Civil War and Reconstruction amh 3170 Fall 2015 T/Th, 9: 25am-10: 40am Building 39, Rm. 3063 course requirements (exams, assignments, etc.) Think Pieces



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Civil War and Reconstruction

AMH 3170

Fall 2015

T/Th, 9:25am-10:40am

Building 39, Rm. 3063
COURSE REQUIREMENTS (EXAMS, ASSIGNMENTS, ETC.)

Think Pieces

Five times during the semester you will be required to write a “think piece” in response to that week’s reading assignment. The purpose of these short writing assignments is to help you make better sense of the reading materials and be better equipped to contribute to class discussion. These think pieces are worth 25% of your total course grade. Due Dates: Sept 4, Sept 25, Oct 15, Oct 22, Nov 12

Each think piece should be 1.5-2 pages double-spaced. While the writing assignment is informal, your material should be substantive and thoughtful. Think pieces are designed to help you respond to, engage with, and even struggle with specific course readings and primary documents. You should draw connections between course readings and class materials where relevant. You might consider beginning your think piece with a critical summary of the course material that identifies the key themes, arguments, and/or problems raised by the readings and primary sources. Next, provide a thoughtful analytical response to the readings (for example, take note of commonalities, contradictions, patterns, etc. and provide explanations for your observations) Lastly, you may address a question, problem or concern the writing generated for you. Consider sources, passages, or arguments that confuse you, generate emotions, connect to other course materials, or resonate with a current event.

Essay

For this course, you will write a 3-5 page essay. I will provide you with a question several weeks before the essay is due. You are expected to use course materials, especially primary sources, to craft an argument which you will present in a thesis statement. You are then to use information learned in class, course readings, and primary sources as evidence to support your argument. You must use at least 3 primary documents to support your argument. Into the semester, I will provide information on how to craft a thesis statement and support an argument with historical evidence. The essay is due Thursday, November 19, 2015. This essay is worth 25% of your total course grade.

Do not wait until the last minute to write this paper. Once you receive the prompt, begin thinking about the people, events, and primary documents you might want to include in your essay. Your essay should be 3-5 pages, double spaced, and stapled. Please use proper citations according to the Chicago Manual of Style. In order for me to grade your essay blindly, please include a title page that has your name and the title of your essay. Do not type your name on any subsequent pages. When I turn over your title page, I should not encounter your name while I am reading your essay. Though this essay must be at least 3 pages, keep in mind that it would be hard to achieve excellence in less than 4-5 pages.

Midterm/Final Exam

Each student will take a midterm and final exam to be written in class on the days indicated on the course schedule. Each exam will consist of identifying key terms and crafting short essays. Exam identifications and essay questions will be provided ahead of time in the form of an exam study guide. The midterm will be Tuesday, October 6, 2015 during our regularly scheduled class time in our regularly scheduled classroom; the final exam will be December 8, 2015 at 10am-11:50am in our regularly scheduled classroom.



*All think pieces and essays should be typed using 12pt font (preferably Times New Roman) and standard 1-1.25 inch margins, double-spaced, and stapled if necessary. I will not be responsible for keeping up with loose pages. Remember, for your essay, your name should only appear on the title page. Points will be deducted for not following directions.
ASSESSMENTS

Think Pieces (5) 25%

Midterm Exam 20%

Essay 25%

Final Exam 30%
GRADING

A 100-93


A- 92-90

B+ 89-88


B 87-83

B- 82-80


C+ 79-78

C 77-73


D 72-60

F 59 and below


A range: Excellent. Work of a consistently superior standard throughout that shows distinction in organization, accuracy, originality, understanding, and insight. Writing contains few or no mechanical errors.

B range: Very good. Above average. Work that demonstrates a high degree of organization, accuracy, originality, understanding and insight. Writing contains minimal mechanical errors.

C range: Satisfactory. Average. Work that fulfills the essential requirements in quality and quantity and meets acceptable standards for advancement. Writing contains some mechanical errors, but these do not compromise the coherence or clarity of the written work.

D range: Passing. Work that fulfills the essential requirements and deserves class credit yet falls below acceptable standards for advancement. Writing contains significant mechanical errors.
EXPECTATIONS AND POLICIES

Attendance- Attendance is mandatory and will be recorded daily. Because there are always issues that arise, everyone is automatically granted two (2) absences without penalty. Any additional absences must be excused.

Excused absences include (a) serious illness (b) work-related emergencies; or (c) death in your immediate family. In order for your absence to be excused, you must provide official documentation.



military authorities, signed note from athletic coach, etc.) If a last-minute emergency causes you to miss a class, see me. Official documentation will be necessary (e.g. tow truck or emergency room receipts, police report, etc.). If you will miss class because of religious observances, notify me in writing during the first two weeks of class. If you should exceed the two (2) absence allowance with additional unexcused absences, the consequences are serious: each unexcused absence will result in 2 points deducted from your final grade.
Class Participation- Interactive discussions are crucial to this course because they give you opportunities to work through problems, ask questions, evaluate answers, and learn from each other. Discussions will focus on analyzing evidence, arguments, and theories and relating information and ideas from different sources. Naturally, to achieve these goals, we must all come to class prepared, share our ideas openly, and respond to each other with courtesy and respect. Assigned readings for the day listed on the syllabus should be completed prior to the start of class.
Blackboard: Our Blackboard site is blackboard.unf.edu. Make sure you register your preferred email account with ITS in order to receive class-related email via Blackboard. You must have your UNF mail routed to the email account that you actually use. I will only send email to UNF accounts, and you are responsible for the information contained in those emails. Forwarding does not always work, so the best strategy is to check your UNF account. In Blackboard you will find on-line course readings, the syllabus, announcements, grades, and other materials. You are responsible for reading and understanding the information contained in Blackboard, including announcements.
Communication- Feel free to email me with minor concerns. Your emails receive priority. However, because of the volume of emails that I receive, please allow me 24 hours to respond. Therefore, it is important for you to plan ahead and account for this 24 hour grace period. For more major concerns and extra help, please come to my office hours. I will conduct office hours on Tuesdays and Thursdays. Please see times above. Please take advantage of this opportunity. I am willing to meet with you outside of my office hours if you have a class conflict. Please email me to schedule an appointment. I will not discuss grades or classroom performance via email. I will not provide feedback on paper drafts and exam essay drafts via email. You must come and meet with me face-to-face. If you would like for me to review/ provide feedback on a paper/exam essay draft, you must give it to me at least 4 days before the assignment is due. This gives me time to read and provide feedback and you time to make any necessary corrections. It is important that you plan ahead for papers and tests. I am not guaranteed to be available to answer late night questions via email. However, I would suggest that you exchange contact information with fellow classmates in the event you have last minute questions. Remember, when you communicate with professors, you are operating in a professional context. Your professors are industry professionals (history professors at UNF are professional historians, authors, researchers, and educators). Communicating with your professors in an appropriate and professional manner can only work to your advantage. When you email your professors, use a formal or semi-formal writing style, and be sure to include all relevant information in the email (your name, the class, etc.). Keep it brief and polite.
Learning and Working Environment: Please treat classmates and the professor considerably and respectfully. You are expected to arrive on time; be attentive and cooperative; pay full attention during lectures, films, and discussions; and engage in discussions in a respectful and thoughtful manner. Please do not pack up your stuff early or while I or another student is talking. Behavior damaging to others’ well-being and the learning/working environment will not be tolerated. This includes but is not limited to insults and intimidation; verbal, written, and/or physical attacks, threats, and harassment of any kind; and bullying of any kind, including but not limited to cyberbullying via any platform, program/app, or server.
Texting, Cellphones, Message/Facebook/IM Checking, Web-Surfing, Sleeping, Doing Other Work in Class, etc.: If you are texting, checking messages, sleeping, doing other work in class, etc., you will be marked absent for that day regardless of the amount of class time you spent on the inappropriate activity. If refraining from checking Facebook, messages, etc. during class causes you distraction or discomfort, you should contact the UNF Counseling Center for assistance (Building 2/Room 2300, phone (904) 620-2602). Turn off your cell phones during class, except in cases of emergency. If yours is an emergency case, see me before class.
Laptops: Inappropriate laptop use (chatting, web surfing, Facebook, etc.) during class will result in a laptop/tablet/e-reader ban, an absence for that day, and thereafter you will have to print out or otherwise acquire hard copies of all the reading.
Recording: No audio or visual recording of any kind, in any format, is allowed at any time in this class unless approved by the DRC. My lectures are my intellectual property.

Deadlines: Written assignments are due at the beginning of class on the date indicated on the syllabus. Reading responses will not be accepted late. Term papers will be reduced by 10 points for each day the assignment is late. All written assignments must be typed and printed out as a hard copy with your name on top; hand-written responses will not be accepted. If for some extraordinary reason you cannot access a printer before class, you have one opportunity during the summer session to email me your reading response BEFORE the relevant class and you must bring a hard copy to me at the start of the next class. Please plan ahead for printer malfunctions.
Academic Integrity: Intellectual integrity is a fundamental ideal in American education and professional life. Academic dishonesty (cheating, plagiarism, etc.) will not be tolerated and will result in an F for the course and may be reported to the student conduct board. You should carefully study the UNF honor code and guidelines about plagiarism and academic dishonesty. You are responsible for doing your own work and avoiding plagiarism in your own work. You may not copy another writer’s exact words without using quotation marks around them and citing the source. Nor may you use the ideas or information of another person without citing the source in a reference (a footnote or endnote). You may not submit the already written papers or research of another person. Although you are encouraged to discuss the readings and your ideas with your classmates, you must develop, outline, and write your papers alone. If there is anything about avoiding plagiarism that you do not understand, including how to quote, cite, and paraphrase properly, you must make an appointment to see me during office hours to address these issues. Ignorance is not a legitimate excuse for plagiarism at this level of study. Please review the University policy on academic integrity: https://www.unf.edu/president/policies_regulations/02-AcademicAffairs/EnrollmentServices/2_0640P.aspx
Citations: In your written work you must provide citations to identify the sources of quotations, paraphrased passages, ideas or information. Footnotes are the standard form of citation in the discipline of history and should be used in reading responses and essays. Please refer to the Chicago Manual of Style for instructions on how to use footnotes. This is a good website: http://owl.english.purdue.edu/owl/resource/717/01/
RESOURCES

ADA Statement (Americans with Disabilities Act): Students with disabilities who seek reasonable accommodations in the classroom or other aspects of performing their coursework must first register with the UNF Disability Resource Center (DRC) located in Building 57, Room 1500. DRC staff members work with students to obtain required documentation of disability and to identify appropriate accommodations as required by applicable disability laws including the Americans with Disabilities Act (ADA). After receiving all necessary documentation, the DRC staff determines whether a student qualifies for services with the DRC and if so, the accommodations the student requires will be provided. Accommodations can only be provided through the DRC, with official DRC paperwork. DRC staff then prepares a letter for the student to provide faculty advising them of approved accommodations. For further information, contact the DRC by phone (904) 620-2769, e-mail drcexams@unf.edu, or visit the DRC website www.unf.edu/drc

Military and Veteran Students: Military and veteran students who return from combat exposure may be utilizing the post 9/11 GI bill to continue postsecondary education goals and may need both physical and academic accommodations. Contact Ray Wikstrom, Director of Military and Veterans’ Resource Center by phone (904) 620-2655, email ray.wikstrom@unf.edu.

Writing Center: If you are having trouble with your writing or just want to sharpen your writing skills, visit the Department of English Writing Center. The Center works with students one-on-one to craft individualized strategies to strengthen their writing and encourage better, stronger writing practices. The Writing Center does NOT: edit papers, proofread entire papers, tell you what to write, or estimate your prospective score or grade. To schedule an appointment, call 904-620-5394 or email rubrics@unf.edu. Visit www.unf.edu/coas/english/wc/aboutwc.aspx

Technical Support: If you experience any problems with your UNF account you may send an email to: helpdesk@unf.edu or call the UNF Computer Helpdesk at 904-620-4357.

Mental Health Support: If you are experiencing emotional distress or want to maintain mental wellness, contact the UNF Counseling Center at 904-620-2602 or http://www.unf.edu/counseling-center/
Student Ombudsman: If you have questions about UNF rules, policies, or procedures, contact the Student Ombudsman at 904-620-1491 or http://www.unf.edu/ombudsman/

Course Schedule
Week 1: Introduction

Aug. 25: Course Introduction

Reading: No reading
Aug. 27: The Centrality of Slavery, 1808-1848.

Reading:

Guelzo, Fateful Lightning, chapter 1, p.3-53.

Gienapp, The North and South Contrasted: #3, 8, 10, 12.

Week 2: A Sectional Divide

Sept. 1: The North And the South up to 1850: Cultural and Economic Visions

Reading:

*McPherson, “Antebellum Southern Exceptionalism,” p.418-433.



Gienapp, The North and South Contrasted: #1, 2, 5, 6.
Sept. 3: Slavery and Free Labor in the West: Political consequences of Westward expansion

Reading:

Guelzo, Fateful Lightning, chapter 2, p.54-93.

Gienapp, The House Dividing: #1,2,3,4.



Week 3: The Cause of War

Sept. 8: The Compromise of 1850 and its Consequences

Reading:

Guelzo, Fateful Lightning, chapter 3, p.94-137.

Gienapp, The House Dividing: #5, 6, 7.

Sept. 10: The Political Road to Secession, 1854-1859

Reading:

Dew, Apostles of Disunion, p.1-50.



Gienapp, The House Dividing: #8, 9, 10, 11.
Week 4: The Cause of War, cont.

Sept. 15: Disunion

Reading:

Dew, Apostles of Disunion, p. 50-81.

Gienapp, The House Dividing: #13,15,16,17.

Sept. 17: Mobilizing Men, Minds, and Material for War

Reading:

Rubin, A Shattered Nation, p.11-42.

Guelzo, Fateful Lightning, chapter 6, p.232-277.

Gienapp, The Road to War: #1, 2, 5 and The War Begins: #1, 5,7.


Week 5: War Begins

Sept. 22: Military Strategy: How Each Side Planned to Win

Reading:

Guelzo, Fateful Lightning, chapter 4, p.138- 185.

Gienapp, The War Begins:#6 and The Military Struggle, 1861-1862: #1,5,10,13.
Sept. 24: The War’s Early Years

Reading:

Guelzo, Fateful Lightning, chapter 5, p.186-231.

Gienapp, The Military Struggle, 1861-1862: #6,11,14,15.


Optional Reading: For more on military strategy and war craft, read Guelzo, Fateful Lighting, chapter 7, p.278- 324.
Week 6: Realities of War

Sept. 29: Emancipation and Slavery’s Demise

Reading:

Guelzo, Fateful Lightning, chapter 9, p.375-389.

Gienapp, African Americans: #1, 2, 6 and Union Politics: #1 (Emancipation Proclamation)
Oct. 1: 1863: The Year that Trembled

Reading:

Guelzo, Fateful Lightning, chapter 8, p. 325-372.

Gienapp, The Military Struggle, 1863: #5, 6, 8,9.


Week 7: The Realities of War, cont.

Oct. 6: Midterm Exam


Oct. 8: The Gender(ed) Conflict: Women in Wartime

Reading:

*Laura Edwards, Scarlett Doesn’t Live Here Anymore, chapters 4-5: “Embracing That Which Would Destroy Them” and “Fighting Any Longer is Fighting Against God,” p. 65-99.

*Nina Silber, Daughters of the Union, chapter 2: “The Economic Battlefront,” p. 41-86.

Gienapp, The Union Home Front: #7,9 and The Confederate Home Front: #5,10.
Week 8: The Battle on the Home front

Oct. 13: The Uncivil War on the Southern Home Front

Reading:

Rubin, A Shattered Nation, p. 50-111.

Gienapp, The Confederate Home Front: #3,6,7,11.
Oct. 15: Civilians and the Northern Home Front

Reading:

*Nina Silber, Daughters of the Union, chapter 7: “Wartime Emancipation,” p.222-246.

Gienapp, The Union Home Front: #2,3,4,8.


Week 9: The End is Near

Oct. 20: The War in the West and Virginia and Southern Occupation

Reading:

Guelzo, Fateful Lightning, chapter 10, p.418-464.

*Troy Smith, “Nations Colliding: The Civil War Comes to Indian Territory,” Civil War History Vol. 59 No.3 (September 2013).

Gienapp, The Military Struggle, 1864: #3,6,7.


Oct. 22: Confederate Nationalism in Crisis

Reading:

Rubin, A Shattered Nation, p.117-140.

Gienapp, The End of the War: #2,4, and Confederate Politics, 1864-1865: #2,3,5.


Week 10: The Price of War

Oct. 27: The War’s End and Counting its Costs

Reading:

Guelzo, Fateful Lightning, chapter 11, p.465-483;

*Drew Gilpin Faust, “The Civil War Soldier and the Art of Dying,” Journal of Southern History Vol. 67 No.1 (February 2001).

Gienapp, The End of War: # 1,11,14,16.


Oct. 29: The Meaning of Victory and Defeat (Healing the Union)

Reading:

*Thavolia Glymph, “Out of the House of Bondage: A Sundering of Ties, 1865-1866” in Out of the House of Bondage: The Transformation of the Plantation Household. Gienapp, The End of War: #7,12,13 and Confederate Politics, 1864-1865: #6.
Week 11: Reconstruction Begins

Nov. 3: Presidential Reconstruction

Reading:

*Eric Foner, “The Failure of Presidential Reconstruction” in A Short History of Reconstruction, p.82-103.

Gienapp, Presidential Reconstruction: #1, 2, 3 and Johnson’s Class with Congress: #2.
Nov. 5: The Radicalization of Congress

Reading:

*Eric Foner, “The Making of Radical Reconstruction” in A Short History of Reconstruction, p.104-123.

Gienapp, Johnson’s Clash With Congress: #1,4,5,8.


Week 12: Radical Reconstruction

Nov. 10: Congressional Reconstruction

Reading:

Rubin, A Shattered Nation, p. 141-171.

Gienapp, Congressional Reconstruction: #2,3,6, and Political Reconstruction in the South: #2, 3.
Nov. 12: The Freedpeople’s Fate

Reading:

Hunter, To ‘Joy My Freedom, p.4-73.

Gienapp, Presidential Reconstruction: #6, 8 and Economic and Social Reconstruction: #1,3,4, 8.


Week 13: Reconstruction’s End

Nov. 17: Redemption and the Lost Cause

Reading:

Rubin, A Shattered Nation, p.172-239.

Gienapp, Opposition and Northern Disillusionment: #2,8,9,10.
Nov. 19: Free Labor’s Limits: Northern Postwar Politics, Downfall of Reconstruction, and the Rise of the New South

Reading:

Hunter, To ‘Joy My Freedom, p. 74-97.

Gienapp, The End of Reconstruction: #1,2,3.


Essay Due: Thursday, November 19.
Week 14: The Rise of Jim Crow

Nov. 24: The Nadir of Race: What Could have Been and What Happened Instead

Reading:

Hunter, To ‘Joy My Freedom, p. 98-186

*Ida B. Wells, “Southern Horrors.”
Nov. 26: NO CLASS; THANKSGIVING HOLIDAY
Week 15: Civil War and Reconstruction Memory

Dec. 1: The War in American Memory: Remembering the War and Forgetting Reconstruction

Film: Birth of a Nation

Reading:

Hunter, To ‘Joy My Freedom, p. 219- 238.

Guelzo, Fateful Lightning, epilogue, p. 514-536.


Dec. 3: Course Review: Evaluations and Conclusions
FINAL EXAM: Tuesday, December 8, 2015, 9-10:50am.



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