H106
American History: 1865 to 1980s
(Section C649) Fall 2000
Tuesday and Thursday 9:30am-10:45am
Cavanaugh Hall – Room 217
(Three Credits)

Professor: Robert T. Grimm Jr.
Office: Cavanaugh Hall, Room 313
Office Hours: You may come to my office for walk-in office hours on Tuesdays from 11:00am-12:00pm and 2:30-3:30pm; I will gladly meet with you at additional times by appointment.
Office Phone: 317-274-2072
Office Mail: Cavanaugh Hall, Room 504M
E-mail: bgrimm@indiana.edu I (usually) check my e-mail numerous times each day.
Department Website: http://www.iupui.edu/~history/

Course Overview:

This course broadly explores American history from the end of the Civil War to the Reagan Revolution. Three major objectives of this course will be to critically examine and interpret 1) primary historical documents (such as autobiographies, letters, and speeches); 2) secondary sources written about historical events, people, or themes (such as biographies and articles written by historians and video documentaries); 3) the development and themes of American history. To achieve these goals, we will read, analyze, and discuss numerous primary and secondary historical sources. Additionally, we will assess the effectiveness of other people’s historical interpretations as a way of learning how to write good history. Subsequently, students will spend the semester writing and rewriting their interpretations of American history. Indeed, one will need to master a body of factual material to make legitimate interpretations but memorization will be de-emphasized and evaluation, synthesis, and analysis skills will be emphasized.

At the end of this course, you should be able to:

General Class Environment Rules: 1) Please turn off cell phones and beepers during class meeting. I will only make exceptions in cases of emergency; 2) I will not allow any student to hurt or hinder another student’s learning; 3) Please do not bring children to class. Of course, I will make exceptions for special circumstances; 4) Please try to arrive at class on time each day and stay until class is over. Students who arrive late or leave class early disturb the entire class.

Grading Policy:

Your final grade derives from your achievement of all course expectations. Please feel free to discuss the criteria for any assignment with me before the due date. The Course Expectations section notes the percent of your semester grade allocated to each assignment. Specific criteria, for some assignments, are noted below and others will be discussed during the progression of the course. I will expect all students to demonstrate advanced cognitive skills on each course assignment: application, analysis, synthesis, and evaluation. Other general evaluation criteria include: 1) arguments defined and developed; 2) all assignments typed; 3) no grammar or spelling errors; 4) and all sources cited according to the Chicago Manual of Style. An excellent website that describes this citation style is:

http://department.monm.edu/history/SACordery/HowtoCiteforHistory.htm

I will not accept late work unless you have made prior arrangements with me. All written work is due at the beginning of class on the due date. Please keep an extra copy of all work handed in to me. If you feel that an assigned grade does not fairly represent how well your work met the evaluation criteria, please request that I re-grade your work. Such a request must be accompanied by a written argument as to why you believe you earned a higher mark.

Please be aware that the university policy states that a course grade of an incomplete is only for students who have completed most of the course requirements and have been prevented from finishing the course due to significant or unanticipated circumstances.

Course Expectations (and Grade Breakdown):

25% Participation: Each class meeting centers on discussions of assigned

readings (with only a few short lectures by the instructor) and requires active and constructive participation. Furthermore, one must complete readings on time, volunteer insightful and reflective comments during class, and finish non-graded writing assignments on time to achieve a high participation grade. Consequently, attendance at each class session is expected and more than three absences will lower your grade. I will, however, excuse you if you have a legitimate reason for your absence. Although my evaluation of your participation and your completion of non-graded writing assignments will contribute to your final grade, an equal portion of your discussion grade will be determined by a self-evaluation of class participation. This self-evaluation will be completed at the end of each class and ask you to rate yourself according to the scale below. In general, I will rarely--if ever--lower your self-evaluation but I may raise your self-evaluation. We will discuss the self-evaluation tool in detail during the first day of class.

1 Point = I Showed up for class.
2 Points = I showed up for class and did the readings assignment.
3 Points = I showed up for class, did the reading assignment, and spoke up once.
4 Points = I showed up for class, did the reading assignment, and spoke more than once.
5 Points = I showed up for class, did the readings assignment, and made an equitable amount of comments in quality and quantity.

75% Interpretation Papers [Part I Paper (15%), Part II Paper (25%), and Part III Paper (35%)]: Throughout the semester, you shall be asked to write, revise, and revise again a paper that offers a well-argued interpretation of American history. The purpose of the paper is for you to articulate, in a clear and concise way, a major theme (or major themes) that connects a large portion of the course materials. These themes shall be modified as you see how concerns and conditions of the late nineteenth century, for example, shifted significantly during the Great Depression and World War II, and again by the 1960s. You shall constantly be reworking this paper in the light of criticisms of your prior drafts, new materials, and even conversations that you have with peers and the professor. It will grow from two to three pages in a first draft to five to six pages in the final draft (note: the final draft should look very different from the first draft). A good share of class discussion will involve this paper and you are always welcome to discuss the paper with your instructor at anytime. Replacing formal exams, your paper can be one of the most rewarding things you do this semester if you put time and effort into it throughout the semester. Certainly, it will leave you with literary and persuasive skills that you can deploy for the balance of your life.

Academic Code of Conduct: The Indiana University Code of Student Ethics defines "academic misconduct" as "any activity which tends to compromise the academic integrity of the institution and undermines the educational process. Academic misconduct includes, but is not limited to...cheating, fabrication, interference and violation of course rules" (III.A.1-6). A student who chooses to engage in academic misconduct will be subject to university sanctions.

Required Texts:

Roderick Nash and Gregory Graves, eds. From These Beginnings: A Biographical Approach to American History. Volume two, Sixth Edition. (New York: Longman, 2000). [Referred to in the Course Schedule as Beginnings]

Larry Madaras and James M. SoRelle, eds. Taking Sides: Clashing Views on Controversial Issues in American History. Volume two, Eighth Edition. (Guilford, Connecticut: Duskin/McGraw-Hill, 2000). [Referred in the Course Schedule as Taking Sides]

Primary Sources Reader. History 106. Robert T. Grimm Jr. (McGraw-Hill, 2000). [Referred in the Course Schedule as Primary Sources]

Primary Sources at the course website at www.oncourse.iupui.edu [Referred in the course schedule as Oncourse]. To access Oncourse: 1) Type www.oncourse.iupui.edu in your browser, 2) Click IUPUI, 3) Type your user name and password and click Log in, 4) Under My Courses Fall 2000, Click Hist H106 C649 American History II, 5) Select the Syllabus icon. (Please note: If you do not have Internet access, I will get you a paper copy of the week’s readings).

Optional Text on Library Reserve:

Although an American history textbook is not required for this course, I have put Tindall and Shi’s America: A Narrative History (New York: W.W. Norton, 2000) on reserve at the IUPUI Main Library.

Course Schedule (Please note that the instructor will announce any changes to the syllabus well in advance):

Part I Pre-Interpretation Paper: Roughly four weeks into the semester, you will be asked to write an essay (approximately one and half double-spaced pages) that identifies a theme(s) that integrates much of the material currently covered in the course. You will receive feedback on this paper, which will help with the final draft of your interpretation paper for Part I, but no grade will be assigned. Before and after this paper, we will be doing short practice writing assignments in and outside of class to continually hone and improve your writing skills. (I may also ask a member of the University Writing Center to visit with us as you prepare this essay to talk about the resources of that program).

Writing Assistance: The University Writing Center is located in Cavanaugh Hall, Room 427 and their website is www.iupui.edu/~writectr/home.html The University Writing Center’s office hours are Monday and Thursday (8:30am-6:00pm), Tuesday and Wednesday (8:30am-8pm), Friday (9:00am-2:00pm) and Saturday (10:00am-3:00pm). To schedule an appointment with a tutor, call the University Writing Center at 317-274-2049. I will make sure that the tutors are familiar with the interpretation paper assignment but please remember to bring assignment descriptions, drafts, class notes, and questions and concerns about your writing to your tutoring session. Indeed, you may find that it is very helpful to show a University Writing Center tutor your drafts and to get regular feedback.

Of course, you should always feel free to call on me to look over your progressing paper. I would enjoy that. Please be aware that professors get assistance from others to improve their writing and students should do the same.

Part I Interpretation Paper: This two to three page double-spaced paper is due after the conclusion of this unit. In your opening paragraph, clearly and precisely state a theme or cluster of related themes that you feel unites or integrates much of the material the unit covers. In subsequent paragraphs, you should work closely with course material and explain how these materials support your argument. You will be emphasizing some materials over others but you should explain why you think some assigned materials are not directly germane to your theme(s). In addition to the pre-interpretation paper, we will devote a full class session to the final draft of the paper before it is due. During that session, we will work through and discuss some writing problems and questions as well as a few sample themes. After this draft of the paper is graded, a few exemplary papers (with the author’s name removed) will be placed on library reserve with the student’s consent).

Part I: Reconstruction, the Gilded Age, and Westward Expansion
August 24 Welcome and Introductions
August 29 Reconstruction: How will the Nation be Restored and Changed? (Read Primary Sources pages 1-31).
Was It Wrong to Impeach Andrew Johnson? (Read Taking Sides pages 2-22).
August 31 The New South? (Read Primary Sources pages 32-67) and 1) A Sharecrop Contract (1882) and 2) The Victims of the Klu Klux Klan (1935), and 3) Ida B. Wells-Barnett, From A Red Record (1895) on Oncourse).
September 5 Was Reconstruction a Success? (Read pages 2-21 on Library Reserve).
Did Booker T. Washington’s Philosophy and Actions Betray the Interests of African-Americans? (Read Takings Sides pages 144-167).
September 7 American Capitalism: The Source of Major Controversies? (Skim Primary Sources pages 68-83) (Read Primary Sources pages 85-113 and Andrew Carnegie, from The Gospel of Wealth (1889) on Oncourse; and Beginnings-Mark Twain pages 16-36).
September 12 Was John D. Rockefeller a "Robber Baron"? (Read Taking Sides pages 24-44).
Were American Workers in the Gilded Age Conservative Capitalists? (Read Taking Sides pages 72-91).
September 14 The Wild West? (Read Primary Sources pages 114-133; and 1) Helen Hunt Jackson, from A Century of Dishonor and 2) Benjamin Harrison, Report on Wounded Knee Massacre 3) Omaha Platform of the Populist Party (1892) on Oncourse).
Did Nineteenth Century Women of the West Fail to Overcome the Hardships of Living on the Great Plains? (Read Taking Sides pages 46-67).
September 19 Imperial America? (Primary Sources pages 133-145; 1) Josiah Strong, from Our Country (1885); 2) Albert Beveridge, March on the Flag (1898); and 3) William McKinley, Decision on the Philippines (1900) on Oncourse).
Did Yellow Journalism Cause the Spanish-American War? (Read Taking Sides pages 118-142).
Pre-Interpretation Papers Due
September 21 Discuss Interpretation Papers
Pre-Interpretation Papers Returned

Part II Interpretation Paper: In three to four double-spaced pages, write a paper delineating a theme, or group of related themes, that you feel unifies Part I and II of the course. In doing so, you will need to entirely rewrite your previous paper so that it connects viably to the material in Part II. Consequently, you will be writing a whole new paper that may draw upon your Part I paper but does not simply revise that paper. Indeed, it is very unlikely that you will have exactly the same theme(s) as you had for your first paper because you will be dealing with profound change over time, such as the closing of the American frontier and America’s entrance in two world wars. The paper is due after the conclusion of Part II and late papers will not be accepted. Since good writing is developed through constant writing, one good way to evolve from the first to second interpretation paper is to continually rework the first draft throughout Part II of the course (keep, for example, a draft on your hard drive or disk and do a bit of modification from time to time). Please feel free to print out a draft and bring it to me for a look whenever you would like. Indeed, I encourage you to visit my office hours on a regular basis.

As with part I, you will be asked to write an earlier essay (two double-spaced pages) that identifies a theme(s) that integrates much of the material currently covered in the course (Part II Pre-Interpretation Paper). You will again receive feedback on this paper but no grade will be assigned. Prior and after this paper, we will continue to do short practice writing assignments in and outside of class to continually hone and improve your writing skills.

Part II: The United States in the Progressive Era, World Wars, Prosperity, and Depression
September 26 New Immigrants: Progressive and Conservative Reactions?
(Read Primary Sources pages 146-167; and 1) Lee Chew, Life of a Chinese Immigrant (1903) and 2) The Secret Oath of the American Protective Association (1893) on Oncourse).
September 28 Jane Addams: A Progressive Reformer? (Read Primary Sources pages 168-171; and Beginnings-Jane Addams pages 41-70).
October 3 TR: The Progressive Presidency? (Read Beginnings-Gifford Pinchot pages 75-103; and Primary Sources pages 180-186).
Part I Interpretation Papers Due
October 5 Votes for Women? (Read Primary Sources pages 172-179; and 1) Jane Addams, "Ballot Necessary for Women (1906) and 2) National American Women Suffrage Association, Mother’s Day Letter (1912) on Oncourse).
Did the Progressives Fail? (Read Taking Sides pages 170-191).
October 10 World War I: Questioning Neutrality and Democracy? (Read Primary Sources pages 187-209; and 1) Boy Scouts of America, 2) Newton D. Baker, The Treatment of German-Americans (1918), 3) Woodrow Wilson, The Fourteen Points (1918) on Oncourse).
October 12 The 1920s: What kind of Decade was this? (Read Primary Sources 210-239; Advertisements (1925, 1927) on Oncourse.
Were the 1920s an Era of Social and Cultural Rebellion? (Read Taking Sides pages 196-216).
October 17 Henry Ford: A Symbol of His Times? (Read Beginnings-Henry Ford pages 107-139).
October 19 Time For a New Deal?: The New Deal and its Critics (Read Primary Sources pages 240-271).
Was the New Deal an Effective Answer to the Great Depression? (Read Taking Sides pages 218-237).
October 24 World War II: Questions of Neutrality and Democracy? (Read Primary Sources pages 282-303).
Was Franklin Roosevelt a Reluctant Internationalist? (Read Taking Sides pages 240- 262).
Part II Pre-Interpretation Papers Due
October 26 Discuss Interpretation Papers
Was It Necessary to Drop the Atomic Bomb to End World War II? (Read pages 268-290 on Library Reserve).
Part II Pre-Interpretation Papers Returned
October 31 Eleanor Roosevelt: Mrs. President? (Read Beginnings-Eleanor Roosevelt pages 143-179).

Part III Interpretation Paper: Prepare a five to six page double spaced paper with a theme(s) that unites the entire course and much of the course material. You should largely rewrite your prior papers because your new theme(s) will likely differ significantly from past themes. After all, you will be tracing the patterns of historical change from the 1860s to the 1980s. This paper is due at the time and place designated for the final examination and shall take the place of that examination. Late papers are unacceptable.

As with the first two parts of the course, you will be asked to submit an earlier essay (three to six double-spaced pages) that identifies a theme(s) that integrates much of the material currently covered in the course. You will again receive feedback on this paper but no grade will be assigned.

Part III: Cold War America
November 2 What Caused the Cold War? (Read Primary Sources pages 304-324; and 1) Ronald Reagan, Testimony Before the House Un-American Activities Committee (1947), and 2) Joseph McCarthy, Speech Delivered to the Women’s Club of Wheeling, West Virginia (1950) on Oncourse).
Was the United States Responsible for the Cold War? (Read Taking Sides pages 266-286).
November 7 Were the 1950s America’s Happy Days? (Read Taking Sides pages 288-309). (Read Primary Sources pages 325-342).
November 9 Rock and Roll: "That’s All Right [Mama]"? (Beginnings-Elvis Presley pages 261-287).

Part II Interpretation Papers Due
November 14 A Rising Tide for Civil Rights? (Part I) (Read Beginnings-Martin Luther King pages 183-211).
November 16 A Rising Tide for Civil Rights? (Part II) (Read Primary Sources pages 343-359; 1) SNCC, Statement of Purpose (1960), 2) The Civil Rights Act of 1964, 3) Stokely Carmichael and Charles Hamilton, from Black Power (1967) on Oncourse).
Did the Civil Rights Movement Improve Race Relations in the United States? (Read Taking Sides pages 334-355).
November 21 Vietnam: The Cold War in a Bottle? (Read Primary Sources pages 361-377 and Tonkin Gulf Incident (1964) on Oncourse).
Was America’s Escalation of the War in Vietnam Inevitable? (Taking Sides pages 312-331).
November 23 No Class – Thanksgiving Holiday
November 28 Richard Nixon: Cold War Warrior and Imperial President? (Read Beginnings-Richard Nixon pages 217-255).
November 30 New Feminism? (Read Beginnings-Gloria Steinem pages 291-321; Primary Sources pages 378-383; and National Organization of Women (NOW), Statement of Purpose (1966) on Oncourse).
Part III Pre-Interpretation Papers Due
December 5 Discussion of Part III Papers
Part III Pre-Interpretation Papers Returned
December 7 The Reagan Revolution? (Read Primary Sources pages 384-392; and 1) Jimmy Carter, The Malaise Speech (1979) and 2) Ronald Reagan, Speech to the House of Commons (1982) on Oncourse).
December 12 Part III Interpretation Papers Due at Final Exam