HIST 2062 - Modern America: Capitalism and Democracy

North Terrace Campus - Semester 2 - 2016

This course spans the period from America's nineteenth-century emergence as one of many major industrial powers to its current status as a key economic and cultural hub of the world. Moving across four main periods, the course will trace the changing nature of America's political and economic system, often using case studies from American culture, in particular its musical history (including the birth of blues, country, rock and roll, the folk revival of the sixties, and more contemporary forms like Hip Hop). Our survey of American politics will move from the comparatively small nineteenth-century government to the expansive government created by Franklin D. Roosevelt and Lyndon Johnson, through to the conservative revival under Ronald Reagan. The focus on capitalism will be explored though analysis of America's business and labour history, often in global context since this has underwritten much of America's power in the world. By the end of the course, students will understand key themes in the history of one of the world's most powerful nations. A feature of this course is that it exposes students to high level historical writing. In addition to reading standard primary and secondary sources gathered in a course reader, students will read a prize-winning text on American capitalism and democracy that will serve to introduce students to what the history can be at the highest levels of university research.

  • General Course Information
    Course Details
    Course Code HIST 2062
    Course Modern America: Capitalism and Democracy
    Coordinating Unit Historical and Classical Studies
    Term Semester 2
    Level Undergraduate
    Location/s North Terrace Campus
    Units 3
    Contact Up to 3 hours per week
    Available for Study Abroad and Exchange Y
    Prerequisites At least 12 units of Level I undergraduate study
    Course Description This course spans the period from America's nineteenth-century emergence as one of many major industrial powers to its current status as a key economic and cultural hub of the world. Moving across four main periods, the course will trace the changing nature of America's political and economic system, often using case studies from American culture, in particular its musical history (including the birth of blues, country, rock and roll, the folk revival of the sixties, and more contemporary forms like Hip Hop). Our survey of American politics will move from the comparatively small nineteenth-century government to the expansive government created by Franklin D. Roosevelt and Lyndon Johnson, through to the conservative revival under Ronald Reagan. The focus on capitalism will be explored though analysis of America's business and labour history, often in global context since this has underwritten much of America's power in the world. By the end of the course, students will understand key themes in the history of one of the world's most powerful nations. A feature of this course is that it exposes students to high level historical writing. In addition to reading standard primary and secondary sources gathered in a course reader, students will read a prize-winning text on American capitalism and democracy that will serve to introduce students to what the history can be at the highest levels of university research.
    Course Staff

    Course Coordinator: Dr Tom Buchanan

    Email: thomas.buchanan@adelaide.edu.au
    Office: Napier 518
    Course Timetable

    The full timetable of all activities for this course can be accessed from Course Planner.

    This course will have three contact hours per week.
  • Learning Outcomes
    Course Learning Outcomes
    1 Display knowledge in American history surrounding the themes of democracy and capitalism
    2 Understand change and continuity across four periods in American history
    3 Recognise the value of a wide range of methodologies, conceptual approaches and competing narratives
    4 Evaluate and generate ideas and to construct evidence-based arguments
    5 Communicate effectively within the discipline of history
    6 Examine historical issues according to the scholarly and ethical conventions of the discipline of history
    7  Demonstrate an awareness of ethical, social, and cultural implications of historical enquiry within a global context
    University Graduate Attributes

    This course will provide students with an opportunity to develop the Graduate Attribute(s) specified below:

    University Graduate Attribute Course Learning Outcome(s)
    Deep discipline knowledge
    • informed and infused by cutting edge research, scaffolded throughout their program of studies
    • acquired from personal interaction with research active educators, from year 1
    • accredited or validated against national or international standards (for relevant programs)
    1,2,3
    Critical thinking and problem solving
    • steeped in research methods and rigor
    • based on empirical evidence and the scientific approach to knowledge development
    • demonstrated through appropriate and relevant assessment
    4
    Teamwork and communication skills
    • developed from, with, and via the SGDE
    • honed through assessment and practice throughout the program of studies
    • encouraged and valued in all aspects of learning
    5 ,6
    Intercultural and ethical competency
    • adept at operating in other cultures
    • comfortable with different nationalities and social contexts
    • able to determine and contribute to desirable social outcomes
    • demonstrated by study abroad or with an understanding of indigenous knowledges
    7
  • Learning Resources
    Required Resources
    Readings:
     Course readings will be made available prior to the semester. This will include a monograph and course reader.
    Recommended Resources
    Students are advised to read the textbook: Out of Many: A History of the American People (purchase of this book is recommended but a copy if also on reserve in the Barr Smith Library). Students should consult relevant chapters to deepen the assigned readings and lectures.
    Online Learning
    The course has a website, accessible through MyUni. Please consult it regularly for updates, a course guide, and additional resources.

    The University has access to a number of academic journals that have full text articles available online. Use Academic OneFile , Academic Search Premier, Project Muse and JSTOR databases (on the Library’s catalogue) to locate articles in these journals.
  • Learning & Teaching Activities
    Learning & Teaching Modes
    Face-to-face teaching on campus consisting of two lectures and one tutorial per week.

    The course includes lectures and discussion in tutorial of assigned reading. Lectures will include interactive elements in every session.

    A notable feature of the course is that students will be able to choose one of four approaches to American history, from which they will analyse and discuss lecture and reading material. Thus they can choose to be radicals, dreamers, schemers, or survivers. Students will then sit with like-minded fellow students in lectures and tutorials and comment on the material from the perspective of people with their sensibility in American history.

    Theme specific documents and readings will be assigned to faciltiate students' learning journeys.
    Workload

    The information below is provided as a guide to assist students in engaging appropriately with the course requirements.

    Students will need to devote approximately 12 hours per week to this course (divided over 12 weeks of study). This consists of 2 x 1-hour lectures and one tutorial per week, and 9 hours per week of independent study, during which time students will prepare for tutorials and work on assignments.
    Learning Activities Summary

    Schedule
    Week 1 Part 1. Capitalism and Democracy in Nineteenth Century America
    Week 2 The Growth of Capitalism
    Week 3 The Growth of Democracy
    Week 4 Part 2. Capitalism and Democracy in the Guilded Age
    Week 5 The First Age of Inequalty
    Week 6 The Progressive Era
    Week 7 Part 3. The Cold War
    Week 8 American Capitalism in the Global Arena
    Week 9 American Democracy in the Global Arena
    Week 10 Part 4. Conservatism and Modern Capitalism
    Week 11 The Rise of Conservatism
    Week 12 Modern American Capitalism

    Specific Course Requirements
    n/a
    Small Group Discovery Experience

    Two tutorials will be specifically devoted to the SGDE. Like all the other tutorials for this course, these sessions will be presided over by the lecturer. These will involve:

    1). The first SGDE will involve discussion of how different types of primary documents might be useful in a research project. This activity thus builds research skill by making students aware of what sorts of questions one might ask of different document types. This will also serve as a formative assessment as students will get feedback on ideas that they then will write about in the minor essay.

    2). The second SGDE will involve discussion of research methodology from a different vantage point than assignment #1. In the second SGDE we will discussion the research methodology in the assigned monograph to determine how a professional historian goes about their work. We will use the monograph as a subject for our detective work, trying to determine the author's work plan and system of knowledge creation.

  • Assessment

    The University's policy on Assessment for Coursework Programs is based on the following four principles:

    1. Assessment must encourage and reinforce learning.
    2. Assessment must enable robust and fair judgements about student performance.
    3. Assessment practices must be fair and equitable to students and give them the opportunity to demonstrate what they have learned.
    4. Assessment must maintain academic standards.

    Assessment Summary
    Assessment Type Percentage Formative/Summative Due Course Learning Outcomes
    Essay One 20% Summative First six Weeks 2,4,5
    Essay Two 30% Summative Second half of course 1,4,5
    Quiz 10% Summative first four weeks 1
    Tutorial Participation 10% Summative every tutorial 1,3
    Final Reflection (take home) 30% Summative end of term 1,5
    Assessment Related Requirements
    Students must submit both papers and take the final reflection to pass the course.
    Assessment Detail
    1. Minor Essay

    For this assignment students will write a document analysis of one of the primary sources assigned to this point of the course. You should analyse the document from the perspective of your chosen historical sensibility.

    The key initial questions you need to consider are:

    What type of document is it?
    · Does it have any particularly unique characteristics?
    · When was it written?
    · Who was the author and what was his/her position?
    · For whom (what audience) was the document written?
    · What is the purpose of the document?
    · Why was the document written?
    · What evidence is there within the document that indicates why it was written?

    When you finish your paper you should be able to answer the following questions:

    · In the introduction have I placed the document in its historical context and identified the kind of document it is?
    · Where I use quotes, do I identify the writer and his/her position to the reader?
    · Throughout, are my documents lost to view to the reader?
    · Have I thoroughly analysed both what the evidence says – and what it does not say?
    · Have I discussed how reliable the document is as a source of evidence and understanding?
    · Have I identified to the reader how the evidence develops – or doesn't develop – a better understanding of the historical period?
    · Have I thoroughly and correctly documented my sources of information?

    Your conclusion should discuss how the document might be used as part of a larger historical research project. What sort of question might use this document as a partial answer?

    2. Final Paper Assignment.

    You have two choices for this assignment.

    A) Extended Critical Reflection of Bethany Moreton’s To Serve God and Wal-Mart. This option does not involve engaging the sensibiltiies that structure the course.

    Questions:

    What is her thesis? How does it fit into the themes of Modern America? Students should have an argument that situates Moreton’s book into periods three and four of our course. There is no required extra research for this option.

    B) Research Paper. Students can choose to write on a research topic that addresses one of the themes of the course. These papers should be on a topic related to one of your chosen sensibilities. All topics will be considered, but those related to Capitalism and Democracy will be encouraged. Further guidance on topic development will be provided during the term.

    Students choosing this option will:
    1) Develop a research question in consultation with the instructor.
    2) Include at least 10 sources in the bibliography
    3) Write the paper in accordance with the Chicago Manual of Style Citation style
    4) Format: Times, 12 point font, double spaced. 
     
    3. Tutorial Participation
    Participation in tutorial discussions constitutes 10% of your final mark. In order to gain those marks you must attend tutorials regularly, demonstrate adequate preparation and be willing to contribute to the discussion. Students are permitted to miss two sessions during the term before their mark will drop. Students will have the opportunity to Self-evaluate their performance during the term.

    4. Quiz
    This will be 20 multiple choice questions covering all reading and lectures to this point of the course.

    5. Final Reflection
    This will be an informal 'take-home' reflection that will involve thinking about the overall course from the perspective of the sensibilties that were outlined.
    Submission
    Online Submission of Assignments (e-submission) via MyUni
    All assignments are to be submitted electronically via MyUni - this is a two-step process. The assignment needs to be electronically submitted for marking via the 'Assignments' link in the course menu. It then needs to be submitted separately to Turnitin, which is also done via the MyUni site. Marked assignments will be returned to the student in printed form.

    All assessments are due by NOON (12 pm) on the due date.

    Extensions
    Students wishing to apply for an extension need to submit the relevant form available at http://www.adelaide.edu.au/student/exams/mod_arrange.html to the school office at least 5 days prior to the due date for the assignment.

    Exceptions to the Policy
    If one of the following criteria is met, an informal extension can be organised with the course coordinator or tutor:
    · small extension – 2 days or less;
    · assessment item is worth 20% or less;
    · student is registered with the Disability Office (need to attach a Disability Access Plan – DAP).

    Students who submit an essay late, without having gained an extension, will be liable to a penalty of 2 marks per day that the essay is overdue, including weekends, for a maximum of two weeks. Unless special arrangements have been made, essays more than two weeks late, may not be accepted, and will automatically be eligible for a pass or fail grade only.
    Course Grading

    Grades for your performance in this course will be awarded in accordance with the following scheme:

    M10 (Coursework Mark Scheme)
    Grade Mark Description
    FNS   Fail No Submission
    F 1-49 Fail
    P 50-64 Pass
    C 65-74 Credit
    D 75-84 Distinction
    HD 85-100 High Distinction
    CN   Continuing
    NFE   No Formal Examination
    RP   Result Pending

    Further details of the grades/results can be obtained from Examinations.

    Grade Descriptors are available which provide a general guide to the standard of work that is expected at each grade level. More information at Assessment for Coursework Programs.

    Final results for this course will be made available through Access Adelaide.

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    SELTs are an important source of information to inform individual teaching practice, decisions about teaching duties, and course and program curriculum design. They enable the University to assess how effectively its learning environments and teaching practices facilitate student engagement and learning outcomes. Under the current SELT Policy (http://www.adelaide.edu.au/policies/101/) course SELTs are mandated and must be conducted at the conclusion of each term/semester/trimester for every course offering. Feedback on issues raised through course SELT surveys is made available to enrolled students through various resources (e.g. MyUni). In addition aggregated course SELT data is available.

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