Einstein: “It is the theory which sets up what is observed.”

Hegel: “The purpose of education is transformation, toward an ethical person.”

Dickens: (in Hard Times, Gradgrind speaking): “Facts! I want nothing, nothing, but facts!”

Freire: “To act as if truth belongs only to a teacher is not only preposterous, but false.”

Goodman: “Whether or not it draws on new scientific research, technology is a branch of moral philosophy, not a science.”

Marx: “Philosophers have only interpreted the world, in various ways. The point is

to change it.”

 

OPENING REMARKS

            This is your guide to our class. Ours is a relatively fast-paced course dealing with vital questions which set up our current situation.

            I ask you to work with your colleagues to create a climate where ideas, evidence, and argument matter, where everyone is valued for the part of the truth that they can contribute, and where we learn to agree and to disagree reasonably and productively–yet passionately. 

            I will do I can to be available to help every student. I believe you have a right to expect encouragement, sympathy, humanity—and a serious challenge to all that you know. Even so,  you are responsible for your own education.

            This process will work best if we cooperate to create a community that includes the following:

            1. Our ideas count. They set up our deeds. There are worthy things to be learned.

            2. Our collective may offer greater wisdom than any one of us. This only happens if we struggle seriously for what is true. We may never agree, but our disagreements will be clearer if grounded in evidence. Soldiering, doing the minimum, poisons the common well. Being a student, or a professor, means extending curiosity, not limiting it. Civility in discussion is expected.

            We need to be able to be critical, reflective, caring, hard-working; yet detached enough that we can see that there are many ways of knowing something. Each of us may bring a different way. Passion is a big part of learning, as is understanding that all knowledge is partial, and we might just be, even partially, wrong.  Mutual respect and humility make sense. Contempt doesn’t. This does not mean, however, that there is no way to test for the value of given ideas, no way to determine where correct ideas come from. Some ideas are better than others.

           

 

BASICS

            Class will begin and end on time. Arrive promptly with assignments completed. Please shut off cell phone ringers. Don’t text.

            Our task is to answer, “Why are things as they are?” with the understanding that people make their own histories, but do not choose their birthrights.

            We will ask fundamental, to the root questions, from “What is History?,” to “Why are we here?”  to, “What are the competing views on the processes of history?,” to “Why do things change, if they do?,” and many in between.

            I will share my outlook with you–not expecting that you accept it–and criticize your standpoints as well, with respect for ideas rooted in evidence. You will also see two different historical interpretations in our texts. That adds up to four: you, me, Zinn, and Devine.

            You will be asked to become a historian, or be aware that you are a historian now. In developing a critical outlook, asking to-the-root questions, in being better able to locate your own historical situation, you will be able to make better decisions about your future. That is one reason why history matters. At the end of the class, you should be able to better answer the question, “Who am I, in relation to others?” The answer to that sets up how you sort truth from lies and, therefore, what you choose to do.

            I can and do lecture. However, much of learning history, or anything, comes through dialogue. I will pose questions; history as a problem. Part of your responsibility is to speak up and struggle for truthful answers. You will often work in groups. Find a friend–priceless.

            Every student is concerned about grades, for good reasons. However, solely performing for a grade can lead to a “tell me what to do and I will do it” outlook that I do not want to foster. It’s the psychology of slaves: obedience and loyalty. More about grades below.

            You will be asked to do critical research. The purpose is to try to better understand and change the world. Today, this is a life and death matter.

            It may be that you have already developed a research question to propel your intellectual work–or perhaps not. The question that continues to interest me, in general, is this: What is it that makes it so easy to turn people into instruments of their own oppression (Confederate troops on Picket’s Charge), or, inversely, what is it that people need to know, and how do we need to come to know it, in order to lead reasonably free, creative, connected lives, as distinct from engaging in mass perpetual industrialized slaughter? Further still, what is the relationship of how people learn to do what they do, and what they know—their conscious decision-making? 

            As a historian with a future of intellectual and practical work, think about a broad question that might puzzle you for years to come, or you may just find a fast breakthrough answer that leads to a new question. A good question can guide you throughout college.

            This course is a survey of the history of the United States through Reconstruction.  Via lectures, readings, and discussion, I will introduce you to some of the major political, social, economic and cultural transformations that have shaped the United States.  In general, we will be concerned with three broad inter-related themes:  1) the development of the United States as a nation, 2) the emergence of capitalist democracy, and 3) the struggles of ordinary people to define the American promise of freedom and democracy.

            While learning core dates is important, equally or more important is learning the processes of history; how and why things change. We will examine the connections between historical events, the larger themes of the class, and their role in shaping today’s world. 

            It is my goal that you will cultivate the intellectual skills you will need to use to develop your historical knowledge and interpretations in dealing with present concerns.  We cannot understand and act on contemporary problems unless we have some idea of how we got here in the first place.  View today’s world not just as “the way it is,” but as the way people in history have made it, and how you and I continue to make and remake it every day.  Our class should promote your development of this “critical historical imagination.”

 

            Attendance is vital. More than three un-excused absences (few absences are excused) will likely result in failure. If you’re not here to discuss you won’t be getting all that you could out of the class.  More importantly, your absence (physically or mentally) deprives the other students in the class who rely on you to help foster an atmosphere of open exchange.  We each need everyone’s participation to make this a useful class, so no sleeping, extraneous talking, or reading during lecture and discussion.  These activities will be considered absences.

            Our class will move surprisingly fast. The readings and writing requirements do not ease up, but get more demanding. Don’t fall behind. It will be very hard to catch up.

 

GRADES AND REQUIREMENTS

            Testing, whether through essay exams, papers, or multiple choice tests is relatively subjective. I oppose high-stakes trick exams that set professors against students, causing many people to forget what they learned when the test is done. I prefer you write reading responses, essays in depth and do scintillating presentations about research topics of interest to you.

            So, at the outset of the class, submit (by email) one short essay every other week, around 200 words responding to some selection in the readings: What is said and what do you think about that? Emphasis is on what you think--and evidence for that. Bring a hard copy of what you wrote to class. I may ask you to waive them, gleefully of course.

            In addition, you will write two 7-10 page essays (double spaced, usual margins) demonstrating research that you have done on a specific part of the readings. I expect you to cite at least three reputable sources (Wikipedia is “iffy” but often useful as a starting point). Use any style manual that allows me to follow your references. The second paper may expand on the first.

            Topics?  You could do a research paper on Revolutionary War battles, the evolution of weaponry in the US up to 1877, the role of women in the Civil War, the history debates about the reasons for the Revolution or the Civil War, How US history is presented in k12 schools (or isn’t), Sherman’s March, the Critique of Tyranny, James Madison’s views as a Federalist, John Brown and his raid, Harriet Tubman, the rise of Big Capital, etc.

            Some people find a question that needs to be answered, then look for a topic to answer it. Others take a topic that interests them, then find more questions that need to be answered. It is your choice. But, ask me to approve your topic. I expect you to do research expanding beyond the assigned texts. If you have questions, email me.

            One paper is due mid-semester, one at the last class. Prepare a 5 minute presentation on your paper for mid-semester and a ten minute rousing presentation for the last class. In addition, at the last class, compile and submit your short responses and longer papers as a modest portfolio. You may email the papers to me (in RTF) or give me hard copies in a stamped self-addressed envelope. The first page of your portfolio will include a short self-evaluation and request for a grade.

            Your evaluation of yourself should be more important to you than the grades I offer.

Grading custom requires me to make some judgment about your work too.  That is not to say that grades are arbitrary; rather, they are based on your ability to demonstrate to me a level of understanding and critical engagement with the material.  I have very rarely had complaints about grades. Students found my judgments fair.

            If it appears to me that students are not doing the readings and responses, I foresee giving exams–multiple choice, essay questions, etc. None of us will enjoy that. Do the readings.

            Cheating or plagiarism will not be tolerated. Plagiarism is representing the work of another as yours. Plagiarism is dishonest, unfairly sets the plagiarist against other students, and it cuts off the struggle for knowledge. Don’t do it. Plagiarism will result in failure.

            You will not compete against each other. There will be no curving grades. If everyone does mediocre work, everyone receives Cs.  If all do excellent work, all get As. If you are concerned about how you are doing, let me know, and I will let you know if I believe your performance is sub-par. If you are reading this for the first time, early in the class, you have an A. Work to keep it. Aim high. My goal is to give you the A you earn.

 

REQUIRED TEXTS

• Robert A. Divine, T.H. Breen, et al, The American Story, Vol. I, and
• Howard Zinn, People’s History of the United States, and
• handouts on my website linked to the syllabus.

 

THE CLASS AGENDA

Each Tuesday, we will begin with an approximately 20 minute discussion of “What’s Up?” Part of being a historian is paying attention, critically. Over the years, you will remember the history that you lived. All history is an analysis of the past, from a standpoint in the present, that is embedded with a call to action in the future. Given the many present crises, we need to know what is up. As our class goes along, you may see that while history does not precisely repeat itself, it can be surprising to see how people who have no grasp of history repeat past errors in slightly new ways.

 

Please bring a clipping from the NY Times, the LA Times, or The Wall Street Journal (all are online) to class and be prepared to discuss the issue your piece raises. (Gossip may make the world go ‘round, but let’s usually skip Anna Nicole Smith, Tiger Woods, etc). We will develop a process of choosing what to discuss that will grow more sophisticated as the class progresses.

 

Once we complete What’s Up? we will go on to discussions about the assigned readings. That discussion will begin with you working in small groups (no more than 4) reviewing your reading responses, deciding what you would like to discuss with the entire class, and why.

 

Check the syllabus and Blackboard each week for announcements and links to extensions from our discussions.

 

CALENDAR

 

 

Week 1: Introductions. Questions: Why are we here? What is history? What are the motive forces of history? What is our current context? Why take this class? What were you taught about history? How was it taught? Why? What do you remember most clearly? Why? Why have school? Who are you?   Who is this professor anyway? How our class will work?

 

Week 2: Tuesday: What is up?  Discussion of syllabus (make a copy and bring it to class).

• Chalmers Johnson (San Diego’s author of the Nemesis trilogy) says that Americans are so unaware of history they cannot connect cause and effect. Is that true? Why, or why not? Proof? What is our social context today?
• Download and bring to class Questions for Criticism at: http://www.richgibson.com/QUESTCRI.html  (Save this).
• Read the synopsis of Carr’s, “What is History?” at http://richgibson.com/compromisehistory.htm and

Thursday:

• Read these links demonstrating my own method of analyzing how things change. http://www.richgibson.com/diamatoutline.html and http://www.richgibson.com/scedialectical4.htm
• What is your analytical method? Gibson’s Lie Spotters Manual at: http://www.richgibson.com/liespotter.
• We will work through the Master/Slave exercise here: http://richgibson.com/masterslave.htm

 

Week 3 Tuesday: What is up? Please read American Story, Chapter 1.

 

Thursday: Read chapter 2 in American Story

 

Week 4 Tuesday: What is up? Please read Chapter 1 in Zinn, People’s History USA.

 

Thursday: Announce your research topic.

        Read Chapter 3 in American Story and Zinn, Chapter 4.

 

Week 5 Tuesday: What is Up? Read Chapter 4 in American Story.

             

Thursday: Please read Chapter 5 in American Story and Chapter 5 in Zinn.

 

Week 6 Tuesday: What is up? Chapter 6 in American Story.

 

Thursday: Please read Chapter 7 in American Story.

 

 

Week 7 Tuesday: What is up? Please read American Story Chapter 8 and Zinn, Chapter 6.

 

Thursday: Please read Chapter 9 in American Story.

 

Week 8 Tuesday: What is up? Research Paper Presentations

 

Thursday: Research Paper Presentations.

 

Week 9 Tuesday: Review of Chapters 1-9 in American Story. We are half-way. Where have we been? What are the processes of history that we witness? How is history being done by the authors? Us? How are you doing with your responsibilities as a student? How am I doing as your professor?

 

Thursday: Please read Zinn Chapter 6

 

Week 10 Tuesday: What is up? Chapter 10 in American Story, please.

 

Thursday: Please read Zinn, Chapter 7.

 

Week 11 Tuesday: What is up? Please read Chapter 11 in American Story.

 

Thursday: Please read Chapter 12 in American Story.

 

Week 12 Tuesday: What is up? Please read Chapter 13 in American Story.

 

 

Thursday: Please read Chapter 14 in American Story. Announce your topic for research paper number two!

 

Week 13: Tuesday: What is up?? Please read Chapter 15 in American Story.

 

Thursday: Please read Chapter 9 and 10 in Zinn.

 

Week 14 Tuesday: What is up? Please read Chapter 16 in American Story.

 

Thursday: Please read Zinn Chapter 7.

 

Week 15: Tuesday: What is up?? Presentations.

 

Thursday: Presentations.

 

Week 16 Tuesday: What is up. Presentations.

 

Thursday: Presentations.

 

Week 17 Tuesday: What is up? Presentations.

 

Thursday: Presentations, final review of our work or final exam, if necessary. Second Research paper due along with portfolio of material, self-evaluation, request for a grade. Fond farewells.

 

This syllabus may be changed as the class progresses (extensions are inevitable).

 

ADDITIONAL RESOURCES (NOT REQUIREMENTS BUT INVITATIONS)

 

Marx on How History Moves:

 

In the social production of their existence, men inevitably enter into definite relations, which are independent of their will, namely relations of production appropriate to a given stage in the development of their material forces of production. The totality of these relations of production constitutes the economic structure of society, the real foundation, on which arises a legal and political superstructure and to which correspond definite forms of social consciousness. The mode of production of material life conditions the general process of social, political and intellectual life. It is not the consciousness of men that determines their existence, but their social existence that determines their consciousness. At a certain stage of development, the material productive forces of society come into conflict with the existing relations of production or – this merely expresses the same thing in legal terms – with the property relations within the framework of which they have operated hitherto. From forms of development of the productive forces these relations turn into their fetters. Then begins an era of social revolution. The changes in the economic foundation lead sooner or later to the transformation of the whole immense superstructure.

 

In studying such transformations it is always necessary to distinguish between the material transformation of the economic conditions of production, which can be determined with the precision of natural science, and the legal, political, religious, artistic or philosophic – in short, ideological forms in which men become conscious of this conflict and fight it out. Just as one does not judge an individual by what he thinks about himself, so one cannot judge such a period of transformation by its consciousness, but, on the contrary, this consciousness must be explained from the contradictions of material life, from the conflict existing between the social forces of production and the relations of production. No social order is ever destroyed before all the productive forces for which it is sufficient have been developed, and new superior relations of production never replace older ones before the material conditions for their existence have matured within the framework of the old society.

 

Mankind thus inevitably sets itself only such tasks as it is able to solve, since closer examination will always show that the problem itself arises only when the material conditions for its solution are already present or at least in the course of formation. In broad outline, the Asiatic, ancient,[A] feudal and modern bourgeois modes of production may be designated as epochs marking progress in the economic development of society. The bourgeois mode of production is the last antagonistic form of the social process of production – antagonistic not in the sense of individual antagonism but of an antagonism that emanates from the individuals' social conditions of existence – but the productive forces developing within bourgeois society create also the material conditions for a solution of this antagonism. The prehistory of human society accordingly closes with this social formation. (Marx, Contribution to the Critique of Political Economy, 1869).

 

 

Thurgood Marshall, Supreme Court Justice, “Bicentennial View from the Supreme Court,” on the US Constitution: http://teachingamericanhistory.org/library/index.asp?documentprint=1142  

 

Charles Beard: Economic Interpretation of the  Constitution

 

 

Robert A. McGuire, A New Economic Interpretation of the Constitution

 

W.E.B. Dubois, John Brown 

 

Dubois, Black Reconstruction in America

 

Eric Foner, Reconstruction, America’s Unfinished Revolution

Foner, A Short History of Reconstruction

 

Gordon Wood, Radicalism of American Revolution and The American Revolution

 

Lynd, Intellectual Origins of American Radicalism

 

Fredy Perlman, “Continuing Appeal of Nationalism”

http://www.marxists.org/reference/archive/perlman-fredy/1984/nationalism.htm  

 

Sun Tzu, The Art of War (only the Griffith edition is worth the price)

 

Republicanism: http://en.wikipedia.org/wiki/Republicanism_in_the_United_States

 

Library of Congress on the US Revolution: http://www.loc.gov/rr/program/bib/revolution/memory.html

 

Landmark Books were produced by Random House, mostly in the fifties. Their conservative outlook aside, the books are usually well written and, at least, they identify key issues and people in history. There are many of them that deal with our period of US History, like, “The American Revolution,” by Bruce Bliven. Home-schoolers rely heavily on Landmark Books for good reason. They are easy to read, inexpensive, and can often be found as “used.”

 

Jim Loewen’s, Lies My Teachers Told Me, is a very fine resource on k12 education.