Office: CA 506
Office
Telephone: 278-9020
Office
Hours: MW
Email: aashende@iupui.edu
Required
American Passages, volume 2
Out of This Furnace
Hard Times
The Movements of the New
Left
This
syllabus may be amended by the instructor at any time.
“Reality
often astonishes theory.” Car Talk
Course
Description and Objectives: Despite all
opinions to the contrary, history survey courses such as this one are not
designed to make undergraduates jump through hoops or torture them with
requirements to learn useless information and meaningless dates, all irrelevant
to the students’ futures. Instead, a
survey course is meant to give students a framework for understanding how both
the present and future unfold within structures largely defined by the
past. Even the fast-paced,
technology-driven society we find ourselves in today
has roots in historical precedents that are still shaping its development. This course will focus on the usual themes of
politics and economics, but will also show how ordinary people shaped those
forces. History is not just a mountain of facts, but is instead a sequence of
interconnected events. Understanding
those connections and explaining them through the use of facts is one way to
sharpen your analytical skills, improve your ability to communicate with
others, and, hopefully, to learn something to apply to your own life. These objectives are stated another way as
the IUPUI Principles of Undergraduate Learning:
ww.iupui.edu/~history/principlesundergradlearning.htm. We will also discuss these on the first day
of class. More specifically, class
objectives include: understanding the
consequences of the Civil War for all regions of the country; analyzing the
rise of big business and labor unions at the end of the nineteenth century;
understanding the interplay between business and the federal government;
analyzing the move from an isolationist foreign policy to one of intervention;
analyzing the role of reform organizations; and finally, students will examine
all events from multiple perspectives to understand how all segments of society
influenced important events.
This
section of H106 is open only to student enrolled in the Thematic Learning
Community. This section of H106 will
ground students in the content of the past.
In addition, this class will meet on several Friday afternoons for
visits to cultural resource institutions in the metropolitan area. In each case, the class will have an overview
tour, meet with professionals who work with teachers, and engage in some type
of group-based participatory exercise.
Students should come away from the class with more appreciation for, and
confidence in, their ability to make that historical content come alive by
taking advantage of what cultural resource institutions have to offer to
teachers and students.
Attendance: Attendance is required and will be taken at
every class meeting. Consistent attendance
will be used to determine borderline grades.
Further, material covered in lecture is not necessarily covered in the
required readings. Attendance at every
class meeting will result in a better grade for the course.
Classroom
procedures: Please arrive on time. If you must arrive late, please enter the
room quietly. Place all cell phones on
vibrate or turn them off for the duration of the class. Please do not leave class early for other
appointments. Listening and note taking
are important life skills, therefore, no tape recorders are allowed without
special permission from the instructor.
Cheating
and plagiarism: Don’t do it. You will earn a zero on the work in
question. We will discuss plagiarism on
the first day of class. The IUPUI
student code of conduct pertaining to this matter is found in the IUPUI Bulletin 2004-2006, pp. 36-8 and
http://life.iupui.edu/help/code.asp.
Assignments: Students will take three examinations. These examinations will consist of 6
identifications and an essay question. A
study guide will be distributed in class one week prior to each exam. The study guide will include 13 possible
identifications and at least 3 possible essays.
The actual exam will be taken directly from that study guide. There will also be a quiz over Out of This Furnace and Hard Times, and a paper on The
New Left. The study questions for
those quizzes are part of this syllabus.
Students will also attend 5 of 8 scheduled field trips and complete an
analysis of each institution visited.
Grading:
3
examinations @ 100 points 300
2
quizzes @ 50 points 100
1
paper @ 50 points 50
5
field trips and reports @ 30 points 150
Total
points 600
Grades
are based on a straight scale:
600-580=A+; 579-560=A; 559-540=A-; 539-520 = B+; 519-500=B; 499-480=B-;
479-460=C+; 459-440=C; 439-420=C-; 419-400=D+; 399-380=D; 379-360=D-; 359 and
lower = F. A zero has a greater negative impact on your final grade than at
least some attempt to complete an assignment.
Makeup examinations and quizzes are strongly discouraged. Makeup quizzes WILL NOT be taken from the
study guide. No makeup exam or quiz will
be given without documentation proving an extreme emergency. Documentation includes doctors’ forms,
funeral notices, accident reports, and similar verifiable papers. The instructor reserves the right to refuse
to grant a makeup exam or quiz if the documentation is not presented or is
deemed invalid. If a makeup exam or quiz
is approved it must be completed within one week of the original exam or
quiz. Incompletes are strongly
discouraged and rarely given. It is not
fair to the rest of the class to request extra time to complete the work. NO EXTRA CREDIT WILL BE OFFERED IN THIS COURSE.
Schedule of lecture topics, readings, quizzes, and examinations. Please complete the readings before class.
August 24: Introduction to the
Course/Reconstruction
Read: AP Chapters 15 and 16
August
29: Reconstruction
August
31: The Rise of Big Business
Read: AP Chapter 17
September
5: HOLIDAY
NO CLASS
September
7: The Rise of Big Business
September
12: Labor
September
14: Labor
Read: Out of
This Furnace
September
19: QUIZ
Out of This Furnace
September
21: Farmers
Read: AP Chapter 18
September
26: Progressives
Read: AP Chapters 20 and 21
September
28: Progressives
October
3: EXAM
I
October
5: Imperialism
Read: AP Chapter 19
October
10: World War I
Read: AP Chapter 22
October
12: The 1920s
Read: AP Chapter 23
October
17: The Depression
Read: AP Chapter 24 and Hard Times
October
19: QUIZ
over Hard Times
October
24: The New Deal
Read: AP Chapter 25
October
26: EXAM II
October
31: World War II
Read: AP Chapter 26
November
2: The Cold War
Read: AP Chapters 27 and 28 (except pp. 847-50)
November
7: The Cold War
November
9: The Civil Rights Movement
Read: AP Chapter 29 and 28 (pp. 847-50)
November
14: The Civil Rights Movement
November
16:
Read: AP Chapter 30
November
21:
November
23: HOLIDAY
NO CLASS
November
28: The 1960s
November
30: EXAM III
Read: The New Left
December
7: That 70s Decade
Read: AP Chapter 30
December
12: The 80s
PAPER DUE ON THE NEW LEFT
Study
Guide for Out of This Furnace. Be sure to read the Afterward before the
novel.
Part
One: Kracha: What sort of jobs did Kracha do in
Part
Two: Mike: How did Mike and Mary make money? Why did Mike buy the desk? What was the point of Mike’s drunken tirade
to Bodner?
Part
Three: Mary: What sort of choices for work and housing did
Mary have?/
What did her son, Johnny, do to try to help his mother?
Part
Four: Dobie: How did the Depression affect their
lives? How did the union slowly organize
in Dobie’s town? How did the
headquarters of the
Overall
question: How do things change in the
Slovak immigrant community from one generation to the next? How does the meaning of the American dream
evolve over the course of the book? Do
the characters ever consider themselves truly “American”? Why or why not?
Study
Guide for Hard Times
You
are required to read through page 281, omitting the sections entitled, “Bonnie
Labor Boy” and “Sixteen Ton.”
1. “The March” describes the
Bonus March on
2. “Hard Travelin’” describes
the ways people looked for work during the Depression. What types of jobs did people find? How did they find those jobs? How did people acquire food? Describe life in the Civilian Conservation
Corps.
3. How did the families in “Big
Money” and “Old Families” respond to the Depression?
4. What strikes are depicted in
“Three Strikes?” What happened?
5. How did the farmers who were
interviewed for the section entitled, “The Farmer is the Man,” respond to
possible and actual foreclosures? How
did they try to raise farm prices? Did
they join any organizations? If so, what
were they?
6. Using evidence from
“Concerning the New Deal,” how did the government develop some of its New Deal
programs?
Study
Guide for The Movements of the New Left
paper(CONTINUED ON NEXT PAGE)
1. Describe how the anti-war
movement, Black Power, and the women’s movement destroyed the cold war
consensus.
2. What happened to the
individual movements of the New Left in the 1970s? Did the New Left die or is it still part of
our political and cultural lives today?
Why?
3. What led to the revival of
feminism in the 1960s? What various
groups of women made it possible? What
did they have in common?
4. How did the civil rights
movement develop? How did the Black
Power movement grow out of the civil rights movement?
5. What did the African
American, Native American, Chicano, Puerto Rican, and Asian American movements
have in common? How did they
differ? Why did so many of these
movements appear at the same time?
6. What common strategies and
tactics were used by the various movements?
How did they inspire and learn from one another? Were particular types of protest used by all
the movements?
7. Pick 3 documents from either
the anti-war movement, the women’s movement, or the civil rights movement and
explain what these documents tell us about that organization.
For
your paper answer question 7 plus 2 other questions. Papers will be typed,
double-spaced with one inch margins all around and in 12 point font. It is due
at the beginning of class on Dec. 12.
Required
Field Trips
Schedule
of Field Trips (all are scheduled
Directions
to the Field Trips will be distributed in class
Eiteljorg SEPT. 9
Benjamin
Harrison Home OCT. 21
Morris-Butler
House OCT. 28
Historic
Landmarks of
You
are required to attend 5 of 8 scheduled field trips. You will earn 30 points for each field trip
that you attend which includes the completion of a required analysis of the
visit. The report MUST be included to receive the 30 points. I will not
subtract points for excused absences, but because you are required to attend 5
out of 8 scheduled field trips, I expect that you will make every effort to attend
the field trips for which you sign up.
The institutions we will visit have agreed to provide considerable staff
time to make your experiences there worthwhile.
Additionally these visits are a key component of this class and they
only add to your educational experience if you attend. We will attend these
field trips with the other H106 section for teachers in training. The maximum capacity for each trip will be 25
students. Let me know well in advance if
you are unable to attend a trip so that someone else may attend in your place.
Field
trip report: Report on the activity in
which you participated and also how you would use this site for a specific age
group (K-12) of your own choosing. You
may also consult the institution’s web site.
Remember that some cultural institutions might not be appropriate for
all age groups. This report, which will
be 2-4 pages in length, typed, double-spaced with one inch margins all around
and in12 point font, is due the Wednesday following the field trip at the beginning
of class. A late paper will receive 3
points off for each day it is late.