HIS 315L: The United States since 1865 Chris Babits ※ [email protected] ※ Jermaine Thibodeaux ※ [email protected] ​ ​ ​ MTWThF ※ 1:00 to 2:30 pm ※ CLA 0.112 Supplement Friday Sessions ※ 3:00 to 4:00 pm ※ GAR 3.116 Office Hours Days, Times, and Locations Listed on Canvas Homepage

Vietnam War Protesters (April 17, 1965) ​

COURSE DESCRIPTION: This course surveys American history​ from the Civil War to the present day. Through a combination of lectures, readings, and in-class discussions and activities, students will learn about some of the significant intellectual, political, social, cultural, and economic aspects of ​ ​ America’s recent past. Prominent themes include the fight for civil rights and the United States’ expanding role in international affairs. By the end of the semester, you'll have a deeper understanding of racial ideology, gender, LGBTQ rights, and U.S. foreign policy.

Daily readings come in the form of primary sources and academic articles. Assignments include primary source analyses, evaluations of academic articles, attendance/participation, and a final paper. At various points in class, we will focus on refining the skills necessary for you to do well on each of these assignments.

This class won't stress the memorization of names and dates. Instead, our goal is for you to think critically about why or how people and events influenced the past. Over the course of the ​ ​ ​ ​ semester, students will ask the question historians ask themselves: so what? Why must we know ​ ​ about a certain person, place, or event? What makes something historically significant? And can we foster the lessons of the past to create a better future?

HIS 315L, Summer II (2017), 1 LEARNING OBJECTIVES: The American Historical Association​ (AHA) has recently engaged in a project to re-envision history pedagogy. Part of the “Tuning Project,” as they’ve called it, has been to outline clear goals and objectives for history courses.

The Tuning Project’s core competencies highlight what you come away from a class knowing. These learning goals focus on how the discipline of history can broaden your understanding of not only the past but also the present. In this course, we’ll emphasize the following core competencies:

Building historical knowledge ● Gather and contextualize information in order to convey both the particularity of past lives and the scale of human experience. ● Recognize how humans in the past shaped their own unique historical moments and were shaped by those moments.

Developing historical methods ● Recognize history as an interpretive account of the human past—one that historians create in the present from surviving evidence. ● Collect, sift, organize, question, synthesize, and interpret complex material. ● Develop empathy toward people in the context of their distinctive historical moments.

Recognizing the changing nature of knowledge and the ambiguity of the past ● Describe past events from multiple perspectives. ● Explain and justify multiple causes of complex events and phenomena using conflicting sources. ● Identify, summarize, appraise, and synthesize other scholars’ historical arguments.

Decoding the historical record ● Consider a variety of historical sources for credibility, perspective, and relevance. ● Evaluate historical arguments, explaining how they were constructed and might be improved.

Creating historical arguments ● Craft well-supported historical narratives, arguments, and reports of research findings in a variety of media for a variety of audiences.

Use historical knowledge to create an active, informed, and engaged citizenry ● Apply historical knowledge and historical thinking to contemporary issues. ● Develop positions that reflect deliberation, cooperation, and diverse perspectives.

You can learn more about the AHA’s Tuning Project at the following address: https://www.historians.org/teaching-and-learning/tuning-the-history-discipline/2016-history-disc ipline-core.

HIS 315L, Summer II (2017), 2 UNIVERSITY FLAGS: HIS 315L has been approved​ to satisfy the legislative and University cultural diversity (CD) requirement. This flag seeks to expose students to the histories and experiences of historically marginalized populations. The CD flag is the reason why we’ll focus so heavily on the experiences of racial, ethnic, gendered, and sexual minorities.

HIS 315L also counts towards the legislative requirement of enrolling in and passing two U.S. and/or Texas History courses.

FINAL GRADE DISTRIBUTION: ​ A 92.50 - 100 A- 89.50 - 92.49 B+ 86.50 - 89.49 B 83.50 - 86.49 B- 79.50 - 83.49 C+ 76.50 - 79.49 C 72.50 - 76.49 C- 69.50 - 72.49 D+ 66.50 - 69.49 D 60 - 66.49 F Below 60 points

ASSIGNMENTS AND DUE DATES: ​ Ongoing - Attendance and Class Participation - 20% Monday, July 17 by 5 pm - Primary Source Analysis #1 - 10% Monday, July 24 by 5 pm - Article Analysis #1 - 10% Monday, July 31 by 5 pm - Primary Source Analysis #2 - 15% Monday, August 7 by 5 pm - Article Analysis #2 - 15% Saturday, August 12 by 5 pm - Final Paper - 30%

Details about these assignments can be found below. We’ll also spend ample class time reviewing our expectations of, and helping you build the skills to do well on, these assessments.

HIS 315L, Summer II (2017), 3 UNIVERSITY-WIDE POLICIES

University of Texas Honor Code The core values of The University of Texas at Austin are learning, discovery, freedom, leadership, individual opportunity, and responsibility. Each member of the university is expected to uphold these values through integrity, honesty, trust, fairness, and respect toward peers and community.

Plagiarism The University's Institutional Rules define plagiarism as "but not limited to, the appropriation of, buying, receiving as a gift, or obtaining by any other means material that is attributable in whole or in part to another source...and presenting that material as one's own academic work offered for credit." In simpler language: “handing in someone else's work and taking credit for it as if it were your own.”

Google Docs as Plagiarism This course PROHIBITS the use of group Google Docs for the writing of papers. Instead, we ​ ​ encourage you to participate in the “Discussions” we’ve set up through Canvas. This policy is in place for a few reasons. The most important, at least for students, is to ensure that you receive accurate information for your papers. Often, Google Docs, especially those “crowdsourced” among undergraduate students, contain inaccurate information. In addition, it’s the opinion of Chris that crowdsourced Google Docs constitute a form of cheating.

If Chris discovers that students have created and shared a Google Doc to write final papers, he has the right to create a new set of questions for the WHOLE class. ​ ​

Documented Disability Statement The University of Texas at Austin provides appropriate academic accommodations for qualified students with disabilities. For more information, contact Services for Students with Disabilities.

Use of E-Mail for Official Correspondence You are responsible for reading your email for University and course-related information and announcements. You should check your email regularly and frequently—try for twice per day, in the morning and at night—to stay current with University-related communications.

We’re happy to answer questions you have via email, but since we meet every day for five weeks, it’s likely that we’ll ask you to speak to us in person if your question is difficult to answer electronically. Also, please don't get offended if we can't answer your email within a few hours. Like you, we make plans and go out and have fun. We’re not ignoring you and will write back the moment we have time to give your inquiry the attention it deserves.

Writing Center We strongly encourage you to use the Undergraduate Writing Center (UWC). The UWC offers free, individualized, expert help with writing for any UT undergraduate, by appointment or on a drop-in basis.

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Religious Holy Days By University policy, you must notify Chris of your pending absence at least fourteen days prior to the date of observance of a religious holy day. Religious holy days don't count toward unexcused absences. If a due date coincides with a religious holy day, talk to Chris to determine an appropriate timeline to submit your assignment.

Behavior Concerns Advice Line (BCAL) If you are worried about someone who may be acting differently, you may use the Behavior Concerns Advice Line (BCAL) to discuss your concerns about another’s behavior. This service is provided through a partnership among the Office of the Dean of Students, the Counseling and Mental Health Center (CMHC), the Employee Assistance Program (EAP), and The University of Texas Police Department (UTPD).

Emergency Evacuation Policy Occupants of buildings on The University of Texas at Austin campus are required to evacuate buildings when a fire alarm is activated. Alarm activation or announcement requires exiting and assembling outside.

HIS 315L, Summer II (2017), 5 REQUIRED READING: You must purchase or rent one​ book, which you can find at the University Co-Op, Amazon, or ​ ​ any used book vendor (try AbeBooks.com or Alibris.com):

● Foner, Eric. Voices of Freedom: A Documentary History. Fourth Edition. New York: ​ ​ W.W. Norton & Co., 2013.

Foner, one of America’s finest historians, has assembled a collection of primary sources. This is a wonderful resource to get you thinking about the past. Foner’s book will expose you to a range of ideas that historical actors have had. Since we’ll spend class time discussing these primary sources, reading them before coming to lecture will allow you to participate during discussion. ​ ​ And because we’ll be taking class time to review some of these primary sources, make sure to bring Voices of Freedom to lectures. ​ ​

Other required readings include academic articles. We’ve chosen a range of articles, hopefully to fit a diverse range of students’ interests. These are listed in the Class Schedule below and are posted on Canvas under “Files.” They’re listed under the date for which they’ve been assigned.

We’ve chosen academic articles for a few reasons. Most importantly, it's our belief that these sources highlight how history, as a discipline, is an argumentative and interpretative intellectual inquiry. In a relatively brief amount of space, historians must make their point and draw from the best evidence they have to convince their readers that they're “right.” By studying and analyzing the way historians make their arguments, students will learn both historical content and how to ​ ​ write better, more persuasive essays.

Reading primary sources and academic articles won't be as easy as reading a chapter in a textbook. You might come away from a primary source with more questions than answers. You might need more information to fully understand an academic article. Don't worry if these things happen. Learning new content isn't supposed to be seamless and easy. You should wrestle with new ideas and welcome opinions that differ from your own. And if something remains confusing, ask for help.

OPTIONAL TEXTBOOK READING: If you're unfamiliar with the history of the United​ States, or if you want to supplement lectures with another interpretation of the American past, we suggest that you rent or purchase Eric Foner’s Give Me Liberty! An American History. (Any edition should suffice.) This textbook ​ ​ offers a great overview of key people, events, legislation, etc.

On Canvas, Chris will identify parts of Give Me Liberty! that correspond with particular lectures. ​ ​ He’ll post these at least three days before the corresponding lecture, giving you plenty of time to prepare for class. If you have problems finding relevant sections, especially if you rent/purchase an older edition of the textbook, see Chris before or after class and he can determine what would be the best parts to read.

HIS 315L, Summer II (2017), 6 ASSIGNMENTS AND GRADING POLICIES: Your course grade will be based on four criteria: attendance​ and class participation; two primary source analyses; two article analyses; and a final paper. To keep things simple (for both you and us), written assignments will always be due on Mondays. The final paper is the only exception to this. This assignment will be due on Saturday, August 12.

Attendance and Participation (20%). ● Ongoing throughout Summer II

Each student will be allowed two unexcused absences. We’ll keep track of attendance throughout the semester. It’s your responsibility to check in with me or Jermaine right before (or after) class.

We understand that participation means something different for each of you. We want to see effort that you're engaging with the course materials, whether it's by asking or answering questions, taking charge during pair or small group work, and/or coming to office hours to talk about what you've learned. Chris and Jermaine will keep a running Google Doc with information about your class participation, including making notes of who came to office hours.

Important Note: These should not be interpreted as “free” points. Coming to every class session ​ and only participating minimally won't earn you full credit for this part of the grading criteria. If you're worried about your participation grade, see Chris and he can give you an estimate of how he would grade you at that point in the term.

Primary Source Analyses (PSA) (25%). ● Monday, July 17 by 5 pm: PSA #1 (10%) ● Monday, July 31 by 5 pm: PSA #2 (15%)

Historians work with primary sources. These are the speeches, newspaper articles, government documents, music, cartoons, oral histories, etc. that tell us about the past. Without primary sources, historians wouldn’t be able to do their work.

We’ve picked a fair number of primary sources from Foner’s Voices of Freedom for you to read. ​ ​ Over the course of the summer session, you’ll complete a reading grid that will help you analyze two different primary sources. The reading grid, along with a sample of what's expected, is ​ attached to the syllabus. The template is also posted on Canvas under “Files” in a folder titled “Assignment Templates.”

You’ll submit your primary source analyses through Canvas.

Article Analyses (25%). ● Monday, July 24 by 5 pm: Analysis #1 (10%) ● Monday, August 7 by 5 pm: Analysis #2 (15%)

The discipline of history is an argumentative one. Even though something might have happened in the past, historians often disagree about why it happened and its implications for the events

HIS 315L, Summer II (2017), 7 that followed. Academic articles, of which we’ve picked out three or four for each week, are usually where historians first make novel arguments about their research.

We’re requiring you to write an analysis of two articles. The article analyses are a modified ​ ​ version of the primary source reading grid. This document is posted on Canvas under “Files” and in a folder titled “Assignment Templates.” We’ll also be reviewing it in depth at some point during the second week of the summer session.

You can submit your first article analysis at any point in the semester as long as it’s by 5 pm on Monday, July 24. So, if you read an article you like in the first or second week, you can write your article analysis up and have it done ahead of time. The second article analysis is due by 5 pm on Monday, August 7.

You’ll submit your article analyses through Canvas.

Final Paper (30%). ● Saturday, August 12 by 5 pm

Your final will consist of writing a 7-to-10 page essay answering one of the following questions: ​ ​

● Economics and labor: Evaluate the way the American economy has changed over the past ​ 150 years. How did “big business” alter the landscape of U.S. industry? Why did Progressive Era and New Deal reformers pass the reforms they did? Have Americans found a way to balance economic growth and workers’ rights in the post-World War II period?

● Women and gender: Analyze the political and economic fight for women’s equality. To ​ what extent has the role and status of women changed over the past 150 years? What have been landmark victories for women’s rights? Why have various political factions opposed women’s and feminist groups? Is there work left to be done?

● America’s role in the world. Determine how the United States’ foreign policy changed ​ and/or remained consistent from the Spanish American War through the Cold War. How did the U.S. confront the challenges it faced around the globe? Are there core tenets (or beliefs) that have guided American foreign policy? If so, what are they? If not, how do different foreign policy conflicts differ from each other?

● Comparative civil rights. The continued fight for equality has, in many ways, defined the ​ American experience. Compare and contrast the struggle for civil rights that two of the ​ ​ following segments of the population experienced: 1) African Americans; 2) women; 3) Mexican Americans; 4) Asian Americans; and/or 5) LGBTQ individuals. Are there commonalities that you see in the political rhetoric and tactics of these two groups? How would you describe the unique challenges these two segments of the population faced? What are the arguments, agendas, challenges, etc. that have made coalitions difficult to form, both within and between different rights movements?

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We’re challenging you to come up with your own interpretation of, or your own take on, these questions. This means that we want to see a cogent (i.e., clear, logical, convincing) thesis, a host of evidence to back up your argument, and a decent command of grammar and writing conventions.

If you plan well, you’ll be able to use your primary source analyses and your article analyses to ​ ​ help you write your essay. But, you'll have to incorporate more than these four sources if you want to earn an excellent mark on your essay.

There will be more details about the paper, including a rubric, by the end of the second week of class. In addition, one class session (Friday, August 4) is devoted to the final paper. On top of this, Chris will hold an optional peer review session on Friday, August 11 where you’ll be able to help each other improve your essays. Depending on how many students show up, Chris should be able to skim what you have written and provide preliminary feedback.

You’ll submit your final papers through Canvas.

Extension Policy. Life can sometimes sidetrack even the best of us. To recognize this, everyone has a single “life line” where you can ask for a 24-hour extension. Unfortunately, because we have to submit grades so soon after the term ends, this life line cannot be used on the final paper.

Chris must approve each request for a life line. Please make these requests, either in person or via email, before an assignment is due. ​ ​

Challenging a Grade on an Assignment If you want to challenge a grade you’ve received, you must first see the person who read and assessed your assignment. They can raise your grade if they feel as though you deserve it.

If Jermaine graded an assignment and feels as though you received the proper score, you can challenge the grade with Chris. There is a caveat to this challenge, though. He will either keep the grade the same, award you a better mark, or decrease your score if he believes Jermaine was too lenient. The likeliest scenario, however, is that the grade will remain the same.

Extra Credit. It’s difficult to offer extra credit for a course that meets for a little over a month. This course includes a host of assessments that are not in-class exams because we want you to start your ​ ​ assignments early and to seek help when necessary. See Jermaine or Chris if you have any questions about this policy.

HIS 315L, Summer II (2017), 9 CLASS SCHEDULE: ​ JULY 10 Course Introduction This class session is devoted to reviewing the syllabus and introduces how to read and analyze primary sources.

JULY 11 Reconstruction: America’s Unfinished Revolution This class session introduces one of the most turbulent periods in U.S. History. The lecture addresses Presidential and Radical Reconstruction; the Thirteenth, Fourteenth, and Fifteenth Amendments; and the education and economic situation of the formerly enslaved.

Required reading: ​ ● Foner, Voices of Freedom, Preface, p. xv-xviii ​ ​

Required primary sources (these are in Foner’s Voices of Freedom): ​ ​ ​ ● Petition of Committee on Behalf of the Freedmen to Andrew Johnson (1865), p. 4 ● The Mississippi Black Code (1865), p. 7 ● A Sharecropper’s Contract (1866), p. 11 ● Robert B. Elliott on Civil Rights (1874), p. 24

JULY 12 Ensuring White Racial Superiority, 1865-1900 This class session highlights the importance of “whiteness” in nineteenth century America. Topics include: the creation and actions of the Ku Klux Klan; changing Native American life; Chinese Exclusion; and the racialization of immigrants.

Required primary sources: ​ ● Frederick Douglass, “The Composite Nation” (1869), p. 18 ● John Marshall Harlan’s Dissent in Plessy v. Ferguson (1896), p. 53 ​ ​ ● Ida B. Wells, Crusade for Justice (ca. 1892), p. 58

Required article: ​ ● Erika Lee, “Enforcing the Borders: Chinese Exclusion along the U.S. Borders with Canada and Mexico, 1882-1924,” Journal of American History (June 2002): 54-86. ​ ​

HIS 315L, Summer II (2017), 10 JULY 13 The Gilded Age, 1870-1900 This class session covers the wide disparity in wealth between the nation’s business class and the poor. Topics include: the rise of “big business”; the immigrant urban poor; and the plight of the small farmer.

Required primary sources: ● Andrew Carnegie, The Gospel of Wealth (1889), p. 28 ​ ​ ● A Second Declaration of Independence (1879), p. 36 ● Henry George, Progress and Poverty (1879), p. 38 ​ ​ ● The Populist Platform (1892), p. 48

Required article: ​ ● Richard White, “Information, Markets, and Corruption: Transcontinental Railroads in the Gilded Age,” Journal of American History (June 2003): 19-43. ​ ​

JULY 14 A Period of Reform: The Progressive Era, 1900-1920 This class session focuses on a range of reforms meant to address what some saw as the excesses of the Gilded Age. Topics include: labor laws; social reform and control; and the value of women’s work.

Required primary sources: ​ ● William Graham Sumner on Social Darwinism (ca. 1880), p. 31 ● Charlotte Perkins Gilman, Women and Economics (1898), p. 77 ​ ​ ● John A. Ryan, A Living Wage (1912), p. 80 ​ ​

Required article: ​ ● Jürgen Martschukat, “‘The Art of Killing by Electricity’: The Sublime and the Electric Chair,” Journal of American History (December 2002): 900-921. ​ ​

JULY 17 America’s Rise as a Military Power This class session examines the rise of the United States as an international military power. Topics include: the Indian Wars; the Spanish American War; the Filipino-American War; the Panama Canal; and the build up of the U.S. Navy.

Required primary sources: ​ ● Josiah Strong, Our Country (1885), p. 66 ​ ​ ● Emilio Aguinaldo on American Imperialism in the Philippines (1899), p. 68 ● Rudyard Kipling, “The White Man’s Burden” (1899), p. 70

HIS 315L, Summer II (2017), 11 JULY 18 “Safe for Democracy”: The United States and World War I This class session interrogates the reasons the United States entered World War I and the impact the war had on American society. Topics include: trench warfare; the first “red scare”; the First Amendment in the time of war; and women's suffrage.

Required primary sources: ​ ● Woodrow Wilson and the New Freedom (1912), p. 95 ● Woodrow Wilson, A World “Safe for Democracy” (1917), p. 100 ● A Critique of the Versailles Peace Conference (1919), p. 102 ● Eugene V. Debs, Speech to the Jury (1918), p. 110

Required article: ​ ● Julia L. Mickenberg, “Suffragettes and Soviets: American Feminists and the Spectre of Revolutionary Russia,” Journal of American History (March 2014): 1021-1051. ​ ​

JULY 19 ​ Culture and Life during the Roaring Twenties This class session introduces the culture and life of the affluent twenties. Topics include: immigration restrictions; the “liberated” woman; the Harlem Renaissance; and the proliferation of mass entertainment.

Required primary sources: ​ ● Rubie Bond, The Great Migration (1917), p. 118 ● The Fight for Civil Liberties (1921), p. 135 ● Bartolomeo Vanzetti’s Last Statement in Court (1927), p. 140 ● Congress Debates Immigration (1921), p. 142 ● Alain Locke, “The New Negro” (1925), p. 150

Required article: ​ ● Lisa McGirr, “The Passion of Sacco and Vanzetti: A Global History,” Journal of ​ American History (March 2007): 1085-1115. ​

JULY 20 From Boom to Bust: The Causes of the Great Depression This class session provides an in-depth look at the reasons for the Great Depression. Topics include: bank speculation; the overproduction of goods; the stock market; and household and personal credit.

Required article: ​ ● Julia C. Ott, “‘The Free and Open People’s Market’: Political Ideology and Retail Brokerage at the New York Stock Exchange,” Journal of American History (June 2009): ​ ​ 44-71.

HIS 315L, Summer II (2017), 12 JULY 21 The New Deal, 1933-1941 This class session covers Franklin Delano Roosevelt’s New Deal. Through a variety of reforms, FDR sought to improve the lives of everyday Americans. Topics include: bank regulations; labor programs; the creation of Social Security; and presidential overreach.

Required primary sources: ​ ● Letter to Secretary of Labor Frances Perkins (1937), p. 158 ● Franklin Delano Roosevelt, Speech to the DNC (1936), p. 166 ● Herbert Hoover on the New Deal and Liberty (1936), p. 170 ● Frank H. Hill on the Indian New Deal (1935), p. 178

Required article: ​ ● Rachel Louise Moran, “Consuming Relief: Food Stamps and the New Welfare of the New Deal,” Journal of American History (March 2011): 1001-1022. ​ ​

JULY 24 World War II, Part I This class session examines the causes of World War II and provides an overview of the military aspects of the war. Topics include: the rise of fascism in Europe; fighting a two front war; and the use of the atomic bombs.

Required primary sources: ​ ● Franklin Delano Roosevelt on the Four Freedoms (1941), p. 187 ● Henry A. Wallace on “The Century of the Common Man” (1942), p. 194

Required article: ​ ● James J. Weingartner, “Americans, Germans, and War Crimes: Converging Narratives of the ‘Good War,’” Journal of American History (March 2008): 1164-1183. ​ ​

JULY 25 World War II, Part II This class session analyzes how World War II impacted life within U.S. borders. Topics include: African Americans and the Double V Campaign; Japanese internment; and the Mexican and Mexican American struggle for civil rights.

Required primary sources: ​ ● World War II and Mexican-Americans (1945), p. 200 ● African Americans and the Four Freedoms (1944), p. 203 ● Justice Robert A. Jackson’s Dissent in Korematsu v. United States (1944), p. 205 ​ ​

Required article: ​ ● Thomas A. Guglielmo, “Fighting for Caucasian Rights: Mexicans, Mexican Americans, and the Transnational Struggle for Civil Rights in World War II Texas,” Journal of ​ American History (March 2006): 1212-1237. ​

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JULY 26 The Early Cold War, 1945-1963: Abroad This class session looks at the intense rivalry between the U.S. and the Soviet Union immediately following WWII. Topics include: the communist threat; the “fall” of China; the Korean War; strategies to prevent the spread of communism; and the Cuban Missile Crisis.

Required primary sources: ​ ● The Truman Doctrine (1947), p. 213 ● NSC 68 and the Ideological Cold War (1950), p. 216 ● Walter Lippmann, A Critique of Containment (1947), p. 220 ● Milton Friedman, Capitalism and Freedom (1962), p. 256

JULY 27 The Early Cold War, 1945-1963: At Home This class session provides a survey of how the Cold War altered American social and cultural life. Topics include: McCarthyism; mass culture and conformity; the American family; and the emerging counterculture.

Required primary sources: ​ ● Joseph R. McCarthy on the Attack (1950), p. 234 ● Clark Kerr’s “Industrialism and the Industrial Man” (1960), p. 249 ● C. Wright Mills on “Cheerful Robots” (1959), p. 259 ● The Port Huron Statement (1962), p. 282

Required article: ​ ● Elaine Tyler May, “Security against Democracy: The Legacy of the Cold War at Home,” Journal of American History (March 2011): 939-957. ​

JULY 28 Detente, the “Opening” of China, and New Threats to American Hegemony This class session focuses on decreasing tensions between the U.S. and the Soviet Union after the Cuban Missile Crisis. Topics include: strategic arms limitation treaties and U.S.-Chinese relations. This lecture also introduces two new challenges to American hegemony -- oil embargos and the Iranian hostage crisis.

Required primary sources: ​ ● Jimmy Carter on Human Rights (1977), p. 307

Required article: ​ ● Nancy Bernkopf Tucker, “Taiwan Expendable? Nixon and Kissinger Go to China,” Journal of American History (June 2005): 109-135. ​

HIS 315L, Summer II (2017), 14 JULY 31 Women’s Fight for Equality in the 20th Century This class session provides a sweeping overview of the core issues that defined first and second wave feminism. Topics include: suffrage; the Equal Rights Amendment; and the patriarchal counterreaction.

Required primary sources: ​ ● Carrie Chapman Catt, Address to Congress on Women’s Suffrage (1917), p. 104 ● Elsie Hill and Florence Kelley Debate the Equal Rights Amendment (1922), p. 155 ● The National Organization for Women (1966), p. 290 ● Phyllis Schlafly, “The Fraud of the Equal Rights Amendment” (1972), p. 316

AUGUST 1 The African American Civil Rights Struggle, 1910-1980, Part I This class session examines the modern African American Civil Rights Movement, starting with the black nationalism of Marcus Garvey and ending with the decision in Brown v. Board (1954), ​ ​ the landmark Supreme Court case which ruled that segregated public schools were unconstitutional.

Required primary sources: ​ ● Marcus Garvey on Africa for the Africans (1921), p. 122 ● W.E.B. DuBois, “A Negro Nation within a Nation” (1935), p. 182

Required article: ​ ● Jacquelyn Dowd Hall, “The Long Civil Rights Movement and the Political Uses of the Past,” Journal of American History (March 2005): 1233-1263. ​ ​

AUGUST 2 The African American Civil Rights Struggle, 1910-1980, Part II This class session interrogates the civil rights struggles of black Americans following Brown. ​ ​ Topics include: the Civil Rights Act; the Voting Rights Act; affirmative action; busing in the North; and white backlash.

Required primary sources: ​ ● Martin Luther King Jr. and the Montgomery Bus Boycotts (1955), p. 263 ● Martin Luther King Jr., Letter from a Birmingham Jail (1963), p. 268 ● Lyndon B. Johnson, Commencement Address at Howard University (1965), p. 278

Required article: ​ ● Michael B. Katz, Mark J. Stern, and Jamie J. Fader, “The New African American Inequality,” Journal of American History (June 2005): 75-108. ​ ​

HIS 315L, Summer II (2017), 15 AUGUST 3 Vietnam War, 1954-1975 This class session offers a brief introduction to the causes and consequences of the Vietnam War. After briefly revisiting some material from earlier class sessions about the Cold War, we cover the military and political strategy of the Kennedy, Johnson, and Nixon administrations.

Required primary sources: ​ ● Declaration of Independence of the Democratic Republic of Vietnam (1945), p. 210 ● Paul Potter on the Antiwar Movement (1965), p. 288

AUGUST 4 In-Class Activities on Writing Effective Essays In order to craft strong essays, we need to review some of the core tenets of writing. This class session is devoted to crafting an argumentative thesis. Students will also have the option of writing their introduction and/or outlining their main points, getting assistance and feedback from their peers, Chris, and Jermaine.

AUGUST 7 The LGBTQ Rights Movements This class session examines the postwar history of the LGBTQ rights movements, putting particular emphasis on gay men and lesbians. Topics include: police harassment and employment discrimination; the medicalization of homosexuality; the AIDS crisis and homophobia; exclusion/inclusion in the armed forces; and marriage equality.

Required primary sources: ​ ● Anthony Kennedy, Opinion of the Court in Lawrence v. Texas (2003), p. 354 ​ ​

Required article: ​ ● Kevin J. Mumford, “The Trouble with Gay Rights: Race and the Politics of Sexual Orientation in Philadelphia, 1969-1982,” Journal of American History (June 2011): ​ ​ 49-72.

AUGUST 8 A New Kind of Conservatism: The Religious Right This class session highlights the changing religious topography of the twentieth century, emphasizing the political fundamentalism of the Religious Right. Topics include: the Scopes trial; Billy Graham, America’s pastor; Jerry Falwell and the Moral Majority; and the culture wars of the nineties.

Required primary sources: ​ ● Will Herberg, The American Way of Life (1955), p. 240 ​ ​ ● Jerry Falwell, Listen America! (1980), p. 311 ​ ​

HIS 315L, Summer II (2017), 16 AUGUST 9 A New Kind of Conservatism: The Reagan Revolution and the End of the Cold War This class session examines the political and economic transformations evident from Reagan’s triumph in the 1980 presidential election. Topics include: de-industrialization and de-unionization; increased military spending; and an aggressive approach to the Cold War.

Required primary sources: ​ ● F.A. Hayek, The Road to Serfdom (1944), p. 197 ● The Sharon Statement (1960), p. 272 ● Barry Goldwater on “Extremism in the Defense of Liberty” (1964), p. 274 ● Ronald Reagan, Inaugural Address (1981), p. 321 ● Pat Buchanan, Speech to the RNC (1992), p. 324

Required article: ● Matthew Lassiter, “Political History beyond the Red-Blue Divide,” Journal of American ​ History (December 2011): 760-764. ​

AUGUST 10 The War on Drugs and Mass Incarceration This class session addresses the “war on drugs” and how this campaign changed both U.S. foreign and domestic policy. Topics include: interventions in Central and South America; mandatory sentencing; and the biases of drug laws.

Required article: ​ ● Ta-Nehisi Coates, “50 Years after the Moynihan Report: The Black Family in the Age of Mass Incarceration,” The Atlantic (October 2015). ​ ​

AUGUST 11 Where Are We Now? This class session brings the course into the twenty-first century. Topics include: the U.S.’s post-Cold War search for a foreign policy; globalization and its impact on U.S. industry; and what's been called a “clash of civilizations” between the West and Islam.

Required primary sources: ​ ● Puwat Charukamnoetkanok, “Triple Identity…” (1990), p. 335 ● The National Security Strategy of the United States (2002), p. 341 ● Robert Byrd on the War in Iraq (2003), p. 344 ● Barack Obama, Speech on the Middle East (2011), p. 359

Required article: ​ ● Michael Hunt, “In the Wake of September 11: The Clash of What?,” Journal of American ​ History (September 2002): 416-425. ​

HIS 315L, Summer II (2017), 17