Skip Navigation
UT wordmark
College of Liberal Arts wordmark
ams masthead
Steven Hoelscher, Chair Burdine 437, Mailcode B7100, Austin, TX 78712 • 512-471-7277

Mark C. Smith

Professor Ph.D., American Studies, 1980, University of Texas at Austin

Associate Professor
Mark C. Smith

Contact

  • Phone: 512-232-2015
  • Office: BUR 428
  • Office Hours: Tuesdays/Thursdays 8:30-9:15 and 11-11:45

Biography

Research interests

His main research interests are the history of social science and the cultural history of alcohol and drugs.

Courses taught

His major teaching fields are American cultural and social history, especially of the twentieth century.

Interests

the history of social science, the cultural history of alcohol and drugs

AMS 370 • Amer Cul Hist Alchl/Drugs

31005 • Fall 2014
Meets TTH 930am-1100am BUR 436B
(also listed as HIS 350R )
show description

Most scholars of alcohol and drug use have concentrated upon its physiological aspects.  It is clear that addiction and craving have a physical and, in many cases, even a genetic basis.  Yet, as many anthropologists and sociologists have pointed out, cultures directly affect the types of drugs used, how they are used, and for what purposes.  In addition, one can examine a culture's drug use and attitude toward it and often discover a great deal about its functioning and values.  Thus, drug use is not only a cultural product but also a key social and historical descriptor.  In this course, we will study both how American culture affected the use of drugs and attitudes toward them and how these serve as keys to the changing American intellectual, social, and political landscape.  We will especially concentrate on alcohol, the opiates, marijuana, metamphetamines, and crack cocaine. We will note that the War on Drugs has been taking place for many years.

Topics to be considered include proliferation of alcohol abuse in the early Republic, the fight over cigarettes, the Prohibition movement, criminalization of drugs, Alcoholics Anonymous and treatment, medical response to addiction, and the drug war and the issue of legalization.

This course may be used to fulfill three hours of the U.S. history component of the university core curriculum and addresses the following four core objectives established by the Texas Higher Education Coordinating Board: communication skills, critical thinking skills, personal responsibility, and social responsibility.

 

Requirements

Short analytical papers                           5% each

Longer analytical paper                          10%

Two reading quizzes                              15% each

Class participation                                25%

15 to 20 page research paper                  30%

 

Possible Texts

Michael Lerner, Dry Manhattan: Prohibition in New York City

Nate Blakeslee, Tulia: Cocaine, Race, and Corruption in a Small Texas Town

Nick Reding, Methland: The Death and Life of an American Small Town

Phillipe Bourgois and Jeffrey Schoenberg, Rigteous Dopefiends

Charles Bowden, Murder City: Cuidad Juarez and the Global Economy

Reading Packet

 

Upper-division standing required.  Partially fulfills legislative requirement in American History.  Students may not enroll in more than two AMS 370 courses in one semester.

Flag(s): Writing, Independent Inquiry

AMS 355 • Main Curr Of Amer Cul To 1865

31175 • Spring 2014
Meets TTH 200pm-330pm BUR 220
(also listed as HIS 355N )
show description

 "Who is this new man, this American?" Hector St. John de Crevecoeur

In many ways, what we now call the United States began as a national entity as a blank slate.  As late as two hundred years ago, there was no conception of what it meant to be American.  Yet, within seventy-five years, this entity would fight its most bloody and vicious war ever over insistence upon this very identity.

This course traces the concept of the American identity in cultural terms from the time of first settlements up until the Civil War.  We will study not politics per se but political ideas and institutions as well as such subjects as religion, work, gender roles, race, painting, literature, philosophy, the law, and social reform.  Throughout the course and especially in the assigned reading the emphasis will be upon the interaction of the lives of ordinary people including women, Native Americans, ethnic immigrants, and African Americans and the newly developing ideas and institutions that helped create this new American identity.  The books, indeed, will all be about very specific ordinary people—except for the very extraordinary Frederick Douglass—and the impact of a rapidly changing society upon their lives.

 

Requirements

There will three exams with the first counting slightly less than the final two.  Both will consist of identification and essay questions.

 

Possible Texts

William Cronon, Changes in the Land: Indians, Colonists, and the Ecology of New England

James Horn, A Land as God Made It: Jamestown and the Birth of America

Alfred Young, The Shoemaker and the Tea Party: Memory and the American Revolution

Laurel Taylor Ulrich A Midwife’s Tale: The Life of Martha Ballard Based on Her Diary, 1785-1812

Carol Sheriff, The Artificial River: The Erie Canal and the Paradox of Progress

Paul Johnson, Sam Patch, the Famous Jumper

Frederick Douglass, A Narrative of the Life of

 

Upper-division standing required. Partially fulfills legislative requirement in American History.

Flag(s): Cultural Diversity

AMS 370 • Amer Cul Hist Alchl/Drugs

31200 • Spring 2014
Meets TTH 1100am-1230pm GEA 127
(also listed as HIS 350R )
show description

Most scholars of alcohol and drug use have concentrated upon its physiological aspects.  It is clear that addiction and craving have a physical and, in many cases, even a genetic basis.  Yet, as many anthropologists and sociologists have pointed out, cultures directly affect the types of drugs used, how they are used, and for what purposes.  In addition, one can examine a culture's drug use and attitude toward it and often discover a great deal about its functioning and values.  Thus, drug use is not only a cultural product but also a key social and historical descriptor.  In this course, we will study both how American culture affected the use of drugs and attitudes toward them and how these serve as keys to the changing American intellectual, social, and political landscape.  We will especially concentrate on alcohol, the opiates, marijuana, metamphetamines, and crack cocaine.

Topics to be considered include proliferation of alcohol abuse in the early Republic, the fight over cigarettes, the Prohibition movement, criminalization of drugs, Alcoholics Anonymous and treatment, medical response to addiction, and the drug war and the issue of legalization.

 

Requirements

Two short analytical papers                  5% each

Two reading quizzes                           15% each

Class participation                              20%

15 to 20 page research paper              40%

 

Possible Texts

Michael Lerner Dry Manhattan: Prohibition in New York City

Nate Blakeslee, Tulia: Cocaine, Race, and Corruption in a Small Texas Town

Nick Reding Methland: The Death and Life of an American Small Town

Phillipe Bourgois and Jeffrey Schoenberg Rigteous Dopefiends

Charles Bowden Murder City: Cuidad Juarez and the Global Economy

Reading Packet

 

Upper-division standing required.  Partially fulfills legislative requirement in American History.  Students may not enroll in more than two AMS 370 courses in one semester.

Flag(s): Writing

AMS 356 • Main Curr Amer Cul Since 1865

30840 • Fall 2013
Meets TTH 200pm-330pm BUR 134
(also listed as HIS 356K )
show description

White Protestant males and their ideas dominated America up until the time of the Civil War.  For better or worse, this progressively becomes less true after this time.  Americans faced with what the philosopher William James called “a booming buzzing confusion” developed many new ways of coping with massive change.  In addition to such conventional historical topics as politics and economics, we will examine the fine arts, architecture, technology, science, social reform, literature, photography, documentary film, and literature.  We will also note the roles and lives of immigrants, minority groups, and women in the conversation.

 

Requirements

Three exams, all non-cumulative.

 

Possible Texts

Horatio Alger, Ragged Dick

John Kasson, Amusing the Millions

Willa Cather, My Antonia

Edward Larson, Summer for the Gods: The Scopes Trial and America’s Continuing Debate over Science and Religion

Donald Worster, The Dust Bowl

William Doyle, An American Insurrection: The Battle of Oxford, Mississippi

Mike Davis, Ecology of Fear: Los Angeles and the Imagination of Disaster

 

Upper-division standing required. Partially fulfills legislative requirement in American History.

Flag(s): Cultural Diversity

 

AMS 370 • Amer Cul Hist Alcohol/Drugs

30795 • Spring 2013
Meets TTH 930am-1100am GAR 0.132
(also listed as HIS 350R )
show description

Most scholars of alcohol and drug use have concentrated upon its physiological aspects.  It is clear that addiction and craving have a physical and, in many cases, even a genetic basis.  Yet, as many anthropologists and sociologists have pointed out, cultures directly affect the types of drugs used, how they are used, and for what purposes.  In addition, one can examine a culture's drug use and attitude toward it and often discover a great deal about its functioning and values.  Thus, drug use is not only a cultural product but also a key social and historical descriptor.  In this course, we will study both how American culture affected the use of drugs and attitudes toward them and how these serve as keys to the changing American intellectual, social, and political landscape.  We will especially concentrate on alcohol, the opiates, marijuana, metamphetamines, and crack cocaine.

Topics to be considered include proliferation of alcohol abuse in the early Republic, the fight over cigarettes, the Prohibition movement, criminalization of drugs, Alcoholics Anonymous and treatment, medical response to addiction, and the drug war and the issue of legalization.

 

Requirements

Two short analytical papers                  5% each

Two reading quizzes                            15% each

Class participation                               20%

15 to 20 page research paper               40%

 

Possible Texts

Michael Lerner Dry Manhattan: Prohibition in New York City

Alcoholics Anonymous Alcoholics Anonymous (the Big Book)

Nate Blakeslee, Tulia: Cocaine, Race, and Corruption in a Small Texas Town

Nick Reding Methland: The Death and Life of an American Small Town

Charles Bowden Murder City: Cuidad Juarez and the Global Economy

Reading Packet

 

Upper-division standing required.  Partially fulfills legislative requirement in American History.  Students may not enroll in more than two AMS 370 courses in one semester.

Flag(s): Writing

 

AMS 390 • End Of Amer Innocence, 1900-20

30835 • Spring 2013
Meets M 1200pm-300pm BUR 436B
(also listed as HIS 389 )
show description

End of American Innocence: America Faces Modernity, 1880-1929

The cultural historian Henry May referred to the first two decades of the twentieth century as “the end of American innocence.”  It was a time of both the eternal truths of the nineteenth century and the probabilistic universe of the 1920s.  Or as May put it, “it was a time when the past was dying but not yet dead and the future was being born but was not yet alive.”  As these two views of the world vied for supremacy, the cultural, political, and artistic movements reflected both sides simultaneously.  While social reforms included such progressive reforms as restrictions on labor for children and women, the Federal Reserve Act, and regulation of food, they also looked back to immigration restriction, prohibition of alcohol, and the Mann Act. We will examine American cultural and social life of this time and encourage research papers that reflect the creative ambiguity of the period.

Requirements

One 25 to 30 page research paper (50%); one assigned outside book and leading or co-leading a class and a 5 page integrative paper on the assigned book (10%); and class participation (40%).  You will be given the final month off to write your paper.

Possible Texts

Matthew Fry Jacobson Barbarian Virtues: The United States Encounters Foreign People at Home and Abroad

Gail Bederman Manliness and Civilization: A Cultural History of Gender and Race in the United States, 1880-1917

Roy Rosenzweig Eight Hours for What We Will: Work and Leisure in an Industrial City 1870-1920

Timothy J. Gilfoyle A Pickpocket’s Tale: The Underworld of 19th Century New York

William Cronon Nature’s Metropolis: Chicago and the Great West

Margaret Finnegan Selling Suffrage: Consumer Culture and Votes for Women

Kristen Hoganson Global Production of American Domesticity 1865-1920

Clifford Putney Muscular Christianity: Manhood and Sports in Protestant America 1880-1920

Michael Kazin A Godly Hero: The Life of William Jennings Bryan

William Leach Land of Desire: Merchants, Power and the Rise of a New American Culture

Natalia Molina Fit to Be Citizens?: Public Health and Race in Los Angeles, 1879-1939

 

AMS S356 • Main Curr Amer Cul Since 1865

81910 • Summer 2012
Meets MTWTHF 1000am-1130am BUR 136
(also listed as HIS S356K )
show description

At the end of the Civil War, American society became flooded with new technologies, ideas, and customs.  A society that had bewildered earlier American visitors in its diversity and creativity accelerated its already frantic pace.  This course attempts to identify and describe some of the major elements of the “booming, buzzing, confusion” of changing American culture and relate their impact upon the lives of some common and not so common Americans.

This is a large order, especially in a shortened summer session so I will concentrate upon key historical periods as representatives of intensive social and intellectual change: the period from 1890 to the start of World War I; the 1920s and 30s; and from the end of World War II to until the present.  Some of the themes covered will be industrialism and labor unrest; social Darwinism and the adulation of the rich; race, gender, and ethnicity; Modernism; the Great Depression and the Dust Bowl; the civil rights movement; and the rise of the New Right.  Material in the course will be interdisciplinary and will include material from such perspectives as anthropology, architecture, art history, documentary photography, economics, literature, history of science, social history, social reform, and technology.  It also tries to include the experiences and perspectives of as many different groups as possible.  Reading will be heavily oriented toward the individual’s own words and behavior as they lived through history.

 

Requirements

A midterm and final tests.

 

Possible Texts

Horatio Alger Ragged Dick and Mark the Match Boy

David Van Droehle Triangle: The Fire That Changed America

Timothy Egan The Worst Hard Time: The Untold Story of Those Who Survived the American Dust Bowl

William Doyle An American Insurrection: The Battle of Oxford, Mississippi 1962

Thomas Frank What’s the Matter with Kansas?: How Conservatives Won the Heart of America

 

Upper-division standing required. Partially fulfills legislative requirement in American History.

Flag(s): Cultural Diversity

AMS 356 • Main Curr Amer Cul Since 1865

30845 • Spring 2012
Meets TTH 1100am-1230pm BUR 136
(also listed as HIS 356K )
show description

This course surveys U.S. cultural history from the Civil War to the present.  We will examine the history of America through the lens of culture using methodology from an interdisciplinary approach grounded in American studies.  We will explore major transformations and themes as we work chronologically as well as travel back and forth in time to understand the significant ideas and social and cultural practices that shaped America's national consciousness.  In particular, we will explore how the U.S. emerged as a nation from the late nineteenth through the twentieth century and assess the ways in which this nation defined itself vis-à-vis the rest of the world.  Along with these questions, we will also investigate the cultural and social trends that shaped intellectual and political debates and analyze the cultural productions that reflect and refract those historical moments. Uncovering various sites of culture, we will attempt to reconstruct and deconstruct different media including books, films, political cartoons, television shows, music, fashion, and other forms to understand their significance.  The following themes will be covered in this class:  U.S. nationalism, the rise of industrialization and consumer culture; debates over immigration and citizenship; U.S. imperial expansion; race, gender, class, and sexuality in popular representations; and much more.

 

Requirements

Paper                          (25%)

Midterm                      (30%)

Final Exam                  (35%)

Participation                (10%) (attendance, quizzes, extra-credit, blackboard discussions, and other optional activities)

 

Possible Texts

Janet M. Davis, The Circus Age

Anzia Yezierska, Bread Givers

Carlos Bulosan, America Is in the Heart

Elaine Tyler May, Homeward Bound

Susan Douglas, Where the Girls Are

Luis Alberto Urrea, The Devil's Highway

 

Upper-division standing required. Partially fulfills legislative requirement in American History.

Flag(s): Cultural Diversity

AMS 370 • Amer Cul Hist Alcohol/Drugs

30880 • Spring 2012
Meets TTH 930am-1100am GAR 0.132
(also listed as HIS 350R )
show description

Most scholars of alcohol and drug use have concentrated upon its physiological aspects.  It is clear that addiction and craving have a physical and, in many cases, even a genetic basis.  Yet, as many anthropologists and sociologists have pointed out, cultures directly affect the types of drugs used, how they are used, and for what purposes.  In addition, one can examine a culture's drug use and attitude toward it and often discover a great deal about its functioning and values.  Thus, drug use is not only a cultural product but also a key social and historical descriptor.  In this course, we will study both how American culture affected the use of drugs and attitudes toward them and how these serve as keys to the changing American intellectual, social, and political landscape.  We will especially concentrate on alcohol, the opiates, marijuana, LSD, and crack cocaine.

Topics to be considered include proliferation of alcohol abuse in the early Republic, the fight over cigarettes, the Prohibition movement, criminalization of drugs, Alcoholics Anonymous and treatment, medical response to addiction, and the drug war and the issue of legalization.

 

Requirements

Two short analytical papers     5% each

Two reading quizzes               15% each

Class participation                  20%

15 to 20 page research paper  40%

 

Possible Texts

W.J. Rorabaugh, The Alcoholic Republic:  An American Tradition

Cassandra Tate, Cigarette Wars: The Triumph of the Little White Slaver 

Michael Massing, The Fix

Harry Gene Levine, Crack in America: Demon Drugs and Social Justice

Nate Blakeslee, Tulia: Cocaine, Race, and Corruption in a Small Texas Town

 

Upper-division standing required.  Partially fulfills legislative requirement in American History.  Students may not enroll in more than two AMS 370 courses in one semester.

Flag(s): Writing

AMS 355 • Main Curr Of Amer Cul To 1865

30600 • Fall 2011
Meets TTH 1100am-1230pm BUR 136
(also listed as HIS 355N )
show description

Description

"Who is this new man, this American?" Hector St. John de Crevecoeur

In many ways, what we now call the United States began as a national entity as a blank slate.  As late as two hundred years ago, there was no conception of what it meant to be American.  Yet, within seventy-five years, this entity would fight its most bloody and vicious war ever over insistence upon this very identity.

This course traces the concept of the American identity in cultural terms from the time of first settlements up until the Civil War.  We will study not politics per se but political ideas and institutions as well as such subjects as religion, work, gender roles, race, painting, literature, philosophy, the law, and social reform.  Throughout the course and especially in the assigned reading the emphasis will be upon the interaction of the lives of ordinary people including women, Native Americans, ethnic immigrants, and African Americans and the newly developing ideas and institutions that helped create this new American identity.  The books, indeed, will all be about very specific ordinary people—except for the very extraordinary Frederick Douglass—and the impact of a rapidly changing society upon their lives.

 

Requirements

There will three exams with the first counting slightly less than the final two.  Both will consist of identification and essay questions. 

 

Possible Texts

Nathaniel Philbrick,  Mayflower: A Story of Courage, Community, and War

Betty Wood, Slavery in Colonial America

Gordon Wood, Americanization of Benjamin Franklin

Alfred Young, The Shoemaker and the Tea Party: Memory and the American Revolution

Carol Sheriff, The Artificial River: The Erie Canal and the Paradox of Progress

Paul Johnson, Sam Patch, the Famous Jumper

Frederick Douglass, A Narrative of the Life of

 

 

Upper-division standing required. Partially fulfills legislative requirement in American History.

Flag(s): Cultural Diversity

 

AMS 385 • Cultural History Of Us To 1865

30665 • Fall 2011
Meets TH 200pm-500pm BUR 436B
show description

Cultural History of the US Until 1865 is a hybrid course designed to provide incoming American Studies graduate students with a historical overview if American colonial and early national history.   It seeks to answer Hector St John de Crevecouer’s famous 1782 query “Who is this new man, this American?”  That is, how did a group of motley European and African immigrants meld into an identifiable group, recognized first in Europe and later at home?  At first, this emerged from the relationships between Europeans, Native Americans, and Africans and, for all three, the physical environment.  Later groups distinguished themselves by class, religion, ethnicity, gender, and ideology.

Throughout, we will examine the origins and significance of the American identity.

The course will consist of two parts—two lectures a week in conjunction with the undergraduate class Main Currents in American Culture and a three hour seminar.  Hopefully, the lectures will provide an overview, and the reading material—both primary and secondary sources-- for the seminar will deepen and complicate it.                 

Possible Texts

William Cronon Changes in the Land: Indians, Colonists, and the Ecology of New England

Jill LePore The Name of War

Mary Rowlandson The Sovereignty and Goodness of God

Anthony Parent Foul Means: The Formation of a Slave Society in Virginia, 1660-1740

Gordon Wood The Americanization of Benjamin Franklin

Ben Franklin The Autobiography of Benjamin Franklin

Joseph Ellis American Sphinx: The Character of Thomas Jefferson

Thomas Jefferson Notes on the State of Virginia

Annette Gordon-Reed The Hemmings of Monticello: An American Family

Tiya Miles The Ties That Bind: The Story of an Afro-Cherokee Family in Slavery and Freedom

Laurel Thatcher Ulrich A Midwife’s Tale: The Life of Martha Ballard Based on Her Diary        

Alexis de Tocqueville Democracy in America

Jarred Farmer On Zion’s Mount: Mormons, Indians, and the American Landscape

Harriet Beecher Stowe Uncle Tom’s Cabin Life Among the Lowly

AMS 356 • Main Curr Amer Cul Since 1865

81210 • Summer 2010
Meets MTWTHF 1130am-100pm GEA 105
(also listed as HIS 356K )
show description

At the end of the Civil War, American society became flooded with new technologies, ideas, and customs.  A society that had bewildered earlier American visitors in its diversity and creativity accelerated its already frantic pace.  This course attempts to identify and describe some of the major elements of the “booming, buzzing, confusion” of changing American culture and relate their impact upon the lives of some common and not so common Americans.

This is a large order, especially in a shortened summer session so I will concentrate upon key historical periods as representatives of intensive social and intellectual change: the period from 1890 to the start of World War I; the 1920s and 30s; and from the end of World War II to until the present.  Some of the themes covered will be industrialism and labor unrest; social Darwinism and the adulation of the rich; race, gender, and ethnicity; Modernism; the Great Depression and the Dust Bowl; the civil rights movement; and the rise of the New Right.  Material in the course will be interdisciplinary and will include material from such perspectives as anthropology, architecture, art history, documentary photography, economics, literature, history of science, social history, social reform, and technology.  It also tries to include the experiences and perspectives of as many different groups as possible.  Reading will be heavily oriented toward the individual’s own words and behavior as they lived through history.

 

Requirements

A midterm and final tests.

 

Possible Texts

Horatio Alger Ragged Dick and Mark the Match Boy

David Van Droehle Triangle: The Fire That Changed America

Timothy Egan The Worst Hard Time: The Untold Story of Those Who Survived the American Dust Bowl

William Doyle An American Insurrection: The Battle of Oxford, Mississippi 1962

Thomas Frank What’s the Matter with Kansas?: How Conservatives Won the Heart of America

 

Partially fulfills legislative requirement in American History.

Flags: Cultural Diversity

AMS 356 • Main Curr Amer Cul Since 1865

29810 • Spring 2010
Meets TTH 1100-1230pm BUR 116
show description

American Studies 356/History 356K

Main Currents in American Culture Since 1865

 

Spring, 2010                    Dr. Mark Smith

TTh 11-12:30                   Burdine 428

Burdine 116                     Tues 1-4 and by appt.

                                       232-2150/471-7277/e-mail: mcsmith@mail.utexas.edu

Teaching Assistant:

Andrew Jones  TTh 1-2:30   Cafe Medici 2222B Guadalupe

 e-mail andrewjones@mail.utexas.edu       

 

At the end of the Civil War, American society became flooded with new technologies, ethnic groups, ideas, and customs.  A society, which had bewildered earlier American visitors with its diversity and complexity, accelerated its already frantic pace.  This course identifies and describes some of the “booming, buzzing confusion” of American culture from the Civil War through about 1990 and relates their impact upon common and not-so-common Americans.  While one can see single elements, especially Protestantism, dominating American culture in the first half of the course, we will see an apparent unraveling of a unified American culture in this course until the last required book asks whether America is one society any more or, indeed, whether it has ever been.

This course is interdisciplinary and will discuss developments in and use insights from such fields as anthropology, architecture, fine arts, history, documentary photography and film, economics, literature, philosophy, politics, science, social history, social reform, and technology.  It also takes a multicultural approach and integrates the lives and cultures of immigrants, women, and minority racial groups into the picture of mainstream (whatever that is) American culture.

Required Reading:

Horatio Alger, Jr. Ragged Dick: Street Life in New York with the Boot-blacks

John Kasson Amusing the Millions: Coney Island at the Turn of the Century

David von Drehle Triangle: The Fire That Shaped America

Malcolm Cowley Exile’s Return: A Literary Odyssey of the 1920s

William Doyle An American Insurrection: The Battle of Oxford, Mississippi

Thomas Frank What’s the Matter with Kansas?: How Conservatives Won the Heart of America

Required Documentary Films:  These films will be shown at the UGL in Room 344  at designated times or can be seen  on your own schedule.   Some films may be added during the semester.

Pare Lorentz and Farm Security Administration “The Plough That Broke the Plains” (VIDCASS 7321)

PBS Videos and Blackside Inc. “Eyes on the Prize” series episodes “Bridge to Freedom (VIDCASS 618 pt.6)

 

Course Format

The course will be conducted primarily upon a lecture basis.  I have put suggested dates for the reading on the syllabus, but those decisions are completely your own.  References to the reading will be made in class, but there will be no specific classes devoted to discussion of the reading.  I will encourage discussion or comments about the books during the lectures. Please contact your teaching assistant or myself if there is any difficulty with the books, especially with integrating them with lecture material.  Indeed, the nature of this course and its emphasis upon comprehension over memorization would make discussion with your TA especially useful.

 Grading Policy

There will be three exams in the course.  Because there are roughly an equal number of lectures in each part of the course, each exam will count one-third of your grade.   The exams are scheduled tentatively for February 18th, April 1st, and May 6th.  The last exam will not be cumulative and will in effect be another ninety-minute test.    You will be responsible for taking the third  exam on time or be prepared to take at the very best an Incomplete.  A sample exam will be passed out approximately a week before the first test.  At the same time we will pass out a chronology of key events.  You will not be responsible for the dates, but it will hopefully let you see when important things took place.    Each exam will consist of three out of five short answer identification questions and a choice of one out of two essay questions.  I will go over my expectations for exams in class before the scheduled examination date.  Also, Mr. Jones will conduct review sessions several days before each exam.  We will try to schedule them at different times to make them accessible to those of you with difficult schedules of your own.

My make-up policy is firm.  You may take one and only one make-up a semester and then only under certain conditions.  First, you must report your absence the day of the exam before class at 471-7277.   Simply leave your name, the class, and the absence.  Then contact me during the next week to approve your excuse (illness, family emergency, etc.).  The make-up will be given at Garrison 303 at 8 a.m. exactly one week after the original test.  Since I will try to get the grades in as early as possible for the rest of the class, special arrangements will have to be made or you will get an incomplete.  I always advise against incompletes, especially during the spring semester.  There are no make-ups of make-ups.  People generally do poorer on make-ups.  I believe that this is because the most obvious essay questions are asked during the regular test  and people forget a lot in a week.  Perhaps it’s because I grade the make-ups.  In  any case, I do advise against them.

 

Laptop Policy      

In recent semesters I have noted difficulties with laptops.  People come to class and spend the entire class on-line.  This is disruptive to other students.  If you want to do this, stay home or go to the library.  You’re not going to get anything by osmosis.  Because many people do use their laptops for class purposes, I will not ban them now.  But I will soon if the problem continues.  If you are using your laptop for non-class purposes and I or Mr. Jones see you, you may be dismissed from the class. 

In a related measure, if you know that you need to leave early, sit by the back doors so you can leave without disrupting others.

 

Students With Disabilities

The University of Texas at Austin provides upon request appropriate academic accomodations for qualified students with disabilities.  For more Information contact the Office of the Dean of Students at 471-6257, 471-4641 TTY.

 

AMS 356/HIS 356K Course Syllabus

Jan            19        Introduction

 

                 21        The Civil War’s Impact upon Intellectuals

 

                 26        Oliver Wendell Holmes and Social Darwinism

                                      Alger, Ragged Dick, introduction-chapter 9

 

                  28       Social Darwinism and American Business

                                      finish Alger

 

Feb             2         The Growth of a City Culture

                                      Kasson Amusing the Millions, 3-36

 

                  4         Architecture and a New America

                                      finish Kasson

 

                  9         City Architecture—Louis Sullivan and the Early Frank Lloyd Wright

                                      von Drehle Triangle, prologue-chapter 4

                                     

                  11       Pragmatism—Ideas Make a Difference Philosophically

                                      von Drehle,chapter 5-7

 

                  16       Pragmatism—Ideas Make a Difference Socially

                                      von Drehle, chapters 8-epilogue

 

                  18       FIRST EXAM

                                      Ragged Dick, Amusing the Millions, and Triangle

 

                  23       “Gender Is Destiny?” The Battle of the Sexes

 

                  25       Women and Equality: The Battle Within

                                      Malcolm Cowley Exile’s Return, section 1

 

March          2        Painting and the Attack Upon Genteel America      

                                      Cowley, sections 2-4

 

                   4       Modernism—Seeing the World in New Ways

                                      Cowley, sections 5--7

 

                   9       Social Behavior and the End of Innocence

                                      Cowley section 8 and epilogue

 

                   11      Religion, Race, and Science in the 1920s

                                      finish Larson

                        SPRING VACATION

                   23      The Impact of the Great Depression

                                      Timothy Egan The Worst Hard Time, Introduction and Part One

 

                   25      The Dust Bowl and the American West

                                      Egan, Part Two

                                      In-class film “The Plough That Broke the Plains”

 

                   30      Artistic Responses to the Great Depression

                                      Egan, Part Three             

 

April             1       SECOND EXAM

                                      Exile’s Return and The Worst Hard Time

 

                   6       “The Good War?”—Race and African-Americans

                                      Doyle, American Insurrection, prologue and chapters 1 and 2

 

                   8       Racism in the Pacific

                                      Doyle, chapters 3-7

 

                   13      Beginnings of Civil Rights Movement

                                      Doyle, chapters  8-13

 

                   15      Changing Strategies and Tactics

                                      finish Doyle

 

                   20       Days and times to be announced       See documentary films                 “Bridge to Freedom” 

 

                   22       The Beats and Rebellion

 

                   27       The New Left and Opposition to the Powers That Be

                                       Frank, What’s the Matter with Kansas? Introduction and  Part One

 

                   29       The New Left and the Counterculture

                                      Frank, Part Two

 

May              4        The Religious Right and Its New Utopia

                                      Frank, Part Three and Epilogue and Afterword

 

                    6        THIRD EXAM

                                   American Insurrection and What’s the Matter with Kansas?

AMS 386 • Cultural Hist Of Us Since 1865

29865 • Spring 2010
Meets TH 200pm-500pm BUR 436B
show description

Note: Graduate standing required. Students also required to attend undergraduate lectures, AMS 356

AMS 398T • Supv Teaching In American Stds

29475 • Spring 2009
Meets T 200pm-500pm BUR 436B
show description

Graduate standing required. Permission from instructor required.

Publications

Articles

“American Social Science: An Overview,” Oxford Encyclopedia of American Cultural and Intellectual History, ed. Paul Boyer, Scott E. Caspar, and Joan Shelley Rubin, New York: Oxford University Press, scheduled 2012

“Alcoholism in Finland and the United States,” Suomi-USA Magazine, League of Finnish-American Societies, Helsinki, Finland, May, 2011, 18

“Same Beginnings, Different Ends: A Comparative View of Attitudes and Policies Toward Alcohol in Finland and the United States,” Suomi-USA Magazine, League of Finnish-American Societies, Helsinki, Finland, May, 2011, 16-17

“Alcohol Policy under the Microscope,” Helsinki Times, April 7,  2011, p. 2 

More and Less Than Prohibition: A Comparative View of Temperance Movements and Alcohol Institutions and Policies in Finland and the United States,” Juhalenot, University of Helsinki, Helsinki, Finland, December 10, 2010

“Hobson, Richmond Pearson,” Alcohol and Drugs in North America: A Historical Encyclopedia, ed. David Fahey and Jon Miller, Santa Barbara Ca., ABC-CLIO, forthcoming 

“Robert and Helen Lynd” International Encyclopedia of the Social Sciences, second edition, ed. William Darity, Farmington Hills, Minnesota, Macmillan Reference, 2008

“A Tale of Two Charlies: Political Science, History, and Civic Reform, 1890-1940,”Modern Political Science: Anglo-American Exchanges Since 1880 ed.  Robert Adcock, Mark Bevir, and Shannon C. Stimson, Princeton: Princeton University Press, 2007, 118-36 

“Ulrich Bonnell Phillips,” New Encyclopedia of Southern Culture, Charles R. Wilson (ed.), Chapel Hill: University of North Carolina Press, 2006, 291-2

“The Maine Law and Prohibition,” Encyclopedia of New England Culture, Burt Feintuch and David Watters (ed.), New Haven: Yale University Press, 2005, 929

“Cowley, Malcolm,” Encyclopedia of the Great Depression, Robert S. McElvaine (ed.) New York: Macmillan Reference USA, 2004, 215-16 

“Odum, Howard,” Encyclopedia of the Great Depression, Robert S. McElvaine (ed.) New York: Macmillan Reference USA, 2004, 727-28 

“President’s Committee on Social Trends,” Encyclopedia of the Great Depression, Robert S. McElvaine (ed.) New York: Macmillan Reference USA, 2004, 768-69 

“Lawrence Kolb,” Alcohol and Temperance in Modern History: An International Encyclopedia, Santa Barbara, Ca.: ABC-CLIO, 2003, 352

“Joseph E. Turner,” Alcohol and Temperance in Modern History: An International Encyclopedia, Santa Barbara, Ca.: ABC-CLIO, 2003, 625

“American Social Science,” The Oxford Companion to American History, Paul Boyer (ed.), New York: Oxford University Press, 2001, 727-28

“Witch-hunting during America’s First War on Drugs: Richmond Pearson

Hobson and “Narcotic Education,’” in Fear Itself: Enemies Real and Imagined in American Culture, Nancy L. Schultz (ed.), Lafayette: Purdue University Press, 1998, 303-12

“Academics, Advocacy, and the Public Schools: A View from the 1930s," Role of Advocacy in the Classroom, ed. Patricia Meyer Sparks New York: St. Martin's Press, 1996, 143-49

"Clarence Ayres," The Handbook of Texas, Ronnie Tyler, et. al.(eds.), Austin:Texas State Historical Society, 1996, I, 325

 "C. Wright Mills," The Handbook of Texas, Ronnie Tyler, et. al, (eds.), Austin: Texas State Historical Society, 1996, IV, 749-50

"William Archibald Dunning," American National Biography ed. John Garraty and Mark Carnes, New York: Oxford, 1999, v.7, 104-05

"Harold D. Lasswell," American National Biography New York: Oxford, 1999, v.13, 225-27

"Wesley C. Mitchell," American National Biography New York: Oxford, 1999, v.15, 623-25

"Stuart A. Rice," American National Biography New York: Oxford, 1999, v. 19, 424-25

Ulrich Bonnell Phillips," Encyclopedia of Southern Culture, Charles Wilson and William Ferris (eds.), Chapel Hill: University of North Carolina Press, 1989, 297

"Southern History and Myth: Ulrich Bonnell Phillips Reconsidered," Journal of the American Studies Association of Texas, XV 1985, 9-13

"Rejoinder to Theodore Caplow 'Social Criticism in Middletown: Taking Aim at a Moving Target, '"Qualitative Sociology, VIII (no. 1), February, 1985, 47-48

"Has America Really Changed?: The Case of Middletown, 1925-1983, Journal of the American Studies Association of Texas, XIV, 1984, 22-28

"From Middletown to Middletown III: A Critical Review Essay," Qualitative Sociology, VII (no. 4),  Winter, 1984, 72-81

"Fifty Years of an American City: Stability and Change in Middletown," Indian Journal of American Studies, XIV (no.1), January, 1984, 57-66 

"Robert Lynd and Consumerism in the 1930s," Journal of the History of Sociology, II (no.1), 1980, 99-119

Books

Social Science in the Crucible: The American Debate over Objectivity and Purpose, 1918-1941 Duke University Press 1994

bottom border