The History of American Religion Since 1865
(and by appointment)
Course website: www.westga.edu/~dkwillia
This course will examine the history of religious beliefs
and practices in the
This course will provide a comprehensive survey of the major
religions of the
This course will examine the way in which race, gender, ethnicity, and social class have affected Americans’ religious practices. We will also explore the ways in which Americans’ religious beliefs have affected their behavior and their understanding of the world, including their understanding of race and gender roles.
Classes will consist mainly of interactive lectures and class discussions. I encourage all students to participate by asking questions during lectures and making comments during discussion sessions. Six classes will be devoted entirely to discussions of the reading material, and the lecture-based classes will include some discussion time, as well.
This course will give you a broad awareness of faith traditions in the United States, the opposing viewpoints in contemporary and historical debates about the role of religion in society, and the ways in which Americans have constructed (and continue to construct) their religious beliefs and practices. You will be able to analyze the way in which religion has influenced the choices that Americans have made from 1865 to the present. You will gain a better understanding of American culture, society, and politics through knowledge of the nation’s religious traditions. This course will also help you to improve your writing, research, and communication skills.
In addition, you will better understand how to approach the study of religion from a historical perspective, and you will learn ways to integrate an analysis of religious faith and practice into your work in other fields of history. The graduate component of this course will emphasize historiographical trends in the field, so you will gain a better understanding of the scholarship in this historical discipline, which may help you in preparing for research and teaching projects in other areas of your graduate program.
Students’ final grades will be determined as follows:
Midterm exam 15%
Book analysis (or analyses) 15%
Research paper 30%
Class participation 20%
Final exam 20%
There will be no opportunity for extra-credit assignments in this course.
Grading Methodology: This university does not use a plus / minus grading system, but during the course of the semester, I will use plus / minus grades, as well as split-letter grades (e.g., an A- / B+), in order to evaluate students’ written work with precision. In computing final course grades, I convert all grades into numeric scores according to the following system:
A = 95
A/A- = 94
A- = 92
A-/B+ = 90
B+ = 88
B+/B = 87
B = 85
B/B- = 84
B- = 82
B-/C+ = 80
(A similar pattern is used for grades in the C-range).
In computing final course grades, a grade average of 89.5 or higher converts to a course grade of A, a grade average between 79.5 and 89.49 converts to a course grade of B, and a grade average between 69.5 and 79.49 converts to a course grade of C. A grade average of 69.5, which converts to a C, is the lowest possible passing grade for graduate students in the course.
A-range grades, including the grade of A-/B+, are reserved for work that is of exceptional quality. In order to receive an A-range grade on an essay assignment, a student’s essay must show evidence of original thinking and the ability to synthesize information from a wide variety of sources, as well as an accurate understanding of the material and good writing technique. Papers that receive a grade of 90 or above must be cogent and persuasive in their argumentation, and they must be well written and tightly organized around a strong thesis. In short, a paper that receives an A-range grade not only meets the basic requirements for the assignment, but also demonstrates that a student has mastered the sophisticated interpretative, analytical, and writing skills expected for a graduate course. A-grade papers demonstrate a mastery of the historical technique and historiographic understanding expected for M.A. students in history courses at this university.
B-range grades are given to essays that demonstrate a student’s accurate understanding of the material, adequate use of a variety of sources, and competence in writing. They rarely contain the sophisticated analysis required for an A-range essay, but they meet the requirements and expectations for a graduate-level assignment.
C-range grades are given to essays that contain factual inaccuracies, errors in interpretation, inadequate use of the assigned documents, or poor writing technique, even though they usually meet most of the basic requirements for the assignment.
A failing grade is assigned to work that fails to meet the requirements and expectations for the assignment.
Exams: As a graduate student, you have the option of taking the same exams that undergraduates will be given, but alternatively, you may elect to skip the in-class midterm exam and instead a complete a take-home exam that will consist of an essay question focusing on the historiographical themes that the graduate discussion sessions will emphasize.
If you decide to take the undergraduate midterm exam, the following instructions will apply:
The midterm exam will consist of essay questions and I.D. terms, and it will emphasize broad themes presented in the lectures, discussions, and readings. One week before the exam, you will receive a study guide that will give you more information about the material covered on the test. I will give a make-up exam only in cases of a pre-arranged, excused absence for which documentation must be provided, or in cases of a legitimate health or family emergency that must be documented with a doctor’s note, dean’s note, or similar measure of proof. In all other cases, a make-up exam will not be an option.
If you decide to take the graduate midterm exam, you will be able to pick up your midterm take-home exam question in class on Tues., Oct. 3, and you will have until 4pm on Thurs., Oct. 5 to submit a response consisting of approximately five double-spaced pages of text.
All students will take the final exam as a “take-home.” The final exam will consist of essay questions. I will give you the exam on Thursday, November 30, and you will have until 4pm on Tuesday, December 5 to write 7-10 double-spaced pages in response to those questions.
Book analyses and research papers: You are required to write one 4-6 page summary of one of the books that you read for this course. That analysis is due on the date on which the class discussion for the book is scheduled. A book review should give a brief summary of the book while highlighting the author’s thesis or point of view, and it should also evaluate the historical significance of the subject. It should also include a detailed analysis of the book’s relationship to broader historical trends discussed in the textbook and the lectures. If you are reviewing a work of historical scholarship, you should discuss its usefulness to researchers and its relationship to other work in the field, to the extent that you are able to do so. If you are evaluating a primary source, discuss the historical context in which it was written and the ways in which historians can use it as a source for their work. As a graduate student, you will be expected to demonstrate some awareness of the historiographic significance of the book that you review.
You will also be expected to write one 12-15 page research paper for this course. Consult the guidelines for research papers for more information about this assignment.
Papers that are turned in after the assigned date will be marked down 1/3 of a letter grade for each day they are overdue.
It should go without saying that all papers that you write must be your own work, and that any students who are caught plagiarizing another student’s work, a paper from a web site, a textbook, or any other source will automatically fail this course and may be subject to further disciplinary action. Plagiarism is a serious offense that will not be tolerated.
All of your written work for this class must be original; you are not allowed to submit essays that you have written for other courses or that you have completed prior to this semester.
Class participation: Classes will consist of interactive lectures, which will give you a chance to ask questions and discuss the ideas presented in the readings. In addition, there are six class periods reserved for discussion of the assigned books.
I will also hold weekly discussion sessions with the graduate students that I will require you to attend. I intend to schedule these on Thursdays from 3:30-4:30pm, but this time is subject to change if the schedules of the graduate students in this course necessitate it. At these meetings, we will discuss historiographical questions and the readings in greater depth, and will also discuss some of the graduate readings that do not appear on the undergraduate syllabus. Throughout the semester, I will also distribute copies of short articles for discussion at these meetings.
Class communication: I may send out periodic email communiqués to students in this course, so please check your UWG email account regularly. The university administration has stipulated that all email communication between faculty and students should take place on UWG email accounts, so please use your UWG email account for all electronic communications that you send me.
University policy also prevents me from disclosing grades over email, so if you would like to discuss your grade on any assignment in the class, please set up an appointment to meet with me in my office. Please do not email me with a request for your grades, since I am not allowed to email that information to you.
To protect students’ privacy rights, I will not return graded papers or exams to any third party (e.g., a student’s friend or relative who asks to pick up a student’s work on that person’s behalf) unless a student gives me permission in writing (e.g., an email) to do so. There are occasions when I must disclose a student’s grade to university administrators, other history department faculty (e.g., the department chair), or athletic coaches who need to know the academic status of students on their team, but in all other cases, I will make every effort to maintain the confidentiality of students’ grades.
I would like to do whatever I can to help you succeed in this course. Please do not hesitate to contact me if you have a question about any subject pertaining to this class. I make it a priority to respond promptly to emails from students, and I am happy to talk with students during my office hours, so please feel free to stop by my office to introduce yourself and discuss any concerns that you may have about this course. I believe that this will be an excellent semester, and I’m pleased to welcome you to this class.
Edwin Gaustad and Leigh Schmidt, The Religious History of
American Story from Colonial Times to Today (revised ed., 2004)
Charles M. Sheldon, In His Steps
Edward J. Larson, Summer for the Gods: The Scopes Trial and
Debate Over Science and Religion
Eileen M. McMahon, What Parish Are You From? A
Charles Marsh, God’s Long Summer: Stories of Faith and Civil Rights
Debra Renee Kaufman, Rachel’s Daughters: Newly Orthodox Jewish Women
Randall Balmer, Mine Eyes Have Seen the Glory: A Journey into the Evangelical
Stephen Prothero, American Jesus: How the Son of God Became a National Icon
Alan Wolfe, The Transformation of American Religion: How We Actually Live Our Faith
8/15 Introduction: Why Study the History of American Religion?
8/17 “A House Divided”: American Protestantism in the Aftermath of the Civil War
Gaustad and Schmidt, ch. 9 (pp. 184-205)
Henry Ward Beecher, “Evolution and Religion” (1881)
Alexander Walters, My Life and Work, pp. 95-98, 107-113. (http://docsouth.unc.edu/neh/walters/walters.html)
Grad student discussion: Historiographical issues in American religious history.
8/22 Immigrant Religions: Catholicism, Eastern
Orthodoxy, and Judaism in
Gaustad and Schmidt, ch. 10 (pp. 209-230)
Principles of Reform Judaism (http://www.myjewishlearning.com/history_community/Modern/ModernReligionCulture/MoreEmergence/Reform/Pittsburgh_Platform.htm)
James Cardinal Gibbons, Memorial on the Knights of Labor, 1887 (http://libraries.cua.edu/achrcua/Knights/document18.htm - click on document image for complete text)
8/24 Beyond the Protestant Consensus: Alternative Religions in the Late Victorian Era
“Professor Hare’s Spiritual Telegraph” (http://www.spirithistory.com/hare.html)
Grad student discussion: American Jesus, pp. 3-199.
8/29 The Social Gospel: Protestant and Catholic Theology
Gaustad and Schmidt, ch. 11 (pp. 231-254)
Walter Rauschenbusch, A Theology for the Social Gospel (http://www.historytools.org/sources/Rauschenbusch.pdf)
8/31 The Social Gospel: Women in an Age of Reform
Mrs. Wilson Holt, Presidential Address, Minnesota WCTU, 1878 (http://sadl.uleth.ca/nz/collect/whist/import/complete/womhist.binghamton.edu/wctu/doc1.htm)
Grad student discussion: The Social Gospel.
Research paper topic due.
9/5 The Social Gospel in Action: Revivalists and Missionaries
Billy Sunday, “The Need for Revival” (http://www.biblebelievers.com/billy_sunday/sun2.html)
Mrs. J.N.W. Farnham, “Woman’s Work for Woman” (1885) (http://chnm.gmu.edu/wwh/modules/lesson10/lesson10.php?menu=1&s=9)
Gaustad and Schmidt, ch. 12 (pp. 255-276)
9/7 Discussion of In His Steps
Grad student discussion: In His Steps.
Testimonies from the Azusa Street Revival (http://www.christianword.org/revival/azusa.html)
9/14 The Fundamentalist Controversy
Gaustad and Schmidt, ch. 13 & 14 (pp. 277-321)
William Jennings Bryan, “The Menace of Evolution” (http://www.law.umkc.edu/faculty/projects/ftrials/scopes/day7.htm)
Grad student discussion: Early-20th-C Pentecostalism and Fundamentalism.
Research paper source list due.
9/19 Jesus in a Business Suit: Mainline Protestantism in the 1920s
Harry Emerson Fosdick, “Shall the Fundamentalists Win?”
9/21 Discussion of Summer for the Gods
Transcript from the Scopes trial (http://www.law.umkc.edu/faculty/projects/ftrials/scopes/day7.htm)
Grad student discussion: Summer for the Gods.
9/26 The Reemergence of Anti-Catholicism
Thomas Heflin, Warning Against the “Roman Catholic Party,” 1928 (http://historymatters.gmu.edu/d/5073/)
Charles Marshall, “Should a Catholic Be President?,” 1927 (http://historymatters.gmu.edu/d/5074/)
Meyers’s Recollections of the KKK’s Anti-Catholic Activities in
Religion of the
Marcus Garvey, Excerpts from his writings
Grad student discussion: Catholicism and African-American Religion in the 1920s.
10/3 Christianity During the Depression
Reinhold Niebuhr, “Our Secularized Civilization”
Father Charles Coughlin, Radio Addresses (http://www.ssa.gov/history/fcspeech.html; audio file: http://www.ssa.gov/history/coughlinradio.html)
10/5 Midterm Exam
10/10 No class (Fall break)
10/12 Cold War Christianity
Gaustad and Schmidt, ch. 15 (pp. 329-348)
Billy Graham, Sermon, 1957 (http://www.wheaton.edu/bgc/archives/exhibits/NYC57/13sample68-1.htm)
Grad student discussion: Reinhold Niebuhr, Billy Graham, and the Cold War.
10/17 Protestant, Catholic, Jew: The Ecumenicalism of the 1950s
Bishop Fulton Sheen, “A Philosophy of Life” (http://www.fisheaters.com/sheen.html)
10/19 Discussion of What Parish Are You From?
Grad student discussion: What Parish Are You From?
Gaustad and Schmidt, ch. 17 (pp. 374-397)
Martin Luther King, Jr., Letter from a Birmingham Jail (http://www.africa.upenn.edu/Articles_Gen/Letter_Birmingham.html)
Martin Luther King, Jr., “The American Dream” (http://www.stanford.edu/group/King/publications/sermons/650704_The_American_Dream.html)
10/26 The Prophetic Church: Theologies of Social Justice in the 1960s
Dorothy Day, Excerpt from The Catholic Worker, 1972 (http://www.catholicworker.org/dorothyday/daytext.cfm?TextID=519)
Grad student discussion: God’s Long Summer.
First draft of research paper due.
10/31 Discussion of God’s Long Summer
“Faithful Citizenship: A Call to Catholic Political Responsibility”
Richard John Neuhaus, “Bishops at a Turning Point,” 2004 (http://www.priestsforlife.org/government/mcmanus.htm)
Grad student discussion: Civil Rights and Social Justice in American Theology.
11/7 From New Age Religion to the Jesus People: Non-Traditional Religious Movements of the 1960s and 1970s
Hare Krishna (http://www.harekrishna.com/)
Robert Pirsig, Zen and the Art of Motorcycle Maintenance, ch. 11
11/9 The Resurgence of Conservative Religion
Chuck Smith, Harvest (http://www.unityinchrist.com/history/smith.htm)
Grad student discussion: Wolfe, Transformation of American Religion.
11/14 Religion and the Politics of Sex and Gender
Merlin Stone, “When God Was a Woman” (1976) (http://www.pinn.net/~sunshine/whm2000/stone2.html)
Nelia Beth Scovill, “The Liberation of Women in Religious Sources” (http://www.religiousconsultation.org/liberation.htm)
Elisabeth Elliot, “The Essence of Femininity,” pp. 400-404 (http://www.cbmw.org/rbmw/rbmw.pdf)
11/16 Discussion of Rachel’s Daughters
Grad student discussion: Rachel’s Daughters and Mine Eyes Have Seen the Glory.
Research paper due.
11/21 The Christian Right
Gaustad and Schmidt, ch. 16 (pp. 349-373)
11/23 No class (Thanksgiving break)
11/28 Discussion of Mine Eyes Have Seen the Glory
11/30 Faith in an Age of Religious Pluralism
Gaustad and Schmidt, ch. 18 (pp. 398-427)
Parvez Ahmed, “American Muslims and ‘Integration’” (http://www.amperspective.com/html/integration_by_parvez.html)
Grad student discussion: American Jesus, 200-303.
Take-home final exam distributed.
12/5 Take-home final exam due at 4pm.