SOST 301 SyllabusFall2015 .pdf
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Introduction to Southern Studies 1580-‐1900
Instructor: Dr. M. Cooper
Fall 2015—August 20-‐December 4
Tuesdays and Thursdays, 11:40 am-‐ 12:55 pm
Room: Petigru College 212
Office Hours: Tuesdays and Thursdays 2:40 pm-‐3:40 pm (or by appointment), 120
This course explores the history and culture of the American South from the
colonial period to the advent of the Jim Crow racial hierarchy. Using studies that
focus on the American South produced by scholars representing a variety of
academic disciplines, this course seeks to unpack the fundamental phenomena that
shaped the region and facilitated its "uniqueness." In particular, this course raises
questions about the intellectual, cultural, social, political and economic forces that
distinguished the region from other parts of the nation. Paying close attention to
overlapping and interrelated social constructs, this course looks to art, religion,
folklore, literature and historical narratives and events in order to uncover the origins
of "the South" that dominates the American imagination.
Student Learning Outcomes:
By the end of this course:
• Students should be able to explain how different cultural groups contributed
to the development of the South.
• Students should be able to describe the events and cultural, economic,
political, and social trends that shaped the perception of the South as a
• Students will be able to interpret and analyze a variety of primary source
• Students will be able to compose "synthetic essays" that analyze, compare
and contrast multiple scholarly interpretations and studies.
The completion of weekly readings is mandatory. You are expected to bring required
readings to class meetings: please print out, and bring to class, readings posted on
Blackboard. Each student is required to compose one sophisticated question derived
from the readings for each class meeting. Your question should be linked to a specific
passage—please quote directly from the text. Your (typed) question should be
submitted at the start of each class. You will not receive credit for your question if
you are absent from the class meeting. All students are also required to pick one of
the course readings to create a Special Presentation Question that will be presented
at the start of the class session. Your questions, and contributions to class
conversations will constitute your participation grade.
Students are expected to attend each scheduled class meeting, to be on time, and to
be prepared for each class session. The University attendance policy specifies that
students may miss up to 3 class meetings (10% of class time) without penalty. The 4th
absence will result in a grade penalty of one letter grade. The 5th absence will result
in a deduction of 2 letter grades. Class absences will inevitably affect your class
Students must complete two synthetic essays of 2-‐5 pages, one at mid-‐term and one
at the semester's end. Each will analyze a theme that emerges from two or more of
the course readings. All writings are to be double-‐spaced, in 12-‐pt font, with sources
cites in the Chicago format. Extensions will not be granted except for health and
Please review the "Carolinian Creed" (http://www.sa.sc.edu/creed/). Students are
expected to uphold the creed, and adhere to the creed's mandates in all course
activities (papers, etc.) and during classroom discussions. As outlined in the creed,
you are expected to "practice personal integrity;" and "respect the dignity of all
persons." Consequently, bigotry will not be tolerated, and you are expected to strive
to "learn from differences in people, ideas and opinions." Violations of this creed will
be handled according to the policies and procedures outlined in the USC Conduct
Code. Ultimately, I hope to create a sense of intellectual safety for all students in the
course, as well as encourage rigorous intellectual discourse.
Please set your cell phones to the "silent" notification mode during class sessions. Do
not use your cell phone to send "text messages," etc. during class meetings. While I
understand that many students use laptops and tablets to take notes, I expect that
these devices will be used for those purposes only. Please do not audio or video
record class meetings or lectures. You are also expected to refrain from distracting
and disruptive behaviors (i.e. "chatting" during lectures/discussions, consuming a full
meal in class, etc.).
Students with Special Needs, Academic Integrity, etc.
Reasonable accommodations are available for students with a documented disability.
If you have a disability and may need accommodations to fully participate in this
class, contact the Office of Student Disability Services: 777-‐6142, TDD 777-‐6744, email
email@example.com, or stop by LeConte College Room 112A. All accommodations
must be approved through the Office of Student Disability Services.
University Statement on Academic Integrity:
Assignments and examination work are expected to be the sole effort of the student
submitting the work. Students are expected to follow the University of South
Carolina Honor Code and should expect that every instance of a suspected violation
will be reported. Students found responsible for violations of the Code will be subject
to academic penalties under the Code in addition to whatever disciplinary sanctions
are applied. Similarly, violations will result in a 0 for the work, possibly a grade of F in
the course, and, in accordance with University policy, be referred to the University
Committee for Academic Responsibility and may result in expulsion from the
Discussion Questions (each meeting) 20% &
Special Presentation Question 10%
Books to Purchase:
All Course readings will be available on Blackboard.
Course Introduction: Conceptualizing Southern Studies
Week 1, August 20, 2015:
Thursday: Course introduction and syllabus review
Week 2, August 25 & 27:
Tuesday: Catsam, Derek. "Introduction: Southern Identity: Geography, Culture and
History in the Making of the American South." Safundi: The Journal of South African
and American Studies, Vol. 9, No. 3 (July 2008) 233-‐238.
Encounters: Native Americans and European Colonists in the American South
St. Jean, Wendy. "Trading Paths: Mapping Chickasaw History in the Eighteenth
Century." The American Indian Quarterly, Vol. 27, No. 3/4 (2003) 758-‐780.
Week 3, September 1 & 3
Loftis, Lynn. "The Catawbas' Final Battle: A Bittersweet Victory." American Indian Law
Review, Vol. 19, No. 1 (1994) 183-‐215. * first 10 pages only
Greene, Jack P. "Early Modern Southeastern North America and the Broader Atlantic
and American Worlds." Journal of Southern History (2007) 525-‐538.
Making the American South: Land, Labor and Slavery
Week 4, September 8 & 10
Lockley, Timothy. Maroon Communities in South Carolina: A Documentary Record. Pp 2-‐
Gomez, Michael. Exchanging Our Country Marks: The Transformation of African
Identities in the Colonial and Antebellum South (University of North Carolina Press,
1998) *pp 59-‐87
Week 5, September 15 & 17
Edelson, S. Max. “Clearing Swamps, Harvesting Forests: Trees and the Making of a
Plantation Landscape in the Colonial South Carolina Lowcountry” Agricultural History
"Place" and Gender in the Colonial South
Kierner, Cynthia A. Beyond the Household: Women's Place in the Early South, 1700-‐1835
(Cornell University Press, 1998). *pp 9-‐35
Week 6, September 22
Tuesday: Lockley, Timothy, J. "A Struggle for Survival: Non-‐Elite White Women in
Lowcountry Georgia, 1790-‐1830" in Women of the American South: A Multicultural
Reader ed. Farnham (New York University Press, 1997). *pp 26-‐38.
Thursday: NO CLASS
Forging Cultural Identities in the Colonial South
Week 7, September 29 & October 1
Rozbicki, Michal J. "The Curse of Provincialism: Negative Perceptions of Colonial
American Plantation Gentry." Journal of Southern History, Vol. 63, No. 4, 1997, 727-‐
Lockley, Timothy. Lines in the Sand: Race and Class in Lowcountry Georgia, 1750-‐1860.
Week 8, October 6 & 8
Burrison, John A. "Transported Traditions: Transatlantic Foundations of Southern
Folk Culture" Studies in Literary Imagination, 2003, 1-‐24.
"The South" in the Age of Revolutions
Nash, Gary B. Race and Revolution (Madison House, 1990) *pp 3-‐24
Document Set: “The Revolutionary South and Its Aftermath”
Fashioning Religious Ideologies in the American "South"
Week 9, October 13 & 15
Osthaus, Carl. "The Work Ethic of Plain Folk: Labor and Religion in the Old South"
Journal of Southern History, Vol. 70 ( 2004) 745-‐782.
Sparks, Randy J. "The Southern Way of Death: The Meaning of Death in White
Evangelical Culture" Southern Quarterly, Vol. 44 (2006) 32-‐52.
The Slavery Question, Sectionalism and Secession
Week 10, October 20
Stowe, Harriet Beecher. Uncle Tom's Cabin (1852). *pp 1-‐10, 31-‐39 (PDF numbering)
Eastman, Mary H. Aunt Phillis's Cabin (1852). *pp 19-‐21, 30-‐35
NO CLASS FALL BREAK*** class will resume November 3, 2015.
Week 11, November 3 &5
Jacobs, Harriet. Incidents in the Life of a Slave Girl (1861) *pp 26-‐35, 50-‐55. (PDF
Douglass, Frederick. Narrative of the Life of Frederick Douglass an American Slave
(1845)*pp 19-‐24, 69-‐87. (PDF numbering)
*Synthetic Paper #1 Due
Read the "Declaration of Secession" documents for South Carolina, Mississippi,
Georgia and Texas http://avalon.law.yale.edu/subject_menus/csapage.asp
The Civil War: Shaping and Un-‐making the American South
Week 12, November 10 & 12
Fones-‐Wolf, Ken. " 'Traders in Wheeling': Secessionism in an Appalachian Unionist
City" Journal of Appalachian Studies, Vol. 13 (2007) 75-‐95.
Faust, Drew Gilpin. This Republic of Suffering: Death and the American Civil War
(Vintage, 2008) 136-‐170, 211-‐249.
Week 13, November 17 & 19
Use the following websites to find and read (5) letters written by, or sent to
Southern soldiers fighting in the Civil War—
Ward, J. Matthew. " 'Her Own Sense of Right': Civil War Rhetoric and Southern
Women" Researcher: An Interdisciplinary Journal, Vol. 25 (2012) 1-‐9.
Primary Source Document Set: Black Women and the Civil War
"Re-‐constructing" and Defining Freedom in the Post-‐War South
Week 14, November 24
Ochiai, Akiko. "The Port Royal Experiment Revisited: Northern Visions of
Reconstruction and Land Question" New England Quarterly, Vol. 74 (2001) 94-‐117.
Thursday: NO CLASS, THANKSGIVING BREAK
Redemption: Restoration of the South's Racial Hierarchy
Week 15, December 1 & 3
Gilmore, Glenda E. Gender and Jim Crow: Women and the Politics of White Supremacy
in North Carolina, 1896-‐20 (University of North Carolina Press, 1996). *pp: TBA
Woodward, C. Vann, The Strange Career of Jim Crow (Oxford, 2002). *pp 31-‐109
*Synthetic Paper #2 Due
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