I teach the three term Sequence of United States History Courses
HST201-202-203
1607-1820, 1820-1900, 1900-1990
Brief Objectives
Develop knowledge and understanding of people and events that shaped this nation's history from 1607 to 1990. (dates vary as listed above)
Develop the ability to analyze and interpret historical data from multiple (sometimes conflicting) sources and develop multiple perspectives.
Develop meaningful connections and insights into the links between "history" and contemporary times.

*** I am currently using the Cengage Brain Brief Combined 7th Edition of Liberty Equality and Power by Murrin, et al.




82  
(2) sections of 42 students
*** we are on the (3) QUARTER system, not semesters as the question asked above.



Probably for the last 8 or more years.




7th brief combined Cengage Brain edition



none for the U.S. History course sequence.


The book is VERY significant to the course.


I’ve seen some publishers going towards the "global" perspective.  While interesting, its success depends on students having a pretty good understanding of U.S. history itself.  I have not found that to be the case with the overwhelming majority of my students.  I've taught U.S. History for the last 28 years and the lack of knowledge and understanding of the most basic events has grown.



I use portions of documentaries that can be found at PBS site such as:
http://www.pbs.org/show/american-experience/
The Library of Congress has some special sections that are applicable to my classes, such as:
https://www.loc.gov/collections/civil-war-glass-negatives/articles-and-essays/does-the-camera-ever-lie/
Political cartoons, and their analysis by my students, play an important part if all of my courses:
http://www.harpweek.com




My second objective, listed on my syllabus is: Develop the ability to analyze and interpret historical data from multiple (sometimes conflicting) sources and develop multiple perspectives.  In my hybrid courses, this is usually done in online forums where all students participate, analyzing sources and addressing meaningful questions, most of which do not require the same answer or perspective from all students.




Students really need to become critical thinkers, especially in this day and age.  Take, for instance, the lack of media honesty (delivering the who, what, where, when parts of the stories, whose main purpose is to INFORM the public) in our last Presidential election.  This happened before in the 1948 Dewey Defeats Truman election.  However, in our time, with so much more "data" and "connectedness", humans can still make the same mistakes.  So, I would say that a careful analysis of a question, informed by actual U.S. historical events (rather than emotion) would be the type of informed opinions that I would deem a valuable skill for my students to possess at the end of my courses.


Based on the lack of Constitutional knowledge prevalent in the nation today, the only “theme” that could have been presented more strongly, in my opinion, would be the Constitutional basis of Lincoln’s plan for Reconstruction (based upon the Executive branch’s power to pardon) and the Congressional plan (the passage from the territorial phase to statehood, as had been the right of Congress since the founding and addition of states following the original 13).

The strongest part of the chapter are the comparing and contrasting of Johnson’s Plan for Reconstructions and the Radical Republicans’ Congressional Plan, which was eventually implemented.  It very clearly illustrates the significant transformation that took place as two of the branches of government struggled for power.

For this chapter, my only complaint would be including all of the "parts" of Grant's administration.  Clearly, what is included is chronological and factual, but civil service reform, foreign policy, and scandal are not truly encompassed by the chapter's main theme, which is Reconstruction.  
When I teach these events, I save them until Gilded Age section, which is when I teach Chapter 20 The Rise of Corporate America.


Again, I like the fact that the strongest part of the chapter, the Executive vs. Legislative branches of the federal government, are relevant to issues the nation faces today.  You would think after the election of President Trump that our entire system of government was controlled by a dictator, given the hysterical reaction of the uninformed.  Clearly, given today’s date (March 30, 2017 and the “failure” of the executive’s plan, due to the lack of Congressional votes), there are historical lessons to be learned from the period of Reconstruction.

My only concern here is organizational.  While I understand chronological "jumps" are necessary in a U.S. History survey text (Chapter 19 begins with Rutherford Hayes and the Great Railroad Strike, even though Hayes was "introduced" 2 chapters before this on, in Chapter 17 on Reconstruction), and I AGREE with that jump, by the way, I am more concerned about the section on Middle-Class Women and Work, The Woman's Club Movement, and The "New Woman".  In my view, this information should be kept together with the Chapter 20 Cities People Culture (where the New Sexuality and Feminism is presented), and even Chapter 21 Progressivism (where settlement houses, suffrage is presented).  
Again, this is most probably my own bias, as Lane Community College DOES offer a women's history course, where these historical connections are more easily accomplished.
For example, separating "obsession with physical and racial fitness" and Social Darwinism (Ch19) from Margaret Sanger and birth control (Ch20) is a connection that is simply not made by the students, and must be specifically pointed out by the instructor (if he or she wishes to do so).


Yes they are.  

The major theme:  How the federal government and corporations consolidate their power in the years following the Civil War VERSUS the common man (farmer/worker) who fights for his share of the economic benefits of capitalism is yet another opportunity connect history to events happening today.  So many of my students MISTAKENLY believe that only within their lifetimes have Wall Street and mega-corporations achieved their imbalance of income and power and ability to manipulate the political process in our nation.  The history presented in this chapter enlightens them to discover otherwise.


I mentioned the women history sections in my previous "organization" of the chapter answer.  (several questions before this one)


Chapter 19 is one of my favorites and it is where I end my HST202 course.  I come from a farming family on my father's side and the L. Frank Baum Wizard of Oz allegory (and ALL of the controversy surrounding it... what it or what is not related to the Election of 1896 and Populism) allow for plenty of critical thinking opportunities.


The two topics Great Depression and New Deal are not, in themselves, themes.  The struggle of the average citizen and the struggles of the federal government in providing solutions are the main themes.  The Rhetoric versus Reality section, while confined mainly to capitalists versus labor unions, could really become the more important, all-encompassing theme of the chapter.  Did the various acts and agencies passed and established by the federal government succeed or fail?  What lessons can be learned as Americans look to the government for answers today?

The section on the First New Deal is the strongest, in my opinion.  It focuses on the "relief, recovery, and reform", three policy areas with which the numerous alphabet agencies can be categorized.  The students I teach really are in great need of organizational aides, whether it be in note taking during lecture or while reading their textbook. 


I attended a week-long seminar for U.S. History instructors at Stanford University in 2014.  Professor Gavin Wright (Emeritus William Robertson Coe Professor of American Economic History) presented the latest scholarship and data clearly indicating the most important causes of the depression to be mistakes by the Federal Reserve Board, followed by the Hawley-Smoot Tariff.  This was the only reason why I considered marking this chapter as NOT having the latest scholarship.  Again, my own anecdotal evidence (although we ARE taking about Stanford University), led me to conclude that the single paragraphs each of these reasons received on page 675 were simply not enough.  Equal space is given to the outdated Stock Market speculation claim, and twice as much space is given to the maldistribution of wealth.


I was lucky enough to take an entire 18 week semester in an upper division college course on JUST the New Deal.  Now, unfortunately due to time constraints, I have to teach BOTH the Great Depression and New Deal in a one week timeframe of a 10 week long quarter.   This particular chapter is the one in which I must do the most "cutting and condensing" myself.  While entire books have been written on the subject, Liberty Equality and Power has it down to a single 38 page chapter.  Now I just need more time.

For this full, hard-bound edition of the textbook, what is currently provided is just right.  I am impressed with the number and quality of color images, maps, charts, etc.  Since I am currently using the brief, Cengage Brain, non-color version of the text (for the narrative), I am VERY happy that the instructor resources include most all of the images used in the full text.


In 28 years of teaching U.S. History, I find the textbook introductions and conclusions to be the best I've ever read.  I often encourage my students to AT LEAST read them before class and to re-read them before exam time.

The chapter breakdown for my institution quarter breakdown of the courses, 1670-1820, 1820-1900, 1900-1990 are essentially PERFECT.  10 week terms.  10 chapters per term.  Students read 1 chapter a week.

The narrative is strong and the organization of the information is still very good. I've seen textual changes between editions, so I know that the text is still being managed and edited.  Sometimes, the flaws or issues I used to point out to previous classes no longer exists in new versions.  That's good, although I lose the teachable moment.  Other times, usually less frequently, sentences/phrases/lines that I used to LOVE to use in earlier editions, get omitted or changed.  As you can see, I certainly USE this textbook and require my students to do the same.



Earlier editions had occasional chapters that tried to do "too much" for a survey course.  In one colonial, pre-Revolution chapter, I recall counting over 40 historical individuals that were mention by name... far too many.  This continues to be the problem of ANY survey textbook that needs to be everything to every instructor.  (My dream is to have access to the electronic textbook version that my students will see, and I have the ability to remove/block/redact any of the sections, and even SENTENCES, that my students don't need to read.  I know I get some of this in the MindTap version of the book.  However, I am not using that at this time.   Most students, who fill out my class surveys, still prefer the paper, physical textbook.)

The cost has continued to rise, unfortunately.  10 years ago, my $65 textbook, useable in all three of my courses, was the best deal in the department (and the better textbook).  I still approve of the book, but the current cost to students is $100.

This isn't a weakness in the title itself, but recently Cengage made a change.  It used to sell individual chapters to students on its website.  I was happy to direct students to Cengage directly, were for $25 ($2.49 per chapter, 10 chapters required) they could have the current edition of the textbook (electronically) for the term.  That "per chapter" option disappeared this year.  At least they can rent the entire textbook for the term for $25, and still get access to the 10 chapters they need.