HISTORY 201 Historical Methods and Skills
Section 7: American Society and World War 1
Spring 2006
Monday/Wednesday
8:30-9:50
111 Morrill Hall
Dr. Malcolm D. Magee
Office 115 Morrill Hall
Phone: 719-2518
mageemal@msu.edu
Office Hours: Wednesday (10:00 - 11:00AM, 1:00-2:00PM and by appointment)
Course Description and Purpose
The purpose of this course is to introduce you to the craft of history. You will learn how to read,
analyze and interpret historic texts. You will develop skills in research, writing and the
development of informed coherent arguments from the evidence which the historical records
provide. While these skills will be essential for those who study history, they are applicable also
to nearly any other field of study. In addition these skills will aid you in becoming an informed
citizen. You will be able to more accurately assess information presented to you by the media
and government.
We will explore American Society around the time of the First World War, in particular the
decade from 1910-1920. This time period and the rich sources of historic evidence left by those
who lived then will be the vehicle by which you will learn these skills.
The course is divided into two parts. The first half will be reading intensive. The second half
will be research and writing. Throughout this class you will be asked to make prepared
presentations and will be expected to speak in an informed manner on the material being
discussed. Attendance is mandatory. Participation is not optional. All reading assignments are
to be completed before coming to class.
Grade Calculation
30% Class participation including short presentations of assigned reading material and periodic
short assignments.
10% Research proposal with bibliography.
15% First draft of paper.
10% In class presentation of research paper.
35% Final Paper (12-15 pages)
Grades will be on a 0.0 to 4.0 scale. In class presentations will be recorded with a check mark as
completed. Papers with a clear, direct and explicit thesis supported by evidence and argued
critically will receive the higher grades. Papers with an unfocused thesis which are not
supported by historic evidence, uncritically argued or filled with unproven assertions will receive
the lower grades.
Texts
1. Mary Lynn Rampolla, A Pocket Guide to Writing in History.
2. Richard M. Gamble, The War For Righteousness.
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3. John Milton Cooper, Pivotal Decades: The United States, 1900-1920.
4. Sherwood Anderson, Winesburg, Ohio.
In addition to these texts there will be handouts in class and assigned primary sources located on
line which can be accessed at the class website:
http://www.msu.edu/~mageemal/hst201/index.html
Class Schedule: [Subject to change]
Week 1 Introduction
Jan 9 - Handouts, Introduce and outline course, sign up volunteers for short presentations of
reading material.
Jan 11 - [Reading, Rampolla p. 1-34, “Rules of Evidence” class handout]
Discussion of historical questions. Examples of historical questions. Discuss sources (primary,
secondary) what are the uses and limitations of sources. Discussion of how to use “evidence” in
historic research. Discuss the difference between a topic and a thesis. How to find and state a
thesis. Will handout suggestions for research paper topics in class
Week 2 Examining Sources
Jan 16 - Martin Luther King Jr. Day - No Classes
Jan 18 - Visit to the Library. Meet on the first floor of the Library, at the Faculty Book
Collection, Promptly at 8:30. Mike Unsworth will speak to the class about using the Library for
your research. Be prepared to ask questions.
Week 3 Doing Research
Jan 23 - [Reading, Rampolla p. 39-52, Propaganda Handout, class website Jan 16]
What questions do these sources raise? What questions do they answer? What are their
limitations?
Jan 25 - [Reading, Cooper p 1-61] America leading up to the war decade.
Week 4 Beginning your research
Jan 30 - [Reading, Cooper p 62-157]
Summarize American society entering the war decade and how this information bears upon your
research topic.
Feb. 1 - Turn in paper proposal with bibliography. Be prepared to discuss the readings and
your paper proposals in class.
Week 5 The WW1 period in context
Feb 6 - [Reading, Cooper p 158-219]
Discussion of the 1912 election, Woodrow Wilson’s first Administration, continued progressive
reform. This was the period in which Sherwood Anderson’s stories were written. What does the
evidence show about how average Americans responded to the war? How did political leaders
respond?
Feb 8 - [Reading, Cooper p 220-267]
What issues made neutrality difficult for Americans? How did things change? What made war
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possible in 1917 when the “peace candidate” for President had just won an election the year
before?
Week 6 War in Europe, Neutrality in America
Feb 13 - [Reading, Cooper p 268-318, class website Feb 22, Wilson’s War message]
In what ways was WW1 a “progressive” war for Americans? How did Wilson frame the cause
so as to harness American idealism? How did that play with “average” Americans?
Feb 15 - [Reading, Cooper p 319-376, class website Feb. 24]
Discuss Isolationism and Internationalism as historians apply the terms. How neatly did
Americans fit into these categories during this time?
Week 7 America at War
Feb 20 - [Reading, Winesburg, Ohio, pg. 5-80.]
This book was published in 1919. What does it tell us about Sherwood Anderson’s view of life
in small town America during the period we are studying? What does it tell us about small town
America outside of Anderson’s view? What clues can we gain from this fictional work about
writing history?
Feb 22 -[Continue Reading Winesburg, Ohio, pg. 80 -138]
Week 8 The New World Order
Feb 27 - [Reading, Winesburg, Ohio, letters and fellow writers, p. 141-229]
Bring an example of a historic source to class and be prepared to discuss it. Be prepared to apply
the rules of evidence to the source. What strengths what weaknesses. What do Anderson’s
letters and the responses of fellow writers lead you to conclude about what you read in
Winesburg, Ohio? Does Anderson have an agenda? How does the story change? Why?
Discussion on America’s new role in the world. Why did Americans react differently to this.
Mar 1 - [Reading, The War For Righteousness, pg. 1-23 and class website.] The War For
Righteousness - two views. What does this tell us about the way in which Historians approach
their subject?
Spring Break!! March 6-10
Week 9 Historiography
Mar 13 - [Reading, The War For Righteousness, pg. 25-110.]
How do different historians approach the mountain of evidence to create history? Telling the
truth about history. Examination of a few different approaches. What is Gamble arguing at this
point?
Mar 15 - [Reading, The War For Righteousness, pg. 111-231.]
What approach to history best fits you as a scholar? How do you prioritize the evidence to make
your story work?
Week 10 Pulling it all together
Mar 20 - [Reading, The War For Righteousness, pg. 233-255.]
Mar 22 - [Reading, Rampolla p 53-58] Volunteers in class summarize Rampolla. Bring in
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research folders, evidence, notes, bibliographies and reworked paper proposal. Be prepared to
discuss your projects, difficulties and successes.
Week 11 Putting it on paper
Mar 27 - Rough Draft of paper due in class [at least 10 pages]
Mar 29 - [short readings on class website]
General discussion of the WW1 period, In Class Film.
Week 12 Further Examination of the Period
Apr 3 - [short readings on class website]
General discussion of the WW1 period, In Class Film.
Apr 5 - [short readings on class website]
General discussion of the WW1 period
Week 13 Continued Reading
Apr 10 - Individual meetings about papers during class time. [no regular class]
Apr 12 - Individual meetings about papers during class time. [no regular class]
Week 14 Paper preparation
Apr 17 - Individual meetings about papers during class time. [no regular class]
Apr 19 - Paper Presentations
Week 15 Presentations
Apr 24 - Paper presentations
Apr 26 - Paper presentations
Final Papers are due in class on the last day of class.
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