NOTE: This syllabus is on-line at http://home.millsaps.edu/~mcelvrs/depression_2007.htm Go to the on-line syllabus to view and hear items and to see updates as the course progresses.

This course is an interdisciplinary examination of American life, values, culture, society, politics, and economics during the years of the Great Depression, 1929-1941. This exploration will include literature, film, music, visual arts, and radio, as well as the more traditional historical subjects of politics and economics. The causes of the Depression will be explored; an attempt will be made to determine what effects this greatest economic collapse in our history had on the lives, thinking, and values of the American people; the roles of such individual leaders as Herbert Hoover and Franklin D. Roosevelt will be discussed, as will the programs and philosophy of the New Deal, political realignment, the rise of a partial welfare state, the relationship between art and politics, the role of the new media of radio and film, and the differing impact of the Depression upon women and men, upon various races and ethnic groups, and upon different social classes. Although this is a course on American culture and society, a brief discussion of the effects of the Depression elsewhere--particularly the rise of Nazism in Germany--will be included. Finally, we shall take a look at the legacy of the Depression--its meaning for American thinking and development in the years since--and make some comparisons of that time with the present.

There will be two tests during the semester, in addition to a final exam. Students will be evaluated on the basis of the following criteria: an extensive journal (3 grades), the tests (3 grades), and participation in class discussion (2 grades). Each of the eight grades will receive equal weight in determining a student's grade for the course.

Journals

The journal is central to the course. It will have a two-way relationship with the discussions, both preparing students for class discussions and providing a vehicle for further reactions to points that have been discussed in class.

In their journals students are asked to interact with the readings, films, and classes. You should ask questions about what you read, see, and hear, and ponder (in writing) possible answers. Journal entries should demonstrate both that you have read the assignment (or seen the film or kept up with what was being discussed in class) and that you are thinking about what you read, see, and hear.

A journal is a diary of your thought processes. After a session of reading, after a class discussion, or after a film or music listening session, you should sit down and simply start writing about your most dominant or curious impressions, just as in a diary you might review or comment upon the day's events. By its nature, a journal may ramble, because you may have no idea what you are going to say when you begin writing. The act of getting words and ideas on the page will help you discover what your most important concerns are in the course.

Although the instructor will, in fact, be grading your journals, what you write is primarily for your own use, both during the course and in the future. You will want to keep your journals from this course, since they will constitute a record of your thoughts during what we hope will be an interesting period of your lives. You need not worry about shifting topics, contradicting yourself, losing sense or being unconvincing. Correctness of language and problems of spelling should not even cross your mind (unless, of course, you want them to be a concern). Just put down your first reactions and explore them until you have worked them out fully.

The journal will work for you only if you make it a habit. If you wait for the spirit to move you before you pull out the journal, many of you will not use it very much. The best way to establish real discipline is quite simply to set aside 15 minutes or so after each reading session, class, and film. You may not always get done in that time, but at least you will know that it is a part of your routine.

Doing your journal in the proper spirit will make you a better reader, viewer, listener, and thinker; it will also prepare you to participate more fully in class discussion and enable you to raise issues that really concern you.

* Obtain a notebook that you use only as a journal for this course. This should be separate from the place where you take notes in class.

* Date each entry and keep up with the assignments right from the start.

* Begin your journal immediately, with entries on this week's readings, films, and discussions.

* Journals should contain at least one entry for each of the reading assignments (several on each novel) and one for each film. Refer to a substantial number of specific points, using quotations where helpful; question these points and comment on them.

In addition to comments on the readings and films, journals should also contain comments on some points that come up in class discussions. Journals will be collected for comments and grading at least three times during the semester. Spot checks to be sure you are keeping up with the journal may occur at other times.

Since your journal is to be used, among other purposes, to help stimulate class discussion, students are required to bring their journals with them to each class. In order to ensure that they are being kept up to date, the days on which they will be collected for review by the instructor will NOT be announced in advance.

Discussions

Attendance at all class meetings is expected. It is also expected that reading assignments will be completed before the class meeting for which they are assigned. A diversity of viewpoints is welcomed in class discussions. Students should bring up in class any questions they have from the readings. Absences in excess of THREE will adversely affect a student's grade. Absences in excess of SIX may result in failure of the course.

Millsaps College is an academic community dedicated to the pursuit of scholarly inquiry and intellectual growth. The foundation of this community is a spirit of personal honesty and mutual trust. Through their Honor Code, the students of Millsaps College affirm their adherence to these basic ethical principles.

An Honor Code is not simply a set of rules and procedures governing students' academic conduct. It is an opportunity to put personal responsibility and integrity into action. When students agree to abide by an Honor Code, they liberate themselves to pursue their academic goals in an atmosphere of mutual confidence and respect.

The success of the Code depends on the support of each member of the community. Students and faculty alike commit themselves in their work to the principles of academic honesty. When they

become aware of infractions, both students and faculty are obligated to report them to the Honor Council, which is responsible for enforcement.

The pledge signed by all students upon entering the College is as follows:

As a Millsaps College student, I hereby affirm that I understand the Honor Code and am aware of its implications and of my responsibility to the Code. In the interests of expanding the atmosphere of respect and trust in the College, I promise to uphold the Honor Code and I will not tolerate dishonest behavior in myself or in others.

Each examination, quiz, or other assignment that is to be graded will carry the written pledge: "I hereby certify that I have neither given nor received unauthorized aid on this assignment. (Signature)" The abbreviation "Pledged" followed by the student's signature has the same meaning and may be acceptable on assignments other than final examinations.

It is the responsibility of students and faculty to report offenses to the Honor Code Council in the form of a written report. This account must be signed, the accusation explained in as much detail as possible, and submitted to the Dean of the College.