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. 1 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 2 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 3 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. 4