Syllabus

H106 American History II

11:00am-12:15pm Mon & Wed.

Room LD 014

Professor: Dr. Melissa Bingmann

Office: CA 504N

Office Hours: Monday, 1:00pm-2:00pm; Wednesday, 4:30pm-5:30pm

Office Telephone: 278-9024

E-mail: mbingman@iupui.edu

COURSE DESCRIPTION:

The intent of this course is to provide an overview of American history from Reconstruction through the twentieth century for social studies education majors and to introduce methods for presenting historical content in the K-12 classroom. In order to accomplish this, it is essential that students gain basic knowledge of the major themes and events that have shaped modern American history in addition to how historians use sources to construct historical narratives. Through readings and Friday afternoon visits to local cultural institutions, students will be introduced to museum education methodology in order to use these local resources to enhance learning for K-12.

IUPUI PRINCIPLES OF UNDERGRADUATE LEARNING:

Critical thinking and analytical skills are essential to the study of history. Students will develop these skills by analyzing and synthesizing historical perspectives presented in lectures, visual imagery, and text. Students will develop oral communication skills by analyzing and discussing assigned text in small groups. Each student will also complete a written assignment that analyzes historical evidence used by an author, identifies the thesis of the work, and evaluates the supporting arguments.

E-Portfolio Pilot

This Thematic Learning Community course will be participating in a national pilot for E-Portfolio. Each student will choose one PUL to develop for the E-Portfolio pilot using assignments from this course to demonstrate achievement for that particular PUL. I have indicated specific PULs that assignments are designed to meet on page 6 of this syllabus.

POLICIES:

Attendance is required and will be taken at class meetings. It is in your best interest to attend class in order to focus on the specific material that will need to study to do well on exams. If you miss one of your group discussions, you will automatically lose 2 points. Consistent attendance will be used to determine borderline grades. For these reasons, attendance at every class meeting will result in a better grade.

Cheating and plagiarism

Students who cheat or plagiarize will receive a zero for the work in question and will be reported to the Dean. According to the Academic Handbook, Indiana University, August 2001, pp. 172-173, “Any student who fails to give credit for ideas or materials taken from another source is guilty of plagiarism.” When you are writing your group paper, take extra caution to properly cite the work at the beginning of your paper, put quotation marks around any direct quotes extracted from the book, and include the page number (because you are dealing with the work of one author, you do not need to use footnotes).

For comprehensive information on IUPUI’s policy on cheating and plagiarism consult Code of Student Rights, Responsibilities, and Conduct available on-line.

Incompletes and make-up exams

Neither are options with the exception of a dire emergency. What constitutes a dire emergency is solely up to the professor’s discretion and in the rare case that such a request is granted, you will need to provide written documentation in the form of a note from a doctor if it is medical emergency or a note from a mortician or coroner in the case of family death or related tragedy.

Classroom Courtesy

Arrive on time and turn off all cell phones and pagers prior to the beginning of class.

Taking Notes

The lectures will help you prioritize the material that you should study for exams so it is important for you to take notes. No tape recorders are allowed. If you cannot take notes without a tape recorder because of a disability, please see me and we will make arrangements to accommodate your needs.

READINGS:

Faragher, Buhle, Czitrom, Armitage, Out of Many: A History of the American People, vol. 2, 4^th edition, Prentice Hall. Use this textbook to supplement lectures as you prepare for the exams and analyze and interpret the following texts.

Artifacts & Analysis: A Teacher’s Guide to Interpreting Objects and Writing History, Smithsonian Center for Education and Museum Studies, 2001.

Alan Gartenhaus, Minds in Motion: Using Museums to Expand Creative Thinking, 3^rd edition, 1997.

Los Alamos National Laboratory History, http://www.lanl.gov/worldview/welcome/history.shtml

Yoshiko Uchida, Desert Exile: The Uprooting of a Japanese-American Family, 1982, 2002.

J. William T. Youngs, American Realities, vol. 2., 6^th edition.

ASSIGNMENTS

The midterm and final examinations will contain essay questions, identifications, and short answer questions. Questions will be derived from the material covered in the lectures and 20 to 30 percent of the examination questions will come from the required readings. Please bring a blue book to the exams.

I will post review questions on ONCOURSE after each class session to help you prepare for the midterm and final. There will be an optional informal review session prior to each exam. Students who plan to attend need to come prepared with questions.

Reading assignments

You will be divided into small groups of five at the beginning of the semester. Each student will lead the group discussion of one of the following:

Sept. 8 Minds in Motion

Sept. 20 Youngs, American Realities chapters 1-8

Oct. 6 Artifacts & Analysis

Nov. 1 Desert Exile

Nov. 8 http://www.lanl.gov/worldview/welcome/history.shtml

Nov. 22 Youngs, American Realities chapters 9-15

Completion of the readings is essential to students’ success in this course. In addition to your grade for your participation in group discussions, 20-30% of the exam questions will be directly related to these readings. You will also use Minds in Motion and Artifacts & Analysis for your tour preparation and museum reflection portfolio assignments.

The designated group leader will be responsible for grading the other members of the group on participation. I will attend some group discussions to evaluate participation. Points should be assigned by the following guidelines:

2 it was clearly apparent that the group member thoroughly read the book;

was an active participant during the discussion; provided exceptional

analysis that will assist the group leader in creating the group paper.

1.5 group member read the book; contributed to the discussion; made helpful

points toward the development of the group paper but did not demonstrate

significant analysis during the discussion.

1 group member read portions of the book but was clearly unable to

participate in some of the discussion because of a lack of familiarity of the

book’s content. Minimal contribution to the construction of the paper.

.5 group member did not read the book and/or was unable to make any

substantial contribution to the discussion.

0 group member did not attend the group discussion.

Group paper

Due one week after group discussion

Each student will serve as the group leader for one of the five group discussions. The group leader is responsible for developing discussion questions, evaluating the other members’ participation in the discussion, and completing the group paper. Only the group leader will be graded on the group paper. Grammar, spelling, and the quality of writing skills will be graded in addition to the quality of your study questions, reading comprehension, and historical analysis. Avoid writing in the passive voice and as you revise your paper prior to submission, try to cut out unnecessary words.

The final version of the group paper will consist of the following:

• A one-page list of discussion questions (five to six).
• A list of group members and the participation grade you assigned.
• A five to eight page double-spaced paper that addresses the discussion questions, states the thesis of the book, and analyzes the historical sources used by the author.
• For the essays assigned from Youngs, American Realities, identify the thesis statement and create a one-page summary for each essay.
• Artifacts & Analysis--Your paper should include analysis of the entire book as an educational tool and a summary of the content included in the essays in Appendix I and II. In addition, you will complete either Essay Assignment 1, 2, or 3 as part of this written assignment. Your discussion questions should come from the exercises in this book.

Real Silk Group Project

The purpose of this assignment is to provide students with experience conducting research in an archive, analyzing primary source material, and developing historical questions in order to develop a narrative.

I will give each group member a different list of questions to research and answer using the Real Silk collection at the Indiana Historical Society. Students may conduct research as a group, or individually. Half of your grade will be based on your written answers to these questions, the other half will be based on your group’s final product. In order to create a complete narrative, your group will need to work together to recreate the events of the Real Silk strike. Be certain to discuss this event in the broader context of US History. Your final product may be in the form of a curriculum unit, power point presentation, five-page written narrative, or other historical presentation. I will invite those of you who choose creative formats to present your project to the class for extra credit. Individual research questions due October 25^th

Final presentation due November 29^th

Field trips

All students will participate in five out of the following eight Friday afternoon field trips:

Sept. 10

Sept. 17 Indiana Historical Society (tentative)

Sept. 24 Indiana Medical History Museum

Oct. 8 Morris Butler House “Victorian Life,” “Tradesmen for a Day”

Oct. 15 Indianapolis Museum of Art/Lilly House

Oct. 22 Historic Landmarks

Nov. 5

Nov. 12 Benjamin Harrison House

Nov. 19 Eiteljorg (tentative)

Each program will begin at 1:00 and end at 3:30pm. PLAN TO ARRIVE NLT 12:50pm. Students enrolled in Dr. Scarpino’s H106 course for social studies education majors will also participate in these programs. Because we are combining classes for the field trips, students must sign up in advance to reserve space. Dr. Scarpino and I will share responsibility as the history-professor-in-charge who will facilitate the program and take attendance.

Tour Preparation

Preparing a class for a visit to a cultural institution is essential for students’ learning. In order to facilitate our learning experience and to give you practice preparing a class for a field trip, each group of 5-6 students will be responsible for developing a 20-minute presentation to the class to prior to each trip. Your presentation will be graded on organization, content, and your ability to research materials available to educators for field trip preparation. Group presentations will take place the Wednesday prior to each scheduled field trip.

Museum Reflection Portfolio

The purpose of this assignment is for you to reflect on your field trip experience and demonstrate your ability to synthesize and apply readings (in particular Minds in Motion and Artifacts & Analysis) and historical content learned in this course to develop an approach for using community cultural resources to teach history and meet state standards. To complete this cumulative assignment, you will need to do the following:

• Keep a journal that includes your reflections of each museum visit. You should record your reflections immediately after your experience. Write down what interested you, any ideas that came to you for using this resource in a K-12 classroom, aspects of your experience you liked or did not like, and three to five things that you learned.
• Select two to three activities from Minds in Motion that you would use in a specific museum. In your final portfolio, you will want to justify your selection.
• Select two to three exhibits that you thought were suitable for developing the type of activities described in Artifacts & Anaylsis. Justify your selection.
• Apply the content of each field experience to what you learned in class and the State Standards for Social Studies. You will need to read the State Standards for Social Studies to do this. Why would you use this exhibit, artifact, and/or cultural resource to teach this particular topic rather than a textbook or lecture?

Your portfolio may be a webpage, physical portfolio, or written paper. Keep in mind if you choose to use this assignment for E-Portfolio, you need to use a format you can upload electronically. Use of creative displays and visuals are encouraged.

E-Portfolio

Each student will select assignments from this course to demonstrate achievement of one IUPUI PULs. The following is a list of how some of the assignments may be used to demonstrate proficiency of select PUL’s.

· Reading assignments—by developing discussion questions, summarizing and analyzing the text, and communicating your conclusions about the reading in writing, you could develop a case that you met Core Communication skills; Critical Thinking; or Intellectual Depth, Breadth, and Adaptiveness.

· Real Silk group activity—this exercise is designed to meet the Core Communication and Quantitative Skills in addition to the Critical Thinking PULs, however, if you create a curriculum unit or other creative project, you could also argue that your final project demonstrates Integration and Application of Knowledge.

· Tour preparation—this assignment could be used to demonstrate Core Communication skills.

· Museum reflection portfolio—because this assignment is based on reflection, it is ideal for your E-Portfolio. Your successful completion of this project will demonstrate Core Communication and Quantitative Skills; Critical Thinking; Integration and Application of Knowledge; and Intellectual Depth, Breadth, and Adaptiveness.

GRADING:

Midterm examination 30

Final examination 30

Group paper 25

Real Silk group activity 25

Participation in group discussion 10 (2 points for each of five sessions)

Field trip participation 15 (3 points for each of five field trips)

Tour preparation assignment 25

Museum reflection portfolio 30

E-Portfolio 10

200

SCHEDULE:

Aug. 25 Course Introduction & National Archives Document activity

Aug. 30 Reconstruction

In addition to the political aspects of Reconstruction, we will explore the impact of reconstruction from the experience of African Americans as they faced segregation and the threat of violence in their everyday lives. Specific topics will include the rise of the Ku Klux Klan and laws that prevented African American’s access to the rights of American citizenship.

Sept. 1 Western Expansion

We will begin with a discussion of Frederick Jackson Turner's “Frontier Thesis," examine examples of conquest including The Battle of Little Big Horn (formerly known as "Custer's Last Stand"), and extractive industries, such as mining, as important for Western expansion.

Sept. 6 Industrialization

The rise of new industries and its impact on late nineteenth politics,

culture, and everyday life will be the focus of this session.

Sept. 8 Group Discussion of Minds in Motion

Sept. 13 Agriculture and Populism

Sept. 15 Imperialism & Theodore Roosevelt

We will discuss late-nineteenth century diplomacy that led to the Spanish-American war, annexation of Hawaii, and other imperialist actions. This session will also explore Roosevelt’s political career, trustbusting, his impact on the conservation, and “Big Stick” diplomacy.

Tour preparation presentation

Sept. 20 Group Discussion of American Realities, 1-8

Sept. 22 Immigration

This session will emphasize the “push and pull” factors that led to the

immigration of people from Europe, Latin America, Canada, and Asia.

Tour preparation presentation for Indiana Medical History Museum

Sept. 27 Urbanization

In 1920, for the first time, as many Americans lived in urban-suburban

communities as rural ones. Urban life brought new technologies, cultural

attractions and amusements in addition to real and imagined dangers. In the next class session, we will explore the efforts of middle-class reformers to “solve” problems of urban life.

Sept. 29 Progressive Era Reform

As urban areas expanded, middle-class reformers noticed emerging social problems and demanded that the state take action to remedy them, planting the seeds for the modern welfare state. We will discuss several reform movements including City Beautiful initiatives, aid to dependent mothers, efforts to rid municipal government of corruption, public health reform, woman’s suffrage, and the birth control movement led by Margaret Sanger.

Oct. 4 Labor

The class will discuss the causes and impact of the rise of labor unions in the late

nineteenth century in addition to major strikes, including the Haymarket Massacre, through the Triangle Shirtwaist Factory tragedy.

Oct. 6 Group Discussion of Artifacts & Analysis

Tour preparation presentation for Morris Butler House

Oct. 11 World War I

The political decisions that led to America's entrance into the war, the government's campaign to sell the war, the emergence of the Peace Movement and the impact of the League of Nations will be the focus of this session.

Tour preparation for Indianapolis Museum of Art and Lilly House

Oct. 13 Class Canceled

Oct. 18 1920s

Our discussion of the 1920s will contrast the concept of the "lost generation” with the realities of postwar economic problems, and explore the "Red Scare," political scandal, the new nativism and immigration restriction laws, Harlem Renaissance, the New Woman, and antimodernism.

Tour preparation for Historic Landmarks

Oct. 20 Midterm

Oct. 25 The Great Depression

Roosevelt's efforts to provide economic recovery and relief through the New Deal will be discussed in addition to situation of labor unions, cause and effect of the Dust Bowl, Communism, court packing, March on Washington, and deportation of Mexicans and Mexican Americans.

Individual Real Silk questions due

Oct. 27 World War II

This is the first of two class sessions devoted to the events that led up to America's entry into World War II and life on the homefront. Special attention will be paid to Japanese Internment and the military and industrial roles of women during the war.

Nov. 1 Group Discussion of Desert Exile

Nov. 3 World War II (continued)

Tour preparation

Nov. 8 Atomic Age

Group Discussion of Los Alamos National Laboratories Documents

Nov. 10 Cold War

Beginning with the Bolshevik Revolution, proceeding to events that occurred during the war (lend-lease, the second front, and control of occupied areas), and after the war, we will explore how distrust between the United States and Soviet Union resulted in a Cold War. Beginning with the McCarthy hearings, we will discuss the impact of the Cold War on the American public through the Cuban Missile Crisis. We will also view sections of “Atomic Café” in order to gain a better understanding of the visual images that caused nationwide fear of nuclear attack.

Tour preparation for Benjamin Harrison House

Nov. 15 Civil Rights

We begin with Brown vs. the Board of Education and view portions of “Eyes on the Prize” in order to gain a better understanding of the televised images that eventually caught the attention of Northern audiences.

Nov. 17 Civil Rights (continued)

Tour preparation

Nov. 22 Group Discussion of American Realities, 9-14

Nov. 24 Thanksgiving Break

Nov. 29 John F. Kennedy

Real Silk Group project due (there will be time for presentations)

Dec. 1 Vietnam War

Global events that led to America's involvement in the Vietnam war and its

impact on American society will be explored.

Dec. 6 Counter Culture

Our discussion American counter culture will emphasize war protest and the

women's movement. Students will need to review chapter 13 of American

Realities for this session.

Dec. 8 1968

This class session will focus on the events that made 1968 pivotal dividing line

during the postwar years.

Museum reflection portfolio due

Dec. 13 Watergate & 1970s

Completion of E-portfolio

Dec. 15 10:30-12:30pm Final Exam