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Viewing: HI 462/HI 562 : Southern History since the Civil War

Last approved: Sat, 14 Jan 2017 09:01:54 GMT

Last edit: Tue, 16 Aug 2016 12:02:27 GMT

Catalog Pages referencing this course
Change Type
Major
HI (History)
462
011669
Dual-Level Course
Yes
562
Cross-listed Course
No
Southern History since the Civil War
US South since Civil War
College of Humanities and Social Sciences
History (16HI)
Term Offering
Fall and Spring
Offered Every Third Semester
Spring 2016
Previously taught as Special Topics?
No
 
Course Delivery
Face-to-Face (On Campus)

Grading Method
Graded with S/U option
3
16
Contact Hours
(Per Week)
Component TypeContact Hours
Seminar3.0
Course Attribute(s)
GEP (Gen Ed)

If your course includes any of the following competencies, check all that apply.
University Competencies

Course Is Repeatable for Credit
No
 
 
Katherine Mellen Charron
Associate Professor
Full

Open when course_delivery = campus OR course_delivery = blended OR course_delivery = flip
Enrollment ComponentPer SemesterPer SectionMultiple Sections?Comments
Lecture2525NoUp to 5 seats reserved for graduate students
Open when course_delivery = distance OR course_delivery = online OR course_delivery = remote
Prerequisite: 3 hours of History
Is the course required or an elective for a Curriculum?
Yes
SIS Program CodeProgram TitleRequired or Elective?
16HISTBAHistory BAElective
16HISTTEDHistory BA-Teacher Education ConcentrationElective
16HISTBSHistory BSElective
16HIMHistory MinorElective
Exploration of many American "Souths" from Reconstruction to the present. How race/ethnicity, gender, class, geography, sexuality, and culture inform "Southern" identity; major political and economic changes; and the region's relationship to the nation and the world. Credit will not be given for HI 462 and HI 562.

correct coding errors in Catalog and semester offering


No

Is this a GEP Course?
Yes
GEP Categories
Humanities
US Diversity
Humanities Open when gep_category = HUM
Each course in the Humanities category of the General Education Program will provide instruction and guidance that help students to:
 
 
1. engage in the human experience by analyzing and explaining the impact of major historical forces and events that shaped the region, using evidence from the past situated in geotemporal context.
 
 
Essay questions (exams or papers) that develop an argument based on a small set of sources, each focused on a specific theme and issue.
Example:

How do these authors challenge our understanding of “the South” as a coherent geographical region? How do place, space, and historical era combine with factors such as race/ethnicity, class, and gender to complicate our ideas about what constitutes “southern” identity?

You must draw upon at least three of the following texts in your paper:

Tammy Ingram, The Dixie Highway
Elizabeth Englehardt, A Mess of Greens
Malinda Maynor Lowery, Lumbee Indians in the Jim Crow South
Sarah McNamara, “’No nos moverán (we shall not be moved)’”: Latina Activism and the Nuevo South, 1930-1940”
Kari Frederickson, Cold War Dixie
 
 
2. become aware of the act of historical interpretation itself, through which historians use varieties of evidence to offer perspectives on the meaning of the past.
 
 
Essay questions that require the student to evaluate, critique, and interpret primary and secondary historical sources.

Example:
In different ways, David Cecelski and Karen Cox engage “the politics of memory” to illuminate how memory functions in contests for political, economic, social, and cultural legitimation.

For this assignment you will locate one primary document that pertains to the Civil War and/or Reconstruction AND one visual representation of this history. (I will list some suggestions of where you might locate these and how to “read” them below.) Then, you will do a close reading, or critical analysis, of both using these readings from our class. You must attach a copy of your document and your visual representation to the paper. Your essay should move beyond the political outcomes to explore the stakes of how we remember and memorialize this history. You might also consider what they reveal about the position of southerners in relation to broader national narratives of this era.
 
 
3. make academic arguments about history using reasons and evidence for supporting those reason that are appropriate to the historical discipline.
 
 
Essay questions that require articulation of an historical argument, supported by specific, appropriate evidence.

Example:

It is January 1980, and you are a reporter scheduled to attend a meeting between the President of the United States and a group of southerners to discuss civil and human rights matters and southern culture. Though the classic phase of the civil rights movement has ostensibly ended, many issues remain unresolved, and sometimes these manifest culturally as well as politically economically, and socially. Attending the meeting will be one moderate, one radical, one conservative, and one cultural figure.

You will decide who participates in this conversation. You can choose any character that appears in the works below, but you must have at least one character from the work of each author. NOTE: For Daniel, that means choosing one from either chapter. ALSO NOTE: Because we know so little about his interior life, you cannot be Junius Wilson; instead you can select anyone who knew him up to 1980, except for fellow patient James McNeil.

It does not matter if any of your characters died before 1980. However, if they did, they cannot have knowledge of what has happened since their death. In other words: They can only speak from what they know about the world as they experienced it during their lifetime.

In this 7-10 page, typed, double-spaced, paper, you, as the reporter covering the meeting, will explain each attendant’s perspective and describe the conversation. What does each character want the President to know about the South? How do they use the language of “rights” and/or rely on southern culture to articulate their point of view? It is NOT necessary for you to consider the President’s response, though you may if you wish.

The texts you must use for this assignment cover the 1950s-1990s and include:
Pete Daniel, “A Little of the Rebel” and/or “Fast and Furious” [Both chapters from Lost Revolutions:
The South in the 1950s]
Francoise Hamlin, Crossroads at Clarksdale: The Black Freedom Struggle in the Mississippi Delta after
World War II
Charles Hughes, Country Soul: Making Music and Making Race in the American South
Susan Burch and Hannah Joyner, Unspeakable: The Story of Junius Wilson
Mathematical Sciences Open when gep_category = MATH
Each course in the Mathematial Sciences category of the General Education Program will provide instruction and guidance that help students to:
 
 

 
 

 
 

 
 

Natural Sciences Open when gep_category = NATSCI
Each course in the Natural Sciences category of the General Education Program will provide instruction and guidance that help students to:
 
 

 
 

 
 

 
 

Social Sciences Open when gep_category = SOCSCI
Each course in the Social Sciences category of the General Education Program will provide instruction and guidance that help students to:
 
 

 
 

 
 

 
 

 
 

 
 

Interdisciplinary Perspectives Open when gep_category = INTERDISC
Each course in the Interdisciplinary Perspectives category of the General Education Program will provide instruction and guidance that help students to:
 
 

 
 

 
 

 
 

 
 

 
 

 
 

 
 

Visual & Performing Arts Open when gep_category = VPA
Each course in the Visual and Performing Arts category of the General Education Program will provide instruction and guidance that help students to:
 
 

 
 

 
 

 
 

 
 

 
 

Health and Exercise Studies Open when gep_category = HES
Each course in the Health and Exercise Studies category of the General Education Program will provide instruction and guidance that help students to:
 
 

 
 

 
 

 
 

 
&
 

 
 

 
 

 
 

Global Knowledge Open when gep_category = GLOBAL
Each course in the Global Knowledge category of the General Education Program will provide instruction and guidance that help students to achieve objective #1 plus at least one of objectives 2, 3, and 4:
 
 

 
 

 
Please complete at least 1 of the following student objectives.
 

 
 

 
 

 
 

 
 

 
 

US Diversity Open when gep_category = USDIV
Each course in the US Diversity category of the General Education Program will provide instruction and guidance that help students to achieve at least 2 of the following objectives:
Please complete at least 2 of the following student objectives.
 
 
no change from GEP approval, 1/2011
 
 
no change from GEP approval, 1/2011
 
 

 
 

 
 

 
 

 
 
no change from GEP approval, 1/2011
 
 
no change from GEP approval, 1/2011
Requisites and Scheduling
100
 
a. If seats are restricted, describe the restrictions being applied.
 
none
 
b. Is this restriction listed in the course catalog description for the course?
 
none
 
List all course pre-requisites, co-requisites, and restrictive statements (ex: Jr standing; Chemistry majors only). If none, state none.
 
none
 
List any discipline specific background or skills that a student is expected to have prior to taking this course. If none, state none. (ex: ability to analyze historical text; prepare a lesson plan)
 
none
Additional Information
Complete the following 3 questions or attach a syllabus that includes this information. If a 400-level or dual level course, a syllabus is required.
 
Title and author of any required text or publications.
 
no change
 
Major topics to be covered and required readings including laboratory and studio topics.
 
no change
 
List any required field trips, out of class activities, and/or guest speakers.
 
no change
GEP Humanities review -- no changes in resources

1. Understand how everyday southerners in the twentieth century envisioned democratic possibility and struggled to realize its promise.

2. Understand how different groups sought to create a distinctly “southern” identity, alternatively to preserve their regional distinction, to reaffirm their racial privilege, to attract outside investment to bolster local economies, and/or to leave the South’s imprint on the nation.

3. Consider how several factors—such as race, gender, class, sexuality, and culture—shaped their successes and failures at specific historical moments.

4. Assess the impact of these regional struggles, identifying the changing relationship between politics at the local, national, and international level in the twentieth century as well. 


Student Learning Outcomes

Students will be able to:

1. Critically evaluate and interpret primary (documents) and secondary (historical works) sources in modern Southern history.

2. Identify and analyze major ideas and social factors and political struggles that influenced struggles to realize democratic possibilities in the South.

3. Identify and analyze major concept, social factors, and political struggles that influenced ideas of identity in the South.

4. Construct arguments that address major historical questions about continuity and change in the modern South.


Evaluation MethodWeighting/Points for EachDetails
Other100no change
TopicTime Devoted to Each TopicActivity
see attached weekly topics
mlnosbis 5/20/2016: Syllabus does not contain all required parts. Need updated syllabus. CIM form must list evaluation methods. No overlapping courses, so no consultation is required for this course change.

ghodge 5/31/2016 Syllabus needs to clearly address the differences for the dual level: grading, student learning outcomes

8/10/2016: Syllabus has been updated.

ABGS Reviewer Comments:
None
Key: 3077