<\/p>\n
I. COURSE DESCRIPTION<\/strong><\/p>\n Esteemed political scientist Benedict Anderson wrote that a nation is more than a political entity with geographic boundaries; it is an imagined community<\/em>. As Anderson explains, it is \u201cimagined<\/em> because the members of even the smallest nation will never know most of their fellow-members, meet them, or even hear of them, yet in the minds of each lives the image of their communion.\u201d[1] For Anderson, a nation is a state of mind. Following Anderson\u2019s definition, this course looks at the social forces that have shaped the imagined community that is America.<\/p>\n Throughout the semester, we will discuss the historical significance of race, gender, class, and sexuality. In the process, we will examine a variety of social movements across the political spectrum to see how these movements have shaped and been shaped by American society. Additionally, we will look at cultural aspects of American society including consumerism and entertainment. We will also discuss the impact of war on American culture. Throughout the semester, we will consider larger themes that involve the foundations of power, resistance, and national identity. Ultimately, we will consider how race, class, gender, and sexuality intersect and reinforce one another to create complex social hierarchies.<\/p>\n Along the way, we will seek to answer several questions, including the following: What motivates individuals to participate in social movements? Can the successes of social movements be measured? If so, how? What, if anything, is the relationship between diversity and community? What does it mean to be an American? What, if anything, is the essence of the American national identity? How have social, economic, and cultural divisions shaped the evolution of the United States throughout the late nineteenth and twentieth centuries? Most of all, we will explore how ideas about race, gender, class, and sexuality are socially constructed, and how these ideas have shaped American history and society. <\/strong><\/p>\n By the end of the term, you will have a better understanding of United States history from the post-Civil War era through the twentieth century, and how race, class, gender, and sexuality intersect in American life. The course makes no claim to being exhaustive in its treatment of so vast a subject, but, as part of the General Education curriculum, it is designed to 1) introduce you to new perspectives of race, class, gender, sexuality, and culture; 2) provide you with an introduction to the academic discipline of history; and 3) give you the opportunity to develop your analytical skills further.<\/p>\n Students will be expected to complete all assigned readings and view all assigned films by the dates indicated by the syllabus.<\/p>\n Required Books<\/strong><\/p>\n Eric Foner, Story of American Freedom<\/em><\/p>\n Anne Moody, Coming of Age in Mississippi<\/em><\/p>\n Charlotte Gilman, Herland<\/em><\/p>\n Jack London, Martin Eden<\/em><\/p>\n Sinclair Lewis, Babbitt<\/em><\/p>\n Susan Douglas, Where the Girls Are<\/em><\/p>\n Tim O\u2019Brien, The Nuclear Age<\/em><\/p>\n The works are available in the University bookstore and at any number of online bookstores (comparing will get you the best price). Copies are also on reserve at the library.<\/p>\n E-Reserve Readings<\/strong>—Several readings are posted to blackboard under E-reserve.<\/p>\n Some questions to consider while reading:<\/strong><\/p>\n What is the main purpose of this reading?<\/p>\n What is the author\u2019s thesis or message?<\/p>\n What sources does the author use to support his\/her thesis?<\/p>\n What are the strengths of the work?<\/p>\n Are there any significant problems with the work?<\/p>\n How does this help our class in understanding social forces that shaped America?<\/p>\n \u00a0<\/strong>Required Films<\/strong><\/p>\n Birth of a Nation <\/em><\/p>\n Gangs of New York<\/em><\/p>\n Iron Jawed Angels<\/em><\/p>\n The Hours<\/em><\/p>\n Miss Representation<\/em><\/p>\n Dr Strangelove<\/em><\/p>\n Film Viewings<\/strong>—Most of the films are available on video and can be rented for viewing at your convenience. Films may also be seen in the Media Center on the lower level of the library at the following times. All films will also be on reserve at the library for viewing at any time.<\/p>\n \u00a0<\/strong>Some questions to consider while watching the films are:<\/strong><\/p>\n What is the film\u2019s message?<\/p>\n How does the film convey its message? Was it successful?<\/p>\n What are the themes of the film?<\/p>\n What scenes, if any, were problematic?<\/p>\n What more could\/should have been done in the film?<\/p>\n How does this film connect to the ideas discussed in the course?<\/p>\n Pop Quizzes<\/strong>—If students are not completing the assigned readings and film viewings, then there will be pop quizzes.<\/p>\n \u00a0<\/strong>Recommended Books<\/strong><\/p>\n James Henretta, David Brody, and Lynn Dumenil, America\u2019s History<\/em><\/p>\n Mary Lynn Rampolla, A Pocket Guide to Writing in History <\/em><\/p>\n III. ASSIGNMENTS AND GRADING RATIONALE<\/strong><\/p>\n Students earn a \u201cB\u201d with good work. Students earn an \u201cA\u201d with extraordinary<\/em> efforts. If you are concerned about your grade, come and see me in my office hours early in the semester, so we can talk about how you can optimize your performance. Do not wait for the last weeks to discuss your grade.<\/strong> Final grades will be weighted as follows:<\/p>\n \u00a0<\/strong>Class Participation (25%) <\/strong>This course is a group experience, not a solo performance<\/em>. Intellectual contributions make the course more fun and enriching for all of us. It is therefore important that students share their ideas and questions with the class. Be prepared to be called on to discuss readings and films. Any Pop Quizzes will be factored into the class participation grade.<\/strong><\/p>\n \u00a0<\/strong>Short Papers (25%) <\/strong>Students are required to complete FIVE<\/strong> short papers (2-4 pages). At the end of each week, students will submit papers that analyze<\/em> the themes and ideas covered in that week\u2019s readings, films, lectures, and discussions. Since this course is six weeks long, students will choose a week in which they do not need to submit a paper; they are still required to complete all readings and film viewings, and to participate in class discussion. Papers are due by 5:00 pm each Friday via email.<\/strong><\/p>\n \u00a0<\/strong>Final Exam (50%) <\/strong>The final exam will cover material from the readings, lectures, films, and discussions. The exam will include identifications and essays questions. The final exam will be on the last day of class Thursday, August 9, 2012<\/strong>.<\/p>\n \u00a0<\/strong>Late Work and Make-Up Policy—<\/strong>All deadlines are stated on the syllabus. There will be NO<\/strong> extensions or make-up exams in this class except for serious<\/em> documented illness, religious observance, or participation in an intercollegiate athletic event with proper prior notification. To pass this course, students MUST complete ALL assignments.<\/strong><\/p>\n Grading Scale—<\/strong>The following is a breakdown of the grading system for the course and an indication of the quality of work that roughly corresponds to each grade range:<\/p>\n \u00a0<\/strong>A: Displays a thorough and innovative understanding of the material. The student also expresses original, text-supported opinions; clear, organized, and thoughtful writing; and consistent and intelligent contributions to discussion.<\/p>\n B: Displays a good factual understanding of the material; very good preparation for discussion; and ability to communicate ideas logically and clearly.<\/p>\n C:Displays an understanding of the basic points of all material; unclear or disorganized presentation of ideas; and sporadic participation in discussion.<\/p>\n D:Minimal grasp of basic ideas; disorganized, poorly presented or communicated ideas; and little to no participation in discussion.<\/p>\n F:Displays incomplete work; unclear and\/or inaccurate presentation of the main themes of the course; poor written communication of ideas; and numerous absences and\/or little or participation in discussion.<\/p>\n \u00a0<\/strong>How is Written Work Assessed?<\/strong><\/p>\n When grading essays and exams, I generally look for several different elements, including but not limited to the following:<\/p>\n 1) Grasp of the Material: Does the essay demonstrate a clear knowledge of the topic being covered?<\/p>\n 2) Argumentation and Conceptualization: Is a clear argument articulated at the outset? Does the body of the essay consistently develop this argument?<\/p>\n 3) Creativity and Critical Sense: Does the essay engage the course material in an innovative or critical way? Is original thinking evident and clearly conveyed? Creativity is valued so long as the points are supported by evidence.<\/p>\n 4) Writing Style: This includes clarity as well as correct grammar and spelling.<\/p>\n 5) Organization: Does each paragraph follow logically from the previous one and do they all connect to the stated argument? Does each paragraph begin with a topic sentence to guide the reader? Is the essay\u2019s central argument consistently supported throughout?<\/p>\n 6) Referencing: Where relevant, this means the clear and consistent documentation of sources.<\/p>\n Please do not hesitate to contact me if you have questions about these points. The AU Writing Center<\/strong> (Battelle-Thompkins 228) is also available to provide assistance with your writing assignments. The Center offers free, individual consultations on writing issues at any stage of the writing process. Feel free to call them at 202-885-2991 for an appointment or to visit their website at http:\/\/www.american.edu\/cas\/writing\/<\/a> for more information.<\/p>\n Etiquette—<\/strong>If you cannot abide by these rules, you will be asked to leave the class<\/strong>.<\/p>\n Attendance—<\/strong>I expect you to attend all<\/strong> class meetings. I also expect you to be on time, present, and prepared for each session. Coming in late or leaving early is disruptive for everyone, so arrive on time and do not leave early.<\/p>\n Use of Computers in the Classroom<\/strong>—Within the classroom environment, the use of computers can be very distracting for those around you. However, I understand that computers are helpful for taking notes. To this end, students will be allowed to use their computers for taking notes, but NOT<\/strong> for the Internet. Students caught using the Internet will be asked to leave and such conduct will be reflected in final grades.<\/p>\n Academic Integrity—<\/strong>Standards of academic conduct are set forth in the University\u2019s Academic Integrity Code. By registering for this course, students have acknowledged their awareness of the Academic Integrity Code, and are obligated to become familiar with their rights and responsibilities as defined by the Code. Violations of the Code\u2019s standards will not be treated lightly, and disciplinary actions will be taken should violations occur. http:\/\/www.american.edu\/academics\/integrity<\/a><\/p>\n Students with Disabilities <\/strong>If you experience difficulty in this course for any reason, please don\u2019t hesitate to consult with me. In addition to the resources of the department, a wide range of services is available to support you in your efforts to meet the course requirements.<\/p>\n Academic Support Center<\/strong> (x3360, MGC 243) http:\/\/www.american.edu\/ocl\/asc<\/a> \u00a0<\/strong>Counseling Center<\/strong> (x3500, MGC 214) http:\/\/www.american.edu\/ocl\/counseling<\/a><\/p>\n Offers counseling and consultations regarding personal concerns, self-help information, and connections to off-campus mental health resources.<\/p>\n \u00a0<\/strong>Disability Support Services<\/strong> (x3315, MGC 206) http:\/\/www.american.edu\/ocl\/dss<\/a><\/p>\n Offers technical and practical support and assistance with accommodations for students with physical, medical, or psychological disabilities. If you qualify for accommodations because of a disability, please notify me in a timely manner with a letter from the Academic Support Center or Disability Support Services so that we can make arrangements to address your needs.<\/p>\n \u00a0<\/strong>Links to other Campus Resources<\/strong><\/p>\n o\u00a0\u00a0\u00a0 Library for support in locating resources, conducting research, viewing films http:\/\/www.american.edu\/library<\/a><\/p>\n o\u00a0\u00a0\u00a0 Office of Information Technology for computer support: o\u00a0\u00a0\u00a0 Blackboard Support VI. COURSE SCHEDULE<\/strong><\/p>\n WEEK 1: INTRODUCTION AND RACE IN AMERICA <\/strong><\/p>\n Monday, July 2— Introduction: What Forces Shape you?<\/p>\n Tuesday, July 3—Race, Civil Rights, and the Black Freedom Struggle<\/p>\n Readings: George Fredrickson, Racism: A Short History<\/em> (1-13—E-reserve); Cornell West, Race Matters<\/em> (1-8—E-reserve); Eric Foner, Story of American Freedom<\/em> (95-113)<\/p>\n Thursday, July 5th<\/sup>— Race, Civil Rights, and the Black Freedom Struggle, continued\u2026<\/p>\n Readings: Anne Moody, Coming of Age in Mississippi<\/em> (whole); Eric Foner, Story of American Freedom<\/em> (116-137)<\/p>\n Film: Birth of a Nation<\/em> (190 min)<\/p>\n WEEK 2: IMMIGRATION, ETHNICITY, AND CLASS<\/strong><\/p>\n \u00a0<\/strong>Monday, July 9th —Immigration and Ethnicity<\/p>\n Readings: Noel Ignatiev, How the Irish Became White <\/em>(selections, e-reserve); Alan Kraut, Silent Travels<\/em> (selections, E-reserve); Eric Foner, Story of American Freedom<\/em> (195-218)<\/p>\n Film: Gangs of New York <\/em>(166 min)<\/p>\n \u00a0<\/strong>Tuesday, July 10th<\/sup> —Class in America<\/p>\n Readings: \u201cClass Shadowy lines that still divide\u201d NYT article (E-reserve); Jack London, Martin Eden<\/em> (Whole)<\/p>\n Thursday, July 12th<\/sup> —Class in America, continued\u2026<\/p>\n Readings: Lizabeth Cohen, Making a New Deal<\/em> (1-9– E-reserve); Michael Davis, City of Quartz<\/em>, (223\u2014263— E-reserve); Harvey Swados, \u201cThe Myth of the Happy Worker\u201d (2-7\u2014E-reserve)<\/p>\n WEEK 3: GENDER HISTORY<\/strong><\/p>\n Monday, July 16th<\/sup> —Women\u2019s Movement<\/p>\n Readings: Elizabeth Cady Stanton, \u201cThe Solitude of Self\u201d (122-127— E-reserve); 1848 Seneca Fall, Declaration of Sentiments<\/em> (57-62\u2014E-reserve); Betty Friedan, The Feminine Mystique<\/em> (269–282—E-reserve); Eric Foner, Story of American Freedom<\/em> (140-161)<\/p>\n \u00a0<\/em>Tuesday, July 17th<\/sup>—Women\u2019s Movement, continued\u2026<\/p>\n Readings: Charlotte Gilman, Herland<\/em> (whole); Eric Foner, Story of American Freedom<\/em> (163-193)<\/p>\n Film: Iron Jawed Angels<\/em><\/p>\n Thursday, July 19th<\/sup>— Gender Studies<\/p>\n Readings: Joan Scott, \u201cGender: a Useful Category of Historical Analysis,\u201d (1054-1075– E-reserve); Glenda Gilmore, Gender and Jim Crow<\/em> (31-61 —E-reserve)<\/p>\n \u00a0<\/strong>WEEK 4: SEXUALITY, THE BODY, AND POWER<\/strong><\/p>\n \u00a0<\/strong>Monday, July 23rd<\/sup>: Sexing the Body and The History of Sexuality<\/p>\n Readings: Anne Fausto-Sterling, Sexing the Body: Gender Politics and the Construction of Sexuality<\/em> (1-30—E-reserves); Michel Foucault, The History of Sexuality, vol 1<\/em> (17-49– E-reserve); Thomas Lacquer, Making Sex<\/em> (1-24—E-reserve)<\/p>\n \u00a0<\/strong>Tuesday, July 24th:<\/sup> Bio-politics and Bio-Power<\/p>\n \u00a0<\/strong>Readings: George Chauncey, Gay New York<\/em> (1-29— E-reserve); Lillian Faderman, Odd Girls and Twilight Lovers<\/em>, (1-9; 159-187— E-reserve); Eric Foner, Story of American Freedom<\/em> (276–305)<\/p>\n Film: The Hours <\/em>(114 min)<\/p>\n Thursday, July 26th<\/sup>: Bio-politics and Bio-Power, continued…<\/p>\n Readings: Michel Foucault, Discipline and Punish<\/em> (195\u2014228—E-reserve); Boston Women, Health Book Collective, Our Bodies Ourselves<\/em> (295\u2014299—E-reserve); Eileen Boris, \u201cBodies on the Homefront\u201d (347—359—E-reserve); Jane De Hart, \u201cContainment at Home: Gender, Sexuality, and National Identity in Cold War America\u201d (124-155—E-reserve)<\/p>\n \u00a0<\/strong>WEEK 5: CONSUMERISM, ENTERTAINMENT, AND THE MEDIA<\/strong><\/p>\n \u00a0<\/strong>Monday, July 30th<\/sup>—The Rise of the American Consumer Society<\/p>\n \u00a0<\/strong>Readings: Sinclair Lewis, Babbitt<\/em> (whole); Eric Foner, Story of American Freedom<\/em> (219-247)<\/p>\n Tuesday, July 31st—-<\/sup> Entertainment and Sports<\/p>\n Readings: <\/strong>Clifford Putney, Muscular Christianity:<\/em> Manhood and Sports in Protestant America<\/em> (selections, e-reserve); Carol Pierman, \u201cBaseball, Conduct, and True Womanhood\u201d (E-reserve); Eric Foner, Story of American Freedom<\/em> (249-273)<\/p>\n \u00a0<\/strong>Thursday, August 2nd<\/sup>—- The Media as a Cultural Force<\/p>\n Readings: Susan Douglas, Where the Girls Are<\/em> (whole)<\/p>\n Film: Miss Representation<\/em> (90 min)<\/p>\n \u00a0<\/strong>WEEK 6: CULTURE OF WAR<\/strong><\/p>\n Monday, August 6th<\/sup>: Roots of Empire<\/p>\n Readings: Kristin Hoganson, Fighting for American Manhood<\/em> (1-42– E-reserve); Eric Foner, Story of American Freedom<\/em> (308-332)<\/p>\n Tuesday, August 7th<\/sup>: The National Security State and REVIEW<\/p>\n Readings: Tim O\u2019Brien, The Nuclear Age<\/em> (whole)<\/p>\n Film: Dr Strangelove<\/em> (90 min)<\/p>\n Thursday, August 9th—FINAL EXAM<\/p>\n <\/p>\n <\/p>\n [1]Benedict Anderson, Imagined Communities: Reflections on the Origin and Spread of Nationalism<\/em> (New York: Verso, 1983), 6-7.<\/p>\n","protected":false},"excerpt":{"rendered":" I. COURSE DESCRIPTION Esteemed political scientist Benedict Anderson wrote that a nation is more than a political entity with geographic boundaries; it is an imagined community. As Anderson explains, it is \u201cimagined because the members of even the smallest nation will never know most of their fellow-members, meet them, or even hear of them, … Read more<\/a><\/p>\n","protected":false},"author":1,"featured_media":0,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[3],"tags":[23,25,24],"class_list":["post-129","post","type-post","status-publish","format-standard","hentry","category-teaching-history","tag-academia","tag-syllabus","tag-teaching"],"jetpack_featured_media_url":"","_links":{"self":[{"href":"https:\/\/outofthetower-rebeccadewolf.com\/index.php?rest_route=\/wp\/v2\/posts\/129","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/outofthetower-rebeccadewolf.com\/index.php?rest_route=\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/outofthetower-rebeccadewolf.com\/index.php?rest_route=\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/outofthetower-rebeccadewolf.com\/index.php?rest_route=\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"https:\/\/outofthetower-rebeccadewolf.com\/index.php?rest_route=%2Fwp%2Fv2%2Fcomments&post=129"}],"version-history":[{"count":2,"href":"https:\/\/outofthetower-rebeccadewolf.com\/index.php?rest_route=\/wp\/v2\/posts\/129\/revisions"}],"predecessor-version":[{"id":137,"href":"https:\/\/outofthetower-rebeccadewolf.com\/index.php?rest_route=\/wp\/v2\/posts\/129\/revisions\/137"}],"wp:attachment":[{"href":"https:\/\/outofthetower-rebeccadewolf.com\/index.php?rest_route=%2Fwp%2Fv2%2Fmedia&parent=129"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/outofthetower-rebeccadewolf.com\/index.php?rest_route=%2Fwp%2Fv2%2Fcategories&post=129"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/outofthetower-rebeccadewolf.com\/index.php?rest_route=%2Fwp%2Fv2%2Ftags&post=129"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}II. READINGS AND FILMS<\/h2>\n
IV. COURSE POLICIES<\/h2>\n
\n
V. ACADEMIC SUPPORT SERVICES<\/h2>\n
\nOffers study skills workshops, individual instruction, tutor referrals, and services for students with learning disabilities. Writing support is available in the ASC Writing Lab or in the Writing Center, Battelle 228.<\/p>\n
\nhttp:\/\/www.american.edu\/oit\/index.cfm<\/a><\/p>\n
\nhttp:\/\/www.american.edu\/library\/technology\/blackboard\/<\/a><\/p>\n