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Law and Society in American History
Hist. 455
Spring 2001 Tuesday, 1:00-3:45
John Wertheimer
Davidson College
History 455 uses the seminar format to cover selected topics in
the history of American law and society. The course has three main
components: critical reading of primary and secondary sources in
legal history, a collaborative research paper written jointly by
all members of the seminar, and individual research papers.
To pass the course, students must:
1) Attend class. Because the seminar meets only once a week, attendance
is of the utmost importance.
2) Take reading quizzes.
3) Participate actively in a class-wide, collaborative research
project, including research trips.
4) Write one historiographical essay relating to the group project
(5-7 pages).
5) Write one individual research paper.
Grades will be calculated as follows:
10% class participation, including attendance
20% reading quizzes
20% historiographical essay
25% group project performance (including rough draft sections)
25% individual research paper
The grading scale is as follows:
93-100: A
90-92: A-
87-89: B+
83-86: B
80-82: B-
77-79: C+
73-76: C
70-72: C-
60-69: D
Course materials: Students must purchase a readings packet.
THE COLLABORATIVE RESEARCH PROJECT
Over the first two-thirds of the term, the seminar's members will
collaborate on a single research project. Each week, arms linked,
we shall advance an additional step-from selecting a topic to proofreading
the final draft. During this project, students will visit distant
archives and collections, such as the North Carolina State Archives
in Raleigh or the Southern Historical Collection in Chapel Hill.
At the end of the term, students will consider group-project contributions
when preparing written evaluations of all class members and when
voting on three awards:
The Spirit Award (for enthusiasm)
The Workhorse Award (for diligence)
The J. Willard Hurst Prize (for all-around
scholarly excellence)
* * *
THE INDIVIDUAL RESEARCH PAPER (13-17
pages)
In the latter part of the term, students will write major research
papers on legal-history subjects of their own choosing. In doing
so, they will be able to integrate the theoretical and practical
lessons learned in the seminar's other two parts, even as they follow
their own muses.
HOW TO FIND NORTH CAROLINA SUPREME COURT CASES
1. Locate West's North Carolina Digest 2d (Little Library
call number: 345.5 N87). You will find these books near the women's
bathroom in the back, right-hand corner of Little Library's main
floor (that is, the corner closest to the Baker parking lot). Turn
to the "Outline of the Law" section in the opening pages
of any volume. Select one of the legal topics listed there (e.g.,
under the heading "Government" and the sub-heading "Legislative
and Executive Powers and Functions," you might choose the legal
topic "zoning and planning").
2. Go to the volume of the Digest corresponding to the legal
topic that you have selected. (Volumes are shelved alphabetically
by legal topic.)
3. Compile a list of relevant cases whose titles are followed by:
a number, the letters "N.C.," and another number. (Example:
State v. Mann, 13 N.C. 263.) It does not matter if other sets
of letters and numbers also follow the title as long as a set containing
the letters "N.C." appears.
4. To find the cases themselves, turn to the North Carolina
Reports (Little Library call number: 345.42 N87; these volumes
are shelved in the same area as the Digest, described above). The
numerals preceding "N.C." in case citations indicate volume
numbers; the numerals following "N.C." indicate page numbers.
In the example from step #3, State v. Mann can be found in
the North Carolina Reports, volume 13, page 263. (Note:
some of the older volumes of the Reports have been re-paginated.
Old page numbers run along the text in the margins. Be prepared
for this.)
OTHER USEFUL SOURCES FOR LEGAL AND HISTORICAL
RESERACH
LEXIS-NEXIS (available on line through the Little Library
homepage: click on "Reference Sources," then "LEXIS-NEXIS
UNIVerse," then follow search directions): legal news, law
reviews, case law, etc.
America: History & Life (available on line through the
Little Library homepage; click on "Indexes and Databases,"
"Social Sciences," and "America: History & Life"):
index of articles published in history journals.
JSTOR (available on line through the Little Library homepage:
click on "Journals Online," "JSTOR," and "Enter
JSTOR," then follow search directions): full-text articles
from academic journals.
Index to Legal Periodicals (in the "Index Area"
of the reference section, and on line through the Little Library
homepage under "Indexes and Databases"): index of articles
from law review and other legal periodicals.
Federal Reporter and U.S. Code Annotated, on CD-ROM: federal
statutes and federal cases from below the level of the Supreme Court.
Stored at the circulation desk, to be read on the computers near
the reference desk. Insert a chronologically appropriate disk and
click on "Alphabetical List of CD-ROMs," then "Federal
Reporter/U.S. Annotated Code." Follow search instructions.
1.
James A. Leusch, Last Call: The Telephone Industry and Prohibition,
1900-1933 (New York: Tipple and Bell, 1993), 18-20.
8.
Leusch, Last Call, 16.
Leusch,
James A. Last Call: The Telephone Industry and Prohibition,
1900-1933. New York: Tipple and Bell, 1993.
EDITED
COLLECTION (Note also how to handle multiple works by the same
author in a bibliography.)
2.
James A. Leusch, "Sending a Message: Alexander Graham Bell
and the Temperance Impulse," in Communications and Liquor
in International Perspective, ed. Dalia Redcheek-Fenner
and Dolan Redcheek-Fenner (New York: Tipple and Bell, 1971),
419.
9.
Leusch, "Sending a Message," 422.
________.
"Sending a Message: Alexander Graham Bell and the Temperance
Impulse." In Communications and Liquor in International
Perspective, ed. Dalia Redcheek-Fenner and Dolan Redcheek-Fenner,
407-34. New York: Tipple and Bell, 1971.
JOURNAL
ARTICLE
3.
Elizabeth Johnston, "On the Couch: Freud and the American
Furniture Industry, 1909-1945," Journal of Psycho-Economic
History 13 (spring 1988): 539, 551-54.
10.
Johnston, "On the Couch," 540.
Johnston,
Elizabeth. "On the Couch: Freud and the American Furniture
Industry, 1909-1945." Journal of Psycho-Economic History
13 (spring 1988): 537-59.
MAGAZINE
ARTICLES (Note: if you use any maga-zine exten-sively, follow
"bibliography" instructions for newspa-pers, below.)
4.
Elizabeth Johnston, "Divan Divas," Life, 18
March 1987, 33.
11.
Johnston, "Divan Divas," 32.
Johnston,
Elizabeth. "Divan Divas." Life, 18 March 1987,
30-34.
NEWSPAPER
ARTICLES (Note: "biblio-graphy" entry reflects steady
use of newspaper over a specified period.
5.
Susan W. Fitzgerald, "Women in the Home," Deadwood
(S. Dakota) Lantern, 10 June 1909, 2.
12.
Fitzgerald, "Women in the Home," 2.
Deadwood
(S. Dakota) Lantern. 5 January 1908-29 December 1909.
GOV'T
DOCUMENT (Note: the examples here treat a legislative publication.
There are many other kinds of government documents.)
6.
Senate Committee on Foodstuffs, Subcommittee on Pizza and Chicken
Wings, Comparative Mozzarella Elasticity Analysis of Brick-Oven
and Regular-Oven Pizzas, report prepared by Luigi Nicholson
and William Cody, 95th Cong., 2d sess., 1978, 303.
U.S.
Congress. Senate. Committee on Foodstuffs. Subcommitee on Pizza
and Chicken Wings. Comparative Mozzarella Elasticity Analysis
of Brick-Oven and Regular-Oven Pizzas. Report prepared by
Luigi Nicholson and William Cody. 95th Cong., 2d sess., 1978.
COURT
CASES
7.
Smith v. Jones, 56 N.C. 925 at 927 (1857).
[This citation means that the N.C. Supreme Court decided this
case in 1857 and reported its decision in the 56th volume of
the North Carolina Reports, beginning on page 925. You have
quoted language from page 927.]
14.
Smith v. Jones, 56 N.C. 925 at 930-34 (1857).
Include
a separate "cases cited" section in your bibliography,
formatted as in footnotes.
COURSE CALENDAR
WEEK 1: Introduction
T. Jan. 16:
Read and discuss State v. Ross (1877) in class.
F. Jan. 19
Submit a two-paragraph topic proposal about any N.C. Supreme Court
case. Your title should include the case's name, citation, and year
of decision. Your first paragraph should summarize the case. Your
second paragraph should discuss the pros (and possible cons) of
writing a research paper on this case.
WEEK 2: "What is Legal History"?
T. Jan. 23 Packet: "What is Legal History" (quiz and discussion). Project: Submit a 1-page explanation of your top 2-3 choices
for cases to study. Although you may nominate your own case, you
may not nominate your case alone. Be prepared to discuss your preferences
in class, as we settle on a topic.
F. Jan. 26
Electronically submit (by e-mail attachment) the titles of fifteen
secondary sources relating to our chosen topic. Where it is not
too much trouble, consider including call numbers and, where possible,
thumbnail summaries. Follow proper bibliographical form. Place asterisks
beside the sources that appear most likely to be useful. At least
three of your sources must come from each of the following categories:
(1) Books-check CHAL
(2) History/social science articles--check America: History
and Life, Social Sciences Abstracts, and PAIS, all
available through the Little Library website's "Indexes and
Databases" section under "Social Science"; and
JSTOR, available through the library website's "Journals
Online" section.
(3) Law review articles-check Index to Legal Periodicals
and LEXIS-NEXIS, available through the Little Library website's
"Indexes and Databases" section under "Social Science."
WEEK 3:
T. Jan. 30 Packet: "Doctrine" (quiz and discussion). Project: (1) Submit a brief (1-2-page) "think piece"
dealing with our chosen case, now that you have read it. Open with
a summary of the case (i.e., facts, legal issues, and legal ruling).
Then consider how we might approach the case in our research. In
the course of the latter discussion, make mention of one relevant
primary source (e.g., a law review note regarding the case, a newspaper
article on a related issue, etc.) that you have unearthed. We will
discuss your thoughts (and your primary sources) in class.
(2) Assign secondary-source responsibilities for next week.
Esquire comes to class to go over legal aspects of our chosen
case with us.
F. Feb. 2
Each student must submit the following: (1) at least five index
cards representing notes taken from the secondary source assigned
to you; place abbreviated bibliographical information and relevant
page number(s) in the upper left corner, leave a blank space in
the upper right corner, and place your initials in the lower left
corner; and (2) an electronically submitted one-page discussion
of that secondary source, briefly summarizing the work and discussing
its potential usefulness to our project (e.g., a rich source of
factual information, a provocative argument to oppose, a compelling
methodology to emulate, etc.). (3) A copy of the actual book or
article, if feasible.
WEEK 4:
T. Feb. 6 Packet: "Judges" (quiz and discussion). Project: (1) Discuss past week's secondary-source research.
(2) Assign the next wave of secondary-source responsibilities (half
of the class) and primary-source research/archival visits (the other
half of the class)
F. Feb. 9
From assigned secondary source, submit at least five substantive
index cards, the original bibliographical card, a one-page discussion,
and the actual book or article (as described in week three, above).
From your primary-source research, submit (1) index cards or photocopies
(with full bibliographical information) representing the fruits
of your primary-source-research labors, and (2) a brief written
description of your week's research efforts and their significance
to our project.
WEEK 5:
T. Feb. 13 Packet: "Lawyers" (quiz and discussion). Project: (1)Discuss past week's secondary-source research
(2) Plan next week's secondary- and primary-source research (class
splits in half, flip-flops from last week's assignment)
Sun. Feb. 18
From assigned secondary source, submit at least five substantive
index cards, the original bibliographical card, a one-page discussion,
and the actual book or article (as described in week three, above).
From your primary-source research, submit (1) at least ten substantive
index cards or photocopies, complete with full bibliographical information,
and (2) a brief written description of your week's research efforts
and their significance to our project.
WEEK 6
T. Feb. 20 Packet: "Litigants" (quiz and discussion). Project: (1) Discuss past week's research.
(2) Discuss upcoming historiographical essay assignment.
WEEK 7
T. Feb. 27 Packet: No assignment. Project: Submit individual historiographical essays (5-7
pages) that survey the most important secondary sources related
to our topic. Remember that scholars need not have dealt extensively--or
even explicitly--with our topic to merit inclusion in your essays.
Analyze the most important ways in which particular scholars (perhaps
bunched into groups or "schools") have researched and
written about our subject. Pay special attention to scholarly debates,
their shifts over time, and the deeper issues that might be at stake
in these debates. Finally, briefly consider how we, in our group
project, might usefully contribute to the ongoing scholarly conversation(s)
that your essay has identified. Papers will suffer a penalty
of 3 1/3 points for each day late, beginning ten minutes after the
start of class (or other specified hour) on the due date. No permission
for an extension is necessary, but the penalty is automatic.
In class: Discuss historiographical essays and plot next
research steps.
-SPRING BREAK-
WEEK 8
T. Mar. 13 No class (archival research trips?)
Sun. Mar. 18
Submit three things: (1) a minimum of fifteen worthwhile note cards,
(2) a brief written description of your recent research and its
possible significance for our project, and (3) a tentative, general
outline for our research paper.
WEEK 9:
T. Mar. 20 Packet: "Legal History and Social History" Project: Finalize an outline and divvy up writing responsibilities,
notecards, and photocopies.
WEEK 10
T. Mar. 27: Submit tentative "sentence outline" for your
section of the paper
The Esquire on Writing
S. Apr. 1: Submit rough draft of your section of the paper
WEEK 11 Rough Draft Critique
(Internal)
T. Apr. 3 (1) Submit written comments (section-by-section and overall)
to instructor.
(2) Prepare a marked-up copy of each section, to be returned to
each author,
respectively.
WEEK 12 Additional Research/Rough
Draft Revision
T. Apr. 10 Discuss additional research and rough draft revisions.
WEEK 13
T. Apr. 17 NO CLASS (Easter Break)
*W. Apr. 18: Revised draft sections due.
Sun. Apr. 22, at 3:00 p.m.: Meet with Rutgers University Professor
Nancy Hewitt to discuss rough draft.
WEEK 14
T. Apr. 24 Prepare History Forum
S. Apr. 29 History Forum?
WEEK 15
T. May 1 Discuss final revisions.
Week 16
T. May 8 Submit written evaluations regarding yourself and each
of your classmates. Be sure to summarize your research accomplishments,
including your research trips. Vote on three awards. (You may not
vote for the same person for more than one award, and you may not
vote for yourself at all.)