Syllabus for History 112, crn=341 (Web Version)

The American Civil War & Reconstruction Eras

Summer 2005 Ginette Aley, Ph. D., Instructor

Office: 224 Meredith / Phone: (515) 271-2136 ginette.aley@drake.edu

Office Hrs: by phone, email, or by apt

Required Reading List:

Fellman, Michael, et al This Terrible War (main textbook)

Robertson, James I. Soldiers Blue & Grey

Cashin, Joan, ed. The War was You and Me (selections)

Foner, Eric A Short History of Reconstruction, 1863-1877 (1990)

Course Description, Goals, and Objectives:

In this course we will consider that period during which Americans were divided against themselves over such issues as states’ rights, the preservation of the Union, and ideas about freedom and slavery. The latter being an institution that was firmly entrenched in one region’s social structure and racial hierarchy, while at the same time enmeshed in the entire nation’s political and economic fabric. Indeed, the extension of slavery into the newly formed territories is often under-appreciated by students as one of the major forces in both America’s westward expansion and in precipitating secession and war. This course will examine a number of important and revealing tensions leading up to and coursing throughout the American Civil War and Reconstruction periods, as we note how the rhetoric of the war changed from a focus on preserving the Union to a struggle for emancipation and freedom.

We will keep asking the question: How did Americans experience, negotiate, and overcome this period? What made their experiences different? On what were they united? To this end we will spend much time in exploring first-hand accounts. My goal as your instructor is to foster your learning about this period and to assist you in broadening your understanding. Don’t just read…question, contemplate, challenge, work-through, and open your mind to learning.

Readings:

You will note that the amount of reading is typically heavy by week, but varies, so please plan your study time accordingly. I cannot emphasize enough how important it is to keep up with your readings—and how easy it will be to fall behind and get frustrated. It goes without saying that your learning is enhanced by also taking (and frequently reviewing) notes as you read.

With regards to our main text (Fellman), I will upload terms and questions for you to consider as you read, in the form of a Reading Guide (see next paragraph). Focusing on these will help you to manage the quick pace we must keep as a result of this being a summer web course.

Course Format—How a Web Course is Different:

Web courses are different. They move much quicker, and the student must be very disciplined in keeping up with the reading and assignments. We only have 5 weeks to cover what I usually struggle to get done in an entire semester. However, I have made adjustments in the readings and the assignments that will hopefully maximize your ability to learn while minimizing stress levels. For example, on the course web page I have added a link called Reading Guide, which is a list of key terms for you to be sure to grasp in the readings. Use this to guide you through the readings. Since we do not meet as a class, we are 100% dependent upon the internet for the course web page AND email. You may also feel free to contact me by phone and leave a message. Still, the fastest way to contact me may be by email. I am electing NOT to have online discussions except via email at this time.

Assignments and Grade Distribution;

You will be graded on 3 areas:

(33%) weekly quizzes (1 ½ - 2 pages, double-spaced, in length each; 5 total)

(33%) 2 comparative essay reviews from the Cashin book (due weeks 3 & 4)

(33%) 1 short paper (about 5 pages) that uses at least 2 of the many published primary source accounts to describe, assess, and relate the Iowa experience

Assignments in more detail:

-Weekly Quizzes

Each Thursday I will email the class that week’s quiz question. My intention is that by then most of that week’s reading should already be done so you should be able to work through these questions (*alone*)—which will be designed to have you engage that week’s reading in your answers. They will be due by email attachment to me the following Saturday noon. I am looking for about 2 pages (double spaced) in your answers. Obviously if you want to protect your Saturdays for non-school things, then try to email this to me earlier. I will make them either as A (excellent detail and a thoughtful answer that includes some level of analysis with respect to significance. In other words, tell me what is significant about what you are talking about); B (good detail but could have easily added more analytical depth and things like identifying characteristics i.e. dates, correct names, places, etc.); C (teacher is unhappy with this answer since it does not try to meet the page minimum, or talk about significance; in other words, little effort is made to give a good answer).

Comparative Essay Reviews (2):

Look at your Reading Schedule and note that for weeks 3 & 4 I have listed several essays for you to consider in the Cashin book. Choose 2 from the designated group to read, summarize, and compare in a 2 to 3 page paper, double-spaced. Like your weekly quizzes, these are also due via email attachment the following Saturday at noon (Yes, those weeks you will have 2 things to get to me). These readings are important because they focus on the civilians’ experience. The ones for week 3 specifically consider race issues, while the ones for week 4 explore aspects of gender & family.

Short paper(1):

Besides the Syllabus, Reading Schedule, and Reading Guide links on our Course Web Page, you will also note one called Preliminary Civil War Iowa Bibliography. I have listed a number of published primary (or, first-hand) accounts as well as secondary studies. Think of a topic that interests you, perhaps your reason for taking this course. Then select at least 2 related accounts from the bibliography or from sources that you find. Describe these experiences and what aspect of the Civil War they represent. What was it like to do what these men and women did? What motivations do you think guided them? What difference did it make that these were Midwesterners? Possible topics include:

-the soldiering experience

-women and relief work (i.e. Annie Wittenmyer)

-politics (i.e. Copperheads and Lincoln Moderates)

-battles and strategies

-fugitive slaves and contrabands

-John Brown in Iowa

-role of religion or ethnicity

-letters between husbands and wives

Other possibilities exist. If you want help choosing a topic, please contact me as soon as possible.

My point in having us focus on Iowa this summer for your papers? One of the areas in which I write and do research is Regional History, and in this I am guided by the “truth” of a line written by famed novelist Eudora Welty: One place comprehended can make us understand other places better.

While she was talking about the context of place we can easily see how, by understanding Iowans’ Civil War experiences, we can than understand the broader national experience. Afterall, these were men and women like you and me.

Grading Scale:

A 92-100%

B 82-91%

C 72-81%

D 62-69%

F 61% & below

Make-ups and Due Date Policy:

I do not accept late assignments.

**Readings, topics, and exam dates are subject to modification at the instructor’s discretion.

**Academic integrity policies will be vigorously upheld in this course—no form of cheating, work sharing, or dishonesty will be tolerated.