AMERICAN SOCIAL HISTORY, 1865 to the present
History A317 - Section 25150 or H511
- Section 25069 (3 credits)
Fall 2005, Wednesdays,
Cavanaugh Hall 219
Instructor: Dr. Nancy M. Robertson Grad Assignment
Office Hours: Tuesdays,
Wednesdays,
And by appointment
Office: Cavanaugh Hall 503T
phone/voice mail: 317/274-8017
fax: 317/278-7800
e-mail: please USE ONCOURSE
In a
pinch: nmrobert@iupui.edu
“The problem
with history is that it’s written by college professors about great men. That’s not what history is. History’s a hell of a lot of little people
getting together and deciding they want a better life for themselves and their
children.” ---Bill Talcott in Studs Terkel, Working
I. COURSE DESCRIPTION
There are a
number of ways that different historians approach the study of history. This class relies on a “social history”
approach. Social history is sometimes
referred to as “history from the bottom up” because it looks at the daily lives
of average people to understand the larger social forces that shaped their
lives. Social historians also look at
how those “average” people worked to change those forces and their society. The “new” social history–now 40+ years old has
become one of the dominant trends in historical writing. Throughout the course, we will consider the
reasons for its appeal. In order to
consider these issues, the course is divided into 4 units (African-American
history, women, ethnicity & immigration, and social movements). As such, the class is not designed around a
chronological framework. One ongoing
question, in fact, is the ways in which various historical subfields or the
experiences of different groups challenge the standard periodization
of American history.
At the same
time, the dominance of social history has contributed to a growing
“Balkanization” of historical inquiry.
Historians are continually trying to balance the trees and the forest:
the appeal of narrowly defined topics with the need for synthesis. We will
address this issue along the way–questioning the divisions between units (do
black women, for instance, belong to the section on African Americans or on
women) as well as talk about the issue more explicitly in the last session.
Classes
will include discussion as well as lectures.
Reading assignments will entail a variety of primary sources. The
material is to be read for the class
that is listed on the syllabus. Come
prepared to talk about the issues raised by the readings and lectures.
II. COURSE OBJECTIVES
Lectures,
discussions, and written assignments are designed to help students learn how to
analyze documents from the past, take a position on a historical question, use
evidence to support it, and express their insights to others. Gaining these abilities helps not only in
understanding American history, but also in improving critical thinking and
communication skills essential to doing well both in school and in the future. A goal of this course is to assist students
in developing their analytical and writing skills. I, therefore, count improvement in your
work. These course objectives relate to
the “Principles of Undergraduate Learning” developed to identify what all IUPUI
students are expected to have mastered by graduation. You can find more about the Principles at:
http://www.iupui.edu/~history/ugprinciples.html
III. REQUIRED MATERIALS
The books
can be purchased at Indy’s College Bookstore, (near Starbucks):
Ø
On Reserve in the Library, you will also
find a copy of:
IV. COURSE REQUIREMENTS
Below is an
overview of the assignments for the course.
A more detailed explanation for each will be handed out and we will
discuss the assignments in class before they are due.
Please note
these requirements for the written work for this course, except as indicated:
Ø Written assignments are due at the
START of class.
Ø Work is also to be submitted
electronically to the “drop-box” on ONCOURSE.
Ø ALL work must include a section (or
page) with “Additional Sources Consulted.”
The “Additional Sources Consulted” section covers any sources (except
the two assigned books) whether or not you relied on the source in the course
of writing the assignment. Sources
include internet, reference, and people, as well as more expected
materials. The section must provide FULL
bibliographic information. Instructions
will be posted on ONCOURSE. If you did not consult any other source,
make that clear.
Ø If you do use a source (either for a
quotation or information), you must provide the appropriate citation;
instructions for this will also be posted on ONCOURSE.
Overview of Assignments (for undergraduate credit)
1. At
the end of each of the first three units, there will be a take-home exam where
you will incorporate the issues of that unit.
You will write a 3-4 page answer to the questions provided ahead of
time. It will due the week after the
unit is completed. Each is worth 20% of
your final grade. You will need to do
this 2 of the 3 possible times. WORTH 40% of final grade.
2. Final examination for the class, also take-home, 4-6 pages. In this assignment you are to integrate the
themes and units of the course. It will
be due the date that the final is scheduled for - December 14th,
3. Responses
to question/s about the readings; these will run about 250 words. There will be at least 10 opportunities for
these. These are due by
4. Completion
of reading by the assigned date, pass/fail assignments, reading quizzes (if
necessary), ungraded written assignments in class,
and participation in class discussions. Each person with a B- for this portion of the course grade. You can raise this grade by participating
thoughtfully in class which requires attending, being prepared, and
contributing useful questions, ideas, or opinions. This portion of your grade can be lowered if
you miss the assignments or do not attend or participate in class. Frequent tardiness or early departures may
also affect this part of your grade. If
you are uncomfortable talking in class, contact me and I can give you some
helpful hints WORTH 10% of final grade.
PLEASE NOTE:
V. COURSE POLICIES
LATE OR MISSED WORK:
REWRITING PAPERS:
If you want
to rewrite an assignment, you MUST:
INTELLECTUAL HONESTY:
Developing
your intellectual skills is possible only when you actually do the work
assigned. We will have a longer
discussion of intellectual work, academic integrity, and plagiarism and there
will be a more detailed statement on ONCOURSE which you should consult. Plagiarism and/or cheating will, at a
minimum, entail a grading penalty for the work in question and most likely be reported to the appropriate dean’s office. The latter step may mean additional
disciplinary action by the University.
The University’s policy on plagiarism, as stated in the IUPUI Campus Bulletin, 2004-2006
(p.37-38) is:
A student must not adopt or reproduce ideas,
words, or statements of another person without an appropriate
acknowledgment. A student must give due
credit to the originality of others and acknowledge an
indebtedness whenever he or she does any of the following:
a. Quotes another person’s actual words, either oral or written;
b. Paraphrases another person’s words, either oral or
written;
c. Uses another person’s idea opinion, or theory; or
d. Borrows facts, statistics, or other material, unless that information
is common knowledge.
You can find the IUPUI
Student Code of Conduct on line at: http://life.iupui.edu/help/code.asp
Please note
the requirement for written work about “Additional Sources Consulted”
above. You may also talk with me if you
have questions about what is or is not permissible.
INCOMPLETES:
IUPUI’s
policy on incompletes states they are only for students who have completed 75%
of the course requirements and have been prevented by significant or
unanticipated events from finishing the class.
WITHDRAWING FROM CLASSES:
If you
decide to drop the class, please note that you must submit an official “drop slip” to the registrar (signed by the
appropriate people). University policy
requires assigning an “F” to a student who stops showing up even if that student has told the professor
that she or he plans to withdraw.
VI. CLASSROOM GUIDELINES
To enhance
the learning process for all students in this course, there are a few basic
guidelines that will govern classroom etiquette.
VII. A FEW HINTS FOR DOING WELL [in this and other courses]
Lectures,
discussions, and the readings will be mutually reinforcing ways to gain control
over information and begin to understand key questions about what happened and
why. Class discussion depends on students having read and thought about the
reading assignments.
Participate in class. This includes being prepared and asking
questions or contributing informed ideas or opinions. Generally, if you have a question about the
material you have read or something that was said in class, other people may as
well. If you are hesitant to ask
questions during class, see me during
my office hours or e-mail me.
Get to know some of your fellow students. They can tell you about a class that you
miss, although that rarely substitutes for being there yourself.
Make use of the Resources of the
It is often
useful to talk over assignments with
other students. But each of you is to
write your own, distinct work. You will
want to use different examples or use examples differently in order to be clear
that you have written a unique piece. If
you have questions about what is appropriate collaboration, please check with
me AHEAD of time.
I cannot
stress too heavily the usefulness of planning
ahead, saving work on your
computer OFTEN, making backups (on
diskettes), and printing out your paper
early. Keep a back-up copy of any written work that you do not want to rewrite.
Read over comments that I make on your
writing (and any handout with comments about the assignment). Understanding what I thought was strong about
your work or what could be improved will help you when you write your next
assignment.
Information
for this class will be on ONCOURSE.
Generally I post the overview for the lecture, a list of important terms
to know, announcements, changes in the syllabus or due dates, and some
handouts. I expect that all students in this class will access ONCOURSE
regularly. Generally, I will post
materials for Wednesday’s class by
VIII. LOGISTICS
I have
voice mail that is on twenty‑four hours a day. You are welcome to call me should you need to
do so. If you leave a phone message,
speak slowly and clearly, provide a phone number where you can be reached, and
state times when you will be at that number.
I will respond to e-mail or voice mail messages within 48 hours (except
for messages sent after
It is your
responsibility to check classmates and ONCOURSE for materials from a class you
miss. You need to contact me as soon as
possible to make arrangements for late written work.
If you
submit an assignment to me outside of class (either by bringing it to my office
or by e-mail), you should also bring a hard copy with you the next time you
come to class. I will let you know when
I receive the email. If you don’t hear
from me within 24 hours, contact me again.
E-mail does not always get through and papers can get lost; you need to
be sure that I receive your paper.
You are
entitled to an e-mail account through IUPUI.
I realize that many of you prefer to use another provider for e-mail and
web work. The University encourages you
to set up your IUPUI account to forward information to your other accounts. It means that you can easily access
information from the University. If you
need help setting up the account or forwarding mail, contact: http://itaccounts.iu.edu
Please note
that, according to University policy, you are, ultimately, responsible for
activity on your computer account.
There is a
University web page that will let you know if the campus is closed for snow:
http://registrar.iupui.edu/adverseweather.html
You can also call: 317/278-1600
IX. SCHEDULE OF CLASS MEETINGS
PLEASE NOTE: The
syllabus is tentative and subject to change.
There will likely be additional readings. Adjustments will be announced in class and
posted on ONCOURSE. It is your
responsibility to stay on top of changes.
8/24: Introductions,
overview of course objectives, requirements, themes, and the syllabus.
Why study
history?
What should
historians study?
What is
social history?
8/31: African-American History: Reconstruction.
BINDER
& REIMERS: ch. 1.
ZINN, ch.
9: through 204.
9/7: African-American History: The New South.
BINDER
& REIMERS: ch. 6.
ZINN, ch. 9: 205 to end.
Document
TBA.
9/14: African-American History: The Second
Reconstruction.
BINDER
& REIMERS: ch. 13.
ZINN, ch. 17.
9/21: Women’s History: Woman’s Sphere/Woman’s
Work.
BINDER
& REIMERS: ch. 4.
ZINN, ch. 13.
DUE: Take-home exam on
African-American history (if doing).
9/28: Women’s History: The New Woman in the New
Era.
BINDER
& REIMERS: ch. 9.
TBA.
10/5: Women’s History: Second Wave Feminism.
BINDER
& REIMERS: ch. 15.
ZINN, ch. 19.
10/12: Immigration & Ethnicity: The Wests.
BINDER
& REIMERS: ch. 2.
ZINN, ch. 11.
DUE: Take-home exam on women’s
history (if doing).
10/19: Immigration & Ethnicity: Hyphenated
Americans.
BINDER
& REIMERS: ch. 7.
ZINN, ch.14.
10/26: Immigration & Ethnicity: Who is an
American?
BINDER
& REIMERS: ch. 16.
ZINN, ch. 24.
11/2: Social History and Social Change: Responses
to demands for change.
BINDER
& REIMERS: ch. 8.
ZINN,
ch.15: through 386.
DUE: Take-home exam on immigration
& ethnicity (if doing).
11/9: Social History and Social Change: Government
and the People.
BINDER
& REIMERS: ch. 10.
ZINN,
ch.15: 386 to end.
11/16: Social History and Social Change: You say you
want a revolution?
BINDER
& REIMERS: ch. 14.
ZINN, ch.18.
11/23: Why do people write history?
Does
history matter?
The origins of the new social history.
ZINN,
ch.23, afterword
TBA
11/30: No class - Thanksgiving.
12/7: How do we pull it together? the debate over synthesis.
TBA
12/14: Take-home final due,