A 421 Topics: American Cultural History/H 511 American Cultural History

Syllabus A 421 Topics: American Cultural History/H 511 American Cultural History Wednesday, 6:00pm-8:40pm Room CA 235

Professor: Dr. Melissa Bingmann Office: CA 504N Office Hours: Monday, 2:00pm-3:00pm; Wednesday, 4:30pm-5:30pm Office Telephone: 278-9024 E-mail: [email protected]

COURSE DESCRIPTION: This upper-division and graduate-level course will introduce students to American cultural history from the age of the New Republic through the Culture Wars of the 1990s. Cultural history is integrative because it focuses on ideas and how these are shaped and transmitted through art, literature, educational institutions, religion, leisure activity, and material culture. Oftentimes, cultural history is associated with intellectual history and the history of intellectuals. With the shift to social history, or, history “from the bottom-up,” cultural historians have broadened the scope of the field to examine the culture of racially, gendered, and economically diverse groups. Inquiry into how different people shape and make meaning of intellectual ideas is a current driving force for cultural historical studies. Specific topics that will be explored in this course include the study of intellectuals, religion, literature, decorative art, architecture, popular culture, cultural institutions, education, civic culture, the creation of American tradition, and education.

PRINCIPLES OF UNDERGRADUATE LEARNING:

Core Communication and Quantitative Skills  Through the assigned reading and writing assignments, students will enhance their ability to comprehend, interpret, and analyze both historical monographs and contextualize primary source literary works.  Student-led book discussions will enable students to practice communicating their ideas in small groups. Critical Thinking  Because the study of cultural history is integrative, students will enhance their ability to synthesize information from a variety of disciplines to come to conclusions about the past and present.  Through reading, discussing, and written reflection of Hunter’s Culture Wars, students will apply new content knowledge and thinking skills to generate and explore questions about contemporary American life. Understanding Society and Culture  The content of this course will provide the basis for students’ ability to compare and contrast the range of diversity in human history.

1 POLICIES:

Adaptive Educational Service (AES) AES provides accommodations for students with special challenges or disabilities that may affect their classroom performance. If you are eligible you may register with AES by calling 274-3241. Visit http://www.iupui.edu/~sldweb/aes/ for more information.

Attendance Attendance is required and will be taken at class meetings.

Academic Integrity and Plagiarism Academic misconduct and disruptive students may face disciplinary action according to University policy. Visit http://www.life.iupui.edu/aes/ for more information.

Plagiarism is the violation of academic expectations about using and citing sources. The Indiana University Code of Student Rights and Responsibilities (available in CA 401) explains institutional penalties for plagiarism, or you may visit http://www.iupui.edu/code for more information. These IUPUI policies will be enforced.

Deadlines  Reading must be completed prior to class discussion  Students need to read their selection for the primary source literature study by the date specified for each book. The written summary is due one week later.  Written book review is due one week after reading discussion  Graduate student summary for reading goals and bibliography due Sept. 5  First set of two graduate student précis due November 7th, second set due December 19th.

Incompletes I will be very reluctant to give a grade of Incomplete (I). I assign Incompletes 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 of their assignments.

Classroom Courtesy Please arrive on time and turn off cell phones and pagers prior to the beginning of class.

READINGS:

The following are available for sale in the IUPUI bookstore: Gail Bederman, Manliness and Civilization: A Cultural History of Gender and Race in the United States, 1880-1917, 1995. Jim Cullen, The American Dream: A Short History of An Idea that Shaped a Nation, 2003. Lawrence Foster, Religion and Sexuality James Davison Hunter, Culture Wars: The Struggle to Define America, 1990 Michael Kammen, Mystic Chords of Memory The American Cultural 1890s Cultural Reader, ed. Susan Harris Smith and Melanie Dawson, 2000.

2 ASSIGNMENTS

Book discussion and readings: Completion of the readings is essential to students’ success in this course. In addition to receiving a grade for your participation in group discussions, 20-30% of the exam questions will be directly related to these readings. Be prepared to discuss the following in small groups by preparing a list of five discussion points or questions. Each student will submit the list in writing the day of discussion.

Aug. 29 Cullen, The American Dream Sept. 19 Foster, Religion and Sexuality Nov. 7 Bederman, Manliness and Civilization Dec. 5 Hunter, Culture Wars

All students will be graded on their participation in each discussion. Participation points will be assigned by the following guidelines: 2.5 it was clearly apparent that the student thoroughly read the book; was an active participant during the discussion; demonstrated exceptional analysis and insight above and beyond mastery of historical content. 2 student read the book; contributed to the discussion; made good points but did not demonstrate significant analysis during the discussion. 1.5 student 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 discussion. 1 student did not read the book and/or was unable to make any substantial contribution to the discussion although he/she did prepare discussion points/questions in advance of class. .5 student did not read the book and/or was unable to make any substantial contribution to the discussion. Did not prepare discussion points/questions in advance of class. 0 group member did not attend the group discussion.

Book Summary Each student will choose to complete a précis for either Cullen, Foster, Bederman, or Hunter that includes the thesis and main supporting arguments. 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. Selection is due by September 5th.

The five to eight page double-spaced paper that states the thesis of the book, identifies and provides examples of the supporting arguments, and analyzes the historical sources used by the author is due one week after the book is discussed in class.

Primary Source Literature Study: The purpose of this assignment is for each student to read a novel as a primary source for historical inquiry. Your five-page paper should discuss the literary work in its historical context. Think about how your selected work is reflective of the time

3 period in which it was written. Point out historical events that are important to the narrative. Is it “timeless,” necessary for 21st century readers to have academic training in history, or a combination? Who was the audience? What was the author’s intent and what impact did the book have on American culture, society, politics? Be certain to consult Mystic Chords of Memory. Grammar, spelling, and the quality of writing skills will be graded. Select one book from the attached reading list by Sept. 5 th. The final paper is due one week from the date specified in the list. The purpose of the varied due dates for this assignment is to make certain you can discuss your book in class on the day we introduce the topic.

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. Students may take the exam on-line through Oncourse or in class. Blue books will be provided for students who choose to take their exam in class.

Review questions for lectures and readings will be posted on ONCOURSE in order to help students prepare for the midterm and final. All exam questions will come from the review questions.

Graduate student exam option: Graduate students may choose to take the midterm instead of two books and/or a take-home final for two books.

Graduate student précis: Graduate students will write a précis for each of the five monographs (Bederman, Cullen, Foster, Hunter, Kammen,) and complete the primary source literature written assignment. In addition, each student will develop an additional reading list of five books based on his/her academic goals and complete a précis for each book. A written summary of your reading goals (how and why you chose the focus for your reading) and your bibliography are due Sept. 5th.

Graduate student book discussion: Graduate students will participate in five reading discussions that will cover the assigned readings. In addition, graduate students should be prepared to present at least one of the books from their bibliographies and distribute copies of précis to other students either through Oncourse or bring paper copies to class on the date the book is presented. I will review each bibliography submitted on September 5th to give direction as to which selections should be completed by which discussion dates.

Graduate student class participation/presentation: Graduate students are expected to deliver a ten to fifteen minute presentation to the entire class of one of their book selections, or, assist with leading the undergraduate discussion. I noted selections from the reading list that would supplement lectures and be ideal for presentations. If you prefer to do a class presentation, please indicate this on your bibliography along with the book you wish to present.

4 GRADING Undergraduate grades will be based on the following:

Midterm 20 Final 20 Written book review 20 Primary Source Literature Study 20 Book discussions/class participation 15 Quiz on Mystic chords of Memory selections, 9/5 5 100

Graduate student grades will be based on the following:

10 precis 50 Primary Source Literature Study 10 Summary of reading goals and bibliography 5 Book discussions (5 grad student meetings) 20 Assist with undergraduate reading groups/class presentation/participation 15 100*

*note that roughly 2/3 of your grade is based on written assignments and close to 1/3 is for participation and discussion.

COURSE SCHEDULE:

August 22 Introduction

August 29 Discussion of Jim Cullen, The American Dream: A Short History of an Idea that Shaped a Nation Undergraduates meet at 6:00pm, graduate students meet at 7:30pm.

Sept. 5 Class will not meet Undergraduates take quiz through Oncourse that will cover Kammen, Mystic Chords of Memory, pp. 3-14, 25-32 (Chpt 1, section 2), 40-90 (all of chpts 2 & 3). Submit selection for primary source literature study and your preference of Cullen, Foster, Bederman, or Hunter for the written précis. Graduate students submit summary of reading goals and bibliography including selection for primary source literature study through Oncourse and read Mystic Chords of Memory, Introduction and Part One.

Sept. 12 The Early Republic and the Market Revolution Graduate students discuss Foster, Religion and Sexuality

Sept. 19 American religious movements of the 1900s and utopian movements Undergraduates discuss Foster, Religion and Sexuality

5 Sept. 26 Slave culture, antebellum South, abolitionism American theater, minstrel shows

Oct. 3 The emergence of post-war civic culture and regionalism The closing of the American frontier and Western landscape

Readings: MCOM, chpt 4 pp.101-131, chpt 6 sec V (pp. 184-188); The American 1890s, Frederick Jackson Turner, “The Problem of the West” (pp. 396-407), Simone Pokagon, “The Future of the Red Man” (pp. 210-220).

Oct. 10 Midterm

Oct. 17 Introduction to the 1890s, “Becoming Cultured and Culture as a Commodity,” Social Darwinism, Social Gospel, Commemorating Independence & Colonial era, the rise of American Civil Religion

Readings: MCOM chpt 5, section II & III (pp. 132-162), chpt. 7 (pp. 194-224) The American 1890s, Introduction & chpt. 1 (pp. 1-74), Intro to chpt. 2 and William Dean Howells, “The Modern American Mood” (pp. 75-86), Intro to chpt. 5 and William James, “The Gospel of Relaxation” (pp. 259-273), and Anna R. Weeks, “The Divorce of Man from Nature” (pp. 407-412).

Graduate students discuss Introduction, chpts 1, 6, and all other assigned essays from The American 1890s and Mystic Chords of Memory through chapter 6. Graduate students also need to be prepared to discuss one additional book selection.

Oct. 24 Education, world’s fairs, Victorian Architecture, Frank Lloyd Wright, tourism and the American Southwest

Readings: MCOM, chpt 6, section I-IV (pp. 163-184) The American 1890s, chpt 6 (319-386), Octave Thanet, “The Provincials” (86- 93), Frederick Douglass, “Lynch Laws in the South” (220-226), John Colman Adams, “What a Great City Might Be,” (389-396),

Undergraduates discuss selections from The American 1890s and Mystic Chords of Memory through chapter 6, section IV.

Oct. 31 Immigration, Urban life, Muckraking Journalism

Readings: MCOM, chpt. 8 (228-253) The American 1890s, chpt 3 (143-193), Robert Grant, “The Conduct of Life” (93-

6 104), Abraham Cahan, “A Ghetto Wedding” (226-238), Jacob Riis, “The Genesis of the Gang” (238-249).

Nov. 7 Discussion of Bederman, Manliness and Civilization Undergraduates meet at 6:00pm, graduate students meet at 7:30pm Graduate students also need to be prepared to discuss one additional book selection.

Nov. 14 Post-war modernism/antimodernism, Harlem Rennaissance, View a portion of D. W. Griffith’s Birth of a Nation (1915)

Readings: MCOM, Part 3 (pp. 299-374) The American 1890s, Pauline Hopkins, “Talma Gordon” (p. 105-117), Booker T. Washington, “The Awakening of the Negro,” (pp. 125-134).

Nov. 21 No Class

Nov. 28 New Deal arts & culture View a portion of Cradle Will Rock, 1999

Readings: MCOM, Part 4 (pp. 426-480) Review entire contents of the on-line exhibit, “New Deal for the Arts” on the NARA website: http://www.archives.gov/exhibits/new_deal_for_the_arts/index.html

Dec. 5 Post-World War II disillusionment, Suburbia, Counterculture

Readings: MCOM, Part 4 (pp. 531-617)

Book discussion of Hunter, Culture Wars (Undergraduates and graduates meet together)

Dec. 12 Final Exam (undergraduates) Final book discussion (graduates)

Reading List for Primary Source Literature (choose one from the following list):

Discuss on September 12, written assignment due Sept. 19 Nathaniel Hawthorne, House of Seven Gables *Gore Vidal, Burr

7 Discuss on October 3, written assignment due October 10 Owen Wister, The Virginian

Discuss on October 17, written assignment due October 24 Kate Chopin, The Awakening (1899) Helen Hunt Jackson, Ramona (1884). Mark Twain, The Gilded Age Lew Wallace, Ben Hur

Discuss on October 31, written assignment due Nov. 7 Willa Cather, My Antonia (1918) Theodore Dreiser, Sister Carrie (1900)

Discuss on November 14th, written assignment due Nov. 21 Edward Abbey, Monkey Wrench Gang *Frank Gilbreth, Cheaper by the Dozen (1948) Oliver La Farge, Laughing Boy (1929) Sinclair Lewis, Babbit (1922)

Discuss on November 28, written assignment due Dec. 5 John dos Passos, The 42nd Parallel (1930) Herman Melville, Typee (1930s) Gene Stratton-Porter, Freckles Dalton Trumbo, Johnny Got His Gun (1938) Betty Smith, A Tree Grows in Brooklyn (1943)

Discuss on December 5, written assignment due Dec. 12 Ralph Ellison, The Invisible Man Betty Friedan, The Feminine Mystique Jack Kerouac, On the Road (1957) Grace Metalious, Peyton Place (1954) Pat Mora, House of Houses, Beacon Press, 1997. *Greg Sarris, Mabel McKay: Weaving the Dream, University of California Press, 1994. J.D. Salinger, Catcher in the Rye William H. Whyte, Organization Man (1956) Sloan Wilson, Man in the Grey Flannel Suit (1955) Thomas Wolfe, Electric Koolaid Acid Test

*Gibreth’s work should be contextualized for its insights to the Progressive Era more so than a piece of post-WWII literature. Sarris’ book is not a novel, but the story of Mabel McKay, a Pomo basket weaver and medicine woman. Vidal’s account is historical fiction. If you choose to read Vidal’s Burr, you should also read Nancy Isenberg, Fallen Founder (available on audio book) and compare the two. Graduate students can count Isenberg as one of the additional required readings.

Syllabus is tentative and subject to change

8 Graduate Student Reading List 10 book reviews (5 required) + choice of (5) additional from the attached reading list. Graduate students may choose to substitute a take-home midterm for one book and/or a take-home final for two books.

Early Republic, and Antebellum America Joyce Appleby, Capitalism and the New Social Order: The Republican Vision of the 1790s, 1984. Thomas Bender, Toward an Urban Vision: Ideas and Institutions in Nineteenth Century America, 1982. Ira Berlin and Philip D. Morgan, eds. Cultivation and Culture: Labor and the Shaping of Slave Life in the Americas, 1993. Lawrence Cremin, American Education: The National Experience, 1783-1861, 1981. Alice Fahs, Publishing the Civil War: Popular Literature and the Meanings of the Nation, 1861- 1865, **David Hackett Fischer, Paul Revere’s Ride, Oxford University Press, 1994. **Richard Francis, Transcendental Utopias: Individual and Community at Brook Farm, Fruitlands, and Walden, 1997. **Eugene Genovese, Roll, Jordan, Roll: The World the Slaves Made, 1974. Thomas F. Grossett, Uncle Tom’s Cabin and American Culture, 1985. James Oliver Horton, Free People of Color: Inside the African American Community, 1993. Christine Leigh Heyman, Southern Cross: The Beginnings of the Bible Belt, 1997. **Paul Johnson, A Shopkeeper’s Millennium: Society and Revivals in Rochester, New York, 1815-1837. Carl F. Kaestle, Pillars of the Republic: Common Schools and American Society, 1780- 1860, 1983. John F. Kasson, Rudeness and Civility: Manners in Nineteenth-Century America, 1990. Mary Kelley, Learning to Stand and Speak: Women, Education, and Public Life in America’s Republic, 2006. Jill Lepore, A is for American: Letters and Other Characters in the Newly United States, Alfred A. Knopf: New York, 2002. Jean V. Matthews, Toward a New Society: American Thought and Culture, 1800-1830, 1991. Devon Mihuseuh, Cultivating the Rosebuds: The Education of Women at the Cherokee Female Seminary, 1851-1909, 1993. **Steven Mintz, Moralists and Modernizers: America’s Pre-Civil War Reformers, Johns Hopkins, 1995 David Reynolds, Walt Whitman’s America: A Cultural Biography, 1995. W.J. Rorabaugh, The Alcoholic Republic: An American Tradition, 1979. Anne C. Rose, Voices of the Marketplace: American Thought and Culture, 1830-1860, 1995. Albert J. Von Frank, The Trials of Anthony Burns: Freedom and Slavery in Emerson’s Boston, 1998.

Post Civil War & Twentieth Century Cindy Aron, Working at Play: A History of Vacations in the United States, 1999. Keith Beattie, The Scar That Binds: American Culture and the Vietnam War, 1998.

9 **Paul Boyer, By the Bomb’s Early Light: American Thought and Culture at the Dawn of the Atomic Age, 1994 Joe Creech, Righteous Indignation: Religion and the Populist Revolution, 2006. Lawrence Cremin, Transformation of the School: Progressivism in American Education, 1876- 1957. Robert M. Crunden, Ministers of Reform: The Progressive’s Achievement in American Civilization, 1889-1920, 1982. **Susan Curtis, The Social Gospel and Modern American Culture, 1991. **Angela Davis, Blues Legacy and Black Feminism: Gertrude “Ma” Rainey, Bessie Smith, and Billie Holiday, 1998. Janet Davis, The Circus Age: Culture and Society Under the American Big Top, 2002. Michael Denning, The Cultural Front: The Laboring of American Culture in the Twentieth Century, 1997. Thomas P. Doherty, Pre-Code Hollywood Sex, Immorality, and Insurrection in American Cinema, 1930-1934, 1999. Susan Douglas, Where the Girls Are: Growing Up Female with the Mass Media, 1994. **Nan Enstad, Ladies of Labor, Girls of Adventure: Working Women, Popular Culture, and Labor Politics at the Turn of the Century, 1999. **Lewis A. Erenberg and Susan E. Hirsch, eds., The War in American Culture: Society and Consciousness during World War II, 1996. **John P. Ferre, A Social Gospel for Millions, The Religious Bestsellers of Charles Sheldon, Charles Gordon, and Harold Bell Wright, **James Gilbert, Perfect Cities: Chicago’s Utopias of 1893, 1991, 1993. Linda Gordon, The Great Arizona Orphan Abduction, Harvard University Press, 1999. Katherine C. Grier, Culture and Comfort, Parlor Making and Middle-Class Identity, 1850-1930, 1988, 1997. Grace Elizabeth Hale, Making Whiteness: The Culture of Segregation in the South, 1890-1940, 1998. **Evelyn Brooks Higginbotham, Righteous Discontent: The Women’s Movement in the Black Baptist Church, 1880-1920, Harvard University Press, 1993. **Huggins, Nathan I. Harlem Renaissance. New York: Oxford, 1971. **Tera Hunter, To n’joy My Freedom: Southern Black Women’s Lives and Labors after the Civil War, 1997. George Hutchinson, The Harlem Renaissance in Black and White, 1995. Kenneth T. Jackson, Crabgrass Frontier, 1985. Amy Kaplan, The Anarchy of Empire in the Making of U.S. Culture, Harvard University Press, 2002. John F. Kasson, Amusing the Million: Coney Island at the Turn of the Century, 1978. Houdini, Tarzan, and the Perfect Man: The White Male Body and the Challenge of Modernity in America, Hill and Wang: New York, 2001. Michael B. Katz, Improving Poor People: The Welfare State, the “Underclass,” and Urban Schools as History, 1995. Anne Meis Knupfer, The Chicago Black Renaissance and Women’s Activism, 2006. Jackson Lears, Fables of Abundance: A Cultural History of Advertising in America, 1994. Lawrence Levine, The Opening of the American Mind: Canons, Culture, and History,

10 Beacon Press, 1996. David Levering Lewis, W.E.B. Du Bois, 1868-1919, 1993. When Harlem Was In Vogue, 1981. W.T. Lhamon Jr., Deliberate Speed: The Origins of a Cultural Style n the American 1950s, Harvard University Press, 2002. George Lipsitz, A Rainbow at Midnight: Labor and Culture in the 1940s, 1994. **Karal Ann Marling, George Washington Slept Here: Colonial Revival and American Culture, 1876-1986, 1989. , Wall-to-Wall America: A Cultural History of Post-Office Murals in the Great Depression, 1982. Leo Marx, The Machine in the Garden, 1964. Elaine Tyler May, Homeward Bound: American Families in the Cold War Era, 1988. Melani McAlister, Epic Encounters: Culture Media, and U.S. Interests in the Middle East, 1945-2000, University of California Press, 2001. Patrick McGilligan and Paul Buhle, Tender Comrades: A Backstory of the Hollywood Blacklist, 1997. **John C. McWilliams, The 1960s Cultural Revolution, 2000. **Barbara Melosh, Engendering Culture: Manhood and Womanhood in New Deal Public Art and Theater, 1991. **Carol D. Mintz, Black Culture and the Harlem Renaissance, 1988. Andrea Most, Making Americans: Jews and the Broadway Musical, 2004. **Kathy Peiss, Cheap Amusements: Working Women and Leisure in Turn-of-the-Century New York, Temple University Press, 1986. Laura Prieto, At Home in the Studio: The Professionalization of Women Artists in America, 2001. Janice Radway, Reading the Romance, Women, Patriarchy, and Popular Literature, The University of North Carolina Press, 1991. **Robert Rydell, All the World’s A Fair: Visions of Empire at American International Expositions, 1876-1916, The University of Chicago Press, 1984. Thomas Hill Schaub, American Fiction in the Cold War, University of Wisconsin Press, Bruce J. Schulman, The Seventies: The Great Shift in American Culture, Society, and Politics, 2001. Marguerite Shaffer, See America First: Tourism and National Identity, 1880-1940, 2001. Kathryn Kish Sklar, Florence Kelley and the Nation’s Work: The Rise of Women’s Political Culture, 1830-1900, 1995. Susan Smulyan, Selling Radio: The Commercialization of American Broadcasting, 1920- 1934, 1994. Warren Sussman, Culture as History: The Transformation of American Society in the Twentieth Century, 1984. **Christine Stansell, American Moderns: Bohemian New York and the Creation of A New Century, 2000. Alan Trachtenberg, The Incorporation of America: Culture and Society in the Gilded Age, 1982. **William L. Van Deburg, New Day in Babylon: The Black Power Movement and American Culture, 1965-1975, 1992. Susan Ware, Still Missing: Amelia Earhart and the Search for Modern Feminism, W. W.

11 Norton, 1993. **William H. Wilson, The City Beautiful Movement, 1989. Gwendolyn Wright, Moralism and the Model Home: Domestic Architecture and Cultural Conflict in Chicago, 1873-1913, 1980.

Public History John Bodnar, Remaking America: Public Memory, Commemoration, and Patriotism in the Twentieth Century, 1994. David Glassberg, American Historical Pageantry, 1990. Martha Norkunas, The Politics of Public Memory: Tourism, History, and Ethnicity in Monterey, California, 1993.

American West/Southwest Robert Athearn, The Mythic West in Twentieth-Century America, 1986. Sarah Deutsch, No Separate Refuge: Culture, Class and Gender on an Anglo-Hispanic Frontier in the American Southwest, 1880-1940, 1987. **Margaret D. Jacobs, Engendered Encounters: Feminism and Pueblo Cultures, 1879- 1934, University of Nebraska Press, 1999. Peter Matthiessen, In the Spirit of Crazy Horse, 1991. L.G. Moses, Wild West Shows and Images of American Indians, 1883-1933, 1996. Mary Murphy, Mining Cultures: Men, Women, and Leisure in Butte, 1914-1941, 1997. John G. Neihart, Black Elk Speaks: Being the Life Story of a Holy Man of the Ogala Sioux, 1961. Peggy Pascoe, Relations of Rescue: The Search for Moral Authority in the American West, 1874-1939, 1990. Greg Sarris, Mabel McKay: Weaving the Dream, University of California Press, 1994. Mark David Spence, Dispossessing the Wilderness: Indian Removal and the Making of National Parks, 1999. Henry Nash Smith, Virgin Land: The American West as Symbol and Myth, 1950. David W. Teague, The Southwest in American Literature and Art: The Rise of a Desert Aesthetic, 1997.

General Thomas Bender, New York Intellect: A History of Intellectual Life in New York City from 1750 to the Beginnings of Our Own Time, 1987. Kenneth Jackson, Crabgrass Frontier, 1985. Ben A. Minteer, The Landscape of Reform: Civic Pragmatism and Environmental Thought in America, 2006 Ronald Takaki, A Different Mirror: A History of Multicultural America, Little, Brown and Company, 1993.

**Suggestions for class presentations.