EUS 307 • Intro To Czech Hist/Culture
• Hopkins, Mark
Meets MWF 100pm-200pm JGB 2.202
(also listed as CZ 301K, REE 302)
Intro To Czech Hist/Culture: Puppets, Pubs, and Polyglots
An introduction to Czech culture from 870 to the present. The first half of the course will begin with the ninth century Premyslid dynasty and Czech legends and will chronicle critical moments in the historical evolution of Czech culture up to the 19th-century Czech National Revival. The second half of the course will focus on the 20th and 21st centuries and will conclude with a field trip tour of a local brewery.
- Alois Jirasek, Old Czech Legends
- Jan Neruda, Prague Tales
- Jaroslav Hasek, The Good Soldier Svejk
- Vaclav Havel, Disturbing the Peace
- Bazant, Bazantova, Starn, The Czech Reader: History, Culture, Politics
- Hugh Agnew, The Czechs and the Lands of the Bohemian Crown
Requirements and Grading
- 2 Exams 50%
- Short Paper 10%
- Final Paper 20%
- Attendance and Participation 20%
EUS 346 • Europ Immigration/Texas/19th C
• KEARNEY, JAMES C
Meets TTH 1230pm-200pm BUR 337
(also listed as AMS 321, GSD 360)
In the nineteenth century waves of immigrants from several Central and Northern European countries altered the demographics of Texas significantly while accelerating both economic and agricultural development of the republic and (later) state. Painted churches, dance halls, sausage festivals, etc. still speak to the cultural legacy of these immigrants in large swaths of Texas while, amazingly, pockets of diglossia still survive after several generations. The immigrant story often intertwined with larger themes of Texas history such as frontier, Native Americans, and slavery. Contrasting attitudes and values led to conflict at times, especially during the Civil War, since many of the immigrants openly opposed secession and/or slavery.
This course will examine both the push—the causes of European emigration—and the pull—the attraction of Texas as a destination. The goal is to further our understanding of the cultural and social forces at play in the nineteenth century on both sides of the Atlantic and to deepen our appreciation for the positive contributions of the many different European nationalities that have added strands to the rich and colorful tapestry of the state.
Readings for classroom discussion will all come from online sources, either posted on my website or available through the Handbook of Texas online (http://www.tshaonline.org/handbook) and the Portal of Texas History (http://texashistory.unt.edu/). These will include the following:
- Barker, Eugene C. "AUSTIN, STEPHEN FULLER," Handbook of Texas Online (http://www.tshaonline.org/handbook/online/articles/fau14).
- Barr, Alwyn. "LATE NINETEENTH-CENTURY TEXAS," Handbook of Texas Online (http://www.tshaonline.org/handbook/online/articles/npl01).
- Biesele, Rudolph L. “The Relations between the German Settlers and the Indians in Texas, 1844-1860,” Southwestern Historical Quarterly 31, No. 2 (October 1927), 116-129. (http://texashistory.unt.edu/ark:/67531/metapth101088/m1/128/)
- Biesele, Rudolph L. “Early Times in New Braunfels and Comal County,” Southwestern Historical Quarterly 50, No.1 (July 1947) 75-92. (http://texashistory.unt.edu/ark:/67531/metapth101117/m1/91/)
- Elliott, Claude. "Union Sentiment in Texas, 1861–1865," Southwestern Historical Quarterly 50 (April 1947), 449-477. (http://texashistory.unt.edu/ark:/67531/metapth101117/m1/557/)
- Ernst, Friedrich. Letter from Mill Creek, 1832. Reprod. in Detlev Dunt, Reise nach Texas in 1834 [Journey to Texas in 1834], transl. by James Kearney and Geir Bentzen.
- Gould, Lewis L. "PROGRESSIVE ERA," Handbook of Texas Online (http://www.tshaonline.org/handbook/online/articles/npp01).
- Grider, Sylvia. "WENDS," Handbook of Texas Online (http://www.tshaonline.org/handbook/online/articles/plw01).
- Hawgood, John. Chapter VI. “The Planting of a New Germany in the Republic and State of Texas,” in The Tragedy of German-America; The Germans in the United States of America during the Nineteenth Century and After (New York, 1940; rpt., New York: Arno Press, 1970), 137-200. Available as an online Google book.
- Jordan, Terry G. EMIGRANTS' GUIDES TO TEXAS," Handbook of Texas Online (http://www.tshaonline.org/handbook/online/articles/kve01).
- Jordan, Terry G. "GERMANS," Handbook of Texas Online (http://www.tshaonline.org/handbook/online/articles/png02)
- Jordan, Terry G. "The German Settlement of Texas after 1865," Southwestern Historical Quarterly 73, No. 2, (Oct. 1969), 193-212. (http://texashistory.unt.edu/ark:/67531/metapth117147/m1/215/)
- Leatherwood, Art. "SWEDES," Handbook of Texas Online (http://www.tshaonline.org/handbook/online/articles/pts01).
- Machann, Clinton. "CZECHS," Handbook of Texas Online (http://www.tshaonline.org/handbook/online/articles/plc02).
- Nance, Joseph Milton. "REPUBLIC OF TEXAS," Handbook of Texas Online (http://www.tshaonline.org/handbook/online/articles/mzr02).
- Narrett, David E. “A Choice of Destiny: Immigration Policy, Slavery, and the Annexation of Texas.” Southwestern Historical Quarterly, Vol. 100 (July 1996-April 1997), No. 3, 271-304. (http://texashistory.unt.edu/ark:/67531/metapth101218/m1/337/)
- Perkowski, Jan L. and Jan Maria Wozniak, "POLES," Handbook of Texas Online (http://www.tshaonline.org/handbook/online/articles/plp01).
- Ransom, Harry Hunt, "A Renaissance Gentleman in Texas: Notes on the Life and Library of Swante Palm," Southwestern Historical Quarterly 53, No. 3 (Jan. 1950), 225-238. (http://texashistory.unt.edu/ark:/67531/metapth101126/m1/301/)
- Schottenstein, Allison. "Jewish Immigration in Small Town Texas” (Ph.D. Dissertation, University of Texas at Austin, 2011)
- Unstad, Lyder L. "Norwegian Migration to Texas," Southwestern Historical Quarterly 43, No.2 (Oct. 1939), 176-195. (http://texashistory.unt.edu/ark:/67531/metapth101111/m1/190/)
- Werner, George C. "RAILROADS," Handbook of Texas Online (http://www.tshaonline.org/handbook/online/articles/eqr01).
- Wooster, Ralph A. "An Analysis of the Texas Know Nothings," Southwestern Historical Quarterly 70, No. 3, (January 1967). 414-423. (http://texashistory.unt.edu/ark:/67531/metapth101199/m1/439/?q=Wooster)
The following books will be reserved for reference and as a resource for papers:
Barr, Alwyn. Reconstruction to Reform: Texas Politics, 1876–1906 (Austin: University of Texas Press, 1971).
Benjamin, Gilbert Giddings. The Germans in Texas: A Study in Immigration. Austin: Jenkins Publishing Co., 1974.
Biesele, Rudolph L. The History of the German Settlements in Texas, 1831–1861 (Austin: Von Boeckmann-Jones, 1930; rpt. 1964).
Boas, Hans C. The Life and Death of Texas German (Durham: Duke University, 2009)
Campbell, Randolph B. Gone to Texas: A History of the Lone Star State (Oxford University Press, USA , 2004).
Hewitt, William Philip. “The Czechs in Texas; A study of the Immigration and Development of Czech Ethnicity, 1850-1920,” (Ph.D. Dissertation, University of Texas at Austin, 1978).
Jordan, Terry G. German Seed in Texas Soil: Immigrant Farmers in Nineteenth-Century Texas (Austin: University of Texas Press, 1966).
Jordan, Terry G. Immigration to Texas (Boston: American Press, 1980).
Kearney, James C. “European Immigration in Texas in the Nineteenth Century; A Historiography” from Understanding Texas History, Bruce Glasrud and Light Townsend Cummins, eds. (University of Oklahoma Press, 2013).
Kitchen, Martin. The Political Economy of Germany, 1815-1914 (London: Croom Helm; Montreal: McGill-Queen's University Press).
Kohn, Hans. The Mind of Germany (New York: Charles Scribner, 1960)
Konecny, Lawrence H. and Clinton Machann, Perilous Voyages; Czech and English Immigrants to Texas in the 1870s (College Station: Texas A&M Press, 2004).
Lich, Glen E. and Dona B. Reeves, eds., German Culture in Texas (Boston: Twayne, 1980).
MacDonald, Archie P. Texas: A Brief History (State House Press, 2007).
Machann, Clinton and James W. Mendl. Krásná Amerika: A Study of the Texas Czechs, 1851–1939 (Austin: Eakin Press, 1983).
Przygoda, Jacek. Texas Pioneers from Poland; A study in Ethnic History (Waco: Texian Press, 1971).
Siegel, Stanley. A Political History of the Texas Republic (Austin: University of Texas Press, 1956)
Stone, Bryan F. The Chosen Folks: Jews on the Frontiers of Texas (Austin: University of Texas Press, 2012).
Strubberg, Friedrich Armand, James C. Kearney, transl. Friedrichsburg; die Colonie des deutschen Fürstenvereins (Austin: University of Texas Press, 2012).
Taylor, A.J.P. The Course of German History: a Survey of the Development of Germany since 1815 (Routledge; 2 ed., 2001).
Weiner, Hollace, ed., Lone Stars of David: The Jews of Texas (Brandeis University and Texas Jewish Historical Society, 2007).
Response papers 35%
Final paper 30%
EUS 346 • French Revolution And Napoleon
• Coffin, Judith G.
Meets MW 400pm-530pm JGB 2.216
(also listed as HIS 353)
These courses cover the topics of European Anthropology, Geography, History, and Sociology
EUS 346 • Marx And Western Marxism
• Matysik, Tracie M.
Meets MW 600pm-730pm GAR 3.116
(also listed as CTI 335, HIS 362G, PHL 334K)
This course introduces students to the writings of Karl Marx as well as to those of his westernintellectual successors in the nineteenth and twentieth centuries. It will treat the nineteenthcenturycontext of industrialization and democratization in Europe in which Marx formulated hissocial, political, and philosophical critique, as well as the theoretical and philosophical legacythat followed through the twentieth century. The course will not focus on Soviet Marxism, butwill examine how western Marxism’s critique of capital evolved in complex relationship to theexistence of Soviet Marxism. We will spend roughly eight weeks reading Marx’s writings, andthen seven weeks reading his western intellectual successors (including writings from RosaLuxemburg, Georg Lukács, Walther Benjamin, Theodor Adorno, Antonio Gramsci, Jean-PaulSartre, Louis Althusser, Michael Hardt and Antonio Negri, and Slavoj Žižek). Students shouldexpect to read significant amounts of philosophy and social theory.
Robert C. Tucker, ed., The Marx-Engels Reader, 2nd edition (New York: Norton, 1978).Vincent Barnett, Marx (New York: Routledge, 2009).
First paper: 25%
Second paper: 25%
Option II or III: 10- to 12-page paper: 50%
Final Journal: 30%!Class Presentation: 10%
Participation (including attendance and also sustained constructive contribution to classdiscussion): 10%
EUS 346 • Origins Of Liberalism
• Martinich, Al P.
Meets TTH 930am-1100am WAG 308
(also listed as CTI 335, PHL 354)
Description (one to three paragraph description of course content):
Liberal democracy is the theory that individual persons have certain rights that must be respected by governments and cannot be violated merely to improve the condition of the state. Key concepts to be discussed include liberty, democracy, the social contract, and the nature of authority and obligation.
The theory behind liberalism developed from or competed with several traditions such as democracy, republicanism and absolute sovereignty, which were influenced by various religious, economic and political beliefs over a long period of time. Perhaps the most crucial period in this development was seventeenth-century England.
This course is interdisciplinary. It will cover such political and religious events as The Gunpowder Plot, Charles I’s Personal Rule, the Long Parliament, the English Civil War and the execution of King Charles I, the Commonwealth, the Restoration of the Monarchy, the Exclusion Crisis, and the Glorious Revolution. Some crucial works in political philosophy by some great political philosophers, such as Thomas Hobbes and John Locke will be discussed along with lesser but still significant theorists such as John Milton. The political relevance of some literary works, such as John Dryden’s Absalom and Achitophel will also be discussed.
A large part of this course will consist of working on a research paper, either alone or in partnership with one or two other students, as dictated by the topic and student interest.
List of Proposed Texts /Readings:
Thomas Hobbes, Leviathan revised edition (edited by Martinich and Battiste) (Broadview)
John Locke, Two Treatises of Government
Robert Buchholz and Newton Key, Early Modern England, 1485-1714
A. P. Martinich, Philosophical Writing 3rd ed. (Wiley-Blackwell)
Proposed Grading Policy:
Class Participation and Assignments: 20%
In term tests: 30%
First Essay: 1,000-2,500 words: 10%
Research Essay: 4,000-7,000 words: 40%
EUS 346 • The Church And The Jews
• Bodian, Miriam
Meets TTH 1230pm-200pm SAC 5.102
(also listed as HIS 362G, J S 364, R S 357)
This course will examine the complex relationship between the Western Church and the Jews over the course of two millenia. We will analyze ideas about Jews as they were expressed in both elite and popular culture, from theological works and canon law to church art and popular preaching. We will especially try to understand how changing conditions of life in the Christian West gave rise to striking changes in attitudes and policies toward Jews - changes whose justification required a rethinking of Christian theology.
Required to purchase:Revised Standard Version of the Bible (any edition)We will make use of a website designed specifically for this course by the instructor. The website will be distributed in CD-Rom form. It includes many of the readings. Other assigned readings will be posted on Blackboard.
Grading:Class attendance and participation (10%), two unannounced quizes (20%), two 1-3 pp. assignments (20%), mid-term exam (20%), final exam (30%). Plus and minus grades will be used.
EUS 346 • Witches, Workers, And Wives
• Hardwick, Julie
Meets TTH 930am-1100am WEL 2.304
(also listed as HIS 343W, WGS 345)
These courses cover the topics of European Anthropology, Geography, History, and Sociology
EUS 346 • Northern Lands And Cultures
• Jordan, Bella B.
Meets MW 400pm-530pm BUR 130
(also listed as GRG 356T, REE 345)
Designed to develop a geographical understanding of the Circumpolar region of the North, an ancient human habitat and a home to distinct, millenia old, civilizations. These indigenous Arctic cultures and livelihoods are being constantly challenged by modern industrial powers, and the clash between two contesting realities is profound. Emphasis is given to a historical geographical perspective on the major processes forming cultural and natural landscapes (including global warming), and influence society, economy, spiritual life and politics. Regions include: Alaska, the Canadian northern territories, Scandinavian North, including Sapmi (Lapland), Iceland, Greenland, the Russian North, and Siberia.
Requirements and Grading
The final grade for the course is based on 3 exams
EUS 346 • World War II Eastern Europe
• Lichtenstein, Tatjana
Meets W 300pm-600pm PAR 306
(also listed as HIS 350L, J S 364, REE 335)
In Eastern Europe, the Second World War was, as the Czech Jewish woman Heda Margolius-Kovaly remarked, “a war no one had quite survived.” Wedged between Hitler’s Germany and Stalin’s Soviet Empire, Eastern Europe was the site of unprecedented human and material destruction in the years between 1938 and 1948. As the staging ground for Hitler’s vision for a new racial order in Europe, the region was devastated by genocide and ethnic cleansing, programs of economic and social exploitation, and warfare. Using a wide variety of sources, this course will examine the war in Eastern Europe with a particular emphasis on occupation, collaboration, and resistance; the Holocaust; and the connection between ethnic cleansing, population transfer, and the establishment of Communism in postwar Eastern Europe.
- Alan Adelson, ed., The Diary of Dawid Sierakowiak: Five Notebooks from the ?ód? Ghetto (New York: Oxford University Press, 1996)
- Lee Baker, The Second World War on the Eastern Front (New York: Pearson Longman, 2009)
- Tadeusz Borowski, This Way for the Gas Ladies and Gentlemen (New York: Penguin Classics, 1976)
- Christopher R. Browning, Ordinary Men: Reserve Police Battalion 101 and the Final Solution in Poland (New York: Harper Perennial, 1998)
- Alfred-Maurice de Zayas, A Terrible Revenge: The Ethnic Cleansing of the East European Germans (New York: Palgrave Macmillan, 2006)
- Optional:Karel C. Berhoff, Harvest of Despair: Life and Death in Ukraine under Nazi Rule (Cambridge, Mass.: Harvard University Press, 2004)
- Electronic Readings: Material marked with * are available on-line through the course website (under Course Documents).
- 25%: Participation (incl. final 3 page reflection essay)
- 5%: Map Quiz
- 5%: Weekly Questions and In-Class Writing
- 10% Document Analysis (2-3 pages)
- 15%: Essay 1 (3-4 peer reviewed/rewriting)
- 20%: Essay 2 (6-7 pages peer reviewed/rewriting)
- 20%: Essay 3 (6-7 pages)
EUS 346 • Regions & Cultures Of Europe
• Jordan, Bella B.
Meets MWF 200pm-300pm BUR 220
(also listed as GRG 326, REE 345)
A systematic introduction to geography of all regions of Europe, from Iceland to Sicily and European Russia and Finland to Bretagne and Galicia. The course is based on a renowned textbook by Alexander B. Murphy, Terry G. Jordan-Bychkob and Bella Bychkova Jordan and focuses on all the major aspects of the European makeup: its physical, economics, political, and cultural geography, geolinguistics and environmental issues. Special attention is given to such issues as expansion of the European Union and NATO, problems associated with immigration and ethnic tensions, challenges of multiculturalism and intergration. A significant portion of the class is dedicated to the analysis of the evolution of the European civilization during the last two millennia and resulting geographical patterns in modern Europe.
Requirements and Grading:
The grade is based on 3 exams
EUS 347 • Rembrt/Rubens: N Baroq Art
• Smith, Jeffrey Chipps
Meets MWF 900am-1000am DFA 2.204
(also listed as R S 357)
Out of the radical artistic experiments and social upheavals of the fifteenth and sixteenth centuries one of the most brilliant, innovative periods in the history of art: the Northern Baroque. Much of the class will focus on the art of the Low Countries beginning with Rubens, van Dyck, and such Dutch artists as Rembrandt, Vermeer, Frans Hals, Jan Steen, and their contemporaries. This was a period of intense specialization as artists created landscapes, still life pictures, portraits, and genre scenes. We shall explore the artistic and cultural developments in France, Germany, and England.
EUS 347 • Crime Scene Europe
• Rehberg, Peter
Meets TTH 1100am-1230pm GEA 114
(also listed as GSD 330)
From Germany’s chief inspector Derrick, France’s detective Maigret, Dutch commissar Van der Valk to British superintendent Tennison and to the rise of Scandi-noir: Over the past few decades crime shows have become a popular site for telling European national histories. While the crime story functions as a place to articulate cultural characteristics and to negotiate national belonging, it also becomes an opportunity to broach the issues of both Europe’s past and its future both from a national perspective and in a global context: The question of how different European countries have been involved with the Nazi past, for instance, or how the legacy of WWII has shaped European consciousness continually reoccurs with these narratives, as much as controversial contemporary concerns such as immigration, religious fundamentalisms, and gender politics.
This seminar will evolve around the case of Germany by discussing topics related to European politics such as the German reunification but at the same reaches out to discussing the representation of other national cultures like UK, France, Italy, The Netherlands and several Scandinavian countries – as well and their relationships to each other. Some of the more recent crime shows – such as The Killing, or the Wallander-series – were coproduced by several European countries and consequently focused on crime beyond their national frame. By analyzing TV-shows, movies, and literary texts from different European countries of the past 40 years we will discuss post-war European societies and politics from a comparative and transnational perspective in order to understand what binds Europe together – or not.
Andrea Camilleri: Inspector Montalbano (I/GB)
Nicolas Freeling: Van der Valk (GB/NL)
Stieg Larsson: The Girl with the Dragon Tattoo (S)
Lynda La Plante: Prime Suspect (GB)
Henning Mankell: Wallander (S/D/GB)
Reinecker / Ringelmann: Derrick (D)
Several authors: Tatort (D)
George Simenon: Maigret (F)
Søren Sveistrup: The Killing (DK/D)
Berger, Stefan: Popularizing National Pasts
Geherin, David: The Dragon Tattoo and its Long Tail: The New Wave of European Crime fiction in America
2 Writing Assignments (3 Pages) 20%
Participation (incl. Attendance & Homework) 40 %
Presentation 10 %
Final Paper 30 %
EUS 347 • Dante
• Raffa, Guy P
Meets TTH 1100am-1230pm MEZ 1.118
(also listed as CTI 345, E 322, ITC 349)
Dante: Fall 2014
ITC 349 (37360) and E 322 (35700), cross-listed with EUS 347 and CTI 345
TTH 11-12:15 in MEZ 1.118
Professor Guy Raffa, Dept. of French and Italian
Office Hours: TTH 1:30-2:30 and by appointment in HRH 3.104A; phone: 232-5492
The Divine Comedy offers a remarkable panorama of the late Middle Ages through one man's poetic vision of the afterlife. However, we continue to read and study the poem not only to learn about the thought and culture of medieval and early modern Europe but also because many of the issues confronting Dante and his age are no less important to individuals and societies today. Personal and civic responsibilities, governmental accountability, church-state relations, economics and social justice, Dante's influence on artists and other writers, benefits and limitations of interdisciplinarity—these are some of the themes that will frame our discussion of the Divine Comedy. Although you will read the poem in English, a bilingual edition will enable you to study and learn famous lines in the original Italian. The course is taught in English and carries the writing flag and the global cultures flag.
Danteworlds (http://danteworlds.laits.utexas.edu/): In addition to detailed entries, audio recordings, and study questions, this Web site contains hundreds of images from works by Sandro Botticelli, an anonymous 16th-century artist, John Flaxman, William Blake, Gustave Dorè, and Suloni Robertson.
Through close reading, class discussion, and the use of Danteworlds, you are expected to identify and explain the significance of major characters, references, and ideas in Dante's Divine Comedy (Inferno, Purgatory, and Paradise) and Vita Nuova. You will be tested on this material in discussion postings (a low-stakes writing assignment) and two in-class exams. An essay, which you will revise and expand based on feedback, will assess your ability to engage scholarly research and support an interpretation of a specific aspect of Dante's poem with detailed textual analysis. A peer-editing activity will help you to revise and edit your own work. You are expected to have read the assigned cantos and reviewed the corresponding material in Danteworlds (including the study questions) before class meetings.
Required Texts: Inferno, Purgatorio and Paradiso (Trans. Allen Mandelbaum); Vita Nuova (Trans. Barbara Reynolds). Please note: you must use these translations.
Optional Text: The Complete Danteworlds: A Reader's Guide to the "Divine Comedy" (Raffa)
Assignments and Computation of Grade:
5%: Five times during the semester you will post an entry to a discussion forum on Canvas. Entries may include answers to study questions, but other responses to Dante's poem are welcome as well. Each submitted entry must contain at least 200 of your own words. Entries, worth 1 point each, will receive full credit for successful, on-time completion.
15%: 1000-word essay on the Inferno
25%: Significant revision and expansion of this essay (based on teacher feedback) that incorporates material from Purgatorio and / or Paradiso and scholarly research. 1500-2000 words.
5% Peer-editing (full credit for successful, on-time completion)
30%: Two short-answer examinations (15% each)
20%: Classwork and participation. You are expected to read the assigned material before class meetings and to participate—through attentive listening and informed contributions—in class activities and discussion.
Attendance Policy: Your attendance, which obviously influences your classwork and participation grade, is required at all class meetings. You are expected to arrive on time and to stay for the entire lesson. Repeated late arrivals to—or early departures from—will count as absences. For every class that you miss (for whatever reason) after the fourth absence, your final course grade (on a 100-point scale) will be reduced by 3 points up to a maximum of 15 points.
Late Work: There are no make-up exams—and other graded assignments will lose a full letter grade for each day they are late—except in the case of documented emergencies (e.g., illness, death in the family), religious holidays, or university-sponsored events (with prior notification).
Canvas: We will use the CANVAS learning management system to organize and provide course content on-line. When you log in to Canvas (http://canvas.utexas.edu/) and select the course, you will have access to the syllabus, assignments, lecture presentations, grades, and a discussion forum. You will be required to submit most assignments on-line using Canvas. For help with Canvas, consult the student tutorials (http://edutech.ctl.utexas.edu/students/) or contact support staff (https://utexas.instructure.com/courses/633028).
Writing Flag: Writing Flag courses are designed to give students experience with writing in an academic discipline—in this case, literary criticism and humanities research. You will write regularly during the semester, complete substantial writing projects, and receive feedback from your instructor to help you improve your writing. You will have the opportunity to revise and expand an essay, and you will read and discuss your peers’ work. A substantial portion of your grade will therefore come from your written work. Writing Flag classes meet the Core Communications objectives of Critical Thinking, Communication, Teamwork, and Personal Responsibility, established by the Texas Higher Education Coordinating Board.
Global Cultures Flag: Global Cultures courses are designed to increase your familiarity with cultural groups outside the United States. You should therefore expect a substantial portion of your grade to come from assignments covering the practices, beliefs, and histories of at least one non-U.S. cultural group, past or present—in this case Europe (Italy in particular) in the late Middle Ages as represented in Dante's Divine Comedy.
Grading: All assignments will be graded on a 100 point scale and converted to letter grades consistent with university policy:
A (94-100) = 4.0, A- (90-93) = 3.67, B+ (88-89) = 3.3, B (84-87) = 3.0, B- (80-83) = 2.67, C+ (78-79) = 2.3, C (74-77) = 2.0, C- (70-73) = 1.67, D+ (68-69) = 1.3, D (64-67) = 1.0, D- (60-63) = 0.67, F (below 60) = 0.0
Plagiarism, intentional or not, will result in an automatic F on the assignment as well as possible disciplinary action. For the definition of plagiarism and the University's policy on it, see: http://deanofstudents.utexas.edu/sjs/scholdis.php
Dante Web Sites
Danteworlds (the course Web site): http://danteworlds.laits.utexas.edu
Dante Today (Dante in contemporary culture): http://learn.bowdoin.edu/italian/dante
Dartmouth Dante Project (commentaries on the Commedia): http://dante.dartmouth.edu
World of Dante: http://www.worldofdante.org
Princeton Dante Project: http://etcweb.princeton.edu/dante/index.html
Digital Dante: http://dante.ilt.columbia.edu
EUS 347 • Women & Post-War Italian Films
• Bonifazio, Paola
Meets TTH 200pm-330pm HRH 2.112
(also listed as ITC 349, WGS 340)
This course examines the position of women in Italian culture by focusing on Italian films from the 1950s to the present. We will consider “women” both as filmmakers and as subjects of works by male filmmakers. Some of the topics that we will discuss during the semester are: gender relations in a patriarchal society, the star system and divismo, and the woman’s film as a genre. Particular attention will be given to the study of changes and continuities from the Fascist regime to the postwar period, as well as to the mixture of tradition and modernity in contemporary cinema.
Giuseppe De Santis, Roberto Rossellini, Luchino Visconti, Michelangelo Antonioni, Raffaello Matarazzo, Vittorio Cottafavi, Liliana Cavani, Lina Wertmuller, Cristina Comencini, Francesca Comencini, Alina Marazzi, Luca Guadagnino, Gabriele Salvatores, Lorella Zanardo.
A packet of selected essays will be prepared by the instructor
Oral Presentation: 10%
Three short papers: 45%
Final Project: 30%
EUS 347 • Women Filmmakers/N & Cent Euro
• Wilkinson, Lynn R
Meets TTH 930am-1100am BUR 337
(also listed as C L 323, GSD 330, WGS 340)
This is an introduction to the work of five women filmmakers from Sweden, Germany, the Netherlands, and Denmark, as well as to the viewing and interpretation of films in general.
ASSIGNMENTS AND GRADING: One two-page paper (5%); one five-page paper which may be rewritten (25%); one storyboard (10%) accompanied by a five-page essay (25%), and five quizzes (25%; you may drop the lowest grade). Class participation will count 10%.
REQUIRED TEXTS (for purchase and available on reserve at PCL):
Bordwell and Thompson: Film Art: An Introduction. 9th ed.; 6th ed. on reserve:
PN 1995 B617 2001
Braudy and Cohen: Film Theory and Criticism (FTC on syllabus), 6th ed. on reserve: PN1995 B617 2001
Hollinger: Feminist Film Studies.
Nordic National Cinemas. Ed. Soila et al. Routledge, 1998.
Hake: German National Cinema. 2nd ed. Routledge, 2007.
Matijs & Kumel: The Cinema of the Low Countries. Wallflower, 2004.
Hjort and Mackenzie: Purity and Provocation: Dogme 95. BFI 2008
Maj Zetterling: Loving Couples
Margarethe von Trotta: The Lost Honor of Katharina Blum
The Second Awakening of Christina Klages
Vision: From the Life of Hildegard von Bingen
Marlene Gorris: A Question of Silence
Lone Scherfig: Italian for Beginners
Susanne Bier: Like It Never Was Before
Love Is All You Need
EUS 347 • The European Novel
• Harlow, Barbara
Meets TTH 930am-1100am PAR 105
(also listed as E 356)
Instructor: Harlow, B
Unique #: 35855
Semester: Fall 2014
Cross-lists: EUS 347
Flags: Global Cultures; Writing
Computer Instruction: No
Prerequisites: Nine semester hours of coursework in English or rhetoric and writing.
Description: “European novel”: is the formula a redundancy, or the description of but one historical, continental subset of a modern genre of world literature? This course will examine both the “roots” of the novel in European literary history and the changing parameters of “Europe” over the last several centuries. Colonialism, social upheaval and political revolution, the formation of modern states in the 19th century, world wars, and the controversial consolidation of the European Union in the last decades of the 20th century will provide the background and premises for our readings of a selection of European novels, both classical and contemporary.
Texts: Victor Hugo, Notre Dame of Paris; Jules Verne, Around the World in Eighty Days; Joseph Conrad, The Secret Agent; Thomas Mann, Death in Venice; Albert Camus, The Plague; Slavenka Drakulic, Café Europa; Additional critical readings.
Requirements & Grading: The class will be conducted as much as possible as a seminar and participation and attendance are required (that is, attendance will be taken and absences penalized). In addition to readings (and occasional quizzes), writing assignments will include two short papers, one reaction paper, one paper proposal, and a final paper. All writing assignments are due on the date indicated on the syllabus and late submissions will be penalized.
2 research assignments (750 wds) = 30%; 1 reaction paper (750 wds) = 15%; 1 paper proposal = 15%; 1 final paper = 30%.
EUS 348 • Compr Notion European Security
• Mosser, Michael W
Meets TTH 1100am-1230pm BUR 136
(also listed as GOV 365N)
International security, a subfield of international relations, examines the nature of the international states system. It specifically focuses on what is known as the ‘security dilemma,’ the idea (or myth, depending on your theoretical predilection) that states in the international system desire above all to remain secure and extant, and will do whatever necessary to avoid becoming less secure or even disappearing entirely. Questions of how or whether it is necessary or even possible to cooperate to achieve security were seen as peripheral.
Recently, many scholars and practitioners have begun to question the state-centric approach to international security, as well as its focus on power, rivalries, and conflict. Instead, these scholars and practitioners have begun to speak of ‘comprehensive’ security, or the ‘comprehensive approach’ to international security. Besides being a good catchphrase, what does comprehensive security mean? What does it entail? “Comprehensive security” has a variety of connotations, depending on the context in which the idea is presented, but generally most agree on the idea of a more all-encompassing, holistic understanding of ‘security’ than that embraced by traditional international relations theories. Part of the rationale for this course is to unpack some of the themes underpinning the various ‘flavors’ of comprehensive security, (among others, its human, economic, environmental dimensions).
One of the regions of the world where the notion of ‘comprehensive’ security has been most explicitly theorized and implemented is in Europe. Thus the course pays special attention to this region of the world and examines the practical aspects of comprehensive security via the institutions charged with implementing it: the European Union (EU), the North Atlantic Treaty Organization (NATO), and the Organization for Security and Cooperation in Europe (OSCE).
Part One: Theories of international security (three weeks)
This part of the course investigates the underlying theoretical premises of international security, with special emphasis on:
- Theories of conflict and cooperation, covering topics such as realism, institutionalism, constructivism, democratic peace theory.
- Theories of influence, covering topics such as soft power, deterrence & coercion, domestic politics and influence, credibility, norms and institutions as influencers of behavior.
Part Two: The idea of comprehensive security (three weeks):
This section of the course takes the theoretical precepts gained from Part One and applies them to the newly emerging idea within international security that true international (and regional) security must take into account factors beyond mere state survival. To that end, the idea of ‘comprehensive’ security is raised, bringing into play a more nuanced view of international security. In this section, we will examine various ways in which comprehensive security has been thought about. Primarily, we will explore the idea of ‘human’ security that developed out of the 1994 UN Human Development Report, which has seven constituent elements:
- Economic security
- Food security
- Health security
- Environmental security
- Personal security
- Community security
- Political security
The section will begin with a survey of the general concept of human security, then move to a treatment of four of its components: economic, health and environmental, and community security. The section will conclude with a discussion of security sector reform as the means to establishing lasting peace in post-conflict societies, a key facet in any discussion of post Cold War comprehensive security.
Part Three: The practice of comprehensive security in Europe: case studies (ten weeks):
In Part Three of the course, we look at ways in comprehensive security has been implemented in Europe. We look specifically at European notions of comprehensive security, focusing on the North Atlantic Treaty Organization (NATO), the Organization for Security and Cooperation in Europe (OSCE), and the European Union (EU).Readings:
There is no required textbook for this course. Rather, each week has a series of readings assigned that are to be read before the class meets each day. The readings will be accessible via Blackboard and the average reading load per class is between 40 and 60 pages.Assignments and grading
Your course grade will consist of a midterm exam grade, a take-home final exam grade, a short paper grade and a discussion/participation grade:Exams: 50%
As this class is an upper-division course, a major portion of the grade for the course will consist of exams, consisting of a midterm exam and a take-home final exam. Both the midterm and the take-home final exam will be worth 25% of your course grade.Paper: 30%
The paper for this class will be a short (2000 word) exploratory paper on the topic of your choice (within the framework of the materials covered in class). Such a paper should be a reasonably thorough treatment of the topic chosen, including a clear thesis statement, logical consistency in the arguments used to show the validity of the thesis, and a clear and concise conclusion that effectively summarizes your argument. The paper should be no more than 2000 words in length. Soon after the beginning of the semester, I will meet with each of you individually to discuss your choice of paper topic and your approach chosen to address it. The paper will comprise 30% of your total grade for the course. The paper grade itself will be divided into four sections:
a) Topic proposal: Worth 10% of paper grade (3% of course grade).
b) Topic outline and list of references: Worth 20% of paper grade (6% of course grade).
c) First draft of paper: Worth 20% of paper grade (6% of course grade).
d) Final draft of paper: Worth 50% of paper grade (15% of course grade).Discussion Leading / Participation / Discussion Questions: 20%
Class discussion in a an upper-level seminar is more than expected; it is a given. Everyone has his or her own style of discussion, and I do not expect to turn those who prefer not to speak often in class into debate champions. Nevertheless, I do expect that each of you will at some point in the semester lead a course discussion on the topic of your choosing. You will have your classmates’ questions to serve as a point of departure (see below), which you may use as you wish. There will be a sign-up sheet distributed at the first and second class sessions for you to sign up to lead a discussion. The discussion leadership and general course participation will comprise 10% of your course grade.
So that we can discuss points raised in the online postings in Thursday’s class, discussion questions for the week on which I am lecturing will be due by 5:00 pm every Wednesday (unless directed otherwise). They should be drawn from the readings and should reflect any questions, comments, or cries of outrage you may have regarding the arguments set forth by the authors. They most definitely will help you get the most from the class. I will prepare the first set of discussion questions as a template for future assignments.
Extra credit (up to 6 points):
Students who attend an academic lecture/event dealing with an international/global issue and hand in a typed, one-page summary may receive a 3 point increase on an exam grade. No more than two lectures/events total may count. Summaries must be turned in within 5 days of the event.
EUS 348 • Europ Union/Regional Integratn
• Graeber, John
Meets TTH 200pm-330pm PAR 306
(also listed as GOV 365N)
Course overview and structure
One of the most remarkable political experiments of the last half-century has been the creation and development of the European Union. In a matter of decades, a continent once ravaged by two world wars has been transformed into a bloc of twenty-eight states all governed by a common set of treaties and institutions. Today, not only does the EU encompass over 500 million people and one of the world’s largest economies; it is also a highly relevant political actor in just about any international policy or issue of substance. However, the European Union remains one of the most intriguing and complex political systems in the modern world, not just for casual outside observers, but for its own citizens as well as for scholars. What is the European Union exactly? How did the EU originate, and why has it evolved the way it has to date? Is it an international organization, a state, or something else entirely? Who actually makes the decisions for Europe today?
This course will provide students with a detailed introduction to the European Union, one of America's major economic and political partners and one of the major actors (and problem areas) in contemporary international relations. In this course we will first encounter the geopolitical history of the EU from its beginning as an organization designed to regulate Europe’s coal and steel economic sectors to its present status as a political and economic power second only to the United States. Students will also learn to think about the European Union in theoretical terms and will explore various theoretical explanations for the creation and continuation of the European integration project. We’ll also explore the history and politics of the EU's major treaties. Next, we will examine the EU’s major decision-making institutions in detail, how they are designed and how they relate to one another, with member states, and with the international community. Finally, the course will conclude with an investigation of some major EU policy areas and challenges, as well as a look at the future of the EU following the Euro crisis and the 2014 elections.
By the end of the course, students should be able to:
- Identify accurately, both orally and in writing, the major events and political actors shaping the origins and historical development of the European Union;
- Describe, in their own words, the governance and administration of the EU with reference to the EU’s major decision-making institutions;
- Assess, both orally and in writing, the various theoretical explanations for the creation and continuation of the European integration project;
- Formulate in writing a well-argued and well-informed policy memo for a specific issue facing the EU today based on a critical evaluation of various perspectives on the issue and a careful consideration of their implications;
- Exhibit, both orally and in writing, a nuanced appreciation of the European Union’s strengths and weaknesses, successes and failures, and the reasons for them
The graded course requirements will consist of two one-page response papers, two exams, a short five-to-seven page policy memo, and participation based on class discussion and pop quiz questions.
At the conclusion of this course, students will be able to analyze the European Union across time and space. Students will achieve a comprehensive understanding of the European Union, and will be able to synthesize complex arguments concerning alternative mans of international organization. Students will conduct collaborative research and present evaluative arguments in a group setting.
I will use the following grade standards. Grades for individual assignments will be weighted according to the scale in the preceding paragraph. All grades given during the course of the semester will be converted to a 100-point scale. Group projects will be given both a group grade and an individual grade.
< 60 F
Required Readings/Books for Purchase
- Neill Nugent, The Government and Politics of the European Union (7th edition)
- Readings from various scholarly journals or news sources, available online at the Blackboard site or as in-class handouts.
- Brent Nelson and Alexander Stubb, The European Union: Readings on the Theory and Practice of Integration (3rd edition – available from Amazon.com)
- Sources for current events in the EU: Students are strongly encouraged to follow European events via contemporary news sources so that we may discuss them in class. I recommend euobserver at www.euobserver.com, the Economist at www.economist.com, and the Financial Times at www.ft.com. The Economist and FT offer special students rates for students during the semester.
EUS 348 • International Trade
• Gerber, Linda
Meets MW 930am-1100am CBA 4.348
This course covers a topic dealing with European Economics, Government, Business, and/or Policy.
EUS 348 • International Trade
• Gerber, Linda
Meets MW 1230pm-200pm CBA 4.332
This course covers a topic dealing with European Economics, Government, Business, and/or Policy.
EUS 348 • International Trade
• Gerber, Linda
Meets MW 200pm-330pm CBA 4.332
This course covers a topic dealing with European Economics, Government, Business, and/or Policy.
EUS 350 • Govs & Polit Of Western Europe
• Givens, Terri
Meets MWF 900am-1000am PAR 1
(also listed as GOV 324L)
Europe has experienced major change since World War II, from the fall of the Berlin Wall to European enlargement, with Croatia increasing the size of the EU to 28 member states. European integration, and ethnic conflict have presented major challenges for the governments of Western Europe. The current fiscal crisis has complicated politics in the EU, and challenged the survival of both the Euro and the broader European project. This course will introduce the governments and politics of countries in Western Europe and a comparative politics approach will be used.
What is comparative politics?
Comparative politics is the field within political science that tries to explain why countries vary in their domestic political institutions, their level of political and economic development, and their public policies. Other fields in political science include international relations, political theory and American politics.
This course is designed to provide students with an overview of the political institutions of European governments and the European Union. By the end of the course students will be expected to be able to describe the different types of government institutions and how they impact politics and policy making in Europe. They will also be expected to describe some of the important issues facing European governments, including issues related to immigration, the financial crisis and European enlargement. Student achievement of these goals will be assessed through exams and written assignments as described below.
To receive credit for the course, students are required to complete all assigned readings and to attend lecture (the TA will be taking attendance after the first week of class). Any assignments not completed within a week of the due date will be given a zero. There will be two exams and weekly assignments. The overall grading breakdown is as follows:
Exam 1 25%
Exam 2 25%
Weekly assignments 40%
Plus-Minus grading will be used:
Gallagher, Laver and Mair, Representative Government in Modern Europe (Fifth Edition)
John McCormick, Understanding the European Union: A Concise Introduction (The European Union Series), Fifth edition.