VISITOR POLICY In accordance with College regulations, no visitors are permitted in the classroom. All persons in the classroom must be registered students.
URL for this section: http://online.santarosa.edu/section/?1514
The usual venue for us to communicate will be during an office hour. Please contact me by email through email@example.com
ELECTRONICS No recording devices or cameras are allowed in class unless authorized by the Disability Resource Center. This policy reflects the professional concerns of individual privacy and academic security. No cellular telephones are to be used in class for any purpose. Violation of these policies is disruptive to teaching and learning.
Emergency Evacuation Plan In the event of an emergency during class that requires evacuation of the building, please leave the class immediately, but calmly. Our class will meet at a pre-announced assembly point to make sure everyone got out of the building safely and to receive further instructions. If you are a student with a disability who may need assistance in an evacuation, please see me during my office hours as soon as possible so we can discuss an evacuation plan.
Accommodations for Students with Disabilities If you need disability related accommodations for this class, such as a note taker, test taking services, special furniture, use of service animal, etc., please provide the Authorization for Academic Accommodations (AAA letter) from the Disability Resources Department (DRD) to me as soon as possible. You may also speak with me privately during office hours about your accommodations. If you have not received authorization from DRD, it is recommended that you contact them directly. DRD is located in Analy Village on the Santa Rosa campus, and Petaluma Village on the Petaluma Campus.
MY OFFICE HOURS ARE TU/TH 1:30-3:00 . MY OFFICE IS IN 1546 EMERITUS.
The URL for this course is: http://online.santarosa.edu/section/?1514
"Everything action in company ought to be done with a sign of respect to all that are present."
Please read this carefully, and understand that I do not wish to make an issue out of classroom discipline, but rather to move things in the direction of a respectful and encouraging classroom environment.
1. Class attendance and participation: You may miss up to three class sessions, for whatever reason, without a point penalty. Additional unexcused absences are excessive and can lower your grade by one full letter grade. I do not need notification of these absences. 2. No make up exams will be given, and no late work will be accepted, unless I have prior verification of an illness or timely verification of an emergency. Perhaps this should go without saying, but disruptive behavior will "cost you." I’ve got a "thing" about private conversations during class, outside reading material, lack of attention to films, late arrival and early departure. This means that I expect you to be in class, to prepared, to take careful notes, and to pay attention to whomever has the floor. 3. CONSISTENT NOTE TAKING IS EXPECTED BY ME AND BY THE DEPARTMENT OF SOCIAL SCIENCES. 4. EXTRA CREDIT: Thoughtful comments and questions, and a substantial contribution to the small culture of our classroom can earn points in your favor. In the rare event of a close call, points equaling up to ten percent of the final course total may be awarded (at my sole discretion) as a bonus for exceptional work and participation "above and beyond the call." Conversely, up to ten percent of the final course total may be subtracted for lack of attendance, lack of participation, or for disruptive behavior or violation of the Santa Rosa Junior College Student Conduct Standards. (It is every student’s responsibility to be aware of, and adhere to, the Santa Rosa Junior College Student Conduct Standards.) 5. Finally, please note that this syllabus is subject to minor change (at my sole discretion) in order to respond to current events as they affect this field of study.
PLEASE AVOID THESE FORMS OF DISRUPTIVE CONDUCT 1. Reading in class. Put your book away. There is no need to bring it to class, and please do NOT read it (or anything else) during class.
2. Sleeping during class. I do not expect to have to stop class and ask whether you are awake. Be awake and appear to be awake.
3. Using cell phones in class for any reason.
4. Leaving the room during class. I expect you to be ready to sit in class for an hour and fifteen minutes.
POLICY ON MISSED EXAMS AND FINALS: I do not give make-up exams unless the missed exam was due to a verified emergency or unavoidable conflict.
THERE NOW, WE'VE GOT THAT OUT OF THE WAY!
I see in the near future a crisis approaching that unnerves me and causes me to tremble for the safety of my country. ... corporations have been enthroned and an era of corruption in high places will follow, and the money power of the country will endeavor to prolong its reign by working upon the prejudices of the people until all wealth is aggregated in a few hands and the Republic is destroyed. — U.S. President Abraham Lincoln, Nov. 21, 1864 (letter to Col. William F. Elkins) Ref: “The Lincoln Encyclopedia”, Archer H. Shaw (Macmillan, 1950, NY)
What a man believes upon grossly insufficient evidence is an index into his desires — desires of which he himself is often unconscious. If a man is offered a fact which goes against his instincts, he will scrutinize it closely, and unless the evidence is overwhelming, he will refuse to believe it. If, on the other hand, he is offered something which affords a reason for acting in accordance to his instincts, he will accept it even on the slightest evidence. The origin of myths is explained in this way. — Bertrand Russell, Roads to Freedom
“ America is a great nation,…but honesty impels me to admit that our power has often made us arrogant. We feel that our money can do anything. We arrogantly feel that we have some divine, messianic mission to police the whole world. We are arrogant in not allowing young nations to go through the same growing pains, turbulence and revolution that characterizes our history…” --Martin Luther King
“I insisted that our cause could not expect me to behave like a nun and that our movement should not be turned into a cloister. If it meant that, I did not want it. I want freedom, the right to self-expression, everybody’s right to beautiful, radiant things.” --Emma Goldman
“I know that in the past every great political and social change necessitated violence. Yet is one thing to employ violence in combat as a means of defense. It is quite another thing to make it a principle of terrorism, to institutionalize it, to assign it the most vital place in the social struggle. Such terrorism begets counter-revolution and in turn itself becomes counter-revolutionary.” --Emma Goldman
“Labor is prior to, and independent of, capital. Capital is only the fruit of labor, and could never exist if labor had not first existed. Labor is the superior of capital, and deserves the much higher consideration.” --Abraham Lincoln
“I had once believed that we were all masters of our fate – that we could mold our lives into any form we pleased. . . . I had overcome deafness and blindness sufficiently to be happy, and I supposed that anyone could come out victorious if he threw himself into life’s struggle. But as I went about the country I learned that I had spoken with assurance on a subject I knew little about. . . . I learned that the power to rise in the world is not within the reach of everyone.” --Helen Keller
“Ten men in our country could buy the whole world and ten million can’t buy enough to eat.” --Will Rogers
Suffer no man and no cause to escape the undying penalty which history has the power to inflict upon wrong.
I cannot accept your canon that we are to judge Pope and King unlike other men, with a favorable presumption that they did no wrong. If there is any presumption it is against the holders of power, increasing as the power increases. Historic responsibility has to make up for want of legal responsibility. Power tends to corrupt, and absolute power corrupts absolutely. Great men are almost always bad men
"No twenty-five year period since 1495 has been entirely without war. ... Luard lists 281 wars for the period 1400-1559, falling to 162 (1559-1648) and 145 (1648-1789), but then rising to 270 (1789-1917) before returning to 163 between 1917 and 1984. ... It is striking that there has not been a single year since 1816 without at least one war going on in the world.
"The death toll in the War of Spanish Succession (1701-13) was 1.2 million. A century later, the Napoleonic Wars killed 1.9 million men. And a century after that, the First World War cost more than 9 million servicemen their lives. Perhaps as many as 8 million people died in the maelstrom of the Russian Civil War of 1918-21 ... But even this figure pales into insignificance alongside the total mortality caused by the Second World War. ... According to the best available estimates, total civilian deaths in the Second World War amounted to 37.8 million, bringing the total death toll to nearly 57 million people [when added to the 19 million military casualties]. In other words, the majority of deaths in the Second World War were due to the deliberate targeting--by all sides--of civilians on land and sea and from the air."
Niall Ferguson, The Cash Nexus, Basic, 2001, pp. 26-33.
“The truth of war is not always easy. . . . The truth is always more heroic than the hype. . . . The bottom line is the American people are capable of determining their own ideas of heroes, and they don’t need to be told elaborate tales.”
"The paranoid spokesman sees the fate of conspiracy in apocalyptic terms — he traffics in the birth and death of whole worlds, whole political orders, whole systems of human values. He is always manning the barricades of civilization... he does not see social conflict as something to be mediated and compromised, in the manner of the working politician. Since what is at stake is always a conflict between absolute good and absolute evil, what is necessary is not compromise but the will to fight things out to a finish. Since the enemy is thought of as being totally evil and totally unappeasable, he must be totally eliminated — if not from the world, at least from the theatre of operations to which the paranoid directs his attention. This demand for total triumph leads to the formulation of hopelessly unrealistic goals, and since these goals are not even remotely attainable, failure constantly heightens the paranoid’s sense of frustration. Even partial success leaves him with the same feeling of powerlessness with which he began, and this in turn only strengthens his awareness of the vast and terrifying quality of the enemy he opposes." Richard Hofstader
Below are the assigned Chapters in Foner. The selections in "Voices of Freedom" are to be read along with each chapter.
WEEK OF JAN 14 Introduction to course, Foner: preface (read this carefully)
WEEK OF JAN 21 Chapter 15 “What is Freedom: Reconstruction. . . “
WEEK OF JAN 28 Chapter 16, “America’s Gilded Age.”
WEEK OF FEB 4 Chapter 17 “Freedom’s Boundaries, at Home and Abroad”
WEEK OF FEB 11 Chapter 18 " The Progressive Era. . . "
WEEK OF FEB 18 Chapter 19 "Safe for Democracy. . . "
WEEK OF FEB 25 Chapter 20 "From Business Culture to Great Depression."
WEEK OF MAR 4 Chapter 21 "The New Deal. . . "
WEEK OF MAR 18 Chapter 22 "Fighting for the Four Freedoms. . . "
WEEK OF MAR 18 SPRING BREAK
WEEK OF MAR 25 Chapter 23 "The United States and the Cold War."
WEEK OF APRIL 1 Chapter 24 “An Affluent Society”
WEEK OF APRIL 8 Chapter 25 “The Sixties”
WEEK OF APRIL 15 Chapter 26 “The Triumph of Conservatism”
WEEK OF APRIL 22 Chapter 27 “Globalization and its Discontents”
WEEK OF APRIL 29 CHAPTER 28 “September 11 and the Next American Century”
WEEK OF MAY 7 TBA
WEEK OF MAY 14 COURSE REVIEW, MAKE UPS, AND PREPARATION FOR FINALS
Foner, Eric. Give Me Liberty, An American History, Volume 2 3nd edition
Lepore, Jill. The Whites of Their Eyes: The tea Party's Revolution and the Battle for American History
As noted above, participation can contribute to or subtract from your total course points. For clarity, understand the following:
1. I expect all students to take complete hand writtten notes at each session, whether the material is a lecture, a student presentation, a film, or a group discussion. At a random point during the semester, I may collect your notes and review them.
2. I expect students not only to BE awake, but to APPEAR to be awake. This means that you are sitting up in your chair paying attention and actively engaged in what is going on. If I cannot tell without asking that you are awake, you will lose points. It is your responsibility to leave no doubt in my mind about this.
3. Attend class ONLY if you wish to learn and to contribute to this class and your own educational goals. If you cannot arrive on time, stay for the full class, and conduct yourself in a way that shows respect, please do not attend.
Grade is based on two midterms, one reading response, 3 unannounced quizzes, and a final.
Midterms and final may include both objective and essay questions.
First Midterm 100 points Second Midterm 100 points Reading Response I 100 points Unannounced Quizzes 100 points Final 100 points
Possible course total is 500 points. I divide your earned points by 5 to assign your grade.
100%-91% =A 90%-81% = B Etc. . .
Plagiarism is the representation of another author’s work as your own. It is an example of academic dishonesty. Students who hand in work that is not their own MAY receive a failing grade in the course. Helpful notes here:
The 2nd midterm will be in essay form, with 2 questions. You will have 45 minutes for each question, and you are to write on both questions.
1. The 2nd World War was one of the greatest man-made catastrophes in all of human history, and the victory of the Allies over the Axis was hard-won and costly. In a well-organized essay, explain how this victory was organized and eventually achieved by the Allies. Be sure to include the human element, naming and discussing some key figures on the home front as well as abroad,
2. Between the end of the 1st World War and the beginning of the Cold War, Americans were both oppressed and supported by their fellow Americans and by their government, at national and local levels. In a well organized essay, use episodes from history explain how this is so, with particular attention to race, ethnicity, and gender.
DATE OF THE EXAM: APRIL 23RD
WHAT TO BRING WITH YOU TO THE EXAM: Bring a typed 100 word outline of each question, two small exam books, and a pen. Your typed outlines are to be handed in with your examination, and they will be graded as part of your score.
REVIEW FOR FINAL
9/11 HIJACKERS ATTACK ON U.S.S. COLE ATTACKS ON USA BEFORE 9/11 AUGUSTO PINOCHET BAY OF PIGS BETTY FRIEDAN BOB DYLAN CASSIUS CLAY (MUHAMMAD ALI) CÉSAR CHAVEZ COMPASSIONATE CONSERVATISM CUBAN MISSILE CRISIS WILLIAM CLINTON’S POLICIES: THE WELFARE SYSTEM. DEMOCRATIC CONVENTION 1968 DR. JONAS SALK EMMET TILL ENOVID EQUAL RIGHTS AMENDMENT ESCALATION OF MILITARY INVOLVEMENT VIET NAM EUNICE KENNEDY SHRIVER FREEDOM RIDERS GERALD FORD AND EAST TIMOR GI BILL OF RIGHTS GREAT SOCIETY GUANTANAMO HUGH THOMPSON HURRICANE KATRINA JACKIE ROBINSON KEN KESEY KENT STATE LORI PERISTEWA LYNDIE ENGLAND LYNDON JOHNSON VS. BARRY GOLDWATER LYNDON JOHNSON’S CIVIL RIGHTS AGENDA MALCOLM X MILITARY INDUSTRIAL COMPLEX. MOHAMMED MOSSADEGH MONICA LEWINSKY MOSES WRIGHT MY LAI NATIONAL WOMEN’S POLITICAL CAUCUS NEW FRONTIER OBJECTIVES OF THE FIRST GULF WAR OSAMA BIN LADEN OUTCOME OF 2000 PRESIDENTIAL ELECTION. PAT ROBERTSON PEOPLE’S PARK PHYLLIS SCHLAFLY PROJECT 100,000 RAINBOW COALITION: RAIS BUHYAN IRAQI INVASION OF KUWAIT RICHARD NIXON FOREIGN POLICY RICHARD NIXON: DOMESTIC POLICY ROBERT HEINL ROSEMARY KENNEDY SALVADOR ALLENDE STONEWALL RIOTS STUDENTS FOR A DEMOCRATIC SOCIETY IRAN CONTRA SCANDAL THE KITCHEN DEBATES TIMOTHY MC VEIGH UPRISINGS IN URBAN GHETTOS (1965-1968) WATERGATE: WILLIAM CALLEY WILLIAM CLINTON’S MILITARY INTERVENTIONS WORKS PROGRESS ADMINISTRATION
BOOK RESPONSE PROMPT
Hello, Here is the prompt for your review of Jill Lepore’s “The Whites of their Eyes.” Your response is due on Thursday May 16th. . Late work will not be accepted.
INSTRUCTIONS AND SUGGESTIONS It has been said that a new present creates a new past. In "The Whites of Their Eyes: The Tea Party’s Revolution and the battle over American History," Dr. Jill Lepore, Professor of American History at Harvard University states that “Americans have always put the past to political ends.” (Certainly, this also true of other nations). Please write a review of her work, in which you summarize her work and analyze her arguments. On page 18, she states that
"Each of the books five chapters is set in one place –Boston—but each travels through time: each begins with the rise of the Tea Party and 2009 and 2010; moves backward to iconic movements of the American Revolution, in the 1760s and 1770s; and then skips forward to the Bicentennial of theses events, in the 1960s and 1970s. . . . My point in telling three stories at once is not to ignore the passage of time, but to dwell on it, to see what’s remembered and what’s forgotten, what’s kept and what’s lost.”
For your review, please explain why Dr. Lepore feels that many Americans have seemed –intentionally or not— to have misinterpreted the Revolution. Include in your response some comments on contemporary and historical figures; Barack Obama (as viewed by his critics), Rick Santelli, Mitt Romney,or Richard Nixon, as well as Paul Revere, Thomas Paine, or Benjamin Franklin and his sister Jane Mecom. Entertain other questions as well: Was the United States founded as a Christian nation? What was the Boston Tea Party originally about? Does Lepore really feel that, as the book’s jacket says, “The far right has embraced a narrative about America’s founding that Is not only a fable but is also, finally, a variety of fundamentalism – anti-intellectual, antihistorical, and dangerously antipluralist.” Use some brief quotes to show how she specifically supported her case.
SPECIAL NOTE Those of you who are insecure about your college level writing skills or those of you who may not have written a college level book review, here are 3 sites that will give you some ideas. All of you should look them over. Additional suggestions may be available from the SRJC Library. This is not a high school “book report.”
I am looking for a strong balance of summary and analysis, and especially for a convincing sense that you have read the whole book carefully rather than skimmed through it for high points. Read the book while you are sitting up in a chair with the TV off, take notes, underline, and review! FORMAT INSTRUCTIONS 1. The title of your paper is the title of the book itself. I expect at least 2 single spaced pages, and I will be generous in awarding points for work of scholarly ambition and extended scope and detail. 2. Use “Jill Lepore” the first time you mention, simply “Lepore” thereafter. 3. Quotations should be used sparingly, and for effect. 4. Cite frequently, by page number. Examples: Lepore is skeptical about originalism (123). Mitt Romney says “My faith is the faith of my fathers.” (122) 5. All work is to be typed, stapled, with no plastic folders, please. All cited work is to be quoted, and there are to be no downloaded elements in your paper. If you are unclear about this, review the following. Plagiarism Policy
Plagiarism is the representation of another author’s work as your own. It is an example of academic dishonesty. Students who hand in work that is not their own may receive a failing grade in the course. Helpful notes here:
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