HISTORY 241
CLASS INSTRUCTIONS
FALL 2007
Marion B. Lucas
Professor of History and
University Distinguished
Professor
Office CH 224-B
Office Ph. (270) 745-5736
Office Fax (270) 745-2950
Home Ph. (270 843-8580
E-mail: marion.lucas@wku.edu
WKU History Department Home
Page
Hist
241 [CRN 35228] Room: CH 239 CLASS
INSTRUCTIONS M. B. Lucas CH
224-B
Each student must spend at least six
(6) hours in preparation for each weekly class assignment.
1.
Text: Roark, James L., et al., The American Promise: A History
of the American People. Vol. II: From 1865. Boston & New York:
Bedford/St. Martin’s, 2005. ISBN: 0-312-40689-4 (Vol. II) Mary Lynn
Rampolla, A Pocket Guide to Writing in History (2007, 4th or 5th
edition; optional)
2. Tests:
All hour tests are written in INK in BLUE BOOKS. You can purchase Blue
Books at the book store. There will be two (2) essay hour tests, each
counting 1/5 (20% each) toward the final grade. The hour tests will
cover the lecture material and will not be cumulative. The final exam,
which counts 2/5 (20%) toward the final grade, will be comprehensive.
Essays and identifications on the hour tests are graded with regard to
content and writing style. This means that there is an "X-factor"
involved. The student must state all answers clearly, in a coherent,
logical manner. Ideas and concepts are always important. If you have
any questions regarding your grade, you should come to my office and
inquire. Please do not wait until the last week of classes.
3. Pop
Tests: There will be twelve (12) pop quizzes. They will come
from the text assignments (see assignment sheet). These quizzes count
1/5 (20%) toward the final grade. The two (2) lowest pop quiz grades
will be dropped. If you miss a pop quiz, that counts as a dropped grade.
4. Research
Paper: The research paper counts 1/5 (20%) of your grade. To be
announced.
5. Absences
and Excuses: There will be no make-up tests without a written
excuse. It is your responsibility to see me regarding absences. You are
allowed one (1 night equals 3 classes) excused absence. Missing the
equivalent of nine (9) class hours constitutes a failure. You will be
required to hand in a written text assignment after your first absence.
6. Grading
scale: 90-100 = A / 80-89 = B / 70-79 - C / 60-69 =
D / 0-59 = F
7. Honor
System: Each student is expected to be on his or her honor
regarding to all work. Dishonest activity and plagiarism will lead to a
reduction of one's grade.
8. Parallel
Reading: You must read one (1) book on American history outside
of class. The book must be on topics that discusses some aspect of
American history before 1865. You will have to write a three to four (3
to 4) page review-analysis of the book you read. Use the following
format: Place your name and page number in the upper right-hand corner
of your page. Cite your book as example given below on the top line (no
cover sheets):
Catton: Bruce. A Stillness at Appomattox. Garden
City, N. J.: Doubleday & Company, 1954.
The first paragraph of the Review should provide
biographical information on the author. The review should give the
thesis of the author; that is, you should describe the point the author
is trying to make. You should give some examples of how he or she makes
the point and then you must write your own evaluation of the book (see
my web site Study Suggestions
[http//www.wku.edu/~marion.lucas/study.html] & Rampola, Writing in
History for more on the book report)
9. Cultural
Assignment: You are required to attend four (4) cultural events
during the semester. Please write and hand in to me a one-paragraph
statement on events you attend as you attend them. The Events Calendar:
http://www.wku.edu/Dept/Support/AcadAffairs/pag9.htm will help you find
cultural events to attend.
11. In compliance with university policy, students with
disabilities who require accommodations (academic adjustments and/or
auxiliary aids or services) for this course must contact the Office for
Student Disability Services in DUC A-200 of the Student Success Center
in Downing University Center. Please do not request accommodations
directly from the professor without a letter of accommodation from the
Office for Student Disability Services.
Each student is expected to spend at least two (2)
hours in preparation for each class assignment. During study,
certain purposes should be kept constantly in mind. (1) Facts
must be mastered. The study of history is hard memory work.
Names, dates, terms, and similar data are basic. It is assumed
that the student will master the facts in each text assignment and
lecture. It is impossible to draw correct conclusions about
events in history if you do not know the facts of the event. (2)
The idea or theme of each chapter should be acquired. Be sure
that the material in each paragraph can be written in your own words
before leaving it. (3) These steps, however, are merely
preliminary to the final purpose of the course which is to allow each
student to become his or her own historian. That is, you must
learn to interpret America's past for yourself. To accomplish
this end, the student should constantly keep in mind how the most
important institutions and ideas have originated, and how our strong
points and weaknesses have developed.
Students often ask me, "How is all this to be
accomplished?" Frankly, there is no one way for a professor to
tell a student how to study. Yet, there are certain methods that
students might employ to enable them to do their best on each
assignment. First, it is suggested that the student go through
the assigned pages rather hurriedly, reading each heading.
Secondly, the student should read each heading and the first and last
sentence of each paragraph. The purpose of this scanning is to
give the student the scope and content of the entire assignment.
This can be accomplished in about five (5) to ten (10) minutes!
Thirdly, the assignment should be read thoroughly, with proper
attention to maps and pictures. Important facts and the theme of
each paragraph should be noted by underlining, or writing in the book
margins or on a separate piece of paper. This third process can
be completed in forty-five (45) to seventy-five (75) minutes per
assignment.
This brings us to the fourth step, that of study and
reflection. You should not pass on to the next paragraph until
you are able to summarize what you have learned in your own
words. This will consume thirty (30) to forty-five (45) minutes
per assignment. The remaining fifteen (15) to thirty (30) minutes
of the time allotment should be spent on the parallel reading or
studying for the hour tests.
Each student is required to take lecture notes in
class; the hour tests and the final are based upon the lecture
material. You must develop your own method of taking notes.
Do not try to take down every word, but rather train your ear to hear
the main points. Remember, the better your notes, the better you
will do on the hour tests. If you miss something, leave a blank
space in your notes to be filled from the textbook after class.
The lecture notes should be reviewed regularly and preparations for an
hour test should begin at least a week before the test.
It is the student's responsibility to know the
location of the professor's office and posted hours. If you
encounter any difficulty which cannot be solved by application, consult
with the professor, either during regular office hours or by special
appointment. Do not wait until the end of the semester or until
you receive an invitation to the instructor's office.
The Lincoln Memorial,
Washington,
D.C.
Slide by M.B. Lucas
"With Malice Toward None."
HISTORY 241
CLASS ASSIGNMENTS
FALL 2007
5:15-8:15 Tuesday
M. B. Lucas CH 224-B
Ph. (270) 745-5736
Email: marion.lucas@wku.edu
Home page: www.wku.edu/~marion.lucas
Each
student must spend at least six (6) hours in preparation for each class.
Text: Roark, James L., et al., The American Promise: A History of the
American People. Vol. II: From 1865. Boston & New York: Bedford/St.
Martin’s, 2005. ISBN: 0-312-40689-4 (Vol. II); Mary Lynn
Rampolla, A Pocket Guide to Writing in History (2007, 4th or 5th
edition; optional)
DATES-----CHAPTER ASSIGNMENTS
Aug. 28------Instructions & Lecture
Sept. 4-–----Chapters 16 & 17
Sept. 11------Chapters 18 & 19 [Research paper topic decision]
Sept. 18------Chapter 20 [Preliminary research paper bibliography due]
Sept. 25------Chapter 21 [Research paper discussion]
Oct. 2---------FIRST HOUR TEST
Oct. 9---------Chapters 22 & 23 [Research paper note cards due]
*Oct. 16–-----Chapter 24 [last day to drop with a “W”; do not drop
before contacting the professor]
**Oct. 23-----Chapter 25 [Book report-analysis due]
Oct. 30--------Chapter 26
Nov. 6---------SECOND HOUR TEST
Nov. 13-------Chapters 27 & 28
***Nov. 20---Chapter 29 [Research Paper due]
Nov. 27-------Chapter 30
****Dec. 4---Chapter 31
FINAL EXAM: December 11, Tuesday, 6:00 to 8:00 p.m.
IMPORTANT DATES:
*Oct. 16----Last day to with "W"; do not drop before
contacting the professor
**Oct. 23--Book report-analysis due
***Nov. 27–Research Paper due
****Dec. 4--Last day to turn in Cultural Assignments
HISTORY 241 RESEARCH PAPER TOPICS
- Fall, 2007, M. B. Lucas
Who won the Civil War?
Reconstruction: Did it help or hurt the South?
Did Reconstruction Change Anything?
The Redeemers
Reconstruction: Bad or Good?
Impeachment in the U.S.: Does it Work?
The Freedmen’s Bureau in Kentucky: Success or Failure?
The Settlement of Blacks on Abandoned Lands: Good or Bad?
The Failure to Secure Civil Rights for Blacks: Who Was Responsible?
The Disputed Election of 1876: Theft or Democratic Processes at Work?
Kentucky’s Black Migration to Kansas: Why?
U. S. Post-Civil War Industrialization: Free Market or Monopoly?
Social Darwinism v. the Gospel of Wealth
Industrialists: Free Market Giants or Free Market Opponents?
Ida B. Wells and the Fight Against Lynch Law
Temperance: Success or Failure?
Tariff Policy: Important Policy or a Political Football?
Why American Conservatism: Status Quo or Progress?
Free Silver: Financial Solution or False Dream
The Old South and the Old West in American Memory
Immigrants: A Plague in the Land or America’s Future Leaders?
Sweatshop Workers: Lucky to Have a Job or Exploited?
Strikes: Criminal or Legal?
The Populist Revolt: Success or Failure?
The Vote for Women: Why the Controversy?
Coxey’s Army: Good Idea or Bad Idea?
Child Labor: Inherit Right or Exploitation?
U. S. Diplomacy 1890-1914: Economic or Idealistic?
The KKK of the 1920s: Heritage or Hate?
The U. S. Army in World War I: Prepared or Unprepared?
World War I: Truth v. Propaganda
Prohibition: Good or Bad?
Clarence Darrow v. William Jennings Brian & the Scopes Trial: Who
won?
Herbert Hoover: Great Economic Thinker or Blind Idee Fixe?
Franklin D. Roosevelt: Saved Capitalism or Creeping Socialist?
The New Deal: Good or Bad for America?
Free Market Economy: Myth or Reality?
Huey Long: Reformer or Demagogue?
The U. S. A.: Capitalist or Welfare State?
American Neutrality in World War II: Good or Bad?
FDR’s Arsenal of Democracy Policy: Neutrality or War?
Pearl Harbor: What Went Wrong?
Loss of the Philippines: Who Was Responsible?
Interning the Niesei: Responsible Government or Mistaken Policy?
U. S. World War II Home Front: Rationing or Not?
Anti-Semitism in Wartime America: Real or Imagined?
Yalta: Sellout or Rational Policy?
The Atomic Bomb: Was it Necessary?
Jackie Robinson and his Role in Desegregation: Success or Failure?
Harry Truman: Contained Soviet Expansion or Created the Cold War?
McCarthyism: Patriotism or Politics?
Consumerism: Good or Bad?
Dwight D. Eisenhower: Political Thinker or Puppet?
Richard Nixon: Man of Ideas or Troubled Soul?
The Brown Decision: Timely or Too Late?
Modern American Liberalism: Improbable Dream or Realistic Progress?
Lyndon B. Johnson and the Great Society: Success or Failure?
Southern Desegregation: Caused by Internal Protests or Northern
Pressure?
The Counter Culture: Real Issues or Boys & Girls Just Want to Have
Fun?
Lyndon B. Johnson and the Viet Nam War: What was the Problem?
Feminism: Legitimate Movement or Irrational Provocateurs?
Viet Nam: Good Idea or Bad Policy?
U. S. Caribbean Policy: Good or Bad?
The Republican Party in the South: Racism or Real Change?
School Bussing in Boston: Racism or Just the “South” part of “South
Boston”?
Jimmy Carter’s Human Rights Policy: Good or Bad?
Ronald Reagan: Genuine Conservative or Tool of the Wealthy?
The Equal Rights Amendment: Good Idea or Bad?
The Homeless: Get a Job or National Social Problem
Evacuating Viet Nam & Iraq: Similarities & Differences?
Sioux Chief Red Cloud
PDImages.com
Sioux Chief Red Cloud
fought
to preserve the Buffalo range.
Footnote Style for
History Courses
Students
must use the proper history method for footnotes, endnotes, and
bibliography
citations. The Modern Language Association (MLA) is not
acceptable. For
the current citation style, peruse the latest edition of The Chicago
Manual of
Style, located in Helm-Cravens Library, and note citations of the
leading
historical journals.
Papers
should always have a title page, footnotes or endnotes, and a
bibliography. Papers must be printed double-spaced in letter
quality type.
Right margins must be ragged. Pagination options: (1)
the
first page number at the bottom center of the first page of text; all
page
numbers thereafter must be in the upper right corner through the
bibliography,
or (2) place all page numbers in the upper right corner beginning with
the
first page of text and continuing through the bibliography.
Papers
consisting of undetached computer paper are unacceptable.
The
following are samples of the required footnote and bibliography
citations for
all history papers:
Books
In a note:
1Lowell H.
Harrison, John Breckinridge: Jeffersonian Republican
(Louisville,
Ky.: The Filson Club, 1969), 28.
2Marion B.
Lucas, Sherman and the Burning of Columbia (Columbia, S.C.:
University
of South Carolina Press, 2000), 170.
Second
Citing, Short Form of a previously
cited work (separated by another work):
3Harrison, Breckinridge,
29.
4Ibid., 41. (Use
ibid or ibid when citing the same work used in
the previous footnote in all instances except multiple citation notes.)
In the bibliography:
Harrison,
Lowell H. John
Breckinridge: Jeffersonian Republican. Louisville, Ky.:
The
Filson Club, 1969.
Articles
In a note:
1Patricia
Hagler Minter, “The Failure of Freedom: Class, Gender, and the
Evolution of
Segregated Transit Law in the Nineteenth-Century South,” Chicago-Kent
Law
Review 70 (1995): 993-1009.
2Robert
Dietle, “William S. Dallam: An American Tourist in Revolutionary
Paris,” The Filson Club History Quarterly 73
(1999): 139-65.
Second
Citing, Short Form of a previously
cited work (separated by another work):
3Minter, “The
Failure of Freedom,” 1002.
4Ibid.,
1008. (Use ibid or ibid
when citing the
same work used in the previous footnote in all instances except
multiple
citation notes.)
In
a bibliography:
Minter,
Patricia Hagler. “The
Failure of Freedom: Class, Gender, and the Evolution of Segregated
Transit Law
in the Nineteenth-Century South.” Chicago-Kent Law Review 70
(1995):
993-1009.
Newspapers
In a note:
1New
York Times, January 23, 1865.
2The Columbia (S. C.) Record,
February
17, 1865.
3New
York Tribune, December 26, 1859.
Second
Citing of a previously cited work
(separated by another work):
New York Times, September 9, 1877.
4Ibid.,
January 5, 1865. (Use ibid or ibid
when
citing the same work used in the previous footnote in all instances
except
multiple citations.)
In the bibliography:
New York Times, 1865-1877.
Manuscripts
In a note:
1John
A.R. Rogers Diary, I, August 27, October 8, 1862, Founders and
Founding, Box 8,
folder 7, Record Group 1, Berea College Archives, Berea, Kentucky.
2Diary of
Eldress Nancy, February 13, 1863, South Union Shaker Records,
Department of
Library Special Collections, Manuscripts, Western Kentucky University,
Bowling
Green, Kentucky.
3John F.
Jefferson Journal, November 23, 1862, John F. Jefferson Papers,
Manuscript
Division, Filson Club, Louisville, Kentucky.
4Hattie
Means to mother, January 14, 1863, Means Family Papers, Margaret I.
King
Library, Special Collections, University of Kentucky, Lexington,
Kentucky.
Second
Citing, Short Form of a previously
cited work (separated by another work):
5John Rogers
Diary, October 8, 1862, Founders and Founding.
6Diary of
Eldress Nancy, February 13, 1863, South Union Shaker Records.
7John F.
Jefferson Journal, October 31, 1862, John F. Jefferson Papers.
8Hattie Means to
her mother, February 17, 1863, Means Family Papers.
9Ibid.,
January 5, 1864. (Use ibid or ibid
when
citing the same work used in the previous footnote in all instances
except
multiple citation notes.)
In a bibliography:
John A.R. Rogers. Diary, Founders and
Founding, Berea College Archives,
Berea, Kentucky.
Moore,
Eldress Nancy.
Diary. South Union Shaker Records. Department of Library
Special
Collections, Manuscripts, Western Kentucky
University,
Bowling Green, Kentucky.
Jefferson,
John F. Journal. John
F. Jefferson papers, Manuscript Division, Filson Club, Louisville,
Kentucky.
Means
Family Papers.
Margaret I. King Library, Special Collections, University of Kentucky,
Lexington, Kentucky.
Documents
In a note:
1The War of
the Rebellion: A Compilation of the Official Records of the Union
and
Confederate Armies (128 vols., Washington: Government
Printing
Office, 1880-1901), Ser. I,
Vol. 4, 396-97, hereafter cited Official Records.
2U.
S. Report of the Commissioners of the
Bureau of Refugees, Freedmen and Abandoned Lands for the Year 1867. Washington, D. C., 1867.
Second
Citing, Short Form of a previously
cited work (separated by another work):
3Official
Records, Ser. I, Vol. 88, Part I, 199-202.
4Ibid.,
Ser. II, Vol. 2, Part II, 21. Use
ibid or ibid
when citing the same work used in the previous footnote in all
instances except
multiple citation notes.
In
a bibliography:
U.S.
The War of the
Rebellion: A Compilation of the Official Records of the Union and
Confederate
Armies. 128 vols. Washington: Government Printing
Office,
1880-1901.
Web Cites
Currently, no standard
exists. However, your citation should be clear, complete, and
easily
followed. See Mark Hellstern, Gregory M. Scott, and Stephen M.
Garrison,
The History Student Writer's Manual (Upper Saddle River, NJ: Prentice
Hall,
1998) for suggestions.
HISTORY WEB CITES OF
INTEREST
American
Memory Historical Collections for the National Digital Library
Avalon
Project at the Yale Law School
The
American Civil War Homepage
American
Studies Web
Cold
War International History Project
Documenting
the American South: Beginnings to 1920
H-CIVWAR
Home Page
H-Net:
Humanities & Social Studies OnLine
H-South:
The History of the American South
Historical
Text Archive
History
Links on the Internet
History
Resosurces on the Internet
The
History Ring
A
Hypertext on American History
The
Idea of the South: Electronic Resources
John
Brown and the Valley of the Shadow
Making
of America: University of Michigan
Making
of American: Cornell University
NYPL
Digital
Library Collections
Old
Dominion University Library Digital Services Center
Social
Sciences Virtual Library
The
Valley of the Shadow: Two Communities in the American Civil War
Voice
of the Shuttle: History Page
U.S.
Civil War Center-Index of Civil War Information available on the
Internet
World
War II Resources
The
World Wide Web Virtual Library: History
The
Book Review Tutor
American
Historical
Association
Organization
of American Historians
Southern
Historical Association
Jesse Owens
PDImages.com
In the 1936 "Nazi" Olympics Ohio State
University
track star, Jesse Owens, won in spite of unfair officiating designed to
give "Aryan" runners victory.
VOCABULARY AND HISTORY
Language is essential, even vital for the study
of
history. Purchase a good dictionary. I recommend Webster's
New World Dictionary (latest edition). I also
recommend
that you purchase, and keep with you when studying or writing, Shirley
M. Miller, comp., Webster's New World
33,000
Word Book (latest edition). This book will give
you
the correct spelling and dividing of most-used words. To improve
your vocabulary, I recommend purchasing a vocabulary study book such as
Norman Lewis, Word Power Made Easy
(latest edition) or Wilfred Funk and Norman Lewis. 30
Days to a More Powerful Vocabulary (latest edition)
and,
of course, retain your English grammar book for reference. Such
works
will enable you to improve your vocabulary significantly. I
suggest
that you approach vocabulary study systematically. Decide on a
plan
such as learning one new word a day, or perhaps more practically, three
words a week. Once you develop a plan which works for you, stick
with it.
One more tip. Learn the key rules of grammar this
semester. Know the difference between plurals and
possessives.
Know what a comma splice is. Learn the proper use of the
apostrophe.
And remember: commas and periods are always inside quotation marks, [,"
or ."] and colons and semicolons are always outside
quotation
marks ["; or ":]. Learn
these
simple rules and you will eliminate 90 percent of the most typical
errors
made in grammar. One more suggestion. Look up "topic
sentence"
in your grammar book and review the ideas suggested for writing
them.
And by
the way, "a lot" is two words, not one!
WORDS YOU SHOULD
KNOW:
VOCABULARY FOR HISTORY 241
abated, abrogate, acrimonious, adamant, adulation, aegis,
aesthetics,
affable, affluent, aggrandize, aggregate, alleviation, amiable,
ambiguous,
ambivalent, amenable, amoral, amphibious, analogy, anonymity,
antebellum,
antediluvian, anti-clerical, antipathy, appeasement, articulate,
assiduous,
assuage, astute, austere, autonomous, avarice, baroque, bellicose,
blatantly,
bombastic, bulwark, capitulate, capricious, caricature, cataclysmic,
cause
célèbre, cholera, clandestine, cogent, collaborate,
complicity,
conciliation, concordat, condoned, congenial, consternation,
contiguous,
convivial, coterie, coup d'état, covenant, credibility,
crucible,
dauphin, dearth, debacle, debilitated, debilitating, decorum, defame,
deistic,
delineate, demographic, derisively, despot, détente, deterrent,
devotion, didactic, diffidence, diffusion, dint, discursive, disparage,
doggedly, dogmatism, dogmatist, doldrums, dole, dragoons, duplicity,
egalitarian,
egregious, electorate, elegy, elucidate, emanate, emancipate,
empirical,
emulators, enigmatic, enmity, entities, enunciated, epitomize,
eschewed,
estrangement, ethereal, ethics, euphemism, euphoria, exchequer,
expropriation,
extralegal, fait accompli, feints, fetters, flagrant, fledgling, flout,
fluctuation, foment, freemason, galvanize, garner, hegemony, hierarchy,
ideological, impecunious, imperious, impetuosity, impetus, impinged,
inculcate,
incumbent, indelible, indemnification, indemnity, indigenous,
ineptitude,
ineptitude, ineptitude, ineptly, inequities, inexorable, inextricably,
inimical, innate, insidious, instigators, interregnum, intransigent,
intrusion,
intuition, irony, irrational, laissez faire, lucrative, ludicrous,
machinations,
maldistribution, melee, mercurial, metaphysics, meticulous, monograph,
moot, mundane, neoabsolutism, nominal, oligarchy, opulent, oscillated,
palatable, palpably, paradoxical, paternalism, patriarch, patronage,
paucity,
pecuniary, penchant, perfidy, perfunctory, prerogative, perquisite,
philanderer,
pietist, pilloried, pinnacle, plausible, plebiscite, pluralism,
plurality,
polemics, posthumous, postulate, preclude, preemptive, prerogative,
prig,
pristine,
prodigy, profligate, promulgated, propound, proscribe, protectorate,
protracted, purveyor, putsch, quelling, rabid, rapprochement,
rationality,
recalcitrant, recapitulate, refractory, refractory, reminiscent,
remunerate,
residue, resilience, retrograde, reverberations, rigid, rudiments,
sagacious,
scandal, sectarian, secularism, seminal, servitude, sovereignty,
spawned,
spurn, status quo, sumptuary, superannuated, supranational, syllogisms,
syndicates, synonymous, tantamount, technocrats, tempering, temporize,
tercentenary, titular, touchstone, transcendence, transcendental,
trauma,
traumatic, tremulous, truculent, tutelage, ubiquitous, ulterior,
unabashed,
unicameral, unpalatable, usurpation, vagrancy, veneer, verbiage, verve,
vilify virile, vituperate, virulent, vociferous, volatile, waning,
waxing,
writ
Thurgood Marshall,
U.S.
Supreme Court Justice
PDImages.Com
Thurgood Marshall, 1908-1993, civil rights
lawyer and chief council for the NAACP, brought down segregation in
America
with his 1954 victory in Brown v. Board of Education. Marshall
was
the first African American to sit on the U.S. Supreme Court.
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