UGS 302 Dissent in Democracy: The Civil War and Vietnam in Texas

Course Description: How to reconcile dissent with the will of the majority is a recurring dilemma for any democracy, especially in periods of civil strife and war. Striking parallels exists between the dilemma of the Unionists in Texas during the Civil War and the hard choices faced by those who opposed the Vietnam War in the 1960s and 1970s. This class will examine these periods in a crossdisciplinary approach that stresses both history and literature and then apply the insights gained to contemporary situations and confrontations.

This is a University Signature Course.

Writing: Signature courses carry the Writing Flag and as such are designed to help students write at a college level. Tests will be essay questions. You will receive feedback from me to help you improve your skills and then have the opportunity to revise your answers based on my critiques. You may also be asked to read and discuss your peers’ work.  
Ethics and LeadershipThis course also carries the Ethics and Leadership flag. Ethics and Leadership courses are designed to equip you with skills that are necessary for making ethical decisions in your adult and professional life. You should therefore expect a substantial portion of your grade to come from assignments involving  ethical issues and the process of applying ethical reasoning to real-‐‐life situations.
Grading breakdown: Students will be evaluated on class participation (33%), projects (33%), and tests (33%).
Tests 33%
• Two tests scheduled (no final)
• All essay questions; no multiple choice tests
Participation 33%
• Attendance, including scheduled field trips (no more than three unexcused
• Contribution to in-‐‐class discussions
• Daily quizzes over assigned readings
Projects 33%
• Project A: Everything but the Paper
Description: Students conduct the research for a paper except for writing the final draft. At various times, students are required to turn in 1) their choice of topic; 2) an annotated bibliography; 3) an outline; 4) a thesis statement; 5) an introduction and a conclusion.
• Project B:  Developing and researching a controversy Students will map a controversy and find a variety of viewpoints; should be acontemporary controversy. Students will present their findings to the class with a short, three slide visual


Short Syllabus Fall 2015:

Class 1 (TH Aug 27): Introduction to the Course

Class 2 (T Sept 1): The U.S. Constitution

Class 3 (TH Sept 3) Spanish and Colonial Texas

Class 4 (T Sept 8): Republican and Antebellum Texas

Class 5 (TH Sept10): Secession and Texas

Class 6 (T Sept 15): Unionism in Texas, Conscription, and the Gainesville Hangings

Class 7 (TH Sept 17): Cynthia Patterson Dance Troop visits class

Class 8 (T Sept 22): Field Trip to the LBJ Library

Class 9 (TH Sept 24): Germans in Texas; Battle of the Nueces

Class 10 (T Sept 29): Literature of the period: W.A. Trenckmann Die Lateiner am Possum Creek (Role playing class)

Class 11 (TH Oct 1): TEST 1

Class 12 (T Oct 6): Field Trip to the Briscoe Center for American History Studies

Class 13 (TH Oct 8): Historical Background of the Indo-China War

Class 14 (T Oct 13): American Involvement in Vietnam

Class 15 (TH Oct 15): Projects day: rubrics, expectations, etc.

Class 16 (T Oct 20) The Anti-war movement and Vietnam

Class 17 (TH Oct 22): The History of Conscription and the Draft

Class 18 (T Oct 27): The Civil Rights Movement

Class 19 (TH Oct 29): Protest movements in Texas and Austin

Class 20 (T Nov 3): Student discontent and the University of Texas

Class 21 (TH Nov 5): Underground Newspapers: The Rag

Class 22 (T Nov 10): The Music, Art, and Literature of the Movement

Class 23 (TH Nov 12): TEST 2

Class 24 (T Nov 17): Presentation: Researching a Controversy

Class 25 (TH Nov 19): Presentation: Researching a Controversy

Class 26 (T Nov 24) Presentations: All but paper

Class 27 (T Dec 1): Presentations: All but paper

Class 28 (TH Dec 3): Wrap up