American Studies 307: Virginia Issues and Controversies
Syllabus

Syllabus

AMST 307: Virginia Issues and Controversies

Dr. Jason Sellers

Class meetings: MWF 2-2:50p, Monroe 111

Email: Jseller4@umw.edu

            *please allow at least 24 hours on weekdays/48 hours on weekends

Office Hours: MWF 10-11, Th 12-2 on Zoom, and by appointment

Office: 218 Monroe Hall

*My semester may be disrupted for personal reasons, and of course possibly illness. This may entail canceled classes, substitute assignments, recorded lectures, remote sessions, other schedule/meeting adjustments, or some combination of the above—and possibly on very short notice. I will communicate any changes via both Canvas postings and email, and if possible in-class announcements. I encourage you to make contacts in class to share notes etc. in the event you experience similar disruptions; I will work to accommodate you but won’t be able to set up a parallel experience like streaming/recording all sessions.

Course description: This seminar explores the ways in which scholars across disciplines write about Virginia’s past and present. Among the topics we’ll consider are race relations and eugenics, environmental change and conservation, historical memory and heritage tourism and monuments. Students will help lead discussions, have a combination of short and informal and more formal presentations, and use a personal website (Domain of One’s Own) to document the development of their own research project and present their findings.

Course objectives and outcomes:

As a core seminar in the American Studies major (and elective in the History major), students in this course will:

  • Integrate knowledge from several disciplinary perspectives
  • Utilize technological resources in research, data analysis, and presentation
  • Communicate evidence and analysis orally

AMST 307 also fulfills the university’s Speaking Intensive (SI) and Digital Intensive (DI) general education requirements. As part of the SI requirement, students will:

  • Understand and be able to explain the conventions and expectations of oral communications as practiced within the discipline of the course taken
  • Apply theories and strategies for crafting messages (verbal, nonverbal, and visual) for particular audiences and purposes
  • Craft oral messages after a conscious process in which various options are reviewed and will be able to explain and support their choices
  • Plan, research, organize, support, and deliver ideas and arguments in a public speaking setting

As part of the DI requirement, students will:

  • Successfully locate and critically evaluate information using the Internet, library databases, and/or other digital tools
  • Use digital tools to safely, ethically, and effectively produce and exchange information and ideas
  • Creatively adapt to emerging and evolving technology

Course Materials:

Required text: Elizabeth Catte, Pure America: Eugenics and the Making of Modern Virginia (Cleveland, OH: Belt Publishing, 2021).

Required but free of additional cost for students: Additional materials will include journal articles, book chapters, documents, websites, and films available either through the UMW Library’s digital collections, on the open web, or posted to Canvas.

Course Requirements:

Note: Students must submit all required assignments, including regularly attending class and participating in discussions, to receive a passing grade in this class.

  • Class Participation (20% of overall grade for the class): This is a speaking intensive seminar, and so students need to contribute to class on a daily basis to receive a passing grade. Evaluation will reflect both the frequency and substance of a student’s contributions—I’ll share the sheet I use to track this. This level of participation is not natural/comfortable for everyone, and I encourage you to discuss strategies with me, the Speaking Center, or your peers.
  • Introductory Presentation (factored into Class Participation): During Week 2, students will give 5-minute presentations about themselves. This should reflect who you are as a person and as a scholar—think of it as a draft of the “About me” statement that will ultimately appear as part of your digital project. Each presentation should narrate appropriate visual or auditory representations—media, photographs or other images, video or sound clips—using a platform/tool like PowerPoint, Pinterest, the class website, etc. This is a pass/fail assignment, but you will receive feedback regarding whether you:
    • Met the 5-minute requirement
    • Included at least 5 pieces of media
    • Introduced and concluded your presentation
    • Spoke clearly (includes volume) and coherently
    • Used suitable posture and gestures
    • Responded to questions appropriately and competently
  • Classroom Discussion Facilitation (10%): Each student will work with a partner to lead class discussion of a reading assignment for two days during the semester. Students can write and deliver lectures, include role-playing or other exercises, introduce and analyze primary source documents/cultural artifacts, stage a debate, etc.—bring your other creative ideas. At least one of these days must be reserved for a general discussion of the assigned text(s), though you can certainly address that main text on both days along with other approaches. I’m happy to meet with you to discuss ideas. Students must email the instructor by 5pm the Friday before their assigned facilitation days with specific questions/discussion topics for the assigned text(s), and an accompanying activity plan (including any materials you’re introducing/using). Grades will be based on the following criteria:
    • Meets the submission deadline
    • Responds to feedback and makes appropriate changes between submitting the plan and facilitating the classes
    • Effectively communicates plans for the facilitated sessions at the start of the first day so classmates know what to expect
    • Writes questions that address larger themes within the reading(s) (avoid questions that have yes/no answers)
    • Writes questions that address concrete elements/specific details of the readings
    • Develops a classroom activity that creatively enhances information/knowledge from the text and so complements the assigned materials
    • Effectively moderates the classroom discussion by leading a thorough and organic conversation, appropriately handling student participation/lack of participation, and responding to questions appropriately and competently
    • Speaks clearly and coherently
    • Uses suitable posture and gestures
  • Reflection Blogs (10%): In preparation for—and to better support—student-facilitated discussions, students will post on their blog a 300-word response to materials assigned for the week. Posts should clearly demonstrate that you have read completely the materials for the start of the week, though the Week 8 blog post will be slightly different. You can pose questions, make observations, note connections to other parts of the class, relate readings to current events; think about setting your agenda for discussions, starting to think through important points you think should be covered in class and that you can bring up later. Posts must be completed by 12p/noon on the day of that week’s first class meeting, and no late or incomplete blog posts will be accepted. See the Schedule for specific deadlines.
  • Virginia Digital Project (30%): Students will spend the semester conducting research on an issue facing Virginia since the Civil War and use their work to generate a digital project housed on Domain of One’s Own (DoOO). A series of smaller assignments throughout the semester will culminate in the final product and presentation.
    • Project Proposal (20 points): You must have this approved before moving on to any further stages of the Digital Project, and I encourage you to discuss ideas with me even before writing the Proposal. This 2-3-page document will demonstrate your substantial preliminary research and thinking; thus it should briefly:
      • Break down the subject you plan to research, including appropriate background, specific elements of the topic, etc.
      • Propose research questions you intend to consider as well as a working argument
      • Briefly discuss your primary sources and 2 book-length secondary sources (or an equivalent number of articles—3-4 is comparable to one book)
      • Briefly discuss the digital tools you plan to use in your DoOO, identifying the tool and explaining how it furthers your goals in presenting evidence or argument
      • Explain the significance of your project, whether that is an intervention in the scholarly literature or application to contemporary issues
      • Append a separate bibliography (not counted in the 2-3 pages) separated into primary and secondary source lists
        • Secondary sources must meet the following criteria:
          • Authors from multiple disciplines are experts in their fields
          • Published with a reputable press/organization
          • Includes citations within the text (not just a references list)
        • Primary sources must be from the period on which you are writing
    • Digital Workshops (20 points): Students will give 2 informal presentations about their progress on their digital projects. These will be informal, but to Pass:
      • Each presentation must:
        • Include an introduction and conclusion
        • Meet the 4-5-minute criteria
        • Speak clearly (includes volume) and coherently
        • Use suitable posture and gestures
        • Respond to questions appropriately and competently
      • The presentations must cover two topics (one presentation each):
        • Content and presentation. Discuss the most recent content additions and their value for the project. Connect this with a discussion of the technological additions/changes/challenges used to convey that content, whether you address particular tools, organizing/managing DoOO, etc.
        • Sources and rights. Discuss primary and secondary sources—whether they’re reputable (and how you know), available for you to view/use (are they digitized? Printed in some form? Housed in a local archive you can realistically visit?), the challenges associated with using them, etc. Address the issues surrounding intellectual property with visual images, audio, and/or video featured in the project. What are these issues, and how are you addressing them?
    • Final DoOO (40 points): This final project should reflect feedback/input gleaned from the Digital Workshops and earlier stages of the project. It should incorporate:
      • An “About Me” statement and page
      • Research question(s) and a thesis statement accompanying a thorough explanation of the topic
      • Distinct written, visual, and/or auditory narration—combine elements
      • At least one appropriate digital tool (e.g. Timeline, StoryMap, etc.) that furthers the project’s goals, as well as a statement explaining why this tool was chosen
      • Citations and a bibliography, including of videos, images, and sound recordings
    • Presentation (20 points): At the end of the semester, students will give a formal, 7-10-minute presentation on their projects. You’ll be graded on the following criteria:
      • Meets 7-10-minute criteria
      • Includes an introduction and conclusion
      • Uses project itself to effectively support presentation
      • Gives an overview of the project that states a clear argumentative thesis
      • Selectively highlights specific aspects of content (not comprehensive)
      • Discusses digital tool choices you made
      • Speaks clearly (includes volume) and coherently
      • Responds to questions appropriately and competently
  • Final Essay (30%): Students will write an 8-10-page essay on the issues facing the state of Virginia since the American Civil War. To receive a passing grade, the essay must incorporate at least five reading assignments, as well as the current events discussed by our class. The depth of analysis, synthesis of reading assignments, development of a cogent thesis, and overall writing mechanics will impact the grade for this assignment. The final essay is due by the end of our scheduled exam period, and late essays will not be accepted.
Grading and late work policies:

Note: Students must submit all required assignments, including regularly attending class and participating in discussions, to receive a passing grade in this class.

Students receive feedback on all submitted assignments, so if you are unable to locate that feedback when you receive a grade, contact the instructor.

All assignments must be turned in on time; late submissions will receive an automatic 1/3 grade deduction and be graded down an additional 1/3 of a letter grade every 24 hours for a week, after which they will not be accepted. Digital work, including blog posts, must be submitted on your website; work related to the essay can be submitted on Canvas, via email, or in hard copy. Technical problems are not an excuse for lateness; make sure you are able to effectively use the technology before the due date and allow some wiggle room.

If you think you may need an extension, you must arrange it in advance; I will not grant extensions after assignments are due, and technological difficulties do not excuse late submissions—make sure you give yourself plenty of time.

While I am willing to discuss assignment grades with students, you will need to wait at least 24 hours and have carefully reviewed my comments on your work. You have one week after the return of graded assignments to speak with me, after which grades are final.

Students with missing work, a grade of D or below on completed work, more than three absences, or who have not regularly contributed to class discussions will be reported as unsatisfactory on mid-semester reports. I’ll contact you sooner and less formally if your classroom performance is unsatisfactory so we can discuss necessary adjustments.

I use the Canvas Gradebook to record grades, so you will be able to check your standing there. Numerical grades in this course correspond to the following letter grades: A (93-100); 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 (63-67); D- (60-62); F (59 and below). I do not round grades, so for instance, a 79.7% is a C+.

University policies and information

Students with Disabilities:The Office of Disability Resources (Seacobeck 005) is the primary office to guide, counsel, and assist students with disabilities. If you receive services through that office and require accommodations for this class, please make an appointment with me as soon as possible to discuss your approved accommodations. I will hold any information you share with me in strictest confidence unless you give me permission to do otherwise. If you have not contacted ODR and have reasonable accommodation needs, I will be happy to refer you. The office will require appropriate documentation of disability. For more information, please visit the Office of Disability Resources website ( https://academics.umw.edu/disability/ ).

            I do my best to make all course materials accessible, but I know accessibility is a process that it can be highly individualized. If you have any problems at all accessing the materials used in this course, please reach out to me immediately so we can address that.

Audio and Video Recordings: In this class, students may not make audio or video recordings of any course activity unless the student has an approved accommodation from the Office of Disability Resources permitting the recording class meetings. In such cases, the accommodation letter must be presented to the instructor in advance of any recording being done and all students in the course will be notified whenever recording will be taking place. Students who are permitted to record classes are not permitted to redistribute audio or video recordings of statements or comments from the course to individuals who are not students in the course without the express permission of the faculty member and of any students who are recorded. Distribution without permission is a violation of educational privacy law. This policy is consistent with UMW’s Policy on Recording Class and Distribution of Course Materials.

Honor System: It is your responsibility to understand the definition of plagiarism according to Mary Washington’s Honor Code and to avoid plagiaristic practices in your own work, though I’m happy to discuss concerns with you as part of the learning process around your work-in-progress. If you do plagiarize or cheat, you can expect to have your case brought before the Honor Council. Several resources are available online to help you identify and avoid plagiarism and to understand Mary Washington’s definitions and procedures, and to help you identify and avoid plagiarism. You can access them through the Department of History and American Studies website with plagiarism resources ( https://cas.umw.edu/historyamericanstudies/history-department-resources/plagiarism/ ).

Title IX Statement: UMW faculty are committed to supporting students and upholding the University’s Policy on Sexual and Gender Based Harassment and Other Forms of Interpersonal Violence. Under Title IX and this Policy, discrimination based upon sex or gender is prohibited. If you experience an incident of sex- or gender-based discrimination, we encourage you to report it. While you may talk to me, understand that as a “Responsible Employee” of the University, I MUST report to UMW’s Title IX Coordinator what you share. If you wish to speak to someone confidentially, please visit UMW’s Title IX webpage ( https://diversity.umw.edu/title-ix/ )to access confidential on- and off-campus support and resources and for more information about your reporting options.

Fall 2022 COVID-19 information: Information on UMW’s Fall semester COVID-19 response can be found at https://www.umw.edu/returntocampus/ .  While masking is not required, masks can help mitigate the virus’s spread, and of course you should be aware of your own health condition and act responsibly if you have symptoms. Mainly what I ask is that you respect your colleagues and the decisions they make for their own health. I will be masking in some situations and during stretches of the semester, and may ask that students accommodate my concerns/approach during individual meetings/close contact, though I’ll communicate those expectations and provide masks or alternative modes for meeting with students.

Course Schedule

Week 1: Introductions

  • M 8/22: Introductions and conversations
  • W 8/24: Considering Virginia today—in-class activity
  • F 8/26: Whence and why American Studies? Read Deloria and Olson, “Introduction: The Object of American Studies,” Keywords in American Studies (excerpts)
    • Sign-ups: Week 2 Introductory presentations/Classroom Discussion Facilitation

Week 2: Student introductions and DKC workshop

  • M 8/29: *Not clear which days will be what, exactly, so I’ll clarify as soon as I can
  • W 8/31:
  • F 9/2:

Week 3: Democracy and power in Virginia politics

  • M 9/5: Labor Day—No classes
  • W 9/7: The Virginia Way (discussion will focus on Introduction, Conclusion, Postscript, and Methodology)
    • **Reflection Blog post due W 9/7 at 12p**
  • F 9/9: The Virginia Way (in-class activity with partner/s on your assigned chapter)

Week 4: Eugenics and the “modern”

  • M 9/12: Library research session with Peter Catlin in Monroe 111—please bring your laptops (and let me know if you don’t have access so I can supply one)
  • W 9/14 and F 9/16: Pure America: Eugenics and the Making of Modern America
    • **Reflection Blog post due W 9/14 at 12p**

Week 5: Black Virginians

  • M 9/19 and W 9/21: “The African American Housing Crisis in Alexandria, Virginia, 1930s-1960s,” “Eminent Domain Destroys a Community: Leveling East Arlington to Make Way for the Pentagon,” Locked Out: The Fall of Massive Resistance (https://www.pbs.org/video/locked-out-the-fall-of-massive-resistance-u0ufjb/ )
    • **Reflection Blog post due M 9/19 at 12p**
  • W 9/21: See above
    • **Project Proposal due at the beginning of class**
  • F 9/23: Website workshop/presentations #1 (8)

Week 6: Virginia Indians

  • M 9/26: Website workshop/presentations #1 (8)
  • W 9/28 and F 9/30: “Who is an Indian? Who is a Negro? Virginia Indians and the World War II Draft,” “An Alternative to Red Power: Political Alliance as Tribal Activism in Virginia,” “The Pocahontas Exception: The Exemption of American Indian Ancestry from Racial Purity Law,” selected Arnell Nelson papers
    • **Reflection Blog post due W 9/28 at 12p**

Week 7: Environmental conservation

Week 8:

  • M 10/10: Fall Break—no class
  • W 10/12 and F 10/14: Sellers will be out of town, so class does not meet; I will be available to schedule appointments on Zoom if needed. In lieu of scheduled readings and class meetings, you do have individual responsibilities this week:
    • Work with your digital tools and project. You should have an approved proposal and some research completed at this point and be building your final product. This is a good time to work with your digital tools to make sure they can help you accomplish what you envisioned, and potentially to get support from the Digital Knowledge Center—here are two 1-hour spots open in your schedule if you aren’t usually on campus outside your class times.
    • Your other task—which you can certainly begin earlier in the semester—is to explore “Virginia Issues and Controversies” outside the classroom and complete a blog post response about that experience, summarizing what you learned and clearly explaining how it relates to our class. We will watch for opportunities and announce them in class, but among the possibilities are: visiting the Fredericksburg Area Museum downtown; attending the virtual event “Who Controls the Past: The Virginia History and Textbook Commission” (register in advance: https://virginiahumanities.org/events/2022/09/who-controls-the-past/ ; attending/completing a guided walking tour such as those often held downtown; attending some event at the Library of Virginia of Virginia Museum of Fine Arts; etc. There are lots of options; if it’s one that we announce in class you can just do it, but if you have other ideas you must get pre-approval.
    • **Blog Post due Friday at 5pm—see paragraph above for directions**

Week 9: Tangier Island

  • M 10/17 and W 10/19: Chesapeake Requiem (excerpts)
    • **Reflection Blog post due M 10/17 at 12p**
  • F 10/21: Library workshop with Peter Catlin in Monroe 111 on copyright and fair use
    • Tidewater from Films on Demand

Week 10: Climate Change

  • M 10/24 and W 10/26: Virginia Climate Fever (excerpts)
    • **Reflection Blog post due M 10/24 at 12p**
  • F 10/28: Website workshop/presentations #2 (8)

Week 11: Marking lands

  • M 10/31: Website workshop/presentations #2 (8)
  • W 11/2 and F 11/4: “Blandford Cemetery,” “A Slavery Museum?: Race, Memory, and Landscape in Fredericksburg, VA,” Monuments to the Lost Cause (excerpts), “Civil Rights and Civil War Markers” episode of With Good Reason (https://www.withgoodreasonradio.org/episode/civil-rights-and-civil-war-markers/ )
    • **Reflection Blog post due W 11/2 at 12p**

Week 12: Telling stories

Week 13: More stories and Presentations

Week 14: Presentations

  • M 11/21: Research project presentations (5)
  • W & F 11/23 and 25: Thanksgiving Break—No classes

Week 15: Wrapping up

  • M 11/28: Catching up and troubleshooting
  • W 11/30: Final Exam Essay instructions and semester review
  • F 12/2: History and American Studies Symposium—no class
    • **Virginia Digital Project Final Project due at 5pm**

Finals:

  • **Final Essay due Wednesday 12/7 by 6pm (end of scheduled exam period)**
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