Albert Bierstadt, "Valley of the Yosemite" (1864) from WikiArt


Assignments & Grading/ Class Schedule/ Quizzes / Document Review Paper/ Exams

Class Bulletin Board / Welcome!

Our Last Quiz will be Tuesday 5 December (postponed)

Quiz #3 Returned Tuesday 5 December

Questions will be up by Thursday

Below are the links to the Long Beach Oral History Collection in general, and the interviews on birth control in particular. You can use these interviews as documents for your paper.


On Birth Control: Feminist Health Movement/


Class Purpose and Goals:

Welcome to the Upper Division Survey of U.S. History, 1865 to the present. This course is a topical survey of U.S. economic, social, and political history. Your task is to comprehend and to find patterns in the broad sweep of our past, and as with most introductory courses, you will be challenged by the work required. Toward a general understanding of American history from the Civil War to the present, serious students should work for the accomplishment of three important goals:

1-knowledge of the significant events, people, and trends;

2-an understanding of major interpretations and different perspectives;

3-the development of your own opinions, and an awareness of the way in which you yourself interpret history. Do you find the economy to be the most defining of changes and continuities in the American past, or politics? On the other hand, is the American past best characterized by social changes from the bottom up, or by the ways in which mass culture is constructed in the twentieth century? I urge you to consider your own approach to the past, to be aware of your own interpretation, and to understand why you think some events, people, institutions, or movements are more important than others.

The best way to accomplish these goals is to spend thoughtful time with lectures, reading, and assignments, then to ask your own questions of the material. Lectures and assignments will provide you with themes and significant questions. Thinking about the historical themes and questions, and outlining answers, should lead you to your own questions and ideas. I suggest you read over each chapter a couple times, create lists of events, people, and issues emphasized in class/ reading, and to apply major ideas to an understanding of class documents.

Beginning at the crossroad years following the American Civil War, we will follow American expansion in time and space to the post Vietnam years, to the years in which most of you were born. I urge you to find your way through American history via the idea of generations. How do generations of Americans both experience and define history? To what extent do the generations of your own family reflect significant patterns in U.S. history from the twentieth to the twenty-first centuries? I also encourage you to visit local museums and historical sites as you are able.

(This class is designed to meet the requirements of Upper Division GE, Title V, the Information Competence Requirement, and for History Majors--either credit for the lower division U.S. survey or elective units)


The web here at is our main syllabus--I will only use canvas minimally for readings and for turnitin. There is NO more Moodle, so we will not have Moodle for this class. Again, use our website syllabus.

Regarding Class:

Be respectful of your instructor and of others in class, please, turn off all electronic contraptions. You may use lap tops for note taking, but please, no multi-tasking, looking up on the wiki, reading, emailing, doing other homework, etc. Also, do not sit in the middle of the classroom, then in the middle of the hour get up, leave, and return. If you are expecting some kind of emergency, just let me know before class and sit by the door. Use class as an opportunity to leave the crazy world outside, and to use your historical imagination--to focus.

No Make-Ups unless you have a documented excuse.

Office Hours. My official Office Hours are Tuesdays from 6 to 7 PM, and Wednesdays from 3:30 to 5:30 PM. You also can find me in my office during Advisement Hours, which tend to be busiest at the beginning or end of the semester (Just click "Yamane Advising" on my main Index page).

If you have any questions or concerns, please do not wait until the day before or after work is due. I encourage you to come by to see me with questions, comments, or problems, and in fact, I very much value meeting with students individually. In a large class, as many of our classes now are, it helps me to better understand both you and your work. As a general rule, you should push yourself to attend office hours. You will get more out of your classes overall, and more out of CSUN.

Please also make use of the many learning resources found here at the university--if you are not familiar with them, just ask.

Attendance. Come to class and please, be on time. You are responsible for what is covered and discussed in class. IF you have to miss class, get notes from another student, look them over, then come by to see me with any questions.

Plagiarism. No plagiarism allowed, the using of others' work without proper attributions and citations. Any time you "cut and paste" from the web or copy others' words without marking them with quotations, you engage in plagiarism. It renders the assignment useless (to help you develop critical thinking and basic writing skills), and it is easy for instructors to find. Why even bother? Reading, writing, and thinking about significance is not easy; it requires time and thoughtfulness. If you put-in this time, you will be amazed by your ability write engaging essays. Really.

Also, you may ONLY use class material in your essays--that is the Henretta text, the required books, and the additional Moodle readings, as well as class lecture and discussions.

Required Readng:
1-Documents:  Linked on Moodle
2-Textbook:  James Henretta, et al, America: A Concise History, Volume 2, Sixth Edition
                 (Bedford/ St. Martins, 2012)
3-Paul Collins, Murder of the Century:  The Gilded Age Crime that Scandalized a City and
                 Sparked the Tabloid Wars (Broadway Books, 2012)
4-Gene Roberts and Hank Klibanoff, The Race Beat:  the Press, the Civil Rights Struggle, and
                 the Awakening of a Nation (Vintage, 2007)
5-Neil Postman, Amusing Ourselves to Death:  Public Discourse in the Age of Show Business
                 (Penguin, 1985 & Revised 2005)
6-Additional Readings Posted on Moodle from Taylor Branch (Parting the Waters); Tony
                 Horwitz (Confederates in the Attic); Wallace Stegner (Bluebird Sings, Lemonade
                 Springs); David Stowell (Streets, RR, Great RR Strike 1877); Robert Caro (Power
                 Broker); Isabelle Wilkerson (Warmth of Other Suns); Andrea Tone (Devices & Desires,
                 Age of Anxiety).

Important Note: All of these class readings are from first rate writers. I promise you will enjoy them!