NEW COURSE COVER SHEET Use this form to propose a new course. New Course Department: Course Designator: Program:

Effective Term: (must be a future term) Career: □ Undergraduate □ Graduate Course Number: Submission Date: Submission from:

Required: Academic Support Resources (ASR) Needed □ Libraries □ Computer Lab □ Digifab Lab □ Goldstein □ Imaging Lab □ Other Technology □ Workshop □ ASR Support not needed.

I. Does this course change the program (including addition as elective)?

□ No □ Yes. If so, also submit Program Change.

II. Summarize new course and rationale. (Executive Summary field in Workflow Gen) • Why is the course needed? Describe the planning and development activities that generated this

proposal. • Which students are served? • Is this course required? • Projected enrollment? • New FTE Faculty? • TA support?

III. Consultation is required by the University Curriculum Committee. Before submitting, verify there are no comparable courses at the University of Minnesota. The course proposer should send the proposed syllabus to the department head(s) of any unit in other college(s) that may already offer courses with overlapping content, as well as the undergraduate associate dean(s) of those college(s). Request that the consulted parties identify any concerns regarding content overlap.

Departmental Faculty Vote: Ayes _______ Nays _______ Abstain _______

Fall 2016

Architecture

Arch

BS and BDA 4435

2/12/16

Nicole Kennedy

This course is needed to add to BS and BDA history elective offerings. BS and BDA students are served. The course is not required. The projected enrollment is 25. No new faculty. TA support will be given if the enrollment of the grad/ugrad sections exceeds 40.

Jane Blocker and Jennifer Marshall of the Art History department were consulted and see no duplication in the content of their courses and this course. Kate Solomonson consulted with them via email on 1/29/16.

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September 1, 2013

History of American Architecture Arch 4150/5410, Fall 2013, Tuesday & Thursday, 9:45-11:00, Rapson 54

Professor: Kate Solomonson <solom003@umn.edu> How were the buildings that form today’s neighborhoods, commercial districts, public spaces, and industrial areas shaped in the past? How does this relate to how we live now and the design and planning choices we make for the future? The environments we inhabit, interact with daily, and engage through design have been continuously reshaped, over time, through changing values and practices. This course, a history of architecture in the United States, will explore some of the most pervasive styles, building types, and landscapes produced from the 17th century to the recent past: residential, commercial, industrial, transportation, institutional, spiritual, and public. Each major topic will be structured around the analysis of buildings or sites (recent or inherited from the past) to raise broader historical questions about factors, processes, and design perspectives that have contributed to their form and use. Through lectures, readings, discussion, and research, we will analyze buildings and spaces—architect designed and “vernacular”—in the context of social, political, economic, technological, and ecological change. As we address these issues, we will examine the ways design and daily life, performed locally, interacted with national and global systems and flows; and the role the built environment has played in advancing structures and concepts of class, gender, race, ethnicity, and power. Students will gain a broad familiarity with the history of American buildings and landscapes, develop critical frameworks for analysis, and enhance their understanding of the environments they interact with every day—as designers, citizens, consumers, and professionals. COURSE OBJECTIVES AND LEARNING OUTCOMES Through this course you will gain a broad familiarity with significant buildings, landscapes, architects and ideas in the history of American architecture. You will develop the ability to: x Identify, describe, analyze and write critically about the significance of pervasive styles and types and the work

of selected architects and builders. x Understand the impact of changing social, cultural, political, technological, economic, and ecological factors on

buildings, landscapes, and the practice of architecture. x Find and evaluate images, drawings, documents—both primary and secondary sources. x Analyze the ways histories have been formulated. STUDENT LEARNING OUTCOME: Can locate and critically evaluate information. Research is an important part of this course. Throughout the semester, I discuss research strategies, including ways of locating and critically evaluating information. Students also read, analyze and discuss primary sources and scholarly articles (in class and on exams), and they also conduct their own research. Undergraduate students produce two five to six-page research papers. For each of these papers, the first step is to prepare a prospectus explaining their topic and an annotated bibliography that includes evaluations of their sources. Students’ research and evaluative skills are then assessed and developed further through research for the paper. Since the analysis of visual sources is an important part of the discipline of architectural history, students are also required to locate, evaluate, and make use of photographs, drawings and other types of visual and material culture. When students have completed their papers, we assess the quality of the information—verbal and visual—they have located as well as how effectively they use this information to support the points they make in their papers.

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PROJECTED SCHEDULE This is a tentative schedule of topics, readings, and deadlines. The schedule will change somewhat as the semester goes on. Deadlines for projects will be announced by mid September. Students are responsible for keeping up with announcements made in class or posted on Moodle. Most reading assignments (with the exception of those in Handlin and Eggener) will be available on the course website. Additional readings will be announced and posted (tba=to be announced). Week 1, September 3 & 5 Introduction. Making History, Inventing Tradition: Home, Community, Nature, Exchange Virginia and New England: Colonizing a “New World” x Handlin, 14-22 x Eggener, Introduction (optional) x Nabakov & Easton, “’Modifying Factors’ in Native American Architecture” (Eggener, Ch. 2) Week 2, September 10 & 12 Virginia, New England, and New Spain: Culture and Space x Handlin, 9-14 x Upton, “Space: Parish Churches, Courthouses, and Dwellings in Colonial Virginia” (Eggener, Ch. 4) x Treib, “Church Design and Construction in Spanish New Mexico” (Eggener, Ch. 3) Week 3, September 17 & 19 Taste and Transatlantic Trade, Northeast and Northwest x Handlin, 22-38 x Stilgoe, “National Design: Mercantile Cities and the Grid” (Eggener, Ch. 1) Week 4, September 24 & 26 Temples of Democracy and Bureaucracy: Building a New Nation x Handlin, Ch. 2, “Temples in Arcadia: The Architecture of the New Republic” (also for next week) x Woods, “The First Professional: Benjamin Henry Latrobe” (Eggener, Ch. 6) Week 5, October 1 & 3 Expanding Nation: Urban, Plantation, and Domestic Landscapes x Wright, “Independence and the Rural Cottage” (Eggener, Ch. 8) x Downing, excerpts, Cottage Residences, & The Architecture of Country Houses (tba) x Vlach, “The Plantation Landscape” (Eggener, Ch. 5) Week 6, October 8 & 10 Industrialization and Commerce; New Building Types x Handlin, “Beauty and the Industrial Beast: Architecture for a Culture of Commerce” x Domosh, “Creating New York’s Nineteenth-century Retail District” (Eggener, Ch. 11) Week 7, October 15 & 17 Domestic Landscapes: Towns, Suburbs, Houses, and Churches x Handlin, review 87-99; read 124-28 x Ames, “First Impressions” (Eggener, Ch. 9) x Selections from pattern books (tba) Week 8, October 22 & 24 TAKE-HOME MIDTERM DUE OCTOBER 22, 9:00 AM (on Moodle) and 9:45 AM (hard copy in class) Public Architecture, Public Life

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x Handlin, Chapter 4, “Toward New Types: Romanesque for an Industrial Society”

Week 9, October 29 & 31 Western “Frontiers”: Settlement, Extraction, Adaptation, Resistance x Thomas Carter, “A Theory for Western Architecture,” in Images of an American Land: Vernacular

Architecture Studies in the Western United States x Choose one:

a. Thomas Carter, Edward Chappell and Timothy McCleary, “The Lodge of the Chickadee: Architecture and Cultural Resistance on the Crow Indian Reservation, 1884-1920,” Perspectives in Vernacular Architecture, vol. 10, Building Environments (2005), 97-111.

b. Alison Hoagland, “Architecture and Interpretation at Forts Laramie and Bridger,” The Public Historian Vol. 23, No. 1, (Winter 2001): 27-54.

c. Fred W. Peterson, “Vernacular Building and Victorian Architecture: Midwestern American Farm Homes,” Journal of Interdisciplinary History 12, no. 3 (Winter, 1982): 409-427.

d. Arnold R. Alanen, “The ‘Locations’: Company Communities on Minnesota's Iron Ranges,” Minnesota History 48, no. 3 (Fall 1982): 94-107.

Week 10, November 5 & 7 Western “Frontiers” (continued): Manufacturing Wilderness City Beautiful, Progressive-Era Reform x Handlin, “The Cause Conservative,” 132-50. x Wilson, “Architecture…American Renaissance” (Eggener, Ch. 12) x Rydell, “A Cultural Frankenstein? The Chicago World’s Columbian Exposition of 1893” (Eggener, Ch.

13) Week 11, November 12 & 14 The New Domesticity: Arts & Crafts, Regional Variations, Housing Reform x Handlin, “The Cause Conservative,” 150-66 x O’Gorman, “The Prairie House” (Eggener, Ch. 14) x Examples for analysis, TBA Week 12, November 19 & 21 Modernity, Tradition and Modern Vernaculars x Handlin, “The Lost Momentum: The Architecture of the 1920s” x Handlin, “The International Style and Beyond: The Architecture of the New Deal” (also for next

week) x Kentgens-Craig, “The Search for Modernity” (Eggener, Ch. 16) x Alfonsin, “Wright, Influence, and the World at Large” (Eggener Ch. 15) Week 13, November 26. Thanksgiving break, November 28 Domesticating Modernism: California Dreaming and Living High x Handlin, “From Less is More to Less is a Bore: The Architecture of Postwar America” 232-267 (read

sections on houses and housing; this chapter is also for next week) x Ockman, “Mirror Images: Technology, Consumption…Gender” (Eggener, Ch. 18) x Friedman, “People Who Live in Glass Houses” (Eggener, Ch. 17) x Bristol, “The Pruitt Igoe Myth” (Eggener, Ch 19) x Examples for analysis, TBA Week 14, December 3 & 5 Corporate and Commercial, Urban and Suburban x Michael Sorkin, “Introduction: Variations on a Theme Park” (Eggener, Ch. 22) x Mike Davis, “Fortress Los Angeles” (Eggener, Ch. 23)

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Week 15, December 10 & 12 Transforming Neighborhoods, Reinventing Traditions x James T. Rojas, “The Enacted Environment of East Los Angeles,” Places 8, no. 3 (Spring 1993): 42-53. Tuesday, December 17, 1:30 PM TAKE-HOME FINAL EXAM DUE AT 1:30 PM Turn in the exam digitally on Moodle, before 1:30, and bring hard copy to the classroom at 1:30. If you are ready to turn the exam in early, put it in Kate Solomonson’s mailbox. COURSE REQUIREMENTS 1. Two exams

a. Midterm Exam, 25% of grade. Take-home exam, short answer and essay. b. Final Exam, 25% of grade. Take-home exam, short answer and essay.

2. Projects, two options:

a. Two projects, worth 25% of grade each (total, 50%). This assignment combines research, visual analysis and writing. A choice of topics will be handed out early in the semester. For undergraduates, this will be the equivalent of 5-6 pages of text plus visual material. For graduate students this will be the equivalent of 7-9 pages of text plus visual material. Alternate formats are welcome with permission of instructor. Deadlines will be announced.

=OR= b. One longer paper or project, worth 50% of grade. With permission, you may choose to do one larger

research paper rather than two smaller ones. We encourage honors students to consider this option if they would like to use this class as an honors opportunity. The final result should be approximately equivalent to the two short papers combined (10-12 pages, undergrads; 14-18 pages or more, grads). If you want to do this, you must talk to or email Kate Solomonson about your ideas for a topic by October 6. More information about this assignment, including deadlines, will be distributed in class in mid September.

3. Attendance and participation. Your regular attendance and participation (consisting of short in-class writing

assignments and discussion) are important, both for your own learning and for others’. The in-class work will not be graded, but your attendance and participation will be noted. Lively participation and consistent attendance may earn you extra points. More than 2 unexcused absences may lower your grade by 5% or more.

RESOURCES Books. The two books listed below are available at the University bookstore. These and other readings will also be available on reserve, on line, or on the course website. x Handlin, David P. American Architecture, 2nd edition (London: Thames & Hudson, 2004). x Eggener , Keith. American Architectural History: A Contemporary Reader (London: Routledge, 2004). Course website. This course has a Moodle website. The website will include the syllabus, announcements, some of the readings, and other resources. Student Writing Support: See: < http://writing.umn.edu> This service offers face-to-face assistance for all University of Minnesota students. University Libraries: < http://www.lib.umn.edu>. For Researcher Support, see <https://www.lib.umn.edu/researchsupport>

INSTRUCTORS

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Professor Kate Solomonson. I teach the history of architecture, cities, and suburbs in the School of Architecture and I’m also an adjunct professor in the Departments of Art History and American Studies. I’m particularly interested in the relationship between the built environment and changing social practices and cultural values. This has led to research on topics that range from skyscrapers, public housing, and the architectural profession, to agricultural suburbs and the mythical source of the Mississippi River. Availability: I’ll almost always be available immediately after class and can often talk to you at the spur of the moment if you see me around Rapson Hall. (Before class, however, you’ll find that I may be preoccupied with getting set up, which means I may not be able to give your questions the attention they deserve at that time.) I also encourage you to meet with me during my office hours. If it is a busy time of the semester and a lot of students want to meet with me, I will put up a sign-up sheet for specific times. If you are unable to make it during the times listed below, get in touch with me and we’ll find another time. Office hours: Tuesday, 11:00-12:00, and Thursday, 11:00-12:00, and by appointment Office: Rapson 151K Email: solom003@umn.edu. This is the best way to reach me. I check and respond attentively, but not round the clock (not late in the evening and less frequently on weekends). Phone: 612-624-5565 Teaching Assistant, Clara Gilbert Graduate student in the MS program in Architecture, Heritage Conservation and Preservation concentration Email: gilbe870@umn.edu

PLEASE NOTE THE FOLLOWING: All requirements must be fulfilled in order to pass this course. There will be no extra credit work. You may not submit work that is or was for another course unless (under exceptional circumstances) Kate Solomonson has approved the arrangement. Subject to Change. With the exception of the grade and attendance policies, parts of this syllabus are subject to change with advance notice, as deemed appropriate by the instructor. Late Work. Late work will be accepted only at the discretion of the instructor and is subject to 1/3 grade deduction for every 24 hours past the deadline. Incomplete Work. Incomplete work will not be accepted without instructor’s prior approval and written agreement as to revised due dates and grading policy. The grade of incomplete can only be given if the work is substantially complete and the student has documentation of illness or extreme circumstances. Makeup Work for Legitimate Absences: Students will not be penalized for absence during the semester due to unavoidable or legitimate circumstances. Such circumstances include verified illness, participation in intercollegiate athletic events, subpoenas, jury duty, military service, bereavement, and religious observances. Students may be required to provide letters from the appropriate authority. Vacation plans do not constitute an acceptable excuse. Unexcused late work loses points. If you are going to miss an exam or a deadline, you must contact Kate Solomonson or your TA by email, phone, or in person before you are late with your work. For complete policy information, please see: http://policy.umn.edu/Policies/Education/Education/MAKEUPWORK.html. Intellectual Property. The College of Architecture and Landscape Architecture has the right to retain any student project whether it be for display, accreditation, archive, documentation or any other educational or legal purpose. In addition, the College reserves the right to reproduce and publish images of any such student work in collegiate publications, printed or electronic, for the purposes of research, scholarship, teaching, publicity and outreach, giving publication credit to the creator/student. Workload. For undergraduate courses, one credit is defined as equivalent to an average of three hours of learning effort per week over a full semester necessary for an average student to achieve an average grade in the course. For example a student taking a three credit course that meets for three hours should expect to spend an additional six hours a week on coursework outside the classroom. For graduate courses, one credit is defined as equivalent of more than an average of three hours of learning effort per week (over a full semester) necessary for an average student to achieve an average grade in the course. Scholastic Dishonesty: Plagiarism and Cheating. Plagiarism, a form of scholastic dishonesty and a disciplinary offense, is described by the Board of Regents as follows: “Scholastic dishonesty means plagiarizing; cheating on assignments or examinations; engaging in unauthorized collaboration on academic work; taking, acquiring, or using test materials without faculty permission; submitting false or incomplete records of academic achievement; acting alone or in cooperation with another to falsify records or to obtain dishonestly grades, honors, awards, or professional endorsement; or altering, forging, or misusing a University academic record; or fabricating or falsifying of data, research procedures, or data analysis.” (Student Conduct Code: http://regents.umn.edu/sites/default/files/policies/Student_Conduct_Code.pdf). Be advised that cheating and/or plagiarism

September 1, 2013 6

may result in an F or the assignment or an F or N for the course. Students may also be subject to additional sanctions from the University. If you have questions about how to use sources or about the expectations for a specific assignment or exam, please ask. Remember, the fact that you want to make the best use of sources is not a sign of poor scholarship; as long as you cite them correctly, they contribute strength to your work. If you have any questions; everyone will be glad to help. The Office for Student Conduct and Academic Integrity offers a list of Frequently Asked Questions about scholastic dishonesty: http://www1.umn.edu/oscai/integrity/student/index.html. Academic Policies. Academic policies for this course (including but not limited to: accommodations for students with disabilities, statements on classroom conduct, and statements regarding sexual harassment, and academic integrity) can be can be found in the University’s website at < http://www.oscai.umn.edu/index.html > Classroom misconduct, violation of academic integrity, sexual harassment and issues concerning students. Equity, Diversity, Equal Opportunity, and Affirmative Action: The University will provide equal access to and opportunity in its programs and facilities, without regard to race, color, creed, religion, national origin, gender, age, marital status, disability, public assistance status, veteran status, sexual orientation, gender identity, or gender expression. For more information, please consult Board of Regents Policy: http://regents.umn.edu/sites/default/files/policies/Equity_Diversity_EO_AA.pdf Scholastic Conduct. All students are responsible for conduct in conformance with the University of Minnesota Student Conduct Code which, among other provisions, broadly defines scholastic misconduct as “any act that violates the rights of another student in academic work or that involves misrepresentation of your own work”. See: http://regents.umn.edu/sites/default/files/policies/Student_Conduct_Code.pdf Students with Disabilities. This syllabus can be made available in alternative formats upon request. Contact the School of Architecture 612.624.7866. Students with disabilities that affect their ability to participate fully in class or meet all course requirements are encouraged to bring this to the attention of the instructor so that appropriate accommodations can be arranged. Reasonable effort will be made to accommodate students with disabilities. Determining appropriate disability accommodations is a collaborative process. You as a student must register with Disability Services and provide documentation of your disability. The course instructor must provide information regarding a course's content, methods, and essential components. The combination of this information will be used by Disability Services to determine appropriate accommodations for a particular student in a particular course. For more information, please reference Disability Services https://diversity.umn.edu/disability/ . Mental Health Services: As a student you may experience a range of issues that can cause barriers to learning, such as strained relationships, increased anxiety, alcohol/drug problems, feeling down, difficulty concentrating and/or lack of motivation. These mental health concerns or stressful events may lead to diminished academic performance and may reduce your ability to participate in daily activities. University of Minnesota services are available to assist you. You can learn more about the broad range of confidential mental health services available on campus via the Student Mental Health Website: http://www.mentalhealth.umn.edu. Sexual Harassment is not acceptable in the University setting. For additional information, please consult Board of Regents Policy: http://www1.umn.edu/regents/policies/humanresources/SexHarassment.html Grading Policy Final grades will be based on the following University Grading Policy: A 4.000 Represents achievement that is outstanding relative to the level necessary to meet course requirements. (93 or above) A- 3.667 (90 to 92) B+ 3.333 (87 to 89) B 3.00 Represents achievement that is significantly above the level necessary to meet course requirements. (83 to 86) B- 2.667 (80 to 82) C+ 2.333 (77 to 79) C 2.000 Represents achievement that meets the course requirements in every respect. (73 to 76) C- 1.667 (70 to 72) D+ 1.333 (67 to 69) D 1.000 Represents achievement that is worthy of credit even though it fails to meet fully the course requirements. (60 to 66) S Represents achievement that is satisfactory, which is equivalent to a C- or better. F -0- Failed, insufficient work (60 or below)