The US Economy Since 1865

The U.S. Economy Since 1865

Syllabus and Survival Guide

History 479B – Fall 2012

TuTh 12:30 – 1:45 pm, Sierra Hall 288

Instructor

Dr. Thomas W. Devine

Office Hours: Sierra Tower 624, Tu,Th 2:30-3:30 pm and by appointment gladly given. Phone: (818) 677-3550. Email: tom.devine@csun.edu

Teaching Assistant James Adams Email: jadams828@gmail.com

Spirit of the Course

This class addresses what may be two of your favorite things: history and money. Throughout the semester we will explore the development of the American economy since the Civil War and the effects that changes in the economy had on groups, individuals, the state, and international relations.

We will also consider the social and cultural impact of industrialization, deindustrialization, and globalization on those in US society who possessed, aspired to, or lacked economic power.

Among the topics we will consider are the rise of big business and corporate capitalism during the Gilded Age; efforts to come to terms with the new industrial economy on the part of government, citizens, and special interest groups such as farmers, labor, and small business; the shift in emphasis from industry to finance in American business; the origins, effects, and legacy of the Great Depression and the New Deal; the impact of the Cold War on the US economy; the rise of consumer culture; and the 2008 economic collapse.

Themes

One way of making sense of a large amount of material is to identify major themes that recur throughout this period of our country’s history. By looking at a series of events through the lens of a theme, it becomes easier to see how these events are linked. A coherent “big picture” begins to emerge. Moreover, this process can reveal connections between the past and the present that we might not have seen otherwise. Though there are obviously many themes from which one could choose, I have structured the course around four in particular:

1. The relative significance of structural forces and individual behavior in shaping the US economy.

2. The relationship between the state and the private sector in a “free market” economy.

3. The impact of economic development on individuals and groups.

4. The continuing conflict over what constitutes “progress” and a “good society.”

These themes will be running through the lectures, the readings, and the various audio-visuals we will be using. Be on the lookout for them. They will provide a framework for your understanding of the material and will be the focus around which exam questions are based.

Readings

The following books are at the Matador Bookstore. All other readings will be provided in class or will be available through the password protected links on the web syllabus

Glenn Porter, The Rise of Big Business, 1860-1920 3^rd Edition
Jay Mandle, Not Slave, Not Free: The African-American Economic Experience Since the Civil War
Lawrence E. Mitchell, The Speculation Economy: How Finance Triumphed Over Industry
Wyatt Wells, American Capitalism, 1945-2000

To subvert the system and save yourself some money, you might consider buying used copies of the books. You are likely to find used or discounted copies at the following web sites: www.bookfinder.com; www.amazon.com; www.half.com.

Grading

Class Participation, Quizzes, and Short Writing Assignments 25%

First Paper 15%

CLICK HERE FOR OPTION A [due Sept. 28]

CLICK HERE FOR OPTION B [due Nov. 4]

Second Paper 15%

CLICK HERE FOR PROMPTS [due Dec. 2]

Midterm Examination [October 23] 20%

CLICK HERE FOR MIDTERM STUDY GUIDE

Final Examination [December 13, 12:45-2:45 pm] 25%

CLICK HERE FOR FINAL EXAM STUDY GUIDE

All grading will be done on the +/ – system. Any assignment not turned in will be counted as a “zero” in calculating the final grade.

Graduate Students in the History MA program taking this course will complete an extra analytical paper.

Explanation of Requirements

Class Participation

Though this course will include some lectures, it is not 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. I will do my best to insure each student has ample opportunity to contribute, but, ultimately, it will be up to you to make certain that you remain an active participant rather than a passive observer. You will find that the key to success in this class is attending every session and participating in the discussions. If you do those two things, everything else will become easier.

Quizzes

There will be occasional short quizzes throughout the semester. The quizzes will provide an incentive (and a reward) for completing the reading. If you have done all the reading – or even most of it – you should have no difficulty doing well on the quizzes. A high quiz average can significantly improve your overall grade. On the other hand, if you don’t keep up with the reading, you can end up with very low quiz scores that will sink your grade even if you do well on the paper assignments and exams.

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 homework assignments that you will complete as you do the reading. These will be collected in class. Assignments not turned in will count as a zero, so avoid doing damage to your grade by turning in each assignment on time.

Analytical Essays

The two essay assignments will focus on the material covered in the readings and during class discussion. Each essay 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. For both assignments, there will be a choice of two options. If you wish, you may do both first paper options and I will count the higher grade. Likewise, you may do both of the second paper options and I will again count the higher grade. You must, however, do one of the first two assignments and one of the second two assignments.

Midterm and Final Examinations

The Midterm and Final Examinations will consist of 7 short answer questions and a long essay. You will have a choice of topics for the long essay. A week or so before each exam, I will distribute a list of review questions from which I will choose the exam questions. The Final Exam will not be cumulative. You are responsible for bringing a blue book to the midterm and the final.

The Writing Center

To help you improve your writing (and your grades), the History Department has started a Writing Center. This class is linked to the Center, so when completing one of the two paper assignments, you will submit a draft of your essay to a Writing Center tutor. The tutor will go over the draft with you, and you will then have a week to revise and resubmit it for a grade. The tutors are graduate students in the History department. They are familiar with how to write and edit History papers and will be working closely with me in the process of evaluating your work. Appointments with the tutors will be set up through the History Department office (details to follow). All students in this class are required to have at least one meeting with a writing tutor. Graduate students taking History 479B will submit their drafts directly to me.

Surviving History 479…

Getting the Reading Done

There’s no getting around it – this class will require extensive reading, some of which you may find challenging. Therefore, it will serve you well if you figure out approximately how many pages you can read in an hour and then calculate how many hours it will take you to read each assignment. Most History majors read scholarly books and articles at about 20-30 pages an hour. If you know ahead of time how long it will take to get through an assignment, you can manage your time more realistically. Don’t read every word of the first third of an assignment but nothing thereafter because you ran out of time. To help insure you get the reading done, make a commitment to reading 10 pages of the next assignment as soon as you get home from class. Once you’re into an assignment, it will be easier to keep going. Each day you put off beginning an assignment makes it less likely you’ll be able to finish it in time for class. If it’s clear you won’t have enough time to complete an assignment, use the study questions to guide your reading. Skim through the book or articles until you come across material that is covered in the questions and then jot down your answers. (This will help when it comes time to review for the midterm and final exams.) Since the study questions focus on the most important parts of the reading, if you are able to answer them, you will arrive in class better prepared to participate in the discussion.

Attendance

Since success in this class depends on active student participation, it is important – and it is expected – that you will be at every session. I do take attendance. You cannot participate when you are not present, so each absence past the first two will lower your participation grade. 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 class. Or, perhaps more to the point, you might reconsider why you are in college in the first place.

Laptop Policy

I do not allow the use of laptops in the classroom unless you have a signed medical note stating that you must have one with you.

Common Courtesy

You are at a university among professional people so you should try to act like you belong here. Do not embarrass yourself by behaving badly. 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. Don’t speak while others are speaking. 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. I’m not that blind; even if I don’t say anything to you, I can see you, and such behavior is very distracting. Beyond that, it makes you look foolish, and other people – like me – will judge you accordingly. In short, 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. Do not cheat on the quizzes or exams. 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 an F. All plagiarized assignments will receive a grade of zero. Beyond that, your name will be circulated among other faculty as someone who lacks integrity and you risk being expelled from the University. 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 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, either come to see me or send an email as soon as a problem arises and we can work something out. Do not wait until the end of the semester when it will be too late. I am more than willing to work with you to insure you “survive,” but I need to know you are having difficulties. 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 and Assignments

Unit One: 1865-1900

“Building the Foundations of Modern America”

Major Topics

1. The rise of Big Business and the factors that contributed to its emergence.

2. Defending and critiquing the industrial economy: the intellectual and cultural arguments supporting and critiquing Gilded Age capitalism.

3. The impact of industrialization on individuals and groups.

4. Conflicting visions of the “good society:” Who defines what “progress” is? Who benefits from “progress?” Who suffers?

Schedule

The reading listed for each day should be completed BEFORE you arrive at class.

Tues. 28 Aug. Introduction: An explanation of course objectives, mechanics, and procedures.

Thurs. 30 Aug. “The Steel Horse: Railroads as the Herald of the Industrial Age”

Reading: Burton W. Folsom, Jr., “James J. Hill and the Transcontinental Railroads”’

William Cronon, “Railroads and the Reorganization of Nature and Time”