HIST 325: AMERICAN TECHNOLOGY AND CULTURE
Fall 2025 TR, 9:30-10:45 HCC 329
Jeffrey McClurken
Office: GW105
Contact: Canvas, campus email/phone, before/after class
Office Hours: please make appt.
Course Description
This course will examine the development of American technology, culture and history by studying the creation, context, and impact of about twenty pieces, or artifacts, of American technology, ranging from the axe to the railroad to the light bulb to the electric washer to the personal computer. Special emphasis will be placed on the evolution and transfer of technology; government and business involvement; technology as a product of American culture and society; technology as changing American culture & society; evaluating how culture and society deal with new technology through resistance, adaptation, and changes in work habits and lifestyles.
Departmental Course Goals and Objectives
This course will help students build upon a range of skills, including the ability to make discipline-specific oral presentations to groups; the ability to utilize technological resources in research, data analysis, and presentation; and the ability to read critically primary sources and modern authorities. This course counts in the History and American Studies majors, the Digital Studies Minor, and the Communication and Digital Studies Major.
Course Requirements
Students are expected to attend all lectures, read all assigned texts, participate in class, create a research proposal, prepare a research-based online project and a documentary short on an artifact of technology (and present it to the class), and take a midterm and a final examination. All assignments must be completed to pass the class.
Discussions
Students are expected to attend all weekly class discussions (typically on Thursdays) having read the material and having prepared one brief (no more than a paragraph) question or comment based on that reading to be posted to the class wiki (https://courses.mcclurken.org/wiki/doku.php?id=hist325_history_of_american_technology_and_culture_fall_2025) by 7 AM. The question or comment should be aimed at provoking class discussions on the reading. [Since part of the goal is to prepare you for class discussion, late questions will not be accepted.] Class participation includes contributing weekly questions/comments and actively participating in class discussions.
Research-Based Blog Project & Documentary
Each group of 3-4 students will create an online research-based project and a short (10-15 minute) documentary-style video about the history of an artifact of American technology. [Topics cannot duplicate those of other groups, cannot duplicate those of previous HIST 325 projects at https://courses.mcclurken.org/325/previous-hist325-student-projects/ (unless you can make the case that they will improve on those projects in some substantive way), and cannot overlap with those covered in class lectures.] Each group’s digital project, created in WordPress, and video, posted with their digital project, will be linked to the class projects page and will explain the background and invention or adoption of the piece of technology, as well as examining its impact on American society and culture. Advance deadlines have been set for topic approval, proposal with bibliography, project outlines/storyboards, the research-based digital project, and the documentary, as well as a chance to revise one of the projects; be sure to meet these deadlines. See https://courses.mcclurken.org/325/project/ for more details about the projects. Students will receive a group grade and an individual grade for the research-based site and for the documentary.
The Research Proposal & Project Outlines
The proposal and outlines are intended to get you and your group started on your research project and documentary planning. First, the blogged project proposal (with annotated bibliography) due September 25 is also intended, like most proposals, to prove to me that your group will have enough scholarly material to complete the larger research-based site and documentary film. It should also address if and how your group proposes to use AI in your project and/or documentary. Second, the project outlines due October 16 are intended to get you started on thinking about how that material will fit together on the site and in the documentary. The research proposal with bibliography and the outlines for the site and documentary are collectively worth 5% of your final grade. See https://courses.mcclurken.org/325/project/project-proposal-and-outline/ for more details.
Grades
Final grades will be determined based on class participation (10%), the research proposal and project outlines (5%), performance on the research-based project site and documentary (20% each) and a presentation to the class on it (5%), and on the midterm and final exams (20% each). [Unsatisfactory mid-semester reports will be reported for anyone with a grade of D+ or below on work completed at that time.]
Grading Scale
| A | Unusual Excellence | 93 or higher=A; 90-92=A- |
| B | Distinctly Above Average | 87-89=B+; 83-86=B; 80-82=B- |
| C | Average Quality | 77-79=C+; 73-76=C; 70-72=C- |
| D | Below Average Quality | 67-69=D+; 60-66=D |
| F | Failure, No Credit | 0-59=F |
A note about this semester and this class
This class is not the most important thing in your life. It’s not the most important thing in mine. Don’t get me wrong, there’s much to learn here and I love and have so much fun exploring these topics with you and your classmates. But take care of yourself. Reach out to me if there are things in your life that end up taking precedence over this class. Let’s talk about them.
Honor Code
I believe in the Honor Code as an essential, positive component of the Mary Washington experience. You should know that if you cheat or plagiarize in this class, you will fail, and I will take you to the Honor Council. So, do not do it. On the other hand, I also believe that having friends or family read and comment on your writing and projects can be extremely helpful and falls within the bounds of the Honor Code (assuming the writing and work itself remains yours). If you have questions about these issues (such as if and when something should be cited — the answer is almost always “yes” and “often”), then you should talk to me sooner rather than later. Please, please talk to me before and about using AI in this class.
Generative AI Policy
Use of AI is approved and encouraged in this course in some cases; students should refer to individual course assignments for instructions regarding how to use and/or document use of AI, if applicable to the assignment. [It is not allowed for the midterm/final, for example.] When in doubt, always cite what and how you have used to get to an answer/project/result. And ask me each time if you have the least doubt. We are all learning how these tools can, and ethically how, they should be used. It will take us some trial and error to figure all of that out. But in this class that should always take place in conversation with me.
Although AI use is permitted in some cases in this course, you should keep the following points in mind:
- AI is a continuously developing tool. Keep track of how you use AI (e.g., original and revised prompts, where in your thinking process you used AI, different output over time). An electronic file with screenshots and notes or a written journal of your process documents your workflow and, as needed, supports appropriate attribution and citation. Since some AI (including UMW’s access to CoPilot) doesn’t necessarily save your prompts or content, plan on cut/paste and/or screenshots.
- Fact check all AI output. AI tools are built on systems and inputs with acknowledged biases. Early and current AI output has produced factual errors and the tools ‘hallucinate’ or fabricate information. This is especially true if the AI is prompted about something for which it has little or no information (including making up bibliography citations). Unless you know the answer with 100% certainty, check responses with trusted sources. Please, please double check all sources.
- AI is only as good as the prompts it receives. It may take practice and time to use AI for results meeting expectations and standards. As a result, AI may not be the best or easiest route for completing a task.
- Historians as a profession are grappling with these questions as well. See the American Historical Association’s 2025 Guiding Principles on Artificial Intelligence in History Education.
- Different professors treat the use of AI tools differently. Double-check with individual professors if you are unsure about whether AI use is appropriate for a specific assignment.
Accommodations
The Office of Disability Resources has been designated by the university as the primary office to guide, counsel, and assist students with disabilities. If you receive services through the Office of Disability Resources and require accommodations for this class, please provide me a copy of your accommodation letter via email or during a meeting. I encourage you to follow-up with me about your accommodations and needs within this class. I will hold any information you share with me in the strictest confidence unless you give me permission to do otherwise. If you have not made contact with the Office of Disability Resources and have reasonable accommodation needs, their office is located in Seacobeck 005, phone number is (540) 654-1266 and email is odr@umw.edu. The office will require appropriate documentation of disability.
Title IX Statement
University of Mary Washington faculty are committed to supporting students and upholding the University’s Policy on Sexual and Gender Based Harassment and Other Forms of Interpersonal Violence. Under Title IX and this Policy, discrimination based upon sex or gender is prohibited. If you experience an incident of sex or gender based discrimination, we encourage you to report it. While you may talk to me, understand that as a “Responsible Employee” of the University, I MUST report to UMW’s Title IX Coordinator what you share. If you wish to speak to someone confidentially, please contact the confidential resources found below. They can connect you with support services and help you explore your options. You may also seek assistance from UMW’s Title IX Coordinator, their contact information can be found below. Please visit http://diversity.umw.edu/title-ix/ to view UMW’s Policy on Sexual and Gender Based Harassment and Other Forms of Interpersonal Violence and to find further information on support and resources.
Ruth Davison, Ph.D.
Title IX Coordinator
George Washington Hall, Room 302
1301 College Avenue Fredericksburg, VA 22401
Phone: 540-654-5656
E-mail: rdavison@umw.edu
Website: http://diversity.umw.edu/title-ix/
Confidential Resources
On-Campus
Talley Center for Counseling Services Lee Hall, Room 106, 540-654-1053
Student Health Center Lee Hall, Room 112, 540-654-1040
Off-Campus
Empowerhouse 24-hr hotline: 540-373-9373
Rappahannock Council Against Sexual Assault (RCASA) 24-hr hotline: 540-371-1666
Recording Policy Statement
In this class, students may not make audio or video recordings of any course activity unless the student has an approved accommodation from the Office of Disability Resources permitting the recording class meetings. In such cases, the accommodation letter must be presented to the instructor in advance of any recording being done and all students in the course will be notified whenever recording will be taking place. Students who are permitted to record classes are not permitted to redistribute audio or video recordings of statements or comments from the course to individuals who are not students in the course without the express permission of the faculty member and of any students who are recorded. Distribution without permission is a violation of educational privacy law. This policy is consistent with UMW’s Policy on Recording Class and Distribution of Course Materials.
Basic Needs Security
Learning effectively and engaging wholly in class is dependent upon our basic security and having our fundamental needs met: having a safe place to sleep at night, regular access to nutritious food, and some assurance of safety. If you have difficulty affording groceries or accessing sufficient food to eat every day, or if you lack a safe and stable place to live, please contact Chris Porter, Assistant Dean of Students, at cjporter@umw.edu. Additionally, the Gwen Hale Resource Center is a free resource on campus, providing food, toiletries and clothing to any member of our community. It is on the 5th floor (floor A for Attic) of Lee Hall, or can be reached at resource@umw.edu. Finally, you are always welcome to talk with me about needs, if you are comfortable doing so. This will enable me to connect you to any additional resources.
Student Support
Digital Knowledge Center
Very important FOR HIST325 students
The Digital Knowledge Center (DKC), located in HCC 408, provides UMW students with peer tutoring on digital projects and assignments. Any student at the University can take advantage of the Center’s services by scheduling an appointment to work one-on-one or in a group with a student tutor. You can schedule a tutorial through http://dkc.umw.edu; while appointments are not required, they are recommended. Tutorials cover a wide range of topics related to common digital systems, technologies, new media, and tools used in courses at UMW. DKC tutors adhere to the UMW Honor Code during all appointments. They are available to provide guidance and advice, but they cannot create, produce, or edit work on a student’s behalf.
Help Desk (Computer Issues)
If you are having difficulties with Canvas or connecting to online University resources, seek assistance from the Help Desk:
- Call 540‐654‐2255 and talk to someone or leave a voicemail
- Send an email message to: helpdesk@umw.edu
- Submit your problem via online form: http://technology.umw.edu/helpdesk/submit-a-service-request/
- Website (with operating hours): https://technology.umw.edu/helpdesk/
Simpson Library
The Simpson Library provides access to important physical and online resources and spaces. Computers, printers, scanners, and study rooms are available for students, faculty, and staff. Research librarians are available to assist you via phone, email, chat, or face-to-face.
Online databases, research guides, and e-books are accessible off-campus by using your network ID and password. An online interlibrary loan service is also available so that students can request books and articles not available at the Simpson Library.
- Website: https://library.umw.edu/
- Help: refdesk@umw.edu, 540-654-1148
UMW Speaking and Writing Center
The Speaking and Writing Center, located in the Hurley Convergence Center 429, supports oral and written communication skills development through one-on-one or group consultations that address every stage of the composing process from brainstorming to final presentation and editing. UMW students can schedule 30- or 60-minute appointments, in-person or online, by visiting our webpage and clicking on “Schedule an Appointment” or going directly to our appointment scheduler.
We are committed to aiding development of written and oral skills aimed towards effectively communicating a diversity of views. The Speaking and Writing Center adheres strictly to the Honor Code; consultants will not compose any portion of a paper or presentation for a student, nor will they do research for a student.
For more information, please contact Dr. Leah Schweitzer, Director of the Speaking and Writing Center, at lschweit@umw.edu or 540-654-1347 or visit our website at academics.umw.edu/swc/.
Required Texts
Nye, David E. Electrifying America: Social Meanings of a New Technology, 1880-1940. Cambridge, MA: MIT Press, 1990.
Pursell, Carroll W., ed. American Technology. Blackwell Readers in American Social and Cultural History 7. Malden, MA: Blackwell, 2001.
Assorted additional readings available online.
Class Schedule and Reading Assignments
[Can’t find the reading? Have you checked the Readings page?]
Aug. 26 — Introduction
Aug. 28 — The Evolution of Technology
— Discussion of reading – What is “technology”? What is the “history of technology”?
- Complete group survey form (Click here for the survey)
- Pursell, 1-10; https://edtechmagazine.com/k12/article/2016/02/brief-history-evolution-classroom-technology-infographic (Be sure to think critically about this infographic from 2016.)
Sept. 2 — Colonial America: The Axe & America’s Wooden Age
Sept. 4 — Eli Whitney, Catherine Green and the Cotton Gin
— Discussion of reading
- Pursell, 11-38; Smith and Clancey, 103-130.
- Groups brainstorm ideas for topic for sites/documentaries
By Tuesday, September 9, turn in technology research topics for approval via email (Note: you are encouraged to submit your ideas earlier.)
Sept. 9 — Textiles & Industrialization in America
Sept. 11 — John Hall & the American System: The Hall Rifle & Interchangeable Manufacturing
— TH—In-class visit from DKC on Video, Recording, AI, WordPress – Bring laptops to class
— Discussion of reading
— Pursell, 39-71; Smith and Clancey, 153-172.
Submit URL slug suggestion for your project to Dr. McClurken on Thursday, Sept. 11; each group member should post test blog entry with a relevant picture (& citation) by class time on Thursday, Sept. 18.
Sept. 16 — Railroads & the Transportation Revolution
Sept. 18 — The Bessemer Steel Process: A Tale of Two Inventors & One Businessman
— Discussion of reading
— Pursell, 73-91, 102-105; Susan Danly, The Railroad in American Art, 1-50.
Project proposal with annotated bibliography posted to your blog by the start of class on Thursday, Sept. 25.
Sept. 23 — McCormick’s Reaper & the Mechanization of American Agriculture
Sept. 25 — The Watch, Railroad Time, & Scientific Management
— Discussion of reading
- Smith and Clancey, 151-152, 221-232, 267-289
Sept. 30 — Edison’s Electric Light: The Light Bulb & the Birth of the Electrical System
Oct. 2 — The Brooklyn Bridge & American Urbanization
- Discussion of reading – LOTS OF READING, START EARLY
— Nye, Electrifying America, 29-132, 138-142, 182-184, 287-291, 304-307, 314-317, 322-338
Oct. 7 — In-class Group Work Day
Oct. 9 — MIDTERM – BLUE BOOK(S)
Fall Break
Skeleton outline, list of media, and key image (with citation) for the research site & storyboards/outline for the documentary due by the end of the day, Thursday, October 16, posted to your group’s project blog. [And submit your mid-semester group evaluation.]
Oct. 16 — The Skyscraper & American Urban Technology
No reading this week.
Oct. 21 — Mass Production of Food & the Mechanization of Food Processing AND “Mr. Watson, Come Here, I Need . . . a Dozen Eggs”: Americans & the Telephone
Oct. 23 — Image & Reality: George Eastman & the Kodak Camera
- Discussion of reading
— Geoffrey Bennett, The Story of Popular Photography, 128-153; Pursell, 144-168, 169-188. 253-290
Complete research digital project site by the beginning of class, Thursday, October 30 [Don’t make any changes to your project site from class start on October 30 until I give you my evaluation so that I have a chance to comment using Hypothes.is on a stable site.]
Oct. 28 — Henry Ford & the Mass-Produced Model T (Some time to work in class on projects.)
Oct. 30 — Radio & Mass Culture
— Discussion of reading
— Smith and Clancey, 355-364; Ruth Cowan, A Social History of American Technology, 201-219; Nye, 133-137.
Nov. 4 — Election Day — No class — Vote
- Final Presentation schedule to be determined by lottery at November 6 class meeting
Nov. 6 — The Manhattan Project: The Development of America’s Atom Bomb & the Atomic Café
- Discussion of reading/video
— Pursell, 208-252; “1945-1998, by Isao Hashimoto” at https://www.youtube.com/watch?v=cjAqR1zICA0
Documentary due by start of class, Tuesday, Nov. 11 [Posted to YouTube/Vimeo, etc. and embedded on Project Site, with full citations.]
Nov. 11 — “More Work for Mother”: The Electric Washer & Industrializing the Household AND Plastic & American Culture
Nov. 13 — No class — Online Discussion of readings
- Online Discussion of reading
- Nye, 238-86; Pursell, 116-143.
Nov. 18 — A Man on the Moon: The Space Race & America’s Apollo Program
Nov. 20 — “Accidental Empires”: The Rise of the Personal Computer AND The “World Wide” Web? : The Rise of the Internet
— Work on revising the website project or the documentary
— Discussion of reading
- Pursell, 324-348; UN 2024 Report on Global E-waste.
Nov. 25 — Machine Learning and Artificial Intelligence
Nov. 27 — Thanksgiving
Revised site/documentary due by the beginning of class with narrative of changes, Tuesday, December 2
Dec. 2 — Discussion and presentation of projects
Dec. 4 — Discussion and presentation of projects
Final Exam – Thursday, December 11, 8:30-11 AM