A Survey of United States History Since 1865

History 206; Lecture 001

Fall 2005

Tuesdays and Thursdays, 9:30 A.M. to 10:45 A.M.

MAC 105

Professor Andrew Kersten

Office: MAC B330

Office Phone: 920-465-2443

Office Hour: 2:30 P.M. to 3:20 P.M., Tuesdays and Thursdays and by appointment

Email: kerstena@uwgb.edu

Course Email: C10997@uwgb.edu

Textbook Home Page: http://www.wwnorton.com/foner

Description:

In this course, students will survey American history from the Civil War to present. Main topics of the course will be the influence of immigration and social diversity, the structure of daily life and labor, the evolution of American domestic and foreign politics, and the development of the American industrial and postindustrial economies. This course involves reading, writing, speaking in class, and critical thinking. Some students will find that the course will move them from their comfort spot in term of course activities. But, we all need challenges. And, as always, remember I am here to assist you.

Books:

Foner, Give Me Liberty (GML) [Textbook]

Stiles, Jesse James: The Last Rebel of the Civil War

Schlosser, Fast Food Nation: The Dark Side of the All-American Meal

Outside Lecture:

This semester we all have a very unique and rare opportunity. On September 22, 2005, from 4:00 P.M. until 6:00 P.M. in the University Theater in Theater Hall, Professor Eric Foner will deliver a lecture and answer questions. Foner is among the most distinguished and respected American historians in the world. He is also the author of our textbook. He will be on campus as part of a two-week-long celebration of History at UW-Green Bay. I am requiring that you all attend this lecture on September 22, 2005 in the University Theater in Theater Hall at 4:00 P.M. I am giving you three weeks notice so that you can arrange your personal schedule accordingly. I will also offer extra credit on the upcoming exam for those who write a 300 word summary of Foner’s talk and turn it in the following Tuesday (September 27). Thanks in advance for helping make Foner’s visit a smashing success.

Assignments:

1) Take all exams: 2 midterms (20% each; 40% total) and 1 final (20%).

2) Turn in two essays based on questions from the books (10% each, 20% total). Papers that are not stapled will not be accepted. Papers have the following: 600 words, typed, double-spaced, standard English usage (see syllabus), page numbers, no cover pages, name on first page. I will give you a study/question handout. You will answer one of the questions on that page. Please indicate which question you are answering.

3) Complete two short “Checking the facts” assignments (10% each; 20% total). You have several opportunities to write these short essays. But you only need to do two. You can turn in the others for extra credit. Indicate next to your name on the paper if that particular assignment is FOR GRADE or FOR EXTRA CREDIT. Papers must have the following: 700 words, typed, double-spacing, standard English usage, page numbers, no cover pages, name on first page. You are expected to use the document analysis sheet. See the last page of the syllabus

4) Attend class every day. Attendance will be taken.

Intended Student Learning Outcomes:

Develop critical thinking skills and exercise problem solving skills
Develop a fundamental understanding of major events and movements in United States History
Identify and clarify individual and social values in the United States
Develop an understanding and appreciation for cultural diversity
Develop an understanding of the social sciences including: major concepts of social, political, geographic and economic structures; and the impact that social institutions and values have on individuals and groups in a culture.

Additional Rules:

During class, turn off all pagers, beepers, PDA alarms, telephones, and other electronic or non-electronic communication devices that ring, vibrate, hum, or otherwise annoy.
Never send your written work as an email or email attachment unless specifically instructed to do so.
Always keep several updated copies of your files on disk and at least one recent hard copy.
Try to never miss a class immediately following a major exam. In fact, don’t skip class at all.
In this class, use your best professional skills while writing, speaking, and communicating with others.
This class welcomes all types of learners. Persons with disabilities that might affect learning should contact me during the first week of class.
Graded papers are returned once during class. If you fail to pick up your paper, you may retrieve it at my office during office hours. After a while, I recycle old class papers.
All written work over two pages must be stapled. Quality staplers are available for under $1. Papers that are not stapled will not be accepted.
Check your UW-Green Bay email regularly. You are expected to read the email that I send you. Only send me email from your UW-Green Bay email. The campus spam mail filter quarantines mail from yahoo, msn, AOL, hotmail, and other providers.
Finally use this syllabus as a class resource. Don’t loose it. Refer to it frequently to ensure that you are caught up on reading and studying, that your papers meet the guidelines below, and that you understand when things will happen in this course.

Expectations:

· Attend class every day, and be respectful of others during class.

· Participate in class every day.

· Read and understand all materials.

· Work hard and honestly and professionally.

Writing:

All written work must be at least 600 to 700 words (depending on assignment), typed or printed in black. You must have your name on your paper, follow good writing etiquette, staple your pages together, and use page numbers for papers longer than two pages. Double-space everything. No cover pages.

Grading:

Grades are not curved. Except in emergency situations, late work will lose one letter grade per weekday (Sunday through Saturday) without prior approval of the instructor. Attendance will be taken and students are expected to attend class for the entire period and are expected to contribute to discussions. Cheating constitutes a violation of University policy and students will be subject to University disciplinary actions.

Grading Scale:

100-93 A

92-90 A/B

89-85 B

84-80 B/C

79-70 C

69-60 D

Disability Notice:

Consistent with the federal law and the policies of the University of Wisconsin, it is the policy of the University of Wisconsin-Green Bay to provide appropriate and necessary accommodations to students with documented physical and learning disabilities. If you anticipate requiring any auxiliary aids or services, you should contact me or the Coordinator of Services for Students with Disabilities at 465-2671 as soon as possible to discuss your needs and arrange for the provision of services.

Course Outline

Week One: GML (Chapters 15 and 16); Read 200 pages in Stiles

Tues., Sept. 6 Reconstruction

Thurs., Sept. 8 Second Industrial Revolution

Checking the Facts #1 Due: Read “Link 6: Oration by Frederick Douglass” and complete the Document Analysis Worksheet. Model your paper on the example on the last page of the syllabus. Your assignment: must be 750 words long, use acceptable English, have your name on it, and be stapled if necessary.

Foner home pageèChapter 15èResource IndexèLink 6

Week Two: GML (Chapters 16 and 17); Read 200 pages in Stiles

Tues., Sept. 13 Farmers and Workers in an Era of Change

Thurs., Sept. 15 Populism

Week Three: GML (Chapters 17 and 18); Write Stiles Paper

Tues., Sept. 20 Muckrakers and the Gilded Age City

Thurs., Sept. 22 Foner Lecture, 4:00-6:00 PM, University Theater, Theater Hall

Week Four: GML (Chapters 18 and 19)

Tues., Sept. 27 Progressivism

Book Paper #1 Due: Answer one of the questions on the Stiles handout in essay form, 600 words, typed, with page numbers, your name, and stapled in the upper left hand corner. Remember all good papers have introductions, paragraphs, topic sentences, theses, and conclusions. Include three quotes from the book. Use proper footnote citation and provide a bibliography page. Papers that are not stapled will not be accepted. You must indicate which question you are answering.

Thurs., Sept. 29 INTERDISCIPLINARY IN ACTION: PUBLIC HISTORY

Week Five: GML (Chapters 15-19 review)

Tues., Oct. 4 World War I & Review

Thurs., Oct. 6 First Exam

Week Six: GML (Chapter 20)

Tues., Oct. 11 Tribal Twenties

Thurs., Oct. 13 Jazz Age

Checking the Facts #2 Due: Read “Link 5: Sacco and Vanzetti’s Statement” and complete the Document Analysis Worksheet. Model your paper on the example on the last page of the syllabus. Your assignment: must be 750 words long, use acceptable English, have your name on it, and be stapled if necessary.

Foner home pageèChapter 20èResource IndexèLink 5

Week Seven: GML (Chapter 21)

Tues., Oct. 18 Great Depression

Thurs., Oct. 20 New Deal

Week Eight: GML (Chapter 22)

Tues., Oct. 25 World War II

Thurs., Oct. 27 Home Front during the Second World War

Week Nine: GML (Chapters 23 and 24)

Tues., Nov. 1 Cold War Begins

Thurs., Nov. 3 Eisenhower and the Cold War

Checking the Facts #3 Due: Read “Link 1: Levittown Lease” and complete the Document Analysis Worksheet. Model your paper on the example on the last page of the syllabus. Your assignment: must be 750 words long, use acceptable English, have your name on it, and be stapled if necessary.

Foner home pageèChapter 24èResource IndexèLink 1

Week Ten: GML (Chapters 24 and 25)

Tues., Nov. 8 JFK

Thurs., Nov. 10 The Great Society

Week Eleven: GML (Chapters 20-25)

Tues., Nov. 15 Review

Thurs., Nov. 17 Second Exam

Week Twelve: GML (Chapter 25); Read 200 pages of Schlosser

Tues., Nov. 22 Vietnam

Thurs., Nov. 24 No Class; Happy Thanksgiving!

Week Thirteen: GML (Chapter 26); Read 188 pages of Schlosser

Tues., Nov. 29 Nixon and Watergate

Thurs., Dec. 1 “Malaise” in the 1970s

Checking the Facts #4 Due: Read “Link 6: Robert C. Ode’s Iranian Hostage Diary” and complete the Document Analysis Worksheet. Model your paper on the example on the last page of the syllabus. Your assignment: must be 750 words long, use acceptable English, have your name on it, and be stapled if necessary.

Foner home pageèChapter 26èResource IndexèLink 6

Week Fourteen: GML (Chapters 26 and 27); Write Schlosser Paper

Tues., Dec. 6 Reagan’s America

Thurs., Dec. 8 Clinton and the New Economy

Week Fifteen: GML (Chapters 27 and 28)

Tues., Dec. 13 Toward a New America

Book Paper #2 Due: Answer one of the questions on the Schlosser handout in essay form, 600 words, typed, with page numbers, your name, and stapled in the upper left hand corner. Remember all good papers have introductions, paragraphs, topic sentences, theses, and conclusions. Include three quotes from the book. Use proper footnote citation and provide a bibliography page. Papers that are not stapled will not be accepted. You must indicate which question you are answering.

Thurs., Dec. 15 Review for Final Exam

Final Exam: Thursday, December 22, 2005, 8:00-10:00 am

PROFESSOR KERSTEN’S GUIDE TO GOOD WRITING

UW-GREEN BAY WRITING POLICY

The faculty of the University of Wisconsin-Green Bay has adopted the following writing policy for out-of-class assignments.

Acceptable Writing:

1. Clear writing is a reflection of logical thinking; therefore, an acceptable paper must be organized. Every essay should be structured around a thesis and supported by factual evidence and arguments that are organized in a logical progression.

2. Writers must acknowledge their use of data or ideas of others; therefore, an acceptable paper must have proper documentation of all source material, following professional guidelines such as those approved by the Modern Language Association (MLA), the American Psychological Association (APA), or the American Association for the Advancement of Science, or those published in a standard style manual such as Turabian, A Manual for Writers of Term Papers, Theses, and Dissertations.

3. An acceptable paper must reflect control of correct grammar, usage, spelling, and punctuation.

4. An acceptable paper must be presented in appropriate manuscript form, with errors neatly corrected and care taken with margins, numbering of pages, spacing, and format.

Unacceptable Writing:

1. A paper without clear organization is unacceptable. Unclear organization includes illogical progressions from one idea to another and the inclusion of unnecessary ideas.

2. A paper without proper documentation is unacceptable. Failure to acknowledge the use of another writer’s words or ideas constitutes plagiarism. Plagiarism is both unethical and illegal. The use of professional editing for student papers is also unacceptable, as is the use of purchased papers, which is also a form of plagiarism.

3. A paper containing frequent errors in grammar, usage, spelling, or punctuation is unacceptable.

4. A paper which does not appear to be carefully done is unacceptable. This includes papers with ragged edges, typographical errors and strikeovers, illegible handwriting, stains, or smudges.

To achieve acceptable writing standards, students should purchase and use a good dictionary and a writing handbook. Assistance in improving writing skills is available through regular courses in composition and from the Writing Center, which conducts writings workshops and provides advice and tutoring (but not editing). All students who wish to improve their writing are encouraged to use these resources.

CRITERIA FOR EVALUATING WRITING

Listed below are some major factors that differentiate good writing from poor writing.

This list may help you identify particular aspects of your writing that need improvement. For further assistance consult with instructors who are familiar with your writing skills. Writing assistance is also available in the Writing Center (CL 109).

1. PURPOSE

Is the purpose of your paper clear to the audience?

Is the purpose appropriate to the assignment and to the audience?

Is the purpose consistently maintained throughout the paper?

2. CONTENT

Are the ideas in the paper interesting?

Do the ideas in the paper reflect independent thought, a new approach, fresh insights?

Is the writer actively engaged with the topic?

3. ORGANIZATION

Are the ideas developed in a logical order?

Is the organizational pattern clear to the readers?

Is the discussion coherent? Are transitional devices used effectively to shift smoothly from one idea to another?

4. DEVELOPMENT

Are the major ideas adequately supported with examples, specific details, and other kinds of evidence?

Are the ideas presented in meaningful paragraphs?

Is there a general sense of completeness and closure?

5. WORDS: CHOICE AND ARRANGEMENT

Have clear, precise, and appropriate words been selected?

Have cliches been avoided?

Have the words been arranged into correct and graceful sentences?

6. STYLE AND TONE

Is the style clear, lively, fluent?

Is the tone appropriate for the purpose and audience?

Are the sentences varied in length and structure?

Is there appropriate use of metaphor, analogy, parallelism, and other rhetorical devices?

7. TECHNICAL QUALITIES: MECHANICS

Does the writing conform to the conventions of grammar, spelling, punctuation, and usage?

Is the format of the paper appropriate to the assignment?

Has all material from other sources been properly documented?

Has the paper been carefully proofread, with all typos neatly corrected?

EXTRA TIPS FROM KINDLY PROFESSOR KERSTEN

General Suggestions

• Start early.

• Have a friend read your early drafts.

Format

• Staple your papers.

• No coversheets.

• No plastic covers or folders.

• Always use page numbers.

• Use footnotes, endnotes, or in paragraph citation.

Style -- avoid these problems

AFW Avoid Flavoring Words (“very” etc)

AWK Awkward Sentence Structure

COLL Colloquial Language

DA Don’t Abbreviate

DP Dangling Preposition

DUC Don’t Use Contractions

DUF Don’t Use First Person

DWQ Don’t Write in Questions

KPP Keep the Past in the Past (use past tense verbs)

MU Meaning Unclear

MVT Mixed Verb Tenses

NAS Not A Sentence

NSB Don’t Use History as Your Personal Soap Box

PV Passive Voice

RSS Repetitive Sentence Structure

SC Use Standard Rules of Capitalization

SP Misspelled Word

TAS Throw-away sentence (has no meaning)

TL Sentence, Paragraph, or Quote is Too Long

W Wordy

WW Wrong Word

Documentation

For all documentation questions, refer to Turabian. If you do not own a copy, it is worth the price.

Here are some common formats.

FOOTNOTES and ENDNOTES:

Published

¹Andrew E. Kersten, Race, Jobs, and the War: The FEPC in the Midwest, 1941-1946 (Urbana: University of Illinois Press, 2000), 1-5.

²Andrew E. Kersten, “Jobs and Justice: The FEPC in the Motor City,” Michigan Historical Review 56 (Spring 1999): 1-25.

³Andrew E. Kersten, ed., Reach or Breech: The State and Society, 1865-1945 (Madison: University of Wisconsin Press, 2001): 25-50.

⁴ Andrew E. Kersten, “Willie Webb,” in Ordinary Women, ed. Kriste Lindenmeyer (New York: Scholarly Resources, 2000): 50-55.

GENERAL RULE: NAME (FIRST, MIDDLE, LAST), TITLE, PLACE IF BOOK, VOLUME IF JOURNAL, DATE, PAGES.

Unpublished

³Letter, Andrew E. Kersten to Bethany R. Kersten, 27 May 1997, Andrew E. Kersten Papers, Box 15, Folder 9, University of Wisconsin-Green Bay Archives.

GENERAL RULE: KIND OF DOCUMENT, TITLE, DATE, COLLECTION, LOCATION WITHIN COLLECTION, PLACE OF COLLECTION.

BIBLIOGRAPHY

Kersten, Andrew E. “Jobs and Justice: The FEPC in the Motor City.” Michigan Historical Review (Spring 1999): 1-25.

Kersten, Andrew E. Race, Jobs, and the War: The FEPC in the Midwest, 1941-1946. Urbana: University of Illinois Press, 2000.

Same general rules above but put last names first. Always separate your primary and secondary material in your bibliography. Questions? See me or use Turabian.

Tips:

1) Be consistent and thorough.

2) In your bibliography, separate primary and secondary sources.

3) Remember the purpose of this part of the assignment. One should be able to retrace your research steps back through your footnotes and bibliography

Observation

What type of document is this? (Ex. Newspaper, telegram, map, letter, memorandum, congressional record)

This document is an early draft of the proclamation issued by President Lincoln that freed the slaves in the Confederate States.

Expression

What do you find interesting or important about this document?

There are two very interesting things regarding this document. The first is that when the history of this period is studied, the Emancipation Proclamation is usually understood as one of the most important documents of the Civil War. It is romanticized, and is viewed as the document that freed the slaves. This is obviously not the case in this draft. If anything, this document is more about conveying that anyone (person, state, or country) that becomes involved with the Confederate States is engaged in rebellion and treason. For other countries such as England and France, this would effectively convey that any ally of the Confederacy would become an enemy of the Union, which would then have consequences politically and economically.

Also important is that the proclamation only affects the Confederate States. This is not an abolition of slavery in the Union. Therefore, in reality this document has very little governmental power. It only affects slaves in the Confederacy, and the Confederacy would not recognize a proclamation written by the Union president. This document's worth is in making a political statement about the abolition of slavery without having to actually abolish the institution in the Union. Those who support abolitionism are pacified, and slaves in the southern states are given hope that if the Union wins, or if they can escape to Union territory, they will in fact be free men and women.

It is also, importantly, a document of military strategy. The Union Army had debated among its officers what to do with slaves escaping from the South. Some officers felt it was their duty to uphold the Constitution and the law of the land and returned the slaves to their former masters. A growing number, however, resented anything step that would allow the South to fight longer and better, which the labor of their slaves certainly did. Lincoln faced increasing pressure from the military, then, to clarify federal policy for slaves across Union lines. Not a few officers, soldiers, and politicians were also inspired by the courage of these former slaves in escaping their bondage, and inspired by the Abolitionist ideal of a new nation without human slavery.

Is there a particular phrase or section that you find particularly meaningful or surprising?

One of the interesting aspects of this document is the replacement of the word adoption with abolishment. If the word adoption had been left in it would have changed the meaning of the entire document.

As far as content is concerned, one point that is intriguing is that all those who oppose the Union are engaged in rebellion. Therefore there is no acknowledgement of the Confederacy's legitimacy as a government. If the secession of states is referred to as a rebellion, it gives the illusion that the United States still had authority over the Confederate States. This phrasing shows the importance of rhetoric and language in this matter. By calling the Confederacy a rebellion, and refusing to acknowledge the legitimacy of the individual state's right to secede from the Union, Lincoln is able to undercut any authority the Confederate states might possess.

Connection

What does this document tell you about life in America at the time it was written?

This document reveals the main concerns of the Union government at this time. A reader immediately understands that the issue of slavery was central in the nation at the time. What also emerges as an important issue is the need to deny sovereignty to the Confederate States. Therefore the two central conflicts of the Civil War, state's rights and slavery are reflected in this one document.

Also important to note is the way that Lincoln abolishes slavery in the Confederate states. It is clear that slavery was a contentious issue throughout the continent. By only freeing the slaves in the "rebel" states Lincoln is able to appease abolitionists and those who would welcome the end of this institution, but it does not threaten the work force of the slave states that remained in the Union, such as Maryland and Kentucky. Therefore he was able to appease several different factions at once with the release of the document.