카테고리 보관물: Uncategorized

Seminar Readings 3

William R. Keylor, A World of Nations: The International Order Since 1945

Second Edition

(Oxford: Oxford University Press, 200

)

Chapter 6, 9, 10 and Epilogue. (Latin America; Middle-East; Africa; Globalization)

HST 500 Course Description

CHST500 MODERN INTERNATIONAL RELATIONS 1945-2001 – Course Outline – Fall 2010 – Chang CE Ryerson University

INSTRUCTOR: Peter Wronski (Peter Vronsky)

INSTRUCTOR OFFICE: JOR 501 (Tuesday 5:30 – 6:30)

INSTRUCTOR PHONE: (416) 979-5000 x.6058

INSTRUCTOR E-MAIL: pwronsky@ryerson.ca [best way to contact]

COURSE WEBSITE: http://www.petervronsky.com/modernir.htm or http://www.russianbooks.org/modernir.htm

LECTURES: Tuesday 14 Sep 2010 – 14 Dec 2010 in EPH441

COURSE DESCRIPTION / OBJECTIVE:

What forces created the world of today? At a time when the world is rapidly changing and becoming increasingly interdependent, it is extremely important to understand the international environment in which our nations and cultures exist. The main goals of this course is to provide students with the necessary framework to: 1. Make sense of the contemporary global order; 2. To examine a country or issue in its contemporary setting and to establish a historical framework for it; 3. To improve your ability to think critically and to analyze historical data and evidence by undertaking the kind of research required for an upper level university essay, professional corporate, media or government report, risk assessment, policy analysis or other document; 4.To write clearly and effectively.

Since it is impossible to understand the world of today without understanding the past, we will look at major factors that have shaped the world since the end of the Second World War in 1945. The central focus is the Cold War between the Soviet Union and the United States: its origins, its evolution, and its effects on the international order. The course examines events and issues like, postwar reconstruction, the different fates of Eastern and Western Europe, war and revolution in Asia, conflict in the Middle East, the Berlin Wall, the Cuban Missile Crisis, the Soviet invasion of Afghanistan, and many more. Within this framework we will also study numerous personalities such as Josef Stalin, John Kennedy, Nikita Khrushchev, Ho Chi Minh, Mao Zedong, Fidel Castro, and others. The course finishes with the end of the Cold War, the collapse of the Soviet Union and the world that has emerged up to 2001. We will also discuss international relations today, considering numerous contemporary crises including the so-called “war on terror”, the rise of radical Islam, and a revisionist Russia.
Please Note: Students who take this course MAY NOT take HST 604 or CHST604 for a liberal studies credit.

Other Course Objectives

1) To help understand the international environment.

2) To show how to use history to explain a current situation and project a future scenario’s and possible outcomes.

3) To show how to find and use different sources of information.

4) To demonstrate tools with which to analyze and understand the relationship of chronological events to a given issue, problem or objective.

5) To introduce a system of evidence with which to discern fact from rumour, news from propaganda, history from mythology.

TEXTS (available at the Ryerson book store)

William R. Keylor, A World of Nations: The International Order Since 1945 [second edition] (Oxford: Oxford University Press, 2009)

METHOD OF STUDENT EVALUATION

Proposal                                   Sept 21
Midterm test:                10%    Oct 12
Essay (2500 words): 25%    Nov 30
Log                                25%    December 7 [in JOR501 5:30-6:20 PM] Logs will not be accepted in lecture
Final Exam:                  25%    December 14
Seminars:                     15%    TBA

METHOD OF INSTRUCTION: Lecture & Seminar

TENTATIVE LECTURE SCHEDULE & TEXT BOOK READINGSNote: It is your responsibility to ‘ration’ the text book readings over the semester. Do not wait for lectures to ‘catch-up’ with the text book — read ahead of the lectures cover to cover. The final exam will be based on lecture, textbook readings, seminar readings and discussions.

Tentative Lecture Schedule
(see website for weekly updated lecture content)

· Roots of the Cold War / the Cold War begins (preface & ch.1)

· Cold War 1950s (ch.2)

· Korea & Indochina 1950-1970 (ch.7 & 8)

· Détente 1960-1970s (ch.3)

· The new Cold War of the 1980s and Soviet Collapse (ch 4)

· Latin America (ch. 6)

· Middle-East (ch. 9)

· Africa (ch. 10)

· Europe (ch. 5)

· Globalization (Epilogue)

SEMINARS

Three one-hour seminars will be held in the semester based on lecture material and assigned readings: dates and readings TBA on the website. Attendance is mandatory. Seminar mark is 15% of the final grade and based on attendance and quality and degree of participation.

ASSIGNMENT INSTRUCTIONS

(Please read carefully and take note that Part Three described below begins immediately.)

There are three parts to your assignment: 1. proposal; 2. essay; 3. log-report.

The essay will be a historical examination of whatever topic you pick from (roughly) 1945 to the pre-9/11 period. The log-report will be a contemporary study of the same topic. You will use a past history (1945-2001) described in your essay and link it to a more recent present of the next twelve weeks which you will document in your log. You do not have to connect the two directly but the essay should be a relevant “backgrounder” to the log. Each is an independent assignment. However, by studying the past history of say Afghanistan, one can understand far better what is going on there today. The essay covers only the historical: in this case the period between 1945 and 2001 (approximately). The log covers only the contemporary: just the 12 weeks of your winter semester 2010.

Instructions
First, you must carefully pick a topic today. (See suggested list further below.) Choose something that interests you – there is nothing worse than studying something that you have absolutely no interest in. If you are struggling with the choice, or want some help picking a topic, please feel free to contact me. Do not worry about which may be “harder” or “easier.” All topics have their own unique dimensions that make it impossible to gauge such things. Do not think you need some really important academic or professional reason to select a topic either. Pick something that interests you. Perhaps it is a country from which your family comes, a place you always wanted to visit, or simply somewhere or something you chose randomly. Just keep in mind that the choice of your topic MUST be made immediately as you can see from instructions below. Not all topics will lend themselves well to this historical/contemporary division. For example, global warming was not much of an issue until recently and did not come up much in the Cold War. Similarly, some countries, like Czech Republic, Croatia, or Ukraine, did not exist as such during the historical period but perhaps their nationalist movements did. Nonetheless, a historical component and dimension is important. I am always interested in new ideas for topics, so feel free to offer one up.

Whatever topic you choose will be the focus of ALL THREE COMPONENTS of your written work. The objective will be to examine your topic from the historical AND the contemporary perspectives.

Please note that ALL parts of the assignment must be completed before a full grade will be given. You MUST do both the essay and the log – no partial marks will be given if one of the parts is not completed. PART 1 PROPOSAL:

Provide a one-two page outline (in duplicate) on the topic and how you will be approaching it for the other parts of the assignment. List any theses, propositions, or arguments you might deal with in the essay. List sources that you might be consulting for both essay and log.

The objective of this part of the assignment is simply to get constructive feedback for you, which will hopefully help with the other parts of the work. The outline will also serve to announce to me what your topic is so that I can follow events in the country/issue you choose over term as well. I keep track of every chosen topic during the term. The outline will not be marked, but given the weight on your essay and log you should put some thought into this. This is strictly for your benefit, so the more detail you offer the more I can give feedback if appropriate. Please note that to ensure we both understand the nature and scope of your topic, the outline must be submitted immediately. The deadline for this outline is your first lecture day in the week of September 13. Failure to turn in an outline by the due date will result in an automatic 5% penalty against both your essay and your log and 2% per every subsequent late day.

The outline is to be submitted in duplicate. I will return one copy to you with an “OK” comments if any. Save and attach this copy to with you Log when submitting it at the end of the semester.

Keep in mind too that ALL topics must be approved by me even if you do not submit an outline. If you turn in something without having cleared it with me in writing first, it will receive a grade of ZERO with no appeal. If for some reason you have not submitted an outline by the deadline you can still come see me anytime to clear a topic. I keep a master list of what everyone is doing so you must come speak with me. Also, please note that regardless of what kind of outline you submit you are free to come see me for help at any time during term.

PART 2 ESSAY:

Provide a clear and comprehensive background essay on your topic, covering 1945 – 2001. Each topic will vary, but the idea is to stick within the 1945-2001 timeframe as best as possible. Of course some countries or events will necessitate going beyond these dates, or may not include that entire 1945-2001 time span. Do not attempt a general history “since the beginning of time”. You should be very clear on what timeline and events you intend to cover. Provide the necessary background to your topic, discuss key events and people, and assess how your topic impacted on international relations. While your essay may include relevant internal events, its overall focus must be on international relations.

Provide suitable references and bibliographies. Keep in mind any comments or suggestions made on your outlines. The essay is worth 25% of your overall grade.

Essays must be based on a minimum of six sources (not including course text book but seminar readings are acceptable), and should not include, encyclopedias, textbooks, or general or popular histories, or unapproved websites, (2 marks deducted for every Wikipedia or like citation) etc.

Academic journal articles are highly recommended as sources for anyone seeking to earn an essay mark above a B- grade. If you have never searched for academic articles, hundreds of thousands of which are available for you to download for free from the Ryerson Library website, start with instructions on my website “How to find and download seminar articles” (http://www.petervronsky.com/HST603/how_to_journals_online.htm) You will need to learn how to use this service for downloading course seminar articles anyway. Check on the Ryerson library website for further information on how to search journal databases (there are many different databases) or go in and ask a librarian for help.

Essays will be approximately 2,500 words in length (10-12 pages not including your title page and bibliography and appendix if any.)
Standard 12 pt font, cursive or non-cursive, double spaced text, standard 2.5 cm margins, 11” X 8 ½” paper.
Pages must be stapled (no binders of any kind or paperclips), paginated, and submitted with a cover page containing no art or decorative elements. Do not attempt to submit unstapled pages and no, I do not bring a stapler with me to lecture. Unstapled or paper clipped or folded essays will be turned away and late penalties applied until submitted per requirements.
Unless quoting original American sources, essays will be written in Canadian English not American. (“centre” not “center”; “armour” not “armor”; “labour” not “labor”; “colour” not “color” etc.)–set your dictionary to “English (Canada)” in your spell checkers.
The cover page must have: your name, student number, course number, section number, and essay title.
Any assignment submitted without your correct section number indicated will be returned unmarked and subject to late penalties.

Essays not conforming to any one or more of these above standards will either have marks deducted or not be accepted and late penalties imposed until resubmitted in the required format.

Paragraphs are to be indented without any additional spaces between paragraphs, unlike in this course outline, for example. Any relevant images, maps, graphs included in the essay are to be placed into an appendix at the back.

The essay should have a single descriptive title or a creative title with a descriptive subtitle. For example: Generals in Blue: Lives of the Union Commanders or The Architect of Genocide: Himmler and the Final Solution or Voices from S-21: Terror and History in Pol Pot’s Secret Prison,etc. “History Essay” is not a title. Marks will be deducted for essays submitted without a title and/or title page.

Any paper not conforming to the above standards will be penalized.

Reference Citations (read carefully)

A history essay is like a courtroom argument—it is based on the presentation of proof conforming with the rules of evidence in an expositive argument. The way hearsay is not admissible in court, Wikipedia for example, is likewise not admissible as evidence in historical discourse. Just as court evidence is presented in a disciplined system: Exhibit A, Exhibit B, Exhibit C, etc, in the written historical argument, the Chicago Style footnoted citation is used to lead and guide the reader through the evidence backing the persuasive discourse of the text above it.

Why Chicago Style Footnotes? http://www.yale.edu/bass/writing/sources/kinds/principles/why.html

Some of the journal readings for seminars will have been pointed out to you as appropriate models for the citation style required for your essay.

Essays must have a bibliography and have footnoted citations in the Chicago style (at the bottom of the page). Parenthetic in-text or inline style citations (APA for example) are not unacceptable for a history essay. A well researched essay integrating multiple sources into its argument contains on average five to six citations per page — approximately 50 to 70 citations per essay.

As a general rule, references should be given for direct quotations, summaries or your own paraphrases of other people’s work or points of view, and for material that is factual, statistical, controversial, assertive or obscure. You must cite more than just direct quotes. WHEN IN DOUBT, IT IS BETTER TO PROVIDE A REFERENCE. You do not need to cite items of general knowledge like, for example: water is wet, fire is hot, the sun rises in the east or Elizabeth II is the Queen of England.

Essays submitted without specific page references in each citation will be automatically failed without any further opportunity to resubmit.

Basically, the first citation of a source should have the full bibliographical data in it, while in subsequent references to that source, just the name of the author and page number(s) will suffice. (If more than one source by the same author is used, then include the title as well.) This is an example of the basic required style for citations which are to inserted at the bottom of each page:

^¹ Jane Doe, The ABC’s of History (Toronto: Ontario Publishers, 1997), pp. 20-21² Jane Doe, p. 43

To create numerically sequential footnotes in MS WORD 2007 go to the “References” ribbon and select [Insert Footnote]; in earlier version of MS WORD, go to the “Insert” menu and then select [Footnote]. The citations should be formatted to “Arabic numerals (1,2,3, etc.)”

It is not necessary to use archaic citation terms like ibid or op cit. and they are even discouraged as word processing drag or cut-and-paste editing can easily displace the logic of these citation terms as you edit your work.

Titles of books are to be put into italics or underlined. Journal article titles are put in “quotation marks” while the journal titles are in italics or underlined. See the below webpages for further details and formats as to how to cite journals, multiple authors, collections, etc. or search “Chicago style footnotes” on Google.

http://www.dianahacker.com/resdoc/p04_c10_s1.html

http://www.douglascollege.ca/library/chicago.html

Bibliographies

Essays MUST provide alphabetically ordered by author’s surname, bibliographies of all works consulted, whether or not they have been quoted directly in the citations. An adequate bibliography for this assignment will contain no less than six books or journal articles related to the topic. General books, dictionaries, atlases, textbooks and/or encyclopedias DO NOT count towards this minimum number of sources, and their inclusion in citations will NOT be considered as constituting research. Seminar readings are acceptable as citable sources.

An example of a bibliographic entry is as follows:

Smith, John. History of Canada (Toronto: Ontario Publishers, 1997).

Submission of Essays

Essays are to be submitted to the instructor on the due date in lecture in hardcopy with pages stapled together.

Electronic Submission of Assignments

If you find it necessary to submit an essay by e-mail, the following file naming protocol is to be used:

“Last Name_First Name_CourseNumber_SectionNumber _Proposal [or essay, etc]”

Any attached file not using this exact naming protocol will not be accepted and late penalties will continue to accrue until submitted in the required format

Only MS Word files (preferred) in .doc or .docx format or PDF files will be accepted.

The submission of files by e-mail will be usually acknowledged within two days.

A hard copy of the essay is to be submitted at the next opportunity. Indicate on the front of the hardcopy the date you had e-mailed the essay to me previously. The e-mailed essay will secure your submission date. Obviously the hard copy is to be exactly identical with the e-mailed copy. Hard copies of previously e-mailed essays not indicating the e-mail date on the cover will be assigned the date of the submission of the hard copy with no appeal.

Hardcopy Submission of Essays

Do not slip essays under my door or into my mail-box. Hard copies may be submitted to the Essay Drop-Off Box in the History Department (JOR500). Do not leave essays at the Chang School.

I will guarantee essay returns with comments by the day of the exam only to those essays submitted to me on the due date, in hard copy, in required format, in lecture. All other essays will be marked after the exam and arrangements may be made to get your essay mark after the final marks have been submitted.

Late Penalties and Extensions

Extensions may be granted on medical or compassionate grounds but will be automatically penalized three (3) marks regardless. Students requesting an extension should submit an e-mailed request to me before the deadline specifying precisely the date to which they are requesting the extension. After the due date, students need to provide appropriate documentation relating to the extension request (i.e. doctor’s note, death certificate of relative, police report on their stolen laptop, repair bills for their crashed hard disc, veterinary reports on the contents of Fluffy’s stomach, etc). Essays submitted under an extension must have my written response to the extension request attached to the front of the essay. E-mailed submissions are to be attached as a ‘reply’ to my earlier response to the extension request. Submissions without my extension approval attached to their front will be penalized as late with no opportunity of appeal afterward. No late work will be accepted after the last day of lecture or extensions granted beyond the last lecture day.

Two (2) marks per/day are deducted from your essay mark for late submissions, weekends included, until the day the essay is submitted to me. If I do not acknowledge the receipt of your e-mailed essay within a few days, it is your responsibility to ensure I have received it. Keep copies of all work, including marked assignments returned to you and e-mails of your submissions until your final course mark is released. Re-submissions of earlier e-mailed essays “lost” in transmission, should such an unlikely scenario occur, will only be accepted in the form of a forwarded copy of the original e-mail. There are no exceptions to this.

No late assignments will be accepted after the last day of lecture.

Only those essays submitted on the due date, in hardcopy, in lecture, will be guaranteed a return with comments, if any, by the day of the final exam.

Earning Marks

The evaluation of your research, content, evidence, originality and argumentation is of primary concern in marking as is the quality of your sources as described above. Equally important is the syntax, style and structure of your work. Marks will be deducted from work containing excessive grammatical/spelling mistakes, typographical errors, from essays that are excessively long or inadequately short, or which fail to provide properly formatted footnoting/bibliography as specified above. Essays that consist of a frequently quoted passages or sentences, even if footnoted, will be severely penalized. Be selective in direct quotations. Ask yourself, “can this be said in my own words and then cited?” Is there a stylistic or argumentative reason for quoting the source directly? Be sure to edit and check your work carefully. Do not simply rely on your computer’s spelling or grammar checker.

Grounds for Assignment Failure

Essays which do not supply proper and adequate references and bibliographies as specified above or submitted after the final day of lecture will be failed. Essays based entirely on websites without the instructor’s permission, will be failed. Any written work that quotes directly from other material without attribution, or which paraphrases extensive tracts from the works of others without citations, is plagiarized and will be failed with no opportunity to re-submit and will result in additional severe academic consequences. Please consult the Ryerson academic calendar for further information on plagiarism. If you have any questions or doubts about how to cite material, please feel free to contact me.

NEWEssay Progressive Creation History File Requirements

As I do not use Turnitin, students must “save as” a minimum of ten different progressive versions of their essay as they research, write, and edit their work and save all their research notes as well. I recommend that you use the “save as” command every time you finish a new page and for every subsequent edit of your finished essay. If there is any doubt to the authorship of any submitted essay, you will be asked to submit all the copies of your essay files as you saved them through the research, writing, and editing phases. Failure to submit upon request the minimum number of progressive files will constitute evidence of plagiarism with all its consequences. DO NOT SUBMIT YOUR PROGRESSIVE CREATION FILE HISTORY UNLESS REQUESTED.

PART 3: LOG (YOU MUST BEGIN THIS PART IN THE FIRST WEEK OF TERM.)

Once you have picked a topic you must follow it for the rest of the term by keeping a log. A log is a record of events over a period of time. Yours will cover the entire term. Whereas your essay covers the historical period from 1945 to roughly 2001, the log covers JUST the 12 weeks of the semester. This assignment is designed to achieve three primary goals for students:

1) to develop your skills managing and producing information projects/reports

2) to develop your research skills

3) to gain an understanding of what shapes contemporary international relations and how countries, people, and events are shaped by them

The log will include 12 “packages” or “collections” of media reports with brief one or two page weekly summary of their significance to your subject – 12 summaries, one for each week. It will conclude with a 1500-word “master summary” of the 12 week’s progress or conclusion of your topic – a sort of master update and wrap-up commentary, assessment, critical analysis or conclusion on the collective significance and meaning of all the weekly summaries you were completing as events were occurring.

Begin your log by seeking out information on your topic from any number of media: newspapers, magazines, journals, TV, the web, radio etc. A starting list of sources for your search is attached to this outline. You are strongly encouraged to come up with more on your own, but should clear news sources other than those listed on the course bibliography with me first. You are also strongly encouraged to use your language skills: if you have a facility in another language, you can use sources in that language. Just remember – provide accurate translations and be objective.

Your entries should include major developments relevant to your topic. You can use clippings, photocopies, printouts, or your own summaries of stories/events. The design and layout of your log is entirely up to you. However, you must make sure to fully reference your sources for each entry. You must also include a comprehensive list of all sources used.

The absolute minimum number of entries for your log is three per week. However, given the incredible access to information at your disposal, you are STRONGLY ENCOURAGED to do more: there is no set maximum, but it is not unreasonable to expect between 5-10 weekly entries for some topics.

The key is QUALITY. What you choose to collect every week depends of course on your topic. However, it also depends on your choice of RESEARCH and your own ANALYSIS of what’s important to international relations. For example, there is no shortage of information on Iraq today. Logically, if you were covering this topic, your entries would reflect the difficult process of reconstructing Iraq after the war. You would also cover the American occupation and the problems it faces in Iraq, at home, and internationally. The challenge would be in deciding which of the many stories and developments are most important. On the other hand, some countries like Norway or Paraguay may not be in the news much. Your task would then be focused on finding good sources for information on the country, and then deciding what is most important for Norwegians right now. In all cases the principal factor will be RESEARCH. . Be varied and be critical of your sources: think about where they get the information, if they have any obvious biases or factors affecting their interpretations, and if they have particular political agendas or objectives. News on North Korea from Kim Jong Il’s fan club is NOT critical research. Conversely, taking everything from one or two good sources, like BBC, is also NOT critical research. Balance of sources is the key. Your log should be well detailed, and include any commentary you consider worthwhile. However, try to avoid overly subjective commentary. Be objective and scholarly.

You will be graded on the breadth and variety of your sources, their relevance to your topic, your analysis of the data and evidence you collected, and the quality and organization of your presentation of your log.

Your log must conclude with a final master summary of approximately 1500 words.

You only need to provide references for direct quotations in the log or summary. The summary should provide an assessment of the main developments in your topic since you first started collecting material at the beginning of the semester. DO NOT simply provide week-by-week synopses of your stories for your master summary.

Presentation Format and Style

Style and presentation are up to you, but naturally will reflect upon your work. In past years students have varied widely in their submissions. Some assemble binders with maps, chronologies, indexes, and other information. Others prefer the more business-like report. Please note that while I have no particular expectation regarding the format you choose, well-organized and well-presented logs tend to do better. Many students include the stories clipped from newspapers or printed off the web. Others will include only the by-line with their own analysis accompanying it. Either way is fine. The key is to make it professional – and make it your own. You may submit either hard copy logs or ones on disk, memory stick, blog, or your own website.

It may be useful to approach this assignment as a business or professional proposition. Imagine that you, as a consultant, have been asked by a government ministry, an intelligence agency or a mysterious multinational corporation – to develop a contemporary (i.e. 12 week) analysis or risk assessment of a country or topic/issue. You don’t need to know fully why – just to present an accurate and hopefully exhaustive summary of contemporary developments pertinent to that subject. Whereas your essay is an historical analysis of that subject, the log is exclusively contemporary. The two halves will make up your “report” to your client.

Please note that ALL parts of the assignment must be completed before a full grade will be given. You MUST do both the essay and the log – no partial marks will be given if one of the parts is not completed.

SUGGESTED ESSAY AND LOG TOPICS

Essay and Log topics must focus on international relations and not on internal issues. Any internal issues covered in the essay or topic must have a direct impact on international relations.

1. Afghanistan, Argentina, Australia, Belorussia, Brazil, Burma (Myanmar), Cambodia, Columbia, Czechoslovakia (for the log, Czech Republic or Slovakia), Finland, France, Georgia, Germany, Greece, Guatemala, India, Indonesia, Iran, Iraq, Ireland, Israel, Italy, Japan, Kenya, Laos, Liberia, Libya, Malaysia, Mexico, Nepal, Netherlands, Nigeria, North Korea, Pakistan, Peru, Philippines, Poland, Somalia, South Africa, South Korea, Sri Lanka (Ceylon), Sudan, Sweden, Taiwan, Thailand, Tibet, Turkey, Ukraine, United Kingdom, Venezuela, Vietnam, Zimbabwe or any other nation other than the United States, Russia, China and Canada.

Describe and assess the most significant features of that country (i.e. political, social, economic). What are the most important things to understand about its history, especially but not exclusively since 1945? What has shaped its relations with other countries and what are the main components of those relations?

2. An issue or organization: the drug trade, international human smuggling, an ongoing border dispute, slavery, genocide, Group of Seven/Eight summits, global warming, the European Union (Economic Community (EEC)), the Association of Southeast Asian Nations (ASEAN), the Convention on International Trade in Endangered Species (CITES), nuclear arms control, international terrorism, maritime development and the Law of the Sea, international war crimes tribunals, or international human rights issues.

Trace the main developments related to your topic since 1945 and explain why it has become an issue or trouble spot. What outside forces have played a part and how has it affected the world? What are the significant academic arguments surrounding your topic? What do major scholarly sources say about it? Give a critical assessment of whatever you choose to study. This is an academic exercise: you are NOT being asked to “pick a side” and argue it or prove some theory.

Other Topics

You are strongly encouraged to develop a topic of your own choosing. However, you must receive permission from me before undertaking the assignment. This is to ensure that the topic is feasible, and that appropriate resources are available to you. Please note that the United States, People’s Republic of China, the Soviet Union (Russia) and Canada will not be sanctioned as topics given their centrality, if not dominance, in your course. (But specific issue topics related to those countries are acceptable, for example START negotiations.) Please also note that any assignment on a topic that has not been approved will receive a grade of zero, without any chance of re-submission.

Possible Problems: In rare cases, you may not be able to find an item for each week for your story; in that case please provide a list of sources consulted. If I find that you have made a reasonable search among possible sources, you will not be penalised. You may find that your story develops in different directions from those outlined in the first article. Be prepared to follow the different threads in your story. WARNING: Do not clip library material for these logs.

Guidelines for All Assignments

Assume that you have been asked by someone who does not know a great deal about your topic to explain why a particular problem exists, or what are the most important things to know about a particular issue or country. Ask yourself what the current situation is. Is there a crisis? If so, what does it consist of and why is it occurring? If, for example, someone asks you for a briefing on why Kosovo is such a troubled area, what sort of information and analysis would you need to provide? To give a good answer, you must not only explain the main issues and/or questions involved at present but the reasons why things have unfolded as they have. That means explaining the historical background. In some cases you will need to go back before 1945. In all cases you must explore developments since 1945. Depending on the story you have chosen, you may or may not need to provide statistics of such things as population or economic indicators. You will need to consult books and/or articles, and the names of all works consulted must appear in a bibliography. The report must provide proper references (see below).

Finding Material

1. Consult the bibliography in the textbook.

2. Look for a recent work on your topic and consult its bibliography.

3. Use the Library On-Line Catalogue to search by subject.

4. Follow directions on the Library Home Page to search databases for articles or books.

5. Search the Internet WARNING: web sources are not generally scholarly: be careful.

6. Search other library catalogues (i.e. university libraries, public libraries, Metropolitan Toronto Reference Library). Remember that both the Ryerson and public libraries can order books for you through inter-library loan.

Finding reputable, factual sources is part of the exercise, and it will greatly enhance your work. Be exhaustive and be critical. You are certainly encouraged to use your facility in any language while doing research, provided that you indicate any translations (including by you) and use them with the same rules regarding academic honesty discussed above.

LOG SOURCES

Daily Newspapers

Financial Times (Britain)

Guardian (Britain)

National Post (Canada)

Globe and Mail (Canada)

International Herald Tribune (France)

LeLe Monde (France)

Der Spiegel (Germanyst1:place>)

New York Times (United States)

Wall Street Journal (United States)

Washington Post (United States)

Weekly Newspapers

Guardian Weekly (Britain, France, United States)

New York Sunday Times (United States)

The Observer (Britain)

Sunday Times (Britain)

News Magazines and Journals

Commentary (United States)

Economist (Britain)

Far Eastern Economic Review (Hong Kong)

Foreign Affairs (United States)

International Affairs (Britain)

International Journal (Canada)

Le Monde Diplomatique (France)

New Republic (United States)

New York Review of Books (United States)

Newsweek (United States)

Spectator (Britain)

Survival (Britain)

Time (United States)

Radio and Television Programmes

Al Jazeera

BBC Newshour

BBC World Service News (short-wave radio or CJRT-FM)

CNN

Prime Time News (CBC-TV)

News Hour (PBS)

Newsjournal (CJRT-FM)

Sunday Morning (CBC-Radio)span>

The World at Six (CBC-Radio)

Frontline (PBS)

Washington Week in Review (PBS)

World news on CBC, ABC, NBC, CBS

Just a Few Good Web sites

CNN: www.allpolitics.com/1998/index.html

Cold War History Project: http://cwihp.si.edu

Cuban Missile Crisis: hthttp://hyperion/advanced.org/11046

Financial Post: href=”http://www.ft.com/”>wwwww.ft.com

History Database: www.directnet.com/history

Internet Modern History Sourcebook: http://www.fordham.edu/halsall/mod

Arts and Letters Daily: www.cybereditions.com/aldaily

JournalismNet: www.journalismnet.com

www.tamu-commerce.edu/coas/history/[includes bibliographies and links]

www.yale.edu/lawweb/avalon/20th.htmspan> [historical documents]

Academic Integrity

For additional help, Ryerson now offers the Academic Integrity Website at www.ryerson.ca/academicintegrity. This offers students a variety of resources to assist in their research, writing, and presentation of all kinds of assignments. It also details all dimensions of Academic Misconduct and how to avoid it. It was put together by a team representing the Vice President Academic, faculty, the library, Digital Media Projects, and Student Services.

NOTE: Every effort will be made to manage the course as stated. However, adjustments may be necessary at the discretion of the instructor. If so, students will be advised and alterations discussed in the class prior to implementation.

MISSED TERM WORK OR EXAMINATIONS

Exemption or deferral of a term test or final examination is not permitted except for a medical or personal emergency. The instructor must be notified by e-mail prior to the test and appropriate documentation submitted. For absence on medical grounds an official student medical certificate must be provided. This may be downloaded from the Ryerson website at www.ryerson.ca/rr or picked up from The Chang School Office, Room JOR100.

Absence from mid-term examination or tests:

§ Instructor must be notified by e-mail before the test

§ Documentation must be presented at the next class

§ Depending on course policy, the instructor may arrange a makeup or re-weigh the course requirements

Absence from final exam:

§ Instructor must be notified by e-mail before the examination.

§ Documentation must be presented at The Chang School Office, Room JOR100, within three working days.

§ If the majority of the course work has been completed with a passing performance, and the documentation is acceptable, an INC grade will be entered by the instructor. An INC grade will not be granted if term work was missed or failed.

§ The final examination must be written within four months after the submission of the incomplete grade. Failure to do this will result in an F grade.

§ It is the student’s responsibility to contact The Chang School Office at least two weeks prior to the end of the following academic term to arrange to write the final exam.

COURSE REPEATS

Academic Council GPA policy prevents students from taking a course more than three times. For complete GPA policy see Policy #46 at http://www.ryerson.ca/acadcouncil/policies.html.

Seminar Readings 2

Robert Jervis ‘Was the Cold War a Security Dilemma?’

Journal of Cold War Studies

Vol. 3, No. 1, Winter 2001, pp. 36–60 Samuel P. Huntington,

“The Clash of Civilizations?”,
Foreign Affairs, Vol. 72, No. 3, (Summer 1993.) pp. 22-49

HST500 Lec 10

Richard Nixon Operation Menu Kent State University Hotline Agreement Limited Test Ban (LTB) Treaty Outer Space Treaty Non-Proliferation Treaty (NPT) United Nations International Atomic Energy Agency Leonid Brezhnev Big Sleep or The Stagnation [Zastoy] MAD—Mutually Assured Destruction Strategic Arms Limitation Talks—SALT Prague Spring Alexander Dubček Brezhnev Doctrine Strategic Arms Limitation Treaty–SALT I détente SALT II EEC—the European Economic Community Charles DeGaulle Willy Brandt Ostpolitik “two states within one nation” Erich Honecker Conference on Security and Cooperation in Europe (CSCE) Helsinki Accords (Helsinki Final Act) Helsinki “baskets” ping-pong diplomacy “the China card” Paris Peace Accords boat people

Secret Bombing Cambodia Laos Khmer Rouge Pol Pot (Brother No. 1) Year Zero Angka Tuol Sleng (S-21)

Killing Fields

HST604 Lec 5

38th parallel Joint Soviet-American Commission AMG—American Military Government Syngman Rhee Representative Democratic Council Kim Il Sung United Nations Temporary Commission on Korea (UNTCOK) Republic of Korea (ROK) People’s Democratic Republic of Korea (PDRK) General MacArthur Louis St. Laurent Mike Pearson collective security Article 27 of the United Nations Charter non-blocking abstention “police action” Yalu River State of Emergency (December 1950)

Kim Il Jong

LINKS

Wodrow Wilson Internation Center for Scholars:
COLD WAR ARCHIVES (KOREAN WAR)

Korean War Article http://www.mtholyoke.edu/acad/intrel/korpart.htm

Truman Library Korean War Decision Process
LINK

Minutes of US-National Security Council Meeting June 27, 1950
LINK

Lecture 2

The History of the International Slave Trade

1520 – 1870: 40,000 slave shipments between Africa and the Western Hemisphere
11 million African slaves transported of which 9.5 million survived the voyage.
Approximately 15 percent of slaves die – 15 percent of European crews die as well
361,000 (3.8 percent) to mainland North America – primarily Virginia and Carolinas
4 million were transported to Brazil (by Portugal);
2.5 million to the Spanish Empire including Cuba (by Spain);
2 million to the British West Indies, Barbados and Jamaica (by Britain);
1.2 million to the French West Indies (by France);
remaining to Dutch East Indies and Europe (by Netherlands, Danes, Swedes, and others)

Link: slave trade maps

St. Paul (Ephesians 6:5) “…be obedient to them that are your masters according to the flesh, with fear and trembling, in singleness of your heart, as unto Christ.”

Servus

St. Bathilde

Ashanti Confederacy

Timbuktu

King Tegbesu of Dahomey

1710 European slave traders paid £17 pounds per slave ($2,700 today)
1760 £20 pounds ($3,200)
Slaves sold for £28 – £35 ( $4,480 – $5,600) in Virginia 1700-1750

Captain John Hawkins 1562

Royal African Company (RAC)

Slave Code

South Seas Company

Bence Island (Bunce Island)

Slaves transported into the Thirteen Colonies (primarily Virginia and the Carolinas

1700-1725: 37,000
1726-1750: 96,000
1751-1775: 116,900
total of 263,200 prior to American Revolution of 1776

Quakers (Religious Society of Friends)

Enlightenment

Justinian Code (Justinian’s Institutes)

Sir William Blackstone
Commentaries on the Laws of England (1765-1769)

Granville Sharp

Habeas Corpus Act 1679

Jonathan Strong Case

Continental Congress (1774)

slave boycott

Zong

Gregson v. Gilbert (1783)

Abolition of the Slave Trade Act (1807)

Slavery Abolition Act (1833)

Essay Guidelines

HST501 American Civil War
ESSAY INFORMATION AND SUGGESTED THEMES

ESSAY ASSIGNMENTS

There are two parts to the essay assignment: the outline and the essay. The outline should consist of one double-spaced page with a description of your proposed essay, an argument if you have one and/or your approach to the subject and its significance to the course if not immediately evident. (Approximately 250 words.)

Sources should be current academic monographs or academic journal articles — not popular works like Time-Life Books, Complete Idiot’s or Dummies Guides, Colliers Children’s Encyclopedia, Encarta, Wikipedia, Historyplace.com, etc. Journalistic works with citations are acceptable. In general, if your source does not provide detailed references in the form of footnotes, endnotes or specific page references, it is unsuitable as a source. This especially applies to websites. If you intend to include websites, provide their URLs in the proposal for approval. No essay may be based entirely on websites. (“Websites” does not mean internet journal databases like Muse or JSTOR.)

You will be assessed on the uniqueness of your topic and on the depth, currency and academic quality of your sources. The use of academic journal articles, many of which are available online through the Ryerson Library is highly encouraged. If you are not familiar with academic article databases like JSTOR and Project Muse, go (run!) immediately to a librarian at the Ryerson Library and ask them to show you how to use these databases. You can access them from home and many (but not all) articles are available for downloading in full text. A link on the course website also provides you an introduction as to how to enter the online journal interface.

You may at any time after submitting a proposal, change your approach, your sources, and even completely change your essay topic without submitting a new proposal but I strongly suggest to check with me first on topic changes. Part 2: The Essay (30%)

Essays should be 2,500 words in length (approximately 10-12 pages not including your title page and bibliography and appendix if any. Standard 12 pt font, cursive or non-cursive, double spaced text, standard 2.5 cm margins, 11” X 8 ½” paper. Pages must be stapled (no binders or paperclips), paginated, and submitted with a cover page containing no art or decorative elements. The cover page must have: your name, student number, course number, section number and essay title. Essays not conforming to these standards will not be accepted and late penalties will be imposed until the essay is resubmitted in the required format.

Essays must be based on a minimum of six sources (not including course texts but seminar readings are acceptable), and should not include, encyclopedias, textbooks, or general or popular histories, or unapproved websites, (2 marks deducted for every Wikipedia or like citation) etc., as described above in Part 1.

The essay should have a single descriptive title or a creative title with a descriptive subtitle. For example: Generals in Blue: Lives of the Union Commanders or The Architect of Genocide: Himmler and the Final Solution, etc. “History Essay” is not a title. Marks will be deducted for essays submitted without a title and/or title page.

Any paper not conforming to the above standards will be heavily penalized.

Seminar readings are good examples for required style and format of your essay and citations.

Citations

A history essay is like a courtroom argument—it is based on the presentation of evidence conforming to rules of evidence in an expositive argument. The way hearsay is not admissible in court, Wikipedia for example, is likewise not admissible as evidence in historical discourse. Just as court evidence is presented in a disciplined system: Exhibit A, Exhibit B, Exhibit C, etc, in the historical argument, the Chicago Style footnoted citation is used to lead and guide the reader through the evidence behind the persuasive discourse of the text above.

Some of the journal readings for seminars will have been pointed out to you as appropriate models for the citation style required for your essay.

Essays must have a bibliography and have footnoted citations in the Chicago style (at the bottom of the page). Parenthetic in-text or inline style citations are unacceptable for a history essay. A well researched essay integrating multiple sources into its argument contains on average five to six citations per page — approximately 50 to 70 citations per essay.

As a general rule, references should be given for direct quotations, summaries or your own paraphrases of other people’s work or points of view, and for material that is factual, statistical, controversial, assertive or obscure. You must cite more than just direct quotes. WHEN IN DOUBT, IT IS BETTER TO PROVIDE A REFERENCE. You do not need to cite items of general knowledge like, for example: the sun rises in the east or Elizabeth II is the Queen of England.

Essays that do not provide specific page references in each citation will be automatically failed without an opportunity to resubmit. Go to these links for a guide to the required citation format: http://www.dianahacker.com/resdoc/p04_c10_s1.html

http://www.douglascollege.ca/library/chicago.html

Why Chicago Style Footnotes?
http://www.yale.edu/bass/writing/sources/kinds/principles/why.html

This is an example of the basic required style for citations which are to be inserted at the bottom of each page:

^¹ Jane Doe, The ABC’s of History (Toronto: Ontario Publishers, 1997), pp. 20-21 ² Jane Doe, p. 23

It is not necessary to use archaic terms like ibid or op cit. and their use is even discouraged as word processing drag or cut-and-paste editing can easily displace the logic of these citation terms. An author’s surname and page number is acceptable for subsequent citations once you have introduced all the relevant reference information in the first citation to that particular source. If you are citing more than one work by the same author, then include the title as well. Titles are to be put into italics or underlined. See the above webpages for further details and formats as to how to cite journals, multiple authors, collections, etc. or search “Chicago style footnotes” on Google. To create numerically sequential footnotes in MS WORD 2007 go to the “References” ribbon and select [Insert Footnote]; in earlier version of MS WORD, go to the “Insert” menu and then select [Footnote] item.

Footnotes may optionally on occasion contain additional relevant short comments on the cited source but in general this practice is discouraged.

Bibliographies

Essays MUST provide alphabetically ordered by author’s surname, bibliographies of all works consulted, whether or not they have been quoted directly. An adequate bibliography for this assignment will contain no less than six books or journal articles related to the topic. General books, dictionaries, atlases, textbooks and/or encyclopedias DO NOT count towards this minimum number of sources, and their inclusion in citations will NOT be considered as constituting research. Seminar readings are acceptable as citable sources.

An example of a bibliographic entry is as follows:

Smith, John. History of Canada (Toronto: Ontario Publishers, 1997).

Submission of Essays

Essays are to be submitted to the instructor on the due date in lecture in hardcopy with the pages stapled as per instructions.

Electronic Submission of Essays

If you find it necessary to submit an essay by e-mail, the following file naming protocol is to be used:

“Last Name_First Name_CourseNumber_SectionNumber_Title”

Any attached file not using this exact naming protocol will not be accepted.

Only MS Word files (preferred) in .doc or .docx format or PDF files will be accepted.

The submission of files by e-mail will usually be acknowledged within two days. A hard copy of the essay is to be submitted at the next opportunity. Indicate on the front of the hardcopy the date you had e-mailed the essay to me previously. The e-mailed essay will secure your submission date. Obviously the hard copy is to be exactly identical with the e-mailed copy. Hard copies of previously e-mailed essays not indicating the e-mail date on the cover will be assigned the date of the submission of the hard copy with no appeal accepted.

Hardcopy Submission of Essays

Do not slip essays under my door or into my mail-box. Hard copies may be submitted to the Essay Drop Off Box in the Ryerson History Department (JOR500). Do not deliver essays to the Chang School.

Late Penalties and Extensions

Extensions may be granted on medical or compassionate grounds but will be automatically penalized three (3) marks regardless. Students requesting an extension should submit an e-mailed request to me before the deadline specifying precisely the date to which they are requesting the extension. After the due date, students need to provide appropriate documentation relating to the extension request (i.e. doctor’s note, death certificate of relative, police report on their stolen laptop, repair bills for their crashed hard disc, veterinary reports on the contents of Fluffy ’s stomach, etc). Essays submitted under an extension must have my written response to the extension request attached to the front of the essay. E-mailed submissions are to be attached as a ‘reply’ to my earlier response to the extension request. Submissions without my extension approval attached to their front will be penalized as late with no opportunity of appeal afterward. No late work will be accepted after the last day of lecture or extensions granted beyond the last lecture day.

Two (2) marks per/day are deducted from your essay mark for late submissions, weekends included, until the day the essay is submitted to me. If I do not acknowledge the receipt of your e-mailed essay within a few days, it is your responsibility to ensure I have received it. Keep copies of all work, including marked assignments returned to you and e-mails of your submissions until your final course mark is released. Re-submissions of earlier e-mailed essays “lost” in transmission, should such an unlikely scenario occur, will only be accepted in the form of a forwarded copy of the original e-mail. There are no exceptions to this. Outstanding assignments will not be accepted after the last day of lecture.

Earning Marks

The evaluation of your research, content, evidence, originality and argumentation is of primary concern in marking as is the quality of your sources as described above. Equally important is the syntax, style and structure of your work. Marks will be deducted from work containing excessive grammatical/spelling mistakes, typographical errors, work that is excessively long or inadequately short, or which fails to provide properly formatted footnoting/bibliography. Essays that consist of frequent long quoted passages or sentences, even if footnoted, will be severely penalized. Be selective in direct quotations. Ask yourself, “can this be said in my own words and then cited?” Is there a stylistic or argumentative reason for quoting the source directly? Be sure to edit and check your work carefully. Do not simply rely on your computer’s spelling or grammar checker.

Grounds for Assignment Failure

Essays which do not supply proper and adequate references and bibliographies as described above or submitted after the final day of lecture will be failed. Essays based substantially on websites without the instructors permission will be failed. Any written work that quotes directly from other material without attribution, or which paraphrases extensive tracts from the works of others, is plagiarized will be failed with no opportunity to submit and will result in additional severe academic consequences. Please consult the Ryerson academic calendar for further information on plagiarism. If you have any questions or doubts about how to cite material, please feel free to contact me.

Suggested Essay Themes

Here are a few ideas and themes describing some possible topics for an essay.

1. A biography of a lesser known Union or Confederate military figure, politician, business figure, writer, journalist, or civilian, male or female, Black or White, American-Indian, who might have made a contribution to the history of the American Civil War.

2. An exploration of a particular theme, policy, crucial moment or aspect in the biography of a more prominent figure. For example, Lincoln’s presidential nomination; Robert E. Lee’s decision to join the Confederacy; the assassination attempt on William Seward, the relationship between Generals Sherman and Grant, Grant’s drinking, Nathan Bedford Forrest’s atrocities, etc. Do not attempt to write a complete biography of a major figure—pick a decisive moment in their life or a particular theme. Remember—you only have 10 pages!

3. A particular battle or campaign, significant to the outcome of the war or to military tactics or technologies. Explore the historical debates about a battle and the elements attributed to its outcome.

4. An exploration of a military technology and/or the individual designer behind it, a development in military management—logistics, medical care, prisoner-of-war policy, recruitment, transport, espionage, aerial surveillance, naval issues.

5. A look at a particular social, business, or political institution and its relationship to the American Civil War—either before, during, or after the war: the Catholic Church, the Quakers, the Supreme Court, Congress, slavery, the press, photography, advertising, the financial markets, real-estate, abolitionist movement, temperance, nativism, freedom of speech, the Habeas Corpus act, the draft, monetary policy.

6. The effect of the Civil War on a foreign policy issue or foreign relations with a particular country and the US or the Confederacy – or even between them – how did the Union and Confederacy communicate with each other during the war? Could the war have been halted earlier?

7. A look at cultural institutions of the period—music, art, theatre, literature, photography. Perhaps a comparison of one of these between the South and the North.

8. A look at a service or institution in the period and its relationship to the Civil War: nursing, hospitals, orphanages, social policy, policing, health care, telegraph communications, railways, banks. How did they impact the conduct of the war? What effect did the war have on them?

9. The role of professionals in the Civil War: doctors, lawyers, journalists, scientists.

10. An exploration of one of the historiographical themes of the Civil War — “cracker culture” — “ethno cultural divide” — “economic determinism”.

11. The direct effects of the Civil War on American culture or politics today.

12. A topic of your own suggestion.

HST501 AMERICAN CIVIL WAR COURSE OUTLINE

CHST 501

THE AMERICAN CIVIL WAR

Course Outline – Summer 2010

INSTRUCTOR: Peter Wronski
INSTRUCTOR OFFICE: JOR 501 (Office Hours: Mon: 5:15 – 6:15 P.M. & Wed: 12:00 – 1:00 P.M. & by appointment)

INSTRUCTOR PHONE: (416) 979-5000 x.6058

INSTRUCTOR E-MAIL: pwronsky@ryerson.ca [ best way to contact ]

COURSE WEBSITE: http://www.petervronsky.com/civilwar.htm (not on Blackboard)

LECTURES: Mon & Wed: 6:30 – 9:30 P.M. EPH216

The Chang School Office Hours: Mon-Thurs 8:00am – 7:00pm Friday 8:00am – 4:30pm
Phone: (416) 979-5035

COURSE DESCRIPTION / OBJECTIVE:

This course examines the origins, impact and course of the Civil War, the most traumatic event in American history. The first part of the course deals with the events and causes leading to the Civil War, including the tensions between North and South. The second part covers the military campaigns and the domestic problems of both sides and the effects on the United States. The objectives of this course are: 1. To examine the period and the country in its contemporary setting and to establish a factual framework; 2. To suggest connections between the war and later U.S. civilization; 3. To improve your ability to think critically and to analyze data by undertaking the kind of research required for upper level university essays and to write clearly and effectively. (Upper-level liberal studies elective)

TEXT: Battle Cry of Freedom

James M. McPherson

Oxford University Press

ISBN: 019516895X

METHOD OF STUDENT EVALUATION

Mid-Term Test: 15% July 12 (Chapter 1 – 10; to Battle of Manassas (Bull Run) )

Essay Proposal (250 words): 10% July 19

Essay (2500 words): 30% Aug 4

Final Exam: 30% Aug 11

Seminars: 15% Jul 7; July 26; Aug 9

METHOD OF INSTRUCTION: Lecture & Seminar

COURSE READINGS (Recommended Schedule) James M. McPherson, Battle Cry of Freedom

1. Introduction – Course Requirements – History of Slavery

2. Sectional Tensions to 1840;Ideological Conflicts Over Slavery; Chapters 1, 2, 3

3. Texas and Mexican War; California, Kansas Nebraska Tensions Chapters 4, 5, 6

4. Lincoln, Republican Party; Dred Scott; Caning of Senator Sumner;

Election of 1860; Lower South Leaves Union; War begins Chapters 7,8, 9, 10

5. Opposing Forces; Armies and Navies; Military Strategies Chapters 11, 12

6. The Campaigns of 1861 –– 1862 Chapters 13, 14,15

7. Emancipation – Foreign Relations Chapters 16, 17,18

8. Winter 1862-1863; Summer 1863; Home Fronts Chapters 19, 20

9. Winter 1863-1864; Summer 1864 Chapters 21, 22, 23, 24

10. The Final Year 1864-1865 Chapters 25, 26, 27, 28

11. Reconstruction – Conclusions Epilogue

SEMINARS: Three one-hour seminars will be held focused on assigned readings. When scheduled, they will take place in the final hour of regularly scheduled lectures. Attendance is mandatory. Seminar mark is 15% of the final grade and based on attendance and quality of participation.

ESSAY ASSIGNMENTS

There are two parts to the essay assignment: the outline and the essay.

Part 1: The Essay Proposal

The outline should consist of one double-spaced page with a description of your proposed essay, an argument if you have one and/or your approach to the subject and its significance to the course if not immediately evident. (Approximately 250 words.)

A one or two page annotated bibliography of six sources at least should accompany the essay description. This should consist of the author, title, publisher, city, and year of publication of the book, journal article, or other source and a short commentary on what the source offers to your essay. Outlines submitted with no annotations to the bibliography will be heavily penalized. Sources should be current academic monographs or academic journal articles — not popular works like Time-Life Books, Complete Idiot’s or Dummies Guides, Colliers Children’s Encyclopedia, Encarta, Wikipedia, Historyplace.com, etc. Journalistic works with citations are acceptable. In general, if your source does not provide detailed references in the form of footnotes, endnotes or specific page references, which you can verify, it is unsuitable as a source. This especially applies to websites. If you intend to include websites, provide their URLs in the proposal for approval. No essay can be entirely based on websites without permission from the instructor. (“Websites” does not mean internet databases of journal articles like MUSE or JSTOR, for example.)

You may at any time after submitting a proposal, change your approach, your sources, and even completely change your essay topic without submitting a new proposal, but I strongly suggest to check with me first on such topic changes.

Part 2: The Essay (30%)

Essays should be 2,500 words in length (approximately 10-12 pages not including your title page and bibliography and appendix if any.) Standard 12 pt font, cursive or non-cursive, double spaced text, standard 2.5 cm margins, 11” X 8 ½” paper. Pages must be stapled (no binders or paperclips), paginated, and submitted with a cover page containing no art or decorative elements. The cover page must have: your name, student number, course number, and essay title. Essays not conforming to these standards will not be accepted and late penalties will be imposed until the essay is resubmitted in the required format.

The essay should have a single descriptive title or a creative title with a descriptive subtitle. For example: Generals in Blue: Lives of the Union Commanders or The Architect of Genocide: Himmler and the Final Solution, etc. “History Essay” is not a title. Marks will be deducted for essays submitted without a title and/or title page.

Any paper not conforming to the above standards will be penalized.

Students must sequentially ‘save as’ copies of their essay files every day during the period they are researching, writing and editing their essay at a sufficiently frequent rate daily to demonstrate the progression and development of their essay over the arc of its writing, if requested. There should be a minimum of ten saved files available from the start to finish of the essay. Students should save as well as their library references, hand written notes, and any other research material until the issuance of the final course mark.

Citations

A history essay is like a courtroom argument—it is based on the presentation of evidence conforming with the rules of evidence in an expositive argument. The way hearsay is not admissible in court, Wikipedia for example, is likewise not admissible as evidence in historical discourse. Just as court evidence is presented in a disciplined system: Exhibit A, Exhibit B, Exhibit C, etc, in the historical argument, the Chicago Style footnoted citation is used to lead and guide the reader through the evidence behind the persuasive discourse of the text above.

Some of the journal readings for seminars will have been pointed out to you as appropriate models for the citation style required for your essay.

As a general rule, references should be given for direct quotations, summaries or your own paraphrases of other people’s work or points of view, and for material that is factual, statistical, controversial, assertive or obscure. You must cite more than just direct quotes. WHEN IN DOUBT, IT IS BETTER TO PROVIDE A REFERENCE. You do not need to cite items of general knowledge like, for example: the sun rises in the east or Elizabeth II is the Queen of England.

Essays that do not provide specific page references in each citation will be automatically failed without an opportunity to resubmit. Go to these links for a guide to the required citation format:

http://www.dianahacker.com/resdoc/p04_c10_s1.html

Why Chicago Style Footnotes? http://www.yale.edu/bass/writing/sources/kinds/principles/why.html

This is an example of the basic required style for citations which are to inserted at the bottom of each page:

^¹ Jane Doe, The ABC’s of History (Toronto: Ontario Publishers, 1997), pp. 20-21² Jane Doe, p. 23

It is not necessary to use archaic terms like ibid or op cit. and even discouraged as word processing drag or cut-and-paste editing can easily displace the logic of these citation terms. An author’s surname and page number is acceptable for subsequent citations once you have introduced all the relevant reference information in the first citation to that particular source. If you are citing more than one work by the same author, then include the title as well. Titles are to be put into italics or underlined. See the above webpages for further details and formats as to how to cite journals, multiple authors, collections, etc. or search “Chicago style footnotes” on Google. To create numerically sequential footnotes in MS WORD 2007 go to the “References” ribbon and select [Insert Footnote]; in earlier version of MS WORD, go to the “Insert” menu and then select [Footnote] item.

Footnotes may optionally on occasion contain additional relevant short comments on the cited source but in general, this practice is discouraged.

Bibliographies

An example of a bibliographic entry is as follows:

Smith, John. History of Canada (Toronto: Ontario Publishers, 1997).

Submission of Essays

Essays are to be submitted to the instructor on the due date in lecture in hardcopy with pages stapled together. Folded, pinned, paper-clipped, bound in covers or loose pages, will be refused and will accrue penalties until submitted in the required format.

Electronic Submission of Essays

If you find it necessary to submit an essay by e-mail, the following file naming protocol is to be used:

“Last Name_First Name_CourseNumber _Title”

Any attached file not using this exact naming protocol will not be accepted.

Only MS Word files (preferred) in .doc or .docx format or PDF files will be accepted.

The submission of files by e-mail will be usually acknowledged within two days.

Keep submitted essays in your “sent” folder until the final course mark is issued. Any e-mailed submissions that are inexplicably ‘lost’ or fail to arrive, will only be accepted as “forwards” of the original submitting e-mail with its original attached file.

Hardcopy Submission of Essays

Do not slip essays under my door or into my mail-box. Hard copies may be submitted to the Essay Drop-Off Box in the History Department (JOR500). Do not leave essays at the Chang School.

Late Penalties and Extensions

Extensions may be granted on medical or compassionate grounds but will be automatically penalized three (3) marks regardless. Students requesting an extension should submit an e-mailed request to me before the deadline specifying precisely the date to which they are requesting the extension. After the due date, students need to provide appropriate documentation relating to the extension request (i.e. doctor’s note, death certificate of relative, police report on their stolen laptop, repair bills for their crashed hard disc, veterinary reports on the contents of Fluffy ’s stomach, etc). Essays submitted under an extension must have my written response to the extension request attached to the front of the essay. E-mailed submissions are to be attached as a ‘reply’ to my earlier response to the extension request. Submissions without my extension approval attached to their front will be penalized as late with no opportunity of appeal afterward. No late work will be accepted after the last day of lecture or extensions granted beyond the last lecture day.

Two (2) marks per/day are deducted from your essay mark for late submissions, weekends included, until the day the essay is submitted to me. If I do not acknowledge the receipt of your e-mailed essay within a few days, it is your responsibility to ensure I have received it. Keep copies of all work, including marked assignments returned to you and e-mails of your submissions until your final course mark is released. Re-submissions of earlier e-mailed essays “lost” in transmission, should such an unlikely scenario occur, will only be accepted in the form of a forwarded copy of the original e-mail. There are no exceptions to this. Outstanding assignments will not be accepted after the last day of lecture.

Earning Marks

The evaluation of your research, content, evidence, originality and argumentation is of primary concern in marking as is the quality of your sources as described above. Equally important is the syntax, style and structure of your work. Marks will be deducted from work containing excessive grammatical/spelling mistakes, typographical errors, from work that is excessively long or inadequately short, or which fails to provide properly formatted footnoting/bibliography. Essays that consist of a frequently quoted passages or sentences, even if footnoted, will be severely penalized. Be selective in direct quotations. Ask yourself, “can this be said in my own words and then cited?” Is there a stylistic or argumentative reason for quoting the source directly? Be sure to edit and check your work carefully. Do not simply rely on your computer’s spelling or grammar checker.

Grounds for Assignment Failure

Essays which do not supply proper and adequate references and bibliographies as described above or submitted after the final day of lecture will be failed. Essays based entirely on websites without the instructor’s permission, will be failed. Any written work that quotes directly from other material without attribution, or which paraphrases extensive tracts from the works of others, or is written by somebody else in part or in whole without attribution, is plagiarized and will be failed with no opportunity to re-submit and may result in additional severe academic consequences. Please consult the Ryerson academic calendar for further information on plagiarism. If you have any questions or doubts about how to cite material, please feel free to contact me.

Essays that do not provide specific page references in each citation will be automatically failed without an opportunity to resubmit. Go to the above links for a guide to the required citation format.

Academic Integrity

MISSED TERM WORK OR EXAMINATIONS:

Absence from mid-term examination or tests:

§ Instructor must be notified by e-mail before the test

§ Documentation must be presented at the next class

§ Depending on course policy, the instructor may arrange a makeup or re-weigh the course requirements

Absence from final exam:

§ Instructor must be notified by e-mail before the examination.

§ Documentation must be presented at The Chang School Office, within three working days.

§ The final examination must be written within four months after the submission of the incomplete grade. Failure to do this will result in an F grade.

§ It is the student’s responsibility to contact The Chang School Office at least two weeks prior to the end of the following academic term to arrange to write the final exam.

COURSE REPEATS:

Academic Council GPA policy prevents students from taking a course more than three times. For complete GPA policy see Policy #46 at http://www.ryerson.ca/acadcouncil/policies.html

Lecture 13 Key Terms

Civil War (1865) Why the South Lost or
Why the North Won

shortages

credit crisis

minute-men tradition

CSA Conscription Act (April 1862)

draft exemptions

dual conscription

Confederate General Order 77 (October 8, 1864)

straggling

desertion

Barksdale Bill (March 1865)Adjutant and Inspector General’s Office General Order 14

“Confederate Emancipation”

“Died of a V”

lessons of the Mexican War

attack-doctrine

Grady McWhiney, in Attack and Die: Civil War Military Tactics and the Southern Heritage

Battle of Telamon (225 BC)

Battle of Culloden (1746)

The Celtic military tradition

The Civil War (1865)

Sherman’s March

John Bell Hood

Battle of Franklin

“Breath of Emancipation”

Savannah

South Carolina

Refugees

Black Confederate soldiers

13th Amendment

Inauguration 1865

John Wilkes Booth

Fall of Petersburg

Fall of Richmond

Appomattox

April 9, 1865

CHST501 Suggested Readings

This reading list is a supplement to the alt.war.civil.usa FAQ
and will be posted on or about the 20th of each month.

The Suggested Civil War Reading List was compiled in the newsgroup
alt.war.civil.usa in the summer of 1993. It lists 61 books, several
of them with multiple volumes, as well as an 11 hour documentary film
and a CD of Civil War era songs. 

This reading list was compiled by Stephen Schmidt
(whale@leland.Stanford.EDU) to whom additions and corrections should
be addressed.

The material is sorted into 11 general categories as follows:

1. General Histories of the War
2. Causes of the War and History to 1861
3. Slavery and Southern Society
4. Reconstruction
5. Biographies and Autobiographies
6. Source Documents and Official Records
7. Unit Histories and Soldier's Reminisences
8. Fiction
9. Specific Battles and Campaigns
10. Strategies and Tactics
11. The Experience of Soldiers


                General Histories of the War

James McPherson, Battle Cry of Freedom. 1988. A comprehensive history of
the United States from about 1845 until Appomattox. About 40% of the book
is on the prewar years, the rest on the war. This book is up to date,
reflects most (though not all) of the historical research on the war, and
is a single volume which is well written, easy to read, and accessible to
the non-historian. If you read only one book on the war, this one should
probably be it.

Shelby Foote, The Civil War: A Narrative. New York, 1958. 3 volumes.
Published separately as Fort Sumter to Perryville, Fredricksburg to
Meridian, and Red River to Appomattox. A history of the War, focusing
on the history of the Confederacy more than on Union operations. Until
McPherson's book, the most popularly read history of the War.

Bruce Catton, The Centennial History of the Civil War. New York, Doubleday
Books, 1963. Three volumes: published separately as The Coming Fury,
Terrible Swift Sword, and Never Call Retreat. The Union counterpoint
to Foote: focuses primarily on the war as the Union saw it. First volume 
covers prewar material through First Bull Run, second volume Bull Run to
Antietam, third volume the rest of the war.

Robert Johnson and Clarence Buel, editors. Battles and Leaders of the
Civil War. 4 volumes. 1887. A series of articles on the various battles
of the Civil War, written by generals from both sides who had fought
in the battles. A troublesome book: like most firsthand sources, it
tends to be inaccurate on the details, especially of the opponent's
actions, and also tends to reflect the author's needs to justify himself
more than what actually happened. However, an excellent, and fairly
comprehensive, collection of first-hand descriptions of the battles
by the men who fought them.

Jeremy Barnes, Pectoral History of the American Civil War. 1988. This
book gives one of the best short synopsis of the causes of the war,
the importance of various battles, and a sense of overall strategy.
Plus an excellent collection of drawings, paintings, and photographs.

Allan Nevins, The Ordeal of the Union. 8 volumes. 1971. Also published
as three shorter series: volumes 1-2 as The Ordeal for the Union,
volumes 3-4 as The Emergence of Lincoln, volumes 5-8 as The War for
the Union. Covers much the same ground as McPherson but in much more
detail. Focuses at least as much on the political, strategic, and
logistical side of the fighting as on the battles and tactics. Covers
the Union in more detail than the Confederacy but both sides are
described.

Ken Burns, The Civil War. An 11 hour motion picture documenting
the war. First shown on PBS and highly acclaimed, now available
from Time Life Video on 9 VHS tapes. There is also a companion
book, The Civil War: An Illustrated History which you can get.


                Causes of the War and History to 1861

William Freehling, Road to Disunion: The Secessionists at Bay 1787-1854.
1990. A good, though idiosyncratic, one volume treatment of the South's
development of the secessionist mindset.

Richard N. Current, Lincoln and the First Shot. 1963. A vivid narrative and
scholarly analysis of the decision to resupply, and not to surrender, Fort
Sumter. Regards Lincoln's second inaugural as containing a succinct and
true characterization of the crisis - that both sides preferred war to 
compromise - and that Lincoln felt that to compromise on Fort Sumter without
the Southern states promising to dissolve their secession conventions was
futile appeasement.

Bruce and William Catton, Two Roads To Sumter. 1963. Compares the lives of
Lincoln and Davis starting with their births close together in time and space.
It then uses their two diverging lives as a microcosm of the national drift
to war.

David M Potter, Lincoln and His Party in the Secession Crisis. 1942.
A professional historian's treatise.  Not light reading, but a quite
compelling account of the blunders and circumstances that led to the
outbreak of war.


                Slavery and Southern Society

Eugene Genovese, Roll Jordan Roll: The World the Slaves Made. 1974.
* this book still needs a description *

Fogel and Engerman, Time on the Cross. 1974. A comprehensive and HIGHLY
controversial study of slavery in the Old South. Though the authors are
not apologists for slavery, they do conclude that slavery was not as
bad as it had been made out to be and had a number of positive redeeming
features. A long literature has followed this book which has largely,
though not entirely, repudiated it. It is probably unwise to read this
book unless you also intend to start in on the following discussion,
some of which is also summarized below.

Paul David, et al, Reckoning with Slavery. A straightforward, point
by point rebuttal of Time on the Cross by a number of respected
historians and economists. If you read Time on the Cross, you should
really read this one also so as to get both sides of the issue at
once.

Gavin Wright, Old South New South. 1988. A comparison of the Southern
economy before and after the war, with emphasis on the effects of
slavery and its abolition.

Kenneth M. Stampp, The Peculiar Institution. 1956. Another broad
treatment of Southern slavery, but somewhat more accepted and more
traditional than Fogel and Engerman's.


                Reconstruction

Eric Foner, Reconstruction: America's Unifinished Revolution. 1990. A
comprehensive history of the Reconstruction period, and the effects
of the abolition of slavery on the Southern economy and Southern
society. Tends towards the belief that slavery was the cause of
the war, and emphasizes that.


                Biographies and Autobiographies

Stephen Oates, With Malice Towards None. 1977. Biography of Abraham
Lincoln.

William Davis, Jefferson Davis: The Man and the Hour. 1990.
Evenhanded account of Davis that examines primary sources critically.
Well written.  Humanizes Davis.  Illustrates his strengths and weaknesses.
Definitive work on Davis and why and how he ran the Confederacy.

Stephen Oates, To Purge This Land With Blood. 1970. Biography of
John Brown.

Ulysses S. Grant, Personal Memoirs of US Grant. 2 volumes. 1885. Basically an
autobiography, though concentrating on his ACW career.

Horace Porter, Campaigning with Grant. 1896. Recollections of one of
Grants aides de camp on the history of the war. One of the most
widely cited primary sources in subsequent literature, this book
has had a large impact on Grant's historical reputation, probably
larger than Grant's memoirs have had.

William T. Sherman, Memoirs of W.T. Sherman. 2 volumes. 1887. Sherman's
autobiography.

Phil Sheridan, Personal Memoirs of Philip Sheridan. 1888. Sheridan's
autobiography.

Douglas S. Freeman, Robert E. Lee: A Biography. 4 volumes. 1935. The
definitive biography of Lee, who never wrote his own memoirs.

James Longstreet, From Manassas to Appomattox. 1893. Longstreet's
autobiography. Take this book with a large grain of salt: Longstreet had
been unjustly attacked by many former Confederate generals (notably Jubal
Early) and this book is his reply.

William Piston, Lee's Tarnished Lieutenant. 1988. Reviews Longstreet's
military record, the attacks against him by the Virginia clique, and
Longstreet's replies. The best and most accurate review of Longstreet's
controversial career, it largely though not completely supports the
pro-Longstreet camp. An interesting book, not only in its coverage of
Longstreet, but as a reflection on how history is made, and how it can
become inaccurate when personal vendettas and political pressure come
into play.

GFR Henderson, Stonewall Jackson and the American Civil War. 2 volumes.
1898. Biography of Stonewall Jackson, who also never wrote his own
memoirs, because dead people don't.

John Gordon, Reminiscences of the Civil War. 1903. Autobiography of
Gordon, who after the Big Three of Longstreet, Jackson, and Stuart, is
probably the most distinguished of Lee's generals. Another book that
has to be read carefully, it is largely accurate but has a number of
scenes that were completely made up by Gordon to vindicate himself
after the other eyewitnesses to events had died.

Ezra Warner, Generals in Blue. 1964. Quick biographies of all the men
ranked brigadier general or higher in the Union army. Good for a quick
background or for looking up particular biographic details.

Ezra Warner, Generals in Gray. 1964. Same as above for the Confederates.


                Source Documents and Official Records

The books on this section of the list are here as valuable references,
and are not something that you would actually sit down and read. However,
if you want to look something up first-hand, these are the books in
which to do it.

War of the Rebellion:  A Compilation of the Official Records of the Union
and Confederate Armies. 1903. A 128 volume publication, containing all of
the official reports, orders and dispatches of the generals of both
sides that survived the war. The definitive first-hand source for all
aspects of the military side of the war. Not for beginners or for the
faint-hearted. Usually abbreviated to OR.

The Official Records of the Union and Confederate Navies in the War
of the Rebellion. 1927. A 31 volume publication covering the naval
documents in the same manner as OR covers the army documents.

The Official Civil War Atlas. 1895. A compendium of maps designed to
accompany OR, prepared by the War Department in the 1880s and 1890s.
Detailed tactical maps, though not particularly well labelled. Also
contains a few pages on corps badges, uniforms, sword patterns, unit
flags, etc. Doesn't contain much in the way of larger maps of states
or regions.

Frederic Dyer, A Compendium of the War of the Rebellion. 3 volumes.
1959. A summary of the Official Records: contains much of the interesting
information and numerical data without the dross and kipple of the
complete Records. Useful if you want to find something that is in OR
but don't have the time to hunt through it.

William Fox, Regimental Losses in the American Civil War. 1985. Regiment
by regiment, lists all the losses suffered in the various battles of
he war. Also contains synopsis histories of each corps in the Union
Army, and a fair amount of other very interesting information.

Mark Boatner, The Civil War Dictionary. A dictionary of Civil War names,
places, battles, and terms, with one paragraph descriptions of each.
Designed as a quick and easy reference to let you get a quick grasp
of a subject starting from only a name or place. * date? *

Military Bibliography of the Civil War. 4 vols, 1987. A listing of
books published in Union and Confederate regiments, and personal
narratives. 1987 is the latest update. An ideal way to track down
the wartime experiences of a relative whose unit is known.


                Unit Histories and Soldier's Reminiscences

Sam Watkins, Company "Aytch". 1885 or so. Reminiscences of Sam Watkins,
private in Company H of the First Tennessee Volunteer Infantry. Very down
to earth story of what it was like to be a Confederate private. Does not
discuss military history or issues at all - purely one soldier's impression
of the war.

Rice Bull, The Civil War Diary of Rice Bull. The personal reminiscences
of one of Sherman's bummers who marched through Georgia.

Nolan, The Iron Brigade. 1975. A unit history of the brigade composed
of the 2nd, 6th, and 7th Wisconsin and the 19th Indiana, later the
24th Michigan, probably the best brigade in the Army of the Potomac.

William C Davis, The Orphan Brigade. A unit history of the Kentucky
brigade of the Confederate Army of Tennessee. Particularly poignant
in describing the emotions of men whose states, and often families,
were fighting on the other side of the firing line.

Joshua L. Chamberlain, The Passing of the Armies. Contains two equal
parts: a history of the Appomattox campaign and of the Grand Review of
the Army of the Potomac in Washington, by a man who was a major general
commanding a division in the V corps, who received the official Confederate
surrender at Appomattox.

Elisha Hunt Rhodes, All For The Union. 1985. The diary and letters of Colonel
EH Rhodes, Second Rhode Island Volunteers. Rhodes enlisted as a private
and worked his up through the ranks, reaching Colonel of the regiment
in 1865. His firsthand impressions of the war in the East.


                Fiction

Michael Shaara, Killer Angels. 1974. A novelized version of the Gettysburg
campaign, told from the viewpoints of Lee, Longstreet, and Joshua L.
Chamberlain, colonel of the 20th Maine. A must-read for those who
want to know what it was like to be there.

Stephen Crane, The Red Badge of Courage. 1891. The most literary novel to
emerge from the Civil War. It is a loose description of the battle of
Chancellorsville, although it doesn't say so. It's about three Union
enlisted men, and their motivations for fighting the war.

Ambrose Bierce, In the Midst Of Life. A collection of short stories:
the first half of the book is stories of soldiers in the War.  His themes
are (1) the nature of courage; (2) the ghastliness of war; (3) fighting
between family members.  Sort of "All Quiet on the Western Front" for
the ACW.

                Specific Battles and Campaigns

Robert Hendrickson, Sumter: The First Day of the Civil War. 1990.
Describes activities associated with events in Charlston Harbor roughly
from before the election of 1860 until Lincoln's call for troops.
Includes several appendices, one with the text of the "South Carolina
Declaration of Causes". Has a strong Northern bias.

Stephen Sears, Landscape Turned Red. 1983. An exceptionally good treatment of
Antietam/Sharpsburg; Works equally well as a guide to the battlefield and
to the politics and personalities of the moment.

Stephen Sears, To the Gates of Richmond. 1992. The same for the Peninsula
campaign and the Seven Day's Battles.

Harry Pfanz, Gettysburg: The Second Day. 1989. A regiment by regiment, volley
by volley accounting of the battles of July 2 at Gettysburg on the
Union left. Probably the most detailed battle account ever written,
good for those who want to understand the tactical details of how
units maneuvered in combat.

Robert Kerby, Kirby Smith's Confederacy. 1972. The definitive account of
the war west of the Mississippi. Discusses the generals and campaigns,
the irregular warfare in Missouri, the home front in the West, and
the relationship of the Western theater to the whole war in about
equal parts.

Glenn Tucker, Chickamauga, Bloody Battle in the West. 1964?  A fairly
detailed tactical history of Chickamauga, with some comments though
not many on the preceding campaign and on the general history of
the Western Offensive plan that Longstreet and Johnston, among
others, had been advocating for some time.

Noah Trudeau, Bloody Roads South. 1989. History of the Grant's 1864 
campaign from the Wilderness to Cold Harbor. Contains an excellent
description of Grant's strategy, tactics, and the problems therewith
as they manifested themselves in operations against Lee.

Ludwell Johnson, The Red River Campaign. 1958. The history of the
Red River campaign of 1864. Provides about an equal mix of battle
tactical details, and the political maneuvering over Southern cotton
that led to the campaign in the first place.

Wiley Sword, Embrace An Angry Wind. 1991. The Franklin/Nashville campaign.

Richard Wheeler, The Siege of Vicksburg. 1978. A history of the
siege of Vicksburg and the campaign leading up to it. Wheeler tends
to use eyewitness accounts heavily, tracing the broad outlines in his
own words but letting the participants speak for themselves on the
details of what happened. Wheeler has written many more books in the
same style, if you like this one you might want to read his other books.


                Strategies and Tactics

Kenneth P Williams, Lincoln Finds a General. 5 volumes. 1959. A study
of the command problems of the Union army.

T. Harry Williams, Lincoln and his Generals. 1952. A shorter version
of the same material.

Douglas Freeman, Lee's Lieutenants. 1944. A study of the generals of the
Army of Northern Virginia who served under Lee. Primarily intended as
a study in the makings of commanders, it also gives a solid history of
Lee's strategy for the war in the East as well as providing a good working
biography of nearly all the important Confederate generals in the Eastern
theatre.

Hattaway and Jones, How the North Won. 1983. An excellent introduction
to 19th century strategy, logistics and grand tactics. Essential for
an understanding of why and how battles came to be fought where and as
they did. Concerns itself less with battle accounts than with operations
and command organization.

Paddy Griffith, Battle Tactics of the American Civil War. Presents
the thesis that the Civil War tactics were dominated by Napoleonic
thinking that was never really supplanted until after the war. A
somewhat controversial book.

                        The Experience of Soldiers

Gerald Linderman, Embattled Courage: the Experience of Combat in the
American Civil War. 1987. Looks at the 1861 volunteers of both sides
and traces the emotional and psychological changes which their war
experiences inflicted upon them over time.

John Bell Wiley, Johnny Reb. A collection and study of the collected
reminiscences of a number of Southern soldiers, providing a detailed
look at the life of enlisted men in the Confederate army.

John Bell Wiley, Billy Yank. Same as Johhny Reb for the Northern
side.

Tennessee Williams Sings Songs of the Civil War. Capitol Records.
Compact disc. A collection of Civil War songs sung by Tennessee
Williams. 


***********************************************

The Civil War Reading list was compiled by Stephen Schmidt. Suggestions
for the list were made by: Justin Sanders, James Miller, Charles Ten Brink,
Brent Chambers, Kerry Webb, Blake Wood, Phil Feller, Michael Kochin,
Wilson Clements, Ron Skroboda, Michael Dubost, David Turrell, Paul Cowan,
Coty Pinckney, David Spencer, Robert Ligon, Michael Neiburg, Dallace Unger,
Gary Charbonneau, Jerry Drake, and Michael McCarthy. Requests for suggestions
were originally posted on alt.war.civil.usa, and two previous drafts were
posted there for comments and further suggestions.

Steve Schmidt                   <               whale@leland.stanford.edu

**** End of Reading List ****
--
Justin M. Sanders            "Nothing is more unfamiliar or
Research Associate            uncongenial to the human mind than 
Physics Division, ORNL        thinking correctly about probabilities."
jsanders@orph01.phy.ornl.gov      --S.J. Gould, "Eight Little Piggies"