AMERICAN HISTORY II: U.S. History Since 1865

AMERICAN HISTORY II: U.S. History since 1865 History H106 - Section 02558 (3 credits) Fall 2008, Tuesdays & Thursdays, 9am to 10:15am Cavanaugh Hall 217

Instructor: Dr. Robertson Office: Cavanaugh Hall 503T Office Hours: Thursdays, 10:30am to 11:30am and by appointment e-mail: please USE ONCOURSE phone/voice mail: 317/274-8017 In a pinch: [email protected] fax: 317/278-7800 and include “H106” in subject line.

“Ordinary people can be intimidated for a time, can be fooled for a time, but they have a deep-down common sense, and sooner or later they will find a way to challenge the power that oppresses them. People are not naturally violent or cruel or greedy although they can be made so. Human beings everywhere want the same things: they are moved by the sight of abandoned children; they long for peace, for friendship and affection across lines of race and nationality. Revolutionary change does not come as one cataclysmic moment (beware of such moments!), but as an endless succession of surprises, moving zig- zag towards a more decent society. We don’t have to engage in grand, heroic actions to participate in the process of change. Small acts, when multiplied by millions of people, can transform the world.” --Howard Zinn, You Can’t Be Neutral on a Moving Train

I. COURSE DESCRIPTION

History 106 is a survey of American history from the end of the Civil War (1865) until the present (2008). There are a number of ways that historians analyze 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 their society. To understand the history of the United States, we need to analyze both individual people and the larger trends they were part of. For the latter, we will focus on the processes of assimilation and Americanization, changes in legal and civil rights, economic development, geographic expansion, government intervention and regulation, immigration and migration, international engagement, and urbanization.

There are three sets of questions that we will pay particular attention to:  How have people changed society?  What have Americans thought the role of government (especially the federal government) should be?  How (and why) has the international position of America changed in these years?

We will also put some attention on the questions of “What does it mean to be an American?” and “What can we learn from history?” 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.

1 NOTE: You are responsible for reading, understanding, and agreeing to the class requirements and policies laid out below as well as those posted on ONCOURSE. If there is a question or problem, you need to contact me as soon as possible.

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 their views, and explain their insights to others clearly. The focus is on analyzing why things happened as much as learning what happened. Gaining these abilities helps both to understand American history and to improve the critical thinking and communication skills essential to doing well both in school and in the future. These objectives relate to the “Principles of Undergraduate Learning” which you can find at: http://www.iport.iupui.edu/selfstudy/tl/puls/

III. REQUIRED MATERIALS

More info can be found on ONCOURSE—Resources: Obtaining Required Materials.

< Paul S. BOYER, et al., The Enduring Vision: a History of the American People 6th edition/Dolphin edition (Houghton Mifflin or Cengage, 2009). Please get this edition. < Kevin J. FERNLUND, Documents to Accompany America’s History, v.2: since 1865. 5th ed. (Boston: Bedford/St. Martin’s, 2004). < Course Readings either handed out or posted to ONCOURSE—Resources: Readings. < Bring FERNLUND (or a copy of the relevant pages) or the Course Readings when they appear on the syllabus for a session.

IV. COURSE REQUIREMENTS and CALCULATION of COURSE GRADE

More information can be found on ONCOURSE—Resources: Requirements for Written Work or ONCOURSE—Resources: Instructions for Specific Assignments.

Here is an overview of assignments with tentative due dates. We will discuss them in class and longer instructions will be posted on ONCOURSE. Changes will be posted on ONCOURSE:

 Three written assignments, due 9/2, 9/30, and 10/30, each worth 10% of the course grade. < A 5-6 page paper due Tuesday, 11/25; (along with any interim steps), it is worth 25% of course grade.  Midterm examination, Thursday, 10/16 (worth 20% of course grade).  Final examination, Tuesday, 12/9 (worth 20% of course grade).  Class engagement, includes completion of reading by the assigned date, participation in class discussions, etc. (worth 5% of course grade).  Regular attendance is required for this course. You are allowed three (3) absences for the semester. You do not need to provide an excuse although you are responsible fore submitting written assignments (or arranging for an extension) and you expected to stay on top of the reading. These absences allow for emergencies, family needs, celebrations, or job requirements. For each and every absence beyond 3, your

2 course grade will be reduced by one point. Conversely, if you maintain a perfect or near perfect attendance record, I will take that into consideration if you are on the borderline between two grades.

Requirements for ALL written work for this course: < Written assignments are due in hard copy at the START of class. < Work is also to be submitted electronically (ideally in .rtf or .doc format) before class. < When you use a source (either for a quote or information), you MUST provide a citation. < All work MUST include a statement of ANY sources you used. The list includes any and all sources you looked whether or not you actually used the source in the final assignment. “Sources” include (but are not limited to) internet, reference works, and people, as well as material assigned for the class.

V. COURSE POLICIES

See ONCOURSE—Resources: Semester Calendar, including Academic Honesty, Withdrawals, and Incompletes for additional information. You may also ask me if an expectation is unclear.

ATTENDANCE: I take attendance and regular attendance is expected in this course. i See Section IV (Course Requirements) above for permitted absences and impact of attendance on course grade. i Frequent tardiness or repeatedly leaving early will count as an absence. i In the case of a severe illness or other prolonged difficulty, I will need official documentation (doctor’s note, legal record, etc.).

LATE OR MISSED WORK:

< Work is due by the deadline even if you are not in class that day. < Extensions for assignments are granted only if you contact me BEFORE the deadline. < Material handed in after the start of class on the due date (or extended due date) will be marked down for each day it is late. Days means days of the week, not class sessions. < The examples used in late written work cannot be examples discussed in class. < Make-up exams are offered only at the discretion of the professor.

REWRITING PAPERS:

If you want to rewrite an assignment, you MUST: < speak with me first. < hand in the original version (& any comments I made) when you submit the rewrite.

ACADEMIC HONESTY and INTEGRITY:

Developing your intellectual skills is possible only when you actually do the work assigned. Plagiarism, cheating, or other academic misconduct will, at a minimum, entail a grading penalty for the work in question and be reported to the appropriate dean’s office. The latter step may entail additional disciplinary action by the University. You can find additional information in the online

3 version of the IUPUI Student Code of Conduct at: http://www.iupui.edu/code/CSR_0106.pdf

Note the requirement for written work about “Additional Sources Consulted” above.

Academic integrity is important to establish a level playing field for all students. To maintain it, I will use whatever means necessary (including Turn-It-In) to detect violations.

CLASSROOM GUIDELINES:

< We will start and end each class on time; we will use cell phone time. If you must arrive to class late or leave early, please do so with a minimal amount of disruption. < Turn off or mute cell phones, pagers, and beepers before class begins. < I welcome questions (although I may sometimes put you “on hold” until I conclude a point). Private conversations between class members while I am lecturing or your classmates are talking are not permitted as they disrupt the learning environment for others.

VI. LOGISTICS & RESOURCES

Take advantage of the University Writing Center (two locations: CA 427, 274-2049 and UL 2125, 278-8171). Call ahead to schedule a tutoring session. Remember the UWC gets really busy during midterms and finals. The staff (students and faculty) will work with you one-on-one to improve your writing. The UWC's Writing Hotline (278-9999); call it for answers to quick questions about punctuation, usage, documentation, etc.

The ability to take good notes is a useful skill, and one that improves with practice. I, therefore, do not give permission for students to record my lectures. If a physical disability prevents you from doing well without a tape recorder, please visit the office of Adaptive Educational Services in UC 137 and have them contact me about this or other necessary accommodations. You can reach them at 274-3241 or at [email protected] .

It is often useful to talk over assignments or study for exams with other students. But each of you is to write your own distinct paper or exam. 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, 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.

Information for this class will be on ONCOURSE. I expect that all students in this class will access ONCOURSE regularly. Generally, I will post materials for Tuesday’s class by 7pm the preceding Friday and for Thursday’s class by 8am the preceding Wednesday. If you have any difficulties with ONCOURSE, please contact me as soon as possible.

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, you should also bring a copy with you the next time you come to class. I will let you know when I receive it. If you do not hear from me within 24 hours, contact me again.

4 If you are hesitant to talk during class, come see me during my office hours or e-mail me.

I have voice mail and you are welcome to call me. If you leave a phone message, speak slowly and clearly, provide a phone number, and state times when you will be at that number.

I prefer that you email me through ONCOURSE email. If you have to use my IUPUI account, include “H106” in the subject line.

I will try respond to e-mail or voice mail messages within 48 hours (except on weekends).

You are entitled to an e-mail account through IUPUI. For privacy reasons, I prefer to use students’ IUPUI email accounts or ONCOURSE. You may prefer to use another provider for e-mail but you need to set up your IUPUI account to forward information to that account. For instructions on how to do so, go to: http://itaccounts.iu.edu

NOTE: IUPUI policy holds you responsible for any activity on your computer account.

VII. SCHEDULE OF CLASS MEETINGS

The syllabus is tentative and subject to change. Adjustments will be announced in class and posted on ONCOURSE. It is your responsibility to stay on top of changes.

There is a University web page that will let you know if the campus is closed for snow: http://www.iupui.edu/~prepared/ You can also call: 317/278-1600

8/21: Overview of course.

UNITING and RE-UNITING AMERICA in the late 19th century

8/26: Political Reconstruction: How to rebuild the nation after the Civil War? BOYER, ch. 16; also http://www.usconstitution.net/const.html for the wording of the 13th, 14th, and 15th Amendments. Document—Handout: “Shall I trust these men?” – short written assignment DUE.

8/28: Emancipation: What is necessary for people to be free and equal? Document—ONCOURSE—Resources: Readings: Jourdon Anderson.

9/2: The legacy of Reconstruction: How did people try to get change when the government did not help? BOYER, ch. 18: 561-65; ch. 20: 627-31. Documents—FERNLUND: Booker T. Washington (18-8/19-8), W.E.B. DuBois (18-9/19-9) and ONCOURSE—Resources: Readings: Ida B. Wells. WRITTEN ASSIGNMENT DUE.

9/4: The West: How were the regions integrated? BOYER, ch. 17. Document—FERNLUND: Howard Ruede (16-4/16-5); think about the questions at the end.

5 9/9: Industrialization, pt. 1: How did industrialization affect the U.S.? BOYER, ch. 18: 547-61.

9/11: Industrialization, pt. 2: What was industrialization like for workers? BOYER, ch. 18: 566-end.

MODERN AMERICA and the WORLD at the turn-of-the-century

9/16: Immigration and Urbanization: Who is an American? BOYER, ch. 19. ONCOURSE—Resources: Readings: “Social Profile of the American Republic.”

9/18: Progressivism: What were the problems of a modern society? BOYER, ch. 21.

9/23: Progressivism: What were the possible solutions? Documents—FERNLUND: Margaret Sanger (20-5) and Compulsory Sterilization (20-6).

9/25: Progressivism: Who gained the most (and why)?

9/30: Imperialism & the U.S.’s role in the world: How & why did the U.S. expand overseas? BOYER: ch. 20: 631-end; ch. 22: 683-91. Documents—FERNLUND: Albert Beveridge (21-3/21-4) and ONCOURSE—Resources: Readings: William Jennings Bryan. WRITTEN ASSIGNMENT DUE.

10/2: World War I: “Over There”: What was the U.S.’s role in the war? BOYER, ch. 22: 691-95, 698-701, 710-14 (and conclusion 716-17). Document—FERNLUND: Woodrow Wilson (22-2/22-3).

10/7: World War I: Over Here: How did WWI affect the country? BOYER, ch. 22: 695-97, 701-10, 714-end. Documents—ONCOURSE—Resources: Readings: Recruiting posters.

10/9: The 1920s: What was the second industrial revolution? BOYER, ch. 23 and chart on 664. Document—FERNLUND: Ku Klux Klan (23-6).

BUILDING THE AMERICAN CENTURY in the mid 20th century

10/14: The Great Depression: What happened? How did people respond? BOYER, ch. 24: 749-54, esp. graphs on p.753. Document—FERNLUND: John T. McCutcheon (24-4/23-13).

10/16: MIDTERM EXAM (covering the material through 10/9–the 1920s).

10/21: The New Deal, pt. 1: What should the federal government do in hard times? BOYER, ch. 24: 755-61. Documents—ONCOURSE—Resources: Readings: letters to FDR and his administration.

6 10/23: The New Deal, pt. 2: Who supported the New Deal? BOYER, ch. 24: 762-end. Documents—ONCOURSE—Resources: Readings: FSA photos.

10/28: World War II: the World at War: How did the Allies win? BOYER, ch. 25: 785-97, 803-08, 817-end. Document—FERNLUND: C.D. Batchelor (26-1/25-2).

10/30: World War II: the Homefront: How did WWII affect the U.S.? BOYER, ch. 25: 797-803, 808-17, review conclusion 822-23. WRITTEN ASSIGNMENT DUE.

11/4: Cold War America: How did U.S./U.S.S.R. relations shape the world? BOYER, ch. 26. Document—TBA.

11/6: The Affluent Society: What created the American way of life? BOYER, ch. 27. Documents—FERNLUND: Help-Wanted (28-4/27-3).

OTHER VISIONS OF AMERICA as a new century unfolds

11/11: Other Americas: How did African Americans build an effective movement for change? BOYER, review ch. 27: 857-59, 877-end; ch. 28: 892-900. Document—FERNLUND: Rosa Parks (27-9/26-10).

11/13: The 1960s: What was the impact of the civil rights movement on all Americans? BOYER: ch. 28 though 911.

11/18: Vietnam: What was/is the legacy of this war? BOYER: ch. 28: 909-end; ch. 29: 917-34. Documents—FERNLUND: Lyndon Johnson (29-2/28-8) and Philip Caputo (29-3/28-9).

11/20: The 1970s, one view: Why was it an age of limits? BOYER: 29: 935-end; ch. 30: 952-60. Document—FERNLUND: Gallup Polls (30-3/29-7).

11/25: The 1970s, another view: What else happened? BOYER: ch. 29: 923-25; ch.30: 943-52. Documents—FERNLUND: Gloria Steinem (30-6/29-5) and Phyllis Schlafly (30-7/29-6). LONGER PAPER DUE.

11/27: NO CLASS -- THANKSGIVING

12/2: The Reagan-Bush I Years: What was the Reagan Revolution? BOYER: ch. 30: 960-end; ch. 31: 974-82. Document—TBA.

12/4: The Clinton-Bush II Years and Course Review.

7 Who is an American? What is America’s place in the world? How will people in the future look at our times? BOYER: ch. 31: 983-end; ch. 32.

Tuesday, December 9th, 10:30 to 12:30: FINAL EXAM Please note that the time slot is different from the class AND you will have more time. The location will be the same.