Jefferson

(Philadelphia University+ Thomas Jefferson University)

School of Continuing and Professional Studies
East Falls Campus
HIST 321-1: Business, Industry, and Work in American History
First Spring Term 2019
January 26- March 23, 2019
Dr. Lawrence Backlund

Course Description:
HIST321 surveys major themes in the history of work in America, focusing on how economic,
technological, and political changes have transformed the nature of work in America. Course readings
explore industrialization, the emergence of mass production and modern management, the history of
worker organizations, the decline of manufacturing and the rise of a service/creative economy, and
the impact of globalization on work in America. Throughout the course, students consider connections
between changes in the workplace and broader social and political developments, including changing
gender roles and the civil rights movement. 3 credits.

Topics and Objectives:

HIST321 is one of five courses that comprise the General Education Core in the School of Continuing
and Professional Studies Accelerated Degree Completion program. Course content is designed to
have students develop a broader understanding of changes affecting business, industry and
American workers. Thus, the goals of the course are to
 Introduce the historical background to changes affecting American workers
 Develop critical thinking skills
 Develop research skills
 Evaluate competing perspectives and historical interpretations
 Encourage oral and written presentation of course-based materials
 Expand information literacy skills

The anticipated learning outcomes of HIST 321: Upon successful completion of this course, the
student will be able to
 Identify the major events/episodes shaping Business, Industry, and Work since
Colonial times
 Identify the key changes in the nature of the American economy and the nature of
work
 Analyze pre-industrial agrarian and manufacturing activities, the impact of
industrialization, mass production as a mode of manufacture, the concept of
“scientific management,” and the post-industrial service economy and society
 Assess the connections between workplace changes and broader social and
political developments, showing those links of past and present
 Evaluate the relationship between the causes and consequences of historic events

The course is structured as a seminar and emphasizes active participation of all students. Class time
is devoted to discussion of readings and other materials relevant to course themes; these may
include PowerPoint presentations and a series of films.
 Course Success Policies:

Attendance (20% of course grade)

Attendance in class is expected and required. Students are responsible for ensuring that the faculty
member is aware of their attendance at a class session. The interchange and involvement in class
sessions is an integral part of the learning and can not be replicated through other means. More than
two absences will result in failure. Please inform the instructor of any absences known in advance.
Notification of absence, however, does not excuse or negate policy statements found in this syllabus.
Absences ultimately affect a student’s grade and the learning process.
Tardiness also affects grades, since it disrupts the flow of the class. Late submission of course
assignment shall also be penalized. These penalties shall be determined by the instructor.
Eating during class time also creates a disruption, so please make arrangements to have your meals
before class or during the scheduled “break.” Of course, cell ‘phones also create disruptions; they
should be turned off during class.
Please note: Students, who, because of religious beliefs, are unable to attend or participate in any
examination or course requirement will be excused and will be provided an opportunity to make up
the missed work. No student shall be penalized as a result of religious observances.

Participation (20%)
Participation will be evaluated based on familiarity with course readings as demonstrated in class
activities; curiosity and critical thinking about course materials; respect for other participants in the
discussion, as well as willingness to consider other points of view.
I. On time submission of weekly written paragraphs responding to one question on the
Blackboard Discussion Board function site by Thursday midnight prior to the Saturday class
meeting. Each student must respond to another student post, indicating whether and/or why
they agree/disagree with the posted opinion by Thursday evening. These posts must be
substantive and may include additional research properly cited. Plan to devote approximately
1.25 hours per week to this assignment:10% of course grade.
II. II. In class Presentations based upon the assigned readings: 10% of course grade.

Written Assignments (60%)

1. Essay # 1: The Early Factory System (15%): due February 9
2. Essay # 2: The Homestead Strike (15%): due February 23
3. Essay # 3: The Changed Nature of Contemporary Work (15%): due March 9
4. Book Review (15%): due March 2

Note: Writing will be evaluated on the basis of substance, as well as grammatical, spelling, and
punctuation literacy. Papers must reflect a mastery of the material being presented, as well as
effective written communication. Proofread to ensure correct grammar, spelling, punctuation, and
citations (using MLA format). Papers should be clear, precise, and comprehensible.
The following Grading Rubric typically has been used in assigning grades to papers:
 Content (Depth of research, analysis, comprehension, and presentation): 50%
 Development (Paragraph and sentence structure, transition, clarity, and flow): 20%
 Mechanics and Syntax (Proficiency in grammar, spelling, and punctuation): 20%
 References (Citations and other sources in MLA format): 10%

Tardiness and Leaving Early

Class starts promptly at 9:00 A.M. Attendance is recorded at the start of class and end of class.
Students are expected to attend the full duration of each class session. Please make sure that you
allow yourself enough time to navigate parking. At no time will a student be penalized for late arrivals
under well-documented situations involving traffic issues and/or snow related issues. Penalty for late
arrival/early departures:
Missing 30 minutes or more for 2 classes will result in a 10 point deduction from the final
course grade.
Missing 30 minutes or more for 3-4 classes will result in a 15 point deduction from the final
course grade.
Missing 30 minutes or more for 5-8 classes will result in a 20 point deduction from the final
course grade.

Written Work
All submitted written course work is to be typed and printed, double-spaced, with 1 inch margins, in
size 12 font, using Times New Roman font. Assignments may be printed double-sided and should be
stapled if submitted on paper. If submitted electronically, assignments are due by midnight of the day
prior to the due date in the syllabus. Late work will be penalized 10 points for each day late.

Extensions
Extensions are rarely granted and only allowed in documented extenuating circumstances. Please
notify the professor as soon as possible for a decision.

Conduct
Students are expected to conduct themselves in professional and appropriate ways at all times during
their studies, both in-person and online. Note that texting, chatting, checking e-mail are considered
unprofessional. Respecting the dignity of all participants in this course is expected behavior.

Extra Credit
Extra Credit may be offered if approved by the course section in a democratic fashion and must be
completed by all students.

Incompletes
Incompletes will be granted only in extenuating and documented circumstances at the instructor’s
discretion. These circumstances may include illness, family member death, or other events beyond
the student’s control. In these cases, please notify the School and the Professor as soon as possible.

Learning Accommodations
Students with documented disabilities who are in need of special accommodations should contact
the University Disabilities Services Office before classes begin and the professor on the first day of
class or earlier in order to make appropriate arrangements.
Academic Integrity and Honesty
Academic integrity is a serious issue, and it is your duty as a student to know the university policy on
this issue. Examples of unacceptable academic behavior include cheating, plagiarism, and all other
forms of academic fraud. This includes submitting a paper written by another person, using the work
of another without properly citing their work, or attempting to disguise someone else’s work. These
are unacceptable violations of university policy and are subject to the consequences and guidelines
addressed in the Student Handbook (http://www.eastfalls.jefferson.edu/studenthandbook/index.html.).

It is the student’s responsibility to be aware and informed regarding the University’s Academic
Integrity Policy. The University’s complete academic integrity policy is available on the Academic
Success Center’s Website, http://www.eastfall.jefferson/successcenter/index.html. Academic
resources, including information on citation and documentation for all written work and presentations,
are also available on the Academic Success Center’s Website. The Student Handbook includes all of
the university policies. A student must always submit work that represents his or her original words or
ideas. In addition, it is a violation of the standards of academic integrity to either reuse a previously
graded assignment, or submit the paper of another student in order to complete the writing
assignment(s) in a course. If any words or ideas are used that do not represent the student’s original
words or ideas, the student must cite all relevant sources. Words or ideas that require citations
include, but are not limited to, all hardcopy or electronic publications, whether copyrighted or not, and
all verbal communication when the content of such communication clearly originates from an
identifiable source.

Citing Sources. In this class, students are to use the MLA format for citations. Guidance can be
found in the 7th Edition of the MLA Handbook for Writers of Research Papers or The Online Writing
Lab (OWL) at Purdue, which can be found online.

Documented cases of plagiarism will result in a grade of 0 (zero) for that assignment. Additionally,
documented cases of plagiarism MUST be reported, in writing, to the Director of Student Services,
School of Continuing and Professional Studies. If necessary, this documentation may be shared with
the Dean of Students Office.

By virtue of handing in assignments (physically or electronically) in this course, the student

acknowledges that they fully understand and have abided by the academic integrity policy of
Jefferson.

Information Literacy Statement

The American Library Association’s Presidential Commission on Informational Literacy reports that
“information literate people know how to find, evaluate, and use information effectively to solve a
particular problem or make a decision—whether the information they select comes from a computer,
a book, a government agency, a film or any number of other possible sources.” Efforts to teach
information literacy in this course are part of a University wide initiative. More information regarding
this initiative can be found at www.philau.edu/infolit.

In this course, students focus on assessing evidence from a variety of primary and secondary
sources, and using that evidence to make arguments about the past. It is expected that proper
documentation of sources will be employed in all student work.
Electronic submissions.
Written work may be submitted electronically by email, as an attachment, the preferred mode of
electronic submission. Please note that if electronic submission is chosen, the due date is midnight
of the day prior to the date listed in this syllabus. In the case of the research papers, please submit as
attachments to e-mails. Make sure you check the Blackboard site for weekly course updates.

Inclement Weather Policy

If classes are cancelled due to inclement weather, students are responsible for checking their
university email and/or Blackboard for information from their faculty advising them of any immediate
impact on the students’ preparation for the next class meeting. In order to address any missed
learning due to cancellation of class sessions, faculty members have several options, including:

1. Holding class through electronic means by emailing the students or posting to Blackboard
class lessons, discussion fora and/or additional assignments related to class content;
2. Holding class at a rescheduled time acceptable to all class members. If there are students
unable to attend a rescheduled class, the faculty should make reasonable accommodations
for the student(s) to make up the work;
3. Holding class through synchronous online means.

Information on Digital Resources: Blackboard

There is a Blackboard site for this course. Go to “My Courses” at bblearn.philau.edu for further
guidance. Students shall submit weekly assignments, may submit other written work, and
communicate with the instructor via the Blackboard or University e-mail systems. Please consult the
Site on a regular basis.

Tutorial Services If interested in tutorial services, please consult the professor to ascertain
availability for this course.

University Support Services

Gutman Library (http://www.eastfalls.jefferson.edu/library/index.html)

The home page of the Gutman Library serves as your gateway to a variety of information resources,
including databases, research guides, and a history resource page. For a list of relevant Research
Guides, go to the library’s website. Librarians are available online and in person at the information
desk to help you with research for this course. The Gutman Library has WiFi, 80 work stations,
printers and scanners for use by students, as well as study spaces. Students are urged to check the
ProQuest Research Companion @ http://libguide.philau.edu/pqrc for guidance on library use in doing
research.

Academic Success Center (http:www.eastfalls.jefferson.edu/successcenter/index.html)

Professional tutors at the Center are available to help students at any stage of their writing, including
brainstorming, getting started, organizing information, documenting sources, & revising drafts.
Specialists are available to help you improve your reading or develop more effective study skills. To
make an appointment, stop by the Center or call 215-951-2799. Please note: tutoring for HIST 321
may not be available. Call to confirm availability.

Technology Resources (http://philau.edu/OIT/)

The University provides wireless network access in all campus buildings and at the Bucks Campus.
For technology related problems, contact the Technology Help Desk at 215-951-4648 or send e-mail
to helpdesk@philau.edu. Word processing facilities are available in the Computer Center which is
located in Search hall & open every day. Computer Center staff are available to assist you with your
University e-mail account.
 Required Texts

 Boris, Eileen and Nelson Lichtenstein, Major Problems in the History of American Workers.
New York: Houghton Mifflin 2003. ISBN: 9780618042548.
 Murollo, Priscilla and A.B. Chitty, From the Folks who Brought You the Weekend. New York:
The New Press, 2001. ISBN: 9781565847768.

Instructor Contact Information.

Dr. Backlund may be contacted in the following ways:

In person: prior to or after class

By telephone: 215 951 2900 [leave a message]
By e-mail: BacklundL@Philau.edu or Lawrence.Backlund@Jefferson.edu

Grading Formula

A 93-100% Superior/Excellent
A- 90-92%
B+ 87-89%
B 83-86% Good/Better than Average
B- 80-82%
C+ 77-79%
C 73-76% Average/Competent
C- 70-72%
D+ 67-69%
D 60-66%
F 0-59% Failure

A foreign observer on the American “style” noted an obsession with “innovation” noted in the mid-19 th
century:

“Anything ‘new’ is quickly introduced here….There is no clinging to old ways. The moment an
American hears the word ‘invention,’ he pricks up his ears.” Friedrich List, Prussian economist and
advocate of official action to spur economic growth.
 Schedule of Readings and Assignments

Week One (January 26): The Meaning of Work and the History of Labor and Business
Introduction and Preview of the Course: Syllabus and Expectations

Prepared Presentations: Class members will be assigned specific authored readings

from the Boris collection and will report on these assigned readings at a specified class.
This does not relieve students of the duty of reading all of the material listed in the
syllabus each week, but gives students the opportunity to engage in more interactive
learning, to openly summarize the assigned readings, to comfortably express thoughts,
and to confidently advance a position. [Students who are absent Week One or add the
course will given an assignment as soon as possible.] This exercise is part of the
Participation component of the course.

Discussion: student/family work experience; five components of a book review.

Reading: Boris, Chapter 1; Essays by Swados (“Myth”) and Ehrenreich (“Blues”)

Week Two (February 2): Bound and Free: Production and Labor Systems in Early America

Land and labor in Colonial America are the focuses of this session, with special
attention paid to questions regarding “servants” and “slaves.”

Reading: Boris, Chapter 2; essays by Dunn (“Servants and Slaves”) and Lamar
(“Bonded Labor”)

Week Three (Feb. 9): Transitions: From Slavery to Freedom/From Workshop to Factory

These transitions were the most important changes in the nature of work in the 19 th
century and set the U.S. economy in the direction taken ever since. They
represent the end of one labor and productive system and the birth of another.

Reading: Boris, Chapters 3; essay by Dawley (“Shoemakers”), and Chapter 4; essay by

Genovese (“Work Ethic”)
Electronic Research Session: Librarian Teresa Edge reviews the basics.
Film: Africans in America: The Terrible Transformation

ESSAY # 1 DUE
Week Four (Feb. 16): The Age of Industrial Conflict, 1880-1920

This could be considered the era of the two maturities in the world of urban work—the
breakthrough for organized labor in regard to recognition and negotiation and the
emergence of the modern corporation and other forms of advanced Capitalism; a
time when the U.S. joined in the global Imperialist movement, turning outward to
acquire territory, markets, and raw materials; experienced the Progressive reform
movement, which made clear serious social problems; and when the country was
drawn into large- scale war (World War One).

Reading: Boris, Chapters 5, 7 and 8 and essays by Brecher (“Upheaval”) and McCartin
(“Industrial Democracy”)

Film: Andrew Carnegie; Richest man in the World

Week Five (Feb. 23): The “New Deal” for American Workers, 1920-1940

Post-War problems and opportunities abounded in the 1920s, with a new consumer
economy in the guise of a Third Industrial Revolution with new modes of
production and marketing under a political system led by anti-labor Republican forces,
which all came apart in the Great Depression. The “Old Deal” was replaced by a
“New Deal” that brought the U.S. into the realm of new governmental initiatives,
reforms of business, and rights for organized labor.

Reading: Boris, Chapter 9; essays by Dubufsky (“Not Radical”) and Nelson

(“Waterfront”)

Film: The Great Depression

ESSAY # 2 DUE

Week Six (March 2): Civil Rights at War and Work, 1940-1970

The submergence of differences between organized workers and industry as part of the
national unity necessitated by a Second World War, the challenges of the Cold War era
of “military-industrial complex” preeminence, the gathering crusade on behalf of civil
rights, the challenge of new values and old habits in the world of changing patterns of
work stand out during this period.

Reading: Boris, Chapter 10, 11 and 12 and the essays by Lichtenstein (“Retreat”) and
Honey (“Martin Luther King, Jr”)

Film: Rosie the Riveter

Book Review Due

Week Seven (March 9): Work and Business in a Post-Industrial Economy, 1970-1990

The end of U.S. preeminence in the global economy, a “retreat” by labor, and the first
signs of a post-industrial economy and society (a Fourth Industrial Revolution),
heavy on services and creativity, as well as a revival of conservative forces, are the
themes of this near period.

Reading: Boris, Chapter 13; essays by Freedman (“Manhood”) and Cobble

(“Feminism”)

Film: Roger & Me

ESSAY #3 DUE

Week Eight (March 16/23): Globalization and a Brave New World of Work, 1990-2019

The end of the Cold War, the disappointing “peace dividend,” the emergence of new
technologies that “completed” the transition to a “Brave New World of Work” that
was inclusive socially but individualist in practice—challenging the whole idea of labor
organization and the future of the workplace as a place where workers produce
and are compensated by the piece or time-on-task—highlight the contemporary
age. Some thoughts on the possible future of work will be included in this final session
of the course.

Reading: Boris, Chapter 14; essay by Ross (“Sweated Cyberspace” and Meyerson
(“New AFL-CIO”)
 WRITTEN ASSIGNMENTS

Essay # 1: The Early Factory System

Research and write a paper on “The Impact of the Factory System on Workers,” describing how the
nature of work and the workplace changed; how owners and workers responded to these changes.

The paper must be 3-5 full double space pages using a12-point font, not counting the title page and
the Works Cited page.

Document sources using the Modern Language Association (MLA) format for citation. Please see the
Academic Success Center website (http://eastfalls.jefferson.edu/successcenter/index.html ) for
guidelines.

This exercise may be appropriate for inclusion in the CPS Portfolio.

Due: February 9, 2019

 Essay #2: Homestead, 1892

For this paper, assume the role of a community leader in Homestead, Pennsylvania, in 1892. Write in
the first person. Your task is to write a 5 page documented essay advising the workers in your
community either to strike or to keep working. This is to be a persuasive essay; you are attempting to
persuade workers to adopt a particular course of action. To be persuasive, the speaker must
understand the steel industry’s point of view.

The same criteria regarding font and citations as in the first paper apply here as well.

You cannot talk about what happened after the 1892 event since you are addressing your
membership in Homestead pre-strike. Address the following in your “sales pitch” to your members.

1. What were the working and living conditions of the mass of unskilled workers in the town?
2. How was the industry changing and how did these changes affect workers?
3. What were the major issues at stake in the strike?
4. Were the interests of Carnegie and his workers necessarily at odds? Or did they have
shared interests?
5. How successful had similar strikes been? What role had government played in similar
strikes?

This exercise may be appropriate for inclusion in CPS Portfolio.

Due: February 23, 2019

 Essay #3

This course has traced the development of business, industry, and work in American History. The
instructor asked you to share you and your family’s work history during the first class session. This
final 5 page essay centers on the theme of change. In a documented essay, describe how your
vocation or prospective occupation has developed since World War II.

Some factors to consider in writing your paper:

1. Has the work in your field changed over the years?

2. Has your field become organized? Or has your field become nonunion in recent years?
3. Has the importance or prestige changed in your field over the years?
4. Where do you see your profession in the future?

Sources
For this paper, draw on course readings, interviews, personal knowledge, professional journals, and
quality web sites. All must be properly cited.

This exercise may be appropriate for inclusion in the CPS Portfolio.

Due: March 9, 2019

 Portfolios

Jefferson is committed to providing excellent and innovative educational opportunities to its students.
To help us maintain quality academic offerings, the University and its programs regularly examine the
effectiveness of the curricula, teaching, services, and programs the University provides. As
Philadelphia University sees appropriate, it may retain representative examples of copies of student
work from all courses. This might include papers, exams, creative works, or portfolios developed and
submitted in courses or to satisfy the requirements for degree programs as well as surveys, focus
group information, and reflective exercises.

Throughout the Continuing and Professional Studies (CPS) degree program, each student is required
to develop and maintain a portfolio that tracked and chronicled his/her growth & journey throughout
the CPS degree program. The Portfolio should contain actual samples of work completed during the
program to reflect those activities & events that significantly contributed to your learning &
development. It is essential for all students to keep the graded copies of their assignments intended
for portfolio inclusion. Students are encouraged to keep all copies of graded assignments, and create
back-up versions as they progress through the program.
Sample materials include documents and projects developed in conjunction with specific courses and
samples of application of concepts learned and applied in areas of work, civic, or personal activities.
Your Portfolio will be divided into the following sections:
1. Industry or Organizational Analysis
2. Information and Technological Literacy
3. Global Perspectives
4. Specialized Professional Skills and Knowledge

Each section should contain artifacts applicable to each area. The artifacts selected by the students
could be Blackboard assignments, reading analyses, small group activities, case studies, student
selected articles, and/or presentations. You are expected to make your own selections of relevant
work for inclusion in the Portfolio, however, in some core courses, your Portfolio will be pre-selected
and is required for the final Portfolio. You will also be expected to demonstrate an understanding of
how this course and its work represent the categories of learning in each section of the Portfolio.
HIST 321 - Business, Industry, and Work in American History requires students to research, critique,
compare, and select the most appropriate websites to: develop a paper regarding the Homestead
Strike of 1892; serve as community leader and advise workers to either strike or keep working in
response to working conditions; discuss the similarities and differences between slaves and
indentured servants; and analyze their own vocations in light of current and projected conditions.

Papers, reports, and assignments in this course may serve as appropriate artifacts for inclusion in the
Portfolio under each of the sections mentioned above.