Research Paper: Each student will also complete a 10-15 page research assignment in which s/he will use at least three related antebellum newspaper articles (from Athens) to discuss some aspect of social life in antebellum America. Click Here to download a database of newspaper articles drawn from your instructor's research. Students may ask for access to the larger database from which this sample was drawn if they desire to pursue a topic they feel is not adequately represented in the sample database. Endnote citation of sources using Turabian Style is required for this paper. Click here for a few examples of the Turabian manual of style for citations in the notes and the bibliography. Use the general citation framework, although the specifics of this site are aimed at electronic sources. A fuller description of Turabian style footnotes, endnotes, and bibliographies can be found on a handout in UGA's library. If you still are in doubt about how to do notes and bibliographies, purchase a copy of Turabian's Manual for Writers of Term Papers at the bookstore. The research assignment will count 30% of the final course grade.

A quick note about plagiarism. Plagiarism is the quoting or the paraphrasing of any portion of another author's words or ideas without giving full credit to the original author. In short, it is theft of intellectual property. It violates UGA's honor code, and will be dealt with SEVERELY.

Web Publication Each student must also prepare a version of the research assignment in html for permanent publication on the Athens/Clarke County Regional Library web site, as part of the county's bicentennial celebration. I encourage your best efforts, since the result will be available on the web for all to see for some time to come. Web publication will count 10% of your grade. To see a tutorial of how to insert html codes into your papers, click here. Minimum requirements for a passing grade for your web page will that it will work without any tweaking by the professor and that it contain all of your paper with internal links to your end notes as well as links to external websites that would be of interest to somebody reading about your topic. Click Here for a list of useful codes for developing your web pages. Click Here for a style sheet on creating internal links for your end notes. Click Here for a style sheet on creating external links to other websites.

Presentations: Since each week will have several book reviews due, those reviewers will act as a team to plan and implement the pedagogy (the teaching) of the class for the week in order to share the information from the book with the rest of the class.

Each team will meet independently of class to plan the techniques of introducing their information and incorporating a discussion of the readings required of all students of the class. The plan must seek to involve the rest of the class as active participants, so that I can evaluate the preparedness of each student. I encourage creativity in making your lesson plans, but I also require that each team meet with me a week prior to their week to explain their plan and each team members' role in implementing the plan. I reserve the right to veto a plan at our meeting prior to the day of your presentation, but I don't anticipate doing so. Examples of different interactive pedagogical approaches might include (but would not be limited to): a game show, a talk show, an interview, a debate, a trial, a panel discussion, role playing, etc. Each team sets the parameters. Be creative. We may wind up video taping the student directed classes.

You must devise some method to realistically evaluate the preparations of your classmates who are not presenting. This generally could be a quiz or some other device, but should take no more than 10 minutes each class. Your team will be responsible for the grading, but I will double check the grading periodically.

Your first week of teaching must come before Week 10 (prior to October 29) and your second week of teaching must come after Week 8 (after October 17). This is to ensure that everyone has a grade for teaching by the middle of the semester. Also, no more than three people can take the same week. So its first come, first serve for choosing your week. I will pass around a sign-up sheet in class, but the quickest way is to simply email me your choice. I will post your choices to the list attached to this link.

Each presentation counts 15% of the final grade. The final 15 minutes of each week will be taken up with an evaluation of the content and competency of that week's teaching by the students who received the instruction. I will consider these evaluations when assigning presentation grades. Once I move our syllabus to WebCT, students will be required to submit their evaluations it.

Participation: Active participation in class discussions will count 15% of your final grade. Student presenters will evaluate the participation of their classmates as a class. The instructor will use these evaluations, in conjunction with his own evaluations, in determining each student's final participation grade. I will post the evaluations of the class by the presenters, and of the presenters by the class, on a regular basis.

Evaluation Forms

	Form for Students to Evaluate Teaching Team
	Form for Teaching Team to Evaluate the Class

Compiled Evaluations

	Click here to see what your classmates thought.

Attendance:Since part of your grade is based on your participation, attendance is required. I will check role daily. Four absences will result in an instructor initiated withdrawal from the class. Failure to prepare for class is equivalent to failing to attend. If it is apparent that you are not prepared for class, I will dismiss you from class, and count the dismissal as an unexcused absence. I will be the sole judge of who is prepared. An unexcused absence of a team member during the week of their presentation will result in instructor initiated withdrawal of the student with a failing grade. Lack of preparation will equal an unexcused absence.

GIL UGA's Library Catalog	America: History and Life
Galileo	Georgia Department of Archives and History	New York Review of Books
	Making of America Cornell	Making of America Michigan

Research Paper Self-Conference

August 20
Course Introduction
No Readings

August 22
The Concept of Social History
Larkin, pp. xi-xvii 303, & 305-330.; Mintz, pp. ix-xxii, 154-171

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Week 1: Political Economy of Rural America
August 27
Larkin, pp. 1-15

	James A. Henretta, "Families and Farms: Mentalite in Pre-Industrial America," William and Mary Quarterly, 3rd. Ser., Vol. 35, No. 1. (Jan., 1978), pp. 3-32.

August 29
Larkin, pp. 15-39.

	David F. Weiman, "Farmers and the Market in Antebellum America: A View from the Georgia Upcountry," Journal of Economic History, Vol. 47, No. 3. (Sep., 1987), pp. 627-647.
	David Jaffee, "Peddlers of Progress and the Transformation of the Rural North, 1760-1860," The Journal of American History, Vol. 78, No. 2. (Sep., 1991), pp. 511-535.

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Week 2: The Transportation Revolution

September 3
Larkin 204-231.

Email me your book choices by classtime, 9/5

September 5
Larkin, pp. 1-15

On Reserve	Carol Sheriff, “Reducing Distance and Time,” pp. 52-78 (Chapter 3), The Artificial River.

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Week 3: Industrialization
September 10

On Reserve	Walter Licht, "Paths: The Unevenness of Early Industrial Development," pp. 21-45 (Chapter 2), Industrializing America.
On Reserve	Anthony F. C. Wallace, "The Machines, Their Operatives, and the Fabrics," pp. 124-147, 164-170, & 177-183 (parts of Chapter 4), Rockdale.

September 12
Larkin, pp. 54-61.

Claudia Goldin, & Kenneth Sokoloff, "Women, Children, and Industrialization in the Early Republic: Evidence from the Manufacturing Censuses," Journal of Economic History, Vol. 42, No. 4. (Dec., 1982), pp. 741-774.

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Week 4: Mobility, Immigration & Urbanization
September 17

On Reserve	Peter Knights and Stephan Thernstrom, "Men in Motion: Some Data and Speculations about Urban Population Mobility in the Nineteenth Century." In Tamara K. Hareven, Anonymous Americans: Explorations in Nineteenth-Century Social History, pp. 17-47.
On Reserve	R.L. Cohn. "A comparative analysis of European immigrant streams to the United States during the early mass migration." Social Science History 19:1, pp 63-89

September 19

	Thomas Dublin, "Rural-Urban Migrants in Industrial New England: The Case of Lynn, Massachusetts, in the Mid-Nineteenth Century," The Journal of American History, Vol. 73, No. 3. (Dec., 1986), pp. 623-644.
	Ira Berlin, and Herbert G. Gutman," Natives and Immigrants, Free Men and Slaves: Urban Workingmen in the Antebellum American South," The American Historical Review, Vol. 88, No. 5. (Dec., 1983), pp. 1175-1200.

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Week 5: Labor & Work
September 24
Larkin, pp. 32-54.

On Reserve	Ruth Schwartz Cowan, More Work For Mother, Chapter 3, "The Invention of Housework: The Early Stages of Industrialization," pp. 40-68.
	Lee A. Craig, "The Value of Household Labor in Antebellum Northern Agriculture," Journal of Economic History, Vol. 51, No. 1. (Mar., 1991), pp. 67-81.

September 26

	Gavin Wright, "Cheap Labor and Southern Textiles before 1880," The Journal of Economic History, Vol. 39, No. 3 (1979), pp. 655-680.
	Herbert G. Gutman, "Work, Culture, and Society in Industrializing America, 1815-1919" The American Historical Review, Vol. 78, No. 3. (Jun., 1973), pp. 531-588.

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Week 6: Class Formation
October 1
Larkin, pp. 105-148

Edward Pessen, "Social Mobility in American History: Some Brief Reflections," The Journal of Southern History, Vol. 45, No. 2. (May, 1979), pp. 165-184.

October 3
Larkin, pp. 149-182; Mintz, pp. 3-15.

Stuart M. Blumin, "The Hypothesis of Middle-Class Formation in Nineteenth-Century America: A Critique and Some Proposals," The American Historical Review, Vol. 90, No. 2. (Apr., 1985), pp. 299-338.

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Week 7: Religion
October 8
Larkin, pp. 251-257; Mintz, pp. 16-38

October 10
Larkin, 275-281.

Daniel Walker Howe, "The Evangelical Movement and Political Culture in the North During the Second Party System," The Journal of American History, Vol. 77, No. 4. (Mar., 1991), pp. 1216-1239.

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Week 8: Popular Culture
October 15
Larkin pp. 232-251.

	Lawrence W. Levine, "William Shakespeare and the American People: A Study in Cultural Transformation," The American Historical Review, Vol. 89, No. 1. (Feb., 1984), pp. 34-66.
	Peter McCandless, "Mesmerism and Phrenology in Antebellum Charleston: 'Enough of the Marvellous,'" The Journal of Southern History, Vol. 58, No. 2. (May, 1992), pp. 199-230.

October 17
Larkin 258-275 & 281-294.

Elliott J. Gorn, "'Good-Bye Boys, I Die a True American': Homicide, Nativism, and Working-Class Culture in Antebellum New York City," The Journal of American History, Vol. 74, No. 2. (Sep., 1987), pp. 388-410.

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Week 9: The South, Slavery, and Abolition
October 22

	Joyce E. Chaplin, "Creating a Cotton South in Georgia and South Carolina, 1760-1815," The Journal of Southern History, Vol. 57, No. 2. (May, 1991), pp. 171-200.
On Reserve	Peter Kolchin, "Antebellum Slavery: Slave Life," pp. 133-168 (Chapter 5), American Slavery, 1619-1877.

October 24
Mintz, pp. 117-142.

Elliott J. Gorn, "'Gouge and Bite, Pull Hair and Scratch': The Social Significance of Fighting in the Southern Backcountry.," The American Historical Review, Vol. 90, No. 1, Supplement to Volume 90. (Feb., 1985), pp. 18-43.

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Week 10: Women
October 29
Mintz, pp. 142-146

Ellen Carol DuBois, "Outgrowing the Compact of the Fathers: Equal Rights, Woman Suffrage, and the United States Constitution, 1820-1878" (in "PART II: Rights Consciousness in American History"), The Journal of American History, Vol. 74, No. 3, The Constitution and American Life: A Special Issue. (Dec., 1987), pp. 836-862.

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October 31

FALL BREAK

No Classes

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November 5

Stephanie McCurry, "The Two Faces of Republicanism: Gender and Proslavery Politics in Antebellum South Carolina," The Journal of American History, Vol. 78, No. 4. (Mar., 1992), pp. 1245-1264.

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Week 11: Family
November 7
Larkin, pp. 62-104

Tamara K. Hareven, "The History of the Family and the Complexity of Social Change," The American Historical Review, Vol. 96, No. 1. (Feb., 1991), pp. 95-124.

November 12
Larkin, pp. 182-203

	Jo Ann Manfra, and Robert R. Dykstra, "Serial Marriage and the Origins of the Black Stepfamily: The Rowanty Evidence" The Journal of American History, Vol. 72, No. 1. (Jun., 1985), pp. 18-44.

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Week 12: Utopian Experiments
November 14
Mintz, pp. 38-49

On Reserve	Carl J. Guarneri, "Reconstructing the Antebellum Communitarian Movement: Oneida and Fourierism,"Journal of the Early Republic Vol. 16, No. 3 (1996), pp. 463-488.
On Reserve	Carl J. Guarneri, "Two Utopian Socialist Plans for Emancipation in Antebellum Louisiana," Louisiana History,Vol. 24, No. 1 (1983), pp. 5-24.

November 19
Mintz, pp. 50-78, 146-153.

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Week 13: Deviancy and Asylum
November 21
Mintz, pp. 79-94.

Thomas L. Haskell, "Capitalism and the Origins of the Humanitarian Sensibility, Part 1," The American Historical Review, Vol. 90, No. 2. (Apr., 1985), pp. 339-361.

November 26
Mintz, pp. 94-106.

Thomas L. Haskell, "Capitalism and the Origins of the Humanitarian Sensibility, Part 2," The American Historical Review, Vol. 90, No. 3. (Jun., 1985), pp. 547-566.

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November 28

Thanksgiving Holiday

No Classes

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Week 14: Educational and Governmental Reforms
December 3
Mintz, pp. 106-116; Larkin, pp. 295-303.

Tuesday, December 10: Make-Up Date due to ICE STORM

Ruth M. Alexander, "'We Are Engaged as a Band of Sisters': Class and Domesticity in the Washingtonian Temperance Movement, 1840-1850," The Journal of American History, Vol. 75, No. 3. (Dec., 1988), pp. 763-785.

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