Fall,
2004
History A372 (Class # 24190):
Instructor: R. Barrows
Location: Cavanaugh Hall 221 Office: Cavanaugh Hall 532
Time: M W
E-mail: rbarrows@iupui.edu
Office
Hrs: M W
Objectives: This course will survey the history of
Prerequisites: None. However, students will be expected to
be familiar with the general contours of
Requirements: Regular class attendance and participation in
discussion; completion of assigned reading; a mid-term exam and a
non-comprehensive final exam (essays and short-answer IDs based on both reading
assignments and lectures); and four written assignments: 1) discussion of a
state Historic Site or Historic Marker [100 points]; 2) an analysis of one
enumeration district from the 1900 census of Indianapolis/Marion County [200
points]; 3) a short description and analysis of a contemporary newspaper
account of a notable event [100 points]; and 4) a brief synopsis and analysis
of one supplementary novel or historical monograph [200 points]. Completion of all exams and all
written assignments is required of all students, including those taking
the class on a Pass/Fail basis. If you do not take both exams and
submit all four written assignments, you will fail the course.
Grading: Each exam will count for one-third of the
final grade; the written work will comprise the other third. Improvement counts. So does literacy. In cases where a semester grade comes down to
a borderline decision (between a C+ or B-, for
instance), regular attendance and participation in discussion will be taken
into account.
There will be an "extra credit"
option that will involve doing a book review. Details to
follow.
Papers are due, and exams will be given, on the
dates indicated. Unless prior arrangements have been made, I will schedule
make-up exams or accept late papers only in cases of documented illness
or other unanticipated emergency.
University policy is that grades of
"Incomplete" should be assigned only to students who have
successfully completed most of the course work and who have been prevented by
significant and unanticipated circumstances from finishing all requirements.
Removal of "Incomplete" grades is often troublesome for both student
and instructor, and I shall be reluctant to assign them.
Plagiarism (including
the use without attribution of materials found on the Internet), cheating
on exams, and other forms of intellectual dishonesty will result in a failing
grade on the work in question and may lead to disciplinary action by the
university. Consult the IUPUI Campus
Bulletin, 2004-2006, p. 36.
Miscellaneous: The ability to take good notes is a useful
skill, and one that improves with practice.
I therefore ask that students not record my lectures. If a hearing impairment or other circumstance
prevents you from taking notes without a tape recorder, please visit the office
of Adaptive Educational Services in CA-001E and have them contact me.
I have voicemail that is on twenty-four hours a
day, and you are welcome to call should you need to do
so. Note, however, that I will not play
"phone tag." If you leave a
voicemail message, speak slowly and clearly, provide a phone number where you
can be reached, and indicate when you will be at that number.
Class begins promptly at 11:00 a.m. Please be on time. As you can see, in this classroom it is
difficult to arrive late and find a seat without disrupting the proceedings.
I welcome questions at any time (although I may
sometimes put you "on hold" until I conclude a particular point or
topic). I do not, however, welcome
private conversations between class members while I am lecturing. In addition to being rude, such conversations
are distracting for other members of the class.
Unless you anticipate receiving a call that
qualifies as a true emergency, please turn off or mute cell phones and pagers
before class begins.
Texts:
MADISON James
H. Madison, The Indiana Way
GRAY Ralph
D. Gray, Indiana History: A Book of Readings
COURSE Most
of the additional reading assignments noted
PACK below will be included in a Course Packet
(CP) available at the IUPUI
bookstore.
Plus one of the following: Booth Tarkington, The Magnificent Ambersons;
James H. Madison, A Lynching in the Heartland; Randy Roberts, But
They Can t Beat Us; Mary Ann Wynkoop,
Dissent in the Heartland.
Tentative
Course Outline and Assignments
August
25 Introduction
30 From Territory to State (1800-1816)
Read: Madison, ch. 3; Gray, 59-92
September
1 Pioneer
Period (1816-1851)
Read:
Madison, ch. 4, 5, 6; Gray, 93-100, 121-142
6 NO
CLASS (Labor Day)
8 Constitution
of 1851
13 Antebellum Politics
Read: Madison, ch. 7; Gray, 100-106
15, 20 Civil
War Era
Read: Madison, ch. 10; Gray, 143-171; CP 1
22, 27 Indiana
in Transition (I)
Read:
Madison, ch. 8 + 168-179, 205-207;
Gray, 185-192, 200-212
29 1900 Census Assignment Due
October
4, 6 Indiana
in Transition (II)
Read:
Madison, 179-192 + ch. 11; Gray, 192-200, 250-60
11 Group 1: Presentation/discussion of Magnificent
Ambersons
October
13 Indiana
in the Era of World War I
Read:
Gray, 213-235, 244-248; CP 2
18 Mid-Term Exam
20, 25 Indiana in the Roaring 20s
Read: Madison, 262-74, 288-95; Gray, 290-312; CP 3;
Robert & Helen Lynd, Middletown
(library reserve):
Group 1 - ch. IV & VII Group 2 - ch. X
Group 3 - ch. XIV Group 4 - ch.
XVI
27 Indiana
in the Great Depression
Read: Madison, 295-302;
Gray, 323-35, 341-49; CP 4
12
November
1 The
New Deal in Indiana
Read: CP 5, 6, 7
3 Group 2: Presentation/disc. of Lynching in the Heartland
8, 10 World
War II and the Indiana Homefront
Read:
Gray, 350-357; CP 8
15 The
1950s
Read:
CP 9, 10, 11
17 Group 3: Presentation/disc. of But They Can t Beat Us
22 The 1960s
Read:
CP 12
24 NO
CLASS (Thanksgiving Break)
29 The
1960s
Read:
CP 13
December
1 Group 4: Presentation/disc. of Dissent in the Heartland
6, 8 Recent
Trends
Read:
Madison, ch. 15; Gray, ch.
11
13 Recapitulation
and Evaluation
15 FINAL EXAM 10:30 a.m.-12:00 noon
(Note change from normal class time)
A372 (Barrows)
Fall, 2004
1900 Census Assignment
(200 points)
This exercise will give you an opportunity to
"do history" by examining and analyzing a source that has been widely
used by historians of the United States (and especially by state and local
historians) during the past twenty years--the manuscript schedules of the
decennial Census of Population. These
documents, filled out by the census enumerators as they made their rounds,
provide a wealth of detailed information about particular areas at a specific
moment in time--a sort of historical "snapshot."
For this assignment you will select an
"enumeration district" (ED) from the 1900 Census of Population of
Marion County, Indiana. The schedules,
which are reproduced on five rolls of microfilm (numbered 387-391), are
available in the microforms area of
the Reference Room in University
Library. The call # is HA 361.5 1900.
Alternatively, this material is also available in the Genealogy Section of the
Indiana State Library at the corner of Senate Avenue and Ohio Street (use the
Ohio Street entrance). The ED numbers are in the upper right-hand corners of
the schedules. Select one ED from
those listed on the
next page.
Examine the information recorded for the ED and
then prepare an analysis (4 pages maximum) of the district. (Feel free to use words like
"neighborhood" or "area" rather than the awkward
"enumeration district" if you prefer, keeping in mind that ED
boundaries, especially in the city, were somewhat arbitrary and may not have
defined a natural neighborhood.) Your
description and discussion of the ED may include (but is not limited to)
consideration of the following:
--Location of the area, if possible (for
Indianapolis, note street names/house
numbers along left margin)
--Racial/ethnic composition of the district
--Occupational/social status of the residents
(analyzed, perhaps,
by race and ethnicity)
--Women's roles
--Extent of homeownership
--Schooling patterns
--Any interesting institutions located within
the district
--Anything else you observe that helps to
describe the
district and its residents at the turn of the century
Though not required, you may find it useful to
read the following brief article before beginning your work: "The 1900 Federal Census: A Note on
Availability and Potential Uses," Indiana Magazine of History, 74
(June, 1978), 146-152.
Due September
29
ED = Enumeration District (number in upper
right hand corner)
Indianapolis
ED 55
(Roll 388)
ED 57
(Roll 388)
ED 134
(Roll 389)
ED 141
(Roll 389)
Marion County outside of Indianapolis
ED 193
(Roll 391) [Sheet 11B is blank but the ED continues.]
{If you happen to live in Lawrence Township or
frequent the Castleton area, you might find this ED of interest.}
ED 195
(Roll 391) [Sheet 12B is blank but the ED continues.]
{If you happen to live on the south side and/or
are familiar with the Southport area, you might find this ED of interest.]
ED 203
(Roll 391)
{If you spend your Saturday nights at the Patio
or the Vogue, you might find this ED of interest.}
A372 (Barrows)
Fall, 2004
Newspaper Assignment
(100 points)
Select one of the following events and read
contemporary accounts of the incident in an Indiana newspaper--or, if possible,
newspapers. (University Library has some Indianapolis newspapers on microfilm,
though not every date is covered; the Indianapolis-Marion County Public Library
has more-or-less complete runs of the major Indianapolis papers; and the
Indiana State Library has papers from Indy as well as microfilm of newspapers
from all over the state.) Note that the date indicated is the date of the
event; coverage, however, may not begin until a day or two later and may
continue for several days thereafter.
Then prepare an essay of no more than three
double-spaced, typewritten pages. The first one-third to one-half of your essay
should simply provide a summary description of the historical event as
recounted in the articles you consulted. The remainder of the essay consists of
your analysis of the coverage. Does it seem accurate? Fair? Thorough? Do you find anything unusual or surprising about
the newspaper’s treatment of the story? Are there ways in which the coverage
differs from the manner in which the print media today might deal with the same
story?
Indicate somewhere in your essay, either as a
heading or as a part of the text, the name(s) of the newspapers you
read, the dates of the issues you consulted, and the library
where the newspapers were consulted. Due
on dates indicated.
Due September 15
The firing on Ft. Sumter (and Indiana s
response during the following week or so) [April 12, 1861]
Due September 20
Morgan’s Raid (and Indiana s response) [July
8-13, 1863]
Due September 27
Benjamin Harrison’s election as president
[November 6, 1888]
Due October 4
Dedication of the Soldiers and Sailors Monument
[May 15, 1902]
Death of Lew Wallace
[February 15, 1905]
First running of the Indianapolis 500 [May 30,
1911]
Due October 13
Death of James Whitcomb Riley [July 22, 1916]
Due October 25
Conviction of D. C. Stephenson [November 14,
1925]
Due November 1
Paul McNutt s election/inauguration as governor
[November ?, 1932 and January 9, 1933]
Wendell Willkie s
acceptance speech in Elwood [August 17, 1940]
Due November 10
Death of Ernie Pyle [April 18, 1945]
Due November 15
Death of Booth Tarkington
[May 19, 1946]
Due November 17
Crispus Attucks
H.S. wins state basketball tourney in 1955 and 1956
[March 19, 1955 & March 17, 1956] {In
addition to other papers, be sure to look at the Indianapolis Recorder.}
Due November 22
1964 Democratic primary (Welsh v. Wallace) [May
5, 1964]
Due November 29
Death of Wes Montgomery [June 15, 1968]
Sign-up Sheet for Newspaper Assignment
Firing on Ft. Sumter (due Sept. 15)
1.
2.
3.
Morgan’s Raid (due Sept. 20)
1.
2.
3.
Benjamin Harrison’s election as president (due
Sept. 27)
1.
2.
3.
Dedication of Soldiers and Sailors Monument
(due Oct. 4)
1.
2.
3.
Death of Lew Wallace
(due Oct. 4)
1.
2.
3.
First running of the Indianapolis 500 (due Oct.
4)
1.
2.
3.
Death of James Whitcomb Riley (due Oct. 13)
1.
2.
3.
Conviction of D. C. Stephenson (due Oct. 25)
1.
2.
3.
Paul McNutt’s election/inauguration as governor
(due Nov. 1)
1.
2.
3.
Wendell Willkie’s
acceptance speech in Elwood (due Nov. 1)
1.
2.
3.
Death of Ernie Pyle (due Nov. 10)
1.
2.
3.
Death of Booth Tarkington
(due Nov. 15)
1.
2.
3.
Crispus Attucks
H.S. wins state basketball tourney (due Nov. 17)
1.
2.
3.
1964 Democratic primary election (Welsh v.
Wallace) (due Nov. 22)
1.
2.
3.
Death of Wes Montgomery (due Nov. 29)
1.
2.
3.
History A363
Spring, 2003
{Not
used for A372 in Fall, 2004}
Middletown/Middletown in Transition
Assignment
Copies of Middletown: A Study in American
Culture (1929) and Middletown in Transition: A
Study in Cultural Conflicts (1937) are on reserve in the University
Library. These volumes, classics in American social science, were based on
in-depth examinations and analyses of Muncie, Indiana, in the 1920s and 1930s.
They have been widely cited since their initial publication (often by
historians), and used as a "baseline" for many subsequent
"Middletown" studies.
Select
either book for this assignment; the choice is yours.
Middletown (mid-1920s)
Begin by scanning the Table of Contents and
reading the Lynds’ Introduction (chapters I, II, and
III). Then select two of the following chapters (the paired chapters,
listed in parentheses, count as one) to read and
evaluate:
(IV + V)
(IV + VII) X XII
XIV XVI
Middletown in Transition (mid-1930s)
Begin by scanning the Table of Contents and
reading the Preface and Chapter I. Then select two of the following
chapters to read and evaluate.
II-"Getting a Living"
IV-"Caring for the Unable During the
Depression"
V-"Making a Home: The Arena for Private
Adjustment"
VI-"Training the Young"
Prepare a 3-4 page paper (typewritten,
double-spaced) in which you
>> provide a brief synopsis of the Lynds’ findings as reported in the chapters you read
>> relate those findings, when possible,
to other reading you have done about the 1920s or 1930s
>> discuss any results of the study that
you find particularly noteworthy, surprising, or insightful
>> explain why you think the book is (or
is not) a useful source for students of 20th-century Indiana history
Due April 9 (Middletown)
or April 16 (Middletown in Transition)
History A372
Fall, 2004
Historic Sites and Markers Assignment
(100 points)
As is true of most states, the State of Indiana
(that is, state government) assumes some responsibility for preserving and
commemorating aspects of the Hoosier past. An obvious, high-profile example is
the new Indiana State Museum, located just a few blocks from the IUPUI campus.
Less well known is the fact that the State
Museum is also responsible for a number of Historic Sites scattered throughout
the state. In addition, the Indiana Historical Bureau is responsible for
working with communities and organizations that wish to secure official state
Historic Markers to recognize a person, institution, or event deemed to be
historically significant.
Select a Historic Site or Historic Marker that
focuses on a person, place, institution, or event significant in Indiana
history since 1850. (For markers, choose one from the county where you
currently reside, the county in which you grew up, or a county with which you
have some other strong connection.) In a 2-3 page paper: 1) explain what the
site is or what is being commemorated by the marker; 2) discuss why you believe
the person/institution/place/event was judged to be worthy of official
recognition; and 3) explain why you do or do not agree with that assessment.
These papers do not need to be footnoted, but
you must include a bibliography of sources consulted. You must list at least
two sources other than the web sites given below, and one of them must be a
printed (not electronic) source.
Due at any time up to Nov. 22 (class before Thanksgiving
Break).
Historic Sites
<www.in.gov/ism/HistoricSites/>
This URL will take you to a page that provides
a general introduction to the State Historic Sites, as well as a list of those
sites. You can then click on the names of the individual sites for more
information.
Historic Markers
<www.statelib.lib.in.us/www/ihb/markers/index.html>
>> Click on "Searchable Marker
Database"
>> Fill in the "County" line
with the appropriate name (e.g., Marion, Hendricks,
History A372
Fall, 2004
SUPPLEMENTARY NOVEL
(Group 1)
Instructions for Group Presentations
and Individual Written
Assignments
(200 points)
Group Presentation
The group will have 50 minutes to make its
presentation. Your objective is to inform other members of the class about the
novel you have read and to explain to them how it helps us understand the
period of
>> Biographical information regarding the
author.
>> Publication information regarding the
book (when/where originally published, how long in print, sales figures [if
available], etc.)
>> The plot of the novel. Who are the
major characters; what do they do or what happens to them?
>> The literary quality of the novel. (Try
to find reviews from when the novel was first published as well as more recent
assessments, including your own.)
>> The
context within which the book was written and the ways in which the novel
reflects that context.
>> The impact of the novel, both when it
was originally published and in subsequent years.
>> The value of the book in helping us understand early 20th-century
Individual Written Assignment
Your written analysis of the novel is due on
the day of your group presentation. This review should be approximately 750
words (3-4 typewritten pages, double-spaced).
The review should consist of two parts. The
first one-third should be a summary that tells the person reading the review
what the book is about. (Write this as if your reader knows nothing about the
book.) The remaining two-thirds of the review should be your analysis of
the novel, noting particularly its value (or not) as a historical source.
History A372
Fall, 2004
SUPPLEMENTARY MONOGRAPH
(Groups 2, 3, 4)
Instructions for Group Presentations
and Individual Written
Assignments
(200 points)
Group Presentations
Each group will have 50 minutes to make its
presentation. Your objective is to inform the other members of the class about
the historical monograph you have read and to explain to them how it helps us
understand the period of
>> Biographical information regarding the
author.
>> Publication information regarding the
book (where/when originally published, how long in print, sales figures [if
available], etc.).
>> The structure of the book. (For
example, is it a straight chronological narrative, or does the author use some
other technique of organization?)
>> The subject of the book.
>> Quality of the research. What sources
did the author use to explore this topic? Do you believe those sources are
appropriate? Adequate? Put another way, how confident
are you that the author got the story right?
>> Quality of the writing.
>> Critical reaction to the book. (All
these books were published relatively recently, and it should not be difficult
to track down both scholarly and popular reviews.)
>> The value of the book in helping us understand mid 20th-century
Individual Written Assignment
Your written analysis is due on the day of your
group presentation. This review should be approximately 750 words (3-4
typewritten pages, double-spaced).
The review should consist of two parts. The
first one-third should be a summary that tells the person reading the review
what the book is about. (Write this as if your reader knows nothing about the
book.) The remaining two-thirds of the review should be your analysis of the
book, noting its strengths, weaknesses, and contribution to the study of
History A372
Fall, 2004
Extra Credit
Book Review Assignment
Prepare a 3-4 page review of one of the
following titles (or some other nonfiction book dealing with
The four mandatory written assignments in the
class are worth 600 points (1900 census=200; book analysis and presentation=200;
newspaper=100; site or marker=100). At the end of the semester I will take your
point total and divide by 6 to convert to the usual 100 point scale. Thus, a
student who had accumulated 540 points would get an A- for the written work
(540 divided by 6 = 90 = A-).
The extra credit book review is worth a maximum
of 200 additional points. In the case of a student who does the book review, I
will take the point total at the end of the semester and divide by 8 rather
than 6. The book review is thus "extra credit" in the sense that it
provides an additional opportunity to do good work in the class (perhaps to
counteract a poor grade on one of the other assignments). But doing the book
review will not automatically improve
your grade. Doing a poor review could, in fact, actually lower your overall
grade on the written work. Again, this is "extra credit" in that it
gives you one more chance to do a good job.
----------------------------------------------------------------
Robert G. Barrows, Albion
Fellows Bacon: Indiana’s Municipal Housekeeper (2000) [
Darrel E. Bigham, We
Ask Only a Fair Trial: A History of the Black Community of
Ray Boomhower, The Country Contributor: The