DR. JENRETTE—HIST 668 US Labor History Spring 2015

Office: Hendricks 142 Phone: 2575/1225 Email: JJenrette@edinboro.eduOffice hours: MW 1:30-2:30; TR 9:30-10:30;

Mon 4:45-5:45 (Wiley 100); and by appointment or walk-in!

http://users.edinboro.edu/jjenrette/ (for additional copies of the syllabus)D2L: At times additional information will be posted in D2L

Course Description:

This course studies the rise of American labor, presenting it as an integral part of American political, economic, industrial, and social history. It focuses attention on the pre-Civil War developments, upon which most labor institutions and traditions are based, and examines labor's impact upon American institutions. It also requires directed research in a specific topic or period dealing with or focusing on some aspect of labor history. In addition, selected readings will be assigned on specific topics in US labor history. The intent of the course is to build the student’s bibliographic, historiographic, and research knowledge on U.S. history. The culminating activity of this course is the preparation of a scholarly paper (that is to be submitted to an appropriate journal and/or conference).

This course is not a lecture course but is a Seminar in the true meaning of the word. Discussion will drive each class session and all students will be required to lead discussion and participate fully each week.

THIS IS A GRADUATE COURSE and as such I will not listen to complaints about the workload. Former graduate students who are now working on their doctorates have encouraged us to require more reading in our graduate courses!

Required Texts:

Philip Dray, There is Power in A Union: The Epic Story of Labor in AmericaKarl Marx and Friedrich Engels, The Communist ManifestoDaniel Bender & Richard A. Greenwald, Sweatshop USA: The American Sweatshop in

Historical and Global Perspective (order through amazon.com)Thomas Bell, Out of this Furnace: A Novel of Immigrant Labor in America

(order through amazon.com)

Kate Turabian, A Manual for Writers, 8th editionEUP Graduate School Thesis RequirementsStrunk and White, Elements of Style (recommended)MASS Graduate program website content http://users.edinboro.edu/rspiller/MASS/home.htm

Recommended Texts:

Boris, Eileen and Nelson Lichtenstein, eds. Major Problems in the History of American Workers: Documents and Essays (recommended but very expensive)

Kitch, Carolyn. Pennsylvania in Public Memory: Reclaiming the Industrial Past. State College: Pennsylvania State University Press, 2012. (If you’re interested in public history)

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Additional books from the weekly readings lists (included in this syllabus). Each student will be responsible for 1-2 books per week in addition to your main textbooks listed above; at times more may be assigned.

All written assignments will adhere to the style found in Kate Turabian, A Manual for Writers, 8th edition. SPELLING AND PUNCTUATION COUNT! SPELL-CHECK AND PROOFREAD. POINTS WILL BE DEDUCTED FROM ALL ASSIGNMENTS FOR TYPOGRAPHICAL, PUNCTUATION, AND SPELLING ERRORS. Do NOT use “in-text” citations. All students MUST use footnotes! All papers must be written with the intended goal of submitting the paper for publication consideration and conference participation.

Course Objectives:1. To expose you to the leading authors on selected topics in US labor history2. To examine the role communism/socialism have played in those struggles3. To analyze the history of labor struggles and how they have influenced the course of US history4. To examine the lives of some of the people who have played important roles in these struggles5. To analyze the role of race, class, gender/identity in labor history6. To evaluate the impact of globalization on US labor7. To improve your oral and written communication skills8. To examine, through discussions, essays, presentations, (tests if necessary), and research your

comprehension of the material covered

Course Outcomes:Each student will have demonstrated:1. an indepth knowledge of important events, people, issues, etc. in labor history2. knowledge of the complexities surrounding race, class, and gender/identity3. knowledge of the leading scholars on labor history4. the ability to analyze the impact of organized labor and its influence in shaping the course of US

history5. Improved your ability to express your ideas in written and oral communication

Course Requirements/Assessment:

1. Weekly Class Discussions. Discussions will be based on the assigned books (Dray, Marx-Engels, Bender-Greenwald) and the

reading list provided for each topic. Students will select 1-2 books for each week for which you will read and be prepared to discuss in class. The appropriate number is listed in the course schedule. Of those you select you will write a review of one of the books. You will also write annotations of the other books you select.

Each student will regularly contribute to and, at times, lead class discussion. You will sign up on January 26 for at least two weeks to lead/facilitate discussion.

Failure to participate in and lead class discussion will result in your participation being recorded as no more than 50% and that is ONLY if you attend ALL CLASSES.

Because this is a seminar, this course depends on and thrives on quality discussion and dialogue. Failure to participate in each class will lower your grade by a minimum of 5 points per class.

To earn higher than a 50% on this section, you MUST ACTUALLY PARTICIPATE IN DISCUSSION DAILY.

To be counted present in this course all of you, including your brain, must be in attendance throughout the entire class period.

NOTE: Putting your body in a desk DOES NOT CONSTITUTE your presence in the course. Becoming actively engaged suggests presence. BE ATTENTIVE.

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ZEROS WILL BE GIVEN IF STUDENTS ARE NOT PREPARED FOR CLASS and IF STUDENTS MISS CLASS without a legitimate reason (“I don’t feel good,” etc. is not a legitimate reason)

Students will be responsible for leading discussion on the assigned books in this course; this includes the required textbooks

ABSENCES ARE NOT ACCEPTABLE. If you are not willing to “step up the plate” and behave like a real graduate student who aspires to

excel, this is NOT the class for you. I do not (and will not) find it acceptable for one or two people to carry the weight of class discussion.

B. Guest Speakers. From time to time we MAY have guest speakers and/or films. You should consider these presentations comparable to books you’re reading. You may be required to write critiques of guest lectures and films. These assignments will be calculated in your Discussion grade.

2. SCHOLARLY RESEARCH PAPER. 35-40 page research paper. Due April 20. (You should think of this assignment as a scholarly article that you will submit and it will be graded as such). You will submit both a hard copy and an electronic copy through D2L which will be evaluated for plagiarism.

No more than 5 sources may come from the Internet (unless they are digitized primary sources). Wikipedia is NOT an acceptable source, other using it to find other sources for your bibliography. You must have a minimum of 30 sources; at least half must be primary sources. You must include a title page, footnotes, and a bibliography. You must also identify the appropriate journal for your paper and submit it before the end of the

semester for publication consideration. You must pick a topic by Monday, Feb. 2 You must submit a working bibliography by Feb. 16 class, and a detailed outline will be

due March 16 (7-10 pages) immediately following spring break. STUDENTS ARE ALSO REQUIRED TO DO A 15-20 MINUTE IN-CLASS

PRESENTATION ON THE RESEARCH PAPER. DATES FOR THESE PRESENTATIONS ARE LISTED ON THE COURSE SCHEDULE. You will sign up for these dates the first week of class; all students are required to attend all presentations-failure to do so will result in the lowering of your course grade by a full 12 points.

Meeting these deadlines (or not) will have an impact on your Research Paper gradeo Feb 2: Topic identified in writing via a 1 page, typed, proposalo Feb. 16: Submit a 1 page working bibliography (this will, of course, expand through

your researcho March 16: a detailed outline (7-10 pages)o April 20: Complete paper is due (35-40 pages)o May 4, 8: In-Class presentations of your research (You will read an 8-10 page excerpt

from your longer paper). This paper must also be submitted to a scholarly journal for publication consideration and/or to a conference. Submissions must occur by April 30 so you have to provide the proof/indication from the journal and/or conference of your submission.

3. Book Review. Each student will write 1 book review (750-1000 words), choosing from the lists I have provided on this syllabus. There will be NO duplication of books you read; each student will read a different book. Book reviews must follow a traditional format appropriate for publication submission. Students will provide copies for each student in the class (and for the professor); these copies will be provided via email to the professor and the rest of the class by 7:00 p.m. on SUNDAY evenings. This will give the class and the professor time to read the papers prior to Monday evening classes. LATE PAPERS WILL BE PENALIZED BY 2 FULL

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LETTER GRADES REGARDLESS OF WHEN YOU SUBMIT IT AFTER 7:00 P.M. ON SUNDAYS. Consequently, if you submit a late book review you cannot earn higher than a C on the review. Students will submit the book review for publication consideration to Visions and Revisions or to another scholarly journal. Due dates will vary according to topic. NOTE: It is imperative that you select your books asap as I cannot guarantee that all are in the Baron-Forness Library; it is highly probable that you will have to order some through interlibrary loan. You will submit two copies of your book review, one of which will be the original which you will ask someone (and you must identify the individual at the end of your review) to critique it for you in advance. Then you will revise it based on the critique.

4. Annotated Bibliography. (The first one is due by 7:00 p.m. on Sunday, February 8). Each student will develop a lengthy annotated bibliography in collaboration with the other students in the class. Students will pick 1-2 books each week (depending on the weekly assignment) and prepare a substantial paragraph (75-100 words) about each book which will be included in the annotated bibliography. One of the best ways to achieve this will be to find other reviews of the books you select. You should also review the book’s contents (i.e. “we called it ‘gutting’ in my doctoral program”---I will explain this in class). The point of this assignment is that you become FAMILIAR with many, many sources so that you know the authors’ names, the books they have written and the main point of the books. You will provide copies of your annotations to the professor and the other members of the class. These annotations are due no later than noon on Mondays via email. You must also bring copies of your annotations to class for in-class critique by your peers. LATE PAPERS WILL BE PENALIZED BY 2 FULL LETTER GRADES REGARDLESS OF HOW LATE IT IS; FOR EXAMPLE, 7:01 IS LATE. SUBMIT via email to the professor and class by 7:00 p.m. on SUNDAYS. Complete annotated bibliography is due by April 27.

What should you include in the Annotations? What is the author’s purpose in writing the book? What is the major theme? Any subthemes? What is the author’s position on the topic (i.e. Reconstruction, Progressivism, New

Deal, etc.)? What does the work contribute to the field? What do other scholars say about the work?

Basically, the annotations should include enough information so you (or someone else) can read the annotation and “know” if the book is a valuable source on the topic. Annotations should include a full bibliographic citation and a substantial paragraph (75-100 words). You must double-space after the bibliographic citation, then indent the first line of the annotation and begin writing; the annotation itself will be single-spaced.

In sum, here’s what you have to do. Choose 1-2 books from the list each week (THE NUMBER IS LISTED AT THE

BEGINNING OF EACH SECTION) Write annotations for each book each week Once during the semester select one of the books and write a full 3 page review Reviews must be submitted periodically throughout the semester. I will not accept

reviews after the topic has been covered; for example, if you choose to write a book review from the Mill Girls list, the review is due via email to the professor and class by 7:00 p.m. on Sunday, Feb. 22 for discussion on Monday, Feb. 23.

5. POSSIBLE Final Comprehensive Exam. DUE BY Friday, May 8. A final take-home exam will be given IF students do not perform as they should during this course which will count as part of the discussion grade).

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6. Organized Labor “Today” Paper. Each student in the class will interview at least two people who represent both sides of Labor (management/administration and labor) to discuss their approach to labor relations. You will then write a brief (2 page) synopsis of the interviews, comparing/contrasting their perspectives. You may tackle this assignment by asking them to discuss their interpretations of a particular event, person, issue, etc. that fits in with one of the topics we are covering this semester. (You may also find others who are appropriate). DUE by 3/30.

Potential IntervieweesManagement/Administration Organized LaborDr. Julie Wollman (guest speaker) Dr. Michael Bucell, APSCUFDr. Michael Hannan Dr. Marc Sylvester, APSCUFMs Tina Megine, VP, Advancement Prof. James Parlin, APSCUFDr. Alan Biel Mr. Ross Brumagin, AFSCME PresidentDr. Scott Miller Dr. David Ferster, Prof EmeritusDr. Nathan Ritchey Prof. Dave Obringer, APSCUF

Dr. Jean Jones, APSCUF

7. FAILURE TO COMPLETE ALL ASSIGNMENTS WILL RESULT IN AN F FOR THE COURSE. I WILL NOT TOLERATE LESS THAN OPTIMAL PERFORMANCE FROM EACH STUDENT.

Required Colloquia Attendance and Participation.

A. HAWL Spring Colloquia. Students will the two colloquia presented by members of the Department faculty and/or students.

B. Women’s History Month. Students MAY select at least two (OR MORE) appropriate presentations to attend during the university’s celebration of WHM, African-American Heritage Month, or any other university-wide presentation that fits in with the general focus of the course.

C. International Academic Festival. March-April. Specific dates and presentations TBA. Some topics may be appropriate for this course.

Grading Percentages: Grading Scale:Book Review 15% 0-65 = FResearch Paper 30% 65-69=D 70-75=D+Annotated Bib 15% 76-79=C 80-85=C+Discussions/Tests 30% 86-89=B 90-93=B+Colloquia/WHM/IAF 5% 94-100=ALabor Paper 5%

100%

Course Outline:

Date Topic

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1/26 Introduction Dray, 349-352Book/journal selections and presentation date sign-upResearch Topic DiscussionHistoriographyPhilosophy of HistoryInterpretations and PerspectivesShaping and Defining Historical interpretations

See Reading Assignment below

2/2 England and the Colonies Marx-Engels, Communist ManifestoFinding the Laborers Dray, Introduction-Chapter 4Labor Systems of Early AmericaIndentured ServitudeShipping and Labor

2/9 Lowell, Industrial Democracy, Dray, Chapters 5-8and the IWW Bell, Out of This Furnace

2/16 The Rise and Decline of Dray, Chapters 9-11Organized Labor

Sweatshops in America Bender & Greenwald

2/23 Lowell Mill Girls/market economy/Chinese Immigrant workers Dray, 11-99

(2 books, 1 from each topic)

Aarim-Heriot, Najja. Chinese Immigrants, African Americans, and Racial Anxiety in the United States, 1848-1882. Champaign, IL: University of Illinois Press, 2006.

Blewett, Mary H. The Last Generation: Work and Life in the Textile Mills of Lowell, Massachusetts, 1910-1960. Amherst: The University of Massachusetts Press, 1990.

Dublin, Thomas Louis. Women at Work: The Transformation of Work and Community in Lowell, Massachusettes, 1826-1860. New York: Columbia University Press, 1981.

Eisler, Benita. The Lowell Offering: Writings by New England Mill Women (1840-1845). New York: W.W. Norton & Company, 1998, 1977.

Levine, Louis. The Women's Garment Workers. New York: B. V. Huebsch, 1924.

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Moran, William. The Belles of New England: The Women of the Textile Mills and the Families Whose Wealth They Wove. New York: St. Martin’s Griffin, 2004.

Peck, Gunther. Reinventing Free Labor: Pardons and Immigrant Workers in the American West, 1880-1930. New York: Cambridge University Press, 2000.

Robinson, Harriet. Loom and Spindle: Life Among the Early Mill Girls. Carlisle, MA: Applewood Books, 2011.

Saxton, Alexander. The Indispensable Enemy: Labor and the Anti-Chinese Movement in California. Berkeley: University of California Press, 1975.

Smith, Stacey L. Freedom’s Frontier: California and the Struggle over Unfree Labor, Emancipation, and Reconstruction. Chapel Hill: University of North Carolina Press, 2013.

Sullivan, William A. The Industrial Worker in Pennsylvania 1800-1840. Harrisburg: Pennsylvania Historical and Museum Commission, 1955.

Weisman Deitch, Joanne. The Lowell Mill Girls: Life in the Factory. Marietta, GA: Discovery Enterprises, 1997.

Young, Elliot. Alien Nation: Chinese Migration in the Americas from the Coolie Era through World War II. Chapel Hill: University of North Carolina Press, 2014.

Slavery as Labor/Transition to "free" labor

Fraginals, Manuel. Between Slavery and Free Labor. Baltimore: Johns Hopkins Press, 1985.

Grivno, Max. Gleanings of Freedom: Free and Slave Labor Along the Mason-Dixon Line, 1790-1860. Champaign, IL: University of Illinois Press, 2011.

Lebergott, Stanley. Manpower in Economic Growth. New York: McGraw-Hill, 1964.

Mandel, Bernard. Labor, Free and Slave: Workingmen and the Anti-Slavery Movement in the United States. Champaign, IL: University of Illinois Press, 2007.

Morris, Richard B. Government and Labor in Early America. New York: Columbia University Press, 1946.

Rockman, Seth, and Cathy Matson, eds. Scraping By: Wage Labor, Slavery, and Survival in Early Baltimore. Baltimore: Johns Hopkins University, 2009.

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Rodriguez, Junius, ed. Slavery in the Modern World: A History of Political, Social, and Economic Oppression. Santa Barbara: ABC-CLIO, 2011.

Starobin, Robert S. Industrial Slavery in the Old South. New York: Oxford University Press, 1970.

Van Cleve, George William. A Slaveholders’ Union: Slavery, Politics, and the Constitution in the Early American Republic. Chicago: University of Chicago Press, 2010.

Wiebe, Robert H. The Search for Order, 1877-1920. New York: Hill and Wang, 1966.

3/2 The First Great Labor Uprising/The 1877 Railroad StrikeDray, 99-121Select 1 book

Ambrose, Stephen E. Nothing Like It in the World: The Men Who Built the Transcontinental Railroad, 1863-1869. New York: Simon and Schuster, 2000.

Bellesiles, Michael A. 1877: America’s Year of Living Violently. New York: New Press, 2010.

Bruce, Robert. 1877: A Year of Violence. Lanham, MD: Ivan R. Dee, 1989.

Case, Theresa A. The Great Southwest Railroad Strike and Free Labor. Texas A&M University Press, 2010.

Dacus, Joseph A. Revolution in Pennsylvania: A History of the Railroad Union Strike and the Great Uprising of 1877. St. Petersburg, FL: Red and Black Publishers, 2011.

Dubofsky, Melvin. We Shall Be All: A History of the Industrial Workers of the World. Edited by Joseph A. McCartin. Champaign, IL: University of Illionois Press, 2000.

Eggert, Gerald. Railroad Labor Disputes: The Beginnings of Federal Strike Policy. Ann Arbor, MI: University of Michigan Press, 1967.

Foner, Philip S. The Great Labor Uprising of 1877. Atlanta, GA: Pathfinder Press, 1977.

Grob, Gerald N. Workers and Utopia: A Study of Ideological Conflict in the American Labor Movement, 1865-1900. Evanston, IL: Northwestern University Press, 1961.

Halker, Bucky. For Democracy, Workers, and God: Labor Song-Poems and Labor Protest 1865-95. Urbana, IL: University of Illinois Press, 1991.

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Stowell, David O Streets, Railroads, and the Great Strike of 1877. Chicago: University of Chicago Press, 1999.

3/9-3/15 Spring break

3/16 Robber Barons and Labor Disputes/Haymarket Square Pullman/Homestead (2 books, 1 from each topic)

Dray, 122-224Select 1 book

Burgoyne, Arthur. The Homestead Strike of 1892. Pittsburgh: University of Pittsburgh Press, 1979.

David, Henry. The History of the Haymarket Affair. New York: Russell & Russell, 1936.

Foster, William Z. The Great Steel Strike. New York: B.V. Huebsch, 1920.

Green, James. Death in the Haymarket: A Story of Chicago, the First Labor Movement, and the Bombing that Divided Gilded Age America. Harpswell, ME: Anchor, 2007.

Greene, Victor R. The Slavic Community on Strike: Immigrant Labor in Pennsylvania Anthracite. Notre Dame, IN: University of Notre Dame Press, 1968.

Hirsch, Susan Eleanor. After the Strike: A Century of Labor Struggle at Pullman. Champaign, IL: University of Illinois Press, 2003.

Jospheson, Matthew. Robber Barons. New York: Mariner Books, 1962.

McCartin, Joseph A. Labor’s Great War: The Struggle for Industrial Democracy and the Origins of Modern American Labor Relations, 1912-1921. Chapel Hill: University of North Carolina Press, 1998.

Morris, Charles A. The Tycoons: How Andrew Carnegie, John D. Rockefeller, Jay Gould, and J. P. Morgan Invented the American Supereconomy. New York: Times Books/ Henry Holt and Company, 2005.

Norwood, Stephen H. Strike-Breaking and Intimidation: Mercenaries and Masculinity in Twentieth-Century America. Chapel Hill: University of North Carolina Press, 2002.

Serrin, William. Homestead: The Glory and Tragedy of an American Steel Town. New York: Vintage, 1993.

The Organization of Labor/Samuel GompersAFL/IWW/Knights of Labor

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Dray, 285-334Dray, 353-387Dray, 390-409Select 1 book

Andrews, Gregg. Shoulder to Shoulder?: The American Federation of Labor, the United States, and the Mexican Revolution, 1910-1924. Berkeley: University of California Press, 1991.

Goldberg, Arthur J. AFL-CIO, Labor United. New York: McGraw-Hill, 1956.

Gompers, Samuel. Seventy Years of Life and Labor. New York: E.P. Dutton & Co., 1925.

Kornbluh, Joyce L. et al., eds. Rebel Voices: An IWW Anthology. Oakland, CA: PM Press, 2011.

Renshaw, Patrick. The Wobblies: The Story of the IWW and Syndacalism in the United States. Lanham, MD: Ivan R. Dee, 1999.

Sanders, Elizabeth. Roots of Reform: Farmers, Workers, and the American State: 1877-1917. Chicago: University of Chicago Press, 1999.

Seidman, Joel. American Labor from Defense to Reconversion. Chicago: University of Chicago Press, 1953.

Taft, Philip. The A.F.L. From the Death of Gompers to the Merger. New York: Harper, 1959.

------. The A. F. of L. in the Time of Gompers. New York: Harper & Brothers, 1957.

------. Organized Labor in American History. New York: Harper & Row, 1964.

Van Tine, Warren R. The Making of a Labor Bureaucrat: Union Leadership in the United States, 1870-1920. Amherst, MA: University of Massachusetts Press, 1973.

Weir, Robert E. Beyond Labor’s Veil: The Culture of the Knights of Labor. University Park, PA: Penn State University Press, 2006.

3/23 Guest Speaker: Dr. Julie WollmanManagement and Labor Negotiations

Possible Research Night (after presentation) Bring a draft of your research paper (mandatory)

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3/30 Race, Gender, and Unionization/The Triangle Factory FireDray, 269-284Select 1 book

Bussel, Robert. From Harvard to the Ranks of Labor: Powers Hapgood and the American Working Class. University Park, PA: Pennsylvania State University Press, 1999.

Collins, Jane L. Threads: Gender, Labor, and Power in the Global Apparel Industry. Chicago: University of Chicago Press, 2003.

Enstad, Nan. Ladies of Labor, Girls of Adventure: Working Women, Popular Culture, and Labor Politics at the Turn of the Twentieth Century. New York: Columbia University Press, 1999.

Frank, Miriam. Out in the Union: A Labor History of Queer America. Philadelphia: Temple University Press, 2014.

Glenn, Evelyn Nakano. Unequal Freedom: How Race and Gender Shaped American Citizenship and Labor. Cambridge, MA: Harvard University Press, 2004.

Jung, Moon-Kie. Reworking Race: The Making of Hawaii’s Interracial Labor Movement. New York: Columbia University Press, 2006.

Kessler-Harris, Alice. Out to Work: A History of Wage-Earning women in the United States.New York: Oxford University Press, 2003.

Polishuk, Sandy. Sticking to the Union: An Oral History of the Life and Times of Julia Ruuttila. New York: Palgrave MacMillan, 2003.

Roediger, David R. and Elizabeth D. Esch. The Production of Difference: Race and Management of Labor in U.S. History. New York: Oxford University Press, 2012.

Serber Malkiel, Theresa. The Diary of a Shirtwaist Striker. Ithaca: ILR Press, 1990.

Shostak, Arthur. Blue-Collar World: Studies of the American Worker. Englewood Cliffs, NJ: Prentice-Hall, 1964.

Thompson, Heather Ann. Whose Detroit?: Politics, Labor, and Race in a Modern American City. Ithaca: Cornell University Press, 2004.

Tyler, Gus. Look for the Union Label: A History of the International Ladies’ Garment Workers’ Union. Armonk, NY: M.E. Sharpe, 1995.

Von Drehle, David. Triangle: The Fire That Changed America. New York: Grove Press, 2004.

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4/6 Coal Mine Wars Dray, 225-269Dray, 334-349Dray, 388-390Select 1 book

Andrews, Thomas G. Killing for Coal: America’s Deadliest Labor War. Cambridge, MA: Harvard University Press, 2010.

Bailey, Rebecca J. Matewan Before the Massacre: Politics, Coal, and the Roots of Conflict in Mingo County, 1793-1920. Morgantown, WV: West Virginia University Press, 2008.

Bimba, Anthony. The Molly Maguires: The True Story of Labor’s Martyred Pioneersin the Coalfields. London: International Publishers, 1970.

Blizzard, William C. When Miners March. Edited by Wess Harris. Oakland, CA: PM Press, 2010.

Burton Lee, Howard. Bloodletting in Appalachia: The Story of West Virginia's Four Major Mine Wars and Other Thrilling Incidents of Its Coal Fields. Parsons, WV: McClain Printing, 1969.

Carbin, David Alan, ed. Gun Thugs, Rednecks, and Radicals: A Documentary History of the West Virgina Mine Wars. Oakland, CA: PM Press, 2011.

Harvey, Katherine A. The Best-Dressed Miners: Life and Labor in the Maryland Coal Region, 1835-1910. Ithaca: Cornell University Press, 1969.

Long, Priscilla. Where the Sun Never Shines: A History of America’s Bloody Coal Industry. New York: Paragon House, 1989.

Powell, Allan. The Next Time We Strike: Labor in Utah’s Coal Fields, 1900-1933. Logan, UT: Utah State University Press, 1992.

Savage, Lon. Thunder in the Mountains: The West Virgina Mine Wars, 1920-1921. Pittsburgh: University of Pittsburgh Press, 1990.

Shogan, Robert. The Battle of Blair Mountain: The Story of America’s Largest Labor Uprising. Boulder, CO: Westview Press, 2004.

4/13 Unionism and the Great Depression Dray, 410-484Select 1 book

Davis, Anita Price. Georgia During the Great Depression: A Documentary Portrait of a Decade. Jefferson, NC: McFarland & Co., 2008.

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------. North Carolina During the Great Depression: A Documentary Portrait of a Decade. Jefferson, NC: McFarland & Co., 2003.

Douglas, Paul H. Real Wages in the United States, 1890-1926. New York: Houghton Mifflin, 1930.

Franko, Mark. The Work of Dance: Labor, Movement, and Identity in the 1930s. Middleton, CT: Wesleyan, 2002.

Glaberman, Martin. Wartime Strikes: The Struggle Against the No Strike Pledge in UAW during World War II. New York: Bewick Editions, 1980.

Lynd, Staughton, ed. We Are All Leaders: The Alternative Unionism of the Early 1930s. Champaign, IL: University of Illinois Press, 1996.

Markholt, Ottilie. Maritime Solidarity: Pacific Coast Unionism, 1929-1938. Tacoma, WA: Pacific Coast Maritime History Committee, 1998.

Rose, Nancy E. Put to Work: The WPA and Public Employment in the Great Depression. New York: Monthly Review Press, 2009.

Scharf, Lois. To Work and to Wed: Female Employment, Feminism, and the Great Depression. New York: Praeger, 1985.

Storrs, Landon R. Y. Civilizing Capitalism: The National Consumers' League, Women's Activism, and Labor Standards in the New Deal Era. Chapel Hill: University of North Carolina Press, 2000.

Terkel, Studs. Hard Times, An Oral History of the Great Depression. New York: Pantheon Press, 1970.

Oblinger, Carl D. Divided Kingdom: Work, Community, and the Mining Wars in the Central Illinois Coal Fields During the Great Depression. Springfield, IL: Illinois State Historical Society, 1991.

4/20 World War II and Labor Dray, 485-502Select 1 book

Atleson, James B. Labor and the Wartime State: Labor Relations and Law during World War II. Champaign, IL: University of Illinois Press, 1998.

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Balderston, Theodore, ed. The World Economy and National Economies in the Interwar Slump. London: Palgrave MacMillan, 2003.

Chamberlain, Charles D. Victory at Home: Manpower and Race in the American South during World War II. Athens, GA: University of Georgia Press, 2003.

Endres, Kathleen L. Rosie the Rubber Worker: Women Workers in Akron’s Rubber Factories during World War II. Kent, OH: Kent State University Press, 2000.

Kersten, Andrew E. Labor’s Home Front: The American Federations of Labor During World War II. New York: NYU Press, 2009.

Kesselman, Amy. Fleeting Opportunities: Women Shipyard Workers in Portland and Vancouver During World War II and Reconstruction. Albany, NY: State University of New York Press, 1990.

Lichtenstein, Nelson. Labor’s War at Home: The CIO in World War II. Philadelphia: Temple University Press, 2008.

Miller, Sally and Daniel Cornford. American Labor in the Era of World War II. Westport, CT: Praeger, 1995

Milkman, Ruth. Gender at Work: The Dynamics of Job Segregation by Sex During World War II. Champaign, IL: University of Illinois Press, 1987.

Pifer, Richard L. A City at War: Milwaukee Labor during World War II. Madison: Wisconsin Historical Society Press, 2002.

Zamora, Emilio. Claiming Rights and Righting Wrongs in Texas: Mexican Workers and Job Politics during World War II. College Station, TX: Texas A&M University Press, 2008.

4/27 Nationalism, Unionization, Globalization Dray, 502-674Select 1 book

Craver, Charles B. Can Unions Survive?: The Rejuvenation of the American Labor Movement. NewYork: New York University Press, 1993.

Lichtenstein, Nelson. State of the Union: A Century of American Labor. Princeton, NJ: Princeton University Press, 2002.

McCallum, Jamie K. Global Unions, Local Power: The New Spirit of Transnational Labor Organizing. Ithica: ILR Press, 2013.

Puette, William J. Through Jaundiced Eyes: How the Media View Organized Labor. Ithaca: ILR Press, 1992.

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Radosh, Ronald. American Labor and United States Foreign Policy. New York: Vintage Books, 1970.

Stiglitz, Joseph E. Freefall: America, Free Markets, and the Sinking of the World Economy. New York: W.W. Norton & Company, 2010.

------. Globalization and Its Discontents. New York: W.W. Norton & Company, 2003.

------. Making Globalization Work. New York: W.W. Norton & Company, 2007.

Vogel, Steven Kent. Freer Markets, More Rules: Regulatory Reform in Advanced Industrial Countries. Ithica, NY: Cornell University Press, 1998.

Wolfram, Gary. A Capitalist Manifesto: Understanding the Market Economy and Defending Liberty. Philadelphia: Dunlap Goddard, 2012.

Zieger, Robert H. et al. American Workers, American Unions: The Twentieth and Early Twenty-First Century. Baltimore: Johns Hopkins University Press, 2014.

Zinn, Howard, Dana Frank, Robin D.G. Kelley, Three Strikes: Miners, Musicians,Salesgirls, and the Fighting Spirit of Labor’s Last Century. Boston: Beacon Press, 2002.

5/4 Presentations

5/8 Presentations

Students are not excused from any class unless you have a note from authorized medical personnel. Final Exam Period for HIST 668 is scheduled as follows:

Friday, May 8, 6-8:00 p.m. (However, IF we can come to an unanimous agreement on an alternate time we can switch, perhaps to Tuesday, May 5, 6-8).

Summary of “my” rules:(If you don’t like my rules, drop this class!)

Don’t offer lame excuses for missing class, tardiness, etc. (I’ve heard all the excuses one can imagine so don’t bother)

Don’t come to class late If you miss more than one class, drop the course Don’t expect special treatment, expect equal treatment Don’t cheat- if you do, expect to suffer the consequences for your

unacceptable behavior If you have problems, you should talk to me immediately; don’t wait until the

last week of class to discuss concerns you have about the course Expect to be challenged, to learn, and expect me to learn something from you

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Expect to enjoy History!

NOTE: The professor reserves the right to make any changes she deems necessary!

“If you don’t know your own history, you have historical amnesia.”Susan Lewandowski (History major)

“Failure is impossible.” (Susan B. Anthony)“But it is very probable if you don’t read, complete and pass your assignments, and treat your classmates and professor with respect.

I reserve the right to make ANY CHANGES I deem necessary to the syllabus.YOU, AND ONLY YOU, ARE RESPONSIBLE FOR ANY WORK COVERED ON DAYS THAT YOU CHOOSE TO MISS CLASS. I WILL NOT GO OVER MATERIAL A SECOND TIME.

YES, SPELLING AND PUNCTUATION DO COUNT AND YOUR PAPERS WILL BE GRADED ACCORDINGLY!!

SPELL-CHECK AND PROOFREAD!

Only work graded by the Professor, Dr. Jenrette, will be counted in the course grade.

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Disposition: Basic Ground Rules for Classroom Behavior:

1. Respect the right of others to have opinions that may differ from yours. Even if you disagree with someone, you should respect the individual's right to have that opinion.

2. Disruptive behavior will not be tolerated in this class. Disruptive behavior includes TEXTING, tardiness, leaving class early, talking, clicking pens, shuffling papers, book, etc., ringing phones, alarming watches, gathering belongings before class is dismissed, turning work in late. If you do not adhere to these basic rules of respect for others, you will leave the class and DROP THIS COURSE!! I WILL NOT TOLERATE THE DISRUPTIVE BEHAVIOR OF ANY STUDENT WHO ATTEMPTS TO PREVENT OTHERS FROM LEARNING. I will give you only one warning!!! It will be a verbal warning in the presence of your classmates. On the second violation, you will be dismissed from class until you can behave like a mature adult who treats others with respect. If you dare to violate these rules a third time, I will deduct 30 points from your final grade, which will make it practically impossible for you to pass this class. TEXTING WILL NOT BE TOLERATED IN THIS CLASS! CONSEQUENTLY, IF YOU CANNOT ACCEPT THESE BASIC GUIDELINES, DROP THIS CLASS!!!

3. Tardiness is unacceptable and disruptive. Do not come to class late! Regular and prompt class attendance is a requirement. Tardiness will result in the lowering of your course grade by 10 points per incident; therefore, if you cannot make it to class on time, DROP THIS CLASS! Leaving class early also fits into this category.

4. Two unexcused absences will be "tolerated" during this summer session. After the second cut, I will deduct 10 points from your final grade for each absence. As future teachers you should NEVER miss class except under the most extraordinary circumstances!

5. Do not socialize, talk in class (unless you are participating in class discussion), or sleep. If you cannot stay awake in this class, YOU WILL NOT PASS.

6. Plagiarism/Cheating: The penalty for plagiarism or cheating on any assignment will be an F for the entire semester and you will be referred to the judiciary process for further action.

7. Policy of Nondiscrimination and Affirmative Action: Edinboro University welcomes students, faculty, and staff from all racial, religious, national, and socio-economic backgrounds. Edinboro University is committed to a policy of equal opportunity for all in every aspect of its operations. The University has pledged not to discriminate on the basis of race, sex, color, age, religion, national origin, disability, organizational affiliation, affectional or sexual preference, and marital status. The policy extends to all educational, service, and employment programs of the University.

8. If you are not here to learn, drop this class.9. ABIDE BY THE RULES OR DROP THIS CLASS. FAILURE TO ABIDE BY THESE

RULES WILL RESULT IN YOUR DISMISSAL FOR THIS COURSE. YOU DO NOT HAVE THE RIGHT TO CHEAT OTHERS OUT OF THEIR OPPORTUNITY TO LEARN!

10. To be counted present in this class, all of you, including your BRAIN, must be attentive at all times. NOTE: Putting your body in a desk DOES NOT CONSTITUTE your presence in the course. Becoming actively engaged suggests presence. BE ATTENTIVE.

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