History of American Entrepreneurship – HIUS 360

CG • Section 8WK • 11/08/2019 to 04/16/2020 • Modified 07/28/2020

Course Description

The growth of the American economy from the 18th century to the present. The interaction between government, business and labor will be analyzed with emphasis on the development of the modern business corporation. (formerly American Economic History)

Prerequisites

None

Rationale

An in-depth study of America’s economic development is essential in understanding that nation’s unique and powerful role in the world. Without falling into the extremes of economic determinism, it is nonetheless necessary to have a working knowledge of American economic history to understand and assess human motivations within a free society.

Measurable Learning Outcomes

Upon successful completion of this course, the student will be able to:

  1. Identify the major shifts in American economic development from the colonial period to the present.
  2. Demonstrate an understanding of American monetary and banking policies throughout the period.
  3. Assess and articulate the values of a free market society and the extent to which government should or should not intervene.
  4. Interact with secondary and primary sources relevant to American economic history.
  5. Articulate the evolvement of and arguments for/against an American national debt.
  6. Draw meaningful relevancy between the content learned and the dynamics of “real-world” economics.
  7. Begin to develop a Christian worldview of American economic history.

Course Assignment

After reading the Course Syllabus and Student Expectations, the student will complete the related checklist found in Module/Week 1.

Discussion boards are collaborative learning experiences. Therefore, the student is required to create a video thread in response to the provided prompt for each forum. Each video thread must be 2–2 1/2 minutes of student-spoken audio. In addition to the thread, the student is required to reply to 2 other classmates’ threads. Each reply must be 1–1 1/2 minutes of student-spoken audio.

The student will conduct a stock market simulation by “purchasing” at least 2 “blue chip” and 3 “growth” stocks, then monitoring their value over a 1-week period. After the 1-week period, the student will document each step of the process, taking care to explain reasons for choosing the stocks, fluctuations in stock prices, and key economic pressures that reflect historic trends and issues. This report must be 2–3 pages and must include a specific list of the stocks as well as their symbols, purchase prices, and closing prices at the end of the week.

The student will research a list of items most commonly used in his/her daily life. The student will then complete a short assessment on the items and information found using the provided template.

The student will argue for or against a topic concerning American economic issues. The student will complete this assignment using copious evidence gleaned from course materials as well as by researching online and other available sources. The paper must be 5 pages, use both primary and secondary sources, and be argumentative in tone. No fewer than 5 primary sources and 5 secondary sources must be used. Of the 10 total sources, at least 2 must be books and at least 6 must be articles. All sources must be properly cited using current Turabian format.

Each module/week, the student will complete a quiz on the Reading & Study materials for that module/week. Quiz questions may consist of multiple-choice true/false, or essay questions; answers to essay questions must be at least 100 words. Each quiz will have a total of 16 questions and a time limit of 1 hour.