Department of Historical Studies, University of Toronto Mississauga

HIS 272HThe United States, 1877 to the Present

Winter Term 2016 SyllabusLecture: Mondays 1-3 pm (Kaneff 112)

Tutorials: Mondays 3-4, 4-5, 5-6pm (various)

Instructor: Prof. Elspeth Brown Teaching Ass’t: Sean BoyleOffice: Erindale Hall 211D office: Erindale Hall; room TBAOffice hours: Mon 12-1 pm + by appt Office hours: TBAelspeth.brown@utoronto.ca Sean Boyle <sp.boyle@mail.utoronto.ca>

Note: This course uses Blackboard (Log on at http://portal.utoronto.ca/)

Course Description

In this course, students will learn about the history of the United States after 1877: the year when Federal troops withdrew from the South in the wake of the Civil War (1861-1865). What were some of the major political, social, and economic transformations in US society between 1877 and the present? How have historical actors differed in their interpretation of the meaning of equality in the U.S. past? We’ll cover topics such as the rise of the Jim Crow South; immigration and urbanization; Populism and the Progressivism; WWI; the rise of consumer culture; the Great Depression; WWII and the Cold War; post-45 social movements; the rise of neoliberalism and the New Right; 9/11 and after.

1

In a survey course, it’s impossible to cover all historical developments. I’ve tried to strike a balance between following what is well-established narrative of U.S. history at the introductory level, and providing some materials that will allow you to answer questions relating to a specific theme. The theme for the course this year will be: social justice and equality. How have various social groups, activists, and reformers used the state, the legal system, and the streets to shape their understandings of justice and equality? What assumptions about race, gender, sexuality, faith, class, and morality have shaped these efforts? In what ways have they been successful, or not, in how the United States has changed over time?

Historians use two different types of sources in writing about the past. One is what we call “primary sources”: texts, newspaper articles, diaries, speeches, images, objects, maps, etc that were made at the time one is researching. The other is what we call “secondary sources”: scholarly literature written about the time period under study, usually many years after the time being studied. In this course, our learning focus will be on how to understand, analyze, and work with primary sources as documents of the time in which they were produced, though there are some secondary sources assigned as well.

Learning ObjectivesAt the conclusion of this course, you’ll have learned:

A basic knowledge of major historical themes and controversies in modern U.S. history.

How various social groups, activists, and reformers used the state, the legal system, and the streets to shape their understandings of justice and equality.

How to critically evaluate primary sources for their credibility, position and perspective.

How to hone skills in historical writing through learning how to: a) analyze primary sources individually and in relationship to each other and b) generate a historical argument through an engagement with primary sources.

The capacity to engage in an intellectual exchange with peers in a live-setting environment.

Required TextsCobbs and Blum, eds. Major Problems in American History, vol. II: Since 1865 (4th edition). Available for purchase at the UTM bookstore, and on reserve in library. Please acquire no later than January 15th, in order to prepare for WK 3 class on January 18th. WK 1+2 readings are on BB for your convenience.Jeanne Wakasuki Houston, Farewell to Manzanar (1973, but any edition is fine). For sale in bookstore in print edition; also available on-line as an e-book from Amazon for less than $10; also on reserve in library.

Note: there is no assigned textbook for this course; the lectures will fulfill that function. If you want some textbook support for the class, though, I am recommending chapters (each week) from Boyer, Clark et al: The Enduring Vision: A History of the American People. This book is on reserve in the library.

Course Evaluation Test 1 (30 min) 10% WK 4, 2:30 Jan 25[3 questions from WK 2+3 lectures]

2

Mini-Essay 1 (3 pp) 15% WK 6 Feb 8 [how to analyze a visual primary source: 3 pp]Test 2 (30 min) 15% WK 9; 2:30 Feb 29 [3 questions from WKS 4-7 lectures+readings]Mini-Essay 2 (3 pp) 15% WK 12 Mar 21 [analyzing primary sources: 3 pp]Participation (tutorial) 20% ongoing [includes (5) 200-word writing assignments]Final Exam 25% tba [during official exam time; 2 hrs; cumulative]

Assignments and Requirements: 1. IN-CLASS, 30 MINUTE TESTS (20%): These are TWO short 30 minute tests during

the last half of lecture, one on WK 4 and one on WK 9. There are no make-ups. They will be based on the lectures and the weekly reading. The test format will be primarily in the form of short IDs, where you will have a choice of terms (such as “describe the significance of 3 of the five following…”); there may be some multiple choice. The point of these tests is to help you stay on top of lectures and reading, to give you a lower-stakes sense of what the exam will look like; and to help me gauge what and how you are learning. NB: if you have missed a lecture, please get notes from a classmate.

2. MINI-ESSAYS (30%): These are TWO short writing assignments that ask you to analyze primary sources, already assigned for class; they are due WK 6 and WK 12. There is no outside research required. The main critical thinking goal for this course is to learn how to analyze primary sources, and this assignment is designed to support that goal. Further directions will be available in class.

3. PARTICIPATION (20%): Attendance for both lecture and tutorial necessary in order to succeed in this class.

A. Tutorials: We are very lucky to have one-hour tutorials after lecture each week. 20% of your overall mark comes from your tutorial participation, which in turn has three components: attendance, participation, and five 200-word writing assignments, described below. You should arrive at tutorials having read or watched all the assigned material and be ready to discuss it in an informed way. Your TA’s job is to facilitate discussion, not to lecture you about the material. The most important aspect is to be prepared and to speak up, in an informed way, at least once per tutorial session. The tutorial writing assignments will be determined on a 3 point scale: 0 points= failed to do the writing assignment or did so in a way that was irrelevent to the class; 1 point=completed the assignment in a way that is relevant to the assigned materials; and 2 points=completed the assignment in a way that is thorough and relevant. If you wish to have feedback about how you are doing in tutorial, marks-wise, please ask your TA for specific feedback at some point between WK 5-6, at a point when their feedback can help you before the end of the class, giving you an opportunity for improvement.

B. Lectures: Attendance and engagement at lectures is important to your success in this class. Please come to lecture, take notes, and review them in order to do well. .

4. FINAL EXAM (25%): Held during the April exam period, the final exam will cover the entire term. It will be 2 hours in length, and consist of short IDs and essays. You will have a choice of terms.

3

Taking Notes:It is really essential that you take notes in lecture and on the assigned reading if you want to do well in this, or any, course. In lecture, follow the lecture outlines, which I will distribute in class and which are indicated on the PowerPoint as well. Try and sumarize the material as best as you can (and tell me if I am going too fast!). When reading and viewing for tutorial preparation, also take notes. The process of summarizing and writing—whether through hand-writing or through the computer—is part of how we make sense of new material, make it our own, and learn. The physical act of writing actually helps the brain function. And it’s important to do this note-taking all along, since later material builds on earlier knowledge. As you are taking notes, consider these questions: What is the event? Who is the person? How does this person/event/place relate to some of the larger historical processes we are studying, such as reform, industrialization, segregation, civil rights, conservativism and liberalism, etc. How does what I am learning relate to some of the major themes of the class overall? As the course unfolds, you will be able to detect various thematics or “through lines” that appear and reappear over the 13 weeks. Keep track of them, and use them as a way to understand change and continuity over time—what historians study. Time Management: University accreditation is based on the idea that for each hour students are in class, they will spend an additional two hours outside of class reading and viewing course material, as well as reviewing course notes and writing assignments and papers. Since our class meets three hours a week, the accreditation expectation is that you will spend an additional six hours per week on this class, on average (13 x 6=78 hrs). Knowing that most students don’t spend six hours per week on the class, I have reduced expectations so that on average you should be spending around three and a half hours per week on this course, outside of class time. Here is the breakdown:

Time for reading/viewing: 24 hrs (see weekly breakdown)Time for mini-essays: 10 hrs (5 hrs x 2) [no outside research

required]Time for tutorial writing: 2.5 hrs (30 min x 5) [no outside research

required]Time for test studying 8 hrs (4 hrs x 2) Total time, added up, in my estimate: 44.5 hours. Average: 3.46 hrs per

week.In other words: this course is do-able, but you need to

keep up.

Studying for the final is not included in this calculation since you have time after term ends for this.

I know you have a lot of other obligations and pressures on your time. I do too. Personally, I have found the ‘pomodoro method’ helpful for buckling down when I have to. Here is a description: http://en.wikipedia.org/wiki/Pomodoro_Technique. The only tool you need is a clock. I use my iphone. Another recommendation for time management and stress reduction is David Allen’s “Getting Things Done.” http://gettingthingsdone.com/ There’s free stuff on his webpage. The technique, called GTD, can be quite effective. I hope you find these suggestions helpful.

Now, for the week-by-week:

4

Week 1: The “Rebirth” of the NationJanuary 4, 2016: In the first hour we will discuss the syllabus and the course expectations. In the second hour, we’ll move into the class proper. I will lecture on the US in the wake of Reconstruction, with an emphasis on the 14th Amendment to the Constitution; on the rise of segregation in the South; and Federal policy towards Native Americans in the West.

Lecture: what this course is about; syllabus discussion; New South and New WestTutorial: none this week; tutorials begin next week.

Read: [total amount of assigned pages to read: 6]•The text to the 14th Amendment to the U.S. Constitution, which was ratified on July 9, 1868. https://www.loc.gov/rr/program/bib/ourdocs/14thamendment.html#American•In MPAH, read doc 3, 4, + 7 covering Battle of Little Big Horn, Dawes Act, + Turner’s Frontier Thesis. •Optional reading: NB: if you have not taken HIS 271, please read the overview of Reconstruction in the textbook by Berkin, Miller et al., Making America: A History of the United States, vol. II. This is available on BB.

WEEK 2: The Second Industrial Revolution January 11, 2016: This lecture describes the rise of the “second” industrial revolution (in the US, the first one was in the 1840s); the rise of “big business” and the corporation; the rise of immigration to the US; and the growth of cities (the majority of people in the US lived in cities by 1920).

Lectures: The Rise of Corporate America and the (Fall of) the Republic of Labor; Immigration and Urbanization

Tutorials: introduce yourselves! Discuss primary sources vs. secondary sources. Go over the questions Rampolla asks of primary sources on page 9. Take Rampolla’s questions and ask them of the assigned primary source readings (see 200 word writing assignment, below).

Questions to Consider: How was the process of immigration similar—or different—for immigrants from Eastern Europe and from China? What were the major issues at stake between workers and business owners during this period, and how were they resolved, if at all?

Tutorial Reading: [total amount of assigned pages to read: 38; estimated time to read: 1.75 hrs]•MPAH, Ch. 3 Introduction (pgs 63-65)•Doc. 1: “Chinese Immigrant Lee Chew Denounces Prejudice in America,” in MPAH, 65-66. [primary source]•Doc 8: “A Slovenian Boy Remembers” (1909) + Doc. 9 “A Polish Immigrant Remembers” (1920), MPAH 76-77. [both primary sources]•Upton Sinclair’s The Jungle (1906) excerpt at: http://historymatters.gmu.edu/d/5727 [primary source]•Erika Lee, “Challenging the System: Chinese Evade the Exclusion Laws,” in MPAH, 86-94. [secondary source]•Mary Lynn Rampolla, “Working with Sources,” in A Pocket Guide to Writing in History, pg. 5-15. These pages cover: what sorts of questions historians ask of the

5

past; identifying historical sources; primary sources vs. secondary sources; evaluating sources, including internet sources. This document is on Blackboard [BB].

Writing Assignment due for tutorial:Read the primary source documents above. Choose one of them and, in 200 words, answer at least 2 of the questions offered by Rampolla on page 9 of her reading. Provide evidence from the document to support your answer. Don’t worry about proper citation at this point. Turn into the TA at tutorial in hard copy.

Optional reading: Boyer, Clark et al: The Enduring Vision: A History of the American People: read chapters 18+19 on “The Rise of Industrial America, 1865-1900” and “Immigration, Urbanization, and Everyday Life, 1860-1900” [63 pages] tutorials begin this week!

WEEK 3: Rural Revolt and the Growth of Empire January 18, 2016: This lecture covers the growth of the Populist movement, a primarily rural revolt in response to some of the changes discussed in WK 1; I will cover the Spanish-American and Phillipine-American Wars of 1898-1901, and discuss the rise of imperialism outside the contintental US.

Lectures: Populism, American Empire (at home and abroad)Tutorials: Discuss readings. Go over the tutorial writing assignment, described below.

Questions to Consider: If the US was founded on democratic values, how did Americans justify a colonial war abroad? In what ways does it make sense to consider U.S. relations with Native Americans part of a colonial project? What rhetoric (visual and textual) helped naturalize US colonial relations?

Tutorial Reading: [total amount of assigned pages to read: 32; estimated time to read: 1.5 hrs]•MPAH, “Introduction: How to Read Primary and Secondary Sources,” xxi-xxiv.•Simon Pokagon offers the “Red Man’s Greeting” at the Chicago World’s Fair (1893) [primary source; BB; 4 pp]•MPAH: Ch 4 “Imperialism and World Power” introduction, pp 96-97; documents 3 through 9 concerning Cuba and the Phillipines, pp 100-107 [primary sources]•Frederick Remington, The Charge of the Rough Riders, 1898, oil painting [primary source]. See this link:

https://www.nga.gov/feature/remington/remington06b.shtm•Paul Kramer, “Racial Imperialism: America’s Takeover of the Phillipines,” pg 107-116 in MPAH. [sec source]•Elspeth Brown, “Reading the Visual Record” in Ardis Cameron, ed., Looking for America (Blackwell, 2005), 362-370 [8 pgs; sec source; on BB; you will need this for your tutorial assignment, described below, and for Assignment #1, due WK 6.]

Writing Assignment due in tutorial:Read the documents above. Focusing on the assigned Remington painting, above, write a Stage 1 description of the image, working the “Reading the Visual Record” methodology. Limit your writing to 200 words, and turn in at tutorial. This assignment is a ‘warm up’ for your short paper, due WK 6.

6

Optional reading: Boyer, Clark et al: The Enduring Vision: A History of the American People: read chapter 20 “Politics and Expansion in an Industrializing Age, 1877-1900.” [30 pgs]

WEEK 4: Progressivism to World War IJanuary 25, 2016: This lecture covers the rise of the Progressive reform movement as a response to the excesses of industrial capitalism, white supremacy, and women’s inequality; U.S. involvement in WWI; and Wilson’s 14 points and the League of Nations.

Lectures: Progressivism; WWI; Woman Suffrage; Wilson’s 14 PointsTutorials: Discuss primary sources in relation to the 1 pg hand-out “Questions to Consider When Reading Primary Source Historical Documents.” Contextualize with reference to Gilmore reading.

Questions to Consider: Historians have debated for generations about the impulse behind Progressive reform. Was it a utopian impulse to extend meaningful democratic citizenship to workers, African-Americans, women, and other groups, many of who were increasingly marginalized in the context of industrial capitalism and the persistence of social inequalities based on race, sex, and class? Or was this a middle-class movement motivated by a desire to control unruly populations of new immigrants, big business, and other new forces seen to threaten on older way of life? Or both?

Tutorial Reading: [total amount of assigned pages to read: 33; estimated time to read: 1.5 hrs]•MPAH: Ch 5 “The Progressive Movement,” Introduction, 125-127.• “Questions to Consider When Reading Primary Historical Documents,” Prof. Brown 1 pg hand-out, on BB. •MPAH: Ch. 5 documents 3-5 (pp 129-134): Booker T. Washington, W.E.B. Dubois, + Lincoln Steffens [primary sources]•National Woman’s Party pamphlet, “Jailed for Freedom: Some Phases in the Front Line of a War for Democracy Not Quite Won” (1919, 15 pages with half-tones; primary source). On BB. [primary source]•MPAH: Ch. 6 “WWI and the League of Nations,” Introduction, 156-158.•MPAH: Ch. 6 documents 2-5 (pp. 159-165). Wilson asks Congress to Declare War; La Follette dissents; union organizer attests to vigilante attack; Wilson’s 14 Points. [primary sources]

Optional reading: Boyer, Clark et al: The Enduring Vision: A History of the American People: read chapter 21, “The Progressive Era, 1900-1917” and chapter 22: “Global Involvements and WWI, 1902-1920”

IN-CLASS TEST (30 MINUTES, AT 2:30 PM, AFTER BREAK): COVERING LECTURES WK 2+3

WEEK 5: The Jazz Age February 1, 2016: This lecture covers the “red summer” of 1919; the growth of mass culture and consumer culture in the prosperous 1920s; the Great Migration of African-Americans to the Northeast and Midwest; and the Harlem Renaissance. In tutorials,

7

students will focus on the clash between science and religion through an analysis of the Scopes Trial of 1920; a reading on shifting mores in youth culture and sexuality will provide further background for debate.

Lectures: 1919; The Rise of Mass Culture; The Great Migration + the Harlem RenaissanceTutorials: Debate on science v religion, working with written statements of position (see below). Go over assignment due next week.

Tutorial reading + viewing: [total amount of assigned pages to read: 26; screening 1 hr; estimated time for both: 2.25 hrs]•On BB, read the selection from Contending Voices: Biographical Sketches of the American Past, entitled “Religion, Science, and the ‘Culture Wars’ of the 1920s: William Jennings Bryan and Clarence Darrow.” This selection includes a brief

overview and six sources from the period, including Bryan and Darrow excerpts from the Scopes Trial (1925). Pp. 112-129 [mix of primary+secondary sourcs.]

•Paula Fass, “Sex and Youth in the Jazz Age,” excerpts in MPAH, pp. 200-209 [secondary source]•View: Scopes Trial Historic Footage (3:15 min): https://www.youtube.com/watch?v=ofM99LFZhxo•View: The African-Americans: Many Rivers to Cross, episode 4, “Making a Way out of No Way,” 1887-1940. Note: this is a documentary made in 2013 and aired on PBS, the US public broadcasting system. The series was directed and narrated by Harvard African-American Studies scholar Henry Louis Gates. Please take notes on the episode; pay attention to discussions of Ida B. Wells; Booker T. Washington; the 1900 Paris Exhibition; W.E.B. DuBois; Oscar Micheaux; Marcus Garvey; Charles Houston. This documentary is a secondary source, but it uses some primary source footage. Consider: what is the narrative arc of the episode? Who does Gates get to speak to the historical context? What sorts of visual sources does he use?

What is the soundtrack, and what does it connote? What’s your emotional reaction to the episode, and why? Use some of what you learned for the “Reading Visual Sources” reading in analyzing this one. Warning: there are photographs of lynchings around minute 5:30-6:30, and some difficult material at other points. https://www.youtube.com/watch?v=JIOH8QvaLSQ

Writing Assignment due in tutorial:Read the Scopes documents above. Your TA will set up a debate for tutorial working with these sources, including the Fass reading. Depending on what team you are placed, come to class with a 200-word statement that makes an argument in support of either the positions represented by William Jennings Bryan or Clarence Darrow.

Optional reading: Boyer, Clark et al: The Enduring Vision: A History of the American People: read chapter 23: “Coping with Change: 1920-1929.”

WEEK 6: The Depression and the New Deal February 8, 2016: This week covers the Crash of 1929; the response of the federal government under Hoover and Roosevelt (FDR); the New Deal and its various programs; critiques of the New Deal; American culture during the 1930s, with a focus on FSA photography.

8

Lectures: The New Deal + Thirties CultureTutorials: There are tutorials this week. Discuss sources.

Tutorial reading, listening, and viewing: [total pages to read: 23; viewing 1/2 hr; estimated time for both: 1.5 hrs]•MPAH: Ch 8 “The Depression, the New Deal, and Franklin D. Roosevelt,” Introduction, 221-222.•MPAH: Ch 8 documents 1, 2, 5, 6, and 8 [covering: Hoover’s approach; The Nation’s critique of Hoover; business response to New Deal; evangelical response to FDR; Steinbeck on Okies—all primary sources.] c. 10 pp.•Read and listen to an excerpt from: Franklin D. Roosevelt, Inaugural Address, March 4, 1933•David M. Kennedy, “FDR: Advocate for the American People,” in MPAH pp. 235-245. •Digital Humanities Project: http://photogrammar.yale.edu/ This project maps the 170,000 photographs that the U.S. government commisioned to document and publicize New Deal Programs between 1935-1945.

1) Go to the ‘About” page and read up on FSA-OWI. 2) Spend 25 minutes looking through the maps, photographers and itineraries. You can navigate via the photographer; the place; or the time. All the photographers are well known today. Historians have argued that there was a major shift in representation once WWII broke out, and the government shifted from documenting the needy to showing the benefits of New Deal programs in the context of conservative criticism of FDR’s policies. Do you agree or disagree? What images would you draw upon to support your argument?

Optional reading: Boyer, Clark et al: The Enduring Vision: A History of the American People: read chapter 24 “The Great Depression and the New Deal, 1929-1939.”

ASSIGNMENT DUE: MINI-ESSAY #1, ANALYZING VISUAL PRIMARY SOURCES (15%)[submit this assignment via BB no later than 1 pm on Monday. Look under the “Assigments and Directions” tab on the left to find the location. You do not need to use Turnitin for this assignment.]

WEEK 7: Reading Week!Reading Week: no classes. Get a start on next week’s reading, especialy Farewell to Manzanar (a lively 208 pp).

WEEK 8: WWII at Home and AbroadFebruary 22, 2016: These lectures cover WWII and the US involvement, including Pearl Harbor (Dec 7, 1941) as well as domestic mobilization for war; the role of women in wartime production; the internment of Japanese-Americans; and how Mexican-Americans and African-Americans challenged politcal norms.

Lectures: WWII, Pearl Harbor, and the HomefrontTutorials: Discuss assigned sources and Houston tutorial writing assignment, described below.

Tutorial reading: [total pages to read: 216; viewing 1/4 hr; estimated time for both: 6 hrs]

9

•Timeline of WWII: http://www.nationalgeographic.com/pearlharbor/history/wwii_timeline.htmlJeanne Watkatsuki Houston, Farewell to Manzanar (first published in 1973, this is a first-person account of a Japanese-American who was interned in the US during WWII; 208 pp). Read whole book. •MPAH, pp. 255-263 covering intro; Rape of Nanking; Churchill response; Roosevelt’s 4 Freedoms

Writing Assignment due for tutorial:Write 200 words on the following, and bring to tutorial to begin a discussion on the Houston book. The book is a non-fiction, autobiographical account, written in the first person (“I”). How would you characterize the author’s tone throughout the book? Does the author’s tone change at various points? How and why, or why not? Use evidence with reference to specific page numbers. [Reminder: tone in writing is the perspective or attitude that the author adopts regarding the events or place that he or she is writing about; tone can be, for example, intimate, condescending, bombastic, informal, playful, or many other possible attitudes.]

Optional reading: Boyer, Clark et al: The Enduring Vision: A History of the American People: read chapter 25: “Americans in a World of Crisis.”

WEEK 9: The Global Cold War + Post-War AmericaFebruary 29, 2016: This lecture covers the US role in the shaping of post-war Europe, including the Marshall Plan and the establishment of the World Bank and IMF; the rise of the Cold War; McCarthyism, homophobia, and the expanding post-war consumer economy at home.

Lectures: Cold War Politics; Not June Cleaver: The "Other" 1950sTutorials: Discuss assigned sources. Consider Cold War McCarthyism and Murrow’s reporting in the context of the 2016 US election and the popularity of Donald Trump. What are the similarities and differences between the two historical situations?

Tutorial reading and viewing: [total pages to read: 30; viewing time expected, 6 min: estimated time: 1.50 hrs]•MPAH, Ch 10 “The Global Cold War and the Nuclear Age”: read intro (pp. 285-287) and documents 2, 3, 4, 5, 6, and 8 covering: Ho Chi Minh; Kennan and ‘containment’; Churchill’s “Iron Curtain” speech; the Truman Doctrine; and McCarthy’s accusation of communists in the State Department.•Mark Atwood Lawrence, “Cold War Vietnam: A Mistake of the Western Alliance,” in MPAH, pp. 306-319.•view footage: The Fall of Senator Joseph McCarthy (the Army-McCarthy televised hearings, Welch versus McCarthy: “have you no decency, sir?” https://www.youtube.com/watch?v=K1eA5bUzVjA [4 min 50 sec excerpt]. Then, watch how the TV reporter Edward R. Murrow reported on McCarthy on 9 March, 1954 (2 min excerpt,

https://www.youtube.com/watch?v=vEvEmkMNYHY. •MPAH, Ch. 11 “The Post-War ‘Boom’: Affluence and Anxiety”: read intro (pp. 320-322) and

documents 2, 3, 4, 5,7,9.•Glen Altschuler, “Children: ‘All Shook Up’,” in MPAH, pp. 340-347.

Optional reading:

10

•Boyer, Clark et al: The Enduring Vision: A History of the American People: read chapter 26, “The Cold War Abroad and At Home, 1945-1960” and chapter 27, “America at Mid-Century, 1945-1961.”

IN-CLASS TEST (30 MINUTES, AT 2:30 PM, AFTER BREAK): COVERING LECTURES + READINGS WK 4-8

WEEK 10: From Civil Rights to the Great SocietyMarch 7, 2016: This class covers the Civil Rights Movement, the election of John Fitzgerald Kennedy (JFK) and his foreign policy; the liberalism of his successor, Lyndon B. Johnson (LBJ) and his “Great Society” leg. agenda.

Lectures: The Civil Rights Movement; From Camelot to LBJTutorials: Discuss assigned sources. Complete tutorial writing assignment, described below.

Tutorial reading: [total pages to read: 54: estimated time: 2.0 hrs]•Bruce J. Shulman, “The Great Society,” from Lydon B. Johnson and American Liberalism: A Brief Biography with Documents (2007), pp. 87-110 [secondary source], along with two primary sources reprinted in this volume: LBJ “Remarks at the University of Michigan” (1964) and Ronald Reagan, “Address on Behalf of Senator

Goldwater” (1964) [7 pp primary sources; all are on BB, with the Shulman essay]•MPAH Ch. 12, “We Can Do Better: The Civil Rights Revolution,” intro pp. 348-350.•MPAH Ch 12 documents 1-11 covering: UN Declaration of Human Rights; Franz Fanon excerpt; Brown v Board excerpt; Southern congressional opposition to Brown v Board; news of Birmingham church bombing; Loving v. Virginia, etc. [primary sources: pp 350-362].•Mary Lynn Rampolla, A Pocket Guide to Writing in History read ch. 6 “Plagiarism and How to Avoid it” pp 70+.

Writing Assignment due for tutorial:Let’s assume you were a duly elected representative to the US Congress in 1965, when LBJ was working so hard on the “Great Society” programs. Would you have supported his legislative agenda, or not? Write a 200-word memo to LBJ explaining why, or why not, you would vote for his Great Society programs (you can be more specific if you want and choose one). Explain your reasoning to LJB by 1) drawing on Shulman’s definition of “liberalism” (you should differentiate between classical liberalism and Johnsonian, post-war liberalism) and 2) explaining what type of district you represent (you can decide for yourself—eg, rural, urban, mid-west, deep south, and associated demographics).

Optional reading: Boyer, Clark et al: The Enduring Vision: A History of the American People: read chapter 28 “Liberalism, Civil Rights, and War in Vietnam, 1960-1975.”

WEEK 11: War at Home and AbroadNote: for 2016 I need primary sources on Vietnam! Also have decided: CUT the secondary reading on Malcolm X, and include 2 speeches only: “Letter to the Grassroots” and “Ballot or the Bullet.”

11

March 14, 2016: This week explores both the rise of social movements in the wake of the civil rights movement, the anti-war movement, second-wave feminism, and gay liberation. We’ll also cover the radical approach to black self-determination, exemplified by Malcolm X and the Black Panther Party, as well as the escalation of the US war in Vietnam, Laos and Cambodia under Nixon.

Lectures: Vietnam; Power to the PeopleTutorials: Discuss assigned sources.

Tutorial reading: [total pages to read: 67: estimated time: 2.5 hrs]•Nancy MacLean, “Introduction: the Movement That Changed a Nation” pp. 1-2; 9-33 [25 pp, sec source about the women’s movement during the 1950s-1970s, on BB.]•primary sources on the women’s movement, part of the MacLean reading above, including Daughters of Bilitis (1955); Ella Baker (1960); NOW Statement of Purpose (1966); Kathie Sarachild on “consciousness raising” (1968); Phyllis Schlafly, “What’s Wrong with ‘Equal Rights’ for Women” (1972); Combahee River Collective’s Black Feminist Statement (1977). [22 pp, on BB]•David Howard-Piney, selected material about Malcolm X, from Martin Luther King, Malcolm X, and the Civil Rights Struggle of the 1950s and 1960s: background on Malcolm X (9 pp); primary sources: “message to the grassroots” (1963); “the rapist slavemaster” (1965); “upon return from Africa” (1964). [16pp; on BB]•MPAH, Ch. 13, “The Sixties and Vietnam,” intro pp. 378-380.•MPAH, Ch. 13, docs. 2 (Port Huron Statement excerpt); doc. 10 (gay manifesto). •Read: “To Determine the Destiny of Our Black Community”: The Black Panther

Party’s 10-Point Platform and Program, October 1966 [on line]

Optional reading: Boyer, Clark et al: The Enduring Vision: A History of the American People: read chapter 29 “A Time of Upheaval, 1961-1980”

WEEK 12: Conservative Revivals: 1968-c. 1987March 21, 2016: This week explores the re-emergence and success of a grass-roots conservative movement; the rise of the religious right; and the triumph of neoliberal economic policies under Reagan, and after.

Lecture: The Reagan Revolution and the Triumph of Neoliberalism Tutorial: Discuss sources.

Tutorial reading and viewing: [total pages to read: 25; screening 1 hr 30 min: estimated time: 2.5 hrs]•MPAH, Ch. 14 “The Emergence of the New Right” read intro (408-410) and documents 4, 5, 6, 8 covering: Prop 13; Jerry Falwell; Reagan defends Cold War in religious terms; Dr. C. Everett Koop and people with AIDS. [10 pp]•Milton Friedman, from Capitalism and Freedom (1962) [primary source, BB, 3 pp]•Paul Boyer, “Evangelical Conservativism: A New Phenomenon,” in MPAH, pp. 432-444.•view: Jim Hubbard (with Sarah Shulman), United in Anger: A History of ACT-UP (2012. 1 hr 30 min)

https://www.youtube.com/watch?v=MrAzU79PBVMQuestions to consider: what were the goals of ACT-UP? What did the activists

want? (see c. minute 11). How did they engage with the media to get their message out? What sorts of tactics did they rely on for their activism? Why, do you think, activists turned to street protests and “zaps” to achieve change?

12

Optional reading: Boyer, Clark et al: The Enduring Vision: A History of the American People: read chapter 30 “A Conservative Revival and the End of the Cold War, 1980-2000”

ASSIGNMENT DUE: MINI-ESSAY #2, ANALYZING PRIMARY SOURCES (15%)[submit this assignment via BB no later than 1 pm on Monday. Look under the “Assigments and Directions” tab on the left to find the location. You do not need to use Turnitin for this assignment.]

WEEK 13: The Rise of the National Security State: 1988-2008March 28, 2016: This week’s material covers the sudden and unexpected end of the Cold War in 1989; the US declaration of war against the Taliban and Iraq in the wake of 9/11; and the erosion of civil liberties post-Patriot Act (2002).

Lecture: 9/11 and after. Tutorials: Discuss sources; discuss exam studying and review straegies.

Tutorial reading:•MPAH, Ch. 15, “The End of the Cold War and the Rise of Terrorism.” Read introduction (pp. 445-446) and docs. 1-8 (pp. 447-458) covering the end of the Cold War; Osama Bin Laden’s declaration of Jihad against the US; 9/11; US foreign policy; the Patriot Act.

Optional reading: Boyer, Clark et al: The Enduring Vision: A History of the American People: read chapter 31: “A Changing Nation Confronts Home-Front Crises and New Global Realities: 2001 to the Present.”

FURTHER COURSE DETAILS

Grading scheme: A+=87-100; A=84-86; A-=80-83; B+=77-79; B=74-76; B-= 70-73; C+=67-69; C=64-66; C-=60-63; D+=57-59; D=54-56; D-=50-53; F=49 or below.

Other Details/the "fine print": 1. Late policy, absences, etc: Late work will be marked down 2 points per day

late, including Sat. and Sun. Work turned in more than seven days (including Sat. and Sun.) after the due date will not be accepted. Deadline extensions will be made only when students present me with compelling reasons for their inability to meet the deadline before the deadline passes, with satisfactory documentation (eg., death in the immediate family; hospitalization, etc.) If this is your situation, be sure to declare your absence on ROSI (https://www.rosi.utoronto.ca/main.html) in order to receive academic accommodation for any course work such as missed tests, late assignments, and final examinations. Also please notify me and provide documentation electronically, via email with PDFs. I will also ask you to provide medical documentation in the form of a University of Toronto medical certificate. (About this, please note: The University of Toronto respects your privacy. The information on the medical form is collected pursuant to section 2(14) of the University of Toronto Act, 1971 for the purpose of administering accommodations for academic purposes based on medical grounds. The department will maintain a record of all medical certificates

13

received. At all times your information will be protected in accordance with the Freedom of Information and Protection of Privacy Act.)

2. Exam make-ups: there will be none unless the student can provide evidence of a true emergency, with satisfactory documentation (see above). Under no circumstances will I schedule a make-up for a student who fails to contact me within 24 hours of a missed test. For the final exam (this information is from the Registrar’s office): “Students who cannot write a final examination due to illness or other serious causes must file an online petition within 72 hours of the missed examination. Original supporting documentation must also be submitted to the Office of the Registrar within 72 hours of the missed exam. Late petitions will not be considered. If illness is cited as the reason for a deferred exam request, a U of T Medical Certificate must show that you were examined and diagnosed at the time of illness and on the date of the exam, or by the day after at the latest. Students must also record their absence on ROSI on the day of the missed exam or by the day after at the latest. Upon approval of a deferred exam request, a non-refundable fee of $70 is required for each examination approved.”

3. Citing sources: Please use the Chicago Manual of Style, 16th edition. For a brief guide, please see here: http://www.chicagomanualofstyle.org/tools_citationguide.html as well as the handout in Blackboard. In this class, as there is no assigned research, you can cite the source as best you can working with the information available on the syllabus.

4. Papers: writing is a critically important skill, and central to what we do in Historical Studies. I pay close attention to grammar, punctuation, style, and citation formats. If you need help with your writing, I am more than happy to work with you, and I also urge you to take advantage of the resources at UTM writing. For further tips on writing, as well as a list of resources on writing at U of T, see http://www.writing.utoronto.ca/home and http://www.utm.utoronto.ca/asc.

5. Plagiarism is, basically, the act of using the ideas or words of another person as one's own original work, and is therefore a gross form of cheating. The way to avoid plagiarism is, in part, to learn how and when to cite your sources. Please consult and familiarize yourselves with policies concerning plagiarism at U of T. There are other rules of academic conduct all students must familiarize themselves with, such as not handing in a paper for a class when you've already submitted the same paper to another class for credit. For further information, see http://www.writing.utoronto.ca/advice/using-sources/how-not-to-plagiarize and http://academicintegrity.utoronto.ca

6. Accessibility Needs: Students with diverse learning needs are welcome in this course. If you require accommodations relating to learning styles, or have any accessibility concerns about the course, the classroom or course materials, please let me know and also contact the UTM AccessAbility Resource Centre, located in the South Building, room 2047. Their website is http://www.utm.utoronto.ca/accessability/, and you can email them at access.utm@utoronto.ca or call them at 905 569 4699. They can also help answer questions if you think you may have some concerns, but aren’t sure. Do avail yourself of their services.

7. Academic Skills Centre: if you would like to get some individual help with writing or studying, please contact them at: http://www.utm.utoronto.ca/asc. They provide individual appointments, and they also have study and writing tips.

8. Turnitin.com: Normally, students will be required to submit their course essays to Turnitin.com for a review of textual similarity and detection of possible plagiarism. In doing so, students will allow their essays to be included as source documents in the Turnitin.com reference database, where they will be used solely for the purpose of detecting plagiarism. The terms that apply to the University's use of the Turnitin.com service are described on the Turnitin.com web site. Please let me know if you have any concerns about this policy before the second class meeting.

14

9. Communication: Please direct questions and comments about the lecture to Prof. Brown, and all questions and comments about tutorials to your TA. Questions regarding assignments can be addressed to either the TA or the relevant course instructor. When emailing, please use your University of Toronto email address and put the course title in the subject line (HIS 272) and the topic of the query. Remember that in order to receive email communications through Blackboard, you must provide the system with your utoronto.ca address. Students are responsible for ensuring that they have a valid UofT email address that is properly entered in the ROSI system, and for checking that account on a regular basis. Students are also responsible for regularly logging onto the Blackboard to check for posted announcements.

10. Classroom etiquette: Students are expected to refrain from doing anything unrelated to our class while in the classroom. Laptops may be used for note taking—not email, chatting, playing games, etc.—if that is your preferred method, but other electronic devices must be turned off for the duration of the class. Students who wish to take notes using their laptops are welcome to do so, but are required to sit in the first two rows. Should you be found using either your laptop or another electronic device for something other than class purposes you will be asked to turn off the device for the duration of the class.

11. Recording lectures: I don’t give permission for this to happen, so please don’t record lectures or tutorials.

15