20th Century U.S. Cultural
History
Syllabus and Survival Guide
History 305 – Spring 2011
Tuesday 7:00 pm –
9:45 pm, Sierra Hall 186
History, as nearly no one seems
to know, is not merely something
to be read. And it does not refer
merely, or even principally, to the
past. On the contrary, the great
force of history comes from the fact
that we carry it within us, are
unconsciously controlled by it in
many ways, and history is literally
present in all that we do. It could
scarcely be otherwise, since it is to
history that we owe our frames
of reference, our identities, and
our aspirations.
– JAMES BALDWIN
Dr.
Thomas Devine
Phone:
(818) 677-3550 Email: tom.devine@csun.edu
Office
Hours:
Web Syllabus: http://www.csun.edu/~twd61312/305/syllabus2011.htm
Teaching Assistant: James Adams Email:
james.adams.397@my.csun.edu
The
following books – listed in the order in which we will read them – are
available at the Matador Bookstore. All
other readings will be provided in class or available on the web syllabus.
• Edgar Rice
Burroughs, Tarzan of the Apes
• Lewis Erenberg, Steppin’ Out: New York
Night Life and the Transformation of American Culture, 1890-1930
• Dashiell
Hammett, The Maltese Falcon
• Anne Moody, Coming of Age in Mississippi
• Thomas Hine, The Great Funk: Styles of the Shaggy, Sexy,
Shameless 1970s
To
subvert the system and to save yourself some money, you should consider buying
used copies of the books. You are likely
to find used or discounted copies at significantly lower prices at the
following websites:
Spirit of the Course
Someone,
probably a frustrated student, once complained, “History is just one damn thing
after another.” Unfortunately, many
history courses are taught in such a way that one can easily reach this grim
conclusion. In this class, however, you will not simply be
memorizing a series of facts and regurgitating them for exams. Although we will
be learning a good deal about American culture in the 20th century,
more importantly, we will be trying to make
sense of what happened and determine how, in James Baldwin’s words, history
creates our frames of reference, our identities, and our aspirations. Also, as
someone who believes an informed citizenry is vital to sustaining the health of
a democracy, I hope that by studying various aspects of American culture over
the past century, you will leave this course a more informed citizen than when
you entered. As George Orwell reminds us
in his novel1984, those who have no knowledge of the past are not only powerless, they inevitably are dominated by those who do
possess such knowledge – something to think about as we begin the semester.
Themes
More specifically, this course will examine
the ways in which different individuals and groups have exercised cultural
influence in American life and have contributed to what we call, perhaps
somewhat awkwardly, “American culture.”
Through readings and class discussion, we will be exploring how
twentieth century Americans understood, shaped, and participated in their
worlds. Though the topics covered are
quite eclectic – in fact, they are intentionally so – there are certain themes
that we will be revisiting during the course of the semester:
This course takes as its premise that popular
culture deserves historians’ serious consideration. Though dismissed by many self-appointed
critics as frivolous or ephemeral, popular art forms often reveal much about
the priorities, assumptions, mores, and values of the culture that produced and
consumed them.
Throughout the semester we will be examining
twentieth century U.S. history through the lens of the popular arts. We will be looking at adventure stories,
detective novels, vaudeville productions, movies, songs, radio
and television programs, contemporary styles in fashion and furniture, and even
Playboy magazine. In the process, we will consider the power of
the popular arts to influence politics, social movements, and international
relations – the “stuff” more traditionally associated with the study of
In this course, then, you will be learning not simply more
history, but a different way of understanding history and, in tandem, sharpening
your own skills as a “cultural critic” – skills that will allow you to become
both a more sophisticated student of history and a better informed observer of
and participant in American culture. In
short, this course seeks to increase not only your knowledge but also your
critical and interpretive abilities – to help you learn not only answers but
better ways of asking questions.
Class Participation, Quizzes, &
Homework Assignments 25%
• All grading is based on 100 points and will
be done on the +/ – system.
• You must write 2
papers. You may choose whether you wish to do Option A or Option B. If you do both, I will count only the higher
grade.
• Papers should be emailed
to the professor as attachments by 11:59 pm the day they are due. Paper due
dates do not correspond with days we have class.
• Late papers will be
penalized. Any paper turned in more than a week late will not be accepted.
• Any assignment not turned in or not accepted
will receive a grade of ZERO in the calculation of the final grade.
Class Participation
Though
this course will include some lectures, it is not primarily a “lecture course”
– the emphasis will be on discussion and classroom interaction rather than
listening to the professor. Class
participation is important and will count heavily in your final grade. Have the reading done BEFORE you come
to class and be ready to discuss it – simply being “present” will not earn you
a high participation grade. Since not everyone is comfortable speaking in front
of others, your performance on the quizzes will also be considered in
calculating your participation grade.
Quizzes
There will be a quiz on each of the books, and, if
necessary, on some of the other reading assignments as well. The purpose of the
quizzes is to ascertain who has read and who hasn’t. If you have done the
reading – or even most of it – you should have no difficulty doing well. Doing
well on the quizzes is the easiest way to raise your overall grade for the
course.
Homework Assignments
In
order to help you get the most out of the reading and to prepare you to discuss
it in class, there will be occasional short written homework assignments that
you will complete as you do the reading.
These will be collected in class.
Primary Source Assignment
This assignment will allow you to browse
through magazines from the 1970s as a way of producing some of your own
historical analysis. I will provide you with a choice of topics later in the
semester that lend themselves to primary research. The assignment will come in conjunction with
our reading of Thomas Hine’s book on 1970s style, The Great Funk.
The
paper assignments will focus on the material covered in the readings and during
class discussion. Each paper must be at least 1500 words. There will be a choice of
topics handed out well before the due date.
Since the paper topics will address issues we have previously discussed
in class, it will be useful to take notes during our discussions and keep in
mind the questions and themes that emerge from these discussions – you will
likely see them reappear in the paper topic questions.
Final Examination
The
Midterm and Final Examinations will consist of short answer questions and long
essays. You will have a choice of topics
for the long essays. You will also receive review questions that will help you
study for the exams. You are responsible for bringing an unmarked blue book to
the midterm and the final.
Surviving History
305…
Doing Well
You have chosen to pursue a college degree,
and therefore – at least in this course – you will have to do college level
work if you expect to pass. That said,
History 305 is GE course, it isn’t Rocket Science. I realize most of you are
not History majors, and the class is structured to take that into account. As
one student evaluation put it, “If you do the reading, put some effort into
writing the papers, and pay attention in class, it’s pretty easy to do
well. On the other hand, if you don’t do
the reading, don’t come to class, and don’t study, you’ll probably fail.” That
pretty much sums it up.
Laptop Policy
I
do not allow laptops in the classroom unless you have a signed medical note
stating that you must have one with you.
Attendance
Since
this class meets only once a week and its success depends on active student
participation, it is important – and it is expected – that you will be at every
session. I do
take attendance before and after the break. Do not leave at the break and expect to be credited with having attended
the entire class. I understand that inevitably an occasion may arise
when you are unable to attend or must leave early. Out of fairness to your
classmates who do attend every week, however, each class you miss past the
first two will significantly reduce your final grade. If you miss more than four classes over the
course of the semester, you will be in jeopardy of failing the class,
regardless of your grades on the written assignments. If you are a person who
rarely attends class and relies on copying notes from a friend, you would be
best served by registering for another course.
Or, perhaps more to the point, you might reconsider why you are in
college in the first place.
Common Courtesy
You
are at a university among professional people so you should act like you belong
here. Do not embarrass yourself by behaving badly. Please turn off and put away
all cell phones and other electronic gadgets while you are in class. Texting or
constantly playing with your phone during class is rude and people who do it
are advertising to those around them that they don’t know how to behave in a
professional environment. Please arrive on time and do not walk out in the
middle of class unless it is an emergency or you have spoken to me about it
ahead of time. Do not talk, listen to music, or surf the internet in class. I’m
not blind. I can see you, and such behavior is very distracting. Beyond that,
rude and disruptive behavior reflects poorly on you and leaves the impression
that you are not the kind of person who belongs on a university campus. It also
annoys your classmates who are paying good money to be here. Please act
courteously and professionally. Try to
show some class. It’s part of being an
educated person.
Academic Honesty
Do
not lie to me about why you missed class or failed to turn in an assignment. It
is unnecessary and it insults my intelligence. Nobody likes to listen to
excuses – even semi-legitimate ones. If
you want to score points with me, hand me the late assignment, apologize, grin
sheepishly if need be, and leave it at that. Admitting you screwed up takes
guts, and I respect people who own up to their mistakes. The chronic excuse
makers, on the other hand…. Do not cheat
on quizzes or tests. I will catch you and you will receive an automatic zero
for the assignment. Do not plagiarize from written sources or from the web.
Since plagiarism is always
obvious and easily caught (I know how to use google
too), it is better to hand in your own work and get a C- than someone else’s
and get a zero. Any and all plagiarized assignments will receive a grade of
zero and put you in jeopardy of failing the course. Your name will be reported
to the Office of Student Affairs and will also be circulated among other
faculty as someone who lacks integrity. Good luck getting a reference or letter
of recommendation if you are on this list. If you are unsure what plagiarism
is, please consult with me or the teaching assistant BEFORE you
hand in an assignment.
Problems
I
appreciate that many CSUN students are stretching themselves quite thin, often
working full time while taking a full load of classes. If you are feeling overwhelmed, find yourself
falling behind, or are having any problems outside of class that are adversely
affecting your performance in class, be sure to let me know. I am more than
willing to work with you to insure you “survive,” but I need to know you are
having difficulties. Do not wait until the end of the semester when it will
be too late. Either come to see me or send an email as soon as a problem
arises and we can work something out. If
you are struggling academically, I will gladly give you extra help. As long as you
keep me up to speed, you will find I am a very empathetic, even reasonable
person.
Schedule of Topics
& Assignments
(The
reading assignment listed for each day should be completed BEFORE you arrive at
class.)
January 25 Introduction: An explanation of course
objectives, mechanics, and procedures.
Film:
Coney Island (The American
Experience)
For more on the history of Coney Island,
click HERE
February 1 Rebellion Against Victorianism:
The Emergence of Popular Culture in 20th Century America
Reading: Lewis Erenberg, Steppin’ Out, Preface, Chapters 1, 2, 3, 5
QUIZ #1
February 8 “Gone Primitive” –
Tarzan and the Crisis of American Masculinity
Reading: Edgar Rice Burroughs,
Tarzan of the Apes
John
Higham, “The Reorientation of American Culture in the
1890s”
READING
TARZAN WITH A CRITICAL EYE
QUIZ #2
February 15 “Flappers and Foxtrotters”
– The “New” Men and Women of the Roaring Twenties”
Reading:
Gaylyn Studlar, “Optic Intoxication”:
Rudolph Valentino and Dance Madness
Lewis Erenberg, Steppin’ Out, Chapters 6-8
Thomas Doherty, “Comic
Timing: Cracking Wise and Wising Up”
Gerard Molyneaux, “Modern
Times and the American Culture of the 1930’s”
Films: Duck
Soup (1933), starring the Marx Brothers;*
Modern Times (1936), directed by
and starring Charlie Chaplin;*
42nd Street
(1933), choreographed by Busby Berkeley;*
She Done Him Wrong
(1933), starring Mae West and Cary Grant;*
* - Available on 2- hour reserve at the Media desk, 2nd floor, Oviatt Library
(All of these films
are also available on DVD or through Netflix instant view. Please try to view at least one of them before
coming to class.)
Reading: Dashiell Hammett, The Maltese Falcon
Film: The Maltese Falcon (1941), directed by John Huston and starring
Humphrey Bogart
March 8 “Don’t
You Know There’s a War On?” – Mobilizing American
Culture During the Second World War
Reading: Kenneth
D. Rose, Myth and the Greatest Generation,
Chapter 7
Audio/Video Clips:
Hellzapoppin
(1941) [Lindy Hop Dancers]
Bugs Bunny Nips
the Nips (1944)
Donald
Duck – The Fuhrer’s Face (1943)
Minnie
Mouse – Out of the Frying Pan (1942)
Film: Malcolm X (1992)
March 15 “The Mouse that Roared”: Walt Disney and American Culture
Reading:
Steven Watts, The Magic Kingdom: Walt
Disney and the American Way of Life
Reading: Robert Pielke, “Elvis and
the Negation of the Fifties”
Michael T. Bertrand, “The King of Rock as Hillbilly Cat”
Grace Palladino, “Great Balls of Fire: Rhythm and Blues, Rock’n’Roll and the Devil’s Music”
Films: Elvis 1956
March 29 “A Long Twilight
Struggle”: The Culture of the Cold War
Reading: Peter Biskind, “Pods and Blobs”
and “Wild in the Streets”
Reading: Anne Moody, Coming of Age in Mississippi, Chapters
1-4, 10-12, 18-end
April 19 “The Age of Aquarius” –
The Promise and Pitfalls of the Sixties Counterculture
Reading: William
O’Neill, “The Counter-Culture”
Doug Rossinow,
“The New Left: Democratic Reformers or Left-Wing
David Farber, “Activists of the Sixties Were Elitist
and Alienating”
April 26 “Fuzzy, Funny, and Transgressive: Popular Style in the 1970s”
Reading: Thomas Hine, The Great Funk
May 3 “Music and Mayhem”: Punk and Metal in Reagan’s America
Reading: Kevin Mattson,
“‘Did Punk Matter?’ Analyzing the Practices of Youth Subculture During the 1980s”
Optional: Rebecca Daughterty, “The Spirit
of ’77: Punk and the Girl Revolution”
(This is a short piece – 8 pages – so if you don’t have time read the
other assignments, you should read this one.)
May 10 “Culture Wars”: The Fragmenting of American Culture at the Turn of the
Century
Reading: TBA