MIME-Version: 1.0 Content-Type: multipart/related; boundary="----=_NextPart_01C7330F.A65E6A80" This document is a Single File Web Page, also known as a Web Archive file. If you are seeing this message, your browser or editor doesn't support Web Archive files. Please download a browser that supports Web Archive, such as Microsoft Internet Explorer. ------=_NextPart_01C7330F.A65E6A80 Content-Location: file:///C:/1EF21713/CulturalWarfareSyllabus.htm Content-Transfer-Encoding: quoted-printable Content-Type: text/html; charset="us-ascii" FAMOUS TRIALS IN AMERICAN HISTORY

CULTURAL WARFARE: MAJOR CONTROVERSIES

IN UNITED STATES HISTORY

Rogers State University

Dr. David A. Tait=

 

<= span style=3D'mso-bidi-font-size:10.0pt;font-family:Arial'>HIST-4033        &= nbsp;           &nbs= p;            &= nbsp;           &nbs= p;            &= nbsp;           &nbs= p;      Spring 2007

<= span style=3D'mso-bidi-font-size:10.0pt;font-family:Arial'>ZAP Number 2332        &= nbsp;           &nbs= p;            &= nbsp;           &nbs= p;            &= nbsp;     MW 2:00 P.M.

<= span style=3D'mso-bidi-font-size:10.0pt;font-family:Arial'> 

 

Getting In Touch With Your Professor

 

Office: Room 112

(“The Bunker”)

Claremore Campus

 

E-Mail: dtait@rsu.edu     =             &nb= sp;            =                   Phone: (918) 343-7746

 

E-mail is often the most efficient way to communicate. Use it!  You may get a quicker reply to your question or concern than with any other method.

 = ;

Office hours: please refer to the professor’s website for information about office hours and appointments.

<= span style=3D'mso-bidi-font-size:10.0pt;font-family:Arial'> 

Website=

http://www.rsu.edu/faculty/dt= ait/

 

Up-to-date information about this course can be found on the professor’s website. Visit the website regularly to look for new information.   If there are changes in the = curse calendar and/or course requirements, you will find them there.

 

 

 

CLASS CALENDAR

 

Week 1= (January 8 & 10)

            Read: Southern Honor (SH). Preface, a= ll and Ch. 1, all

            Due: 8:00 A.M. Wednesday Wrap-up, SH reading

 

Week 2 (January 15 & 17)

            Read (Mon): SH Ch. 2

        &= nbsp;   25 to top 26; 33 - bottom 35;

        &= nbsp;   38 Insistence upon – 41 near top (recriminations over slavery)

        &= nbsp;   45 (Primal honor) – 55 (near top, egalitarian terms)

        &= nbsp;   59 (This presentation) – 61

Ch. 4, all

            Due: 8:00 A.M. Monday Wrap-up, SH reading

 

            Read (Wed): SH Chs. 4 & 5 (all); 9 (pp. 226-237); 12, 13, and 15-17 (all)

            Due: 8:00 A.M. Wednesday Wrap-up, SH reading

 

Week 3 (January 22 & 24)

            Read: Against Slavery (AS)

General Introduction, all, xii-xxxvi=

Part I, Historical Background, all, 3-45

Part II, Biblical Antislavery Arguments, all, 4= 9-84

            Due: 8:00 A.M. Monday Wrap-up, AS reading

 

            Read: AS Part III, Abolitionist Crusade, 1830-1865

        &= nbsp;   Introduction, Garrison, Garrison, 87-104

        &= nbsp;   Garrison, Garrison, 112-119

        &= nbsp;   Garrison, Speech, 122-125

        &= nbsp;   Walker (Appeal), 1= 31-143

        &= nbsp;   Channing176-191

        &= nbsp;   Angelina & Sarah Grimke, 197-206

        &= nbsp;   Bushnell, 229-234

        &= nbsp;   Lowell (3 selectio= ns), 259-262

        &= nbsp;   Mann, 266-272

        &= nbsp;   Stowe, 291-296

        &= nbsp;   Emerson, 301-312

            Due: 8:00 A.M. Wednesday Wrap-up, AS reading

 

Week 4 (January 29 & 31)

            Read: Defending Slavery (DS)

Preface, vii-ix

Introduction (all), 1-44

Documents:   Politics, Economics & Proslavery Thought (all), 47-95

            Due: 8:00 A.M. Monday Wrap-up, DS reading

 

            Read: DS Documents

Religion and Slavery (all), 96-128

            =             R= acial Theory and Slavery, 157-201

   &nbs= p;        Due: 8:00 A.M. Wednesday Wrap-up, DS reading

 

Week 5 (February 5 & 7)

            Read: Stony the Road We Trod (SR)

                    &= nbsp;   Preface, ix-xi

Map, xii

Introduction, 1-14

Part I

        &= nbsp;   Ch. 1, all, 17-39

        &= nbsp;   Ch. 3, all, 57-77

            Due: 8:00 A.M. Monday Wrap-up, SR reading

 

            Read: SR

Part II

        &= nbsp;   Chs. 4 & 5, all, 81-123

 

Part IV

        &= nbsp;   Chs. 9-11, all, 187-246

   &nbs= p;        Due: 8:00 A.M. Wednesday Wrap-up, SR reading

 

            Due: 5:00 P.M. on Friday February 9: Paper #1.

 

Week 6= (February 12 & 14)

            Read: Darwin,= On the Origin of Species (DAR)

            =             I= ntroduction (Ernest Mayr)

            =             A= nalytical Table of Contents (v-ix)

            =             C= hapters I and II

            Due:  8:00 A.M. Monday Wrap-up, DAR read= ing

 

            Read: DAR, Chapters III and IV

            Due: 8:00 A.M. Wednesday Wrap-up, DAR reading

           

 

Week 7= (February 19 & 21)

            Read: DAR    Chapters IX and X

Due:  8:00 A.M. Monday Wrap-up, DAR read= ing

 

            Read: DAR Chapter XIV

            Due: 8:00 A.M. Wednesday Wrap-up, DAR reading

 

 

Week 8   (February 26 & 28)

            Read: Marsden. = Fundamentalism and American Culture (MAR)

            Detailed assignments and deadlines TBA

 

Week 9=    <= /span>(March 5 & 7)

            Read: Marsden. = Fundamentalism and American Culture (MAR)

            Detailed assignments and deadlines TBA

           

Week 10 (March 12 & 14)

            Read: Morgan.  = Scopes Trial: A Brief History With Documents (Scopes)

            Detailed assignments and deadlines TBA

            Due: 5:00 P.M. on Friday March 16: Paper #2.

 

Spring Break March 19-23

 

Week 11 (March 26 & 28)

            Read: Dembski. = Intelligent Design (DEM)

            Detailed assignments and deadlines TBA

 

Week 12 (April 2 & 4)

            Read: Edward O. Wilson.  Consilience: The Unity of Knowledge (CON)

      &= nbsp;     Detailed assignments and deadlines TBA

 

Week 13 (April 9 & 11)

            Read: Collins. = The Language of God (COL)<= /span>

Detailed assignments and deadlines TBA

Due: 5:00 P.M. on Friday April 13: Paper #3.

 

 

Week 14 (April 16 & 18)

            Read: Noah Feldman. Divided by God (FEL)

Detailed assignments and deadlines TBA

 

 

Week 15 (April 23 & 25)

            Read: Alan Wolfe. The Transformation of American Religion (WOL)

            Due: Due: 8:00 A.M. Monday, all group research papers

            Due: 5:00 P.M. on Friday April 27: Paper #4.

 

 

Week 16 Exam: Wednesday May 2, 1:45 PM

Detailed assignments and deadlines TBA

Due 1:45 P.M. on Wednesday May 2: Paper #5.

Paper Topics

 

Students are require= d to write a total of five papers (5-10 pages each) on topics assigned by the instructor.  Additional inform= ation will be posted on the professor’s website.

 

Paper 1 covers mater= ial in Weeks 1-5.

Paper 2 covers mater= ial in weeks 6-10.

Paper 3 covers mater= ial in weeks 11-13.

Paper 4 covers mater= ial in weeks 14-15.

Paper 5 covers selec= ted material in weeks 6-15.

 

First Paper<= /o:p>

 To assist students on organizing th= eir initial reading, here are three topics for the first paper.  (More options may be added).<= /o:p>

 

  1. Discuss the interpretation of the Bible by abolitionists, proslavery advocates, and African Americans.  What texts do they emphasize,= and what interpretive strategies do they follow?  Does any approach seem more accurate (or much less accurate) than the others?  Explain your point of view.  Be sure to provide explicit references to Biblical texts and to specific writers from each group (abolitionist, proslavery, and African American)/
  2. Bertram Wyatt-Brown says a culture of hono= r was vital to the antebellum South, and that this culture distinguished the South from the North.  De= scribe the “culture of honor” and examine abolitionist and prosla= very documents for evidence of the culture of honor and the “modernizing” or “conscience” based Yankee alternative.  Does Wyatt-Brown’s argument help us to understand the controversy over slavery, or does he miss the mark?&nb= sp; Explain your position.  Be sure to make specific references to documents and to passage= s in Southern Honor.=
  3. In the material covered in Weeks 1-5, are = we witnessing a genuine cultural clash, or is the decisive issue the “social location of the interpreter” (region, race, class, gender, historical time?  One way to get at this question would be to ask whether conflicting positi= ons on slavery might be reconciled on the basis of argument and evidence, = or whether it would take a powerful act of empathy for people of different views even to try to understand each other.  Be sure to make explicit refe= rence to a variety of documents and perspectives.

 

 

  &nb= sp;         Required W= ork and Grading

.<= /p>

 

Wrap-ups <= /u>(375 points)

 

Use the form provide= d for this class on the professor’s website.  Wrap-ups are crucial to the class:= they provide the foundation for class discussion of the material.     A wrap-up is due each class d= ay except for the first meeting.  Each student is required to submit 25 wrap-ups (out of 29 available dates).  If you submit more than 25, you ea= rn extra credit for the additional submissions.

 

Wrap-ups are to be s= ubmitted electronically by the deadlines on the calendar.  Late wrap-ups are not accepted for credit; they get zeroes.    Each wrap-up is worth up to 15 points.

 

Website Reports (75 points)

 

Each student will be required to submit three reports on websites related to the material in Wee= ks 11-15.  Additional information= and a form will be provided on the professor’s website. 

 

Class Leadership<= /span> (100 points)

 

Each student will be responsible for class leadership on four occasions. You will be asked to prepare a one-to-two-page summary of the reading for the day and three to f= ive questions for class discussion. 

 

Papers (450 points)

 

Each student will wr= ite five papers (5-10 pages) on topics assigned by the instructor.  Topics and detailed instructions w= ill be posted on the professor’s website.&n= bsp;

 

Attendance

 

Attendance is the responsibility of the student and is required.  Attendance will be taken at the beginning of each class period.  To be counted present you must arrive on time and remain for the entire class period. After two absences all subsequent absences will reduce your course point-total by 10 points each.  A student who misses more than two consecutive classes, or more than 8 altogether, may, at the discretion of the instructor, receive a failing gra= de for the entire course.

 

Semester Grade

 

Your final grade wil= l be determined by the total number of points earned, minus any penalty for miss= ed classes, provided that you have satisfied all the requirements of the class= . Students who choose not to meet the “Expectations of Students” stated in= the syllabus may receive a failing grade regardless of the number of points ear= ned.

 

90‑100% (900-999) ‑ A    =     Excellent

80‑89%   (800-899) ‑ B        Very Good

70‑79%   (700-799) ‑ C        Competent

60‑69%   (600-699) ‑ D        Deficient

< 60%     (000-59= 9)     ‑ F     Inadequate

 

It is important to keep in mind that there is no curving of grades, = and also that there is no automatic rounding up of grades (e.g., a semester tot= al of 559 points can mean a course grade of D rather than C).&nb= sp;

&nbs= p;

The professor may choose to add extra-credit opportunities, but any such opportunities will be available to the whole class, not just to individuals.   Keep on to= p of your grades: make sure you know what you need to do to get the grade you are aiming for.

&nbs= p;

 &nb= sp;            =             &nb= sp;            =             &nb= sp;            =             &nb= sp;            =        


Required Books

 

In addition to these books, students will be expected to read portions of the Bible in the King James Version and in on of the following modern English translations: Revised Standard Version; New Revised Standard Version; New International Version; New Jerusalem Bible. The professor will make this material available as needed.  There may be some additional reading assignments, but you will not need to purcha= se anything else.  Such assignmen= ts would be available at the RSU Library and/or on the professor’s websi= te.

 

Bertram Wyatt-Brown,= Southern Honor: Ethics and Behavior in the Old South.  Oxford University Press.  0195033108

&nb= sp;

Paul Finkelman.  Defending Slavery: Prosla= very Thought in the Old South: A Brief History with Documents.  Bedford/St. Martin’s.  0312133278

&nb= sp;

Against Slavery: An Abolitionist Reader (Penguin Classics). Penguin. 0140437584

 

Cain Hope Felder.  Stony the Road We Trod: Afr= ican American Biblical Interpretation.  Augsburg Fortress.  0800625013

&nb= sp;

Charles Darwin.  On the Origin of Species: A Facsimile of the First Edition (Harvard Paperbacks). Harvard University Press.  0674637526

&nb= sp;

George M= . Marsden.  Fundamentalism and American Culture.  New Edition.  Oxford University Press.  0195300475<= /span>

        &= nbsp;  

Jeffrey = P. Morgan.  Scopes Trial: A Brief His= tory With Documents.  Bedford/St. Martin’s.  0312249195

&nb= sp;

William Dembski.  Intelligent Design: The B= ridge Between Science & Theology.  InterVarsity Press. 083082314X

&nb= sp;

Edward O. Wilson.  Consilience: The Unity of Knowledge. Vintage.=   067976867X

 

Francis = S. Collins.  The Language of God: A Scientist Presents Evidence for Belief. Free Press.  0743286391

&nb= sp;

Noah Feldman. Divided b= y God: America's Church-State Problem--and What We Should Do About It.  Farrar Straus Giroux. 0374530386 <= o:p>

 

Alan Wolfe. The Transformation of American Religion: How We Actually Live Our Fai= th. University of Chica= go Press. 0226905187

 

Key Information = About This Class

 

Bulletin Description

 

HIST 4033 A study of clashes between social and cultural systems, including such topics as antebellum Northern and Southern societies; Darwinists and their opponents; and competing visions of religious and secular authority. <= /o:p>

 

Course Description

 

This course focuses on several major cultural controversies in United States history, includ= ing specifically:

<= span style=3D'font-family:Arial;mso-fareast-font-family:Arial'>a.   &n= bsp;  abolitioni= st and proslavery thought; the interpretation of the Bible with respect to slavery= ;  the cultures of “honor”= and “conscience”  in antebellum America;

<= span style=3D'font-family:Arial;mso-fareast-font-family:Arial'>b.   &n= bsp;  Charles Darwin’s theory of evolution by natural selection; the emergence of fundamentalist Christian opposition to Darwin’s theory in the United States; the interpretation of the Bible with respect to evolution and creat= ion; continuing debates among scientists, philosophers and religious thinkers ab= out Darwinian theory and possible alternatives to it; and

<= span style=3D'font-family:Arial;mso-fareast-font-family:Arial'>c.   &n= bsp;  the role(s= ) of religion, Darwinian evolutionary theory, and the interpretation of the Bible in the “culture wars” some observers perceive in early 21st century America.

 

Objectives

 

Students who successfully complete this class will be able to do the following:=

 

1.   &n= bsp;   Describe l= eading abolitionist and proslavery ideas, with specific reference to differing approaches to social analysis and the interpretation of the Bible.

2.   &n= bsp;   Describe t= he concept of a “culture of honor” and discuss the role it may have played in the collision between North and South in the controversy over slavery.

3.   &n= bsp;   Describe t= he key ideas in Charles Darwin’s On = the Origin of Species and offer an explanation of why they became so controversial, especially in the eyes of Christian fundamentalists in the <= st1:place w:st=3D"on">United States more than a generation after the book appeared in 1859.

4.   &n= bsp;   Describe differing approaches to the interpretation of the Bible in the views of religious, philosophical and religious supporters and critics of Darwin’s the= ory of evolution by natural selection.

5.   &n= bsp;    Describe and discuss the view of “intelligent design” advanced by Wi= lliam Dembski; the major ideas advanced by E.O. Wilson in Consilience: The Unity of Knowledge; and the eff= ort to integrate scientific and religious perspectives in Francis S. Collin= s’s book The Language of God: A Scientist Presents Evidence for Belief.

6.   &n= bsp;   Discuss the claim that the early 21ist United States is engaged in a “culture war” in which Darwinian evolutionary theory, religion, and the interpretation of the Bible play important parts.

 

Assessment

 

Assessment will take place through writing assignments, including papers; class presentations; and class discussions.  Additional information is provided elsewhere in this syllabus, under “Required Work and Grading.”

 

Prerequisites

 

This is a senior-level class that requires advanced college-level reading comprehension and writing skills, as well as a strong= foundation of knowledge gained from having fulfilled  the University’s general educ= ation requirements and successfully completed upper-division classes in the social sciences (and/or relevant natural sciences, including Geology and Biology). Students who do not have all of these prerequisites should enroll in this c= lass only after close consultation with the instructor. 

 

Approach to Learning

 

This course is built around assigned reading, occasional lectures and/or present= ations, videos, class discussions, student reports, and writing.  Student participation is essential= if this class is to achieve its maximum potential.  Outside of class, students will le= arn through reading books and historical documents, investigating websites, and preparing writing assignments.  Individual help is available: your professor is available to meet wi= th you to help you get the maximum benefit from this class.  You can also talk with your profes= sor by telephone or consult with him via e-mail.

 

Expectations of Students

 

The path to success in the class begins with the attitudes and actions of stude= nts and the professor.  This is wh= at I expect of students:

1. complete all required work on or before the = due date, and keep up to date on the assigned reading;

2.  look up the definitions of words you do not know;

3. conduct yourself in class so that lectures a= nd other scheduled activities can proceed without distraction or interruption = (no talking, whispering, or other actions that can interfere with orderly learning). No communications devices (telephones, beepers, pagers, etc.). T= reat other students with respect at all times.&= nbsp; Students who disrupt the class in any way may be dismissed from the classroom;

4. comply with all relevant Rogers State University policies, especially those concerning academic integrity; and

5. attend all classes, arrive on time, and stay to the end. If you miss a class for any reason, it is your responsibili= ty to obtain the notes and other necessary information from other members of the class who are willing to help you.  <= /span>

 

 

The Professor’s Responsibilities

 

The professor has certain responsibilities, too.  You can expect that I will:

1.  lecture on topics mentioned in the course calendar, or related to th= em, or lead class discussions on such topics;

2.  encourage exploration of many points of view on the topics treated in the course;

3.  provide reasonable advance notice of changes in the course calendar and/or required work;

4.  maintain regular office hours for students; and

5.  grade and return your work in a timely manner.

 

Preparing Written Work

 

All work must be typed or word-processed.  Double-spacing and 12-point font required, except when using a form provided by the professor. . Please follow the guidelines for each kind of assignment; if you are not sure what to do, or how to do it, ask your professor!  All assignments wi= ll be graded not only for content but also for the quality of the presentation (grammar, spelling, word choice, etc., as well as appearance).  Use Standard English and aim for professionalism in your work.  Be sure to cite the sources you consult and to identify the source of any quotations. Use APA Style or C= hicago Manual of Style.  You must eit= her use Microsoft Word or save your work in a text file (.txt or .rtf). 

 

Submitting Your W= ork

 

All work in this cla= ss must be submitted electronically unless the professor explicitly advises otherwise.  All documents must= be submitted as Microsoft Word (.doc) or text files (.rtf or .txt).  Documents submitted in other forma= ts may not be readable and therefore may not receive any credit.  Send your work as an attachment to= an e-mail.  The subject line must include the course title, your full name, and a brief identification of the assignment, e.g., Cultural Warfare, Nancy Pelosi, Wrap-up.

 

Deadlines

 

All assignments are due as stated on the class calendar.  Late work is unacceptable.  It will not be graded and no credi= t will be awarded.  As a general rule, missed work cannot be made up.  If there are unusual and unavoidable circumstances, please discuss the matter = with the professor, who will consider requests on a case by case basis.

 

Keep copies of all your work

 

Always keep a copy of any work you turn in.  Although it doesn’t happen often, an assignment could get misplaced.  If it does, you ne= ed to have a backup copy.  It is recommended that you keep a hard copy as well as an electronic file.

 

 

= Academic Misconduct<= /u>

 

All institutions of higher education r= ely on intellectual integrity.  Teach= ers must expect honesty from students, and the failure to demonstrate honesty represents a fundamental threat to the entire academic endeavor.  Students are expected to follow university policies as put forth in the institution's Student Code of Responsibilities and Conduct.  In accordance with Title 12 of The Student Code, instances of all= eged academic misconduct (e.g. cheating, plagiarism, etc) will follow the polici= es and procedures as described in Title 12.&n= bsp; As a general rule, Faculty at Rogers State University have the responsibility of enforcing the academic code.  Therefore, if academic misconduct = is suspected, I will submit a letter of alleged academic misconduct to the Off= ice of Student Affairs. 

 

Non-academic misconduct

 <= /span>

In order to maintain an effective learning environment, students are expected to fully comply with The Student Code.  Disruptive behavior will not be tolerated.  This includes (but= is not restricted to) talking, being noisy in any manner, coming in late or leaving early, and the use of cell phones (including text messaging, etc.), PDA’s, Blackberry’s, etc. during class.  

 

Americans with Disabilities Act <= /h1>

 <= /span>

Rogers State University is committed to providing students with disabilities equal access to educational programs and services.  Any student who has a disability that he or she believes wi= ll require some form of academic accommodation must inform the professor of su= ch need during or immediately following the first class attended.  Before any educational accommodation can be provided, it is t= he responsibility of each student to prove eligibility for assistance by registering for services through Student Affairs.  Students needing more information = about Student Disability Services shou= ld contact the Office of Student Development at 343-7707.

 

 

------=_NextPart_01C7330F.A65E6A80 Content-Location: file:///C:/1EF21713/CulturalWarfareSyllabus_files/header.htm Content-Transfer-Encoding: quoted-printable Content-Type: text/html; charset="us-ascii"

PAGE=  

 

PAGE=   12

 

------=_NextPart_01C7330F.A65E6A80 Content-Location: file:///C:/1EF21713/CulturalWarfareSyllabus_files/filelist.xml Content-Transfer-Encoding: quoted-printable Content-Type: text/xml; charset="utf-8" ------=_NextPart_01C7330F.A65E6A80--