California State University, Sacramento

Spring 2016
HIST 161 Section 3
Mon. Wed. 12:00pm 1:15pm Brighton 210

The American Vision

Instructor: Dr. Peter Gough
E-mail: peter.gough@csus.edu
Office Hours: Office Hours: M&W 1:45pm to 2:45pm F 12:15pm-1:15pm
Office: TAH 3085
History, as nearly no one seems to know, is not merely something
to be read. And it does not refer merely, or even principally, to the
past. On the contrary, the great force of history comes from the fact
that we carry it within us, are unconsciously controlled by it in
many ways, and history is literally present in all that we do. It could
scarcely be otherwise, since it is to history that we owe our frames
of reference, our identities, and our aspirations.
JAMES BALDWIN

Course Overview:
This course traces significant changes in American cultural forms and practices through
the 19th and into the 20th century. During this period, the United States changed from
being largely a rural and pre-industrial nation, to one that was self-consciously
modern. In our study of cultural change, we will focus on the rise of a mass consumer
culture, the interplay between mass and high culture, and evolving ideas about
citizenship, gender, class, and race that helped to form constantly competing visions of
the nation.
The course is also meant to be an introduction to the theories and methods that
characterize the interdisciplinary study of American culture. Students should be prepared
to think about cultural history, to examine creative forms (novels, paintings, photographs,
architecture, and particularly music), to consider social criticism and theories of culture.
CATALOGUE DESCRIPTION HIST 161. The American Vision. Media survey of
American life from the beginnings to the present. Integrates slides of American art,
architecture, popular culture, and technology with history, literature and contemporary
music. Note: Fulfills state graduation requirement for U.S. History. Graded: Graded
Student. Units: 3.0

Learning Outcomes:
In this course students will develop an understanding of the following:
-Describe and evaluate ethical and social values in their historical and cultural contexts.
-Explain and apply the principles and methods of academic disciplines to the study of
social and individual behavior.
-Demonstrate an understanding of the role of human diversity in human society, for
example, race, ethnicity, class, age, ability/disability, sexual identity, gender and gender
expression.
-Explain and critically examine social dynamics and issues in their historical and cultural
contexts.
-Broad cultural and intellectual trends in United States history from colonial times to the
present, especially the different and often competing visions of American life as
expressed/experienced in art, architecture, popular culture, technology, literature, and
contemporary music.
-The diverse and multi-faceted nature of American culture; how many Americans
representing a diversity of experiences -- have contributed to the cultural and intellectual
life of the nation, including women and African-Americans.
-Basics of the emerging field of visual culture, and how historians are beginning to use
insights gained from the study of images to conduct their research and present their
findings.

Basics of the linguistic turn that has characterized the humanities in recent years, and
how insights gleaned from the analysis of language can contribute to a deeper
understanding of history.
-An introduction to critical methods that scholars use to analyze works of art,
architecture, popular culture, history, literature, and contemporary music.

Required Texts
Susan Wyle, Revisiting America: Readings in Race, Culture and Conflict
Larry Starr and Christopher Waterman, American Popular Music
Peter Gough, Sounds of the New Deal (provided by author)

LEARNING OBJECTIVES
GE category: D (The Individual and Society).
General course learning objectives (specific learning objectives are on SacCT). Students will:
Learn the history of the US Culture
Improve skills for professional development in the field of history, teaching, and related
occupations. Class assignments will help students practice written communication,
computing,
and critical thinking necessary for professional and personal success regardless of major
Examine how persons of differing socio-economic status, religion, gender identity, and
ethnic affiliation experienced the USA culture

Area D Learning Outcomes

Describe and evaluate ethical and social values in their historical and cultural
contexts.

Explain and apply the principles and methods of academic disciplines to the
study of social and individual behavior.

Demonstrate an understanding of the role of human diversity in human

society, for example, race, ethnicity, class, age, ability/disability, sexual identity,
gender and gender expression.

Explain and critically examine social dynamics and issues in their historical
and cultural contexts.
Students who successfully complete History 161 will:
Understand cultural history
Become acquainted with primary and secondary sources in the field of cultural history
Situate cultural history into the broad span of American history
Better understand the everyday lives of various groups of Americans in a cultural
history contxt
Understand how social movements have impacted American history
Better understand various social groups and individuals throughout American history
Improve their analytic, reading and writing skills

SACCT
The Syllabus, AHA Statement on Plagiarism, Reading Guides, Paper Topics, Grammar,
and Midterms and Final Exam Study Guides handouts are only available on
SacCT. You may also view your individual assignment grades on SacCT and I
may periodically post announcements on it.

Comparison Essays: (100 pts.) approximately3 to 5 pages

The essay assignment will be in the form of thematic comparison of some of the articles
which we have read. The essay will identify the articles thesis, evaluate the each
authors argument, evidence and conclusions, weigh strengths and weaknesses, etc
The primary focus of the essay is not as a review of separate articles, but rather as a
discussion and analysis of the primary themes and ideas that are similar to each reading.
By broad themes I mean such ideas as: race, region, religion, gender, class, wealth,
poverty, power, mobility, disenfranchisement, agency, ethnocentrism, nativism, and
countless others. Use your imagination! The highest scores will be given to those essays
that are original and creative. Do not simply site extended quotes from the readings.
You can have as few as ONE primary theme in your essay, wherein you apply it to all the
readings, or you can have two or even three though too many could be burdensome.
Also, each theme need not apply to each reading. I will go into much more detail with
specific examples in the weeks before the first essay is due.

Exams there will be Two Exams

The exams will be a combination of multiple choice, short answer, and
essay.
Grading:
Exam #1 100 pts 25%
Exam #2 100 pts 25%
Essay #1 100 pts
25%
Essay #2 100 pts
25%
Final Essay, Group Work, Participation 100 pts

25%

Total: 500 pts.

Week 1
Jan. 25
27

Week 2
Feb. 1

Introduction to Course. What is Cultural History?

The War to Control the Past
Read: RA, Preface & Introduction xvii-9
Rosen, 139-143
Zinn, 449-458
Takai, 770784
The Pocahontas Myth
Read: Green, 33-41
Kilpatrick, 46-42
Chief Roy Crazy Horse, 47-49

Week 3
8

10

Week 4
15

17

Week 5
22

24

What Happened in Salem?

Read: Levin, 50-59
Sarah Good, 60-62
Breslaw, 63-81

Native Americans vs. the Newcomers

Read: Rogin, 98-105
Jefferson, 106-108
Jackson, 109-111
Chief Red Cloud, Chief Black Hawk,
and Luther Standing Bear, 117-128
Rowland, 129-138
The Declaration of Independence
Read: Jefferson, 82-87
Hofstadter, 88-94
King, 655-659
Staples, 785-788

Slavery and the Civil War

Read: Davis, 256-260
Lincoln, 261-262
Nolan, 266-284
Truth, 285-290
The Far West
Read: Turner, 147-155
Limerick (supplied by instructor)
Monday, 156-169
Stegner, 202-211
Conflicts in California
Read: White, 340-342
Gutierrez, 343-351
Starr, 362-371
Brown, 373-385
The Great Depression and World Wars
Read: Intro: 531-535
Wilson, 536-543
Propaganda, 544-551
Kennedy, 552-571
FDR, 582-584

Week 6
29

Mar

Week 7
7

Civil rights and Protest

Read: Intro, 642-646
McCarthy, 647-649
Friedan, 660-673
Steinem, 674-683
Potter, 705-709

Exam #1

September 11, 2001 and the Aftermath

Read: Lopate, 789-794
Bush, 795-801
Sontag, 802-803
Editorial Cartoons, 804-806
Essay #1 and presentations.

Week 8
14
16
SPRING BREAK
Week 9
28

30

Week 10
4

Themes and Streams of American Popular Music

Read: APM, Chap. 1
Popular Music of the 19th and Early 20th Century
Read: APM, Chap. 2

Social Dance and Jazz

Read: APM, Chap. 3
The Tin Pan Alley Song
Read: APM, Chap. 4

Week 11
11

13

Week 12
18

20

Week 13
25

27

Week 14
May 2

Week 15
9
11

Race Records and Hillbilly Music

Read: APM, Chap. 5
The Swing Era
Read: APM, Chap. 6

The Postwar Era

Read: APM, Chap. 7
Rock n Roll
Read: APM, Chap. 8

American Pop and the British Invasion

Read: APM, Chap. 9
Country, Soul, Urban Folk, and the Rise of Rock
Read: APM, Chap. 10

The Popular Mainstream

Read APM, Chap. 11
Reggae, Punk, Funk, and Disco
Read APM, Chap. 12

Digital Technology and MTV

Read: APM, Chap. 13
Hip-Hop and Alt Music
Read: APM, Chap. 14

Final Essay and Exam #2: Weds. May 28 10:15-12:15