 |
|
For a printable copy of the syllabus, click here. |
|
Course Description This course explores American religious history from the pre-colonial era to 9/11. Course lectures present a framework for understanding America's religious past, while in-class workshops and at-home writing assignments encourage critical thinking and debate about historical problems. |
|
The Course's Five Main Goals 1) Curiosity:
This course aims to spark your interest in American religious history
and encourage long-lasting curiosity in how the past has shaped the
present. |
|
Course Texts Along with a Course Packet (which can be purchased downtown at Bel-Jean Printing), the following texts are required and can be found at the University bookstore, an off-campus bookstore, or online at Amazon.com, BN.com, or Half.com. - R. Marie Griffith, American Religions: A Documentary History (Oxford: Oxford University Press, 2008). 10-digit ISBN: 0195170458 - Jon Butler, Grant Wacker, and Randall Balmer, Religion in American Life: A Short History (Oxford: Oxford University Press, 2003). 10-digit ISBN: 0195158245 Be sure to buy the exact edition listed. It is your responsibility to get these texts before the first assignments are due. |
|
Course Website I will use this website for posting information about the course. You should check it often for updates. |
|
Course Disclaimer Though this course has a generally open enrollment, know up front that it is intended for upper level humanities majors (particularly history and religion majors). Thus, it is a relatively demanding course in terms of reading, writing, and participation. It likewise presumes a working knowledge of pre- and post-Civil War American history and leaves responsibility for this knowledge to the student. |
|
Course Design This course combines the lecture-driven survey style of lower level survey courses with a more focused, documents-driven examination of historical figures, events, and issues. It will explore the subject under study in a generally predictable fashion, alternating between lecture days and workshop days. Here's some more information about what to expect: Lecture Days
Workshop Days
|
|
Assignments Examinations
The first and second exams will be given approximately 1/3 and 2/3 of the way through the term. The third exam will be given on the Final Exam day and will not be comprehensive. Bring a blue book to class for each exam (these can be found at the UGA bookstore or any off-campus bookstore). Make-ups: Make-up
exams are available for documented cases of family tragedy or hospitalization.
See the "Attendance" section below for a definition of
what does not constitute "family tragedy" or "hospitalization."
With proper documentation, you will be allowed to make up ONE - and
only one - exam due to sudden illness or injury. All others MUST be
taken on their respective exam dates. These analyses will be graded on a pass (2.0 points), passing (1.5 points), failing (1.0 point), and fail (0 points) basis, as follows: 2.0 points - Pass - The analysis is detailed, accurate, and insightful, offering clear, direct answers for each prompt, supported with details, quotes, and/or references from the documents. 1.5 points - Passing - The analysis is generally detailed, accurate, and insightful, although the answers provided may be missing important details, quotes, and/or references from the documents, or the overall analysis may not address the prompts as directly as it could. 1.0 point - Failing - Answers for each prompt may be unclear, vague, or missing; it definitely lacks consistent or convincing support from the documents (e.g. no quotes used, only one or two specific references to the documents, etc.). 0 points
- Fail - The analysis shows little to no effort to meet assignment requirements,
or no analysis was provided for evaluation. Please Note: On workshop days, your Source Analysis is your ticket to class. If you come to class without your Source Analysis in hand, you will be asked (politely) to leave and will not receive credit for attendance. Late Source Analyses: You may turn in a late copy of any analysis in the case of a documented family tragedy or hospitalization. Again, see the "Attendance" section below for a definition of what does not constitute "family tragedy" or "hospitalization." With proper documentation, you will also be allowed to turn in one - and only one - late analysis due to sudden illness or injury. All other analyses MUST be turned in on their respective due dates. Source Analyses may NOT be turned in via e-mail. Final Assignment Extra Credit |
|
Attendance Just like some laws are on the books to protect you from yourself, I have an attendance policy to ensure that you're not undercutting your intellectual potential by inattendance. Each student in this course begins with five (5) attendance points. You may miss up to three (3) classes without penalty, but for each absence after that you will be penalized one (1) attendance point. Since you can miss up to three classes, this should make room for minor illnesses, broken alarm clocks, flat tires, stolen cars, etc. If you lose all five of your attendance points, you will be docked a letter grade per each subsequent absence. Attendance will be recorded via a sign-up sheet that I will pass around and collect within the first five minutes of each class. If you sign the sheet, you get credit for attendance. If you don't, you don't. No if's, and's, or but's. As far as I'm concerned, ALL ABSENCES ARE UNEXCUSED ABSENCES. If you arrive late to class and don't get to sign the sheet, then tough cheese. These consequences may be waived only in cases of family tragedy or hospitalization, both of which will require documentation. If you miss class for anything other than family tragedy or hospitalization, then it's your responsibility to get caught up on material and assignments (as per the assignment guidelines above). Know that showing me a note about an illness or injury from the University Health Center or a local doctor does NOT qualify as either a "family tragedy" or "hospitalization;" neither does mourning the death of your hamster, having a tiff with your roommate, feeling sad or stressed out, celebrating your 21st birthday, getting in trouble with the Georgia State Patrol, staying up too late playing Guitar Hero, or any other student-defined "reasons" for missing class. |
|
Participation Concerning participation, I strongly recommend that you to offer your thoughts when I open the floor for discussion. Active participation can earn you up to five (5) points toward your final grade, according to my discretion. If you're reserved by nature and concerned about participating in class, see me as soon as possible and we'll work out a game plan for overcoming your trepidation. |
|
Grading - (45 points) 3
Examinations All grades are final. Only blunders in arithmetic will be revised. Know that is your responsibility to contact me about any questions or concerns you may have about the assignments, the materials, and/or your performance. Also, if you're concerned about losing your HOPE scholarship or graduating on time, DO NOT WAIT until the last few weeks of the term to bring this up. |
|
A Culture of Honesty Academic dishonesty
is a serious offense and will not be tolerated. All academic work must
meet the standards detailed in "A Culture of Honesty," which
can be accessed online at: Each student is responsible to inform themselves about the university's standards before performing any academic work. Ignorance of the policy's standards will not suffice as a defense. Any student or students suspected of academic dishonesty in any form will be turned over to the Office of the Vice President for Instruction. |
|
Courtesy Policy I don't expect your in-class behavior to be an issue since, presumably, someone has taught you about good manners. But just for the record, here's my policy concerning common in-class courtesies. During any class session, any behavior that could be considered disruptive or disrespectful to me or anyone else (rude comments, reading a newspaper or magazine, doing crossword puzzles or Sudoku, doing work for another course, talking on your cell phone or text messaging, chatting, passing notes, etc.) will adversely affect your grade. I reserve the right to awaken any napping student and give them a stern, condescending look and/or comment. Laptops are allowed for note-taking purposes, but not for playing games, browsing Facebook, or other GPA-lowering activities. Other than Cheerwine and Moonpies, drinks and snacks are likewise not allowed. Regarding your cell phone, I don't mind it ringing as long as you don't mind me answering it. Concerning tardiness, I understand that you might miss a bus from time to time, but please don't make a habit of showing up late to class. Finally, since religion is a deeply personal - and often sensitive - issue for many people, I expect that you will give the proper respect to others and their faith traditions. |
|
Dropping the Course If you wish to drop this course without receiving a W, you must do so before the end of drop/add. After that time, you will receive a W or a WF for withdrawals made until the midterm withdrawal deadline, depending on your performance in the course. Students who drop after the midterm withdrawal deadline will receive a WF. I also reserve the right to "instructor initiated withdrawals" for any students who mysteriously stop attending class or handing in required assignments. |
|
Office Hours/E-mail If you would like to meet with me, please stop by my office during the posted office hours or contact me to set up an appointment. Of course, you can also talk with me after class or contact me via e-mail whenever you have a pertinent question or concern. Please, however, consult the syllabus before writing and, if you decide to send me an e-mail, be direct and attentive to etiquette. Likewise, please send your e-mail between regular "business" hours of M-F, 9am-5pm if you want me to read it that day. I cannot guarantee that I will reply to your e-mail on the same day that it is sent, but I will always reply within 48 hours. |
|
ADA Accomodations In compliance with The Americans with Disabilities Act, any student with a disability is guaranteed equal access to educational facilities and instruction. If you have a documented disability requiring accommodation, speak with me as soon as possible, before the first assignments are due. |
|
Credit Where Credit's Due An old professor of mine once said, "The only time plagiarism is okay is with pick-up lines and pedagogy." Still, I want to give credit where credit is due. Most of this course's philosophy, design, and assignments were informed by (or unabashedly stolen from) the following sources: - Patrick Allitt,
I'm the Teacher, You're the Student: A Semester in the University
Classroom (Philadelphia: University of Pennsylvania Press, 2005).
|