The City

"Never doubt that a small group of thoughtful, committed citizens can change the world; indeed, it's the only thing that ever has." --Margaret Mead

Course Overview : Americans on the Move
Americans have always been on the move. We came as immigrants – free or bonded — from Europe and Africa and ultimately from every continent. And once here, we did not stay put. We are a restless people, fleeing hardship, moving in search of opportunity, fortune, and a better life.

This class focuses on two major migrations, the post-Civil War migration from farm to city and the mid-20th century move from city to suburb.

During the decades after the Civil War, industrialized urban areas drew millions of rural Americans and millions more recent immigrants. Over just a few decades, the nation changed from a relatively homogeneous, rural, agrarian society into a diverse, urban, industrialized one.

By mid-century, however, technology again paved the way (literally) for another dramatic change. In the post-WWII economic boom, Americans bought new cars and drove on newly built highways to new homes in the suburbs, fleeing urban problems and seeking the better life. The United States thus became the first surburban nation, presenting both challenges and opportunities for American cities.

This semester we will examine the economic, polical, and social causes of these massive shifts as well as their effects on urban life and American culture. We can obviously learn most by studying what historians have to say about these events and by examining first-hand evidence from the past. But imagination and experience teach as well, so we will deepen our understanding through film and fiction and especially through first-hand experience -- your service projects.

Class and Service:
The course hours will be divided between academic history and service learning.

Meet at Your Seat
We will meet In the classroom for about two hours a week to survey explore the major eras of post-Civil War U.S. history through the prism of the urban America and its suburban counterpart.

Feet on the Street
Your service project will be an integral part of your historical studies - an additional "text" that becomes part of a circle of study, service, and thought.

You will engage in at least 24 hours of service with a nonprofit organization. You may, for example, choose to work in a school, a community center, a non-profit service agency, an activist organization, a senior center, a community health organization or substance abuse clinic.

Your placement should benefit both the organization and you as a history student. In addition to serving, you will be able to learn about the neighborhood where your site is located and relate this neighborhood's history to class themes.op

Learning Objectives:
Student learning will be guided by and assessed according to the following objectives:

Demonstrate understanding of the role of the city in U.S. history.
Demonstrate comprehension of the concepts of historical causation and change over time underlying all historical study.
Analyze the history and goals of students' service organizations in light of historical themes.
Synthesize academic and service learning.

Teaford, Jon C., The Twentieth-Century American City, 2nd edition (Available in the campus book store or online)
Mohl, Raymond A., Ed. The Making of Urban America. 2nd edition (Available in the campus book store or online)
Hilfiker, Urban Injustice (Available from MJulius)
Jackson, Crabgrass Frontier (handout: excerpts)

Wt.

Due

Format

Reading responses

10%

Weekly
Weeks 2-13

Online postings (300 words) before class; printouts submitted periodically

Class participation

10%

Weekly

Substantive contribution to discussion

History tests

20%
20%

Week 7
Week 16

Short answer and essay; take-home essay

Service Project

Portfolio (20%)

Paper (10%)

30%

Week 15

Binder with service journals, materials, reflective paper;

Presentation
10%
Week 15 Oral presentation of service project .

Be prepared. Some days you may be asked to write about the reading at the beginning of class or to read your reading response aloud. Some days you may have a quiz. You should always be prepared to discuss readings and topics aloud. Each miss opportunity to participate in class decudes one percent from the participation grade except in the case of documented absence (doctor, court, etc.). You may have one week's unexcused absence.

Be prompt. Turn in all work on time. Grades on late assignments will disappoint you (papers are devalued one letter grade per class period except in the case of documented absences for illness requiring a doctor's visit, a court appearance, a death in the family). But wait! You do have one safety valve. One assignment may be turned in one class period late.

Tests may be made up only with a documented excuse: from a physician, hospital, court, or other verifiable documentation

Be honest with yourself and with me about your attendance, class preparation, and assignments. Document your papers correctly (plagiarism will result in failure of the course). Also, be candid. Honest feedback will help me fit the course to your needs and desires.

Julius Grading Policy
On individual assignments you may receive a numerical or a letter grade. Numerical grades are recorded on a grade book spreadsheet according to the following scale:

Final Grade: After all grades are in, your final grade is determined by the new Villa Julie grading scale shown below with no second guessing on the teacher’s part! What is, is.

CITY AND SUBURB: AMERICANS ON THE MOVE