Assignment: Begin three-page paper about a conspiracy theory with which you are familiar. Consider such things as who believes it and why, the general details of the theory, evidence used to support it, what need you think it serves for society, what types of people believe it, and how you would decide whether to believe it.

In class: Discussion of conspiracy theories. Discussion of aspects of good writing. Exchange of papers for in-class peer review, focusing on presence of a thesis statement.

Assignment: Revise papers based on peer comments. Read, Fear of Conspiracy, Introduction and "Belief in Conspiracy Theories," Course Pack pp. 1-20.

In class: Discussion of Hofstadter and Goertzel readings.

Assignment: Continue revising papers based on Hofstadter and Goertzel article. Read Fear of Conspiracy, Course Pack pp. 21-31, and Declaration of Independence (http://www.nara.gov/exhall/charters/declaration/declaration.html) from the National Archives and Records Administration.

Meet at library. Exchange papers for peer review.

In class: Discussion of application of Bailyn to Declaration of Independence and primary documents.

Assignment: Revise papers based on Bailyn.

In class: Discussion of peer reviews.

Power point presentation on slave revolts.

Assignment: Read Denmark Vesey’s Revolt, "Eddies of Revolution," Course Pack pp. 32-40.

In class: Discussion of climate for slave revolts. Showing of portions of The Last Supper.

Assignment: Read Denmark Vesey, Course Pack pp. 41-48.

Denmark Vesey was born a slave around 1767 either in Africa or the Caribbean. He received his name from Captain Joseph Vesey, a Bermuda slave trader who transported Denmark and 390 slaves from St. Thomas in the Virgin Islands to Cap Francois in Saint-Dominique in 1781. Later that year, the captain reacquired Vesey as his personal servant and in 1783 the captain settled in Charleston, S.C., as a slave broker and ship merchandiser, bringing Denmark with him. Denmark saw considerable service as the captain’s slave aboard ships carrying slaves from Africa to the Americas.

Denmark secured his freedom for $600 in 1800 after winning a prize of $1,500 in a lottery. He opened a carpentry shop. African Americans made up the majority of the population in the Charleston area, outnumbering whites by more than three to one. Besides working as field hands, slaves were employed in fishing, marketing produce, doing carpentry, laying bricks, painting and a number of other occupations. As a slave, Vesey may well have worked as a carpenter and been hired out for pay by his master to work on jobs in and around Charleston where he came to know country slaves. Once he bought his freedom, Vesey became one of about 1,000 free blacks in Charleston. His children and a series of wives still were slaves, however, and Vesey maintained his ties to the institution. Although they were not slaves, free blacks lived a precarious existence. They could not vote, had few legal rights, and paid a high tax, while at the same time were in constant danger of being fraudulently claimed as a slave.

Despite the obstacles, by 1822 Vesey had accumulated property worth about $8,000, as well as the respect of the white community. Yet he was dissatisfied with the condition of his family and other slaves. Often at religious meetings of blacks, Vesey spoke out about the evils of slavery using the Bible to justify action. He also talked to blacks he met on the streets and in secret meetings, preaching revolution. By December of 1821, Vesey was suggesting that slaves fight for freedom. That winter he picked his lieutenants and began plotting a revolt. Slaves were recruited from Charleston and a wide area around it. The exact number is not known but some estimates are as high as 9,000 men. Slaves who were blacksmiths were recruited to make weapons such as knives and bayonets. A few blacks obtained firearms or swords. Slaves at livery stables were given the job of commandeering horses.

Vesey set July 14 for the date of the revolt. His plan called for one strike force to seize the arsenal in Charleston and secure its arms, another to kill the governor, a third to seize arms in a local store. Another would take control of gunpowder stored near town. Another company would ride through the streets killing all white people they met to prevent them from spreading an alarm or assembling. Once blacks were in control of the city, Vesey planned that they would kill all the whites. But in May, one of the slaves recruited for the plot mentioned it to another, who told his master. Once alerted, the authorities actively pursued information about the plot and the community at large became aware of the potential revolt. In the face of massive preparations by authorities, the rebels abandoned their plans. Vesey was arrested, tried and hung on July 2 along with five of his co-conspirators. Altogether thirty-five men received the death sentence.

FINAL DRAFT OF PAPER DUE.

In class: Discussion of Vesey’s Revolt. What was the evidence?

Assignment: Read Denmark Vesey’s Revolt, "The Harvest of Fears," Course Pack pp. 49-63.

In class: Writing clinic on first papers. Discussion of results of conspiracy fears.

Assignment: Read Slumbering Volcano, Introduction and selected passages, Course Pack pp. 64-84.

In class: Discussion of causes of conspiracy fears according to Maggie M. Sales.

Assignment: Read Fear of Conspiracies, Course Pack, pp. 85-100.

In class: Discussion of slave power conspiracy.

Assignment: Read Daniel Pipes, Conspiracy: How the Paranoid Style Flourishes and Where It Comes From, selections, Course Pack, pp. 101-108. Begin paper on how conspiracy theories use evidence, based on all conspiracy theories studied so far.

In class: Discussion of Pipes on evidence for conspiracy theories and what their elements are, how they use evidence, how historians use evidence.

Assignment: Read Richard Hofstadter, The Age of Reform, Course Pack pp. 109-121.

In class: Discussion of Hofstadter and agrarian myth.

Assignment: Read Fear of Conspiracy, Course Pack pp. 122-134.

Primary Documents: William Jennings Bryan’s Cross of Gold Speech (http://jefferson.village.virginia.edu/seminar/unit8/crgold.htm).

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In class: Discussion of populism.

Assignment: Read Hofstadter, Course Pack pp. 135-145, and revise papers based on reading.

In class: Discussion of Populism

Assignment: Read Richard Hofstadter, The Age of Reform, Chapter 2, "The Folklore of Populism," Course Pack pp. 135-151. Work on papers.

In class: Continue discussion of populism.

Assignment: Papers due at 5 p.m. Thursday in Judy Daubenmier's box in English Department mail room, 3161 Angell Hall.

In class: Workshopping of papers.

Exchange papers for peer reviews.

Assignment: Work on peer reviews. Read paper to be workshopped and write two suggestions or comments.

In class: Workshopping of papers.

Assignment: Peer reviews due. Begin revising papers. Read paper to be workshopped and write two suggestions or comments.

FINAL DRAFT OF PAPER DUE.

In class: Workshopping of papers. Write two comments or suggestions on paper to be workshopped.

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In class: Workshopping of papers.

Assignment: Read A Conspiracy So Immense, Course Pack, pp. 211-226.

Cold War Background (http://encarta.msn.com/find/Concise.asp?z=1&pg=2&ti=045FF000&o=1)

In class: Discussion of overall climate of 1920s, red-baiting. Watch video, "Joseph McCarthy."

Assignment: Read "McCarthyism: Years of Shock," Course Pack pp. 227-244.

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In class: Discussion of McCarthy’s use of evidence, how he fit the elements of conspiracy theory.

McCarthyism in Song

In class: Movie on McCarthy, Edward R. Murrow’s See It Now television show on Dexter, Michigan, man, Mike Rudulovich.

In class: Discussion of what people know about Kennedy assassination, whether they believe Oswald acted alone, speculate on why it has remained so important.

Assignment: Watch movie JFK. Write review.

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In class: Discussion of movie. What was Stone’s argument and how persuasive was it? Group assignments for JFK in-depth critique. Formation of group contracts.

Assignment: Begin Kennedy research with readings based on group assignments. Assignment: Read Warren Commission Report summary and conclusion, pp. 1-20.

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In class: Meet in groups to work on projects.

Assignment: Read "The Popularity of Conspiracy Theories of Presidential Assassination."

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In class: Discussion of evaluation of evidence by historians. Work in teams.

Assignment: Continue research. Bring questions on citation style for papers.

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In class: Discussion of citation style. Work in teams.

Assignment: Write first drafts.

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In class: Meeting at Gerald R. Ford Library, North Campus, at regular class time. Take Commuter Bus to North Campus. Library is at corner of Beal and Fuller streets, just before Glazier Way. Bring papers to exchange for peer review.

Assignment: Work on Kennedy research. Do peer reviews.

In class: Group reports.

Assignment: Work on papers.

In class: Group reports.

Assignment: Work on papers.

In class: Group reports.

Assignment: Work on papers. Start thinking about making up a conspiracy theory incorporating various theories about evidence, logic, societal needs, cultural climate. Read Limits of Power, Course Pack pp. 303-316.

Watergate Chronology compiled by the National Archives and Records Administration

(http://www.nara.gov/education/teaching/watergate/chronolo.html)

FINAL DRAFTS OF KENNEDY PAPERS DUE.

In class: Wrap-up discussion of Kennedy assassination.

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Writing clinic. E-mail idea for paper on imaginary conspiracy theory by noon or book review..

Assignment: Watch All the President's Men and write one-page review.

In class: Discussion of Watergate, what it was, why it was dangerous and reviews of All the President's Men.

Assignment: Read "Thinking with Watergate," Course Pack pp. 317-340, and memo to President Ford on Republican Party, Hand out in class..

In class: Discussion of legacy of Watergate. Could Watergate have been distinguished from a "wacky" theory?

Assignment: Find Internet web site on Michigan Militia, Aryan Nation or other similar group and be prepared to evaluate for class.

In class: Discussion of Internet sites.

Assignment: Read San Jose Mercury News articles on the CIA and drugs. Accessible through library's electronic journals. Work on final papers.

In class: Discussion of CIA/drugs conspiracy.

Assignment: Read Los Angeles Times and Washington Post articles on CIA. Accessible through library's electronic journals.

In class: Discussion of why CIA allegation was believable.

Assignment: Work on final papers.

FINAL PAPERS DUE.