Dr. Chiou-Ling Yeh
Office: AL517
E-mail: cyeh@mail.sdsu.edu
San Diego State University
Fall 2013
PSFA-413, M 16:00-18:40
Office Hours: MW 11:00am-12:00pm and
by appointment
History 400W
The Historian’s Craft
Seminar in Cold War America
Course Description: History 400W is the gateway course for the history major. The
course is designed to introduce majors to historical methods, theory, and writing in the
discipline of history through an examination of one field of historical inquiry. The focus
of this course is to exam United States history in the Cold War period. We will examine
the period from various aspects such as social, cultural, political, gender, and racial and
ethnic history. Students will read and discuss in a seminar format different historical
interpretations about the period, which might serve as theoretical models for their own
final paper. The goal is to complete a historiographical essay analyzing recent literature
in one area of U.S. Cold War history.
Learning Goals for Skills Acquisition:
1. To learn how to interrogate primary and secondary sources within their historical
contexts.
2. To develop a skill in research methods and composing bibliography and citation. To
be familiar with different types of primary sources.
3. To cultivate an ability to argue, both in writing and speaking, in a style used by
professional historians, using appropriate evidence and critical thinking.
4. Learn to use interpretive tools such as historical empathy, interdisciplinary discourse,
and comparative models in order to “do history” as an evidence-based interpretation
of past human activities, not a mere listing of names and events.
Learning Goals for Content Acquisition:
1. To understand the principle debates of historians in their interpretation of the past and
how/why historians have developed these interpretations.
2. To develop critical thinking, reading, and writing skills in analyzing and
understanding secondary sources in Cold War American history.
3. To cultivate an ability to synthesize major debates in Cold War American history and
form historical judgments so that you can make a stand on the central arguments in
the field.
4. To understand historical relationships, including cause-and-effect that affects
continuity and change.
5. To recognize diverse cultures and groups, including racial and ethnic minorities and
other marginalized groups.
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Required Readings:
Jefferson Cowie, Staying’ Alive: the 1970s and the Last Days of the Working Class
(2010).
Elaine Tyler May, Homeward Bound: American Families in the Cold War Era, 3rd ed.
(2008).
Lisa McGirr, Suburban Warriors: the Origins of the New American Right (2001).
Victor S. Navasky, Naming Names, 3rd ed. (2003).
Robert C. Williams, The Historian’s Toolbox: A Student’s Guide to the Theory and Craft
of History, 3rd ed. (2012).
Chiou-Ling Yeh, Making an American Festival: Chinese New Year in San Francisco’s
Chinatown (2008).
Requirements:
1. Discussion and Participation
a. Attendance: Students are required to attend all classes, except in cases of
illness and emergency. I will pass around a sign-in sheet at the beginning
of each class.
b. Participation (10%): Participation is crucial to this course and it does
not simply mean showing up for class. Instead, you are expected to listen
to others, take notes in lectures and discussions, and most importantly,
share your thoughts and ask questions. This grade will be based on the
quality and quantity of attendance and discussion. Students need to
complete weekly reading assignments and actively participate in
discussions. Preparation of all readings for a given week before class and
please be sure to bring assigned readings with you to class. Also, I will
call on you at random to answer questions in class. This means that you
need to be prepared at all times.
Students are expected to be attentive and courteous. Cell phones should
be off when class is in session. More general behavior guidelines are
listed in the California Code of Regulations, Section 4101, included in the
San Diego State University General Catalogue
c. Presentation and Discussion Leading (10%): You will sign up to two
discussions in the first week of class. Each class is divided into two or
three sections. You will be responsible for crafting discussion questions
and leading the class in discussion of the assigned reading in one section.
In order to do a good job, you will need to:
 Read the week’s reading(s) carefully.
 Presentation: on the sign-up date, you will begin with a 10-15
minute presentation of the assigned reading(s), which should
include 1) the major argument of the assigned reading(s) and 2)
your reactions.
 Think of at least 10 interesting, thoughtful, analytical and
(preferably) controversial questions that will generate
discussions. The questions you prepared should cover major
themes in the assigned readings.
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
2.
3.
4.
5.
You need to e-mail me the questions at least one week before the
assigned meeting. After my approval of the questions, you will
then email them to your peers.
1-2 Page Weekly Reports (20%): They are graded +/check/-. This is your
opportunity to reflect upon the main themes of the reading assignments, to
articulate your reactions, and to raise questions for discussions. These should be
thoughtful comments or questions. These reports are intended to help you
conceptualize the readings in a succinct and coherent manner and develop
thoughts. These reports should be typed and double-spaced. The reports are
due each class.
One 3-Page Book Review Analysis (15%): You need to collect three book
reviews for Navasky’s book from the following journals: the American Historical
Review, the American Political Science Review, and the Journal of American
History. For the report, you need to compare and contrast the content, analysis
and style of the reviews. Are there any similarities or differences among the
reviews? How does each review situate the reviewed book in historiography?
How does each author address strengths and weaknesses? Here are just a few
questions to help you start your paper. Please feel free to come to see me if you
have more questions. The report is a formal essay, which includes three parts:
introduction, main body, and conclusion. For more information on writing, please
see history department website. The analysis is due September 30th.
One 5-Page Book Review (20%): Each student should choose one book from
the assigned reading list to write a book review. A review is more than a
summary of a book. Instead, you need to analyze a book’s strengths, weaknesses,
approaches, sources, and appropriate audience. Each essay needs to address the
following questions.
a. What is the thesis of the book? What are the main points?
b. What new ideas or theories does the reading introduce?
c. What kind of primary sources does the author use?
d. How does the author substantiate her/his argument?
e. What is your evaluation of the author’s idea? What are the strengths and
weaknesses?
f. How well does the author achieve her/his goal?
g. How would you situate the book in the historiography of Cold War
American history?
h. What audiences does the author address to?
i. Is the book well written? Does the author give a sound argument? Does
the author convince you?
The book review is also a formal essay. We will discuss in more detail
about how to write a book review in class. Please feel free to come to see
me if you have any questions.
The review is due November 4th.
One 12-15 Page Historiographical Essay (35%, including the proposal and
the draft): You will choose one topic in Cold War America. You will then
assemble a bibliography of four or five secondary sources (scholarly books and/or
articles) that are central to your topic. You will analyze how each scholar
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constructs her/his arguments, makes use of sources, and responds to other
scholars. You will then take a stand on the central debates as you define them.
More information will be distributed.
a. Proposal: You need to turn in a one-page, typed, single-spaced proposal
on October 21. The proposal should include a title, some preliminary
ideas of the project, and bibliography.
b. Draft: You need to turn in at least 5-page draft on November 18th. Of
course, the more complete the draft is, the more feedback you can receive
from the instructor.
6. Late papers will receive half credit, and will not be accepted later than the Friday
of the week in which they are due. No make-ups without prior permission. No
incompletes will be given for the course. Students are responsible for retaining a
copy of each of their papers.
7. All students must regularly access their SDSU email accounts and this course’s
Blackboard website for class announcements.
8. The professor reserves the right to modify the syllabus during the semester.
9. Academic integrity is expected of every student. See the SDSU General
Catalogue for more information.
10. Always feel free to come to my office hours for any course-related questions. If
you are not able to come at my office hours, I am happy to make separate
appointments with you. I strongly encourage you to come and see me outside of
class.
Seminar Topics and Assignments
8/26
Introduction to the course: Cold War American history.
9/2
No class, labor day
9/9
What is History?
Reading: Williams, 3-44; Navasky, 1-195
*What are some of the ways that Williams attempts to make sense of
the study of history?
*How does Navasky interpret the underlying motive of the anticommunist crusade?
9/23
Using Library Resources to Do Research
Reading: Navasky, 197-427
Library workshop: Meet at the Library Classroom LA 78
(downstairs, B Level of the Dome Library Annex, 4pm sharp)
After break: Meet back at classroom to discuss reading
9/30
Family Values: Women and Domesticity
Reading: May, 1-108; Williams, 47-111
Written Report of Book Review Analysis Due
10/7
Reading: May, 109-228; Williams, 112-147
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10/14
10/21
Multiculturalism
Reading: Yeh, 1-149
Reading: Yeh, 150-206; Williams, 151-203
Historiographical essay proposal and bibliography due
10/28
11/4
The Rise of the Right
Reading: McGirr, 3-146
Reading: McGirr, 147-273
Book Review Due
11/11
No Class, veteran’s Day
11/18
Deindustrialization and Working-Class Decline
Reading: Cowie, 1-209
Historiographical essay draft due
11/25
Reading: Cowie, 213-369
12/2
Individual meetings with the instructor
12/9
Final paper presentations
Final Essay due
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