University of Wyoming
Department of History (through Outreach School)
History 4490/5490*
Modern America: the U.S. Since 1960
Fall of 2010
Class Meetings: Mondays 7-9:50PM
8/23/2010-12/06/2010 except 9/6/2010
Prof. William Howard Moore
Tele: Toll Free 1-800-448-7801
Home: 307-742-4906
Email: budmoore@uwyo.edu
Address: Dept. of History
Univ. of Wyoming
1000 E. University
Laramie, WY 82071
CRNs for this course vary. Through UW/CC, History 4490.50 carries CRN 26004, and 5490.50 goes by CRN 26111.
The UW Outreach School uses CRN 25980 for History 4490.80 and CRN 25981 for History 5490.80. Graduate
students signing up for 5490 will complete all the work of 4490 students, plus a special project approved in writing
by the instructor. The projects will be individually negotiated. 5490 students should contact the instructor at once
about their projects and obtain his approval in writing no later than September 8. For students in 5490, 20% of
their course grades will be determined by the graduate projects, with other components proportionally reduced.
Students in 4490 should have no anxiety about the presence of 5490 students in the class, since grading is done on
an individual basis and not on the basis of a “curve.” All 5490 projects must be submitted no later than midnight of
December 3.
Objectives: History 4490/5490 is a political and diplomatic overview of the United
States since 1960. The emphasis will be on federal government policies, social and
political tensions at home, civil rights, generational conflicts, the “culture wars”
and the Cold War. We will pay special attention to the 1960s because that period
constitutes the context through which may other developments of the era can
best be studied. The overall objective of 4490/5490 is to examine changes since
1960 and thereby gain fuller historical insights into contemporary American life.
Methods: Video conferencing. We will combine weekly lectures, readings, film,
and discussions.
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Course Requirements: Students are expected to attend class regularly, to keep up
with readings, to examine films critically, and to engage in constructive class
discussions. There will be an in-class midterm (about 60 minutes) on October 4
covering liberal initiatives, the Cold War, Vietnam, and the developments of the
civil rights and youth protests to about 1968. Then we will drop back to study the
emergence of modern conservatism and the “culture wars” which have
dominated so much of American politics since the Nixon years. There will be a
comprehensive in-class final exam on December 6. In addition, each student will
write an out-of-class 6-8 page Reflective Essay on some theme (or themes)
developed by readings and lectures in this class. The purpose of the Reflective
Essay is to provide an opportunity for each student to look at some particular
issues that interest him/her and to place them in an historical context--- blending
class discussions, lectures, and readings. All REs must be submitted to the
instructor as an email attachment in Microsoft WORD 2010 by midnight of
December 3. Plagiarism should be avoided at all costs in the Reflective Essays.
History 4490/5490 deals with questions and personalities (abortion, immigration,
Richard Nixon, Barack Obama, etc.) that can arouse intense passion. The
instructor asks everyone to try to set aside preconceptions and to ask how and
why these issues and individuals loom so large in contemporary debate. Please
maintain civility in your discussions.
Except for the first class session, readings should be completed prior to class.
Being prepared by reviewing notes and completing the assigned readings is a
prerequisite for doing well in class discussion. Grades will be determined along
the following formula.
October 4-------60-minute In-Class Midterm-----------20% of Course Grade
December 3----Reflective Essay---------------------------20% of Course Grade
December 6----In-Class Final-------------------------------35% of Course Grade
Class Discussion/Participation-----------------------------25% of Course Grade
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Required Readings:
Three Books for Purchase:
Thomas B. Edsall with Mary Edsall, Chain Reaction: The Impact of
Race, Rights, and Taxes on American Politics (Norton, 1992)
Paper ISBN 978-0-393-30903-4
Robert J. McMahon, The Cold War: A Very Short History (Oxford,
2003) Paper ISBN 978-0-19-280178-4
James Mann, The Rebellion of Ronald Reagan: A History of the End of
the Cold War (Penguin Books, 2010) Paper ISBN 978-0-14311679-0
Short Book Segments and Articles Available through UW Electronic Reserve
Christopher Matthews, Kennedy & Nixon: The Rivalry That Shaped
Postwar America (Simon & Schuster, 1996), pp. 15-42, 114132, 170-191.
Irwin Unger, The Movement: A History of the American New Left,
1959-1972 (Dodd, Mead & Company, 1974), pp. 51-81.
Andrew Romano, “What Would Reagan Really Do?” Newsweek, Vol.
CLVI, no. 3 (July 19, 2010), pp. 29-35.
Jane Mayer, “The Predator War: What Are the Risks of the C.I.A.’s
Covert Drone Program,” The New Yorker, Vol. 85, no. 34
(October 26, 2009), pp. 36+
Angelo M. Codevilla, “America’s Ruling Class---And the Perils of
Revolution,” The American Spectator Vol. 43, issue 6
(July/August 2010), pp. 18+
Barack Obama, “A More Perfect Union,” Vital Speeches of the Day,
Vol. 74, issue 5 (May 2008), pp. 194-199.
Projected Class Schedule:
August 23: A Troubled Feast: The United States in 1960
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After some introductions and comments on the class and syllabus, the
instructor will develop ideas sketched in Lecture Outline # 1, “A
Troubled Feast: The United States in 1960,” which is attached to this
syllabus. Subsequent lecture outlines will be sent to students’ UW email
addresses. Expect these outlines by the Wednesdays or Thursdays
preceding our class meetings on Mondays. These outlines also constitute
your “study guides” for the class.
In this course, students should carefully review class notes and readings
that have been completed. Then using the incoming lecture outlines and
assigned readings for the next class session, they should try to anticipate
ideas to be developed the subsequent Monday.
*Prior Readings: Matthews, 15-42.114-132, 170-191; McMahon, 1-79.
*The instructor understands that most students will not be able to
complete this reading assignment prior to August 23. Students should,
however, finish it—along with the subsequent readings---by the August 30
class session.
August 30: Refurbishing the “Liberal “ Agenda: JFK & the New Frontier
You will have received the second lecture outline by August 25-26 for this
session. One key concept will be the liberal faith that government can
stimulate growth and human happiness. We will summarize some of the
earlier 20th century thinking on this proposition.
Prior Reading: Edsall, ix-31.
September 6: Labor Day—No UW Classes
September 13: The Civil Rights Revolution
We will explore the background of the black civil rights movement, how it
threatened to derail the Kennedy & Johnson administrations, and how it
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fits in with the broader “rights” revolution of the late 20th and early 21st
centuries.
Prior Reading: Edsall, 32-73.
September 20: Crisis Years: Kennedy, Johnson, and the Cold War
We will examine the nature of Cold War tensions with the Soviet Union
with some special reference to the German problem, Cuba, and the
thinking about nuclear weapons and nuclear strategies in the early and
mid-1960s.
Prior Reading: McMahon, 78-104.
September 27: The Great Society and the Crisis of “Liberalism”
We will explore the remarkable legislative record of the Johnson
administration and how it sparked controversies that still shape public
debate today.
Prior Reading: Unger, 51-81.
October 4: In-Class Midterm and Emergence of Cold War Conservatism
After the 60 minute in-class midterm, we will take a very short break,
returning shortly after 8 PM for a lecture on Cold War conservatism.
Prior Reading: No assigned reading, since the instructor assumes students
will be reviewing notes and previous readings for the midterm
October 11: The Strange Paradox of the Nixon Presidency
We will explore Nixon the man and his uneasy relationships with both
liberals and conservatives. We will weigh his legislative efforts, his intense
political insecurities, and the circumstances of his resignation. There will be
a variety of references to the Culture Wars.
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Prior Reading: Edsall, 74-171.
October 18: The Search for Stability: Nixon’s Foreign Policy
Some scholars have given Richard Nixon high marks for his foreign policy
initiatives. We will examine his thinking and accomplishments (noting the
contributions of Henry Kissinger) and the impact of Nixon on his two
successors. While the assigned reading focuses on McMahon, it would not
be inappropriate for students to be also be reading Mann.
October 25: Understanding the Culture Wars
While there will be opportunities for class discussion throughout the
semester, this session will pivot on a discussion of the Edsall book. There
will be a minimum of lecturing today. Students should have finished the
volume and be prepared for a vigorous discussion of the authors’ take on
the Culture Wars. Remember that 25% of your course grade depends upon
class discussion.
Prior Reading: Edsall, 172-292 and review all of Edsall.
November 1: The Reagan Revolution
In lecture, we will examine the domestic side of the so-called Reagan
Revolution. It is still highly controversial. Many conservatives see Reagan as
their response to both Franklin Roosevelt (ironically one of Reagan’s idols)
as well as John Kennedy. We will explore the links between JFK’s economic
proposals and those of Reagan.
Prior Reading: Romano, “What would Reagan Really Do?” and portions of
Mann.
November 8: Reagan and the End of the Cold War
As with our October 25 meeting, this session will depend upon student
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discussion. There will be a minimum of lecturing. You should understand
Mann’s thesis and how he develops and sustains it. Consequently, by
November 8, you should have very carefully read and re-read this book. A
quarter of your grade depends on class discussion.
Prior Reading: Mann, entire book; McMahon, 143-168.
November 15: Politics and Culture in the 1990s: The Age of Bill Clinton and the
Baby Boomers
The lecturer will attempt to summarize current thinking on Bill Clinton as an
historical figure.
Prior Reading: None, but students are strongly encouraged to begin
drafting their Reflective Essays, due December 3.
November 22: Fighting the Culture Wars, Combatting “Terrorists”: The “W” Years
with George Bush
The instructor will advance a set of premises about the Bush family and the
presidency of George W. Bush---- on both the domestic and foreign policy
fronts. An early statement: the lecturer’s comments are all very tentative.
Prior Reading: Mayer, “The Predator War:….”
November 29: Settling into the 21st Century: Barack Obama, the United States,
and the World
Lecture will involve something of a summary statement about today’s
America and how developments in this country since 1960 explain much of
contemporary life and culture.
Prior Reading: Codevilla, “America’s Ruling Class…” and Obama, “ A More
Perfect Union”
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December 3: Submit Reflective Essays to Instructor as an attachment in Microsoft
WORD 2010. To avoid late penalty, must be submitted before midnight.
December 6: In-Class Comprehensive Final
Entire class session devoted to the exam, which you should be able to finish
in 90-120 minutes.
Preparing for Class---Lectures, Discussions, Readings, Tests, & Reflective Essay
Here are a few suggestions that might help you in History 4490/5490. First,
I urge you to study the syllabus and ask for clarifications if you find that you do
not understand our mutual obligations. There is a lot of information in the
syllabus. I’m more than happy to make clarifications in class, but am also attentive
to email and am accessible through the telephone. There is a toll-free telephone
number on the first page of the syllabus. If I am not available through the phone,
leave a message and a range of times during which I might return your call. I will
then telephone you ASAP.
I urge you not to short change this course by irregular attendance,
neglecting to review notes or carefully complete all readings ahead of time, or by
failing to really think on a sustained basis about materials and ideas being
developed in the class.
Attendance, Note Taking, Questions, and Discussions. Attendance really is vital,
both because new information and insights will be developed in class and because
part of your grade pivots on class discussion. When you miss class, you lose the
opportunity to seek immediate clarifications. You also forego the chance to be
part of class discussion, which constitutes 25% of your course grade. You can
hardly participate if you are not present. Merely being present, however, will not
provide you a decent discussion grade. You must demonstrate in your comments
that you have read the assignments and thought about the readings and lectures
in question. At the same time, however, your discussion grade does not depend
upon monopolizing discussion time. It is not determined by a stopwatch, but by
the consistent quality of your oral contributions. Related to attendance is a point
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about deportment: please avoid distractions, chatting, or idle banter during class.
Such behavior is not only self-destructive; it is also disruptive to the instructor and
other students.
Of course, you need to take notes during class, using the lecture outlines as
your guide. Each week, review your notes as soon after class as possible to flesh
out comments and to relate lectures to the assigned readings. Then, review your
accumulated notes at least once a week prior to class. This should help prepare
you for meaningful class discussion.
Although there is relatively little reading in this course, it is possible for you
to fall behind. I recommend that you make yourself a schedule for the whole
semester, noting what is due (and when) in History 4490/5490 as well as you
other classes. Allow yourself the maximum amount of time possible for all aspects
of this class. Be certain that you understand how to download and copy the
various materials on electronic reserve that you are required to read. Be certain
that you have access to a good, reliable printer. Make certain that you have
carefully read the required materials and are ready to enter into professional
discussions of them.
On the readings, you need first to get a sense of their overall thesis and
argument. The authors are trying to sell you on a certain perspective. Your first
obligation is to understand just what the authors are saying. Your second
obligation is to be critical as you read the materials and to withhold judgment
until you have the totality of the evidence each presents to you. Then ask yourself
is there are other ways to interpret the evidence they present. You should react
much as a good juror does during a trial. Look for evidence of hidden
assumptions, prejudices or preconceptions by the authors. Be a “hard sell” for
anything you read or hear. Be an active, rather than a passive reader.
Relative to the lectures/discussions and any film segments, follow the same
strategy. Be critical. Look for hidden assumptions. On the lectures, you will be
receiving outlines prior to class, which you should download, copy, and bring to
class. [Lecture Outline #1 is attached to the syllabus.] Try to take notes with these
outlines beside you. Leave a wide margin on your notepaper as you write. The
outlines should help you follow what I’m saying---point by point. As soon as
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possible after class is completed, review your notes and outlines to make certain
they reconcile. Then reread the assigned materials and pull out appropriate points
from the readings into your notes---on the wide margins you’ve left on your
notepaper. Then review your expanded notes again and make certain that they
cover all the points on the lecture outlines. At least once a week, review ALL your
notes for the entire semester. This is the best way to expand your familiarity with
the materials and to do well on the tests. Reviewing your notes in this fashion
helps you identify what you do not understand. Always seek clarifications from
me when you are puzzled. Do not let questions go unasked.
The hour exam and the comprehensive final will be essay in nature,
combing short answer (4-6 sentences) and longer answer (2-3 pages) questions.
Examples of a short answer questions are “MIRV” and “Freedom Summer.” An
example of a longer essay would be “What, according to Jonathan Mann, were
the essential conceptual differences between the Nixon and Reagan
administrations in assessing Soviet behavior?” You need to know the information
thoroughly and stay within the suggested allotments. Organize your longer essays
before beginning to write.
A few points on the Reflective Essays due December 3. The purposes of
these papers are to spread out the grading opportunities and to encourage
students to think about the course in its entirety. Sometime between November
29 (our last regular meeting) and midnight of December 3, you must submit to me
a 6-8 page Reflective Essay commenting on how the class and the assigned
readings have contributed to your understanding of contemporary America.
Remember that the REs are NOT research papers. They are also NOT so much
opinion pieces as they are an opportunity for you to pull together ideas and
insights developed during the course of the semester. You might write, for
example, that in late August, you understood thus-and-such about some point,
but in early December---based on readings and class discussions---your
understanding of the issue had shifted or been reinforced in some specific way.
I’m asking you to digest and reflect on assigned readings and ideas developed in
class. I am interested in how well you can integrate readings, lectures, and
discussions on your own. You should “reflect” on what you’ve learned in
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4490/5490 and how various aspects of the course have contributed to your
growth and understanding. This paper should mirror the changes in your own
understanding.
Of course, you need to write your paper in good, standard English, paying
attention to spelling, punctuation, topic sentences, and the use of supporting
illustration and detail. I strongly recommend that you get started early on this
part of the course. Remember that the December 3 deadline is firm. Essays should
be double spaced, using 12-font. You will be graded upon the quality of what you
say as well as upon your use of clear, direct, and proper English prose. Use
forceful, inclusive topic sentences and clear transitions. There are several guides
to good writing. My personal favorite is Kate Turabian, A Manual for Writers of
Research Papers, Theses, and Dissertations (Chicago: University of Chicago Press,
2007), although it covers far more than you will need for this particular project.
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