US History Part 2 - Day School
By 1945 the USA was Master of the World, a true Super Power both mighty and philanthropic. Over three hundred years, the unsurpassed ambiutions, capabilities and achievements of millions of immigrant from dozens of countries had sort their "Shining City upon a Hill" in seeking their American Dream; but as it goes with all previous world empires, is their dream now fading very fast? The course considers this position and its consequences for our 21st century, asking will America once more withdraw into splendid isdolation or can it and will it re-invent itself?
Additional information about this course
No fee waiver available on this course
This is the second party of a narrative history of the USA. Following its Civil War of 1865, the USA had become by the 1950's the 20th century's sublime achievement, indeed the aspiration for all liberal, democratic nation states. Yet the USA's "State of the Nation" following her continuing decline post Vietnam has now led many Americans to believe that their America Dream of the 1950's is no longer achievable to them and even less so for their children. The course considers and concludes as to why this is happening.
Who is the course for?
What topics will this course cover
The course will focus upon four sequential periods. 1. 1865-1890: America's Continental Imperialism. 2. 1890-1939. Splendid Isolation, Blue Water Imperialism and World Power. 3. 1941-2001. The America Dream, whilst organising the inevitable imperial hypocrisy 4. 2001- 2016 and beyond. Towards the new American century?
What will it be like?
WEA classes are friendly and supportive. You will be encouraged to work together with your fellow students and tutor. You will be asked to share your ideas and views in the class and work with the group to give and accept feedback in a supportive environment. The WEA tutor will use a range of different teaching and learning methods and encourage you to be actively involved in your learning. You may be asked to undertake work to support your course outside of your class.
By the end of the course I should be able to:
1. Identify two examples of American Imperialism. 2. Provide one reason why the achievement of universal civil rights for all adult US citizens was delayed by over one hundred years following Lincoln's abolition of slavery in 1865. 3 Name two factors that led in 1997 to the creation of the Republican Party neo-conservatives political philosophy of "The New American Century", and two reasons why, by 2010, it had collapsed being replaced by the new Republican Party evangelical "Tea Party" grass routes movement..
How will I know I'm making progress?
1. Informal feedback through two separate 15 minute general Q&A sessions. 2. Several ice breakers to discover the width and depth of subject knowledge over the duration of the day school. 3. In asking the class to tell me about the effectiveness or otherwise of my teaching methods, and if and how they inhibit their learning. 4. Anonymous feedback on the "Tell it...." self completion forms that will at least let me know what I need to improve in my teaching practise for my next day school.
What else do I need to know, do or bring?
Only a note pad and a pencil. I will let any learner who request it with a down load of my Power Point images (some 200 at approx. 50 MB) onto their own flash drive memory sticks. I talk to my PowerPoint images essentially composed of maps, charts, tables, illustrations, paintings, cartoons, photographs, time-lines, etc. These provide learners with a logical framework to the course' contents that avoids their need for note-taking.
Reading and information sources
A proposed reading list will be made available to all learners on the commencement of the course. In addition I will mention subject relevant exhibitions at local and London museums and art galleries, and I'll publish a list of relevant websites primarily from historical publications for additional information.
What could the course lead to?
In addition to my reading list available to all learners I'll endeavour to establish if any similar WEA, U3A and/or Historical Association courses are planned within reasonable proximity to the branch.