HST333, Spring 1997 The History of Michigan
Professor: Claudia Clark
Office: Anspach 120, 774-3454 MW 2-3:20,
Anspach 168 Office hours: MWF 10-11, MW
Course objectives: (1) We will explore
the social and economic development of Michigan, linking these to political
developments. We will particularly focus on categories of race, class, and
gender, as they were defined and redefined over time. Themes will include
related changes in Michigan's population, environment, and economic
development. The course includes the sixteenth through the twentieth
centuries but focuses on twentieth-century developments. (2) We will
consider "history" not as "what happened" but as a
product of a each person's choices in ranking and interpreting historical
Required books: 1. Richard Hathaway,
Michigan: Visions of Our Past (1989) 2. Carol Green, Countering
Colonization: Native American Women and Great Lakes Missions, 1630-1900
(1992) 3. William Ashworth, The Late, Great Lakes: An Environmental History
(1986) 4. B.J. Widick, Detroit: City of Race and Class Violence, 2d ed.
Course design: (1) Students are expected
to keep up with the reading, to link readings to class discussions, and to
evaluate others' perspectives in light of their own experiences and beliefs.
(2) Lectures will introduce much material not covered by the books, and
discussions will help students evaluate the readings and lectures. Students
are expected to attend class regularly and to participate in class
discussions. (3) Examinations will be mostly short answer questions; the
final will include an essay examination. Make-up examinations must be
scheduled by the student within one week of the scheduled examination. (4)
Students are asked to write one paper, described below.
This is a 300-level history course, and,
as such, demands a major research paper from students. The purpose of this
assignment is: 1. to acquaint you with a manuscript repository, the Clarke
Historical Library, 2. to illustrate the distinction between primary and secondary
historical materials, 3. to ensure that you know how to search the
historical literature, 4. to allow you to explore in depth some area of
Michigan history. The paper is accomplished in steps, each step designed to
ensure a dialogue between the student and the instructor about the topic of
the paper and the resources used in the paper. This may seem like
spoon-feeding to some of you, but I have found that it helps generate
better papers. Plus, if you successfully complete all the steps you get a
"100" for ten percent of your grade. This can make a big
difference in your final grade! People who do not successfully complete all
the steps will receive a "zero." This is an all or nothing deal.
PLEASE TYPE ALL ASSIGNMENTS.
Step 1: You will select, from materials
made available at the Clarke, one historical document or artifact, your
primary document. This could be a letter, a diary, an object, a map. You
may be creative about your choice, but it must relate to the history of
Michigan. You will then hand in a one-paragraph description of your primary
document. In a second paragraph, describe the historical questions related
to your primary document which you wish to address in your research. That
is, what historical documents does your primary document address? What
historical subjects or issues does it speak to? How might it shape our view
of the past? How does it speak to current issues? Are there different ways
it might be used or interpreted?
NOTE: good history papers are not just
stories, or narratives, or chronicles. They are built around historical
issues or problems or questions. Make sure you start with
issues/problems/questions from the very beginning.
Step 2: To write your paper, you will
search for secondary materials--other historians' writings--to
contextualize your primary source. Basically, this is a research paper like
any other, except that you start with a primary source and build a paper
around it. Secondary sources do not have to relate only to the history of
Michigan, although the paper as a whole should. Before deciding which
sources you will use for your paper, you should compile a broad
bibliography of possible sources. You will hand in a photocopy or print out
of at least one citation--and the subject heading under which you located
it--from each of the following sources, clearly labeled:
1. America: History and Life (on-line)
Please sign up at the reference desk when you use this. 2. the Expanded
Academic Index (on-line) 3. the new, FirstSearch Database (on-line)
including at least: a. Humanities Abstract b. SocialSci Abstracts, or
SocAbs, or other relevant social science list c. other databases at your
discretion 4. the Humanities Index (in print) before 1984 5. the Social
Sciences Index (in print) before 1984 6. America History and Life (in
print) before 1984 7. CENTRA--the university's on-line "card
Step 3: Next, you should inter-library
loan materials not available here, and begin to browse through the many
items you hopefully discovered in your Step 2 research. For Step 3, you
will hand in an annotated bibliography of at least five sources (books AND
articles) that you will use to construct your paper. "Annotation"
should include a one-sentence description (at least) of the material
covered in the resource, and a one-sentence description (at least) of the
argument/position taken on your historical problem/question/issue in that
Step 4, optional: You may hand in a draft
of your paper for critique. Students who do this usually receive much
higher grades than students who do not, because they have benefitted from
my corrections and suggestions. Final step: Hand in your finished paper. It
should probably be about 10-12 pages long, typed, double-spaced, 1"
margins, standard type. If it is a little shorter or longer, don't sweat
it--but 10-12 pages seems to be about right for a major, undergraduate
Be sure and keep a copy of all submitted
assignments. Please also keep a folder with all the assignments in it, so
that we can review it if necessary.
Examinations Examinations will be short
answer questions and essays. Study guides will be made available before
Grading All assignments may earn a total
of 100 points each. Final grades will be assigned as letter grades
including A-, B+ etc. To convert to letter grades: 90-100 A 80-89 B 70-79 C
70-69 D less than 60 fails Final grades will be calculated by a weighted
average of all examinations and assignments:
Exam1 20% Exam2 20% Exam3 20% Paper 30%
paper "steps" 10%
Statement concerning the Americans with
Disabilities Act: "CMU provides students with disabilities reasonable
accommodation to participate in educational programs, activities, or
services. Students with disabilities requiring accommodations to
participate in class activities or to meet course requirements should
contact their teachers as soon as possible." Please let me know before
examinations or before assignments are due if you need special accommodations.
Week 1 Review syllabus Why study Michigan
history? Historical Geography of Michigan Native Peoples before European
settlement of Michigan Indians, Fur, and the French, I Cadillac and Detroit
Read: Michigan, Ch. 1, ". . .the Geography of Michigan" Michigan,
Ch. 2, ". . .The Native Peoples of Michigan" Michigan, Ch. 3,
". . .The French Experience in Michigan" The Late, Great Lakes,
Ch. 1, "The Fifth Coast" The Late, Great Lakes, Ch. 2, "The
Deep Past" The Late, Great Lakes, Ch. 3, "Contact" The Late,
Great Lakes, Ch. 4, "Furs"
Week 2 Indians, Fur, and the French, II/
the voyageurs Indians and the British Read: Countering Colonization.,
Introduction, Countering Colonization, Ch. 1, ". . .The Response to
Jesuit Missions" Countering Colonization, Ch. 2, "Between the
Missionary Eras Michigan, Ch. 4, ". . .Michigan as Colony and
Week 3 Indians and the British, continued
trip to Clarke Historical Library (by arrangement--exact date to be
announced) Americans in Michigan; Astor Fur Company Treaties/Land
Rush/"Old immigration" Read: Late, Great Lakes, Ch. 5,
"Pioneers" Late, Great Lakes, Ch. 6, "The Great Wave"
Week 4 Pioneer lives: demography, daily
life, agriculture Toledo War/the U.P. Review Read: Michigan, Ch. 5,
"Michigan's Quest for Statehood" Michigan, Ch. 6, ". .
.Economic Development in Michigan, 1836-1866," pp. 97-104 only Step 1
Week 5 1st Examination Primary extractive
industries Logging, fishing Read: Michigan, Ch. 6, ". . .Economic
Development in Michigan, 1836-1866," pp. 105-110. Late, Great Lakes,
Ch. 7, "The Big Cut" Late, Great Lakes, Ch. 11, "Fish"
Late Great Lakes, Ch. 9, "Ships" Late, Great Lakes, Ch. 17,
Week 6 Mining/Soo Canal African-Americans
before the Civil War Antebellum Reform Read: Late, Great Lakes, Ch. 8,
"Metals" Late, Great Lakes, Ch. 10, "Canals" Michigan,
Ch. 7, ". . .Political and Social Trends, 1836-1866"
Week 7 Civil War Women & women's
suffrage, temperance Native Americans in the 19th century Industrialization
Read: Michigan, Chapter 8, ". . .Politics and Society,
1866-1900s" Michigan, Chapter 9, "Contributions to the National
Economy, 1866-1917" Countering Colonization, Ch. 3, "The Second
Pattern. . ." Countering Colonization, Ch. 4, "The Third Pattern.
. ." Countering Colonization, Ch. 5, "The First Pattern Repeated:
The Trouble is with Women'" Countering Colonization, Ch. 6,
"Separate Worlds" Step 2 due
Week 8 Labor, the Copper Strike
urbanization, public health, "new immigration" Read: Michigan,
ch. 14, ". . .Michigan Workers and the Labor Movement,
1837-1945," pp. 237-247 only Michigan, Ch. 11, ". . .Political
and Social Reform in Michigan, 1890-1919"
Week 9 Flint and the Auto, I Flint and
the Auto, II Prohibition See: film, "Demon Rum," in class Read:
Michigan, Ch. 10, ". . .The Michigan Automobile Industry to 1945"
Michigan, Ch. 12, ". . .Social and Political Development in Michigan,
1917-1945" Michigan, Ch. 13, ". . .The Michigan Economy,
1917-1945" Detroit, Ch. 1, "The Legacy of the KKK" Detroit,
Ch. 2, "The Twenties: Industrial Tyranny and Plantation Politics"
Week 10 the development of the
Mexican-American, African-American communities review 2d examination
Week 11 The Great Depression and the New
Deal see film, "Camp Forgotten," on the Civilian Conservation
Corps Read: Michigan, Ch. 14, ". . .Michigan Workers and the Labor
Movement, 1837-1945," pp. 247-252 Detroit, Ch. 3, "The Depression
and the Growth of Radicalism" Step 3 due.
Week 12 Father Coughlin/the Ford Hunger
March Labor; Labor & African-Americans Read: Michigan, Ch. 15, ".
. .The Michigan Economy, 1945-1980s" Michigan, Ch.16, "Leadership
in a State of Change, 1945-1980s" Detroit, Ch. 4, "CIO Sitdowns:
The Birth of Industrial Unionism" Detroit, Ch. 5, "Labor's
Triumph: The Fall of Ford" Detroit, Ch. 6, "Unionism--A New
Foothold for Negroes" Ford Hunger March handout Step 4 (optional) due.
Week 13 Film: "With Babies and
Banners," on the great sit down strike World War II, Postwar Economy
and Labor Urban Development, Racial Strife Read: Detroit, Ch. 7,
"Wartime Detroit: Racial Tension Explodes" Detroit, Ch. 8,
"McCarthyism and Vigilante Democracy, Detroit Style" Detroit, Ch.
9, "Postwar Reconstruction in Reutherland"
Week 14 Economy of the 1950s-1970s
Deindustrialization discuss film "Roger and Me" [you must see this
outside of class] Read: Detroit, Ch. 10, "Mayor Cavanaugh and the
Limits of Reform" Detroit, Ch. 11, "A City Besieged: The Riot of
'67" Detroit, Ch. 12, "Post-Riot Reconstruction: The Failure of
the Power Elite" Papers Due.
Week 15 the Environment: PBBs, other
problems Environmental problems, continued: Fish, other problems the future
Read: Late, Great Lakes, Ch. 12, "Algae" Late, Great Lakes, Ch.
13, "Change" Late, Great Lakes, Ch. 14, "Dumps" Late,
Great Lakes, Ch,. 15, "Sludge" Late, Great Lakes, Ch. 16,
"Shores" Late, Great Lakes, Ch. 18, "Pipes" Late, Great
Lakes, Ch. 19, "Rain" Late, Great Lakes, Ch. 20,
"Attitudes" Michigan, Ch. 17, ". . .Michigan Society and
Education, 1945-1980s" Detroit, Ch. 13, "Detroit--Black
Metropolis of the Future"
3d Examination during final exam period.
work: (517) 774-3454
History Department FAX: (517) 774-7106
Central Michigan University Mt. Pleasant