HSTRY 388 A: Colloquium: Introduction to History

NOTE THAT THIS SYLLABUS HAS BEEN PROVIDED FOR INFORMATIONAL PURPOSES AND MAY CHANGE PRIOR TO THE START OF THE WINTER QUARTER.

HSTRY 388, Winter 2026, Professor Susan Glenn

Topic: “Star-Spangled Fascism”

“No swastikas in an American fascism, but Stars and Stripes (or Stars and Bars) and Christian crosses. No fascist salute, but mass recitations of the pledge of allegiance. These symbols contain no whiff of fascism in themselves, of course, but an American fascism would transform them into obligatory litmus tests for detecting the internal enemy.” ~Robert O. Paxton, The Anatomy of Fascism (2004).

“For fuel for their movement, the Nazis mixed patriotism with hate. Their American kinsmen use the same mixture. They hate the same things, in the same order and, for the same reasons. They hate the Communists, for whatever reasons seem, at the moment, most likely to catch on. They hate the Jews because Communism and sundry other evils must have some visible incarnation and the Jews are handy and outnumbered.  On behalf of the Founding Fathers, they hate democracy.”  ~Stanley High, “Star Spangled Fascism,” Saturday Evening Post, May 27, 1939.

"Every moment everyone felt fear, nameless and omnipresent." ~Sinclair Lewis, It Can't Happen Here (1935).

“Post-truth is pre-fascism, and Trump has been our post-truth president. When we give up on truth, we concede power to those with the wealth and charisma to create spectacle in its place. Without agreement about some basic facts, citizens cannot form the civil society that would allow them to defend themselves…. Post-truth wears away the rule of law and invites a regime of myth…Like historical fascist leaders, Trump has presented himself as the single source of truth.” ~Timothy Snyder (Professor of History, Yale University),  “American Abyss,” New York Times, Jan. 9, 2021

Could Fascism come to the United States? In the 1930s and 1940s, American journalists and social critics warned of and debated the possibility that a home-grown, “star-spangled,” form of “fascism” would end democracy as they knew it.  In this course, we will explore the basis of that fear. Our readings will cover the persistence of racial terror, the mass production and distribution of antisemitic conspiracy theories, the transnational exchange of antisemitic and pro-fascist ideology, the formation of homegrown pro-Nazi groups, among them the Christian Front and the Silver Shirts, the influence of Charles Lindbergh and the “America First” movement, the proliferation of neo-Nazi and far right racist groups during and after WWII, and more recent expressions of alarm about the fascist potential of Trump and his MAGA movement.  

Most of the reading for this class consists of what historians call Primary Sources—material created during the time that events were taking place or in the immediate aftermath. We are also reading some Secondary Sources--works by historians and others with no direct connection to the events.  Students should approach the reading (including films) with the following questions in mind and be prepared to address them in class discussions and in written work. When was the document or book written (or when was the film produced)? Who is writing? What do we know (or can we infer from context) about them? To whom are they trying to appeal and why? What does the write assume about the beliefs and attitudes of the audience? Is the author speaking to like-minded people or trying to convince skeptics, or both?  What are the author’s main arguments? What is the “tone” of the piece—impassioned, angry, measured, philosophical, sarcastic, light-hearted, somber, skeptical, or what? 

Books to purchase: Sinclair Lewis, It Can't Happen Here (1935). Copies of the Signet edition, the one we are reading, will be available at the University Bookstore.  Please purchase a physical copy of the print book that you can bring to class.  

All of the other reading material will be posted in the Weekly Modules on the Canvas site.

The New York Times. Staying up to date on political developments. Because we are keeping one eye on the past and another on the recent period, students should remain alert to current events. I recommend getting a free subscription to The New York Times  through the UW library. Here is the link with the instructions.  https://guides.lib.uw.edu/research/news/nyt

COURSE REQUIREMENTS:

• ATTENDANCE AND PARTICIPATION: Weekly Attendance is mandatory. Reading and discussion are the heart of this seminar. The consistency and quality of student contributions to class discussions each week are heavily weighted in the calculation of the course grade and count for approximately 40 percent. Just because another student has already made a point that you agree with does not mean that there is nothing left to say about the matter. You can always add to that point, call attention to a related passage in the reading, mention contradictory perspectives within a text, or raise a related question. Please show up on time for class, and be fully prepared to discuss, analyze, and critique the readings and films. Repeated lateness and repeated unexcused absences may result in a failing grade for the course. If you are ill or have a true emergency, please reach out immediately.
• DISCUSSION BOARDS: Due on Wednesdays at noon, starting week 2. As part of their class participation grade, students will also be required to post responses to the weekly Canvas Discussion Boards. These will not be graded separately but will count toward overall discussion grade. Questions will be posted in Canvas “Discussions.” The Discussion Boards also serve as a warm-up for the seminar discussions and preparation for the formal papers you are asked to write.
• FORMAL PAPERS: Students will write three formal (6-page) analytical papers based on readings and films. Each paper will count for approximately 20% of the course grade. Instructions for the papers will be posted on the Assignments section of Canvas.
• Due Dates for formal papers:
• First paper: February 15 by 11:59 pm.
• Second paper: March 1 by 11:59 pm.
• Final project: March 17 by 11:59 pm. (This takes the place of a final exam).

• AI, Plagiarism & Academic Misconduct

  Students in this course are strictly prohibited from using any form of AI to write papers and discussion posts. This prohibition applies to the use of all AI and large language models to generate text or images, including ChatGPT, GPT4, Bing Chat, “Write with AI” in Google Docs, and “Grammarly.”

  Academic misconduct, such as unauthorized collaboration, cheating on exams, and plagiarism, is prohibited at UW and may result in disciplinary action. Plagiarism is defined as the use of creations, ideas, or words of publicly available work without formally acknowledging the author or source through appropriate use of quotation marks, references, and the like. 

• Learning Objectives: Students will learn to analyze primary and secondary sources. They will develop competence in the close reading of texts (including films). Close reading requires noticing important details in the text including key concepts, words, and phrases that stand out as significant and/or surprising. Pay attention to repetition of words and phrases. Pay attention to internal tensions, inconsistencies. and contradictions in the text. Pay attention to absences and silences—what is left unsaid. Pay attention to tone. In written work and oral contributions, students will develop their skills in building and substantiating their own arguments.

Schedule of Assignments. Readings should be completed prior to Wednesday's class meeting. 

Note that this syllabus is a living document. Although most of the course investigates earlier time periods, we will be paying close attention to the current political climate. Therefore, reading assignments for the last weeks of the quarter may be adjusted. Please pay attention to Canvas announcements and check your emails.

Week 1 (Jan. 7): What is Fascism?

•  Read: Robert O. Paxton, "The Five Stages of Fascism," Journal of Modern History  (1998)
• Watch: Ruth Ben Ghiat, “A History Professor Answers Dictator Questions”
• Read: Robert O. Paxton, “Exercising Power,” from Anatomy of Fascism (2004)

Week 2 (Jan. 14): "Fascism's Chances in America"

• Read: Joseph Fronczek, "The Fascist Game: Transnational Political Transmission and the Genesis of the U.S. Modern Right," Journal of American History (2018)
• Read: "Gabriel Over the White House (1933): William Randolph Hearst's Fascist Solution for the Great Depression," in Film and History (2010)
• Watch: Gabriel Over the White House (1933), directed by Gregory La Cava
• Read:  Edward Haas, "Huey Long and the Dictators" (2006)
• Read: Harry F. Ward, "The Development of Fascism in the United States," Annals of the American Academy of Political and Social Science (1935)

Week 3 (Jan. 21): Could “It” Happen Here?

• Read: Sinclair Lewis, It Can't Happen Here (1935), Signet edition. chapters 1-19. (Bring your book to class).

Week 4 (Jan. 28): Could “It” Happen Here? (Continued)

• Read: complete Sinclair Lewis, It Can't Happen Here (1935), Signet edition, chapters 20-38. (Bring your book to class).

Week 5 (Feb. 4): "Star Spangled Fascism"

• Read: Dale Kramer, "The American Fascists," Harper's Magazine (1940).
• Read: "Star Spangled Fascism," Saturday Evening Post (1939)
• Read: James Wechsler, "The Coughlin Terror, " The Nation (1939)
• Watch: Night at the Garden (2018)
• Listen to: Radioactive Podcast  Episode 7, "Sedition" (on Coughlin and the  Christian Front)

Week 6 (Feb.11): America First!

• Read: Bradley Hart “Introduction,” Hitler's American Friends (2018)
• Read: Bradley Hart, “America First!,” from Hitler’s American Friends.
• Read: “F.D.R. Creating War Incidents, Lindbergh Says,” Chicago Daily Tribune, Sept. 11, 1941. PDF Lindbergh Files.
• Read: “Lindbergh’s Nazi Pattern,” New Republic, Sept. 22, 1941. PDF Lindbergh Files.
• Read: "Forbidden Theme," The Christian Century, Sept. 24, 1941. PDF Lindberg Files.
• Read: Henry Wallace, "Wallace Defines `American Fascism'," New York Times April 9, 1944
• Read: John Roy Carlson, “Our Fascist Enemies Within,” American Mercury (1942)
• FIRST PAPER DUE FEBRUARY 15 by 11:59 pm.

Week 7 (Feb. 18): Anti-Fascism

• Read: Daniel Geary, "Carey McWilliams' Anti-Fascism," Journal of American History (2003)
• Read: Charles Maland, "The Popular Front and the Great Dictator," from Chaplin and American Culture (1989)
• Watch: Charlie Chaplin, The Great Dictator (1940)
• Read: Anna Duensing, "A Heritage of Fascism Without Labels," in Fascism in America: Past and Present (2023)
• Also recommended: Charlie Chaplin's Concluding Speech," Variety (1940)
• SECOND PAPER DUE MARCH 1, by 11:59 pm

Week 8 (Feb. 25): Are We There Yet?

• Read: Peter Baker, "Rise of Donald Trump Tracks Global Fascism," New York Times, May 26, 2016.
• Read (or listen to): Timothy Snyder, American Abyss, New York Times (2021)
• Read pages 10-35: What American Fascism Would Look Like, The New Republic, June 2024. 
• Read: "Fascism Shattered Europe a Century Ago--And historians hear echoes today in the U.S." (Sept 9, 2024) 

Week 9 (Mar. 4): "The Logic of Destruction": Trump 2.0. 

• We Study Fascism and We're Leaving the United States (watch) 
• Amid Talk of Fascism.
• How Trump is Trying to Consolidate Power (2025) 
• Timothy Snyder, "The Logic of Destruction" Feb. 5, 2025
• Hacking Democracy, New York Times, Feb. 23, 2025
• How Tyranny Begins, Jan. 22, 2025 (watch)
• We Should All be Very Afraid.
• Ezra Klein, The Emergency is Here
• Steven Levitsky, Lucan Way and Daniel Ziblatt "How Will We Know When We Have Lost Our Democracy" New York Times, May 8, 2025
• "Fight Like Our Democracy Depends on It, " New York Times Editorial Board, May 1, 2025

Week 10 (Mar. 11): Writing the First Draft of History.

• Trump Fuels a Machinery of Misinformation
• Erasing History: Joint AHA/OAH Statement March 2025
• Trump Officials Attack a German Consensus on Nazis and Speech
• Who’s In and Who’s Out at the Naval Academy’s Library?
• Technofascism Comes to America
• Trump May Wish to Abolish the Past
• "Conservatives fighting ‘antisemitism’ are actively targeting US Jews. Why? "
• FINAL PROJECT DUE MARCH 17 by 11:59 pm. This paper takes the place of a final exam. 

Grading Rubric for History Papers: 

 An “A” range paper 

Presents a solid argument and a clear and well-organized structure that never leaves the reader to figure out the direction of the argument; and demonstrates an appropriate use of primary and secondary evidence that is integrated into the argument and properly cited and contextualized.

A high-A paper demonstrates these characteristics, as well as some unique intelligence or creativity indicating the author put extraordinary thought into preparing the argument. It uses strong topic sentences and clear transitions between paragraphs. Each paragraph follows logically from the previous one. It is specific about who, what, where, when, and why.

“B” range papers contain a strong and carefully considered argument, but is somewhat weaker on overall organization, the clarity of its argument, and the use of evidence; or contain enough writing errors to distract the reader from the course of the argument.

The difference between a low “B” paper and a high “B” paper can often be attributed to the amount and type of evidence used, and the level to which it is contextualized and integrated into the argument.  

“C” range papers address the assignment and may contain an argument and some evidence. Such a paper often summarizes material without analyzing it or forming an argument about it. The degree to which a paper argues a claim and mentions relevant evidence can determine where in the C-range it will be graded.  

“D” papers discuss some of the material for the assignment, but they fail to answer the question. 

Grading Rubric for History Class Discussion:

“A” range students are both highly engaged and very insightful in class discussion. They complete all reading in advance of the class meeting and come to class fully prepared to discuss key questions in the syllabus and to raise others. They actively participate in every class discussion. They offer important insights into the readings and films, refer to specific passages or scenes to back up their assertions, ask thoughtful and insightful questions, respond in respectful ways to points made by other students, demonstrate an excellent grasp of the issues, make connections between readings from week to week, and generally help elevate the level of discussion.  They always show up for class on time, bring reading materials with them so they can refer to specific passages and follow along when the instructor or another student refers to a passage, and stay for the duration of every class.  

“B” range students complete all the reading in advance of the seminar and come to class prepared to discuss them. They raise their hands and respond when called upon by the instructor. They frequently make significant points, share ideas, and respond to points made by other students, ask insightful questions, and make good observations, demonstrate a good grasp of the issues, and sometimes attempt to make connections between the readings/films for different weeks in the quarter, but the level and quality of their participation is uneven.  The difference between a B+ grade and a B- has to do with the level, quality, and consistency of student involvement in class discussion. 

“C” range students complete some of the reading in advance of the seminar, or complete all reading for some of the meetings, but little of it for others. In general, their lack of preparation does not allow them to actively participate or to back up their assertions when they do. They occasionally raise their hands, but they rarely try to fully engage with the material or with other students, rarely ask questions, and if they do, they tend to wander from the issues at hand or make irrelevant points when called upon to participate.  Their comments, when offered, show a lack of understanding of the material. They typically forget to bring the reading material, arrive late and/or leave early and have unexplained absences.  

“D” range students rarely try to do the reading, rarely, if ever participate, show up late and leave early, never bring the reading material, seem generally disengaged, and have many absences. “D” students also behave in a disrespectful manner toward other students. 

STUDENT RESOURCES IN TIMES OF NEED.

The History Department recognizes the emotional and financial strain on  students who are coping with job losses, food insecurity, and mental health issues. Here is a link to some useful economic resources. Also included in this link are resources for students dealing with the traumas of racism and racial violence.  https://history.washington.edu/student-resources-times-needLinks to an external site.

UNIVERSITY ACCOMMODATIONS AVAILABLE TO STUDENTS:

Religious Accommodations:  Washington state law requires that UW develop a policy for accommodation of student absences or significant hardship due to reasons of faith or conscience, or for organized religious activities. The UW’s policy, including more information about how to request an accommodation, is available at Religious Accommodations Policy. (https://registrar.washington.edu/staffandfaculty/religious-accommodations-policy/). Accommodations must be requested within the first two weeks of this course using the Religious Accommodations Request form (https://registrar.washington.edu/students/religious-accommodations-request/).

DRS Accommodations:  If you have already established accommodations with Disability Resources for Students (DRS), please communicate your approved accommodations to me at your earliest convenience so we can discuss your needs in this course. If you have not yet established services through DRS but have a temporary health condition or permanent disability that requires accommodations (conditions include but not limited to; mental health, attention-related, learning, vision, hearing, physical or health impacts), you are welcome to contact DRS at 206-543-8924 or uwdrs@uw.edu or disability.uw.edu. DRS offers resources and coordinates reasonable accommodations for students with disabilities and/or temporary health conditions. Reasonable accommodations are established through an interactive process between you, your instructor(s), and DRS. It is the policy and practice of the University of Washington to create inclusive and accessible learning environments consistent with federal and state law.