HIST 1302
4 credits/Spring 2005
M/W 11:15AM-12:05 PM
Willey Hall 175

History 1302: United States History

1865 to the Present

 
Syllabus

COURSE DESCRIPTION

This is a writing intensive survey course open to both history majors and those outside history. Our goals this semester are not only to get a feeling of what life was like and how it changed (or didn't change) in the period from the end of the Civil War through the 20th century, but also to understand why; to understand the relationship between forces in the larger world and change at home; to highlight America's triumphs and accomplishments, as well as to grapple with its' shortcomings. We will talk about national politics and everyday life, about popular culture and technological innovation, about corporate power and government regulation, about international affairs and economic development. We want to convey both something of the sweeping nature of the changes in American life and America's place in the world, along with the stubborn persistence of racial, gender, and economic inequities.

The central organizing theme around which we have organized the course is the meaning and experience of freedom in America from the end of the Civil War through the 20th century. As we make our way through the course, we will continually be revisiting a set of three questions: How did the meaning various groups in America assigned to freedom change over time? How did the conditions -- social, economic, political, legal, cultural -- that made freedom possible change over time? And, how did the actual boundaries of freedom -- the day-to-day experience of freedom -- change over time?

We have chosen readings for the term with this broad theme of American freedom in mind. The basic narrative will be provided by class lectures and by a textbook by the celebrated American historian Eric Foner, Give Me Liberty! Our other readings include Mae Ngai's prize-winning monograph Impossible Subjects, a document collection by Van Gosse, Movements of the New Left, Anne Moody's memoir, Coming of Age in Mississippi, a document packet, films, and some on-line documents linked to the website.

It is a challenge of the highest order to attempt to grapple with a century and a half of history in 15 weeks. There will be many important issues that receive only cursory coverage, others that we will miss altogether. That said, you should nevertheless leave the course with a broad narrative timeline, a strong grasp of the issues that defined this period, and many questions that you would like to explore further on your own and in more focused history courses.

Most important of all, you should leave this course with the understanding that we can only understand the past by questioning it. Ask questions of lectures, of the sources we read, of yourself, and each other; participate, have fun, be troubled. It is by engaging the past that we develop a sense of who we are today.

COURSE REQUIREMENTS

Students are responsible for all assigned readings and regular attendance at lectures and discussions. You should always bring your assigned readings to discussion.

CLASSROOM DECORUM

This is a big class requiring everyone to use their best public manners. Following a few guidelines will assure that everyone can get the most out of the class. First, please turn off cellular phones and beepers during lectures and discussion sections. Second, be on time, remain in your seat throughout the class, and do not start packing up your notes until after lecture/discussion has ended. Third, limit computer use to note-taking (in other words, no web-surfing, e-mail, etc.). Finally, please no unrelated reading (e.g., the newspaper) in class.

REQUIRED TEXTS

The following texts are required reading. They are available for you to purchase at the Bookstore in Coffman Union.

1. Eric Foner, Give Me Liberty! An American History, vol. 2 (Norton, 2005).

2. Mae M. Ngai, Impossible Subjects: Illegal Aliens and the Making of Modern America (Princeton University Press, 2003).

3. Anne Moody, Coming of Age in Mississippi (1968, New York: Dell Publishing, 1976).

4. Van Gosse, The Movements of the New Left, 1950-1975: A Brief History with Documents (Bedford Books, 2005).

5. Course Packet.

WE'RE ON-LINE

The complete syllabus including announcement page, syllabus, schedule, lecture outlines, section information, and assignments page are on-line. The course website will be my principal means of communicating with you as a group outside of class, so please check the website every week before class. You also will be getting access to web-linked readings on the schedule page. All this means that you should familiarize yourself with the course website:

http://www.hist.umn.edu/~bywelke/H1302.htm

For the hours and locations of all University computer labs, please contact Academic & Distributed Computing Services or by phone at 612-625-6817.

GRADES

Your grade will be based on the following formula: class participation 30% (including attendance, participation in discussions, discussion section writing assignments and quizzes); midterm exam 20%; final exam 25%; Thinking through History research paper 25%. Each of these elements is described in greater detail on the Assignments weblink page.

UNIVERSITY POLICIES

GRADES AND GRADING POLICIES

University-wide grading standards are as follows:

• A - achievement that is outstanding relative to the level necessary to meet course requirements
• B - achievement that is significantly above the level necessary to meet course requirements
• C - achievement that meets the course requirements in every respect
• D - achievement that is worthy of credit even though it fails to meet fully the course requirements
• S - achievement that is satisfactory, which is equivalent to a C- or better
• F(or N) - Represents failure (or no credit) and signifies that the work was either (1) completed but at a level of achievement that is not worthy of credit or (2) was not completed and there was no agreement between the instructor and the student that the student would be awarded an I (see also I)
• I - (Incomplete) Assigned at the discretion of the instructor when, due to extraordinary circumstances, e.g., hospitalization, a student is prevented from completing the work of the course on time. Requires a written agreement between instructor and student
• Academic dishonesty in any portion of the academic work for a course shall be grounds for awarding a grade of F or N for the entire course.

IMPORTANT CLASSROOM & UNIVERSITY POLICIES & SERVICES

Creating an environment that fosters learning for every student is essential to the mission of the University. It is our mission too. Below we have outlined the policies and services that are most important to building and sustaining a learning community for this class in which every student is asked to do their best work supported by services and rules to help make that happen. Some of the University policies noted below are matters of federal law. They can sound like just so much legal boiler-plate. It's important for you to know that behind that legal language is real meaning for the University, for us as teachers and scholars, and for you as a student.

DISAGREEMENT AND UNDERSTANDING: History is never just history in the sense of not mattering. Studying American history can generate lively discussions and sometimes touch nerves. The topics we are discussing this term include subjects about which members of our classroom community may well profoundly disagree, including topics such as American foreign policy, and, on the home front, economic policy, abortion, affirmative action, and gay rights. What is important to remember as we read and as we debate in class is that disagreement and dissent are as fundamental to the life of a university as they are to a democratic society. We value that diversity and ask you to value it as well. It can sometimes make learning less comfortable, but it can also make it more engaged, meaningful, and even fun. In all, diversity of opinion can make us think more deeply and gives us practice in the kind of debate that lies at the heart of a democratic society.

ACADEMIC INTEGRITY: Academic integrity is also a key element in a positive teaching and learning environment. The University expects, as do we, that all students enrolled in courses will complete coursework with fairness and honesty. For most students academic integrity is a given. In fairness to them, it must be a given for all students. The University Student Conduct Code defines scholastic dishonesty as submission of false records of academic achievement; cheating on assignments or exams; plagiarizing; altering, forging, or misusing a University academic record; taking, acquiring, or using test materials without faculty permission; acting alone or in cooperation with another to falsify records or to obtain dishonestly grades, honors, awards, or professional endorsement. In the context of this course, the most important elements of the University policy relate to plagiarism and interfering with another student's access to course/research materials. We know that plagiarism is especially something about which students are sometimes confused, so we'll go over what it means in discussion sections. We will follow the policy of the College of Liberal Arts of giving a failing grade for any plagiarized assignments and reporting the incident to the Office of Student Academic Integrity. A second offense would result in a failing course grade. For more information on academic conduct, contact the Office of Student Academic Integrity107 Eddy Hall (612-625-5900).

EQUAL OPPORTUNITY: Diversity in persons as well as viewpoints makes for a richer learning environment. The University of Minnesota, as are we, is committed to the policy that all persons shall have equal access to its programs, facilities, and employment without regard to race, religion, color, sex, national origin, handicap, age, veteran status, or sexual orientation. For further information, contact the Office of Equal Opportunity and Affirmative Action in 419 Morrill Hall (612-624-9547).

DISABILITIES: It is important to the University and to us that every student, regardless of disability, be provided with the tools that will make the University a productive learning environment. Please let me and your discussion section T.A. know if this may apply to you. You should also contact Disability Services which is part of the Office for Multicultural and Academic Affairs.

SEXUAL HARASSMENT: Another element of equal opportunity is the right to a learning environment free from sexual harassment. It is the right of every student to a learning environment free from unwelcome sexual advances/demands, sexual conduct, and sexual suggestion. As instructors at the University we are ethically, as well as legally, obligated to take appropriate action to prevent sexual harassment. For further information, contact the Office of Equal Opportunity and Affirmative Action in 419 Morrill Hall (624-9547).