Korey Garibaldi AMST 30102 Fall Semester 2016

University of Notre Dame College of Arts and Letters

Department of American Studies

Meeting Time: Tu/Th 3:30-4:45 Meeting Place: O'Shaughnessy Hall 106

kgaribal@nd.edu Office Hours: Tuesday and Thursday, 2-3 1036 Flanner Hall Office Phone: 574-631-1254

INTEGRATION IN AMERICAN CULTURE AND SOCIETY

COURSE DESCRIPTION: This course examines how "integration" broadly defined ( e.g., racial, ethnic, gender, sexual, and political) shaped American lives and national narratives between 1830 and the Civil Rights Acts of the 1960s. By brining social and cultural "integration" to the center of U.S. history as analytical tools, as a class we will explore a broad range of debates, possibilities and limitations of inclusion and equity in American life. Given that most citizens of the U.S. were hindered or marked by some form of exclusion during thenineteenth and twentieth centuries, our readings, lectures, and discussions will balance assessments of successful moves toward inclusion with close attention to related failures and shortcomings ( e.g. the Indian Removal Act of 1830, and Jim Crow segregation).

REQUIRED TEXTS: Colm Toib� Brooklyn (2009)All other course readings will be posted to our Sakai page under "Resources." You should plan to print out all readings and bring them with you lo class.

Assignments, Grading, and Procedures-

1. Throughout the semester students are to complete 3 short papers of 2-3 typed pages.With the exception of the first short paper, which has an assigned due date (September 14),the other two papers can be handed in on any day but only one paper can be handed induring a given week. Papers will be credited only if they treat the readings assigned for thatweek. You can consider these 3 papers as informal spaces where you can explore, assesscritically, or freely address issues in our readings or class discussions. Use them as anincubator for your longer final paper, or simply as a space to present reactions, musings,questions, disappointments, etc. about the readings or the ways in which we have---or havenot-been talking about the texts in our class discussions. However you proceed, closecritical examination of the text (a sentence, an image) is the only beginning to insightfulthinking. Instead of summing up our reading or offering a general impression of the text,the short papers ask you to hone in on a particular passage or precise moment in the textthat interests, troubles, engages, frustrates, provokes, or mystifies you. Think of these shortpapers as -"thought experiments" for generating compelling ideas. Definitive conclusions

are not the goal of these short papers. Instead, you might treat these short papers as initial drafts or meditations for your longer, more important essay.

2. A final paper (c. lOpp) comparing our readings from Colm T6ibin's Brooklyn to two ormore readings from class. You may choose an alternative but in that case you will berequired to provide a bibliography and precise description to me by November 8.

3. Grades: Your final grade for the course will consist of the following components:Attendance and Participation in Lecture and Discussion (10%) Three Short Essays (20% each) Final Paper (30%)

4. Participation:This is a crucial element of this course. Class cannot function without your input.

An above-average grade for attendance and participation means a student has come to class regularly, and consistently deomnstrates proof of preparedness by offering thoughtful ideas and substantively contributing to class disucssions. Take an active part in class meetings! Many different voices circulate through the texts we'll be reading, and to best understand these writings, we need many different voices to circulate (in harmony and contention, clarity and puzzlement) in our classroom.

It goes without saying that you can't participate fully if you're not here. Attendance is mandatory. Missing more than 3 classes will result in your grade being lowered by a grade point (e.g. B to C). In case of a legitimate or unforseen conflict rhat requires your absence from class-including athletic commitments-please email me in adance and provide adequte documentation upon your return.

STUDENT LEARNING GOALS: Upon Successful completion of this course, you will be able to:

• Identjf� key themes and events in the history of integration in the U.S. over the 19th

and 20 centuries.• Explain how "integration" functions in a broad range of social and cultural settings.• Recognize and describe how similar but distinct social and cultural integration

challenges relate and differ from one another.• Assess evidence and the general balance of equity and inequities in cultural

products, historical events, and social and professional interactions, in and beyondthe U.S.

Honor Code: Notre Dame students are expected to abide by Academic Code of Honor Pledge: "As a member of the Notre Dame community, I will not participate in or tolerate academic dishonesty." Please familiarize yourself with that code: see http://honorcode.nd.edu/. So the graded work you do in this class must be your own. Violations include, but are not limited to, sharing quiz answers with others, changing your quiz grade or that of another student, and using books or notes while taking the quiz. As you study for quizzes and prepare for

essays, collaboration among students, including members of your Leaming Group, is encouraged; but you should be guided by the principle of reciprocity generosity, with each student both giving and receiving aid. Further, in the case where you collaborate with other students make sure to fairly attribute their contribution to your project by citing that clearly in some appropriate other way. If you have any questions about what constitutes dishonesty, please see the Honor Code web page or ask me.

Accommodations: Documented Disability If you require special accommodations, please obtain a letter or form that documents your disability. Present the letter to me at the beginning of the semester so we can confidentially discuss the accommodations you need. No later than five business days before an exam, you should remind me of any testing accommodations you will need. A few related guidelines:

• Please notify me as quickly as possible if the material being presented in class is notaccessible (e.g., DVDs or videos need captioning, online course readings are notreadable for proper alternative text conversion, etc.).

• Please notify me as early in the semester as possible if disability-relatedaccommodations might be required for anything else.

Religious Holidays Please notify me of your pending absence at least fourteen days prior to the date of observance of a religious holy day. If you must miss a class, an examination, an assignment, or a project in order to observe a religious holiday, I will give you an opportunity to complete the missed work within a reasonable time after the absence.

WEEKI

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SCHEDULE OF READINGS

SECTION I: Toward a More Perfect Union

Tues., August 23: Introduction: Introductions and an Overview

How can we use "integration" as an analytical tool in this course? What aims and topics in this course relate to contemporary social and cultural problems?

Thurs., August 25: Defming Integration

Toure Reed, "Oscar Handlin and the Problem of Ethnic Pluralism and African American Civil Rights," Journal of American Ethnic History, Vol.32, No. 3 (Spring 2013), pp. 37 -45

WEEK2

WEEK3

WEEK4

"Review: Immigration" of Henry Duhring, Remarks on the United States of America, with regard to the actual State of Europe [1833], The North American Review, Vol. 40, No. 87 (April, 1835), pp. 457-476

Tues., August 30: Exclusion I

Transcript of President Andrew Jackson's Message to Congress "On Indian Removal" (1830)

Indian Removal Act of 1830

William G. McLoughlin, After the Trail of Tears: The Cherokees' Struggle for Sovereignty, 1839- 1880 (2014), Introduction

Thurs., September 1: Exclusion II

McLoughlin, After the Trail of Tears, ch. I ( 1-33).

Tues., September 6: Democracy Observed

Alexis de Tocqueville, Democracy in America, vol. 1 (1835) pp. 1-15, 17-21, 23-24, 31, 34-44, 50-52, 73-83, 87-89, 93-119, 122, 128- 131.

John Quincy Adams-Conclusion of the State of the Union Address ( 1825)

Thurs., September 8:Popular Sovereignty and the State

Alexis de Tocqueville, Democracy in America, vol. 2 (1840) pp. 143-168, 170-174, 184-189, 201-14, 219-37, 245 -49, 252 -58, 265 -70, 297 - 319.

Tues., September 13: Reform

Lyman Beecher, "The Nec�ssity of Revivals of Religion to the Perpetuity of Our Civil and Religious Institutions" (1831)

Charles Grandison Finney, "Lectures on Revivals ofReligion" ( 1835), "Sinners Bound to Change Their Own Hearts" (1836)

WEEKS

WEEK6

Thurs., September I 5: Defending Slavery

George Fitzhugh, Cannibals All! Or, Slaves without Masters (1857)

Roger B. Taney, Dred Scott Decision (1857)

J.D.B. DeBow, "The Non-Slaveholders of the South" (1860)

Tues., September 20: Remembering Slavery

Frederick Douglass, Narrative of the Life of Frederick Douglass ( 1845)

WPA Recording of Former Slave Fountain Hughes, Baltimore, MD (1948)

Elizabeth Cady Stanton, "Address to the Legislature of New York" (1854)

Thurs., September 22: The CiviJ War

"An Appeal from the Colored Men of Philadelphia to the President of the United States" ( I 862)

"Laws of War" (Also known as the "Lieber Code," and Instructions for the Government of Armies of the United States, in the Field, 1863)

Section H: The Problems and Structures of Freedom

Tues., September 27: Emancipation I

13th, 14'\ and 15th Amendments to the U.S. Constitution (1865, 1868, 1870)

Selection from The Condition of Affairs in the Late Jnsurrectionary States (testimony on the Ku Klux Klan before the United States Congress; 1872)

Thurs., September 29: Emancipation II

Dorothy Ross, "Lincoln and the Ethics of Emancipation: Universalism, Nationalism, Exceptionalism," Journal of American History (2009)

WEEK7

WEEKS

WEEK9

Tues., October 4: The Business of Free Labor

Edward Atkinson, "The Railroad and the Farmer," Journal of the American Agricultural Association ( 1881)

"The New Slavery in the South-An Autobiography," by a Georgia Negro Peon, Independent (1904)

Thurs., October 6: Rights vs. Rights

Faye Dudden, Fighting Change: The Struggle over Woman Suffrage and Black Suffrage in Reconstruction America (2011 ), Chapter 2

Tues., October 11: The Birth of Jim Crow

Plessy v. Ferguson (1896)

Kevin Mumford, "Ferguson," The American Historian (2014)

Barbara Welke, "When All the Women Were White, and All the Blacks Were Men: Gender, Class, Race, and the Road to Plessy, 1855 -1914," Law and History Review (1995)

Thurs., October 13: Race and Empire

Rudyard Kipling, "The White Man's Burden," McClure's Magazine (1899)

Gail Bederman, Manliness and Civilization: A Cultural History of Gender and Race in the United States, 1880- 1917 (2008), Chapter 1

"Filipino's First Bath," Judge (1899)

Tues., October 25: Progress?

Nancy Weiss, "The New Negro and the New Freedom: Fighting Wilsonian Segregation," Political Science Quarterly, Vol. 84, No. 1 (March, 1969), pp.61-79

Alain Locke, "The New Negro" ( 1925)

WEEK JO

WEEKll

Thurs., October 27: American Literary Modernism

Kenny J. Williams, "An Invisible Partnership and an Unlikely Relationship: William Stanley Braithwaite and Harriet Monroe," Callaloo (1987)

Ezra Pound, "Small Magazines," The English Journal (1930)

Section III: Redefining Cosmpolitanism

Tues., November 1: Dangerous Amusements

Chad Heap, Slumming: Sexual and Racial Encounters in American Nightlife, 1885 - 1940, Chapter 3

Thurs., November 3: America at War

Christine Stansell, American Moderns: Bohemian New York and the Creation of a New Century (2000), Chapter 9

Johnson-Reed Immigration Act ( 1924)

H.W. Evans, "The Klan's Fight for Americanism" (1926)

Tues., November 8: New Men and Women

Ann Douglas, Terrible Honesty: Mongrel Manhattan in the 1920s (1995),Chapter 1 (pp. 31 - 72)

George Sanchez, Becoming Mexican American: Ethnicity, Culture, and Identity in Chicano Los Angeles, 1900-1945 (1993), Chapter 6 (pp. 129 -150)

Thurs., November 10: Imagining The Future

John Maynard Keynes, "Economic Possibilities for our Grandchildren," The Nation and Athenaeum (1930)

Richard Weiss, "Ethnicity and Reform: Minorities and the Ambience of the Depression Years," Journal of American History(l919)

WEEK 12

WEEK lJ

WEEK 14

Tues., November 15: World War II, pt. I

Pete Daniel, Going Among Strangers: Southern Reactions to World War II," The Journal of American History (1990) James L. W. West III, "The Divergent Paths of British and American Publishing," Sewanee Review (2012)

Thurs., November 17: World War n, pt. 2

"You Can't Have a Career and Be a Good Wife," Ladies ' Home Journal (January 1944)

Katherine Turk, '"A Fair Chance To Do My Part of Work': Black Women, War Work, and Rights Claims at the Kingsbury Ordnance Plant," IndianaMagazine of History (2012), Vol. 108, Issue 3 (pp. 209 - 244)

Tues., November 22: Coming to Postwar America, part 1

Benjamin Schmidt, "The Foreign Language of 'Mad Men,'" Atlantic Monthly (March 2012)

Colm Toibin, Brooklyn (pp. 1 -50)

Thurs. , November 24:

Thanksgiving-No Class

Tues., November 29: Coming to Postwar America, part 2

Colm T6ibin, Brooklyn (pp. 50 - 125)

Thurs., December 1: Legal Reform

Civil Rights Act of 1964, Title II ( 1964)

Le, C.N., "The 1965 Immigration Act," Asian-Nation: The Landscape of Asian America htlp://www.asian-nation.org/1 965-imrnigration-act.shtml

WEEK15

Tues., December 6: New Directions

Neil Foley, Mexicans in the Making of America (2014), Chapter 6

Thurs., December 8: Evaluating the State of Social and Cultural Inclusion-How have American values shifted since the Indian Removal Act of 1830? What progress and challenges loom most prominently, up through the 1960s and to the present day?

Arthur Raper, "The South Strains Toward Decency," The North American Review (1937)