Welcome to my website. Here you can read my blog about my ongoing research projects. You can also read my bloviating about current events from a historical perspective. You can also find information about my projects, teaching and find ways to contact me

U.S. History: Civil War to Present (Syllabus)

HIST 1201: United States History 1896-present
Time: 12:20-1:45 Wednesday/Friday
Place: Room 5402
Instructor: Dillon J. Carroll
Office: Room 7008
Office Hours: W/F: 11-12pm or by appt.
Email: dcarroll@sfc.edu or dillonjc@uga.edu

 The Course

 The year is 1865. The American Civil War has just ended, after Robert E. Lee surrendered the Army of Northern Virginia in Wilmer McLean’s parlor near Appomattox Courthouse. The United States spent over $3 billion dollars, and 750,000 lives defeating the Confederacy. But the Union of the states has been preserved and 4 million slaves have been irrevocably freed from bondage. But in what image would the new United States become? Former slaves were no longer in bondage, but were they citizens of the new America? What about the millions of immigrants daily arriving from Europe and Asia? What about women? This course shall examine the history of the United States from the end of the Civil War, to the present. You shall learn a broad knowledge of this country’s history, with close attention paid to the social history of the people who lived through the times. You shall learn how the idea of citizenship changed over the last 150 years, from encompassing only white men, to including multiple races, classes, and genders.   


Eric Foner, Give Me Liberty!: An American History, Vol. 2
Kevin Boyle, Arc of Justice: A Saga of Race, Civil Rights, and Murder in the Jazz Age
Martin Luther King, Jr., Why We Can’t Wait: Letters from a Birmingham Jail
Ronald Story and Bruce Laurie, eds., Rise of Conservatism
Course Documents

It is my hope that you will come to class having read the assigned materials for the day. If you come to class having not read the material, the lectures may seem strange and foreign to you. I have learned that an effective way to make sure that students are keeping up with their assigned readings is to administer quizzes. I will be administering quizzes at my discretion throughout the semester to make sure students are reading. When assigned, you are expected to have read the assigned documents. In addition, come to class with the printed documents in hand and be ready to engage in discussion of those documents.


I will be taking attendance for this course. You have 2 absences on the house. These 2 absences are free of charge. What this means is, if you are absent for whatever reason, do not send me a doctors note, or a note from your lawyer, or a note from mom and dad. Use 1 of your 2 free absences. If you are absent from class more than 2 days points will be deducted from your overall participation score. Cases of serious emergencies will be considered, in other words, if you catch the Hantavirus and are in the hospital fighting for your life I will be granting leniency for your absence. Everything must be documented. What this means is, if you are subject to a serious emergency and you feel I should be lenient with your absence, please come to me with some form of documentation. If you simply show up to class and tell me that you caught Malaria and could not come to class, I will not be lenient with your absence. 

 Class Behavior

Please show up on time. Everyone is late now and again, and I simply ask that you try and enter the room as quietly as you can so you do not distract your fellow students or me. If you are consistently late to class, I will start counting you as absent. Stay off the Internet. If you use a laptop for notes, you must send me copies of your lecture notes each week. In my time as a teaching assistant I sat in the back of the class each semester and watched students with laptops scroll on Facebook or search the internet, basically doing anything but taking notes. This ensures you are actually taking notes and not diddling on the internet. Do not use your cell phone for any reason, that includes texting your friend how bored you are, taking your turn on Words with Friends or Draw Something, anything at all. If there is an emergency and you need to be notified, tell your family to contact the school and the school will contact you. Using your phone distracts your fellow students, and it distracts me (I can notice someone on their phone versus someone taking notes).

Academic Honesty

When you become a student at St. Francis College, you have agreed to abide by an Academic Integrity Principle. You may not know that, but that does not mean you did not agree to uphold the principles of honesty that St. Francis College supports. The Academic Integrity Principle, broadly stated, “means students have done or have prepared the work or research in or out of class that bears their names and that they have given proper acknowledgement for the use of materials and sources.” Plagiarism, of any kind, will not be tolerated, and I am legally obligated to report academic dishonesty to the student affairs council. Please consult the student handbook for more information on this.

Assignments and Grading

Participation: 10%

Midterm:         20%

Final:               25%

Papers:            30%

Quizzes:          15%                

Course Schedule

Week 1: Introduction

W 1/18            Introduction

F 1/20Reconstruction I

Reading: Foner, Chapter 15

Week 2: A New America

W 1/25 Reconstruction II

F 1/27 Rise of Big Business and Labor Tensions

Reading: Foner, Chapter 16; Course Documents

Week 3: Growing Pains  

W 2/1 Election of 1896

F 2/3    Rise of Jim Crow

Reading: Foner, Chapter 17; Course Documents, start reading Kevin Boyle, Arc of Justice

 Week 4: Progressive Era  

W 2/8Rise of Progressives  

F 2/10Progressive Politics

Reading: Foner, Chapter 18; Course Documents, read Boyle, Arc of Justice

Week 5: The World at War  

W 2/15 The Great War

F 2/17The War at Home  

Reading: Foner, Chapter 19; Course Documents, read Boyle, Arc of Justice

Week 6: The Roaring Twenties

W 2/22 America after the War

F 2/24Culture Wars  

Reading: Foner, Chapter 20; Course Documents, read Boyle Arc of Justice

Week 7: Great Depression and the New Deal  

W 3/1 The Great Depression

F 3/3    FDR and the New Deal

Reading: Foner, Chapter 21; Course Documents

Week 8: The New Deal and the Rise of Fascism  

W 3/8 The Road to War

F 3/10 Midterm  

Reading: Foner, 794-834; Course Documents

Week 9: Spring Break (NO CLASS)

Week 10: World War II
W 3/22 The Home Front During the War

F 3/24 The Cold War and the Anticommunist Crusade

Reading: Foner, Chapter 22, 23; Course Documents

Week 11: The 1950s

W 3/29 Rise of Affluence  

F 3/31 In the Shadow of Affluence  

Reading: Foner, Chapter 24; Course Documents; Keep Reading Why We Can’t Wait

Week 12: The Sixties

W 4/5 Days of Hope

F 4/7    The Trouble of Vietnam

Reading: Foner, Chapter 25; Course Documents; Keep Reading Why We Can’t Wait

Week 13: The Sixties and Seventies  

W 4/12 Days of Rage  

F 4/14 The 1970s (NO CLASS)

Reading: Course Documents; Keep Reading Why We Can’t Wait

Why We Can’t Wait Paper is Due

Week 14: Rise of Conservatism

W 4/19 Social Movements  

F 4/21 Reagan’s America

Reading: Foner, Chapter 26; Course Documents, start reading Ronald Story and Bruce Laurie, eds., Rise of Conservatism

Week 15: Toward Modern America

W 4/26 Clinton, Bush, Obama and Globalism

F 4/28 Toward Trump

Reading: Foner, Chapter 27, 28; Course Documents, read Story and Laurie, eds., Rise of Conservatism

Week 16: Finals Week










History of Medicine in America (Syllabus)

US History: Pre-Columbian to the Civil War (Syllabus)