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S P R I N G 2 0 1 7 H I S T O R Y 3 6 9 : H I S T O R Y O F T H E W E S T & P A C I F I C N O R T H W E S T Instructor: Doug Sackman email: dsackman@pugetsound.edu phone: 3913 Office: Wyatt 138 Office Hours: T/TH 12-1.30pm (I am also available to meet with you at other times; just email me for an appointment) webpage: http://www.pugetsound.edu/faculty-pages/dsackman/ C O U R S E D E S C R I P T I O N Instead of one American West, we are now faced with many. These many Wests have surfaced because recently a new group of historians, wishing to value the multiple stories peoples have told about the West (or El Norte or the navel of the world or Gam Saan) have attempted to break down ethnocentric frontier mythology and instead give us a multicultural and perhaps even a multiperspectival Western history. Following those tracks, we explore the encounters, exchanges and conflicts among peoples and between people and nature, with a view to uncovering what the western regions can tell us about our nation’s motto: e pluribus unum. The flux of the West is a matter of geography as well as perspective. For some historians, the West begins at the frontier of Europeans and Natives on the eastern seaboard, and then progressively moves west over time. In this view, the Old Northwest of the Ohio Country is categorized as part of the West until a certain point when it transmogrified into the Midwest. Others use the Mississippi or the 98th meridian or the Rocky Mountains as the firm dividing line between the East and West. But how far west does this West go—does it include Hawai‘i and Alaska? A recent “Atlas of the New West” says no, and it even excludes the Pacific Coast, including Western Washington, from the domain of the real west. Our course will give some attention to all of these fluctuating wests as well as to these issues of definition, but the course will be anchored to the Pacific Slope—the far western region centering on the states of California, Oregon, and Washington. Some attention will be given to bordering areas, including Hawai‘i, Alaska, British Columbia and Mexico. Chronologically, we will concentrate on the period between the onset of European penetration of the region in the late 18th century through World War Two. In this course we will approach the Pacific Slope from several angles. We will look for the dynamics of cultural conflict and exchange among competing peoples in the region, attending to issues of race, class and gender. We will ask

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how regional identities have been made, and look at the relationship between culture and nature over time in landscapes that have been both celebrated and transformed to an astounding degree. Throughout, we will examine the ways that western experience has been translated into stories, whether in the oral traditions of native peoples, the triumphalist narratives of national expansion, the fictional accounts of writers and filmmakers, and the critical accounts of recent historians and writers who have attempted to rewrite the dominant narrative of western history. The course, then, will encompass three major themes:

1) diversity and the dynamics of cross-cultural encounters on the “frontier,” with attention to the values of different and competing groups

2) the role of nature in the making of western history, and 3) the relationship of myth and narrative to western experience and

history. F O R M A T A N D O B J E C T I V E S In the above description, I have emphasized what “we” will do. I mean that: the course is meant to be a collaborative investigation. Class time will be devoted largely to discussions of the readings and the issues they touch upon. To make the course work, then, you will have to come to class having done the reading and having thought about questions or comments you might want to bring up in class discussion. I’ve designed the course to give you a range of opportunities to participate in the class and contribute to its course. Of course, you are encouraged to actively engage with discussions, raising questions, making points and otherwise contributing to the flow of the conversation. The readings for the course are extensive (averaging about 100 pgs per week, though it varies considerably), and essential. Your reactions to the content, ideas and evidence presented in the reading will be crucial to what we do in class. Doing the reading in time for class is thus critical to the success of the course. In reading selections, you will find it useful to take notes and write down particular questions you might have or topics you would like to discuss. As a student, I found that underlining or highlighting passages, while helpful, was not the best way to prepare me to participate in class discussions. I started to take notes on a separate sheet of paper (or on my computer), listing the relevant page number on the left and then some idea or quote that I found interesting next to it. In class, then, I could use this as an index of my ideas, and then point to a particular passage as a

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basis for a question or to present my perspective on a particular issue. You may find that developing a note-taking system will work for you. Please bring the readings to class on the day for which they are assigned. If you do not do the readings, you will get little out of the class. If you do the readings, but have nothing to say about them, then the class as a whole will suffer. The more you get involved, the more you will get out of the class, and the more exciting, engaging, and successful the class will be as whole. Ideally, students in this course: • will gain a basic understanding of the persons, events, and forces that have shaped history in the West and Pacific Northwest from the late-eighteenth century through World War Two • will sharpen their ability to read and analyze historical writing • will deepen their understanding of the process of conquest, colonization and resistance in the West • will deepen their understanding of how cultural diversity, the environment, and narratives have played critical and interrelated roles in the making of Western/Pacific Northwestern history • will learn to analyze events and narratives about events from multiple points of view • will develop their skills of oral and written expression, including how to formulate a position on an open-ended topic and effectively use evidence to support that position • will gain practice working with web-based materials and working cooperatively in groups • will have opportunities to engage with Western/Pacific Northwestern history as a teacher as well as a student R E A D I N G S • David Igler, The Great Ocean: Pacific Worlds from Captain Cook to the Gold Rush • Richard White, The Organic Machine: The Remaking of the Columbia River • Nat Love, The Life and Adventures of Nat Love • Mae Ngai, Impossible Subjects: Illegal Aliens and the Making of Modern America • John Steinbeck, The Harvest Gypsies • Robert Hine and John Faragher, Frontiers: A Short History of the American West • + Moodle: many readings will be posted on moodle, and are indicated on the course schedule below

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E V A L U A T I O N Guidelines for each of the assignments will be distributed when appropriate in the term.

E v a l u a t i o n 1. Attendance and Participation (15%): This category includes reading,

attendance & participation in discussions. Regular attendance is expected. Students can participate in class by making points and connections, raising questions, listening and responding to the comments of other students, and otherwise engaging with the flow of the discussion. 2. Discussion Papers and Document Gathering Assignments (15%): Short

writing assignments that you bring to class and we will often be incorporated into class discussion. You will have a discussion paper due 6 times in the course of the term; you may skip one day of your own choosing. In other words, you are required to turn in 5 discussion papers (if you turn in 6 I will drop the lowest score). [Guidelines below in the syllabus]. In addition, there are also 2 document gathering assignments (due for your group on the dates indicated in the course schedule). 3. Western History Presentation (5%): An in-class ten-minute presentation

on a topic of the student’s choosing related to course themes or topics (guidelines below) 4. Paper 1 (20%): A 5-7 page paper related to course readings, due in

Week 7 (guidelines to be distributed in class) 5. Paper 2 (20%): A 5-7 page paper related to course readings, due in

Week 11 (guidelines to be distributed in class) 6. Final paper (25%): A 6-9 page research essay, due on Friday of Finals

Week (guidelines to be distributed in class). Includes prospectus and informal class presentation of work in progress. Note on Quiz Possibilities or Daily Note Assignment: depending on the quality of class discussions and the collective sense of how thoroughly and completely the reading is being done, we may need to add quizzes or other assignments to the course itinerary (in which case, the percentage weight of some of the above categories will be reduced to make room for the quizzes, etc). G r a d i n g P o l i c i e s The work in all of the above categories will be taken into account to determine your final grade. In general, the writing asks you to go far beyond the recitation of facts and information. You will be formulating your own ideas and arguments, gathering and organizing evidence to support your positions, and putting it all together in finished essays that are at their

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best polished, engaging, original, creative, and/or provocative. I will distribute more specific criteria that I use in evaluating your longer papers. The Prep Papers are more informal in orientation, and one of their purposes is to allow you to pursue your ideas and hone your writing talents without the pressure of grades. The following statements will give you some idea what level of work and participation constitutes what kind of grade in this course: Work that is of D-level or below does not rise to the standards of expectations in the class, which are reflected in the description of C-level work. C-level work is considered both average and respectable in this course. Work that merits a C represents a serious engagement with the class and the course materials by the student. For papers, this means that the paper deals with its topic, makes use of the proper number and type of sources, shows that the student has grappled with the readings and issues, and advances a central idea or thesis. Yet, the thesis may be vague and there may be problems with the mechanics, organization or clarity of the paper. In terms of participation, the C-level student regularly attends, is attentive to what is going on in the classroom, occasionally offers ideas and perspectives in class, completes the Prep Papers in satisfactory fashion, and willingly contributes to small group discussions. B-level work is very good. It represents both serious engagement with and reasonable mastery of the course material. The B-level student maintains their degree of engagement throughout the course, and usually their work shows improvement. Papers that merit a B are well-crafted and organized, advance a central thesis that addresses the paper’s topic in an interesting or illuminating fashion, are mostly free from mechanical and grammatical errors, draw effectively on a range of materials, and are generally persuasive and cogent in their argument. B-level participation involves regular attendance and participation in class discussions. Comments and contributions are often based on a careful consideration of the readings. For example, such a student may sometimes point to a specific passage in the text to back up or develop their comment or question. A-level work is exceptional. Not only do A-level papers display all of the good qualities of a B-paper, their central argument is advanced with an exceptionally impressive degree of sophistication, originality or insight. The paper's organization, craft and use of evidence are all excellent. In terms of participation, contributions to class discussions are both frequent and particularly insightful.

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Late Policy: Assignments that are up to 24 hours late will receive a 1/3 grade reduction (e.g. a B would become a B-); assignments turned in more than one but less than two days late will be lowered 2/3 of a grade; work turned in three days late will be lowered a full grade; work turned in beyond three-days late will be lowered a 1 and 1/3rd grade.

P R E S E N T A T I O N G U I D E L I N E S For the presentation, please choose a topic that has some relevance to this class (i.e. something to do with the history of the North American West or Pacific Northwest). Presentations should be no more than 10 minutes long, but the format for the presentation is up to you. However you decide to present your findings, the best presentations are well-organized, rehearsed, informative, interesting, and engaging. They at once do a good job of presenting information in an interesting manner and conveying a few larger points or conclusions about the topic. While your presentations no doubt will be informative, we will also be interested in your interpretations. Thus, you might want to consider these kinds of questions: What significance do you see in your topic? How does it relate to other aspects of Western history we’ve looked at in the class? Does it tell us something about one or more of the three main themes of the course? On the day of your presentation, please also turn in an annotated bibliography of at least three sources consulted (at least one of which should not be a web-based source, that is, a scholarly book or article; for books, use Simon or Summit; to find articles, use the database America: History and Life). The annotation can simply be 2-4 sentences describing the source and the way it is useful. You may wish to ask me for ideas for sources. The following should give you some idea of the grading criteria: a presentation that is researched adequately, is informative, and is organized effectively is roughly a B-/B; presentations that manage to be engaging and are especially interesting in their interpretations and/or imaginative and creative in their presentation move up higher on the scale; presentations that are less well-organized, poorly presented, drag on beyond the time allotted, and/or are not very informative move down on the scale. In thinking of a topic, feel free to talk to me about your interests and we might be able to come up with one together. You may also wish to browse Hine and Faragher, Frontiers for possible topics. Historylink.org also has a lot of information on Northwest events and history. After everyone has selected topics, I will assign days for the presentations (and if the day selected for your

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presentation doesn’t work for you, we can make adjustments). Please select your topics by the third week of classes. I will pass around a sign up sheet. G U I D E L I N E S F O R T H E S H O R T P A P E R S There are several short writing assignments, including Discussion Papers, 1 Film Discussion Paper and document gathering assignments. These are meant to be somewhat informal assignments, giving you the opportunity to develop and express your ideas free from the pressure of grading. These papers will be carefully read, and though I will not be able to make extensive comments on them, they will be assigned a number from 0-4 that assesses their general quality. Papers that receive a 2 are considered good. If you receive 0s and 1s, you should put more effort into future papers so that they merit 2s. Papers that are particularly well crafted and present an exceptionally penetrating, creative, or sophisticated analysis, interpretation or reaction to the reading, film or other subject merit 3s or 4s.

D i s c u s s i o n P a p e r s The class is divided into 5 “groups”—A, B, C, D and E (This is basically for the purpose of dividing up the class—you will be writing your discussion papers individually, not in groups). Discussion Papers for your group are due on the days indicated in the course schedule with your group’s letter in brackets next to the date (see “course schedule” below). You may skip 1 discussion paper on a day of your choosing. Under no circumstances, including computer failure, may Discussion Papers be turned in late, since their purpose is to be available for use in the class discussion on the day on which they are due. (In certain circumstances, I may allow you to switch the day for which you write a discussion paper, but you must ask me about this at least 24-hours in advance). Discussion Papers should be typed and @300-500 words long (or between 1 and 2 pages long). For evaluation, your papers will be read closely though normally they will not be returned with the extensive written comments from me that accompany your longer papers. They will be given a number from 1-25 (a number between 19-22 means that you have done a good job with the assignment; something less than 19 indicates that some element needs to be developed further; discussion papers that get a 23-25 are excellent). The Discussion Papers involve two components: a topic discussion and an issue identification: Topic Discussion: For the topic discussion, I would like you to write 2-3 paragraphs or so about some aspect of the reading for that day that grabs

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your attention and you would like to discuss. I am not looking for you to summarize the reading. Instead, I would like you to identify some theme or issue raised in the reading and interpret its significance. You need not deal with the reading as a whole; in fact, you may want to focus on a small part of the larger reading. You may wish to draw comparisons between the readings of the day, or between the reading of the day and previous readings. You may wish to discuss how the reading relates to some larger issue in the class. You must include at least one quotation from the reading in your paper (normally, stronger papers use such citations). Please provide the page number in a footnote or in parentheses for your quotations. I will on occasion ask you to summarize or read your topic discussion for the class. Issue ID: The second component of the Discussion Paper is the identification of some issue that can be suitable for class discussion. This can be one or two sentences long, and it can be as simple as identifying a quote from one of the readings that you find illuminating and interesting or questionable and briefly stating what important issue you see in the quote. You might also raise a point of comparison between readings. The issue may be related to your topic discussion, though it need not be. Be prepared with these: I will on occasion ask you to present your issue id in class as a way to start discussion.

“Jeopardy” alternative: for one of your discussion papers, you can elect instead to prepare 5 jeopardy style answers that come from that days reading. In other words, you supply the answers, and you will ask classmates to come up with the question. Your “discussion paper” should briefly also indicate the context or significance of each answer, in a sentence or two.

Film Discussion Papers: For one of the two films screened for the class, I would like you to write a 1-2 page discussion paper. You may wish to relate something you see portrayed in the film to some aspect of Western history we have discussed in class or to one or more of the course’s three main themes. Film discussion papers are due in the next class session following the screening of the film. Like discussion papers, these should have a topic discussion and an issue id.

Document Gathering Assignments: These are explained in the course schedule, below. They involve gathering a primary source document and writing about its significance in relation to course topics and readings in about a page

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For this assignment, I am asking you to locate a newspaper article, magazine article, or an excerpt from book or pamphlet from the period we are reading about or that is topically related in some way. Then, write a paragraph about what significance you find in the document, and/or how it relates to the reading for that day or course themes. Please bring a copy of the document and your paragraph to class. If possible, make some direct connection to something in the readings for that day. Below are listed several online full-text databases where newspaper, magazine articles and books or other kinds of documents from the mid-19th century through the 20th century can be found. Experiment with different search terms and setting the date parameters in different ways (e.g., you could focus on a particular year or decade) until you find an article of interest. List of historical newspaper source databases, including full text of New York Times (goes back to 1850s) and Los Angeles Times (back to 1880s). Here’s a list of the different databases we have access to (library site with links: http://research.pugetsound.edu/c.php?g=304676&p=2032228 ; links below may also work):

• Historic Oregon Newspapers

Search and access complete content for historic Oregon newspapers that have been digitized as part of the Oregon Digital Newspaper Program (ODNP).

• Los Angeles Times Historical Newspaper (1881-1992)

Full page and article images with searchable full text back to the first issue of the Los Angeles Times newspaper.

• New York Times Historical Newspaper

Includes full page images of the New York Daily Times (1851-1857) and the New York Times (1857-2012).

• Nineteenth Century U.S. Newspapers

Digital facsimile images of both full pages and clipped articles for hundreds of 19th century U.S. newspapers. The newspaper is captured from cover-to-cover, providing access to every article, advertisement and illustration.

• Washington Digital Newspapers

A digitized and indexed collection of historic newspapers from the Washington State Library. Coverage begins in 1852, and covers Washington's territorial and early statehood periods

• Chronicling America: Historic American Newspapers

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From the Library of Congress a searchable database of U.S. newspapers with descriptive information and select digitization of historic pages.

• London Times Digital Archive

Since its first publication in 1785, The Times (London) has become one of the most preeminent, global daily (except Sundays) newspapers of the 18th century through the early 21st century, covering international events, people, places, politics, business news, opinion and debate, entertainment, and advertising.

Also: 19th century magazines (Making of America): http://ebooks.library.cornell.edu/m/moa/ California As I Saw It: First Person Narratives of California's Early Years Website: http://lcweb2.loc.gov/ammem/cbhtml/

G r a d i n g P o l i c i e s The work in all of the above categories will be taken into account to determine your final grade. In general, the writing asks you to go far beyond the recitation of facts and information. You will be formulating your own ideas and arguments, gathering and organizing evidence to support your positions, and putting it all together in finished essays that are at their best polished, engaging, original, creative, and/or provocative. The Discussion Papers are more informal in orientation, and one of their purposes is to allow you to pursue your ideas and hone your writing talents without the pressure of grades. The following statements will give you some idea what level of work and participation constitutes what kind of grade in this course: Work that is of D-level or below does not rise to the standards of expectations in the class, which are reflected in the description of C-level work. C-level work is considered both average and respectable in this course. Work that merits a C represents a serious engagement with the class and the course materials by the student. For papers, this means that the paper deals with its topic, makes use of the proper number and type of sources, shows that the student has grappled with the readings and issues, and advances a central idea or thesis. Yet, the thesis may be vague and there may be problems with the mechanics, organization or clarity of the paper. In terms of participation, the C-level student regularly attends, is attentive to what is going on in the classroom, occasionally offers ideas and perspectives in class, completes the Discussion Papers in satisfactory fashion, and willingly contributes to small group discussions. B-level work is very good. It represents both serious engagement with and reasonable mastery of the course material. The B-level student maintains their degree of engagement

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throughout the course, and usually their work shows improvement. Papers that merit a B are well-crafted and organized, advance a central thesis that addresses the paper’s topic in an interesting or illuminating fashion, are mostly free from mechanical and grammatical errors, draw effectively on a range of materials, and are generally persuasive and cogent in their argument. B-level participation involves regular attendance and participation in class discussions, and is an active and engaged listener as well (showing that he or she can pick up on the contributions made by others in the class) Comments and contributions are often based on a careful consideration of the readings. For example, such a student may sometimes point to a specific passage in the text to back up or develop their comment or question. A-level work is exceptional. Not only do A-level papers display all of the good qualities of a B-paper, their central argument is advanced with an exceptionally impressive degree of sophistication, originality or insight. The paper’s organization, craft and use of evidence are all excellent. In terms of participation, contributions to class discussions are both frequent and particularly insightful. A c a d e m i c H o n e s t y Faith in your academic integrity is vital to all we do at UPS. It should go without saying that the college expects that all work submitted for evaluation in courses will be the product of the student’s own labor and imagination. Of course, you are free to speak with others about your work and share ideas and perspectives. In writing your papers, though, you are developing your own ideas and arguments. You can incorporate the ideas or words of others in your own paper, but to do so you must properly cite your sources. Turning in a paper that attempts to pass off the words or ideas of others as your own constitutes plagiarism (see “Academic Integrity” in our online Academic Handbook for more information). In addition, the library has an excellent site devoted to the matter of plagiarism and the proper citation of sources of information; it can be found at: http://alacarte.pugetsound.edu/subject-guide/6-Academic-Integrity-Puget-Sound Like other forms of cheating, plagiarism is a contamination that pollutes our environment. Students who knowingly turn in work that involves plagiarism or is marred by other forms of cheating will not pass the course (i.e., they will receive an F), though more severe penalties may be recommended for egregious cases. One can understand the temptation to turn in illegitimate work: students working under intense pressures may turn to cheating as an easy way out. But to do so, you not only steal the work of others, you cheat yourself and your fellow students as well. A real degree from UPS cannot be obtained through looting. If you are worried about your grade or

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completing an assignment, please come and talk to me. I can work with you to help you get over the hurdles and make it possible for you to get something positive out of the course. Accessibility If you have a physical, psychological, medical or learning disability that may impact your course work, please contact Peggy Perno, Director of the Office of Accessibility and Accommodation, 105 Howarth Hall, 253-879-3395. She will determine with you what accommodations are necessary and appropriate. All information and documentation is confidential. Campus information on emergency procedures: Please review university emergency preparedness and response procedures posted at www.pugetsound.edu/emergency/. There is a link on the university home page. Familiarize yourself with hall exit doors and the designated gathering area for your class and laboratory buildings. If building evacuation becomes necessary (e.g. earthquake), meet your instructor at the designated gathering area so she/he can account for your presence. Then wait for further instructions. Do not return to the building or classroom until advised by a university emergency response representative. Wyatt Gathering area:

If confronted by an act of violence, be prepared to make quick decisions to protect your safety. Flee the area by running away from the source of danger if you can safely do so. If this is not possible, shelter in place by securing classroom or lab doors and windows, closing blinds, and turning off room lights. Lie on the floor out of sight and away from windows and doors. Place cell phones or pagers on vibrate so that you can receive messages quietly. Wait for further instructions.

C O U R S E S C H E D U L E Readings should be completed by the day in which they will be discussed, and you should bring the appropriate texts with you to class. Readings with an M to the left are from Moodle; readings with a “•” are from one of the course books. M = R E A D I N G I S F R O M M O O D L E • = R E A D I N G I S F R O M C O U R S E B O O K P A R T I : T H E M Y T H O F T H E W E S T A G A I N S T W E S T E R N H I S T O R I O G R A P H Y

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W e e k 1 F r o m t h e O l d W e s t t o t h e N e w W e s t s J a n u a r y 1 6 - 1.2 (Wednesday): Three Trails West: Myth, Environment, and Cultural Encounters W e e k 2 F r o n t i e r a n d R e g i o n J a n 2 3 - 2.1 (Monday): The Frontier Thesis and Buffalo Bill’s Wild West: Ur-myth of the Nation? [Discussion Papers due for Groups A and B: normally, you are free to choose whatever aspect of the reading you wish for your topic discussion and issue id, but for the first session I would like those in Group A to pose an Issue ID related to the Turner reading, and for those in Group B to pose an Issue ID related to the White reading; you are free to discuss either or both readings in your Topic Discussion] M Frederick Jackson Turner, “The Significance of the Frontier in American History” (1893) [all numbered readings to be found on Moodle under the day for which they are assigned] M Richard White, “Buffalo Bill and Frederick Jackson Turner” [Links to the following short films will be on Moodle] • Annie Oakley from the Buffalo Bill Wild West Show by Thomas Edison (1894) https://archive.org/details/AnnieOakley • Buffalo Bill movie clips https://archive.org/details/0780_Gould_can_5507_Buffalo_Bill_14_57_25_00 2.2: Placing the West and Northwest [Groups C and D; normally, you are free to choose whatever aspect of the reading you wish for your topic discussion and issue id, but for this session I would like those in Group C to pose an Issue ID related to one or both of the Limerick readings, and for those in Group D to pose an Issue ID related to the Findlay reading; you are free to discuss either or both readings in your Topic Discussion] M Patricia Limerick, “What on Earth is the New Western History?” M Patricia Limerick, “Region and Reason” M John Findlay, “A Fishy Proposition” M G.E Stevens, "Tacoma Invites You” (@1917) [This is a “primary source”] M Erwin Weber, “Why the Pacific Northwest is Destined to Dominate the Commercial World” (1924) [This is a “primary source”] W e e k 3 P r i n t i n g t h e L e g e n d J a n . 3 0 - 3.1: screening of film: The Man Who Shot Liberty Valence [note: class will go until 6.05 pm today]

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• Hine, Frontiers, Introduction and Chapter 15 [for background, and to incorporate into discussion during next class session; this session will be devoted to the film screening] 3.2: [Group E] M Elliott West, “Stories” M Tim Egan, Two Op-Eds on the Contemporary West <<If you select this film to write on, your Film Discussion Paper is due in class>> P A R T I I : P A C I F I C / W E S T W e e k 4 F e b 6 - 4.1: [Group A] • Hine, ch. 1 • Igler, Great Ocean, Introduction and Chapters 1 and 2 M Exploration Documents (Hezeta, Cook, Vancouver, Puget) 4.2: [Group B] • Igler, Great Ocean, chapters 3-4 M Jewitt narrative • Hine, Ch. 5 W e e k 5 F e b 1 3 - 5.1: [Group C]

M Jefferson’s Instructions to Lewis M Selections from The Journals of Lewis and Clark • Richard White, The Organic Machine, intro and chapter 1 • Igler, Great Ocean, 149-154 • Hine, Frontiers, chapter 5 5.2: [Group D] The Pacific and “Patriotic Geographies” M Slaughter on York and Sacagawea • Igler, chapter 6 and conclusion P A R T I I I : G O L D & M A N I F E S T D E S T I N Y W e e k 6 : M e x i c o , C a l i f o r n i o s a n d A m e r i c a n C o n q u e s t F e b 2 0 -

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6.1: [Group E] The Borderlands and the Spanish Mission in California • Igler, Great Ocean, 139-149 M Documents on Spanish and Mexican California

M Francis Guest, "Cultural Perspectives on Death and Whipping" M Antonia Casteñada, "Spanish Violence against Amerindian Women"

• Hine, Frontiers, chapters 1 and 3 6.2: [Group A] The Reconquest of California and the Myth of the Gold Rush M Richard Henry Dana, from Two Years before the Mast M William Perkins, “Life at Sonora,” M John Ridge, “The Life and Adventures of Joaquín Murieta” M James Sandos, “’Because he is a liar and a thief’” • Hine, Frontiers, chapters 6 and 7 Document Gathering Assignment [Group D] Find a passage (a page or less) from one of the documents at the California As I Saw It: First Person Narratives of California's Early Years virtual archive that relates in some way to the Gold Rush. You may especially be interested in how Mexicans or Californios were portrayed, but feel free to search for other topics. In about a page, analyze the passage and relate it in some way to a reading assigned for today. Website: http://lcweb2.loc.gov/ammem/cbhtml/ W e e k 7 : C o n t e s t e d C l a i m s i n t h e G o l d R u s h Feb. 27- 7.1: M Gloria Anzaldúa, from La Frontera/Borderlands M. Luis Urrea, selection from Devil’s Highway class: film screening <<Please attend US/Mexico borderlands symposium, 5pm, Tahoma, details TBA>> P A R T I V : D I S P O S S E S S I O N , L A B O R , T E C H N O L O G Y A N D T H E I N D U S T R I A L I Z E D W E S T

7.2: Gold Rush, Social Fissures and Racial Formation [Group B] M Dame Shirley Letters M Sucheng Chan, “A People of Exceptional Character” M Tse Chong-Chee, “Letters to Tsi Chow-Choo” and Chinese-English Phrase Guide • Hine, Frontiers, ch. 8

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Document Gathering Assignment [Group C and E] Find a passage (a page or less) from one of the documents at the California As I Saw It: First Person Narratives of California's Early Years virtual archive that relates in some way to the Gold Rush (you may use another database, as long as it has sources from that period]. You may especially be interested in how Chinese—or other "ethnic" or "racial" groups— were portrayed, but feel free to search for other topics. In about a page, analyze the passage and relate it in some way to a reading assigned for today. Website: http://lcweb2.loc.gov/ammem/cbhtml/ <Paper 1 due Friday by 5pm: Please turn them in to the folder next to my office> W e e k 8 : M a r c h 6 - 8.1: [Group C] Race, Environment, Capitalism and the Gold Rush: In Comparative and Literary Perspective [Group C] M Mae Ngai, “Chinese Gold Miners and the ‘Chinese Question’ in Nineteenth Century California and Victoria”M Bret Harte, “The Luck of Roaring Camp” M Frank Norris, from McTeague

M Doug Sackman, “Nature and Conquest: After the Deluge of ’49” 8.2: [Group D and E] • Hine, Frontiers, chapter 9 M Henry George, "What the Railroads Will Bring" (1869) M Solnit, selections from River of Shadows Website of interest: http://web.stanford.edu/group/spatialhistory/cgi-bin/railroaded/gallery March 13-19 Spring Break P A R T V : G E N D E R , S O C I A L A N D R A C I A L I D E N T I T Y , W O R K A N D T H E W E S T E R N B O R D E R L A N D S W e e k 9 : M a r c h 2 0 - 9.1: [Group A]

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• Hine, ch. 10 • Love, Life and Adventures of Nat Love, chs. 1-11 9.2: [Group B] Love, Life and Adventures of Nat Love, ch. 12-end M Lonnie Bunch III, “The Greatest State for the Negro”

W e e k 1 0 : M a r c h 2 7 - 10.1: [Group C] M Abigail Scott Duniway, from Path Breaking, 324-328 M Selections from Duniway's The New Northwest, 330-340 M Excerpt from Scharff, Home Lands: How Women Made the West 10.2: [Group D] M Boag, selections from Re-Dressing America’s Frontier Past Document Gathering Assignment [Group A]: Find an article from a newspaper that is related to the reading in some way. (See information in syllabus above about how to find newspaper articles). ASEH conference W e e k 1 1 : A p r i l 3 - 11.1: [Group E] M Selection from Katrina Jagodinsky Legal Codes and Talking Trees: Indigenous Women's Sovereignty in the Sonoran and Puget Sound Borderlands, 1854-1946. • White, The Organic Machine, ch. 2 M Rudyard Kipling, On Salmon Fishing and the Boom in Tacoma M Erik Loomis, “The Industrial Workers of the World and the Battle for the Body, 1907-1917”

P A R T V I : C I T I Z E N S H I P , R A C E & E M P I R E : T H E B O R D E R L A N D S O F T H E W E S T T H R O U G H W W I I 11.2: Hawaii, Immigration and a New Manifest Destiny [Group A] M John Whitehead, “Alaska and Hawai'i” M Selection from David Chang, The World and All the Things upon It: Native Hawaiian Geographies of Exploration

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M Patricia Limerick, “The American Landscape discovered from the West” or selection from Kornel Chang, Pacific Crossings Recommended: • Hine, Frontiers, ch. 12 <document gathering assignment group B: find a newspaper article before 1910 that relates to the reading in some way> < < P a p e r I I D u e F r i d a y b y 3 p m > > W e e k 1 2 A p r i l 1 0 - 12.1: Race and the Western Crucible [Group B] • Ngai, Impossible Subjects, 1-75 [document gathering assignment group D: find a newspaper article before 1950 that relates to the reading in some way. (See information in syllabus above about how to find newspaper articles)]

12.2: [Group C] • Ngai, Impossible Subjects, 93-126 M Carlos Bulosan, from America is in the Heart [document gathering assignment group E: find a newspaper article before 1950 that relates to the reading in some way (See information in syllabus above about how to find newspaper articles)] W e e k 1 3 : D u s t B o w l a n d L a b o r i n A g r i b u s i n e s s / W W I I a s S o c i a l C r u c i b l e f o r t h e F a r W e s t A p r i l 1 7 - 13.1: The Dust Bowl and the Garden of Eden [Group D] • Steinbeck, The Harvest Gypsies M Documents on Dust Bowl California, 408-410 • Hine, Frontiers, ch. 11 13.2: Aluminum Melting Pot?: War Industries, Western Migration, Social Amalgamation [Group E] • Ngai, 169-201 M Korematsu v United States website: http://www.washington.edu/uwired/outreach/cspn/curaaw/main.html

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Website: “Camp Harmony” Assembly Center in Puyallup: http://www.lib.washington.edu/exhibits/harmony/Exhibit/default.htm [document gathering assignment group C: find a newspaper article before 1950 that relates to the reading in some way (See information in syllabus above about how to find newspaper articles)] W e e k 1 4 : A p r i l 2 4 - 14.1: [Group A] • White, Organic Machine, chs. 3 and 4 • Hine, Frontiers, ch. 14 [document gathering assignment group B: find a newspaper article before 1970 that relates to the reading in some way. (See information in syllabus above about how to find newspaper articles)]. 14.2: [Group B] Klan/Destiny and Black Power M Selected Readings [document gathering assignment group A: find a newspaper article that relates to the reading in some way (See information in syllabus above about how to find newspaper articles)] W e e k 1 5 : N e w W e s t / M i x e d W e s t May 1- 15.1 Forget the Alamo Bracero program [Group C and D] • Ngai, 127-166 Film Screening Monday night, Lone Star, @4.30-7.00 pm. 15.2: A Multicultural West and the Legacy of Racial Nationalism [Group E] M Sarah Deutsch, George Sánchez, and Gary Okihiro, “Contemporary Peoples/Contested Places” • Hine, ch. 16 Recommended: • Ngai, 227-234, 239-248 <<Film discussion paper due, if you did not write one on Valence] <<final paper due in my office Friday of Finals Week by 3pm>