Rural Worlds Lost: History and Culture of the Appalachian South 4219-SH0026
What role have rural places had in American history? In this course, we explore the history and culture of rural America through the specific lens of Central and Southern Appalachia. You will learn how the idea of Appalachia as a distinct region emerged during the 18th century and evolved during the 19th century to establish the “otherness” of Appalachia. We will also explore the continuing power of stereotypes about the region and its inhabitants in the 20th and 21st centuries, including the region’s current role as the epicenter of backlash politics.
In the colonial era, Appalachia was America’s „first frontier,” a border between the English colonies to the east and Indian country to the west. The mixing of cultures and races/ethnicities in early Appalachia, combined with ecological and economic patterns distinguishing the mountain areas of the South, set the stage for later understandings of regional distinctiveness. During the Civil War, the deep divisions in the region led to intense conflict between unionists and confederates, and ongoing guerrilla warfare.
The rise of industrial, urban society in the 19th century highlighted Appalachia’s distinctiveness, which was defined by a dispersed rural population that largely practiced subsistence agriculture. In the late 19th century, these differences shaped the idea of Appalachia as „other,” a stranded place lost in time and left behind with the progression of American society. This idea was promoted by local color writers and reinforced in popular culture, and it accompanied the arrival of capitalist exploitation, especially the timber and mining industries.
Appalachia has always been more complex than stereotypes suggest. Students will examine the basis for Appalachian stereotypes in conjunction with the region’s long tradition of resistance and persistence.
Among the topics we will explore are the history of 19th century Appalachia; cultural pluralism and racial and ethnic diversity; origins of an Appalachian regional identity; the experience of Civil War & Reconstruction; the “discovery” of Appalachia in the late 1800s; the development of the “hillbilly” stereotype; the impact of extractive industrialization, the region’s role as an “internal colony,” and the ongoing struggle between labor and capital; Appalachia’s War on Poverty; the birth of the Appalachian identity movement; and the current role of Appalachia in American cultural politics and environmental destruction.
Type of course
Course coordinators
Learning outcomes
Learning Outcomes:
Knowledge:
Upon completing this class the student will be able to:
1) articulate and apply an understanding of multiple definitions of the Appalachian region: geographic, economic, and cultural
2) trace the development of Appalachian „otherness” over time in response to economic and cultural change
3) trace the impact of extractive industry in the Appalachian region and explain the response by workers, residents, and grass-roots environmental activists in the 20th and 21st century
Skills:
Upon completing this class the student will be able to:
1) Discuss the origin of Appalachian distinctiveness as a cultural region in the US, and explain how the idea of Appalachia has changed over time
2) identify and explain historical and contemporary issues of political and social inequality in the Appalachian region
3) analyze and interpret, within their broader historical context, the place of Appalachia in mainstream American history and culture
Social Competencies:
Upon completing this class, the student:
1) will be able to define and describe such concepts as cultural identity formation, cultural assumptions, cultural stereotypes, and cultural hegemony in the Appalachian context
2) will understand the history of economic development and resistance by those living in the Appalachian region
3) will be able to formulate an argument about Appalachia’s role in the US and the world
Assessment criteria
1. Attendance: 10%. Students are expected to attend all class
meetings. One absence will be allowed without consequences.
Informed classroom participation will be noted in the student’s
favor.
2. Class Participation: 40%. This component of the grade will
include in-class discussion, quizzes, and short assignments for
personal reflection/reaction on assigned readings. Some
quizzes/assignments will be due before the start of the face-to-
face stage of the course.
3. Written essay 50%. An essay of 5-7 pages based on course
materials will be due at the end of the semester.
Additional information
Additional information (registration calendar, class conductors, localization and schedules of classes), might be available in the USOSweb system: