Fall 2011
T/TH 11:45 am-1:00 pm
Withers 140
Dr. Zonderman
Withers 351 (dept office suite)
513-2222
Teaching Assistant: david_zonderman@ncsu.edu
Amber Smith
Graduate Assistant-Communications Manager
Institute for Nonprofits
North Carolina State University
Office Hours:
Wednesdays 10AM-Noon
Thursdays 2pm-4pm
or by appointment
(919) 515-1334 amsmit15@ncsu.edu
This course explores the historical development of nonprofits and philanthropy in the
United States from the colonial period to the present. Through a close analysis of historical documents and scholarly writings students will examine: the origins of charity and philanthropy as concepts for social change and social justice, the rise of benevolent societies in the nineteenth century, the creation of philanthropic foundations and advocacy organizations in the twentieth century, and the construction of complex relationships between modern nonprofits, the state, and the private sector. The interactions between race, gender, class, religion, and region in shaping the history of nonprofits will also be discussed; as will the historical links between nonprofits and the social sciences, and nonprofits and U.S. policy in world affairs.
Service Learning
This course will have a service-learning (SL) component where students will render meaningful service in community settings that present them with experiences related to academic material. In this class, students will apply their knowledge of nonprofit history, and their historical research skills (finding and analyzing historical sources—such as organizational records, publications, interviews, etc—to construct explanations for change over time) to study the history of a local nonprofit institution. The goal will be to use that historical knowledge to help both students and community partners understand how nonprofits evolve over time, and how that knowledge can help nonprofits plan for the future.

GER Category Objectives and Student Learning Outcomes
Each course in the history category of the GER will provide instruction and guidance that help students to:
1.
understand and engage in the human experience through the interpretation of the past situated in geotemporal context;
Student learning outcome-By the end of this course, students should be able to identify and analyze major events, issues, and institutions that shape the historical development of nonprofits and philanthropy in the United States.
2.
become aware of the act of historical interpretation itself, through which historians use varieties of evidence to offer perspectives on the meaning of the past;
Student learning outcome—By the end of this course, students should be able to evaluate, critique, and interpret secondary historical sources (eg: monographs, journal articles) and the means by which historians use primary historical evidence to explore the history of the nonprofit sector
3.
make academic arguments about history using reasons and evidence for supporting those reasons that are appropriate to the field of study;
Student learning outcome—By the end of this course, students should be able to find and use primary and secondary historical sources to construct and support analytical arguments about the history of nonprofits and philanthropy.
Books:
The following books are required reading for the course. They are available for purchase at the University Bookstore, and are on reserve at D.H. Hill Library

Mark Dowie, American Foundations: An Investigative History (MIT
Press, 2001)

Lawrence Friedman and Mark McGarvie, eds., Charity, Philanthropy, and
Civility in American History (Cambridge University Press, 2003)

David Hammack, Making the Nonprofit Sector in the United States
(Indiana University Press, 1998)
Attendance Policy:
Class attendance is required and roll will be taken each day. Students will be allowed two unexcused absences for the semester. Any further absences will be permitted only with verification that the student had a legitimate medical or personal reason for missing class. Students who come to class after roll has been taken will be marked absent. Students with more than one unexcused absences will be dropped from the course. For further information on university attendance policies, see www.ncsu.edu/policies/academic_affairs/pols_regs/REG205.00.4.php

Course Requirements:
In addition to regular class attendance and participation, there are the following written requirements. Please note that no late assignments will be accepted and no makeup work rescheduled without verification from a Dean or physician that the student had a legitimate medical or personal reason for failing to complete an assignment on time.

Two in-class essay exams

Final essay exam

Research Project—including a proposal, first draft (recommended), and final project
 Further details about the exams and projects will be distributed in class.

All requirements must be completed in order to qualify for course credit.

All grading will be done using the A-F scale, +/- grading will be used.
Course grades will be based on the following formula:
In-class exams (15% each)
Final Exam
Research Project
30%
30%
30%
Class Participation 10%
(note: proposal and first draft of research project will not be graded, but will be recorded as having been completed)
Academic Integrity:
University regulations governing academic integrity and plagiarism found in the Code of
Student Conduct will be enforced. It is understood that a student’s name on any test or paper means that the student has abided by the Honor Pledge, and has neither given nor received unauthorized aid. Further information on avoiding plagiarism and observing the honor code can be found at http://history.ncsu.edu/ug_resources/plagiarism_honor_code .
Electronic Devices:
All electronic devices—cellphones, laptop computers, etc.—are banned from classroom use unless specific permission is granted by the instructor. Students using such devices in class without permission will have the devices confiscated for the duration of the class. Any student violating this policy a second time will be asked to drop the course.
Statement for Students with Disabilities:
Reasonable accommodations will be made for students with verifiable disabilities.
In order to take advantage of available accommodations, students must register with
Disability Services for Students at 1900 Student Health Center, Campus Box 7509, 515-
7653, www.ncsu.edu/provost/offices/affirm_action/dss/ .

CHASS Career Services:
The University Career Center includes services exclusively for CHASS majors.
Sara Concini (serving last name initials A-H) and Woody Catoe (I-Z) are your career development contacts. Appointments can be made online or you may call the center at
919-515-2396 for assistance. Check out the extensive web site at www.ncsu.edu/career .
Be sure to sign up for ePack to learn about internships, jobs, and career events and to use the online appointment service. The center is located in 2100 Pullen Hall, with parking available in the Dan Allen deck.
August 18 Introduction to the Course
August 23 Early European Ideas of Charity and Philanthropy
Charity, Philanthropy, and Civility, Epilogue
August 25 Elizabethan England, Poverty, and Charity
Making the Nonprofit Sector, pp. 3-13
August 30 Charity and Philanthropy in Colonial America and the Early Republic
Charity, Philanthropy, and Civility, pp. 23-27, and chap. 1
Making the Nonprofit Sector, pp. 115-117
September 1 Colonial Models of Charity, Benevolence, and Public Good
Making the Nonprofit Sector, pp. 19-27, 42-45, 50-60, 70-84
September 6 Rights of Charitable Institutions Under the Constitution:
The Dartmouth College Case
Charity, Philanthropy and Civility, chap. 4
Making the Nonprofit Sector, pp. 123-141
September 8 de Tocqueville, Associations, and Civil Life in Antebellum America
Making the Nonprofit Sector, pp. 142-153
Religion and the Voluntary Sector in Antebellum America
Making the Nonprofit Sector, pp. 163-173, 188-202
September 13/15 Women and Organized Charity in 19 th
Century America
Making the Nonprofit Sector, pp. 224-247
Charity, Philanthropy, and Civility, chap. 8
Making the Nonprofit Sector, pp. 221-223, 248-263
September 20 African-Americans and Nonprofit Organizations in the Post Civil War Era
Making the Nonprofit Sector, pp. 264-280
Philanthropy and African-American Education in the Post Civil War Era
Charity, Philanthropy, and Civility, chap. 7
September 22 EXAM

September 27 Nonprofits and Government in the Early 20 th
c.
Making the Nonprofit Sector, pp. 286-308
September 29 NO CLASS
October 4 The Progressive Era and the Rise of Scientific Philanthropy
Charity, Philanthropy, and Civility, chap. 10
Making the Nonprofit Sector, pp. 283-285, 320-328
Transforming Nonprofit Funding: The Russell Sage Foundation
Charity, Philanthropy, and Civility, chap. 9
October 6 NO CLASS-FALL BREAK
October 11 Immigration, Religion, and the Nonprofit Sector
Making the Nonprofit Sector, pp. 203-219
October 13 American Philanthropy Abroad: From Missionaries to Social Science
Charity, Philanthropy, and Civility, chap. 11
PROJECT PROPOSALS DUE
October 18 Nonprofits in Depression and War
Charity, Philanthropy, and Civility, chap. 12
October 20 Nonprofits in the Postwar Era: An Overview
American Foundations, chap. 1
Charity, Philanthropy, and Civility, chap. 17
Making the Nonprofit Sector, pp. 439-453
October 25 Nonprofits, the Welfare State, and Federal Funding
Making the Nonprofit Sector, pp. 401-403, 454-481
October 27 The Evolution of 20 th c. Nonprofits: Community Foundations and
Community Chests
Making the Nonprofit Sector, pp. 329-372
November 1 Modern Science and Modern Philanthropy
November 3 EXAM
American Foundations, chap. 3
Making the Nonprofit Sector, pp. 373-399
November 8 Philanthropy and the Civil Rights Movement
Charity, Philanthropy, and Civility, chap. 16
Nonprofits and the War on Poverty
Making the Nonprofit Sector, pp. 422-438

November 10 Foundations and the Cold War
Charity, Philanthropy, and Civility, chap. 15
November 15 Foundations, the Environment, and International Development
American Foundations, chaps. 5 and 6
November 17 Foundations and the Arts
American Foundations, chap. 8
November 22 The Current Status of Nonprofits
American Foundations, Note on Semantics, chap. 9
Historical Perspectives on the Future of Nonprofits
American Foundations, Preface, chaps. 10 and 11, Epilogue,
Appendix
November 24 NO CLASS-THANKSGIVING
November 29/December 1 Presentation of Projects
FINAL PROJECTS DUE
Final Exam—Thursday, December 8t h , 8-11am, Withers #140

HI 380—FINAL PROJECT
Each student will produce a project based on a service-learning experience researching the history of a local nonprofit institution. These projects will help students in mastering course learning objectives, and can be used by the community partners. Projects may be done individually or in groups. Examples of projects could include a research paper, report, brochure, display, video, webpage, or a Powerpoint presentation, which community partners could use in planning, evaluation, development work, or public relations. Topics could include organizational history, programmatic history, oral history of a nonprofit leader, etc.
NOTE: STUDENTS WHO CHOOSE TO DO GROUP PROJECTS WILL TAKE
RESPONSIBILITY FOR ORGANIZING THEIR OWN GROUPS, AND ASSIGNING
TASKS FOR COMPLETING A GROUP PROJECT. THE INSTRUCTOR WILL BE
AVAILABLE FOR CONSULTATION IN DEVELOPING TOPICS AND RESEARCH
STRATEGIES; BUT THE INSTRUCTOR WILL NOT BE RESPONSIBLE FOR
SCHEDULING GROUP MEETINGS OR DISCIPLINING IRRESPONSIBLE GROUP
MEMBERS.
Please note the following deadlines:
Before the end of September—Each individual or group must schedule an appointment with the instructor to discuss project topics, and the form each project will take.
October 13--Each individual or group must turn in a proposal (1-2 pages) that includes a preliminary discussion of the project’s topic, research questions, and sources and methods.
November 29/December 1--Each individual or group must turn in the final project, and give a brief (5 minute) presentation on the project.
Students writing research papers or reports are strongly encouraged to turn in drafts for review by the instructor. Drafts must be turned in by November 10 th to allow sufficient time for review and revisions. Group projects may also be presented in “draft” form to the instructor, or to the entire class. Groups must speak to the instructor at least one week in advance of doing a “draft” presentation.