INSTRUCTOR: Dr. Sean Trainor | Adjunct Assistant Professor | Santa Fe College

Departments of Behavioral and Social Sciences | Humanities and Foreign Languages

DATE AND TIME: TR 9:30am-10:45am | 25 August – 8 December (Fall 2015)

LOCATION: L-260 (Northwest Campus)

OFFICE HOURS: Tuesdays, 12:30pm-2pm; Thursdays, 8am-9:15am | L-247 (Northwest Campus, Unit 11)

EMAIL: sean.trainor@sfcollege.edu | PHONE: (352) 395-5300 (leave a message with Ms. Mikayla Klein)

TWITTER HANDLE: @ess_trainor | CLASS HASHTAG: #Amh2020Sec006

COMMON COURSE DESCRIPTION

This course examines the major political, social, economic, and diplomatic trends that have shaped the

United States from the end of Reconstruction to the present. Special attention is given to the experience

of the nation's diverse ethnic and cultural groups and America's place in the global community of

regional and international relations. As a writing intensive course, AMH 2020 will allow students the

chance to explore the subject through a variety of college-level writing exercises that may include essay

exams, book reviews, reaction papers, and other discipline specific writing.

GENERAL EDUCATION LEARNING OUTCOME (GELO)

Demonstrate the skills necessary for analysis, synthesis, evaluation, decision-making, critical and

creative thinking, and the creative process. Attributes associated with attaining this outcome include the

ability to:

- Analyze data/information/substantive content relevant to an issue/problem;

- Synthesize data/information/substantive content relevant to any issue /problem; and

- Evaluate data/information/substantive content (e.g., drawing conclusions, solutions or making

decisions).

INTRODUCTION AND COURSE OBJECTIVES

In this class, we will survey the history of the United States between 1877 and the present. This dynamic

period begins with the end of Reconstruction following the American Civil War and concludes with the

exciting events of today: from landmark elections and Supreme Court decisions to important social

movements and economic trends.

A M H 2 0 2 0 , S e c . 0 0 6 ( T r a i n o r ) | 2

Understanding U.S. history during this period is essential to being an educated, successful adult.

References to the people and events of this period are deeply woven into the fabric of everyday life. At

Santa Fe and beyond, teachers, peers, and employers will expect you to understand these references.

But a grasp of history is also essential to advanced critical thinking skills. Think about history as both a

proving ground and inspiration for theories and ideas about how the world works – a body of evidence

against which we can measure what we believe are timeless facets of the human condition.

Think that race, for instance, is an intrinsic feature of the human condition – that people have always

considered skin color an important indicator of difference? Think again! The historical record suggests

that race was ‘invented’: that many past humans were practically oblivious to differences in skin color

and ascribed little meaning to them. Or how about sleep? Surely the way that humans sleep and the

amount of time they spend sleeping are basic features of our humanity. Wrong again! Here, too, history

shows that people used to sleep much more than we do, and did so in a very different way – often

waking in the middle of the night for several hours before returning to bed for a ‘second sleep.’

History, in other words, shows us that we should take very little for granted – and, conversely, that

nearly anything is possible in the long term. But while history can and should be a source of optimism, it

also offers a humbling reminder that the past is deeply implicated in the present: that the histories of

our families, our communities, our social groups, and our countries influence and constrain us in ways

that are both subtle and pervasive. As such, it helps us make sense of our lives and our challenges by

putting them in context. By helping us identify the source of these challenges, moreover, history can

help us find solutions.

Last but not least, as a text-based discipline, history offers us an opportunity to improve our reading and

writing skills. Over the course of the coming semester, therefore, we will pursue the following four

goals.

1. To gain a grasp of the basic events, people, themes, and movements of U.S. history since

1877.

2. To learn how to use the study of the past to better understand the present.

3. To learn to write more clearly, powerfully, and grammatically.

4. To learn to read and consume texts more quickly and effectively.

COURSE TEXTS

The textbook for this course is a free, online, collaboratively-produced text entitled The American Yawp.

You can find a link to the text at the following address: http://www.americanyawp.com/. All readings

from The American Yawp (labelled TAY in the syllabus below) will be linked directly from the Canvas

course management system, as will all additional readings.

COURSE STRUCTURE

Overview

This class will be divided into six units. Each unit will be organized around a particular conception of

freedom that has proved important during the recent history of the United States. Examples of these

concepts include ‘freedom of contract,’ ‘freedom of consumption,’ or the ‘Progressive’ conception of

freedom.

A M H 2 0 2 0 , S e c . 0 0 6 ( T r a i n o r ) | 3

Within each unit, we will treat events chronologically. While discussing the ‘Progressive’ conception of

freedom, for instance, we will deal with the Populist revolt of the 1890s prior to the Theodore Roosevelt

presidency of the 1900s, the First World War before the New Deal of the 1930s, and so on. But between

units, we will jump backwards and forwards in American history. Thus, after discussing the New Deal of

the 1930s in our unit on ‘Progressive’ freedom, we will move backward to the 1890s in our discussion of

consumption-based ideals of freedom.

This is a slightly unconventional model for an introductory history course. I have adopted it, not to

confuse you, but rather to challenge you, to help you learn the course materials more effectively, and to

help you make sense of the American past in a way that I believe will be more useful in the long run.

A Challenge to Think Creatively

Most history courses proceed chronologically and offer a single, coherent narrative – like the plot of a

book or movie. These narratives can be fun and useful. But ultimately, this is a passive way to learn

about the past. At Santa Fe, by contrast, we strive to actively involve students in their learning. The

structure of this course is an example of this active learning approach. By avoiding the conventional

narrative form, I leave it to you and your classmates to assemble the pieces into a coherent whole – a

task you will be asked to tackle in your final, group presentations.

An Opportunity to Learn More Effectively

I have also chosen to structure the course in this way because I believe it will help you remember the

contents of the course more effectively. How will the course structure help accomplish this? It’s a well-

established principle that people remember things most effectively – and think about them most deeply

– when they encounter them several times in succession. The structure of the course is designed to do

just that. The history of the Second World War, for instance, appears several times throughout the

semester – in our unit on consumption-based ideals of freedom, in our discussion of freedom and

American military might, and in our unit on the freedom struggles of the twentieth century. By revisiting

this event, and many others, repeatedly and from different perspectives, the course gives students an

opportunity to remember and reconsider course materials more effectively than in a more traditional

setting.

An Aid to Meaningful Understanding

Last but not least, I have designed this course to more powerfully highlight connections between

chronologically disparate themes, ideas, and events. The Atlanta Compromise, the Red Summer of 1919,

the Montgomery Bus Boycott, and the #BlackLivesMatter movement are separated by more than a

century. But they are nevertheless intimately related to one another – more so, in many respects, than a

number of events that occurred in quick succession. Thus, by highlighting causal relationships between

events, rather than simple historical proximity, I hope to give you a sense of how history, time, and

social change actually work.

Class Structure

The foregoing offers a broad overview of the course as a whole. What follows is a synopsis of the

structure of individual class sessions.

A M H 2 0 2 0 , S e c . 0 0 6 ( T r a i n o r ) | 4

Each unit, excluding exam days and class sessions devoted to final presentations, will be divided into

two kinds of classes. The first kind of class (Class Type A), which will constitute the majority of each unit,

consists of two parts, each consuming about half of the class period. During the first half of these

classes, I will offer what I call a ‘punctuated lecture’: a style of delivering information in which students

are invited to interrupt me, ask questions, and offer their opinions. During the second half of these

classes, we will discuss the readings for the day, after which I will ask you to take a clicker-quiz, in which

you will identify the portion of the day’s materials about which you have the most questions (you may

have heard this referred to as ‘The Muddiest Point’). Using this feedback, I will attempt to address your

concerns in the subsequent session of the class.

At the end of each unit, on the other hand, we will have a different kind of class (Class Type B). During

the first half of these classes we will either review for exams, or, more frequently, meet with our groups

to discuss the progress of the final group projects. Then, during the second half of Class Type B sessions,

we will engage in class debates. Students’ positions will be assigned according to their groups; and the

propositions they will be debating are discussed in the Schedule of Classes listed below.

Please note: student are strongly encouraged to engage in these debates on multiple levels. These

modes of engagement include both verbal, classroom participation, as well as text-based, electronic

engagement on Twitter. Indeed, to help enrich the debate, I will use the classroom computer and

projection system to display messages featuring the class hashtag.

GRADING AND EVALUATION

Attendance: 10%

Quizzes: 10%

Participation: 15%

Papers: 40%

Exams: 15%

Presentation: 10%

Attendance

Students are allowed two absences over the course of the semester. I do not distinguish between

excused and unexcused absences (although I will consider extenuating circumstances on a case-by-case

basis). Otherwise, students are expected to attend class daily. Attendance will be taken at the start of

every session, though I will mark students present who enter class later in the session. If students miss

more than two sessions without the instructor’s approval, they will be ineligible for excusal from the

final exam (see the section on ‘Exams’ below for details).

Quizzes

Students will be required to take ten quizzes over the course of the semester. These will consist of

one-paragraph, open-ended, in-class written reflections on the day’s readings / videos, testing basic

reading / viewing comprehension. Quizzes will be administered at random, and will gauge students’

understanding of primary source materials only.

A M H 2 0 2 0 , S e c . 0 0 6 ( T r a i n o r ) | 5

Students will be awarded one point per quiz if they demonstrate a firm understanding of the readings /

videos, a half point if they demonstrate basic familiarity, and no points if they clearly have not read the

texts or viewed the videos, or read / viewed them with such inattention that they do not grasp their

basic premise. Students’ lowest quiz grade will be dropped at the end of the semester.

Discussion

Classroom discussion is a key component of this course. We will be discussing readings and core

concepts in every session. Students will be awarded one point per class for a comment or question of

nearly any quality – so long as it is not offensive, disrespectful, or intentionally irrelevant. Students are

expected to participate in at least one-half of all class sessions. They can either participate during the

designated ‘discussion’ portion of each class, throughout the ‘lecture’ period of most sessions (during

which time students are encouraged to ask the instructor questions or offer comments), or online

after class. Lastly, students are especially encouraged to participate during class debates.

Please note: I recognize that some students may find verbal participation discussion difficult or

uncomfortable. While I believe that learning to express one’s thoughts and feelings aloud is an

important part of a college education, I would nevertheless like to accommodate quieter students.

Persons in the latter category should feel free to post comments or questions (for full credit) on the

Canvas message board or to compose a Tweet with the hashtag #Amh2020Sec006. I will respond to

electronic comments in the medium in which I receive them.

Papers

Students will write two 4-6 page essays. The prompts for these papers will be available on Canvas. All

papers must be submitted in both hard and electronically copies, double spaced, with one-inch

margins, in twelve-point, Times New Roman font. Electronic copies of papers should be submitted to

the Canvas drop box in either .doc or .docx format. I am a PC user and cannot read .odx or .pages files!

If you do not have access to Microsoft Word, please copy and paste the text of your paper into either

the body of your Canvas submission or into the body of an email message.

Exams

Students will be expected to take a midterm exam during week 9. The exam will feature both short

answer and/or ID questions, which will be generated, in part, based on student input. The exam will also

feature an essay component. Students will hand-write the exam in class and will be expected to provide

their own blue books.

Students will also have the option of taking a final exam. If students have a 100% attendance grade and

are otherwise satisfied with their grade as it stands at the end of the semester, they have the option to

forego taking the exam. If they do not have a 100% attendance grade or are dissatisfied with their grade

as it stands, they will have the option to take the final, with an eye toward improving their overall grade

in the course.

Under extenuating circumstances (to be determined by the instructor), students will be allowed to make

up an exam.

A M H 2 0 2 0 , S e c . 0 0 6 ( T r a i n o r ) | 6

Presentation

At the end of the semester, students, working in groups (see below), will be required to make a 1-hour

and 15-minute presentation, recapping the contents of the semester. Students should review the

presentation prompt at their earliest convenience and begin thinking about the presentation as early in

the semester as possible. Groups will be meeting seven times over the course of the semester to discuss

the final presentation. These meetings will occur during regularly-scheduled class times – though group

members should feel free to meet outside of class as well.

GROUPS

All students will be assigned to one of two groups. Groups assignments are posted on Canvas. Students’

group assignments will be important for a number of activities throughout the semester (including the

class debates, and, most importantly, the final presentation).

LATE PAPERS

Late papers will be marked down one half letter grade for each day that they are late, unless students

provide me with documentation of extenuating circumstances.

EMAIL POLICY

Barring extenuating circumstances, I will respond to all student emails in 36 hours or fewer. I will not

respond to emails between the hours of 10pm and 7am. I also strongly encourage students to include a

salutation (Dear Dr. Trainor …) and closing (Best regards,) in their email messages, and to use

professional English in their communications (i.e. no text message speak). I will not penalize students

who fail to do so, but it is nevertheless good practice for your lives and careers ahead.

GRADE SCALE

Grades for Papers, Exams, and Presentations Final Course Grades

A+ = 100 94-100 = A

A/A+ = 98 90-93.9 = A-

A = 95 88-89.9 = B+

A-/A = 92.5 82.5-87.9 = B

A- = 91 80-82.4 = B-

B+/A- = 89.5 78-79.9 = C+

B+ = 88 72.5-77.9 = C

B/B+ = 87 70-72.4 = C-

B = 85 68-69.9 = D+

B-/B = 82.5 62.5-67.9 = D

B- = 81 60-62.4 = D-

C+/B- = 79.5 Less than 60 = F

C+ = 78

C/C+ = 77

C = 75

A M H 2 0 2 0 , S e c . 0 0 6 ( T r a i n o r ) | 7

C- = 71

D+ = 68

D = 65

D- = 61

F = 60

COLLEGE ACADEMIC INTEGRITY

The very nature of higher education requires that students adhere to accepted standards of academic

integrity. Therefore, Santa Fe has adopted a Code of Student Conduct that outlines general guidelines.

Students are encouraged to discuss issues related to academic integrity with instructors.

It is YOUR responsibility to read and abide by the Santa Fe Code of Student Conduct that outlines

general guidelines pertaining to academic integrity. This can be found at the following site:

http://dept.sfcollege.edu/rules/content/media/PDF/Rule_7/7_23.pdf

WITHDRAWAL POLICY

The Department of Social and Behavioral Sciences urges any student who is weighing withdrawing (W)

from this course after the normal Add/Drop days at the beginning of the semester to consult with their

instructor PRIOR to taking any action. Note to students on Financial Aid: Withdrawals from any

course(s) will be counted in the total hours attempted and may result in failure to meet the standards of

progress. In some cases, you may be required to repay the College for courses withdrawn. Students

must follow the official withdrawal procedures established by the college.

INCOMPLETE “I” GRADE

An Incomplete grade will be given only in situations where a student has successfully completed nearly

all of the coursework and has experienced an emergency situation at the end of the term. In order to be

eligible for an "I" grade, a student must meet ALL of the following criteria: (1) s/he has successfully

completed 75% of the semester coursework, (2) s/he has experienced an emergency situation at the

end of the term that prevents him/her from completing the course, (3) s/he is still mathematically able

to pass the course by completing the missed coursework, (4) the emergency circumstances must be

documented, and (5) s/he must contact the instructor prior to the end of Finals week to agree upon

incomplete terms, deadlines, etc. Note to students on Financial Aid: A student who has completed no

credit hours in a term and has Incompletes in that term has 20 school days from the first day of classes

of the following term to make up Incomplete grades in order to continue receiving funds. Reinstatement

of awards is contingent on a funds available basis and it is the student's responsibility to notify the

Financial Aid Office within the time frame provided.

AMERICANS WITH DISABILITIES ACT (ADA)

If you are a student with a disability: In compliance with Santa Fe College policy and equal access laws, I

am available to discuss appropriate academic accommodations that you may require as a student with a

disability. Requests for academic accommodations need to be made during the first week of the

semester (except for unusual circumstances) so arrangements can be made. You must be registered

with Disabilities Resource Center (DRC) in S-229 for disability verification and determination of

A M H 2 0 2 0 , S e c . 0 0 6 ( T r a i n o r ) | 8

reasonable academic accommodations. For more information, see

http://www.sfcollege.edu/student/drc/index.php?section=faculty_resources/rights_responsibilities

DISCRIMINATION/HARASSMENT POLICY

Santa Fe prohibits any form of discrimination or sexual harassment among students, faculty and staff.

For further information, refer to College Rule 2.8 at

http://dept.sfcollege.edu/rules/content/media/PDF/Rule_2/2_8.pdf

STUDENT RIGHTS & RESPONSIBILITIES

The purpose of the document available at the link below is to provide students with a general overview

of both their rights and responsibilities as members of the Santa Fe College community. For a complete

list of students’ rights and responsibilities go to:

http://www.sfcollege.edu/studentaffairs/index.php?section=policies/student_rights

A M H 2 0 2 0 , S e c . 0 0 6 ( T r a i n o r ) | 9

SCHEDULE OF CLASSES, READINGS, AND ASSIGNMENTS All readings available on the Canvas course management system. Reading are due on the day for which

they are assigned (i.e. readings listed under 27 August are due by class time on 27 August).

UNIT 1: FREEDOM OF CONTRACT

WEEK 1

• TUESDAY, 25 AUGUST (Introduction)

• THURSDAY, 27 AUGUST (Reconstruction and its Aftermath)

In this class, we will discuss the concept of ‘freedom of contract,’ the Supreme Court decisions

that formalized it, and the concept’s implications for the post-Civil War American South.

- Assignments:

o Print, complete, and return the student data sheet and syllabus agreement

on Canvas

o Create a professional Twitter account using your Santa Fe email address

(you can do so at Twitter.com)

- Required Materials:

o Excerpts from W. Caleb McDaniel, “How to Read for History” (available only

on Canvas)

o Primary source 1: “Mississippi Black Code”

o Primary source 2: excerpts from Justice Peckham’s majority opinion in

Lochner v. New York (available only on Canvas)

o Primary source 3: excerpts from Justice Holmes’s dissenting opinion in

Lochner v. New York (available only on Canvas)

- Optional Readings:

o TAY, Ch. 15, Sec. V, “Racial Violence in Reconstruction”

o TAY, Ch. 15, Sec. VI “Economic Development During the Civil War and

Reconstruction”

o TAY, Ch. 18, Sec. IV, “The New South and the Problem of Race”

WEEK 2

• TUESDAY, 1 SEPTEMBER (Mudsills, Machines, and Monopoly)

In this class, we will discuss the implications of ‘freedom of contract’ for working life in the

United States during the age of industrialization.

- Required Materials:

o Primary source 1: William Graham Sumner on ‘Social Darwinism’

o Primary source 2: Eugene V. Debs on Gilded Age capitalism

- Optional Readings:

o TAY, Ch. 16, Sec. I, “Introduction [to Labor and Capital]”

o TAY, Ch. 16, Sec. II, “The March of Capital”

A M H 2 0 2 0 , S e c . 0 0 6 ( T r a i n o r ) | 10

o TAY, Ch. 16, Sec. III, “The Rise of Inequality”

o TAY, Ch. 16, Sec. IV, “The Labor Movement”

o TAY, Ch. 16, Sec VII, “The Socialists”

• THURSDAY, 3 SEPTEMBER (Class debate on freedom of contract)

In this class, we will debate the following proposition: the popularity of the concept of ‘freedom

of contract’ in late nineteenth-century America made the country freer. Group 1 will argue in

SUPPORT of this proposition; Group 2 will argue in OPPOSITION to this proposition. Prior to the

debate, however, members of both groups will convene to discuss their plans for the course’s

final project.

UNIT 2: FREEDOM’S PROGRESS

WEEK 3

• TUESDAY, 8 SEPTEMBER (The Populist Revolt and the Birth of Progressivism)

In this class, we will discuss the vision of freedom popularized by participants in the Progressive

Movement. We will also discuss the origins of this movement in the Populist Revolt of the

postwar South, as well as in labor movements in industrial centers.

- Required Materials:

o Primary source 1: political platform of the People’s Party

o Primary source 2: Lincoln Steffens, “The Corruption of Municipal Politics”

o Primary source 3: excerpts from Jacob Riis, “How the Other Half Lives”

- Optional Readings:

o TAY, Ch. 16, Sec. V, “The Populist Movement”

o TAY, Ch. 16, Sec. VI, “William Jennings Bryan and the Politics of Gold”

o TAY, Ch. 20, Sec. I, “Introduction [to the Progressive Era]”

o TAY, Ch. 20, Sec. II, “Mobilizing for Reform”

o TAY, Ch. 20, Sec. IV, “Targeting the Trusts”

o TAY, Ch. 20, Sec. V, “Progressive Environmentalism”

• THURSDAY, 10 SEPTEMBER (World War I and Progressivism’s Excess)

In this class, we will discuss Woodrow Wilson’s effort to use the First World War as an

opportunity to realize many of Progressives’ most ambitious goals – and the dire consequences

of these efforts for Americans’ civil liberties.

- Required Materials:

o Primary source 1: John Dewey, “The Social Possibilities of War”

o Primary source 2: L.S.G., “The Fear of Dissent”

o Primary source 3: A. Mitchell Palmer, “The Case Against the Reds”

o Primary Source 4: “Five Years of Prohibition and its Results”

- Optional Readings:

o TAY, Ch. 21, Sec. IV, “American Enters the War”

o TAY, Ch. 21, Sec. V, “On the Homefront”

A M H 2 0 2 0 , S e c . 0 0 6 ( T r a i n o r ) | 11

WEEK 4

• TUESDAY, 15 SEPTEMBER (A New Deal for Progressivism)

In this session, we will discuss the New Deal of the 1930s as an extension of an earlier era of

Progressivism – for both better and worse.

- Required Materials:

o Primary source 1: Franklin D. Roosevelt, “The Forgotten Man”

o Primary source 2: excerpts from Franklin D. Roosevelt, “The Four Freedoms”

(available only on Canvas)

- Optional Readings:

o TAY, Ch. 23, Sec. VII, “Franklin Delano Roosevelt and the First New Deal”

o TAY, Ch. 23, Sec. VIII, “The New Deal in the South”

o TAY, Ch. 23, Sec. IX, “The New Deal in Appalachia”

o TAY, Ch. 23, Sec. XI, “The Second New Deal”

o TAY, Ch. 23, Sec. XIII, “The End of the New Deal”

• THURSDAY, 17 SEPTEMBER (Class debate on Progressivism)

In this session, we will debate the following proposition: Progressivism enhanced American

freedom. Group 1 will argue in SUPPORT of this proposition; Group 2 will argue in OPPOSITION

to this proposition. Prior to the debate, however, members of both groups will convene to discuss

their plans for the course’s final project.

UNIT 3: CONSUMING FREEDOM

WEEK 5

• TUESDAY, 22 SEPTEMBER (The Roaring Twenties and the Birth of Consumer Culture)

In this session, we will discuss notions of freedom anchored in the consumption of goods and

leisure activities. We will also how and why these ideas took root among a large number of

Americans in the late nineteenth- and early twentieth-centuries.

- Required Materials:

o Video: “The Rise of Consumerism”

o Primary source collection: contemporary commentary on consumerism

from 1920s America

- Optional Readings:

o TAY, Ch. 18, Sec. II, “Industrialization & Technological Innovation”

o TAY, Ch. 22, Sec. III, “Culture of Consumption”

• THURSDAY, 24 SEPTEMBER (Mass Culture in an Age of Mass Unemployment and War)

In this session, we will discuss the severe challenges posed to consumption-based notions of

freedom by the Great Depression and the Second World War.

A M H 2 0 2 0 , S e c . 0 0 6 ( T r a i n o r ) | 12

- Required Materials:

o Primary source 1: Bing Crosby, “Brother, Can You Spare a Dime?” [song and

video]

o Primary source 2: assorted Willie and Joe cartoons by Bill Mauldin

- Optional Readings:

o TAY, Ch. 23, Sec. V, “The Lived Experience of the Great Depression”

o TAY, Ch. 24, Sec. VI, “Soldiers’ Experiences”

WEEK 6

• TUESDAY, 29 SEPTEMBER (The Affluent Society and Beyond)

In this class, we will discuss the culmination of consumption-based ideals of freedom during the

affluent period of the postwar 1950s and 1960s.

- Required Materials:

o Primary source 1: “In the Suburbs” [video]

- Optional Materials:

o TAY, Ch. 26, Sec. I, “Introduction [to the Affluent Society]”

o TAY, Ch. 26, Sec. II, “The Rise of the Suburbs”

o TAY, Ch. 26, Sec. VI, “Politics and Ideology in the Affluence Society”

• THURSDAY, 1 OCTOBER (Class debate on consumer culture)

In this class, we will debate the following proposition: the consumption of consumer goods and

leisure activities is a meaningful definition of freedom. Group 1 will argue in OPPOSITION to

this proposition; Group 2 will argue in SUPPORT of this proposition. Prior to the debate, however,

members of both groups will convene to discuss their plans for the course’s final project.

UNIT 4: CONQUERING FREEDOM

WEEK 7

• TUESDAY, 6 OCTOBER (The New South, the Old West, and American Empire)

PAPER 1 DUE

In this class, we will discuss the origins of the American belief that the fate of freedom depends

on American military might. We will devote particular attention to the post-Civil War occupation

of the South by Union forces; efforts by U.S. forces to break the political and military might of

indigenous peoples in the West; and the culmination of this mentality in the Spanish-American

and Filipino Wars of the late nineteenth and early twentieth centuries.

- Required Materials:

o Primary source 1: Interview with William McKinley

o Primary source 2: Rudyard Kipling, “The White Man’s Burden”

o Primary source 3: William James, “The Philippine Question”

A M H 2 0 2 0 , S e c . 0 0 6 ( T r a i n o r ) | 13

- Optional Readings:

o TAY, Ch. 17, Sec. III, “The Indian Wars and Federal Peace Policy”

o TAY, Ch. 19, Sec. I, “Introduction [to American Empire]”

o TAY, Ch. 19, Sec. II, “Patterns of American Interventions”

o TAY, Ch. 19, Sec. IV, “Theodore Roosevelt and American Imperialism”

• THURSDAY, 8 OCTOBER (A World Safe for Democracy and Unsafe for Fascism)

In this class, we will discuss Americans’ efforts to conceptualize the country’s involvement in the

two World Wars as a crusade for freedom – with both positive and negative consequences.

- Required Materials:

o Primary source 1: Woodrow Wilson’s 14 Points

- Optional Readings:

o TAY, Ch. 21, Sec. I, “Introduction [to World War I]”

o TAY, Ch. 21, Sec. II, “Prelude to War”

o TAY, Ch. 21, Sec. III, “War Spreads through Europe”

o TAY, Ch. 21, Sec. IV, “America Enters the War”

o TAY, Ch. 21, Sec. VI, “Before the Armistice”

o TAY, Ch. 21, Sec. VIII, “The Fourteen Points and the League of Nations”

o TAY, Ch. 21, Sec. IX, “Aftermath of World War I”

o TAY, Ch. 24, Sec. I, “Introduction [to World War II]”

o TAY, Ch. 24, Sec. II, “The Origins of the Pacific War”

o TAY, Ch. 24, Sec. III, “The Origins of the European War”

o TAY, Ch. 24, Sec. IV, “The United States and the European War”

o TAY, Ch. 24, Sec. V, “The United States and the Japanese War”

o TAY, Ch. 24, Sec. X, “Toward a Postwar World”

WEEK 8

• TUESDAY, 13 OCTOBER (Wars Hot and Cold)

In this class, we will discuss more recent effort to enforce freedom through military might. Topics

of discussion will include the Korean War, the Cold War, the Vietnam War, the Gulf War, and the

Wars in Iraq and Afghanistan, as well as America’s history of intervention in the domestic affairs

of Latin American and Middle Eastern countries.

- Required Materials:

o Primary source 1: John Kerry, “Vietnam Veterans Against the War”

o Primary source 2: “Aggression from the North”

o Primary source 3: Bruce Springsteen, “Born in the U.S.A.” [song and video]

- Optional Readings:

o TAY, Ch. 25, Sec. I, “Introduction [to the Cold War]”

o TAY, Ch. 25, Sec. II, “Political, Economic, and Military Dimensions”

A M H 2 0 2 0 , S e c . 0 0 6 ( T r a i n o r ) | 14

o TAY, Ch. 25, Sec. III, “The Arms Buildup, the Space Race, and Technological

Advancement”

o TAY, Ch. 25, Sec. V, “Decolonization and the Global Reach of the American

Century”

o TAY, Ch. 27, Sec. II, “Kennedy and Cuba”

o TAY, Ch. 27, Sec. V, “The Origins of the Vietnam War”

o TAY, Ch. 28, Sec. II, “The Strain of Vietnam”

• THURSDAY, 15 OCTOBER (Midterm review; class debate on American imperialism)

In this class, we will review for the midterm and debate the following proposition: American

military might has made both the U.S. and the world freer. Group 1 will argue in OPPOSITION

to this proposition. Group 2 will argue in FAVOR of this proposition.

UNIT 5: FREEDOM FOR ALL

WEEK 9

• TUESDAY, 20 OCTOBER

MIDTERM EXAM

• THURSDAY, 22 OCTOBER (The Civil Rights Movement: From Atlanta to Montgomery)

In this class, we will discuss the long history of the Civil Rights Movement / Black Freedom

Struggle, from Booker T. Washington’s infamous Atlanta Compromise to Rosa Parks and the

Montgomery Bus Boycott. Perhaps more importantly, we will discuss the central tenet of the

moderate Civil Rights Movement – that the civil rights promised in the Declaration of

Independence and Bill of Rights applied to all Americans – and its implication for subsequent

freedom struggles.

- Required Materials:

o Primary source 1: Booker T. Washington’s ‘Atlanta Compromise’ speech

o Primary source 2: Ida B. Wells, “Lynch Law in America”

o Primary source 3: Claude McKay, “If We Must Die”

o Primary source 4: James G. Thompson, “Should I Sacrifice My Life to Live

Half American?”

o Primary source 5: Martin Luther King, Jr., “Letter from a Birmingham Jail”

- Optional Readings:

o TAY, Ch. 20, Sec. VI, “Jim Crow and African American Life”

o TAY, Ch. 22, Sec. VI, “The New Negro”

o TAY, Ch. 23, Sec. XII, “Equal Rights and the New Deal”

o TAY, Ch. 24, Sec. IX, “Race and World War II”

o TAY, Ch. 26, Sec. III, “Race and Education”

o TAY, Ch. 26, Sec. IV, “Civil Rights in an Affluent Society”

o TAY, Ch. 27, Sec. III, “The Civil Rights Movement Continues”

A M H 2 0 2 0 , S e c . 0 0 6 ( T r a i n o r ) | 15

WEEK 10

• TUESDAY, 27 OCTOBER (The Civil Rights Movement: From Montgomery to Ferguson)

In this class, we will discuss the Civil Right Movement from the Montgomery Bus Boycott to the

Voting Rights Act of 1965, and the ongoing legacy of that struggle. We will devote particular

attention to the diversity of voices within the movement, and the way in which modern civil

rights activists – from Chuck D to the leaders of #BlackLivesMatter – have drawn on the legacies

of Martin Luther King, Malcolm X, Fannie Lou Hamer, Angela Davis, Stokely Carmichael, and

many others.

- Required Materials:

o Primary source 1: Martin Luther King, Jr., “I Have a Dream”

o Primary source 2: Malcolm X on Martin Luther King, Jr. [interview]

o Primary source 3: Malcolm X, “The Ballot or the Bullet”

o Primary source 4: Interview with Angela Davis

- Optional Readings:

o TAY, Ch. 27, Sec. VII, “Beyond Civil Rights”

o TAY, Ch. 28, Sec. III, “Racial, Social, and Cultural Anxieties”

o TAY, Ch. 29, Sec. VII, “African American Life in Reagan’s America”

• THURSDAY, 29 OCTOBER (Feminism’s Many Waves)

In this class, we will discuss the history of feminism from the fight for suffrage in the early

twentieth century to the rebirth of feminism in the 1950s and 1960s. We will also focus on

radical feminists’ departure from the moderate / liberal tradition in the 1970s and 1980s, and

the wave of feminist activism sweeping American college campuses today.

- Required Materials:

o Primary source 1: Excerpt from Betty Friedan, The Feminine Mystique

o Primary source 2: Gloria Steinem, “The Living Revolution”

o Primary source 3: Nina Simone, “Four Women” [song and video]

- Optional Readings:

o TAY, Ch. 20, Sec. III, “Women’s Movements”

o TAY, Ch. 22, Sec. V, “The New Woman”

o TAY, Ch. 24, Sec. VIII, “Women and World War II”

o TAY, Ch. 26, Sec. V, “Gender and Culture in the Affluent Society”

o TAY, Ch. 28, Sec. VII, “The Politics of Love, Sex, and Gender”

WEEK 11

• TUESDAY, 3 NOVEMBER (Final Frontiers: The Culture War, LGBTQ Rights, and the Fight Against Ableism)

In this class, we will discuss other liberation movements that drew inspiration from the Civil

Rights and women’s movements. In particular, we will focus on the gay / LGBTQ rights

movement, from the Stonewall Riots of 1969 to the Obergefell decision of 2015, and the

disability rights movement, from its origins in the 1960s to the passage of the Americans with

A M H 2 0 2 0 , S e c . 0 0 6 ( T r a i n o r ) | 16

Disabilities Act in 1990 and the ‘r-word’ campaign of today. Last but not least, we will focus on

the backlash against these liberation movements known collectively as ‘The Culture Wars.’

- Required Materials:

o Primary source 1: Merl Haggard, “Okie from Muscogee” [song and video]

o Primary source 2: Harvey Milk, “Give Them Hope”

- Optional Readings:

o TAY, Ch. 27, Sec. VI, “Culture and Activism”

o TAY, Ch. 29, Sex. VIII, “Bad Times and Good Times”

o TAY, Ch. 29, Sec. IX, “Culture Wars of the 1980s”

• THURSDAY, 5 NOVEMBER (Class debate on modern liberation movements)

In today’s class, we will debate the following proposition: grassroots support was a more

important factor in the success of twentieth and twenty-first century liberation movements

than compulsion or violence. Group 1 will argue in FAVOR of this proposition. Group 2 will argue

in OPPOSITION to this proposition. Prior to the debate, however, members of both groups will

convene to discuss their plans for the course’s final project.

UNIT 6: FREEDOM NOW!

WEEK 12

• TUESDAY, 10 NOVEMBER (A New Progressivism)

In this class, we will discuss the definition of freedom at the heart of modern liberalism: that

people are most free when they’re supported by a robust social safety net and where private

enterprise is restrained by comprehensive government regulation. More specifically, we will

discuss the implications of this principle in the policies of presidents Lyndon Johnson, Richard

Nixon, Bill Clinton, and Barack Obama.

- Required Materials:

o Primary source 1: Lyndon Johnson on ‘The Great Society’

o Primary source 2: Barack Obama, “A More Perfect Union”

- Optional Readings:

o TAY, Ch. 27, Sec. IV, “Lyndon Johnson’s Great Society”

o TAY, Ch. 30, Sec. II, “American Politics from George H.W. Bush to September

11, 2001”

o TAY, Ch. 30, Sec. V, “The Great Recession”

o TAY, Ch. 30, Sec. VI, “The Obama Presidency”

o TAY, Ch. 30, Sec. VII, “New Horizons”

• THURSDAY, 12 NOVEMBER (A New Conservatism)

In this class, we will discuss the definition of freedom at the heart of modern conservatism: that

people are most free when government is small, the welfare state is in retreat, and government

regulation is at a minimum. More specifically, we will discuss the implications of this principle in

the policies of presidents Ronald Reagan, George H. W. Bush, Bill Clinton, and George W. Bush.

A M H 2 0 2 0 , S e c . 0 0 6 ( T r a i n o r ) | 17

- Required Materials:

o Primary source 1: Ronald Reagan, “A Time for Choosing”

o Primary source 2: Ronald Reagan’s “It’s Morning Again in America”

campaign video

- Optional Readings:

o TAY, Ch. 28, Sec. IV, “The Crisis of 1968”

o TAY, Ch. 28, Sec. V, “The Rise and Fall of Richard Nixon”

o TAY, Ch. 28, Sec. VI, “Deindustrialization and the Rise of the Sunbelt”

o TAY, Ch. 28, Sec. VIII, “The Misery Index”

o TAY, Ch. 29, Sec. I, “Introduction [to the Triumph of the Right]”

o TAY, Ch. 29, Sec. II, “Conservative Ascendance”

o TAY, Ch. 29, Sec. III, “The Conservatism of the Carter Years”

o TAY, Ch. 29, Sec. IV, “The Election of 1980”

o TAY, Ch. 29, Sec. V, “The New Right in Power”

o TAY, Ch. 29, Sec. VI, “Morning in America”

WEEK 13

• TUESDAY, 17 NOVEMBER (Freedom from Fear in the Era of Terror)

In this class, we will discuss the idea, popularized in the aftermath of the September 11, 2001

terrorist attacks, that Islamist terrorists represent the foremost threat to freedom, and that

aggressive restrictions on the civil liberties of U.S. citizens and resident aliens are necessary to

protect the larger edifice of American freedom.

- Required Materials:

o Primary source 1: Toby Keith, “Courtesy of the Red, White, and Blue” [song

and video]

o Primary source 2: Opening sequence from Team America: World Police

- Optional Readings:

o TAY, Ch. 29, Sec. X, “The New Right Abroad”

o TAY, Ch. 30, Sec. III, “September 11th and the War on Terror”

o TAY, Ch. 30, Sec. IV, “The End of the Bush Years”

• THURSDAY, 19 NOVEMBER (Class debate on freedom in the modern era)

In this class, we will debate whether the liberal or conservative definition of freedom is a more

convincing one. Group 1 will argue in favor of a LIBERAL definition of freedom. Group 2 will

argue in favor of a CONSERVATIVE definition of freedom. Prior to the debate, however, members

of both groups will convene to discuss their plans for the course’s final project.

WEEK 14

• TUESDAY, 24 NOVEMBER (GROUP MEETINGS)

PAPER 2 DUE

A M H 2 0 2 0 , S e c . 0 0 6 ( T r a i n o r ) | 18

In today’s class, students will meet in L-260 to work with their group members on finalizing their

group presentation.

• THURSDAY, 26 NOVEMBER (Thanksgiving – NO CLASS)

FINAL PRESENTATIONS

WEEK 15

• TUESDAY, 1 DECEMBER (CLASS PRESENTATIONS)

• THURSDAY, 3 DECEMBER (CLASS PRESENTATIONS)

WEEK 16

• TUESDAY, 8 DECEMBER

FINAL EXAM, 10:30am – 12:30pm in L-260