Syllabus—The American Mind – Michael J. Kramer

what were they thinking? us intellectual history seminar & digital scholarly editing practicum.

Faith Ringgold,The American People Series #18: The Flag is Bleeding, 1967.

Instructor info

Dr. Michael J. Kramer, Department of History, SUNY Brockport, mkramer@brockport.edu

Who is your instructor?

Michael J. Kramer specializes in modern US cultural and intellectual history, transnational history, public and digital history, and cultural criticism. He is an associate professor of history at the State University of New York (SUNY) Brockport, the author of The Republic of Rock: Music and Citizenship in the Sixties Counterculture (Oxford University Press, 2013), and the director of the Berkeley Folk Music Festival Project. He is currently working on a history of the 1976 United States bicentennial celebration and a study of folk music, technology, and cultural democracy in the United States. He edits The Carryall, an online journal of US cultural and intellectual history and maintains a blog of cultural criticism, Culture Rover. His website, with additional information about publications, projects, courses, talks, and more can be found at michaeljkramer.net.

What are we up to?

In this course, students read, write, and discuss topics and themes in US intellectual history as we explore a diversity of past voices that remain relevant today. Then students put their knowledge to work through focused digital scholarly editorial contributions to The Carryall, an online journal of US cultural and intellectual history based right here at SUNY Brockport and edited by Dr. Kramer. A core question framing this seminar is whether there such a thing as one “American Mind” or if, in fact, there are many American minds? Who gets to decide? On what grounds? Combining an introduction to intellectual history as a subfield of historical inquiry with professional development, research, and experiential learning in digital scholarly editing, the course helps students learn about how people thought back then and how, in today’s digital age, you might think about the world now.

What do we do in this course? We read. We read some more. We discuss. We compare. We contrast. We ask questions and try to come up with some responses to those answers. And then we read some more and discuss some more. We work on writing, editing, and research skills. We develop basic DIY (Do It Yourself) project management chops and hack our way toward basic digital skills. We probe how Americans have thought about themselves and their worlds. We also, in this upper-level seminar, extensively explore the “historiography” (fancy way of saying the study of history) of how Americans have thought about themselves and their worlds. We ask how ideas, thinking, intellectual life, something called “ideology, the imagination, and the “ideational” have related—and continue to relate—to other historical factors: social organization, politics and power, the law, economics, cultural and artistic expression in both textual and other forms, with regard to physical bodies, physicality, medicine, and science, national formations, international relations, local and community life, global dynamics, senses of time, definitions of eras, chronologies, and spatial and geographic configurations. Overall, this course lets you think better—more clearly, more precisely, more deeply—about thinking itself in the United States as we connect big, abstract ideas and concepts to the very practical matter of how to sustain an online journal of cultural and intellectual history.

This term we will be working extensively with readings in secondary literatures of US intellectual history, then we will turn to primary sources ourselves and begin to read, analyze, tag, and describe a set of readings in intellectual history for a digital database being developed at The Carryall. All students write for the course as a mode of thinking through ideas and observations more carefully and improving historical thinking and communication skills. Students have the option of designing an audio podcast about a particular US intellectual or idea. Graduate students will develop one longer final essay for the course (swing course HST409/509) 3 Cr. Fall.

Things you are expected to do this term

Complete the readings.
Participate in class discussions.
Complete the assignments.
Improve critical thinking, communication, writing, and digital scholarly editing skills.
Acquire a deeper knowledge of US intellectual history.
See SUNY Brockport website for additional History Department course objectives.

Online synchronous technology policy

Students in the online synchronous version of the course should log in to Zoom through a laptop or desktop computer with direct Ethernet or robust broadband wireless and, ideally, headphones with a microphone. Please be in a calm, quiet location (desk or table in a room, not in your car or out in the world). Keep your camera on during class if possible and mute your microphone when not speaking. In the case of unforeseen technology breakdown (sounds, video, etc.), students may be asked to makeup work during office hours or through an additional written assignment. Individual cases will be negotiated with the professor. Please consult with the professor about any questions concerning use of technology in the course.

Required materials

Jennifer Ratner-Rosenhagen, The Ideas That Made America: A Brief History (New York: Oxford University Press, 2019)
Daniel Wickberg, A History of American Thought 1860-2000: Thinking the Modern (New York, NY: Routledge, 2024)
Additional essays, readings, films, and multimedia materials on course website

At Library Reserves and on Brightspace:

David A. Hollinger and Charles Capper, eds., The American Intellectual Tradition, Volume I: 1630 to 1865 and Volume II: 1865 to the Present (we will be using various editions of the books)
Richard P. Horwitz, ed., The American Studies Anthology (Wilmington, DE: Rowman & Littlefield Publishers, 2001)

Meetings and readings

The instructor may adjust the meetings schedule as needed during the term, but will give clear instructions about any changes.

Unit 01: What Is US intellectual history, anyway?

Week 01

Tu, 08/27: Introductions

Th, 08/29: What Is US intellectual history, anyway?

Required:

Peter Gordon, “What is Intellectual History? A frankly partisan introduction to a frequently misunderstood field,” unpublished manuscript, 2012, on Brightspace

Week 02

Tu, 09/03: What Is US intellectual history, anyway?

Required:

Peter Gordon, “What is Intellectual History? A frankly partisan introduction to a frequently misunderstood field,” unpublished manuscript, 2012, on Brightspace
Jennifer Ratner-Rosenhagen, “Introduction,” The Ideas That Made America: A Brief History (New York: Oxford University Press, 2019)

Th, 09/05: What Is US intellectual history, anyway?

Required:

Peter Gordon, “What is Intellectual History? A frankly partisan introduction to a frequently misunderstood field,” unpublished manuscript, 2012, on Brightspace
Jennifer Ratner-Rosenhagen, “Introduction,” The Ideas That Made America: A Brief History (New York: Oxford University Press, 2019)
Daniel Wickberg, “Introduction,” A History of American Thought 1860-2000: Thinking the Modern (New York, NY: Routledge, 2024)

Week 03

Tu, 09/10: What Is US intellectual history, anyway?

Required:

John Higham, “The Rise of American Intellectual History,” The American Historical Review 56, 3 (1951): 453–71, or on Brightspace
John Hingham, “Introduction,” in New Directions in American Intellectual History, eds. John Higham and Paul K. Conkin (Baltimore: The Johns Hopkins University Press, 1979), xi-xvii, on Brightspace
Laurence Veysey, “Definitions: Intellectual history and the new social history,” in New Directions in American Intellectual History, 3-26 on Brightspace
Gordon S. Wood, “Intellectual history and the social sciences,” 27-41, in New Directions in American Intellectual History, on Brightspace
David A. Hollinger, “Historians and the discourse of intellectuals,” in New Directions in American Intellectual History, 42-63, on Brightspace
Rush Welter, “On studying the national mind,” in New Directions in American Intellectual History, 64-84, on Brightspace

Th, 09/12: What Is US intellectual history, anyway?

Required:

Daniel Wickberg, “Is Intellectual History a Neglected Field of Study?” Historically Speaking 10, no. 4 (2009): 14–17, or on Brightspace
David A. Hollinger, “Thinking Is as American as Apple Pie,” Historically Speaking 10, no. 4 (2009): 17–18, or on Brightspace
Sarah E. Igo, “Reply to Daniel Wickberg,” Historically Speaking 10, no. 4 (2009): 19–20, or on Brightspace
Wilfred M. McClay, “Response to Daniel Wickberg,” Historically Speaking 10, no. 4 (2009): 20–22, or on Brightspace
Daniel Wickberg, “Rejoinder to Hollinger, Igo, and McClay,” Historically Speaking 10, no. 4 (2009): 22–24, or on Brightspace

Week 04

Tu, 09/17: What Is US intellectual history, anyway?

Required:

Th, 09/19: What Is US cultural history, anyway?

Required:

James Cook and Lawrence Glickman, “Twelve Propositions for a History of US Cultural History,” in Cook, James W. Cook, Lawrence B. Glickman, and Michael O’Malley, The Cultural Turn in U.S. History: Past, Present, and Future, Chicago: University of Chicago Press, 2008), 3-57, on Brightspace
Joan Shelley Rubin, “Nixon’s Grin and Other Keys to the Future of Cultural and Intellectual History,” Modern Intellectual History 9, 1 (April 2012): 217–31 or on Brightspace

Unit 02: Surveying US intellectual history

Week 05 — Surveying US intellectual history

Tu, 09/24: Beginnings

Required:

Ratner-Rosenhagen, The Ideas That Made America, Introduction, Ch 1, Ch 2, 1-50

Th, 09/26: Middles

Required:

Ratner-Rosenhagen, Ch 3, Ch 4, 51-96

Week 06 — Surveying US intellectual history

Tu, 10/01: Modernity

Required:

Ratner-Rosenhagen, Ch 5, Ch 6, Ch 7, 97-151

Th, 10/03: Postmodernity?

Required:

Ratner-Rosenhagen, Ch 8, Epilogue, 152-180

Unit 03: More recent historiographic interventions

Week 07 — More recent historiographic interventions

Tu, 10/08: African American intellectual history, All on Zoom

Required:

Brandon R. Byrd, “The Rise of African American Intellectual History,” Modern Intellectual History (2020), 1–32, or on Brightspace

Optional:

Th, 10/10: Women’s intellectual history, All on Zoom

Required:

Sophie Smith, “Women and Intellectual History in the Twentieth Century, Part One: Rethinking the ‘Origins’ of US Intellectual History,” Journal of the History of Ideas 85, no. 3 (2024): 425–54, or on Brightspace
Hettie V. Williams and Melissa Ziobro, “Introduction,” A Seat at the Table: Black Women Public Intellectuals in US History and Culture (Jackson: University Press of Mississippi, 2023), on Brightspace

Unit 04: Thinking the modern

Week 08 — Wickberg

Tu, 10/15: No Class—Fall Break

Th, 10/17: A History of American Thought 1860-2000

Required:

Wickberg, A History of American Thought 1860-2000, Introduction, Ch 1
Pick one essay from Hollinger and Capper, eds., The American Intellectual Tradition, Vol. II, Part 1

Week 09 — Wickberg and primary sources

Tu, 10/22: A History of American Thought 1860-2000

Required:

Wickberg, Ch 2-3
Pick a new essay from Hollinger and Capper, eds., The American Intellectual Tradition, Vol. II, Part 1, a new essay fromPart 2 or one source from Horwitz, ed., The American Studies Anthology

Th, 10/24: A History of American Thought 1860-2000

Required:

Wickberg, Ch 4
Pick a different essay from Hollinger and Capper, eds., The American Intellectual Tradition, Vol. II, Part 1 or 2 or from Horwitz, ed., The American Studies Anthology

Week 10 — Wickberg and primary sources

Tu, 10/29: A History of American Thought 1860-2000

Required:

Wickberg, Ch 5-6
Pick a different essay from Hollinger and Capper, eds., The American Intellectual Tradition, Vol. II, Part 1 or 2 or from Horwitz, ed., The American Studies Anthology

Th, 10/31: A History of American Thought 1860-2000

Required:

Wickberg, Ch 7
Pick a different essay from Hollinger and Capper, eds., The American Intellectual Tradition, Vol. II, Part 1 or 2 or from Horwitz, ed., The American Studies Anthology

Week 11 — Wickberg and primary sources

Tu, 11/05: A History of American Thought 1860-2000

Required:

Wickberg, Ch 8-9
Pick a new essay from Hollinger and Capper, eds., The American Intellectual Tradition, Vol. II, Part 2 or 3 or from Horwitz, ed., The American Studies Anthology

Th, 11/07: A History of American Thought 1860-2000

Required:

Wickberg, Ch 10
Pick a new essay from Hollinger and Capper, eds., The American Intellectual Tradition, Vol. II, Part 2 or 3 or from Horwitz, ed., The American Studies Anthology

Week 12 — Wickberg and primary sources

Tu, 11/12: A History of American Thought 1860-2000

Required:

Wickberg, Ch 11-12
Pick a new essay from Hollinger and Capper, eds., The American Intellectual Tradition, Vol. II, Part 3 or 4 or from Horwitz, ed., The American Studies Anthology

Th, 11/14: A History of American Thought 1860-2000

Required:

Wickberg, Ch 13
Pick a new essay from Hollinger and Capper, eds., The American Intellectual Tradition, Vol. II, Part 3 or 4 or from Horwitz, ed., The American Studies Anthology

Week 13 — Wickberg and primary sources

Tu, 11/19: A History of American Thought 1860-2000

Required:

Wickberg, Ch 14-15
Pick a new essay from Hollinger and Capper, eds., The American Intellectual Tradition, Vol. II, Part 3 or 4 or from Horwitz, ed., The American Studies Anthology

Unit 05: Conclusions

Th, 11/21: Primary source analysis presentations

Week 14 — Thanksgiving

Optional: The Examined Life, dir. Astra Taylor (2006), on Brightspace

Week 15 — Conclusions

Tu, 12/03: Primary source analysis presentations

Th, 12/05: Conclusions and reflections

Assignments

The instructor may adjust the assignments schedule as needed during the term, but will give clear instructions about any changes.

DUE BY START OF WEEK 02 (Mo 09/02)—Student info form
DUE WEEK 04 (Mo 09/16) 10%—Assignment 01: What Is US intellectual history, anyway?
DUE WEEK 08 (We 10/16) 10%—Assignment 02: Is there an “American Mind”?
DUE WEEK 11 (Mo 11/04) 20%—Assignment 03: Surveying US intellectual history
DUE END OF COURSE (Fr 12/13) 15%—Assignment 04: The Carryall Reader Primary Sources Database Development
DUE END OF COURSE (Fr 12/13) 25%—Final Essay: Thinking the modern
OPTIONAL DUE END OF COURSE (Mo 12/14) Extra credit—Develop an audio podcast about a particular primary source. Speak to instructor if interested.
DUE END OF COURSE (Fr 12/13) 20%—Attendance, In-Class Worksheets, and Participation. Please note attendance policy below: you may miss up to four class meetings no questions asked, with or without a justified reason (this includes sports team travel, illness, or other reasons). You do not need to notify the instructor of your absences.

Evaluation

This course uses a simple evaluation process to help you improve your understanding of both US history since the Civil War and history as a method. Note that evaluations are never a judgment of you as a person; rather, they are meant to help you assess how you are processing material in the course and how you can keep improving college-level and lifelong skills of historical knowledge and skills. Remember that history is a craft and it takes practice and iteration to improve, as with any knowledge and skill you wish to develop; but, if you keep at it, thinking historically can help you understand the complexities of the world more powerfully.

There are four evaluations given for assignments—(1) Yes!; (2) Getting Closer; (3) Needs Work; (4) Nah—plus comments, when relevant, based on the rubric below. Late assignments will lose one grade per each day they are late.

Remember to honor the Academic Honesty Policy at SUNY Brockport, including no plagiarism. In this course there is no need to use sources outside of the required ones for the class. The instructor recommends not using algorithmic software such as ChatGPT for your assignments, but rather working on your own writing skills. If you do use algorithmic software, you must cite it as you would any other secondary source that is not your own.

Overall course rubric

Yes! = A-level work. These show evidence of:

clear, compelling writing assignments that include:a credible, persuasive argument with some originality
argument persuasively supported by relevant, accurate and complete evidence
persuasive integration of argument and evidence in an insightful analysis
excellent organization: introduction, topic sentences, coherent paragraphs, use of evidence, contextualization, analysis, smooth transitions, conclusion
prose free of spelling and grammatical errors with lack of clichés
correct page formatting when relevant, with regular margins, 12-point font, double spaced
accurate formatting of footnotes and bibliography with required citation and documentation
on-time submission of assignments
Your essay should include (as per Joel M. Sipress, “Why Students Don’t Get Evidence and What We Can Do About It,”The History Teacher, 37, 3, May 2004, or on Brightspace):
- Thesis—The “thesis” is the point that you are trying to prove. It is the thing of which you are trying to persuade the audience. It is your answer to the important question. A good thesis can usually be expressed in a sentence or two. The ability to formulate a clear and concise thesis is the fundamental skill of argumentation. One cannot argue effectively for a position unless it is clear what that position is.
- Summary—Arguments often take the form of a response to another person’s argument. In order to respond effectively to an argument, one must first be able to effectively identify and summarize that other person’s argument, including the other person’s thesis.
- Organization—In order to demonstrate a thesis, one must present points in support of that thesis. The persuasiveness of the argument depends largely upon the organization with which one presents the supporting points. The key to a well-organized argument is to present the supporting points one at a time in a logical order.
- Evidence—The fundamental criteria by which the persuasiveness of an argument should be judged is the degree to which specific evidence is provided that demonstrates the thesis and supporting points. The ability to locate and present such evidence is thus a fundamental skill of argumentation.
Your essay should generally try to engage at least one, if not more than one, of the “5 C’s” as described in Thomas Andrews and Flannery Burke. “What Does It Mean to Think Historically?,” Perspectives on History, January 2007. These are:
- Change over time
- Context
- Causality
- Contingency
- Complexity
for class meetings, regular attendance and timely preparation overall, plus insightful, constructive, respectful, and regular participation in class discussions
overall, a thorough understanding of required course material

Getting Closer = B-level work, It is good, but with minor problems in one or more areas that need improvement.

Needs work = C-level work is acceptable, but with major problems in several areas or a major problem in one area.

Nah = D-level work. It shows major problems in multiple areas, including missing or late assignments, missed class meetings, and other shortcomings.

E-level work is unacceptable. It fails to meet basic course requirements and/or standards of academic integrity/honesty.

Successful assignments demonstrate:

Argument – presence of an articulated, precise, compelling argument in response to assignment prompt; makes an evidence-based claim and expresses the significance of that claim; places argument in framework of existing interpretations and shows distinctive, nuanced perspective of argument. Your argument should engage at least one of the “how to think historically” categories: Change over time; context; causality; contingency; complexity. From Joel Sipress: Thesis—The “thesis” is the point that you are trying to prove. It is the thing of which you are trying to persuade the audience. It is your answer to the important question. A good thesis can usually be expressed in a sentence or two. The ability to formulate a clear and concise thesis is the fundamental skill of argumentation. One cannot argue effectively for a position unless it is clear what that position is.
Evidence – presence of specific evidence from primary sources to support the argument. From Joel Sipress: Evidence—The fundamental criteria by which the persuasiveness of an argument should be judged is the degree to which specific evidence is provided that demonstrates the thesis and supporting points. The ability to locate and present such evidence is thus a fundamental skill of argumentation.
Argumentation – presence of convincing, compelling connections between evidence and argument; effective explanation of the evidence that links specific details to larger argument and its sub-arguments with logic and precision
Contextualization – presence of contextualization, which is to say an accurate portrayal of historical contexts in which evidence appeared and argument is being made. From Joel Sipress: Summary—Arguments often take the form of a response to another person’s argument. In order to respond effectively to an argument, one must first be able to effectively identify and summarize that other person’s argument, including the other person’s thesis.
Citation – wields Chicago Manual of Style citation standards effectively to document use of primary and secondary sources
Organization and Style – presence of logical flow of reasoning and grace of prose, including:
1. an effective introduction that hooks the reader with originality and states the argument of the assignment and its significance
2. clear topic sentences that provide sub-arguments and their significance in relation to the overall argument
3. effective transitions between paragraphs
4. a compelling conclusion that restates argument and adds a final point
5. accurate phrasing and word choice
6. use of active rather than passive voice sentence constructions
7. From Joel Sipress: Organization—In order to demonstrate a thesis, one must present points in support of that thesis. The persuasiveness of the argument depends largely upon the organization with which one presents the supporting points. The key to a well-organized argument is to present the supporting points one at a time in a logical order.

Citation and style guide: Using Chicago Manual of Style

There is a nice overview of citation at the Chicago Manual of Style website
For additional, helpful guidelines, visit the Drake Memorial Library’s Chicago Manual of Style page
You can always go right to the source: the 17th edition of the Chicago Manual of Style is available for reference at the Drake Memorial Library Reserve Desk

Writing consultation

Writing Tutoring is available through the Academic Success Center. It will help at any stage of writing. Be sure to show your tutor the assignment prompt and syllabus guidelines to help them help you.

Research consultation

The librarians at Drake Memorial Library are an incredible resource. You can consult with them remotely or in person. To schedule a meeting, go to the front desk at Drake Library or visit the library website’s Consultation page.

Attendance policy

You will certainly do better with evaluation in the course, learn more, and get more out of the class the more you attend meetings, participate in discussions, complete readings, and finish assignments. That said, lives get complicated. Therefore, you may miss up to four class meetings, with or without a justified reason (this includes sports team travel, illness, or other reasons). You do not need to notify the instructor of your absences.

If you are ill, please stay home and take precautions if you have any covid or flu symptoms. Moreover, masks are welcome in class if you are still recovering from illness or feel sick.After six absences, subsequent absences will result in reduction of final course grade at the discretion of the instructor. Generally, more than five absences results in the loss of one grade per additional absences from final course evaluation.

Disabilities and accommodations

In accordance with the Americans with Disabilities Act and Brockport Faculty Senate legislation, students with documented disabilities may be entitled to specific accommodations. SUNY Brockport is committed to fostering an optimal learning environment by applying current principles and practices of equity, diversity, and inclusion. If you are a student with a disability and want to utilize academic accommodations, you must register with Student Accessibility Services (SAS) to obtain an official accommodation letter which must be submitted to faculty for accommodation implementation. If you think you have a disability, you may want to meet with SAS to learn about related resources. You can find out more about Student Accessibility Services or by contacting SAS via the email address sasoffice@brockport.edu or phone number (585) 395-5409. Students, faculty, staff, and SAS work together to create an inclusive learning environment. Feel free to contact the instructor with any questions.

Discrimination and harassment policies

Sex and Gender discrimination, including sexual harassment, are prohibited in educational programs and activities, including classes. Title IX legislation and College policy require the College to provide sex and gender equity in all areas of campus life. If you or someone you know has experienced sex or gender discrimination (including gender identity or non-conformity), discrimination on the basis of sexual orientation or pregnancy, sexual harassment, sexual assault, intimate partner violence, or stalking, we encourage you to seek assistance and to report the incident through these resources. Confidential assistance is available on campus at Hazen Center for Integrated Care. Another resource is RESTORE. Note that by law faculty are mandatory reporters and cannot maintain confidentiality under Title IX; they will need to share information with the Title IX & College Compliance Officer.

Statement of equity and open communication

We recognize that each class we teach is composed of diverse populations and are aware of and attentive to inequities of experience based on social identities including but not limited to race, class, assigned gender, gender identity, sexuality, geographical background, language background, religion, disability, age, and nationality. This classroom operates on a model of equity and partnership, in which we expect and appreciate diverse perspectives and ideas and encourage spirited but respectful debate and dialogue. If anyone is experiencing exclusion, intentional or unintentional aggression, silencing, or any other form of oppression, please communicate with me and we will work with each other and with SUNY Brockport resources to address these serious problems.

Disruptive student behaviors

Please see SUNY Brockport’s procedures for dealing with students who are disruptive in class.

Emergency alert system

In case of emergency, the Emergency Alert System at The College at Brockport will be activated. Students are encouraged to maintain updated contact information using the link on the College’s Emergency Information website.

Learning goals

The study of history is essential. By exploring how our world came to be, the study of history fosters the critical knowledge, breadth of perspective, intellectual growth, and communication and problem-solving skills that will help you lead purposeful lives, exercise responsible citizenship, and achieve career success. History Department learning goals include:

Articulate a historical question and thesis in response to it through analysis of empirical evidence
Advance in logical sequence principal arguments in defense of a historical thesis
Provide relevant evidence drawn from the evaluation of primary and/or secondary sources that supports the primary arguments in defense of a historical thesis
Evaluate the significance of a historical thesis by relating it to a broader field of historical knowledge
Express themselves clearly in writing that forwards a historical analysis.
Use disciplinary standards (Chicago Manual of Style) of documentation and citation when referencing historical sources
Identify, analyze, and evaluate arguments as they appear in their own and others’ work
Demonstrate understanding of the methods historians use to explore social phenomena, including observation, hypothesis development, measurement and data collection, experimentation, evaluation of evidence, and employment of interpretive analysis
Demonstrate knowledge of major concepts, models and issues of US history since the Civil War
Develop proficiency in oral discourse through class participation and discussion