The American West: Myth and History
History 133
Dr. Rachel D. Shaw
Spring 2002
MWF 2:00-2:55
M35
http://www.stolaf.edu/people/shawr/courses/HIST133/westmythhistoryspr02.htm
history-133 @ stolaf.edu
Dr. Rachel D. Shaw Phone: (507) 646-3143
Office: Holland 513B History Dept.: (507) 646-3167
Office Hours: Tues 10:30-noon and by appointment.
E-mail: shawr @ stolaf.edu
(You are also welcome to just drop by!)
Welcome to The American West: Myth and History! In this course we will explore the way the American West has been represented in American popular culture and assess the historical accuracy of that representation. We will consider how the myth of the American West has been changed over time to reflect the needs, hopes and concerns of each successive generation. We will look to the writings of historians to assess the accuracy of the myth; we will also look at how historical interpretations of the American West’s past have themselves shifted over time. In particular, we will be interested in how the use and evolution of the mythic West reflects changes in gender, ethnic and racial relations, the shift of American society from rural to urban, and changing attitudes toward the environment.
Specific Goals: You will learn the history of the American West. You will become familiar with the major features of the mythic West; you will be able to perceive the evolution of those features over time and relate changes to changes in larger American society. You will learn how historians of the West have similarly altered their interpretations of the past in response to the demands of their particular historical context.
Skills: You will learn how to summarize, critically assess and effectively construct an argument, both in writing and in discussions and oral presentations. You will learn how to present your ideas clearly and effectively in writing, discussions, and presentation. You will learn historical research basics. You will learn how to analyze a variety of primary sources, including: text, audio, maps, images, cinema, internet. You will learn how to collaborate with a group on a significant research project.
Required Readings
Richard White, “It’s Your Misfortune and None of My Own”: A History of the American West. (Norman: University of Oklahoma Press, 1991).
Paul Reddin, Wild West Shows. (Urbana: University of Illinois Press, 1999).
Owen Wister, The Virginian. (Penguin Books, 1988 ed.)
Wallace Stegner, Angle of Repose, (Penguin Books, 2000 ed.)
Patricia Nelson Limerick, Legacy of Conquest: The Unbroken Past of the American West. (W. W. Norton, 1988).
Scholarly articles (which will be on reserve) and additional primary sources may supplement these texts. Additional materials may be placed on reserve at any time during the course. It is your responsibility to make sure that you keep abreast of any changes or additions.
Class Participation : 20%
Weekly Reading Reactions : 15%
Presentation : 15%
Primary Source Analysis : 20% (10% each)
Research Paper
: 20%
Proposal: 5%
Draft: 5%
Completed Paper: 10%
Final Exam
: 10%
Grade Scale
In the following grade scale, the grade is centered at the number following it. That is, if you received an 83, it would count as a high B-. Similarly, an 84 would be a low B.
Note that essays and papers are not graded by starting with 100 points and subtracting points for errors. Rather, each paper or essay is weighed on its overall merits, judged to be falling within a given grade range, and the number assigned accordingly. Moreover, comments on written work will focus on major and/or typical problems or strengths; they will not itemize every flaw or contribution.
If you have questions about how to improve your work, I will be happy to meet with you during office hours. You can also contact me by phone, email, or in person to arrange an appointment.
A+ 98
A 95
A- 92
(90 is counted as an A-)
B+ 88
B 85
B- 82
(80 is counted as a B-)
C+ 78
C 75
C- 72
(70 is counted as a C-)
D+ 68
D 65
D- 62
(60 is counted as a D-)
Below 60 is an F
To calculate your grade, do the following:
Participation grade x 0.20 =
Average of reactions x 0.15 =
Presentation grade x 0.15 =
Analysis 1 grade x 0.10 =
Analysis 2 grade x 0.10 =
Research paper grade x 0.20 =
Final grade x 0.10 =
TOTAL = grade for course
Descriptions of Coursework
More complete descriptions will be handed out and discussed in class.
Note that the following guidelines for assessing student performance are
just that, guidelines.
All student work is assessed on a case by case basis within these general
standards.
Participation: You are expected to attend all sections of class, barring emergencies. Beyond attendance, you will be assessed on how well you contribute to class discussion and work. This includes commenting on and asking questions about the reading, and responding thoughtfully and respectfully to others in the class. All students are expected to participate regularly in class discussions and to keep up with the reading and other assignments. If you have concerns about your ability to meet this requirement, you will need to see me within the first two weeks of class to discuss them.
Excellent participants will join class activities on a regular basis and in a thoughtful and attentive way. They are on time and have excellent attendance. They are prepared, having read the required materials ahead of time and having thought about them. They ask questions that encourage productive discussion of the materials and course themes. In discussion, they direct their comments to the whole class, listen attentively to the ideas of other students, and work with others in order to enhance the understanding of the class as a whole. They are open to constructive criticism, and assess whether they need to reconsider their ideas in light of it; they also defend their ideas with specific examples and clear explanations of their reasoning. In brief, excellent participation means engaging with the materials and other students in a thoughtful and rigorous manner.Good participants usually join in class discussions, and are reasonably prepared for such discussions. They are on time and regularly attend class. They ask questions about materials that confuse them, and listen to their classmates’ ideas with respect. In discussion, they direct their comments to the whole class (but tend to focus more on the professor’s reactions), and respond to their classmates’ ideas, but often in a merely superficial way. When challenged, they defend their ideas, but not always effectively; they are open to constructive criticism, but don’t always incorporate it into their thinking. In brief, good participants make an honest effort to engage with the materials and other students, but tend to do so in a relatively simplistic way.
Weak participants only speak up occasionally, and usually only in response to direct questions. They may be late or regularly miss class. In discussion, their comments and questions suggest a lack of understanding or familiarity with the material. While they listen politely to other students’ comments, they do not engage with them, either because they are focused only on their own ideas or because they do not join the discussion. Their comments and questions are directed at the professor, rather than to the class as a whole. In brief, weak participants give the impression of not engaging fully with either materials or other students, but are willing to contribute if pressed. NOTE: If you tend to be quiet in class even when interested and prepared, you run the risk of being put in this category. Please see me to ensure that this does not happen.
Students who do not participate at all, or in a way that discourages learning or intimidates other students will not receive a passing grade for participation. Such students should seriously ask themselves whether this is the right course for them, as regular, respectful participation is essential to success in this course.
This summary is probably different than others you have done before. Unlike the standard summary common in high school, you are expected to summarize the argument of each piece, not merely its content. This means identifying the main claim of the piece (also called the thesis, the main point, the central assertion, etc.), the types of evidence used to defend and explain that claim, and explaining how the evidence does (or does not) fulfill those roles.
Clearly noting the difference between claim and content is critical for the success of this assignment. For example, note the following example; here are two simple arguments, both on the same topic:
Cats are much smarter than dogs. They refuse to do tricks unless there is a food reward. They learn that the sound of the can opener means dinner is on the way. They know their owners and come when called. They can find mice and can use a litter box.
Dogs are much smarter than cats. It is easy to teach them tricks. They can be used for a variety of services, such as helping the blind or searching for missing people. They know their owners and come when called. They can smell things that people can’t.The topic of both of these arguments is the same: the relative intelligence of cats and dogs. The claims are different: one claims that cats are smarter; the other claims that dogs are smarter. The evidence is similar, but not identical: how well do these animals learn to do various activities? How well do they follow commands? What do they know without being taught?
Clues that you are talking about topics or content
The author discusses…Clues that you are talking about claims
The piece is about…
The essay talks about…
The book covers…
>The author says that…(Can you see a pattern?)
The piece argues that…
The essay claims that…
The main claim of the book is that…
NOTE: If you do not clearly identify the main claim as such, otherwise good reactions may be mistaken for weak ones! If you receive a check-minus on any of your reactions, you should see me as soon as possible so that we can identify the problem and develop strategies for correcting it.
Excellent reactions demonstrate thoughtful and thorough engagement with the materials. The summaries identify the main points of each argument, note secondary supporting points, and explain how the author(s) present and defend their ideas. The assessments critique the argument both as a whole and as the sum of its various parts. The assessments suggest awareness of the strategy behind arguments, and of their larger implications. Awareness of connections between and across readings is also apparent. Questions encourage further critique and assessment, and promote consideration of the larger implications of the material.Good reactions respond to the readings and demonstrate a basic understanding of the material. Summaries focus on the main point(s) made by the readings and give a sense of the organization of the material. Assessments question the ideas and structure of the readings’ arguments, but in a superficial way. Questions direct attention to the strengths and weaknesses of the arguments, but don’t consider the larger implications.
Weak reactions make an effort to respond to the readings, but do not do it well. The summaries restate the contents of the readings in condensed form, rather than focusing on the arguments of the readings. Topics and claims and confused. Summaries may be rambling and confused. The assessments consist primarily of superficial statements like “it was easy to read” or “the author used too many big words.” The questions are clear and appropriate but simplistic.
Failing reactions give the impression of having been produced at the last minute. There is little or no attempt to assess the readings, and the summaries are vague and unhelpful. The questions are absent or suggest a lack of familiarity with the readings.
“Teacher for a Day” Presentation: Each of you will be responsible
for directing a class discussion of the weekly reading as part of a small
group. How you choose to do this is up to you, but you must choose a format
that encourages discussion of and engagement with the themes and argument
of the readings. (Successful formats have included small group discussions,
skits, game shows, making poster boards, and similar activities.) You will
need to create a handout which summarizes the argument of the reading
in question (NOT the topic), offers an assessment of the material, links
it to the weekly topic, and provides questions and topics for discussion.
Be sure to make enough copies to for your classmates, yourself, and for
me. You will turn this in instead of your weekly reaction for that week.
GROUP WORK
Excellent presentations are clear, organized, and encourage participation. Such presentations demonstrate that the presenters are familiar with the material and have begun to think about its larger implications. Presenters ask questions that prompt discussion and deeper exploration of the material. Their outline clearly identifies the main ideas of the material and suggests additional secondary points. Presenters speak clearly, maintain eye contact with their audience, and share responsibility among themselves. They engage regularly with the class as a whole and as individuals. They may also incorporate visual aids or other techniques to encourage class participation; these are well-thought out and enhance the presentation. Class activities are well-organized, clearly explained, and helpful in understanding the materials. Presenters probably have thought about, planned, and practiced their roles several times before the class.Good presentations are clear and organized and make an effort to encourage participation. These presentations suggest that the presenters are familiar with the material and understand its basic argument. The presenters ask questions that encourage audience participation, but do not encourage deeper exploration of the material. Their outline identifies the major points of the material. Presenters speak clearly, try to maintain eye contact (but do not do so consistently), and share responsibility among the members of the group. Visual or other aids may be used; however, their use is less well-thought-out. Class activities encourage participation and are reasonably clear in their intentions. Presenters probably have thought about their presentation and discussed their individual roles once or twice ahead of time.
Weak presentations are mostly clear and give a general overview of the material. Presenters may seem unfamiliar with parts of the material and appear to lack confidence in their knowledge of the material. Presenters fail to maintain regular eye contact or direct most or all of their presentation to the professor rather than the entire class. Some of the presenters may appear to be doing more work than the others. Weak outlines are brief and give only the most general sense of the material. The questions discourage discussion; presenters may ask mostly yes/no questions or questions that encourage simple answers or answers clearly favored by the presenters. Visual aids, if used, are more confusing than helpful. Class activities are confusing and not explained well. They may be entertaining without helping the class better understand the material. Presenters probably met briefly once before class to discuss general ideas and organization.
Failing presentations are disorganized and demonstrate a lack of familiarity with the material. Presenters are poorly prepared and give the impression of just going through the motions. The outline is the bare minimum and not all that useful. The questions are yes/no questions or create a hostile mood in the class. Class activities are disorganized and lack clear connections to the readings. Presenters ignore questions and do not act as a unified group. They give the impression of having met at the last minute to plan their presentation.
Excellent analyses are thoughtful, thorough, and make full and sophisticated use of the course materials to explain the source and place it in context. Descriptions of the sources are clear, thorough, and give a strong sense of each source’s character and important features. The complexities of each source are recognized and acknowledged. The student’s assessment of the source is clearly stated and defended with appropriate examples and evidence.Good analyses are thoughtful and use the course materials to gain a basic understanding of the source and its context. Descriptions of the sources are clear and informative. They convey a basic sense of the sources, but miss subtleties. The student’s assessment is reasonably clear and supported.
Weak analyses attempt to use the course materials to make sense of the source, but do not always succeed. Descriptions are not entirely effective; they fail to convey a good sense of the sources and may misrepresent parts of them. The student’s assessment is unclear or weakly defended.
Failing analyses fail to incorporate course materials in any significant way. Descriptions distort the sources or are so vague that in effect they say nothing. Sources may be inappropriate for the course topic. It is not clear what the student’s assessment of the source is.
Excellent analyses carefully interweave historical narrative with effective argument. They provide not only a clear and detailed portrait of a particular topic, but also build on that to make an argument of larger significance. In other words, specific subjects are not only presented and analyzed for their own sake; they form the support for an argument about larger issues. Specific examples are detailed and carefully chosen to present a particular point of view or illustrate a particular point. Course materials are used to place the specific experiences in larger context and may be used to provide or enhance analytical frameworks. Secondary sources are used deftly to explain and support the student’s argument, and do not substitute for it.Good analyses provide a clear look at a mythically and historically significant topic, and place it in a larger context. Course materials are used to help provide context, but not much in the way of analytical approaches. The larger argument of the paper is somewhat unformed; while it is clear that the specific history has something to say about larger issues, the main point of the paper isn’t as clearly spelled out as it may be in an excellent history. Specific anecdotes appear to have shared themes in common; some of these may be explicitly spelled out. Secondary sources are used for specific information and some ideas, but not skillfully; at times they obscure the student’s own ideas.
Weak analyses are mostly narratives without analysis. There is some effort to place the specific history of a topic into a larger historical context, but it is not a strong effort. Such histories seem more concerned with telling a story than making a point, but they tell their stories in a fairly clear way. They tend to be more general than detailed, and there isn’t a strong, clear theme tying all the parts together. There is heavy reliance on secondary sources for argument as well as information, with little if any original ideas. It is frequently difficult to discern where the student’s ideas leave off and those of the source begin (and vice versa).
Failing analyses address the assignment in only the most cursory way. The paper may give the impression of being just a random collection of anecdotes rather than a thoughtful reflection. The examples are vague or have no clear point to make. Sometimes, the history may be clear and well-written, but not address the assignment. (For example, a personal history that has little or nothing to do with the West.) Secondary sources, if used, are overused to the point where it is very difficult to determine what contribution is made by the student; seeming or actual plagiarism is a concern.
Two Office Visits: You must come visit me in my office
at least twice during the term -- once during the first half, and once during
the second. This meeting should last at least fifteen minutes. During this
time we will discuss anything related to the course that interests or concerns
you -- the purpose of the visit is for you to learn where my office is,
see what an office visit is like, and get help or feedback on course materials
and topics. It is also a chance for me to get to know each of you on an
individual basis. This visit will not be graded, but a failure to make
these visits will reflect badly on your participation grade. If you cannot
make my regular office hours, please be sure to schedule an appointment.
Friday
Introduction to course and each other
In-Class Assignment: What Does “The West” Mean to You?
White, “It’s Your Misfortune,” Chapters 1 and 2 (“The Seeds of the West” and “Empires and Indians”)
Frederick Jackson Turner, “The Significance of the Frontier”
Reddin,Wild West Shows: Introduction, Chapters 1-4
Assignment of presentations
Discussion of responses
Discussion of Turner and the Frontier Thesis
Monday
Reading Response Due
Wednesday
Friday
White, Chapters 3 and 4 (“The Conquest of the West” and “The Federal Government and the Indians”)
Reddin, Chapters 5-7, Conclusion
Discussion of Primary Source Analysis
Monday
Reading Response Due
Presentation
Wednesday
Friday
White, Chapter 5 (“Exploring the Land”)
Wister, The Virginian, Chapters I-XVII
Monday
Reading Response Due
Wednesday
Friday
PRIMARY SOURCE ANALYSIS DUE
White, Chapters 6 and 7 (“Distributing the Land” and “Territorial Government”)
Wister, Chapters XVIII-XXXII
Article: Douglas Pye, “Double Vision: Miscegenation and Point of View in The Searchers ” (Read AFTER watching the movie)
Watch The Searchers
Discussion of The Searchers
Monday
Reading Response Due
Presentation
Wednesday
Friday
White, Chapters 8 and 9 (“The Transformation of Western Society: Migration” and “Transforming the Land”)
Donald Worster, “Freedom and Want: The Western Paradox”
Wister, Chapters XXXIII-XXXVI
Sign up for conferences
Monday
Reading Response Due
Presentation
Wednesday
Friday
Reading Response Due
PRIMARY SOURCE ANALYSIS DUE in conference
Discussion of Research Paper Proposal
SPRING BREAK: 23 MARCH -- 1 APRIL
White, Chapters 10 and 11 (“The West and the World Economy” and “The Economic Structure of the West”)
Stegner, Angle of Repose: Chapters I-III
Evaluative discussion of course thus far
Monday: NO CLASS
Wednesday
Reading Response Due
Friday
RESEARCH PAPER PROPOSAL DUE
White, Chapters 12, 13, and 14 (“New Communities and the Western Social Order,” “Social Conflict” and “Western Politics”)
Stegner, Sections IV-V
Article: Jane Marie Gaines and Charlotte Cornelia Herzog, “The Fantasy of Authenticity in Western Costume”
Watch A Fistful of Dollars
Discussion of A Fistful of Dollars
Monday
Reading Response Due
Presentation
Wednesday
Friday
White, Chapters 15 and 16 (“At the Centers of Power” and “On the Periphery of Power”)
Stegner, Sections VI-IX
Monday
Reading Response Due
Wednesday
Friday
FIRST DRAFT DUE
White, Chapters 17 and 18 (“The Depression” and “World War II and Its Aftermath: Reshaping the West”)
Limerick, The Legacy of Conquest: Introduction, Part 1 (Chapters 1-5)
Article: Worster et al, “The Legacy of Conquest, by Patricia Nelson Limerick: A Panel of Appraisal”
Article: Gerald D. Nash, “One Hundred Years of Western History”
Article: Susan Armitage et al, “The New Western History: Another Perspective”
Monday
Reading Response Due
Presentation
Wednesday
Friday
White, Chapters 19 and 20 (“Rise of the Metropolitan West” and “The West and the Nation”)
Limerick, Part II (Chapters 6-10)
Article: Rick Worland and Edward Countryman, “The New Western American Historiography and the Emergence of the New Western Historians”
Article: Elliott West, “Stories: A Narrative History of the West”
Article: Gerald Nash, “The Image of the West at the Millennium”
Article: Stephen Aron, “Lessons in Conquest: Towards a Greater Western History”
Watch Dances with Wolves
Discussion of Dances with Wolves
Monday
Reading Response Due
Presentation
Wednesday
Friday
White, Chapter 21 (“The Imagined West”)
Article: Richard H. Peterson, “The Western Rides Again”
Watch Unforgiven
Discussion of Unforgiven
Monday
Reading Response Due
Wednesday
Friday
RESEARCH PAPER DUE
White, Epilogue
Re-read first in-class essay: write response on it instead of on readings.
Discussion of course themes
Discussion of course
Monday
Thoughts on the Semester Due
Wednesday: LAST DAY OF CLASS