United States Economic and Business History

History 322; Tues/Thurs 8-9:15 am; MAC 113

Spring 2007

Professor Andrew E. Kersten

Office: Mary Ann Cofrin Hall, B330

Phone: 465-2443 (leave message)

Course Email: C5382@uwgb.edu

Email: kerstena@uwgb.edu

Office Hours: Tues., Thurs., 2:00-3:00 pm

Mail: MAC Hall B310

Description:

This course is an introduction to the economic history of the United States. It focuses on the rise of big business as well as the rise of organized labor in the modern period of American history. Students will examine the structure of the economy, the creation of wealth and inequality, and the struggle for economic justice.

Learning Outcomes:

• Develop critical thinking skills
• Exercise problem solving skills
• Develop a fundamental understanding of major events and movements in modern American economic history
• Identify and clarify individual and social values in the United States
• Develop an understanding and appreciation for cultural diversity

Coursework:

1) Attend class every single day.

2) Take three essay exams – two midterm and final. Each is worth 20%.

3) This semester we are all going to write an essay about the Connor Lumber Company. Established in 1872, the lumber company forged a unique relationship with the Wisconsin town of Laona. Our history will be based on the companyπs records. Each student will be assigned at least one archival box of records to read and analyze. Then collectively we will put the story of the Connor Lumber Company together. Assuming that our story is a good one, we will publish it in the highly respected and successful history magazine, Voyageur. This assignment is worth 20% of your grade.

4) Attend the lectures of the Center for History and Social Change on April 16 (Monday, 7 pm); April 19 (Thursday, 7 pm); and April 30 (Monday, 7 pm).

Required Books:

James B. Jacobs, Mobsters, Unions, and Feds (2006)

Dan LaBotz, Cesar Chavez (2005)

Edward Levinson, Labor on the March (1995 reprint)

Andy Stern, A Country That Works (2006)

Grading:

Grades are not curved. Except in emergency situations, late work will loose one letter grade per day 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.

100-93 A 92-90 AB 89-85 B 84-80 BC 79-70 C 69-60 D

Additional Rules:

• During class, turn off all telephones and other electronic devices that annoy.
• Never send your written work as an email or email attachment unless specifically instructed to do so.

∑ You are not allowed to bring in outside resources for any take-home exam or essay assignment unless specifically directed to do so. Violating this policy may result in a significantly reduced grade on that exam or assignment.

∑ You are not allowed to use the web site Wikipedia unless specifically directed 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 twice daily. You are responsible for reading and understanding 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.

∑ Come to class on time and prepared for the day's work.

∑ Participate in class every day.

∑ Read and understand all materials.

∑ Work hard and honestly and professionally.

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.

Grading Rubric

As (90-100)	Bs (80-89)	Cs (70-79)	Ds (60-69)	F (59 and below)
Your essay is well constructed. It has paragraphs, topic sentences, and most importantly a clear thesis. Your essay demonstrates a command of the material. It uses quotes from the readings. You have an exceptional command of the English language. You avoid making many grammatical or stylistic errors.	You essay is very good. It has paragraphs. You probably need to develop your thesis and/or topic sentences. You have a fair command of the reading materials but could have used more quotes or direct references. You have some grammatical and stylistic problems.	Your essay is good. And yet, your essay needs work to improve its structure. You need to work on your thesis and/or topic sentences. You have a fair command of the reading materials. You could have used more quotes. You have serious grammatical and stylistic problems.	Your essay lacks coherence. You make errors in essay structure, style, and grammar. You lack a command of the reading materials. You make many stylistic and grammatical errors. This paper needs a lot of work.	You failed to complete the assignment.

Course Outline:

Unit One: Mining and Miners

Jan. 16 (T): Introduction and Assigning of Connor Lumber Company Boxes

Jan. 18 (R): Labor in the Gilded Age

Jan. 23 (T): Matewan

Jan. 25 (R): Matewan

Jan. 30 (T): Harlan County, USA

Feb. 1 (R): Harlan County, USA

Unit Two: The Great Depression and the Rise of Organized Labor

Feb. 6 (T): The Economy and Labor in the 1920s and discussion of Connor Lumber Company

Feb. 8 (R): New Deal Labor Relations

Feb. 13 (T): Levinson through page 168

Feb. 15 (R): Levinson though page 299

Feb. 20 (T): Great Depression

Feb. 22 (R): Great Depression and Review

Unit Three: Labor and Civil Rights

Feb. 27 (T): Essay Exam 1

Mar. 1 (R): Labor and Civil Rights and discussion of Connor Lumber Company

Mar. 6 (T): 10,000 Men Named George

Mar. 8 (R): 10,000 Men Named George

Mar. 13 (T): Spring Break

Mar. 15 (R): Spring Break

Mar. 20 (T): LaBotz through page 99

Mar. 22 (R): LaBotz through 180 and Review

Unit Four: Corruption

Mar. 27 (T): The Imperfect Union

Mar. 29 (R): Hoffa

Apr. 3 (T): Hoffa

Apr. 5 (R): Putting Our Essay Together

Apr. 10 (T): Jacobs through 137

Apr. 12 (R): Jacobs through 262 and Review

Unit Five: Deindustrialization

Apr. 17 (T): Essay Exam 2

Apr. 19 (R): The Rust Belt

Apr. 24 (T): Is Walmart Good for America?

Apr. 26 (R): Stern through 98

May 1 (T): Stern through183

May 3 (R): Review and Our Essay on the Connor Lumber Company is Due

Final Exam: Thursday, May 10, 8:00-10:00 A.M.

The Connor Lumber Company: Labor Relations in a Typical Company Town

Goals: The goals of this assignment are to learn about historical research methods, to investigate the past using primary sources, and to write a historical essay. We are going to write a historical essay about the Connor Lumber Company. The companyπs records have been made available to you, and they are located in the Cofrin Library on the 7^th Floor in the Area Research Center (CL 705). The hours of the ARC are: Monday (12:30-4:00 PM); Tuesday (9:00 AM – 1:00 PM); Wednesday (9:00 AM – 1:00 PM); Thursday (12:30 – 5:00 PM and 6:00 – 9:00 PM); and Friday (9:00 AM – 1:00 PM). Your job will be to select a box or boxes of archival material from the Connor Lumber Company. Then, on our own time, you will travel to the ARC and read through the materials, taking a lot of notes on the form that I have provided. Then, you will come to class and discuss the documents you read with your group and with the class. After a period of deliberations, we will compose together an essay based on your findings. Once again, assuming we do a great job, this essay will be published in Voyageur Magazine.

Method:

Deadlines:

January 16 (Tuesday): Pick your boxes.

February 6 (Tuesday): You are to have most of your archival box read by this date. We will discuss your progress in class.

March 1 (Thursday): You are to have all of your archival box read by this date. We will discuss your findings in class.

April 5 (Thursday): You and your group are to have written your five page segment for the class and posted it on Google Documents (you will receive email directions on that well before this date.)

May 3 (Thursday): Your final posting on Google Documents is due on this date for your group. Late papers will not be accepted. Also, on this date, your group must submit a listing of your individual efforts – which boxes were read by whom and who wrote what.

Document Worksheet

Collection:

Box:

Folder:

Document Title:

Document Date:

Any other distinguishing characteristics:

Notes and Quotes:
PROFESSOR KERSTENπS GUIDE TO GOOD WRITING

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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 writerπs 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.

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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?

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EXTRA TIPS FROM KINDLY PROFESSOR KERSTEN

General Suggestions

Ä Start early.

Ä Have a friend read your early drafts.

Format

Ä Staple your papers including your documents.

Ä No coversheets.

Ä No plastic covers or folders.

Ä Always use page numbers.

Ä 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 Donπt Abbreviate

DP Dangling Preposition

DUC Donπt Use Contractions

DUF Donπt Use First Person

DWQ Donπt 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 Donπt 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.

³ Andrew 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.