Representative Americans
Work and the American Dream from Waltham to Wal-Mart
Undergraduate History:HIST-A390 - Section 27909 (3 credits)
Graduate History:HIST-H511 - Section 02578 (3 credits)
Fall 2008, Tuesdays, 6:00 pm-8:40 pm
Cavanaugh 215
Instructor:Dr. N. M. Robertson Office: Cavanaugh Hall 503T
Office Hours:Tuesdays, 4:30-5:30phone/voice mail: 317/274-8017
and by appointmentfax: 317/278-7800
e-mail: please USE ONCOURSE In a pinch:
–include Rep. Americans in subject line
“History’s great tradition is to help us understand ourselves and our world so that each of us, individually and in conjunction with our fellow men, can formulate relevant and reasoned alternatives and become meaningful actors in making history. Considered in this light, History is a way of learning.” –William Appleman Williams
“Lives are not stories. A day, a month, a year, or a lifetime has no plot. Our experiences are only the raw stuff of stories. The beginnings of our lives are arbitrary; usually their endings come too soon or too late for any neat narrative conclusions.” –Richard White
“We are historians because we like to tell stories about people who can’t talk back about us.”
–Susan M. Yohn
I. COURSE DESCRIPTION
HIST A390/H511 + AMST A303 use the stories of individual Americans–some famous, some not so–to cover American history from the mid-nineteenth century to the present. Biographies and autobiographies–whether in print or video format–are two of the most common ways that people learn about past. As sources, they present exciting opportunities for history “to come alive,” yet there are also challenges to using them. At their best, they offer insights into the time period as well as the person. On the downside, one may be left with the “so what” questions: what was the person representative of?
We have only 15 weeks, and the list of people we can study is selective. I have structured this course around critical topics in U.S. history: work and the American Dream. Much of the news today–both domestic and foreign–focuses on changes in work and the economy as well as people’s expectations for their lives. People often think about what it means to be an “American” in terms of the work ethic, opportunity, the idea of “rags to riches,” etc.
In exploring the themes of the American Dream and work, we will use a variety of biographical materials–ranging from first person accounts such as autobiographies and correspondence to secondhand interpretations such as biographies and documentary films. Reading assignments are to be read for the class that is listed on the syllabus. Come prepared to talk about the issues raised by the readings, lectures, and films.
II. COURSE OBJECTIVES
Assignments in the course ask students to think about historical issues as well as methodological ones. Historical issues that will be examined include the following: How do we understand the relation between individuals and the society/ies in which they lived? What does it mean to say someone is “representative”? Who is an American? How do people make history? How did different individuals (or groups) who lived at the same time understand, agree, and/or argue over the meaning of work and their relative positions? How have Americans defined the American Dream? Methodologically, we will explore how to write history to incorporate multiple viewpoints. How do we evaluate the accuracy and usefulness of the sources we are using? What are the relative advantages and disadvantages of different kinds of sources? How do we understand a time period differently when we look at famous versus relatively unknown people? If you think that some of the historical issues might be also thought of as methodological ones (and vice versa), you are right and we will address this matter as well.
Readings, lectures, films, discussions, and assignments are designed to help students learn how to analyze sources, develop an argument, use evidence to support it, and express their insights to others. Gaining these abilities helps not only in understanding American history, but also in improving critical thinking and communication skills essential to doing well both in school and in the future. Because a goal of this course is to assist students in developing their analytical and writing skills, I count improvement in your work. These course objectives relate to the “Principles of Undergraduate Learning” and you can find more about the Principles at:
III. COURSE REQUIREMENTS
The books listed here should be purchased as soon as possible. I will post more detailed instructions on ONCOURSE about where to obtain them (and acceptable alternate editions). You are expected to bring anything besides CARNES to class on a day when reading is assigned.
Mark C. Carnes and John A. Garraty, American Destiny: Narrative of a Nation, 3rd edition (New York: Pearson, Longman, 2008) [referred to as CARNES].
Harold C. Livesay, Andrew Carnegie and the Rise of Big Business, 2nd ed. (New York: Longman, 2000) [LIVESAY].
Marian J. Morton & Russell Duncan, ed.,First Person Past: American Autobiographies, v.1
(St. James, NY: Brandywine Press, 1994) [FPP].
Readings labeled as TBA (to be announced) will be available as handouts or on ONCOURSE.
NOTE: You are responsible for reading, understanding, and agreeing to the class requirements and policies laid out on this syllabus as well as those posted on ONCOURSE. If there is a question or problem, you need to contact me as soon as possible.
The following is an overview of the assignments for the course; they are also listed on the class schedule below. A more detailed explanation for each will be handed out and we will discuss the assignments in class before they are due. Written assignments are due at the START of class. You will need to pace yourself on the R2Rs.
A three-page autobiographical essay on your experience with work and the American Dream due 9/16(10 % of the course grade).
Responses to readings (R2R) will run about 350 words. There will be 10 to 15 opportunities for these. I will count your 7 strongest and you may do more. These are due by 8am the morning of class; they may NOT be handed in after the class and you must do at least one by 9/9 (30% of course grade).
A four-page paper on Andrew Carnegie (question will be provided). It is due 10/28 (25% of the course grade).
Take-home final examination due 12/9, by 6pm (20% of course grade).
Completion of reading by the assigned date, pass/fail assignments, ungraded written assignments in class, and thoughtful participation in class discussions. Thoughtful participation includes being prepared and contributing useful questions, ideas, or opinions. If you are uncomfortable talking in class, contact me (15% of course grade).
You are allowed two (2) absences in the course of the semester (although you are expected to stay on top of the reading, films, and written work). You do not have to offer a reason or an excuse for your absence. Absences beyond two will impact your course grade.
IV. 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.
Frequent tardiness or repeatedly leaving early will count as an absence.
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.
- Late R2R will not be accepted.
- The examples used in late written work cannot be examples discussed in class.
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 version of the IUPUI Student Code of Conduct at:
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. If you have questions about what is or is not appropriate, please contact me.
ALL WRITTEN WORK must include a “Sources Consulted” section (or page) where you indicate what materials you looked at.
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.
- Please bring to class the syllabus, handouts, and books (other than CARNES) that are listed for each class session.
V. LOGISTICS & RESOURCES
Information for this class will be on ONCOURSE. I expect that all students in this class will access ONCOURSE regularly. If you are unable to do so, please contact me to make alternate arrangements. Generally, I will post materials for class by 8pm the preceding Thursday. If you have any difficulties with ONCOURSE, please contact me as soon as possible. I encourage you to set your ONCOURSE options to let you know when you have ONCOURSE mail.
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. Since email does not always get through or papers get mislaid, you need to be sure that I receive your paper.
Take advantage of the University Writing Center (two locations:CA 427, 274-2049and 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 ofAdaptive Educational Servicesin UC 137 and have them contact me about this or other necessary accommodations. You can reach them at 274-3241 or at .
It is often useful to talk over assignments 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.
I have voice mail and you are welcome to call me. If you leave a 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 “Rep Am.” 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:
NOTE: IUPUI policy holds you responsible for any activity on your computer account.
FYI: There is a University web page that will let you know if the campus is closed for snow:
You can also call: 317/278-1600
VI. SCHEDULE OF CLASS MEETINGS
The syllabus is tentative and subject to change. Adjustments will be announced in class and posted on ONCOURSE and it is your responsibility to stay on top of changes.
BIOGRAPHY, HISTORY, “REPRESENTATIVE AMERICANS”
8/26:Introductions, overview of course objectives, requirements, and the syllabus.
What is history?
What is the American Dream?
Who is a “representative American?”
In-class handouts:“A Worker Reads History.”
“American Dream Lives on in Minds of Youth.”
9/2:BECOMING AMERICANS
FPP: Benjamin Franklin (also on ONCOURSE) and CARNES, ch. 2-3 & pp.157-60.
SLAVERY, “WAGE SLAVERY,” “FREE” LABOR and THE “SLAVERY OF WOMAN”
9/9:INDUSTRIALIZATION, pt. 1
FPP: Harriet Robinson & Harriet A. Jacobs; LIVESAY, ch.1 on Will Carnegie;
John Jacobs (ONCOURSE), and CARNES, ch. 8, 12; also check index for entries
on the “Fugitive Slave Act” and review those pages.
9/16:REFORM AS WORK
FPP: Frederick Douglass & Elizabeth Cady Stanton; plus alternate version of Douglass (handout); and CARNES, ch. 10; 13: through 393, maps on 348, 368.
DUE: First paper on work and the American Dream.
THE CIVIL WAR, RECONSTRUCTION, and THE OTHER CIVIL WAR
9/23:WAR and NATION BUILDING AS WORK
FPP: Grant & Campbell (re-read Stanton, 202-04); and CARNES, ch. 13: 393-end;14-15.
9/30:INDUSTRIALIZATION, pt. 2
Carnegie’s Autobiography (ONCOURSE); LIVESAY, ch. II-VI; &
CARNES, ch. 17 through 496.
10/7:WORK and THE WORKERS
LIVESAY, ch. VII-IX; X: through 167.
Carnegie, “Homestead” and “The Problem of Labor” (ONCOURSE).
Burgoyne, Homestead (excerpts—ONCOURSE).
“Workingman’s Prayer” (ONCOURSE).
CARNES, ch. 17: 503-end; ch. 18: 510-25.
10/14:THE BUSINESS OF PHILANTHROPY
LIVESAY, ch. VIII: 141-43; XI.
CARNES, ch. 17: 496-502; 19: 535-39, 551-52.
Carnegie, “Wealth”(ONCOURSE).
responses to Carnegie (ONCOURSE).
Booker T. Washington (ONCOURSE).
MAKING AMERICA MODERN
10/21:REFORMING WORK
CARNES, ch. 18: 525-end; 21.
TBA
10/28:GOOD TIMES/HARD TIMES
CARNES, ch. 24-26 through 745.
TBA
DUE: paper on Andrew Carnegie.
11/4:THE WORK OF WAR
CARNES, ch.26: 746-end; ch. 27.
TBA
11/11:THE AMERICAN CENTURY & THE OTHER AMERICAS
CARNES, ch. 28-29.
TBA
11/18:FROM “I HAVE a DREAM” to “A CRISIS OF CONFIDENCE”
CARNES, ch. 30-31.
TBA
11/25:TODAY
CARNES, ch.32and LIVESAY: Epilogue.
TBA
12/2:RECAP THE COURSE
TBA
12/9:DUE by 6pm: take-home final.