Azusa Pacific University

College of Liberal Arts and Sciences

History 338: History of California, Section 1

3 units, Fall 2007

Instructor: Dr. Bryan Lamkin	Office: Ronald, #128
Associate Professor of History	Office Hours: Tues, 11:30-12:30; Weds, 8:30-9:30
Department: History & Political Science	e-mail: blamkin@apu.edu
Phone: 626-815-6000, ext. 3368	Home Page: http://home.apu.edu/~blamkin/

University Mission and Purpose Statement

Azusa Pacific University is an evangelical Christian community of disciples and scholars who seek to advance the work of God in the world through academic excellence in liberal arts and professional programs of higher education that encourage students to develop a Christian perspective of truth and life.

COURSE DESCRIPTION

Students learn about the exploration, colonization, and development of Hispanic California; the coming of the Americans; and the political, economic, and cultural development of California since its acquisition by the United States. (university catalog)

Prerequisites: none

Fulfills core requirement for the following majors: Social Science, Liberal Studies

Fulfills elective requirement for the following majors: History

STUDENT LEARNING OUTCOMES

An ongoing, overall goal for my courses is to develop our critical thinking abilities. Now, more than ever, we need Christ-centered men and women who can respond to the challenges and complexities of the world in which we live with insight and hope.

More specifically, by the end of the semester each student will be able to:

1. Evaluate and describe major historical developments in the history of California, including:

§ The Spanish and Mexican periods of rule

§ The impact of the gold rush

§ The process and implications of achieving statehood

§ Industrial and agricultural achievements and effects

§ Cultural “exchanges,” especially Whites with Native Americans and Chinese

§ California’s role in progressivism, the Great Depression, WWII, and the Cold War

§ The 1960s and California culture

2. Evaluate the compatibility of a Christian worldview with major historical developments in the history of California

3. Evaluate a historical site based on firsthand experience, primary and secondary source evaluation, and the general historical context

4. Select an appropriate topic in the history of California, conduct basic primary-source research on that topic, and defend a point of view concerning that topic in a research paper using the Darling Library’s Special Collections

5. Summarize and evaluate primary source materials in the history of California, keeping in mind the particular historical context of a given era/event

COURSE FORMAT

This course is extremely dependent upon you, as a student, for its success. Though I will present contextual mini-lectures on many days, the goal is to involve ourselves in the subjects at hand as much as possible, and to keep me from talking, as much as possible (Do I hear an amen?!). Even during lectures I will frequently call upon you to participate in particular points of discussion, but I will also use various methods to immerse ourselves in the topics under consideration. On some days we will do small group work, perhaps engage in a debate, observe and interact with political cartoons or media clips, etc., etc.

Book Discussion Days

There will be two formal book discussions, listed below in the Semester Schedule. On these days you will be partially responsible to lead the discussion. You will need to have several inquiry points ready to present to the class–things about the book that struck you, challenged you, angered you, etc. I expect thoughtful reading of the texts that will produce a thoughtful discussion, rather than “I really liked this book,” or “this book stinks.” Please note–if you are absent on a formal discussion day, you must arrange a separate, individual meeting time with me to discuss the book.

All this means that attendance and advance reading is crucial for your success in the course. My encouragement to those of you who are unfamiliar and/or uncomfortable with this type of active participation/discussion format is, be bold! I expect each of you to be well prepared and to participate, but you will not be ridiculed or made to appear foolish because of your contributions (or lack of).

COURSE POLICIES

Class Etiquette

Please arrive on time and do not leave before the end of class unless you inform me prior to class. Please turn cell phones to off or silent mode (not vibrate!); if your cell phone interrupts the class, you may be asked to leave for the day, and will receive an unexcused absence.

Attendance

The university catalogue states, “Class attendance is of paramount importance, and excessive absences will affect the final grade.” Students are expected to participate actively in class and small group activities, therefore behaviors such as sleeping, talking, reading unrelated materials, and studying for other classes are not acceptable. Students who are not actively involved in class (e.g. who are sleeping) will be asked to leave class, counted absent, and will not be allowed to make-up work missed during that class.

You are allowed 2 unexcused absences in the semester. If you miss 4 consecutive classes without notifying me, you will be dropped from the course. Attendance is determined by a roll sheet passed around at the beginning of each class. Be on time–if you are late to class you will not be able to sign the roll sheet and you will be considered absent for the day.

The following constitute excused absences: (1) illness (2) death in the immediate family (3) required appearance in a court of law (4) representing the university in an extracurricular activity. Please note that some university extracurricular activities do not justify an excused absence, so prior approval of the absence by the professor is required. Unexcused absences include work, job interviews, job fairs, weddings, vacations, and completing work for other courses.

It is the student’s responsibility to make the instructor aware of the situation prior to the absence and to provide appropriate written documentation. If absent, contact a classmate who can fill you in on what you missed, since you will be responsible for all material covered during class.

The following guidelines will be used in determining your attendance/participation grade (three or less unexcused absences is “regular attendance”):

Regular attendance, active contributor to class discussion (quality & quantity)	A
Regular attendance, occasional contributor to class discussion (quality & quantity)	B
Regular attendance, little/no contribution to class discussion Irregular attendance, active or occasional contributor to class discussion	C
Irregular attendance, little contribution to class discussion	D
Irregular attendance, no contribution to class discussion	F

ACADEMIC INTEGRITY AND DISHONESTY

The mission of Azusa Pacific University includes cultivating in each student not only the academic skills that are required for a university degree, but also the characteristics of academic integrity that are integral to a sound Christian education. It is therefore part of the mission of the university to nurture in each student a sense of moral responsibility consistent with the biblical teachings of honesty and accountability. Furthermore, a breach of academic integrity is viewed not merely as a private matter between the student and an instructor but rather as an act which is fundamentally inconsistent with the purpose and mission of the entire university. A complete copy of the Academic Integrity Policy is available in the Office of Student Life, the Office of the Vice Provost for Undergraduate Programs, and online.

Expectations for this course regarding academic integrity in this class

Academic dishonesty is a serious offense which diminishes the quality of scholarship and defrauds those who depend on the integrity of the educational system. Academic dishonesty includes:

Cheating: Intentionally using or attempting to use unauthorized materials, information, or study aids in any academic exercise.

· Students completing any examination should assume that external assistance (e.g., books, notes, calculators, and conversations with others) is prohibited unless specifically authorized by the instructor.

· Students may not allow others to conduct research or prepare work for them without advance authorization from the instructor.

· Substantial portions of the same academic work may not be submitted for credit in more than one course without authorization.

Fabrication: Intentional falsification or invention of any information or citation in an academic exercise.

Facilitating academic dishonesty: Intentionally or knowingly helping or attempting to help another commit an act of academic dishonesty.

Plagiarism: Intentionally or knowingly representing the words, ideas, or work of another as one’s own in any academic exercise. (from university catalog)

Students often misuse their sources unintentionally. Others do so intentionally. Both are unacceptable. Fundamentally, plagiarism is when you offer the words and ideas of another author as your own. The work of another person, their ideas, interpretations, distinctive phrasing, and exact words, constitute that author’s intellectual property. Use of that property without proper citation is, simply, theft. If you have any questions about plagiarism, please ask me to clarify. Plagiarism is a serious matter; as a Christian community we need to hold ourselves accountable to the highest standards–to do only those things that please our Lord and Savior.

Consequences for violations of academic integrity in this class

Academic dishonesty, including intentional plagiarism, will result in a failing grade for this course.

Available Support Services

· Students with disabilities: Any student in this course who has a disability that might prevent her/him from fully demonstrating her/his abilities should meet with an advisor in the Learning Enrichment Center as soon as possible to initiate disability verification and discuss accommodations that may be necessary to ensure his/her full participation in the successful completion of course requirements.

· A variety of support services are available in the Learning Enrichment Center for persons desiring additional assistance in the course.

· Students needing help with writing skills should contact The Writing Center

REQUIRED READING (available at University Bookstore):

Andrew Rolle, California: A History, 6^th ed., rev. and expanded (Wheeling, IL: Harlan Davidson, 2003). ISBN #0-88295-972-7

Jo Ann Levy, They Saw the Elephant: Women in the California Gold Rush (Norman, OK: University of Oklahoma Press, 1990). ISBN #0806124733

Jeanne Wakatsuki Houston and James D. Houston, Farewell to Manzanar (New York: Bantam Books, 1973). ISBN #0553272586

California History Coursepack. (short primary source documents–please bring this to each class)

COURSE ASSIGNMENTS

Field Trip

You will visit a historical site or attend a cultural event related to California history and then submit the following:

§ A travel journal that documents your visit (notes from your visit, brochures, background research, etc.)

§ A 3- to 5-page double-spaced reflective paper that connects your visit to the class content i.e. how does what you observed and discovered relate to the primary- and secondary-source information provided in the course? Note, the paper does not require end- or footnotes, but you must provide at least three “informal” citations in this paper.

Suggested field trip sites:

§ Avila Adobe, Olvera Street

§ Banning Residence Museum, Wilmington

§ Queen Anne Cottage or Hugo Reid Adobe at the L.A. Arboretum

§ Leonis Adobe, Calabasas

§ Workman and Temple Family Homestead Museum, Industry

§ Rancho Los Alamitos, Long Beach

§ Rancho Los Cerritos, Long Beach

§ Mission San Fernando Rey de Espana, Mission Hills

§ Mission San Gabriel Arcàngel, San Gabriel

§ Mission San Luis Rey de Fancia, Oceanside

§ Mission San Juan Capistrano

§ El Molino Viejo, San Marino

§ Casa de Rancho Cucamonga (Rains House), Rancho Cucamonga

§ San Bernardino Asistencia, Redlands

*If the site you would like to visit is not on this list, please get prior approval from me

Intellectual Journal
Every week, you will be asked to turn in an intellectual journal in which you will discuss what you consider to be the most important and/or most interesting theme or themes of the day’s readings. I’d especially like to see how that theme intersects with your Christian worldview. The goal is analysis, not merely a summary of the readings, and you will find that thoughtful entries will help you to gather your thoughts for class discussion. Your journal entries will be read by me, commented upon, and returned the following week. These entries should be typed, single-spaced, and no more than a half-page long. You will receive a check-plus (ü+), check (ü), or check-minus (ü-) on your entries. A check-plus is worth 5 points, a check is worth 3½ points, and a check-minus is worth 2 points. Your journals will be assessed primarily on the thoughtfulness and perceptiveness of your entries, although the quality of writing will also be taken into account.

Each of you will turn in a total of eleven journal entries. Half of the class will be asked to turn in a journal entry on Tuesdays, and half of the class will be asked to turn in a journal entry on Thursdays. No entries are due on the days when one of your major essays is due (mid-term exam, field trip report, paper plan, final draft of your paper) or on book discussion days. In some of these instances, everyone’s entries will be due on the day of the week opposite the essay due date.

Examinations

There will be a mid-term and a final examination. Both will be take-home exams composed of major essays on central course themes, in which you will formulate an argument backed by evidence. You are expected to interact with the sources provided in the course in responding to the examination questions and I want to see at least informal citations to those sources. I will distribute the exam questions approximately two weeks before their listed due dates.

Special Collections Paper Assignment

Each of you will write a 4-5 page research paper based in part on primary-source materials from the Special Collections of the Darling Library. The primary sources in the collection include private papers, letters, diaries, guides, and autobiographies. Remember that a primary source is a document written by somebody who lived through the era/experiences under consideration, not a later report by a non-participant. Some suggested topics that are especially strong in the Special Collections include:

· California Gold Rush

· California missions

· Overland migrations

· Lawmen and outlaws

· Native Americans

· Indian wars

· Railroads

· Cattle trade

· Los Angeles/local community histories

I would like you to choose two primary-source accounts (diaries, letters, travelogues) of two different people who were living in California before 1940. At least one of the two accounts must be from a source found in Special Collections. The best papers are those that argue something about the topic at hand, so you should look for a common thread that somehow links the lives of your two individuals and best explains their historical context. If you cannot find strong commonalities, then you’ll want to argue why their experiences were so different. You are also expected to make some connections between their stories and the information we’ve explored in class–how do their experiences relate to text and lecture materials? Finally, I would like you to address, briefly, the basic problems and advantages in using primary documents. In this regard, you may find the National Archive’s Digital Classroom helpful (http://www.archives.gov/education/). See especially the comments in the article, “History in the Raw.”

The requirements for this paper include:

¨ 4-5 pages in length, typed and double-spaced, with one-inch margins on all sides. Use conventional, 11-13 point fonts.

¨ In-text citations and a separate bibliography that indicates which source(s) is(are) from Special Collections

¨ Follow the detailed guidelines listed in the separate paper assignment handout.

¨ Your paper topic, in writing, by the fourth week of class

¨ A 1-2 page plan for your paper, typed, by the eighth week of class. This plan must include:

o Your main thesis or research question

o The basic issues you will deal with in exploring your topic or proving your argument

o Your two primary sources and the specific location of those sources (Special Collections, interlibrary loan, internet, time-travel, etc.)

¨ I will accept rough drafts of the paper, which are due by week eleven. If you submit a rough draft to me, please include that draft with the final draft of your paper. Note: If a rough draft is “A” quality, you will not have to submit a final draft.

Please note, not all materials in the Special Collections are available for general use; some are extremely old and fragile and cannot be accessed by the public. Also, you must make arrangements to use the materials in the Special Collection with Ken Otto, and he can also tell you whether a particular source is “useable” or not. I will give you the fall hours of operation as soon as they are available. He can be contacted by e-mail at kotto@apu.edu, and his phone extension is 5263. The fall hours of operation (subject to revision) are:

Mondays	9:00-11:30 a.m.
Tuesdays	3:30-6:00 p.m.
Wednesdays	9:00-11:30 a.m.
Thursdays	1:00-3:30 p.m.
Fridays	9:00-11:30 a.m.

GRADING

Attendance & Participation	10%
Mid-term Examination	15%
Intellectual Journal	10%
Special Collections Paper Plan	5%
Special Collections Paper	25%
Field Trip Report	15%
Final Examination	20%

Improvement is a crucial part of this course. If there is significant improvement in quality of work over the course of the semester, emphasis will be given to the higher grade rather than maintaining the strict mathematical averages listed above.

Late Policy

Late papers will be penalized with a one-third grade deduction per class session, to a maximum of 2 full letter grades. For example, a B paper would become a B- if one session late, a C+ if two sessions, and so forth.

Extra-credit work will not be accepted for this course.

I will use the following abbreviations in grading your essays:

A	Awkward and/or incorrect phrasing
C	Missing citation; please provide the reference for your statement or quote
D	Descriptive; merely summarizes rather than analyzing why/how it relates to thesis
E	Needs additional explanation
G	Too general; provide a specific example or examples to illustrate your point
IQ	Introduce quotes rather than “dropping” them into the essay; i.e. Fay writes, “. . .
IS	Incomplete sentence/sentence fragment
P	Need to begin a new paragraph here
R	Indicates a recurring issue throughout the paper
S	Too many subjects in the same section; deal with one theme only per paragraph
T	Poor transition between ideas/paragraphs
U	Unclear; clarify your idea

Please note: I follow the 24-hour rule when handing back any graded assignments–you must wait 24 hours before discussing with me your grade on an exam or essay. However, please don’t wait until the end of the semester to talk with me about specific issues related to your grade. The earlier you make an appointment with me, the better your chances for improvement and success.

I will use the following guidelines to grade your written assignments:

A	Outstanding (90-100%)	Shows originality and creativity. It makes a clear, consistent, and persuasive argument and brings in specific, relevant examples to back up its assertions. This paper is analytical rather than descriptive in tone–not merely informative, but is written with a style that interests and captivates the reader. Uses citations when appropriate, but not gratuitously. Paper contains few, if any, errors in mechanics (grammar, punctuation, and spelling).
B	Above average (80-89%)	The paper is well-written, including a clear thesis and good use of sources, but gives less supporting detail or less elaboration than above and may have a tendency to be too descriptive. Generally, the paper is competent but not extraordinary, and may include some irrelevant information or generalizations. May contain a moderate number of errors in grammar, usage, and mechanics.
C	Average (70-79%)	A grade of C reflects adequate college work but the insight is not marked by independent thought. Argument is underdeveloped, and contains some irrelevant information, repetition of information, or generalizations, rather than specific examples that support the thesis. The answer may not answer all parts of the question. Paragraphs need more details, examples, and specifics. There are many mechanical errors, but they are not so problematic that the paper is unable to be understood.
D	Below average (60-69%)	The paper is below average either because some aspect of the assignment has not been fulfilled, or because a preponderance of errors interferes with clear communication. A “D” may also indicate failure to follow directions, a paper that is too short and does not attempt to treat topic in depth, or failure to demonstrate personal effort and improvement.
F	Failing (0-59%)	Not acceptable, either because the student did not complete the assignment as directed, or because the level of writing skill is below an acceptable level for college work.

SEMESTER SCHEDULE & READING ASSIGNMENTS

Week One

Thursday, September 6: Introduction to the Course

*Reading: Rolle, 1-7 (**no journal entries due)

Week Two

Tuesday, September 11: Native Americans

*Reading: Rolle, 9-19

Thursday, September 13: Early Explorations and Special Collections Orientation

*Reading: Rolle, 20-31

Week Three

Tuesday, September 18: Spanish Rule

*Reading: Rolle, 35-52

Thursday, September 20: Spanish Rule

*Reading: Rolle, 53-67

Week Four

Tuesday, September 25: Mexican Rule

*Reading: Rolle, 68-82

*Paper Topic due

Thursday, September 27: The American Transition

*Reading: Rolle, 83-109

Week Five

Tuesday, October 2: Gold Rush

*Reading: Rolle, 110-124 (**both Tuesday & Thursday journal entries due)

Thursday, October 4: Discussion–Levy, They Saw the Elephant (**no journal entries due)

Week Six

Tuesday, October 9: Statehood and Union

*Reading: Rolle, 125-137, 161-169

Thursday, October 11: Railroads

*Reading: Rolle, 170-176

Week Seven

Tuesday, October 16: Native American and Immigrant Interactions

*Reading: Rolle, 188-207

Thursday, October 18: Agriculture

*Reading: Rolle, 155-160, 177-187, 208-213 (**no journal entries due)

*Mid-term due

Week Eight

Tuesday, October 23: Industrialization and Urbanization

*Reading: Rolle, 241-255, 265-271 (**no journal entries due)

*Paper Plan due

Thursday, October 25: The Progressive Era

*Reading: Rolle, 229-240 (**both Tuesday & Thursday Journal Entries due)

Week Nine

Tuesday, October 30: The Growth of Southern California (**no journal entries due)

*Field Trip Reports Due

Thursday, November 1: Water and Conservation

*Reading: Rolle, 256-264, 344-358

Week Ten

Tuesday, November 6: Hollywood and “Modern Culture”

*Reading: Rolle, 284-305 (**both Tuesday & Thursday Journal Entries due)

Thursday, November 8: Hollywood and “Modern Culture” (**no journal entries due)

Week Eleven

Tuesday, November 13: The Great Depression

*Reading: Rolle, 272-283

Thursday, November 15: WWII

*Reading: Rolle, 311-319

*Research Paper Drafts Due (optional)

Week Twelve

Tuesday, November 20: Discussion–Houston, Farewell to Manzanar (**no journal entries due)

Thursday, November 22: Thanksgiving Holiday–No Class (Happy Turkey Day!)

Week Thirteen

Tuesday, November 27: Postwar California

*Reading: Rolle, 320-332 (**both Tuesday & Thursday journal entries due)

Thursday, November 29: The 1960s

*Reading: Rolle, 333-343 (**no journal entries due)

*Research Papers Due

Week Fourteen

Tuesday, December 4: The 1960s and Beyond

*Reading: Rolle, 359-366

Thursday, December 6: Modern California

*Reading: Rolle, 367-394

Week Fifteen

Tuesday, December 11: Final Exam Due by 9:30 a.m.

Instructor’s Note

The following instructor’s syllabi were consulted and used in designing this course. In some cases the language from their syllabi was incorporated into this one.

John Putman, History 445, San Diego State University. http://balrog.sdsu.edu/~putman/445/sylf03.htm (class etiquette)

Dr. Harold D. Tallant, History 470, Georgetown College, http://spider.georgetowncollege.edu/htallant/courses/his470/syllabus.htm (attendance)

Jo Miller, History 100, Cornell University. http://instruct1.cit.cornell.edu/courses/hist100.81/syl.html (attendance)

Ralph Wilmoth, Iowa State University, HS 255. http://www.lib.iastate.edu/commons/hs255/01spr/syllabus.html (attendance)

Dr. Yaya De Luna, HIST-010, University of California, Berkeley (field trip)