American Studies 1A Fall 2016 San José State University
Lectures: MW 9:00 a.m.-10:15.a.m. WSQ 109 (Sections 70, 80, 90)
Seminars: MW 10:30am-11:45am
English (Sect 71) Classroom: SH 240
Georges (Sect 81) Classroom: SH 241
Moore (Sect 91) Classroom: ENG 232
Instructors:
Dr. Karen English
Office: FO 221
Office Hrs: MW12-1pm;
TR: 10:30-11:30am
408-924-4506
[email protected]
Dr. Judith Georges
Office: CL 414H
Dr. Matthew Moore
Office: CL 412K
Office Hrs: MW 4-5pm
Office Hrs: MW 1-2pm
408-924-4780
[email protected]
408-924-4460
[email protected]
Required Texts: Baym, Nina et al. (ed). The Norton Anthology of American Literature Volumes A &
B (8th edition) ISBNS: 9780393934762 and 9780393934779.
Required Readings from Digital History: An Online eBook in American History, linked pdfs, and
linked internet sites.
Course materials: such as syllabus, handouts, notes, assignment instructions, etc. can be found on
Canvas Leaning Management System course login website
Prerequisites: None
GE/SJSU Studies Category: C1, C2, Third Area C, D2, D3, US1, US2, US3.
Library Liaison: Peggy Cabrera at [email protected]
Background Information
American Studies 1A is organized into a series of interdisciplinary modules that reflect the
development of American institutions from pre-European contact through the Civil War. Drawing
upon the premises and methodologies of multiple academic disciplines, American Studies 1A
examines individual and communal heritages, through which we can evaluate and understand the
rich complexity of the American social, political, and cultural experiences. Cutting across
boundaries of gender, ethnicity, race, and class, American Studies 1A considers the ways in which
the United States has been transformed to meet society’s changing needs and demands.
This semester we pay careful attention to the dynamics and development of the United States as a
pluralist (and multicultural) society, a focus that will continue through American Studies 1B. This
course provides a multicultural framework, including both conflict and consensus perspectives, of
the choices and options available to individuals and groups in their social, economic, and political
relations.
GE/SJSU Studies
Category:
American Studies 1A/B is a two-semester sequence, six units per semester,
for a total of twelve units. When you successfully complete both semesters,
you will have covered the following requirement areas toward graduation
though only earning 12 units credit:
• Core GE: (12 units) Area C1 Arts, Area C2 Letters, Area D2 Comparative Systems,
Area D3 Social Issues.
• American Institutions (all 6 units): U.S. History, U.S. Constitution, California Government.
GE Learning Outcomes (GELOs)
Upon successful completion of this course sequence, students will be able to:
Area C1 Arts
GELO 1. Recognize aesthetic qualities and processes that characterize works of the human intellect
and imagination;
GELO 2. Respond to works of art both analytically (in writing) and affectively (in writing or
through other forms of personal and artistic expression); and
GELO 3. Write clearly and effectively.
Area C2 Letters
GELO 4. Recognize how significant works illuminate enduring human concerns;
GELO 5. Respond to such works by writing both research-based critical analyses and personal
responses; and
GELO 6. Write clearly and effectively.
Area D2 Comparative Systems and Area D3 Social Issues
GELO 7. Identify and analyze the social dimension of society as a context for human life, the
processes of social change and social continuity, the role of human agency in those social
processes, and the forces that engender social cohesion and fragmentation. Students will be able
to:
GELO 8. Place contemporary developments in cultural, historical, environmental, and spatial
contexts;
GELO 9. Identify the dynamics of ethnic, cultural, gender/sexual, age-based, class, regional,
national, transnational, and global identities and the similarities, differences, linkages, and
interactions between them; and
GELO 10. Evaluate social science information, draw on different points of view, and formulate
applications appropriate to contemporary social issues.
GELO 11. Compare and contrast two or more ethnic groups, cultures, regions, nations, or social
systems.
GELO 12. Apply multidisciplinary material to a topic relevant to policy and social action at the
local, national, and/or international levels.
American Institutions (Student Learning Outcomes: SLOs)
Upon successful completion of the sequence, students will be able to:
SLO 1: Describe the principal events, developments, ideas, politics, and international relations in
all the territories now in the United States from the beginnings of this society until the present.
While considering these topics, students should be asked to analyze certain subtopics, and within
the study of these subtopics should be a consideration of women and gender relations; the history
and experience of racial and ethnic minorities; immigration to the United States and the
experiences of immigrants; and patterns of race and class relations.
SLO 2: Explain how political decisions are made, their consequences for individuals and society,
and how individuals and groups may affect the decision-making process. As students analyze the
meaning and content of the democratic process as it has evolved in the United States and
California, at a minimum, they should be able to describe: the foundations of the political system,
the links between the people and government, the operations of California government.
SLO 3: Identify the tools of political action and collective decision-making at the local, state,
national, and global level; and articulate the values and assumptions that inform their civic
engagement.
Course Learning Outcomes (CLOs)
Upon successful completion of American Studies 1A, students will be able to:
CLO 1: Discuss the contributions of racial/ethnic minorities, women, and immigrants to California
and the geographic region known as the United States discuss the contributions of racial/ethnic
minorities, women, and immigrants to California and the geographic region known as the United
States.
CLO 2: Recognize the political foundation of the U.S. Constitution and be able to explain the
relationship between citizens and the government institutions.
CLO 3: Analyze and understand the historical context of literature, art, music, and poetry from precolonial American through the period of Reconstruction.
CLO 4: Compare and contrast the origins of the abolition and woman's rights movements.
Assessment of GELOs, SLOs, and CLOs: All of these Learning Outcomes will be assessed by a range
of different methods, across the lecture and seminar components of the course, often integrating
different outcomes together in any given assignment or classroom activity to help in your
development of a “connecting mind.” These modes of assessment include but are not limited to
two mid-term exams and a final (university exam booklets required for all); one research paper
assignment; required seminar journals, quizzes, group exercises, and other participatory activities.
Course Requirements and Assignments
SJSU classes are designed such that in order to be successful, students are expected to spend a
minimum of forty-five hours for each unit of credit (normally three hours per unit per week),
including preparing for class, participating in course activities, completing assignments, and so on.
More details about student workload can be found in University Policy S12-3 at
http://www.sjsu.edu/senate/docs/S12-3.pdf. AMS 1A is a six-hour course, SO DOUBLE THE TIME!
Midterms and Final Exam
The exams will require both short and long essays that draw from readings (textbooks and on-line
resources), lectures, and seminar discussions. The final exam is two hours and 15 minutes in the
same format as the midterms. It will cover the material presented during the last third of the
course. More information will be provided during lecture and seminar as we approach each exam
date. Students are responsible for providing their own LARGE format green exam books, available
in Spartan Bookstore.
Research Paper
Students will write one 1300 word research paper on the California Proposition process this
semester, due on November 30, 2016. Further specific instructions and a list of due dates for
preliminary research and preparatory assignments will be available on CANVAS.
Journal Responses
Students will write 18 one page responses to reading assignments. Seminar instructors will
provide specific instructions for format and content of these assignments.
Quizzes
Seminar instructors can administer quizzes on lecture and reading material.
Participation
Seminar instructors provide further information about evaluation requirements.
Grading
Your grade reflects your achievement in seminar, on your papers or essays, and on your exams.
YOUR seminar instructor will grade all your written work. Assignments will be weighted as
follows:
Midterm #1 15% (10/03/2016 in lecture hall)
Midterm #2 15% (11/07/2016 in lecture hall)
U.S. Constitution Test (10/19/2016; online at Canvas site, 5%) Students must pass the quiz with a
70% or better grade in order to receive credit for the assignment and successfully complete the
course.
Final Exam 15% (Wednesday, 12/14/2016 from 9:45-12 in seminar rooms)
Paper 20% (11/30/2016 )
Journal 20% (due daily as assigned)
Seminar Participation (includes quizzes) 10%
Grade Scale: A+ = 97 to 100%; A = 93-96%; A- = 90-92; B+ = 87-89%; B = 83-86%; B- =80-82%; C+
= 77-79%; C = 73-76%; C- = 70-72%; D+ = 67-69%; D = 63-66%; D- = 60-62%; F = 59% or lower
Classroom Protocol
Students are expected to attend all classes. If a student misses or expects to miss a class, the
student is responsible for notifying the instructor by email or telephone. Electronic devices of any
kind can ONLY be used with explicit permission of instructor. Cell phones must be out of sight at
all times.
University Policies
Per University Policy S16-9, university-wide policy information relevant to all courses, such as
academic integrity, accommodations, etc. will be available on Office of Graduate and
Undergraduate Programs’ Syllabus Information web page
(Links to an external site.)
at http://www.sjsu.edu/gup/syllabusinfo/”
Student Technology Resources
Computer labs for student use are available in the Academic Success Center
(Links to an external site.)
at http://www.sjsu.edu/at/asc/ located on the 1st floor of Clark Hall and in the Associated
Students Lab on the 2nd floor of the Student Union. Additional computer labs may be available in
your department/college. Computers are also available in the Martin Luther King Library. A wide
variety of audio-visual equipment is available for student checkout from Media Services located in
IRC 112. These items include DV and HD digital camcorders; digital still cameras; video, slide and
overhead projectors; DVD, CD, and audiotape players; sound systems, wireless microphones,
projection screens and monitors.
SJSU Peer Connections
Peer Connections, a campus-wide resource for mentoring and tutoring, strives to inspire students
to develop their potential as independent learners while they learn to successfully navigate
through their university experience. You are encouraged to take advantage of their services which
include course-content based tutoring, enhanced study and time management skills, more effective
critical thinking strategies, decision making and problem-solving abilities, and campus resource
referrals.
In addition to offering small group, individual, and drop-in tutoring for a number of
undergraduate courses, consultation with mentors is available on a drop-in or by appointment
basis. Workshops are offered on a wide variety of topics including preparing for the Writing Skills
Test (WST), improving your learning and memory, alleviating procrastination, surviving your first
semester at SJSU, and other related topics. A computer lab and study space are also available for
student use in Room 600 of Student Services Center (SSC).
Peer Connections is located in three locations: SSC, Room 600 (10th Street Garage on the corner of
10th and San Fernando Street), at the 1st floor entrance of Clark Hall, and in the Living Learning
Center (LLC) in Campus Village Housing Building B. Visit Peer Connections website
(Links to an external site.)
at http://peerconnections.sjsu.edu for more information.
SJSU Writing Center
The SJSU Writing Center is located in Clark Hall, Suite 126. All Writing Specialists have gone
through a rigorous hiring process, and they are well trained to assist all students at all levels
within all disciplines to become better writers. In addition to one-on-one tutoring services, the
Writing Center also offers workshops every semester on a variety of writing topics. To make an
appointment or to refer to the numerous online resources offered through the Writing Center, visit
the Writing Center website
(Links to an external site.)
at http://www.sjsu.edu/writingcenter. For additional resources and updated information, follow
the Writing Center on Twitter and become a fan of the SJSU Writing Center on Facebook.
SJSU Counseling Services
The SJSU Counseling Services is located on the corner of 7th Street and San Fernando Street, in
Room 201, Administration Building. Professional psychologists, social workers, and counselors are
available to provide consultations on issues of student mental health, campus climate or
psychological and academic issues on an individual, couple, or group basis. To schedule an
appointment or learn more information, visit Counseling Services website
(Links to an external site.)
at http://www.sjsu.edu/counseling.
Class Schedule
The readings listed below correspond to the lecture topics and should be completed before coming
to class on the date indicated. It is important to read critically, take careful notes (which may
include questions that you can present during the seminar), and underline significant passages.
Readings for this course draw from four sources, three of which are active as links on this page:
volumes A and B of the Norton Anthology of American Literature (abbreviated as Norton A or
Norton B), internet resources and webpages, an on-line American History textbook (listed as
Digital History), and an occasional linked pdf (text) or jpg (image).
August 24 Course Introduction
August 29 Prologue: What is an American?
Norton A: 604-618 Biography; "What Is an American” and "Description of Charles-Town" from
Letters from an American Farmer (Crèvecoeur)
Internet: Paul Revere (Copley)
(Links to an external site.)
Study the details of the Copley portrait carefully, pondering the question: What is an American,
according to this portrait? For example, How is he dressed? Is an American an aristocrat or a
laborer? How do you know? What is Revere holding and what might it signify? This is a
thinking assignment; no written answers are required. A comprehensive analysis of the portrait will
be provided in the lecture.
Module #1: First Americans
August 31 Noesis: Orature and North American Tribal Cultures
Norton A: 21-25 Intro, “The Iroquois Creation Story” (trans. Cusik, Tuscarora)
68-71 Intro, [Delaware Legend of Hudson's Arrival] in History, Manners, and Customs of the Indian
Nations (Heckewelder)
445-448 Intro, and from "A Short Narrative of My Life" (Occom, Mohegan)
Internet:
Smoke Signals (1998)
(Links to an external site.)
MLK library cards due in seminar
CA proposition selections due either in seminar or via email, according to your seminar
instructor's directions
September 5 Labor Day Observed – Campus Closed
September 7 Native America: Religion and Religions
Norton A: 111-114 "Sioux" and "Ikto Conquers Iya, the Eater" (Deloria)
114-120 "Navajo" and "Coyote, Skunk, and the Prairie Dogs" (Yellowman)
Internet: Father Narciso Duran and Indian Child
(Links to an external site.)
(Duflot de Mofras)
Digital History: The Cultures of Prehistoric America
(Links to an external site.)
Internet: Great Serpent Mound
(Links to an external site.)
Cahokia Mounds
(Links to an external site.)
CA Proposition Paper: proposition description / discussion of initiative and referendum
due on CANVAS by 11:59 pm (Reminder: upload all papers due on Canvas as a pdf doc)
Module #2: Early Colonial Relations
September 12 Spanish Empire and The New World
Norton A: 5, 34-37 Columbus Landing in the Indies [woodcut], Biography, From "Letter to Luis de
Santangel Regarding the First Voyage, and From "Letter to Ferdinand and Isabella Regarding the
Fourth Voyage" (Columbus)
38-42 Biography, The Very Brief Relation of the Devastation of the Indies, From "Hispaniola,"
and From "The Coast of Pearls, Paria, and the Island of Trinidad" (de las Casas)
54-59 Biography and Description of Tenochtitlan (Cortes)
September 14 The Pueblo Revolt
Internet: Brief History of Saint Joseph Mission, Laguna Pueblo, New Mexico
(Links to an external site.)
Saint Joseph Mission, Laguna Pueblo
(Links to an external site.)
(Nave)
Saint Joseph Mission, Laguna Pueblo
(Links to an external site.)
(Altar)
“Sublimus Dei,” 1537, (Pope Paul III)
(Links to an external site.)
Biography; “Letter on the Pueblo Revolt of 1680” (Otermin)
(Links to an external site.)
How the Spanish Came to Shung-opovi (Hopi)
(Links to an external site.)
September 19 The Game of Empire from La Florida to Virginia
Norton A: 9 "New World Natives" (1505) 81-93 Intro. from The General History of Virginia (Smith)
C-2 René de Laudonnière and Chief Athore
(Links to an external site.)
, (J. Le Moyne de Morgues)
C-2 The French Reach Port Royal (Le Moyne de Morgues, engraved by de Bry)
C-3 Indian Village of Secoton
(Links to an external site.)
(J. White, engraved by deBry)
Internet: "Letter to his Parents" (Frethorne)
(Links to an external site.)
CA Proposition Paper: preliminary bibliography of all required sources in MLA 8th ed.
format due on CANVAS by 11:59 pm
September 21 New England: Puritan Utopia or Dystopia?
Digital History: The Pilgrims Arrive in Plymouth
(Links to an external site.)
(Bradford)
The Pilgrims from the Indian Perspective
(Links to an external site.)
(Apes)
The Mayflower Compact
(Links to an external site.)
165-166, Biography; 176-177 (start at first full paragraph on 176) “A Model of Christian
Charity” (Winthrop)
206 “A Letter to the Town of Providence” (Williams)
Internet images: Anne Marbury Hutchinson instructing men and women
(Links to an external site.)
(Links to an external site.)
Hutchinson on trial
(Links to an external site.)
(Links to an external site.)
Module #3: Conflicts Over Land and Race in the Colonial Period
September 26 “Mine Eyes Are Weeping”: Metacom's War
Norton A: 256-288 A Narrative of the Captivity and Restoration of Mrs. Mary Rowlandson
(Rowlandson)
September 28 Slavery in the Americas
Internet: Indian Slavery in the Americas (Gallay)
(Links to an external site.)
Norton A: 659-661; 669-673 Biography and From Notes on the State of Virginia: "Query XIV. Laws"
(Jefferson)
687-688; 718-721 Biography and From Chapter VII of The Interesting Narrative of the Life of
Olaudah Equiano, Or Gustavus Vassa, The African (Equiano)
762-764 Biography and "On Being Brought from Africa to America" (Wheatley)
Portrait of Olaudah Equiano
(Links to an external site.)
October 3 First Midterm Exam
Module #4: Revolutionary Ideologies and Identities
October 5 The Enlightenment: Nature and Political Identity
Norton A: 661-667 Declaration of Independence (Jefferson)
676-677 Query XIX from Notes on the State of VA (Manufactures) (Jefferson)
Internet: Slave Gardens
(Links to an external site.)
(read whole page)
(Links to an external site.)
"A Guerrilla Gardener" (R. Finley/TEDtalk)
(Links to an external site.)
October 10 The First Great Awakening
Digital History: The Great Awakening; and excerpt from "A Faithful Narrative"
(Links to an external site.)
(Edwards)
Norton A: 550-553 (from first full paragraph on 550 through first full paragraph on 553) The
Autobiography of Benjamin Franklin (Franklin)
767-768 “On the Death of the Rev. Mr. George Whitefield, 1770” (Wheatley)
596-604 Biography and The Journal of John Woolman (Woolman)
October 12 Revolution Before the Revolution: Constructing a Revolutionary Political
Identity
Norton A: 639-647 Biography and Introduction, and excerpt from Common Sense (Paine)
631-632 Abigail Adams to John Adams [The Building Up a Great Empire] (Adams),
635-637 Abigail Adams to John Adams [The Declaration. Smallpox. The Grey Horse] (Adams)
Internet: The Articles of Confederation
(Links to an external site.)
CA Proposition Paper: thesis statement and annotated bibliography in MLA 8th ed. format
due on CANVAS by 11:59 pm
Module #5: Creating National Identities in the New Republic
October 17 Ad Hoc Nation Creation: The Constitution [Matthew's Intro]
Norton A: 677-678; 681-686 Introduction and "Federalist 10" (Madison)
Internet: US Constitution
(Links to an external site.)
Internet:
Marbury v. Madison video
(Links to an external site.)
October 19 Disestablishing Religion
Norton A: 639-640; 653-659 Biography and from The Age of Reason (Paine)
673-676 “Query XVII [Religion] from Notes on the State of Virginia (Jefferson)
Digital History: “Religious Freedom and the Founders”
(Links to an external site.)
Letter
(Links to an external site.)
[on Religion] (Rush)
Disestablishment and "Act Respecting Public Worship and Religious Freedom"
“Religion and the U.S. Constitution”
(Links to an external site.)
God Bless America (Berlin)
(Links to an external site.)
October 19 Online Quiz on US Constitution(s) due
Module #6 Conflicts Over Citizenship in the New Republic
October 24 Religious Revivalism and Gender Experiments
Norton B: 798-801 Biography and “Appeal to Christian Women…” (Grimké)
Internet: Luzene Chipman Bio. and Chapter XI
(Links to an external site.)
Read the biography of Chipman; then click on the link Earnest Entreaties and Appeals. Download
the book and scroll down to Chapter XI: "Waiting on the Lord in the Singleness of Spirit"; read from
opening of chapter to p. 106.
Internet: "Just As I Am" (Elliott)
(Links to an external site.)
October 26 Jacksonian (d)Emocracy: Age of Reform
Internet: American President: A Reference Resource Andrew Jackson
(Links to an external site.)
Norton B: 349 Native Americans: Removal and Resistance, 361-366 "Memorial of the Cherokee
Citizens, November 5, 1829"
357-360 Biography, and From The Cherokee Phoenix (Boudinot)
366-369 Biography, and Letter to President Martin Van Buren (Emerson)
C-2 Major Ridge, a Cherokee Chief (King)
Internet: The County Election (1852, Bingham)
(Links to an external site.)
October 31 Women of the New Republic
Norton B: 905-906; 914-915 Biography and “A Law More Nice Than Just” (Fern/Parton)
800 Image: "Am I Not a Woman and a Sister?"; 801-802 Biography and ”Speech to Women’s Rights
Convention in Akron” (Truth)
“Shake Hands?”
(Links to an external site.)
(Spencer) Read analysis of Spencer's painting in Norton B, C 6.
Keep within Compass
(Links to an external site.)
Internet: “Declaration of Sentiments” (Stanton)
(Links to an external site.)
CA Proposition Paper: Plagiarism Tutorial Quiz scores due to seminar instructor via EMAIL
by 11:59 pm
November 2 Dependents in an Independent Nation
Norton B: 211-214; 243-256 Biography and "The American Scholar" (Emerson)
Norton A: 731-732 Biography and "A Thought on the Inestimable Blessing of Reason" (Warren)
November 7 Second Midterm Exam
Predictions of success or failure of your selected proposition due to your seminar
instructor via email by 11:59 pm
Module #7 Expanding Boundaries in the Nineteenth Century
November 9 Redefining Self: American Literary Romanticism, 1828-1865
Norton B: 476-527 The Scarlet Letter [through X. “The Leech and his Patient”] (Hawthorne)
Friday, November 11 Veteran’s Day — Campus Closed
November 14 Land into Landscape: American Nature Painting
Norton B: Scarlet Letter completed
November 16 Manifest Destiny
Norton B: 961-979 Biography and "Resistance to Civil Government" (Thoreau)
1298-1299 Biography and "Annexation" (O' Sullivan)
C4 War News From Mexico (Woodville)
C8 The Oregon Trail (Bierstadt)
Internet: Daniel Boone Escorting Settlers Through the Cumberland Gap
(Links to an external site.)
(Bingham)
November 21 Industrialization
Norton B: 1509-1525 "Paradise of Bachelors and Tartarus of Maids" (Melville)
C-7 Lackawanna Valley (Inness)
Digital History: "Report on Manufactures" (Hamilton)
(Links to an external site.)
Internet: The Course of Empire (Cole)
(Links to an external site.)
Additional link to interactive decoding of all five of Cole's Course of Empire paintings
(Links to an external site.)
November 23 No classes, Campus Open
November 24 Happy Thanksgiving Campus Closed
November 28 The Known World: 19th Century Plantation Slavery in the USA
Norton B: 920-942 Biography and excerpt from Incidents in the Life of a Slave Girl (Jacobs)
805-7; 900-4; "Chapter XL. The Martyr" from Uncle Tom's Cabin (Stowe)
C5 Uncle Tom and Little Eva (Duncanson)
Internet: Advertisement for Harriet Jacobs, runaway slave
(Links to an external site.)
Module #8 Expanding Citizenship in the Nineteenth Century
November 30 Abolitionism in the US: "Harsh as Truth and as Uncompromising as Justice"
Norton B: 791-795 Biography and “Appeal in Four Articles” (Walker)
795-797 Biography and “To the Public” (Garrison)
1170-1174, 1251-1254 Biography and excerpt from “What to the Slave is the Fourth of July?”
(Douglass)
CA Proposition Paper: printed copy of final draft due in SEMINAR
December 5 The Second American Revolution
Norton B: 1310-1314; 1396-1397 "Vigil Strange I Kept on the Field on Night" (Whitman)
Internet: "The saddest noise, the sweetest noise" (Dickinson)
(Links to an external site.)
First Inaugural (Lincoln)
(Links to an external site.)
Emancipation Proclamation
(Links to an external site.)
Thirteenth Amendment (US Const)
(Links to an external site.)
December 7 Civil War Media and Memory
Norton B: 730-731, 739-740 Biography, "Address Delivered at the Dedication of the Cemetery at
Gettysburg," and "Second Inaugural Address" (Lincoln)
Internet: Printed Media and the American Civil War
(Links to an external site.)
The Bonnie Blue Flag (Confederate song and images)
(Links to an external site.)
The Battle Hymn of the Republic (Union song, and images
(Links to an external site.)
Civil War Wet Plate Photography
(Links to an external site.)
December 12 Christmas in America
Internet: “A Visit from Saint Nicholas”
(Links to an external site.)
(Moore)
“Letter Twelfth” from The Shirley Letters (Clappe)
(Links to an external site.)
[Scroll down to the twelfth letter, which follows the synopsis of its content.]
“Christmas Tree at Windsor Castle"
(Links to an external site.)
(from Illustrated London News, December 1863 (Williams)
“Christmas Eve, 1862”
(Links to an external site.)
from Harper’s Weekly, January 3, 1863 (Nast)
“Christmas Morning Furlough”
(Links to an external site.)
from Harper’s Weekly, December 26, 1863 (Nast)
Video: Access and watch A Miracle on 34th Street (1947) by George Seaton & Valentine
Davies before class. Be sure you watch the 1947 version.
Extra Credit Paper due in seminar
Final Exam: Wednesday, Dec 14, 2016 from 9:45 to noon in your seminar room