour focuses on the Jacksonian Era, which covers the presidency of Andrew Jackson (18291837) as well as his immediate predecessors. Jackson represents the rise of populism in American politics as well as westward expansion. We will look in particular at Jackson's Indian Removal Act (1830), which leads to a massive dispossession of Native Americans, as well as the annexation of Texas (1845) and the war with Mexico (18461848). Learning outcomes: L01, L02, L03, L04, L05 |
Week 5 (24 Mar - 30 Mar) |
Lecture |
Week 5 Slavery and the Civil War; Reconstruction In the first hour, we will focus on the issue of slavery, and how that practice became a way of life in the southern part of the republic just as it was slowly being abolished in the northern states. We will consider in particular how western expansion and the slave status of the new states eventually led to a confrontation between the North and South over the existence of slavery. We will also discuss the experience of slavery as well as how it came to be abolished during the subsequent Civil War (1861-65). In the second hour, we examine efforts to reunify a divided nation in the period after the American Civil War through to 1877. Attempts were made to deal with the challenges of abolishing slavery and reintegrating the former Confederate states into the United States. Learning outcomes: L01, L02, L03, L04, L05 |
Week 6 (31 Mar - 06 Apr) |
Lecture |
Week 6 The Gilded Age This important period after the American Civil War extended from the last decades of the nineteenth century through to 1904. It was characterized by rapid economic growth, especially in northern and western United States. It was marked by a shift from agriculture to industry, a movement of workers to the cities and to the West, as well as an influx of millions of European immigrants. Learning outcomes: L01, L02, L03, L04, L05 |
Week 7 (07 Apr - 13 Apr) |
Lecture |
Week 7 Woodrow Wilson, World War I and American Isolationism in the 1930s As US President (1912-1920), Woodrow Wilson initially sought to avoid American involvement in World War I but ultimately urged Congress to declare war against Germany in 1917. Congress later rejected the Versailles Peace Treaty and membership of the League of Nations which Wilson had helped propose. His vision of ethnic self-determination inspired many people throughout Asia. During the 1930s, the Great Depression and the memory of losses during World War I contributed to pushing American public opinion and government policy towards isolationism. The lecture examines how this was manifested by a decided reluctance to become involved in European and Asian conflicts until the bombing of Pearl Harbor in 1941 and the outbreak of the Pacific War. Learning outcomes: L01, L02, L03, L04, L05 |
Week 8 (14 Apr - 20 Apr) |
Lecture |
Week 8 After Isolationism: US and the Cold War For nearly five decades after World War Two, the Cold War dominated international relations. And, as well see in the weeks to come, the Cold War also had a dramatic impact on American political and cultural life. The USA and the Soviet Union did manage to avoid nuclear holocaust. Significant, too, was the dismantling of the old European colonial empires, which both complicated and exacerbated the tensions between the superpowers. Learning outcomes: L01, L02, L03, L04, L05 |
Week 9 (28 Apr - 04 May) |
Lecture |
Week 9 A Change is Gonna Come: Civil Rights While the Supreme Court's 1954 landmark decision in the case of Brown vs. Board of Education of Topeka, Kansas, paved the way for a renewed struggle for civil rights, African Americans were still convinced that the discrimination they had endured in the South since the era of slavery would not disappear quickly. The Montgomery bus boycott of 1955-56 was notable as the first major collective action by African Americans following the Brown decision. The organization and success of the bus boycott came to be attributed particularly to Rev. Martin Luther King, Jr. who became the symbol of the civil rights movement. Learning outcomes: L01, L02, L03, L04, L05 |
Week 10 (05 May - 11 May) |
Lecture |
Week 10 Labour Day Public Holiday There is no lecture this week however tutorials will be held as usual. Learning outcomes: L01, L02, L03, L04, L05 |
Week 11 (12 May - 18 May) |
Lecture |
Week 11 New Frontiers, Great Societies In the 1960s, John F. Kennedy, and particularly Lyndon Johnson, sought to use the office of the Presidency to implement a liberal agenda based around the intervention and authority of the Federal Government. The period did witness significant reform in the areas of race relations, education, housing, and health care. However, this period of liberal triumph also sowed the seeds of liberal decline, as the political consensus upon which it was based was whittled away by political indifference, public apathy, a conservative revival, and by the war in Vietnam. Learning outcomes: L01, L02, L03, L04, L05 |
Week 12 (19 May - 25 May) |
Lecture |
Week 12 Nixon, Ford, Carter & Reagan Even during the 1960s - the high point of post-war American liberalism - the seeds of conservative revival were flourishing. Near the end of the 1960s, the United States elected the conservative Richard Nixon as President. Nixon's second term was dominated by the Watergate scandal. Gerald Ford pardoned Nixon and served out the remainder of Nixon's term. We also discuss the legacy of Democratic President Jimmy Carter who was in turn defeated by the Republican Ronald Reagan. PLEASE NOTE: NO TUTORIALS THIS WEEK. Learning outcomes: L01, L02, L03, L04, L05 |
Week 13 (26 May - 01 Jun) |
Lecture |
Week 13 9/11 and the War on Terror The attacks of 11 September, 2001, shocked the American people in a similar way as the attack on Pearl Harbor had done sixty years earlier. Why has the United States taken such a keen interest in the Middle East? How significant is the relationship between the United States and Israel? PLEASE NOTE: NO TUTORIALS THIS WEEK. Learning outcomes: L01, L02, L03, L04, L05 |
Policies and procedures
University policies and procedures apply to all aspects of student life. As a UQ student, you must comply with University-wide and program-specific requirements, including the:
- Student Code of Conduct Policy
- Student Integrity and Misconduct Policy and Procedure
- Assessment Procedure
- Examinations Procedure
- Reasonable Adjustments for Students Policy and Procedure
Learn more about UQ policies on my.UQ and the Policy and Procedure Library.