HST 355.ZP

Summer 2015

Dr. Janet R. Bednarek (

Registration Requirements:


Before you complete registering for the class, you must have completed the following tasks:


1.  This is a permission course.  To gain permission, first go the instructor web site and carefully read the syllabus ( ).  Click the link to the Summer 15 syllabus for HST 355.ZP.


After reading through the syllabus, e-mail the instructor (see e-mail address above) with a note stating that you have read the syllabus and understand the course structure and requirements.  If you don’t understand the course structure and requirements or have any other questions about the course, now is the time to ask.


Students who fail to contact the instructor by email before completing registering for the course may be dropped.


2.  After e-mailing the instructor, you have permission to register for the course or, if already registered, you have permission to be in the class.


No assignments will be graded or returned to you until registration is complete.


All contact and correspondence and for the course will be via e-mail.  Make sure that you provide your preferred e-mail address when you register for the course.  Provide the e-mail address you check regularly, not one that you don’t.


Important Dates:  Last day to complete registration:  Friday, 8 May 2015.  First day of Full Summer Term:  Monday, 11 May 2015.  Last day for late registration:  Thursday, 14 May 2015.  The last day to withdraw without record: Wednesday, 1 Jun 2015.   Last day to withdraw with grade of W:  13 July 2015.  Grades due:  Tuesday, 4 August 2015.  Grades posted:  6 August 2015.



Assignments:  Schedule


Assignment                                           ZP Schedule

One (100 pts)                                       22 May

Two (100 pts)                                      5 June

Three (100 pts)                                    19 June

Four (100 pts)                                      3 July

Five (100 pts)                                       17 July

Six (150 pts)                                        31 July


How to send in your papers on time:


Remember the date listed is the date the assignment is due at the instructor’s address AND to Turnitin (see below).  When e-mailing your papers, all assignments must be time-coded (show they were sent/received) by 9:30 a.m. on the day the assignment is due. Assignments time-coded after 9:30 a.m. will be considered late. 


Turnitin:  In addition to submitting your papers via e-mail to the instructor by 9:30 a.m. on the due date, you must also submit a copy of your paper to  Instructions as to how to register for will be sent to all students in advance of the first assignment.


Late papers will be penalized.  Your grade for each assignment will be lowered by 1/3 of a grade for every “day” the assignment is late (i.e. from B to B- or C+ to C).  The late penalty begins after 9:30 a.m. on the due-date.  Therefore, for example, if you e-mail a paper at 10:00 a.m. on the due date, it will be considered one day late.  The second “day” begins at 9:30 a.m. the day after the due date.


Where to e-mail papers:



Grading and Grade Reporting


GRADE SCALE (based on percentage of total points possible):


A                     91-100%                                 C+                   77-78%          

                                                                        C                     71-76%          

A-                    89-90%                                   C-                    69-70%          


B+                   87-88%                                   D                     60-68%          

B                      81-86%                                                          

B-                    79-80%                                   F                      00-59%


Grades are due 9:00 a.m., Tuesday, 4 August 2015.



Absolutely no extra credit work will be allowed.  Any academic dishonesty will result in a failure for the course.  If in doubt about what constitutes academic dishonesty, consult the student handbook.




Assignments:  General Rules


Please note the following suggestions for writing your assignments.


1.      Writing is hard work done to make reading easy and enjoyable.  Put yourself in the shoes of the reader.  Would you enjoy reading your paper is someone else had written it?  Think about it, hard!


2.      Procrastination is the enemy of a good paper.  Get it done early.  Leave plenty of time to rewrite and edit.  Don’t expect to hand in a good paper until you work it over several times.  The practice of type, save, send (or print) generally does not produce a high quality essay.


3.      As part of the rewrite and edit process, try reading the paper aloud to yourself or better yet to someone else.  Reading aloud will help you smooth out the flow of sentences and remove errors of syntax (sentence organization).  If you find it hard or confusing to read aloud, it is probably not “reading” very clearly either.


4.      The sequence of any essay is important.  Essays should start with a clear thesis paragraph that outlines the major points you will make in the essay.  The paragraphs that follow must support the thesis and lead progressively to a conclusion.  The conclusion should restate the thesis.


5.      Double space and use a reasonable font size.  This was typed using Times New Roman 12 point.  That is pretty standard these days.  The font size you use should be approximately this size.  What I don’t want to see is something like Times New Roman 14 point or Courier New 12 point or larger.  (Yes, life was easier when there was only pica or elite type.  If you don’t know what those mean, ask your parents, especially if they went to college in the 1960s or 1970s.)


Any academic dishonesty will result in a failing grade for the course.  If you are not sure of the definition of plagiarism see:


Papers will be graded primarily on their content.  However, as suggested above, grammar, spelling, organization and other factors will also play an important role.  Writing is one of our most important forms of communication.  It is, in part, based on following the rules.  Writing that does not follow the basic rules, that is difficult to follow and decipher is bad writing.  Bad writing obscures content.  You cannot expect to gain full credit for your ideas if bad writing makes those ideas difficult to understand and follow.  If you think is this something nobody does or should care about, remember that one of the best-selling books of 2004 was about punctuation (Eats, Shoots and Leaves).





The course assignments will be based on the course readings.  The books will be

available at the bookstore (and on-line booksellers – all are available on Amazon – either paperback or Kindle, for example – and libraries).  They are (in order of reading and with sources beyond bookstore):


Barth, City People: The Rise of City Culture in Nineteenth-Century America (UD library and OHIOLINK, also Kindle edition)

Nicolaides, My Blue Heaven My Blue Heaven: Life and Politics in the Working-Class Suburbs of Los Angeles, 1920-1965 (UD Library and OHIO LINK, also Amazon and from University of Chicago Press)


Additional readings will be posted on Isidore.  For an introduction to Isidore, go to and click on the Isidore tab.  If you have any questions about using Isidore, ask them early.


Therefore, given the wide variety of ways you have to acquire them, there is no excuse for not having the readings in time to do the assignments.  All you have to do is not wait until the last minute.  OHIO LINK and Amazon can take up to a week!  Especially do not expect to find the book at the last minute at the bookstore – it may be sold out as the bookstore does not always buy enough copies to match course registration because these other options are out there.  And the bookstore clears the shelves in late June to make way for the fall.  Instructors have no control over the bookstore’s policies.  If you order the book from the bookstore after the class starts, expect to wait at least a week to receive it. Especially if you are off-campus, it is highly recommended that you purchase the books in advance from the bookstore or Amazon.




I understand that as a student of the University of Dayton, I am a member of our academic and social community, I recognize the importance of my education and the value of experiencing life in such an integrated community, I believe that the value of my education and degree is critically dependent upon the academic integrity of the University community, and so

In order to maintain our academic integrity, I pledge to:

- Complete all assignments and examinations according to the guidelines provided to me by my instructors,

- Avoid plagiarism and any other form of misrepresenting someone else's work as my own,

- Adhere to the Standards of Conduct as outlined in the Academic Honor Code.

In doing this, I hold myself and my community to a higher standard of excellence, and set an example for my peers to follow. Instructors shall make known, within the course syllabus, the expectations for completing assignments and examinations at the beginning of each semester. Instructors shall discuss these expectations with students in a manner appropriate for each course.


ASSIGNMENT One (100 pts):  Due May 22


Gunther Barth takes you into the world of the industrializing city of the 19th century.  Assignment two is based on a careful and thorough reading of Gunther Barth, City People.  Barth’s work explores the 19th century city – a type of city some consider almost an ideal city form – highly centralized, with institutions providing ways for all citizens to find a common sense of belonging.  Barth argues that in the 19th century city people developed a relatively common culture, expressed in such shared institutions and experiences as the downtown department store, metropolitan newspaper, and the vaudeville theater, among others.  Those three, in particular, have gone away or are in danger of going away.  Barth argued that their demise (as well as the city culture they created) disappeared after the appearance of the automobile.  Some people today believe that for cities to survive they must recapture some of the elements of that 19th century city – especially its thriving downtown and its sense of shared culture and experience.


For assignment two you will be asked to write three 3-4-page essays.  Total length should be between 9 and 12 pages.  Each essay will be worth approximately 33 points.


Essay One:  Based on pages 3-109, write a 3-4 pages essay in which you discuss the role/function of parks, apartment houses and the metropolitan press in the 19th century city.


Essay Two:  Based on pages 110-234, write a 3-4 page essay in which you discuss the role/function of department stores, baseball, and the vaudeville house in the 19th century city.


Essay Three:  Based on the entire book, write a 3-4 page essay in which you compare and contrast how men and women found ways to find a sense of belonging within the 19th century city.


NOTE:  It seems common sense that a compare/contrast essay should focus on points of comparison and contrast.  However, many students write describe/describe essays instead – they describe the first thing (X), then describe the second thing (Y) with just a few, often off-hand remarks, about how the two things are similar or different.  A strong comparison/contrast essay begins with a thesis that outlines overall points of comparison (i.e., X and Y are similar in that both …) and overall points of contrast (i.e., X is different than Y in that X ….).  The paragraphs within the essay then focus on explaining those points of comparison and contrast.


ASSIGNMENT TWO (100 pts):  Due June 5 (Readings available on Isidore website):


While Barth may have suggested that city people developed a culture that allowed them to make sense of the new industrial city, at the time not everyone felt part of that city culture.  Immigrants and the poor found it especially difficult to find their place in these new industrial cities.  At the same time, another period of religious revival inspired a number of middle and upper class individuals – especially women – to move into the most distressed urban neighborhoods to try and help immigrants and the poor build communities and forge closer ties to the cities around them. 


The late 19th and early 20th centuries also witnessed the emergence of the American research university.  New fields of study – political science, sociology, and social work – were developed and many of these new professionals aimed their research at the new industrial city.  Pioneering work on developing models for understanding the city that had emerged since the Civil War were produced, particularly at the University of Chicago.


For this assignment you are going to read two primary source documents.  The first is from the autobiography of one of the most famous of those women who fought for urban reform in the late 19th and early twentieth centuries, Jane Addams.


The second document includes two short articles by a pioneering pair of urban researches, Parks and Burgess. 


Both works are available on ISIDORE.


For assignment three you will be asked to write two 4-5 page essays.  Total length of the assignment is 8-10 pages.  Each with be worth 50 pts.


Essay One:  Based on the reading from Jane Addams, write an essay in which you first discuss how Jane Addams conducted her work in the Hull House neighborhood -- what was her relationship to the people in the neighborhood, how did she seek to learn more about them and what their concerns were -- then show how her way of understanding the people she served help shape the work she undertook at Hull House.  For example, how did she learn about problems and issues and then, based on that knowledge, what did she do to address them.


Essay Two:  Based on the Parks and Burgess essay, write an essay in which you discuss what type of research did each do on the city – what sources did they look at, what type of questions did they ask – and then discuss what that research showed about how cities were organized.


ASSIGNMENT THREE (100 pts):  Due June 19 (Readings available on Isidore website):


Up to this point we have focused on central cities.  However, the creation of the industrial city also involved the creation of new and expanded suburban areas.  Many of the same forces that supported industrialization and the centralized industrial city also had within them the seeds of the decentralization of that same city – especially of its middle and upper classes into the suburbs.  At the end of City People, Barth suggested that the city and city culture he described would not survive the decentralizing tendencies at work by the end of the 19th century and the beginning of the 20th century – especially the appearance of the automobile.  Assignment three is based on a careful and thorough reading of chapters from Kenneth T. Jackson, Crabgrass Frontier: The Suburbanization of the United States.  This was a very important book.  It was one of the first to examine the forces behind and the impact of suburbanization on the American city.   


Overall, Jackson’s book focuses primarily on the middle and upper classes within cities.  They are people who most definitely saw themselves as “belonging” to their communities.  And yet, as Jackson argued, they embraced a vision and adopted technologies that allowed them to physically separate themselves from the urban community in order to form new suburban communities.  And it was clear that the values they held shaped the types of communities they sought to establish (physically, socially, economically, etc.)


This work also introduces you to the distant roots of one of the most vexing issues facing urban/metropolitan areas today – urban sprawl.  Writing in the 1970s, Jackson was sure that a number of factors, including the oil crises, would reverse the trend toward suburbanization.  In hindsight, his prediction seems optimistic.


For assignment four you will be asked to write three 3-4-page essays.  Total length should be between 9 and 12 pages.  Each essay will be worth approximately 33 points.


Essay one:  Based on Chapters 2, 6 and 7, write a 3-4 page essay in which you discuss how evolving urban transportation technologies contributed to the creation of suburbs.


Essay two:  Based on Chapters 3 and 4, write a 3-4 in which you discuss the social and cultural values underlying the choice of many middle and upper-class Americans to seek homes away from the city in the new suburbs emerging in the 19th century.


Essay three:  Based on Chapters 9 and 11, write a 3-4 page essay in which you explain how both the automobile and the government policies promoted suburbanization in the first four decades of the 20th century.


ASSIGNMENT FOUR (100 pts):  Due July 3


The Jackson book dealt primarily with middle-class and upper-class suburbs – these are the communities that most people think of when they think of “suburb.”  However, as Becky M. Nicolaides demonstrated in My Blue Heaven, by the 1920s cities also witness the formation of working-class suburbs.  The working-class individuals and families who moved to these areas had many of the same hopes and dreams as their middle-class and upper-class counterparts.  However, their ability to fully realize their suburban dreams was limited by their financial situation and the built-environment (residential, commercial and industrial) in these working-class suburbs.  Nonetheless, these working-class suburbanites sought to defend their pieces of the American dream in many of the same ways as did other more affluent suburbanites, as they too sought to control who/what could become part of their suburbs – people and commercial/industrial activities.


Assignment four will involve reading part I of My Blue Heaven; assignment five will involve reading part II.


For assignment five you will be asked to write two five page essays.  Total length should be 10 pages.  Each essay will be worth 50 points.


Based on part I (pp. 1-182):


Essay One:  Write an essay in which you discuss the social context of the community of Southgate in the 1920s and 1930s – i.e. who lived there (class, race, origin), how did they define community (i.e. strong or weak; were there institutions giving the residents any sense of common identity), how did various groups within the community (i.e. residents and merchants) interact.


Essay Two:  Write an essay in which you discuss the political context of the community of Southgate in the 1920s and 1930s – i.e. who held political power/elected office, what were the major issues and how did the people of Southgate line up on those issues.


Assignment FIVE:  Due July 17


Based on Part II, Nicolaides, My Blue Heaven.


For assignment five you will be asked to write two five page essays.  Total length should be 10 pages.  Each essay will be worth 50 points.


Based on part II (pp. 185-332):


Essay Three:  Write an essay in which you discuss the social context of Southgate in the 1940s and 1950s – i.e. how did the idea/definition of community change, what role did social class identity and/or racial identity play in community idea/definition.


Essay Four:  Write an essay in which you demonstrate how politics became “racialized” in Southgate after World War II – identify some of the major political issues and demonstrate the role of race in how those issues played out. 


ASSIGNMENT SIX (150 pts):  Due 31 July


The last assignment is based on the careful reading a several different articles dealing with recent US urban history.  They deal with a wide variety of topics – and together can give you a sense of the challenges facing the American city in the 21st century.  The first is an award-winning article by Heather Ann Thompson, “Why Mass Incarceration Matters: Rethinking Crisis, Decline, and Transformation in Postwar American History.”  Her work suggests that the urban crisis in US cities had at least some of its origins in policies of mass incarceration.  Guian McKee explores the complex history of a neighborhood in Philadelphia. Although the Eastwick story is in many ways a success story, he demonstrates that there was often a tension between ends and means and that interracial cooperation could and did happen, at least in this case.  The third article, by Mary E. Odem, explores one of the newest of the new immigrant groups in American cities – Hispanics – and how they have sought to carve out space for their communities and culture in urban/suburban areas.  Finally, I am having you read Michael Katz’s provocative article, “What is an American City?”  This piece both summarizes the major changes to American cities over the last 100 years, but also suggests that one of the problems with cities today is that we have not yet come to agree on a definition – of what is an American city?


For this assignment you are going to write four essays total.  The first three will be on the Thompson, McKee, and Odem articles.  Together those three essays will be worth 100 points.  The fourth essay will be on the Katz article.  It is something of a capstone essay for the course and will be worth 50 points.


Each of the first three essays should be 3-4 pages in length and each with be worth approximately 33 points.


Essay One (Thompson):  Write an essay in which you identify and explain three ways in which policies of mass incarceration had negative impacts on American cities.


Essay Two: (McKee):  Write an essay in which you explain two or three factors that made the Eastwick Urban Renewal story a success story.


Essay Three (Odem):  Write an essay in which you first explain efforts to restrict urban space and then show how Latino migrants in the Atlanta area developed their own ethnic space.


Essay four will be a 4 page essay, worth 50 points.


Final Essay (Katz): Write an essay in which you first identify and explain the forces transforming the American city in the 20th century and then identify and discuss the two types of new urban definitions that have been proposed to describe the American city in the 21st century.