|
Required Texts
Steven Mintz, Moralists and Modernizers: America's Pre-Civil
War Reformers
Jack Larkin, The Reshaping of Everyday Life: 1790-
1840
Mary Lynn Rampolla, A Pocket Guide to Writing in History
Readings: All articles listed as JSTOR readings, can be found by clicking on the button
located next to the article name or by doing a search via the JSTOR logo button
in the reference section of this syllabus. You should always print JSTOR
readings and bring them to class. Other readings can be found in the required
texts or in reserved reading at UGA Library. You should also photocopy reserved
readings and bring them to class.
Tests: There will be NO TESTS in this
class, but there will be regular quizzes every Friday.
| Grade Summary |
| Research Paper | 30% |
| Web Publication | 10% |
| Class Presentation | 20% |
| Book Review | 20% |
| Participation | 20% |
| TOTAL | 100% |
Reviews: Each student will review one book chosen from the list of suggestions on our class website and present it to our class. The written 5-page review essay will count 20% toward the final grade and will be due on the Friday of the week in which you present your oral review to the class.
Remember that this is not a mere book report, but a review in which you should summarize and analyze the themes of your chosen book, describe the methods used by its author, and place the book within current historiography. Writing counts, and I'm a hard grader. There should be no obvious stylistic mistakes and your notes should conform to the most recent edition of the Chicago Manual.
Good Examples of book reviews can be found at Reviews in American History and at The New York Review of Books. Another excellent source of reviews is H-Net.
Click on this link for list of suggested books to review
and to see which books your classmates have already chosen
Review References
I expect you to use these references for your reviews.
If you are off-campus, click here to access many of the above databases.
Be sure to remember the password for this semester.
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Galileo Databases |
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. First you should download a copy of the database of newspaper articles drawn from your instructor's research, which can be found in the Research References.
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. A full description of Turabian style footnotes,
endnotes, and bibliographies can be found in your Student Guide to Writing in History text, as well as 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.
| Paper
Deadlines: |
| February 7 |
Topic Selection due |
| February 28 |
Preliminary Bibliography due |
| March 14 |
First Draft due |
| April 11 |
Final Draft of Paper due |
| April 25 |
Web version
of Paper due |
|
As in a job, deadlines cannot be ignored without serious
consequences. Missing one will negatively affect my assessment of your job
performance. All deadlines are for the start of class period, and I expect you
to hand deliver it to me, in class (with the exceptions of the first draft and the web publication -- both of which should show up on your arches web page by the deadline.) I do not accept papers that are emailed to me because they are frequently written on word processing programs I can't open. I will deduct a point per day from you research paper grade as penalty for missing any of the deadlines.
Research References
| First |
 |
Click Button to download a database of newspaper articles drawn from your instructor's research.
|
| Pentulimately |
|
Click on this button after you write your paper to check it for readability.
|
| Finally |
|
Click on this button for a few examples of the
Turabian manual of style for citations. |
Web Publication Each student must also
prepare a version of the research assignment in html for permanent publication
on my web site, which I might turn over to Athens/Clarke County Library 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. 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.
Web Publication Aids |
|---|
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UGA Tutorial on HTML |
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Basic HTML |
|
Making Endnotes in HTML |
|
Creating External Links |
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. You only have to plan for the Monday and Wednesday classes of the week. I will take over the teaching on Friday of each week.
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 let me know by Friday on the week prior to their week of teaching
what they plan and what each team members' role is in implementing the plan. I
reserve the right to veto a plan, 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. Do Not teach with the expectation that nobody has read the day's material, as that will earn you a poor grade. You should try to drive the conversation as far as it can given our resources. You'll be surprized to find that students generally consider this the fun part of the class.
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 week of teaching counts 20% of the final grade.
Participation: Active participation in class discussions will count 20%
of your final grade. Each week, the student presenters will evaluate the participation of their
classmates as a class; the class will evaluate the presenters; and we will discuss the evaluations on Fridays. The instructor will use these evaluations, in conjunction with his own
evaluations, in determining each student's final participation grade.
Attendance:Since part of your grade is based on your participation,
attendance is required. I will check role daily. Six 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.
Schedule of Classes & Readings
January 10
Course Introduction
No Readings
January 13
Information Technology for this History Class
No Readings
January 14
Add/Drop Ends
January 15
The Concept of Social History
Larkin, pp. xi-xvii 303, & 305-330; Mintz, pp. ix-xxii, 154-171.
Week 1: Political Economy of Rural
America
January 17
Larkin, pp. 1-39
January 20
King Holiday - No Classes
January 22
|
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. |
January 24
|
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. |
Week 2: The Transportation
Revolution
January 27
Larkin 204-231.
January 29
| On
Reserve |
Carol Sheriff, “Reducing Distance and Time,” pp. 52-78 (Chapter 3), The Artificial River. |
|
|
| January 31 | Book Review Choices Due |
Research Review Day
Week 3:
Industrialization
February 3
Larkin, pp. 54-61.
|
On
Reserve |
Walter Licht, "Paths: The Unevenness of Early Industrial Development,"
pp. 21-45 (Chapter 2), Industrializing America. |
February 5
|
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. |
| February 7 | Research Paper Topic Selection Due |
|
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. |
Week 4: Mobility, Immigration &
Urbanization
February 10
|
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. |
February 12
|
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. |
|
|
|
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 |
February 14
|
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. |
Week 5: Labor &
Work
February 17
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. |
February 19
|
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. |
|
|
|
Gavin Wright, "Cheap Labor and Southern Textiles before 1880," The
Journal of Economic History, Vol. 39, No. 3 (1979), pp. 655-680. |
February 21
|
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. |
Week 6: Class
and Culture
February 24
Larkin, pp. 105-148
February 26
Larkin, pp. 149-182; Mintz, pp.
3-15.
| February 28 | Research Paper Bibliography Due |
|
Edward Pessen, "Social Mobility in American History: Some Brief
Reflections," The Journal of Southern History, Vol. 45, No. 2.
(May, 1979), pp. 165-184. |
Week 7:
Religion
March 3
Larkin, pp. 251-257; Mintz, pp. 16-38
March 5
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. |
| March 7 | Last Day to Withdraw without Penalty |
Research Review Day
Week 8: Popular
Culture
March 10
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. |
March 12
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. |
| March 14 | First Drafts of Research Papers Due |
|
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. |
First Draft Conferences
March 24
Groups 1 & 2
March 26
Groups 3 & 4
March 28
Groups 5 & 6
Week 9: Slavery and
Abolition
March 31
Mintz, pp. 117-142.
|
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. |
April 2
|
On
Reserve |
Peter Kolchin, "Antebellum Slavery: Slave Life," pp. 133-168 (Chapter
5), American Slavery, 1619-1877. |
April 4
|
On
Reserve |
Barbara Jean Fields, "Ideology and Race in American Histroy" In Kousser, J. Morgan and James M. McPherson, eds. Region, Race and Reconstruction, pp 143-177. |
Week 10:
Women
April 7
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. |
April 9
|
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. |
| April 11 | Final Draft of Research Paper Due |
|
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. |
Week 11:
Family
April 14
Larkin, pp.
62-104
April 16
|
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. |
April 18
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.
|
Week 12: Utopian
Experiments
April 21
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. |
April 23
Mintz, pp. 50-78, 146-153.
April 25
|
On
Reserve |
Carl J. Guarneri, "Two Utopian Socialist Plans for Emancipation in
Antebellum Louisiana," Louisiana History,Vol. 24, No. 1 (1983),
pp. 5-24. |
Week 13: Social Reform Movements
| April 28 | Web Version of Research Paper Due |
Mintz, pp.
79-94.
April 30
Mintz, pp. 94-116; Larkin, pp. 295-303.
May 1
|
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. |
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