Servant Leadership &
Social Movements of the Twentieth Century
Honors 320/ History/Political Science 390
Dr. Chris Schutz
Office: Durham 203C
Office Hours: MWF, 9–9:50 AM, 10:55-11:45 AM
Or by appointment
• Prothero, Stephen. The American Bible: How Our Words Unite, Divide, and Define a Nation. Harper One, 2012.
• Crane, Stephen. Maggie: A Girl of the Streets. Bantam Classics, 1986.
• Fitzpatrick, Ellen, ed. Muckraking: Three Landmark Articles. Bedford/St. Martin’s, 1994.
• Cowie, Jefferson. Stayin' Alive: The 1970s and the Last Days of the Working Class. New Press, 2012.
We will spend the first part of the course analyzing and discussing the nature of American identity and character by examining a series of famous American documents, speeches and essays (including the Declaration of Independence to Mark Twain, JFK, Franklin Roosevelet, Ronald Reagan, Abraham Lincoln, and Martin Luther King). Our purpose will be to fully explore where we come from as a nation and how that has shaped our understanding of our obligations to our country, communities, and ourselves as citizens. One important question will be to examine the American value of individualism and whether that has caused us to ignore at times our duties to the world around us.
With that foundation, we will then proceed to examine how those American ideals and cultural charateristics have played out in our history by examining social movements of the Gilded Age and Progressive Era of the late 19th and early 20th centuries. We will look at political and civic leaders, as well as the cultural and social conversation that Americans had about government and civic responsibilities (which will include looking at art and literature of the time). We will then also look at the rise of Conservatism in the 1970s and 1980s, which is sometimes labeled the "New Gilded Age.”
College Requirements and this Course: This course completes part of the requirements of the College Honors Servant Leadership Program. It is also cross-listed as History/Political Science 390 SL. Students may enroll for this course in any of those three designations. This course may also count toward any requirements the enrolling student has to fulfill History 205 in the ACR or as an upper-division history credit toward History majors’and Interdisciplinary majors’ requirements (History majors may also count this course toward requirements for an upper-division Political Science course). In all cases, students must also complete the necessary 10 service hours to complete either the Servant Leadership or Service Learning requirements. Students should be sure to track their service hours properly on “My Portal.”
Readings: We will discuss many (if not all) readings in class, and those discussions will be an important part of your participation grade for the course. All readings will be subject to the possibility of an unannounced “pop” quiz on the day in which they are discussed in class. These quizzes, added together at the semester’s end, will total 25% of your final grade. Please note that attendance for the extended discussions on Muckraking and Maggie: A Girl of the Streets (Tuesday, 2/19 and Tuesday, 2/26 respectively) are mandatory.
Reading Stephen Prothero’s The American Bible: Discussion of this book will form the foundational beginning of this course. You should come well prepared to discuss each of the documents Prothero presents and their implications for American history, culture and identity. The following questions, in particular might be particularly applicable to consider as you read the assigned chapters of The American Bible: What is the historical context for this document? (i.e., What were the historical circumstances in which it was created, and how was the document a response to those specific circumstances?) How has the interpretation or understanding of the document changed and evolved over time and why? (i.e., What newer historical circumstances or ideologies– political, religious or otherwise– caused Americans to interpret, read, or understand the document differently?) What specific attributes of American culture, character, or identity might be seen in the document? What present-day issues/debates reflect the issues raised by this document?
Internet Readings: When “Internet Readings” is listed in the course schedule you should go my web page at “http://www.twcnet.edu/cschutz,” click on “History Web Links,” and then follow the directions listed in the Course Schedule (i.e., look for the page listed in the Course Schedule, click on it, then find the subsection listed in the Course Schedule, locate the reading listed and click on that reading).
Exams: There will be two written exams in the class. The first will be a midterm exam held in class on Thursday, 2/21. The second will be the cumulative final exam. Any makeups for those exams will require valid medical documentation or my approval prior to the date of the exam.
Paper Assignment: You will write a 6-8 page paper due on the final day of class. The topic of that paper will be announced during the course of the semester.
General rule on turning in written assignments: Because the subject of the papers will be discussed the day they are submitted, harsh penalties will accrue to papers not turned in during class time on the date due (since benefitting from the discussion could unfairly advantage authors of late papers).
Student Scholarly Integrity: Any student cheating on exams, plagiarizing on papers, or copying other students’ work on assigned papers will be subject to failure in the entire course.
Class Participation: This will be a vital part of our class time together, and discussions will occur frequently throughout the semester. As such, it will comprise 20% of your course grade. While I expect some students to be better suited than others to class participation (i.e., more vocal and assertive in public speaking), all students are expected to participate to some extent during the course, or suffer in this portion of their grade.
Attendance: I will take roll daily, and up to three unexcused (i.e., without documentation from a doctor) will suffer no penalties. Roll will be taken at the beginning of class. It is the responsibility of any late students to inform me of your presence in class immediately after class is completed. After that time has passed, you will remain marked as “absent.” Over three absences may suffer penalties in the 20% of your class participation grade. While I will make an effort to repeat any announcements of upcoming assignments or exams, it remains the responsibility of anyone who misses class for catching up on any missed material— including the announcement of any dates (or date changes) in upcoming assignments. Be aware also that, since discussion is a critical part of your grade, missing class may also gradually damage your grade in that area as well (even without exceeding the allotted unexcused absences). Please note: Being present means just that– being present to what is going on in this class. Students asleep, doing work for another class, text messaging, or doing anything else other than what pertains to this class means being absent (and will count as such in my record), and will not be tolerated. Cell phones should be put carefully away during classtime. Since your service hours are another important part of participating this class, failure to complete those hours may also affect your participation grade (in addition to affecting your final paper which must reflect on that service).
Student Athletes: Because the purpose of permitting only three unexcused absences is to prevent the student from falling behind and suffering academically, student athletes who miss class due to athletic events will be limited in their allowed unexcused absences. Should you miss three (or more) classes due to athletics, then you may not take any unexcused absences in addition to that (if you have two athletic absences you may take one unexcused absence, if you have two athletic absences, you may take one unexcused absence). Exceeding this agreement will damage your attendance and participation grade. Student athletes who miss more than three classes due to athletic events (and have no unexcused absences), of course, will not be penalized; but, student athletes should be especially mindful of the burden such escalating absences will create for their academic performance (and, should thus be particularly vigilant to keep track of assignments, be sure to quickly get good notes from a classmate, etc.). Please note that it is the responsibility of the student athlete to keep the instructor aware of athletic absences– not the other way around. Thus, student athletes should notify the instructor that an absence was due to an athletic event at the next class meeting, so the instructor may properly note it. If the student athlete fails to do so, the absence will remain recorded as simply an unexcused absence. Should an athletic event ever conflict with a mandatory discussion or exam date, you should come see me at least a week in advance to make alternate arrangements.
Course Grade Distribution: Course Grade Scale:
Midterm Exam: 15% A: 92-100/ A- : 90-91
Final Exam: 15% B+: 88-89/ B: 82-87/ B- : 80-81
Pop Quizzes: 25% C+: 78-79/ C: 72-77/ C-: 70-71
Class Participation and Attendance: 25% D+: 68-69/ D: 62-67/ D-: 60-61
Final Paper: 20% F: 0-59
20th Century Social Movements
American Identity and Culture: “The American Bible” (1/15– 2/7)
► Tuesday, 1/15: American Beginnings > Prothero, Intro (page 1 through 1st paragraph on p.4), pp.18-51 (“The Exodus Story” & John Winthrop, “A Model of Christian Charity”)
► Thursday, 1/17: Religious Character & American Character > Prothero 408-419 (Pledge of Allegiance), 452-461 (Thomas Jefferson, “Letter to the Danbury Baptists”)
► Tuesday, 1/22: Freedom & Its Meaning > Prothero, 73-97 (Declaration of Independence), 330-345 (Gettysburg Address); Reserve Reading: Nathan Glazer, “Individualism and Equality in the United States”
► Thursday, 1/24: The Constitution > Prothero, 108-128; Reserve Reading: Louis Michael, “Let’s Give Up on the Constitution” (2012)
► Tuesday, 1/29: Equality > Prothero, 129-145 (Brown v. Board of Education), 250-253 (Abigal Adams, “Remember the Ladies” & Sojourner Truth, “Ain’t I a Woman?”), 226-243 (“God Bless America” & This “Land is Your Land”)
► Thursday, 1/31: Equality and Race > Prothero, 294-329 (Martin Luther King, Jr., “I Have a Dream”; Malcolm X, “The Autobiography of Malcolm X”)
► Tuesday, 2/5: Freedom & Individualism > Prothero 199-213 (Ayn Rand, “Atlas Shrugged”), 258-259 (Calvin Coolidge, “The Business of America is Business” ), 389-405 (Ronald Reagan, “The Speech”), 268-283 (Henry David Thoreau, “Civil Disobedience”)
► Tuesday, 2/7: Freedom, & Individual & Social Responsibility > Prothero, 372-388 (Franklin Roosevelt, First Inaugural Speech), 262-263 (John F. Kennedy, “Ask Not What Your Country Can Do For You”), 462-482 (Martin Luther King, Jr., Letter From Birmingham Jail”)
The Gilded Age (2/12– 2/19)
► Tuesday, 2/12: Reserve Reading: “Andrew Carnegie Hails the Triumph of America, 1885,” “Henry George Dissects the Paradox of Capitalist Growth, 1879,” “Rev. Alexander Lewis Offers Ode to Upward Mobility, 1902,” “Mark Twain Satirizes the Great American Myth, 1879,” “Labor Organizer Mother Jones Compares Southern Mill Life to Serfdom, 1901,” “Rudyard Kipling Returns from Chicago, 1899,” “William Graham Sumner Elaborates the Principles of Social Darwinism, 1885" “Booth Tucker Describes the Salvation Army’s Social and Gospel Work in Slums and Saloons, 1900" “Russell Conwell Squares Christianity with Worldly Success, 1915"
► Thursday, 2/14: Reserve Reading: “Purposes and Programs of the Knights of Labor, 1878,” “Trade Union Official Enunciates a Restrictive AFL Policy Toward Women Workers, 1897,”“A Pinkerton Guard Views the Battle of Homestead, 1892,” “Eugene V. Debs Denounces the Role of Corporations and the Courts in the Pullman Strike, 1895"
► Tuesday, 2/19: Mandatory Discussion Date: Stephen Crane, Maggie: A Girl of the Streets; Reserve Readings: “Theodore Dreiser’s Carrie Discovers the Department Store”; “”Democracy at the Movies, 1910"
The Progressive Movement (2/26– 3/12)
► Tuesday, 2/26: Mandatory Discussion Date: Ellen Fitzpatrick, Ellen, ed., Muckraking: Three Landmark Articles. (Please note: Do not read Lincoln Steffens’ “The Shame of Minneapolis”); Reserve Reading: “Lincoln Steffens Exposes the Corruption of Municipal Politics, 1904"
► Thursday, 2/28: Reserve Reading: “John Dewey Advocates a Democratic Schoolroom”; Eric Foner, “Freedom and the Progressive Era”
► Tuesday, 3/12: Reserve Reading: “In His Steps”; Walter Rauschenbusch, “Love and Justice”; Billy Sunday, “Drying Out the Republic”; “George Herron Depicts Jesus as a Revolutionary Socialist, 1889”; Patrick Allitt, “Popular Versions of Jesus.”
the 1970s and the Waning of the Worker’s Age (3/14–4/2)
► Thursday, 3/14: Cowie, Introduction and Chapter 1
► Tuesday, 3/19: Cowie, chap. 2-3
► Thursday, 3/21: Cowie, chap. 4
► Tuesday, 3/26: Cowie, chap. 5
► Thursday, 3/28: Cowie, chap. 7-8
► Tuesday, 4/2: Cowie, chap. 7-8
The Rise of a New Gilded Age (4/4– 4/23)
► Thursday, 4/4: Reserve Readings: Milton Friedman, “From Capitalism & Freedom, 1962"; Ronald Reagan, “Nomination Acceptance Speech, 1980"
► Tuesday, 4/9: Reserve Reading: Robert Bellah, Habits of the Heart, chap.10; John Heilpern, “Minister of Finance,” Vanity Fair, April 2010; David Brooks, “The Gospel of Wealth,” New York Times, 8 September 2010
► Thursday, 4/11: Reserve Reading: The Downsizing of America, chap.1 and 4
► Tuesday, 4/16: Reserve Reading: The Downsizing of America, chap.7; Barbara Ehrenreich, “Nickel and Dimed”; Andy Serwer and Allan Sloan, “How Wall Street Sold Out America” Time, 28 September 2008
► Thursday, 4/18: Reserve Reading: Nathan Schneider, “Some Assembly Required: Witnessing the Birth of Occupy Wall Street,” Harper’s, February 2012; Michael Grunwald, “One Nation on Welfare: Living Your Life on the Dole,” Time, 17 September 2012; Jason DeParle, “Harder for Americans to Rise from Lower Rungs,” New York Times, 4 January 2012; Michael Ames, “The Awakening: Ron Paul’s Generational Movement,” Harper’s, April 2013
► Tuesday, 4/23: Final Papers Due