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Jacqueline Jones, Chair 128 Inner Campus Dr., Stop B7000, GAR 1.104 Austin, TX 78712-1739 • 512-471-3261

Course Descriptions

HIS 301G • Modern World

38365 • Matysik, Tracie M.
Meets MWF 200pm-300pm CAL 100
show description

This course will concentrate on the themes and methodologies necessary to thinking about the history of the planet, roughly 1500-present.  It will not provide a synthetic, chronological overview of everything that has happened on this planet in the last 500 years.  Rather, it will concentrate on the movements of technology, ideas, and persons that have made possible something like a globalized, interconnected – albeit differentiated – world.  Attention will be given to the interplay between universalizing forces and local specificities, to shifting conceptions of the universal and of difference, and to instabilities of boundaries and borders – geographical, political, and conceptual – that result from and regulate the tensions between broadly planetary and locally differentiated developments.  In the course we will devote as much time to the concepts and methodologies of global history as we will to the content of empirical historical developments.


Robert Strayer, Ways of the World: A Brief Global History, Vol. 2 (Boston and New York:  Bedford/St. Martin’s (2009).

Tayeb Salih, Season of Migration to the North, trans. Denys Johnson-Davies (New York: New York Review Books, 1969).

Jonathan Spence, The Question of Hu (New York: Vintage, 1989).


Midterm: 25%

Midterm: 30%

Final Exam: 30%

Weekly Quizzes and Participation: 15%

HIS 302C • Introduction To China

38370 • Li, Huaiyin
Meets TTH 1230pm-200pm GSB 2.126
(also listed as ANS 302C)
show description

This course introduces the study of Chinese history, society, and culture through an examination of the cultural unities and diversities, continuities and discontinuities that comprise the historical development of Chinese civilization. Topics include philosophy and religion; population and economy; power and authority; gender, ethnicity, and cultural identity.  This course provides a foundation for continued study of Chinese history and society for students who plan to go on to more specialized, upper-division courses including Chinese anthropology, history, psychology, sociology, economics, law, policy, international business, art history, architecture, environmental science, and philosophy.


J. K Fairbank & M. Goldman, China: A New History (Belknap, 2006)

P. J. Ivanhoe & B. W. Van Norden, Readings in Classical Chinese Philosophy (Hackett, 2006)

H. Li, Village China Under Socialism and Reform: A Micro-history (Stanford, 2009)


Mid-term exam (30%)

Final exam (30%)

Two short essays (15% each, 30% total)

Attendance and participation (10%)

HIS 306N • Introduction To The Crusades

38374 • Silzell, Sharon
Meets MWF 100pm-200pm JES A303A
(also listed as MES 310)
show description

This course introduces students to the history of the crusades to the Middle East between 1095 and 1291.  By examining a variety of European and Arabic sources produced during and after the conflicts, students will gain a greater understanding of the role played by the crusades in the histories and memories of both Christian and Muslim societies.  By the end of the semester, the successful student will understand what the crusades meant to European participants, both men and women, and how these conflicts impacted societies in the Middle East.  Additionally, students will have gained the tools necessary to identify the continuing legacies of these medieval wars in the modern world.

Reading List


Cobb, Paul M. The Race for Paradise: An Islamic History of the Crusades. Oxford: Oxford University Press, 2014. Ibn Munqidh, Usama. The Book of Contemplation: Islam and the Crusades. Translated by Paul M. Cobb. New York: Penguin, 2008.

Bulliet, Richard. The Case for Islamo-Christian Civilization. New York: Columbia University Press, 2004.

Riley-Smith, Jonathan. The Crusades, Christianity, and Islam. New York: Columbia University Press, 2008.


Two essays will count for 40% of the semester grade and three exams will count for 60% of the grade.

HIS 306N • Intro M East: Adj/Chg Mod Tm

38375 • Di-Capua, Yoav
Meets MWF 300pm-400pm CAL 100
(also listed as GOV 314, MES 301L)
show description

This is an introductory class to the history of the Middle East in the 20th century. The main question for consideration is which forces and what sort of developments transformed this region from a relatively peaceful region to a radicalized environment and a source for opposition against the “West.” By exploring critical political, social, intellectual and economic themes such as colonialism, Arab nationalism, secular modernism, the impact of Zionism and military conflict, the rise of political Islam, the status of women and the oil revolution, we would identify the main internal and external forces, as well as the critical processes, that shaped the region during the last century.



·        James Gelvin, The Modern Middle East; A History (Oxford: Oxford 

                 University Press, 2004).

·        James Gelvin, The Israel-Palestine Conflict : One Hundred Years of War 

                  (Cambridge: Cambridge University Press, 2005).

HIS 306N • Jewish Civ: 1492 To Present

38380 • Bodian, Miriam
Meets TTH 1230pm-200pm WAG 214
(also listed as EUS 306, J S 304N, R S 313N)
show description

This is the second half of a two-semester survey of Jewish civilization, from the Second Temple period (c. 500 BCE) to the present. In broad strokes, the sequence will give students a conception of a Jewish culture and history that has preserved important continuities, but has also undergone transformations as its bearers migrated, encountered other cultures, and adapted to changing circumstances.

This segment of the two-semester sequence, which can be taken independently of the first, will deal with the period from 1492 (the year of the expulsion of the Jews of Spain) to the present. It will give students a grasp of major demographic shifts, the impact of the Reformation, the emergence of new attitudes to Jews, the breakdown of traditional authority and the trend toward secularization. It will deal with the following transformative events: the rise of eastern European Jewry, the spread of kabbalah (a form of mysticism), the entry of Jews into a capitalist economy, Hassidism, Jewish Enlightenment (Haskalah), emancipation, modern antisemitism, Zionism, Jews in the Muslim world, the rise American Jewry, the Holocaust, the establishment of the State of Israel, and the Arab-Israeli conflict. The thematic core of the course will be the concepts of exile and return – their various meanings and interpretations as new historical contexts took shape.


  • Eli Barnavi, A Historical Atlas of the Jewish People: From the Time of the Patriarchs to the Present.
  • Paul Mendes-Flohr and Jehuda Reinharz, eds., The Jew in the Modern World: A Documentary History.


  • First mid-term (25%)
  • Second mid-term (25%)
  • Final exam (50%)


HIS 307C • Intro To The History Of India

38385 • Vadlamudi, Sundara
Meets MWF 1200pm-100pm GAR 1.126
(also listed as ANS 307C)
show description

This course introduces students to the history of the Indian subcontinent from prehistoric times till the end of the twentieth century. We will explore a large span of history across time and space. Chronologically, we will discuss about 5000 years of history between 2500 BCE and 2000 CE. Geographically, we will survey the history of a vast region comprising the present day countries of India, Pakistan, Afghanistan, Sri Lanka, Nepal, and Bangladesh. Our course will divide the subject in to three segments: ancient India, medieval India, and modern India. We will examine political, social, economic, and cultural themes within each period. Since this is an introductory survey course, we will cover important themes rather than specific details. At the end of the course, you will be able to,


  • Identify important historical personalities and key phases in Indian history
  • Comprehend changes in religious beliefs and emergence of new religions
  • Understand the relationship between economy, trade, and society
  • Situate India within developments in the larger world


The class will be in lecture format and will include some audio-visual aids.



The class will use a textbook and several articles and book chapters that will be posted on Blackboard. The book required for this course can be purchased from the University Coop or online.


Thomas R. Trautmann, India: Brief History of a Civilization. (Oxford University Press, 2011)

Barbara Metcalf and Thomas Metcalf, A Concise History of Modern India (Cambridge University Press, 2012) Third Edition.



Attendance:                                                                                         10%

Three in-class non-cumulative exams, 20% each exam:                      60%

3-4 page book review on any one novel due on last day of class:      10%

(the list of novels will be available after the 12th day of class)

Fortnightly assignments on readings. 100-125 word answers:           20%


A (90-100); B (80-89): C (70-79); D (60-69); F (0-59)

HIS 309K • Western Civ In Medieval Times

38390 • Kaufman, Cheryl
Meets MW 400pm-530pm WEL 2.312
show description

Course Description:

This course offers an introductory survey of Western European history, from about 300 to 1500 C.E. Although textual sources are central to the study of history, we will also focus on visual and material sources to discuss continuity and change over time in the cultural, social, political, economic, and intellectual history of the Middle Ages. Classes will be a mixture of lecture, discussion, and collaborative assignments. 


Required texts:

Rosenwein, Barbara, A Short History of the Middle Ages (2009, single volume)

Augustine, Confessions (translated by F.J. Sheed)

Einhard and Notker the Stammerer, Two Lives of Charlemagne (Penguin Classics, translated by Lewis Thorpe contains complete text)

The Letters of Abelard and Heloise (translated by Betty Radice)


Additional required readings consisting of primary and secondary historical sources will be made available electronically.



Quizzes: 20%

Attendance and class participation: 20%

Two mid-semester tests: 30%

Final exam: 30%


Regular attendance, reading of assigned texts, and class participation are basic requirements of the course. 

HIS 309L • Western Civ In Mod Times-Pl II

38395 • Coffin, Judith G.
Meets TTH 200pm-330pm GAR 1.126
show description

This course surveys Western culture, society, and politics from 1492 to the present. We will study political, religious, and cultural revolutions, Europe’s changing place in the world, the rise of the modern state, and legacies of war. We study the history of now-familiar concepts (nature, science, the self), institutions (the state, or religion), and debates (What does “the West” stand for? What is legitimate authority?). Along the way, the course aims to teach historical analysis. How do historians (as opposed to philosophers, for instance) explain events like the Holocaust? How do historians sort out webs of causation and context?


 Survey courses necessarily cover a lot of ground. You will have to synthesis lots of material. Do not let the details overwhelm you.  Focus on the major problems and on what the readings capture about the period in which they were written.

Some students will have relevant background knowledge, others none. I’d like everyone to participate in discussions regardless. Please be respectful of others’ ideas and considerate about their time. Do not hesitate to ask us questions in class or by email. I have posted writing and study aids on Blackboard.

Be sure that your email address in the directory is accurate, since Blackboard (based on that address) is my means of communicating important information outside of class.


 Judith Coffin and Robert Stacey, Western Civilizations, vol. II  16th edition[1]

J.H. Elliott, The Old World and the New: 1492-1650

Honoré de Balzac, Old Goriot

Joseph Conrad, Heart of Darkness

Hannah Arendt, Eichmann in Jerusalem

Arthur Koestler, Darkness at Noon

Additional required reading (Martin Luther, John Locke, Jean-Jacques Rousseau, Edmund Burke, et. al) is available on the web. I have either provided the URL or posted the excerpt on Blackboard.

Highly recommended: Diane Hacker, A Pocket Manual of Style; John Trimble, Writing with Style; or Peter Elbow, Writing with Power.


1)    Preparation for and participation in regular class discussions; informal writing assignments, short papers, and quizzes. 20%

2)    1 mid term 20% (the week before spring break)

3)    1 5-6 page paper 30%

4)    Final take-home exam (2 essays) 30%

HIS 310 • Introduction To Modern Africa

38400 • Falola, Toyin
Meets TTH 1230pm-200pm UTC 3.134
(also listed as AFR 310K, WGS 301)
show description

This course introduces students to the history of Africa since 1800 to the present. The course is divided into four parts: Part I – an overview of African life before 1800. Part II – an overview of the partition of Africa and the upheavals to economic, political, cultural, and social institutions. Part III – an over view of colonial histories, the struggles for freedom, and the euphoria of independence. Part IV – an overview of the legacies and disappointments of colonialism, and the post-colonialism. Because the continent is so vast, its history complex, and the time period so wide, each part will have a case study to illuminate each section of the course more concretely, giving students both depth and breadth in a subject for which they have little or no prior knowledge. The readings augment the lectures and allow students to follow their interests from the topics covered. This is a great course to take before “that trip to Africa!” The class will also utilize feature films and documentaries to illustrate the historical issues more vividly. Karibu! Welcome!

HIS 314K • History Of Mexican Amers In US

38410 • Zamora, Emilio
Meets TTH 930am-1100am UTC 4.132
(also listed as MAS 316)
show description

The reading and lecture course examines the historical development of the Mexican community in the United States since 1848, with an emphasis on the period between 1900 and the present.  The primary purpose of the course is to address time and place specific variations in the incorporation of the Mexican community as a national minority and bottom segment of the U.S. working class.  One of my central concerns is to explain two inter-related historical trends in this incorporation, steady upward mobility and unrelenting social marginalization.  I emphasize work experiences, race thinking, social relations, trans-border relations, social causes and larger themes in U.S. history such as wars, sectional differences, industrialization, reform, labor and civil rights struggles, and the development of a modern urbanized society. Also, I incorporate relevant aspects of the history of Latinos, African Americans, and Mexico.


Manuel G. Gonzales, Mexicanos, A History of Mexicans in the US (Bloomington: Indiana University Press, 1999).

Angela Valenzuela, “The Drought of Understanding and the Hummingbird Spirit,” Unpublished essay in my possession.

Emilio Zamora, Claiming Rights and Righting Wrongs in Texas, Mexican Workers and Job Politics during WWII (College Station: Texas A&M University Press, 2009).

Emilio Zamora, “Guide for Writing Family History Research Paper.


Mid-term examination (20%),

Final examination (20%),

Research paper (30%),

Four chapter reports (20%)

Film report (10%).

HIS 315K • The United States, 1492-1865

38425 • Ernst, Christopher
Meets MWF 900am-1000am SAC 1.402
show description

This course explores the most vital—and occasionally controversial—aspects of the

social, cultural and political developments in the European colonization of North

America and the emergence of the United States. Surveying nearly 400 years, it ranges

from the early period of European exploration to the American Civil War. Lectures will

provide a detailed examination of such topics as race, class, gender, sexuality,

immigration, religion, regional tension, dominance and resistance. We will explore the

emergence of an American identity, the evolution of American self-government and the

expansion of American territory. Major themes will include the cultural collision of the

contact period, the development of slavery, religious and intellectual trends, the

American Revolution, the divergence of the northern and southern United States, the

dominance of market capitalism and the rise of the American working class, continuous

immigration, geographic and economic expansion and the sectional divisions preceding

the Civil War.

Throughout the course, we will read cutting-edge scholarship and analyze compelling

primary sources. Students will become adept at interpreting images, deconstructing texts

and evaluating historical evidence.


Of the People: A History of the United States, vol. 1, concise edition, by James Oakes, et

al. (Referred to as OTP in the Schedule of Lectures below.)

Reading the American Past: Selected Historical Documents, vol. 1, To 1877, ed. by

Michael P. Johnson

Narrative of the Life of Frederick Douglass, An American Slave, by Frederick Douglass


Attendance and class participation 20%

Midterm 20%

Essay (8 pages/2000 words) 30%

Final examination 30%

HIS 315K • The United States, 1492-1865

38430 • Seaholm, Megan
Meets MWF 100pm-200pm WEL 1.308
show description

Lectures, readings, videos, maps and other graphics are used to

provide students with a survey of US history from before the European encounter

through the Civil War. Students will study significant aspects of the nation’s political,

economic, and cultural history and will be challenged to understand the why, how, and

so what of this history. You begin with learning about what happened and then

proceed to questions of causality and consequences.

Moving from what happened to why or how, and, then, to so what students will

sharpen their skills in critical thinking. Both exams will include essay questions to

encourage students in their written communication skills. Along the way, students

will consider some of the ethical dilemmas confronted by Americans who lived long ago.

Students will examine issues of personal responsibility and social responsibility as

they learn about how previous generations understood these responsibilities. For

example, many Americans in the late 18th century and in the first decades after the

creation of the United States, emphasized “civic virtue” as essential if republican

(representative) government was to survive.


Eric Foner, Give Me Liberty, brief 3rd edition, volume 1.

Eric Foner, ed., Voices of Freedom, 3rd edition, volume 1

Joseph Ellis, Founding Brothers: The Revolutionary Generation

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


1st Midterm Exam:  (30% of course grade)

2nd Midterm Exam: (30% of course grade)

1 in class multiple choice test, (10% course grade),

3rd Exam: (30% of course grade)

HIS 315K • The United States, 1492-1865

38435 • Seaholm, Megan
Meets MWF 200pm-300pm WEL 1.308
show description

Lectures, readings, videos, maps and other graphics are used to

provide students with a survey of US history from before the European encounter

through the Civil War. Students will study significant aspects of the nation’s political,

economic, and cultural history and will be challenged to understand the why, how, and

so what of this history. You begin with learning about what happened and then

proceed to questions of causality and consequences.

Moving from what happened to why or how, and, then, to so what students will

sharpen their skills in critical thinking. Both exams will include essay questions to

encourage students in their written communication skills. Along the way, students

will consider some of the ethical dilemmas confronted by Americans who lived long ago.

Students will examine issues of personal responsibility and social responsibility as

they learn about how previous generations understood these responsibilities. For

example, many Americans in the late 18th century and in the first decades after the

creation of the United States, emphasized “civic virtue” as essential if republican

(representative) government was to survive.


Eric Foner, Give Me Liberty, brief 3rd edition, volume 1.

Eric Foner, ed., Voices of Freedom, 3rd edition, volume 1

Joseph Ellis, Founding Brothers: The Revolutionary Generation

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


1st Midterm Exam:  (30% of course grade)

2nd Midterm Exam: (30% of course grade)

1 in class multiple choice test, (10% course grade),

3rd Exam: (30% of course grade)

HIS 315L • The United States Since 1865

38440 • Suri, Jeremi
Meets TTH 800am-930am SAC 1.402
show description

This course is designed to provide students with a grounding in some of the most

controversial, enduring, and relevant topics in the history of the United States, broadly defined.

Students will read a wide range of monographs and primary source materials. Lectures and

discussions will encourage students to compare and contrast various points of view, and interrogate broad historical transformations since the Civil War. The course will emphasize intensive reading, analytical writing, and critical thinking. The instructor and teaching assistants will, at all times, encourage students to articulate different points of view. Our central purpose is to stimulate informed, thoughtful, and intelligent perspectives on the American experience. This includes close attention to politics, society, culture, economy, diplomacy, and military affairs. It also includes an international and transnational understanding of how Americans have interacted historically with those defined as non-Americans. Instead of comprehensiveness and textbook detail, this will be a course about big ideas, big transformations, and big debates – that continue into the twenty-first century. We will not strive for consensus or agreement in this course; we will nurture learned discussion and collective engagement with the complexities of our society’s history.


Brinkley, Alan. Franklin Delano Roosevelt (New York: Oxford University Press, 2010).

Foner, Eric. Voices of Freedom: A Documentary History, Volume 2, Fourth Edition

(New York: W.W. Norton, 2014).

Hahn, Steven. A Nation Under Our Feet: Black Political Struggles in the Rural South

from Slavery to the Great Migration (Cambridge, Mass.: Harvard University

Press, 2005).

Leffler, Melvyn P. The Specter of Communism: The United States and the Origins of the

Cold War, 1917-1953 (New York: Hill and Wang, 1994).

McGerr, Michael. A Fierce Discontent: The Rise and Fall of the Progressive Movement

in America, 1870-1920 (New York: Oxford University Press, 2005).

McPherson, James M. Abraham Lincoln and the Second American Revolution

(New York: Oxford University Press, 1992).

Self, Robert O. All in the Family: The Realignment of American Democracy since the 1960s

(New York: Hill and Wang, 2012).

Suri, Jeremi. Power and Protest: Global Revolution and the Rise of Détente

(Cambridge, Mass.: Harvard University Press, 2005).


Weekly Response Essays: 20%

Document Analysis: 20%

Examination #1: 20%

Examination #2: 30%

Lecture Attendance: 10%


HIS 315L • The United States Since 1865

38445 • Brands, Henry W.
Meets TTH 930am-1100am SAC 1.402
show description

The course will cover American history from the end of the Civil War to the present.

The basic themes will be (1) the struggle to define the boundary between the public sector and the private sector in American life, or between democracy and capitalism; and (2) the striking fact that a nation that professes to love peace has so often gone to war.



 American Stories, 2nd edition, volume 2, with MyHistoryLab access. The

book-and-access package can purchased at the UT Co-op. A digital edition (which includes volumes 1 and

2 together, plus MyHistoryLab) is available at




 Chapter Exams: There will be one exam for each assigned textbook chapter. The exams will be taken

online in MyHistoryLab. The deadline for the exams is Friday at 12 noon. Extensions will be given only for

sudden documented illness or grave family emergency. Computer problems are not an acceptable excuse.

Each exam may be taken only once. It is the responsibility of students to monitor the MyHistoryLab

gradebook to see that their exam grades are being properly recorded. The exams will total to 40 percent of

the semester grade.

 Blue Book Tests: Three, in class. Students will write on one essay question per test, given below. Students

may bring one note card (3 by 5 inches) to class with notes. 20 percent total.

 Papers:Three, on documents provided on Canvas. Writing prompts are on Canvas also. 20 percent. The

papers will be submitted in class on the due dates.

 Classroom Exercises: Periodically during the semester, students will be given writing exercises in class.

These will be graded on a pass/fail basis. They will be unannounced and there will be no makeups without

approved excuse (documented illness, family emergency, etc.). 20 percent.

 Makeup and late policy: The Chapter Exams and the Papers will not be accepted after the deadlines. You

have plenty of lead time on these, so plan ahead and allow for the unforeseen. Makeups for the Blue Book

Tests will be given only for approved absences.

 Grades: A = 90s; B = 80s; C = 70s; D = 60s; F = below 60. Straight letter grades only; no +/-.


HIS 315L • The United States Since 1865

38450 • Miller, Aragorn Storm
Meets MWF 1200pm-100pm BUR 106
show description

In just over a century the United States transformed from a nation scarred by civil war to perhaps

the most powerful, prosperous, yet conflicted polity in human history. How did this happen? This

course examines the dominant discourses, crises, and questions associated with the growth of the

United States as a political and socioeconomic world power. We begin with a discussion of the

ways in which the nation attempted to recover from the Civil War in the context of renewed

territorial expansion, accelerating industrialization, and diversifying immigration. From there we

examine the rise of the United States to global prominence and the emergence of new strains of

domestic ambivalence regarding macroeconomic prosperity, social discord, and geopolitical

influence. We conclude with a consideration of the contested meanings of freedom, prosperity,

and national identity, as the nation grappled with the Cold War and the rapidly evolving

socioeconomic realities the late 20th and early 21st century world.

The goal of this course is to develop your ability to use content and facts, and to interrogate

competing interpretive positions and make judgments about history. This course also aims to

teach you critical thinking skills that cross over to disciplines other than History. We will pay

attention to ideas of contingency and individual agency in the “top down” and “bottom up” history

the modern United States. We shall take popular narratives—of a steady and confident rise to

power, of unity at home in the face of homogeneous opponents outside the gates—to task along

the way.

There are no prerequisites to this course, though those students unfamiliar with the basic contours of U.S.

History are urged to read the materials closely, and to meet with the instructor or TAs to discuss any

interpretive or factual questions that may arise. 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.


James Henretta, et. al., America: A Concise History, Volume Two: Since 1865, 6th edition (2014)

Selected Primary Source Documents as Provided by Instructor (via URLs pasted into the syllabus

and PDFs posted to our Canvas page


1st Midterm Exam, 30%

2nd Midterm Exam, 30%

Final Exam, 30%

Media and Interpretive Assignments, 30% each

Reading/Attendance Quizzes (6 x 2% each, lowest score dropped), 10%

HIS 315L • The United States Since 1865

38454 • Clarke, Sally H.
Meets TTH 200pm-330pm NOA 1.116
show description

Survey of United States history since the Civil War.

Partially fulfills legislative requirement for American history.


HIS 315L • The United States Snc 1865-Hon

38455 • Restad, Penne L.
Meets TTH 1230pm-200pm JES A218A
show description

This class will survey over 150 years of modern American history, keeping a collective mind openabout which and why certain facts, stories, events, and people are key to understanding our past.It draws on two popular American history books that offer complementary, sometimes conflicting,interpretations of the American story to illuminate the rich textures of the nationʼs history as wellas the particular challenges faced in its writing. Using these authorities (as well as a basic Outlineof U.S. History) as a starting point, participants will work collaboratively to expand theirunderstanding of American history and to engage in the type of thinking required to “do” history.


U.S. Government, Outline of U.S. History, chapters 8-15.

Johnson, History of the American People,

Zinn, A Peopleʼs History of the United States (available online, but without page numbers)

HIS 317L • Socl Entreprnrshp China/US-Chn

38460 • Moore, Leonard N.
show description

This study-abroad course will look at the History of Social Entrepreneurship in the United States and China. Social Entrepreneurship is an emerging field in which passionate people driven by a desire to change the world lead, design, and launch business that solve social problems. However, starting a business to uplift a community is nothing new in the United States. In the African American community the history of black business is a history of social entrepreneurship. Black business ownership from the colonial era to the present has to some degree focused on solving problems that either the government was unwilling or unable to solve.

This course specifically looks at how innovative people have used a business approach to solve some of society’s greatest problems such as poverty, the lack of clean water, migrant education, caring for the aged, urban unemployment, health care, orphans, women’s rights, incarceration, and others. This course will explore the U.S. and China’s social entrepreneurial history and landscape, examine challenges in its current system, and look at the future of social entrepreneurship in the U.S. and China.

The course will examine these efforts within the context of 20th century U.S. and China history.

Social Entrepreneurship is rapidly expanding and growing phenomena as engaged-citizens realize that government is unable to solve some of society’s greatest problems. China represents arguably the best place to study this emerging field since it has failed to create structures to help low-income residents.

The course will be structured around four interconnected yet distinct elements:

1.         The history of social entrepreneurship in the U.S. and China

2.         The historic role of urban migration in the U.S. and China

3.         The systemic nature of urban inequality in the U.S. and China since World War II

4.         How social entrepreneurs in the U.S. and China have addressed these challenges



Juliet Walker, The History of Black Business in America: Capitalism, Race, and Entrepreneurship

Toure Reed, Not Alms But Opportunity: The Urban League and the Politics of Racial Uplift

Jonathan Spence, Mao ZeDong: A Life

Michelle Loyalka, Eating Bitterness: Stories from the Front Line of China’s Greatest Urban Migration


Grades will be based upon the following:

•           One take-home essay exam

•           Weekly blogging

•           An In-Class Presentation and Facilitation

•           12-14 Page Paper

•           Community Internship

•           Class participation

HIS 317L • Era Of American Revolution

Meets MWF 900am-1000am PAR 1
show description

In 1815, John Adams wrote to Thomas Jefferson about the American Revolution. “What do we mean by the Revolution? The war? That was no part of the Revolution; it was only an effect and consequence of it.” This course will examine the Era of the American Revolution to understand the intellectual, political, social, and economic causes of the American Revolution and to understand its immediate and enduring consequences for American thought and life. While the Revolutionary War was important and will be covered, this course will probe many of the enduring historical questions related to this complex event. How could a disagreement over taxation erupt into such a cataclysmic break with a British Empire that gave so much benefit and identity to so many colonists? What challenges did the new nation face after independence? How did different groups of people respond to the outbreak of revolution, and how did they fare after independence? In particular, this course will examine many of the seminal thinkers and ideas that helped lead to the Revolution and that also contributed to the formation of the large, diverse republican experiment that emerged after independence.


Brunsman, Denver, and David J. Silverman, eds. The American Revolution Reader. 1 edition. New York: Routledge, 2013. (large selection of essays by contemporary scholars of the American Revolution)

Fischer, David Hackett. Paul Revere’s Ride. New York: Oxford University Press, 1994.

Locke, John. Second Treatise of Civil Government, 1690.

Paine, Thomas. Common Sense; Addressed to the Inhabitants of America, 1776.

The Federalist, 1787-1788.

Franklin, Benjamin, The Autobiography, 1771-1790.

Various shorter readings assigned by instructor


Paper 1 (20%); Mid-Term Exam (20%); Paper 2 (20%); Final Exam (30%)

HIS 317L • Intro To African Amer Hist

38465 • Berry, Daina Ramey
Meets MWF 100pm-200pm MEZ B0.306
(also listed as AFR 317D)
show description

This course is largely designed to introduce students to the major themes, issues, and debates in African American history from its African origins until today.  It serves as a general introduction to the historical literature by providing lower division undergraduate students with an overview of the African American experience through readings, lectures, film, and music.  Some of the specific topics covered include African antecedents, colonial and antebellum slavery, the abolition movement,  the free black experience, the Civil War, emancipation, Jim Crow segregation, racial violence, black culture, the modern freedom struggle, popular culture, political movements, and the contemporary experience. Ultimately, students should gain an understanding of how enslaved and free African Americans lived, worked, socialized, and defined themselves in American society.

Course Objectives:

Students will have the opportunity to write essays and take multiple-choice and short answer exams in this course.  Using this combination of testing strategies, one goal of the class is to facilitate students’ LEARNING of African American history rather than the memorization of relevant names, dates, and events.  The professor recognizes the importance of knowing key figures and events; however, the primary objective is to help students develop a solid understanding of the political, social, economic, and personal lives of African Americans from their arrival through today. 

This course carries the flag for Cultural Diversity in the United States


Potential Reading List:


Fikenbine, Ray ed. Sources of the African American Past: Primary Sources in American History  (2nd Edition), 2003.


Moody, Anne. Coming of Age in Mississippi.  New York: Random House, 1968.


Painter, Nell Irvin. Creating Black Americans: African American History and Its Meanings 1619-Present. New York: Oxford University Press, 2007.


White, Deborah Gray.  Ar’n’t I a Woman?: Female Slaves in the Plantation South  (2nd Edition). New York: W. W. Norton and Company, 1999.


Grading Policy:

Response Papers                                  20%

Mid-Term Examination                                   25%

Historical Movement Assignment        20%

Final Exam                                          35%

HIS 317L • Intro To Asian American Hist

38470 • Mays, Susan
Meets TTH 1230pm-200pm BUR 220
(also listed as AAS 312)
show description

Flag: Cultural Diversity in the U.S.

This course examines major themes in Asian American history circa 1800 to the present, focusing on Americans of East, South, and Southeast Asian heritage.  With a flag for Cultural Diversity, this class explores Asian American history as an integral part of US history while also considering the social, cultural, and economic experiences of an ethnic group as it sought equality in the United States.  The class covers the diverse histories of Asian Americans, while identifying struggles that were common to Asian Americans as they immigrated, established citizenship, and built lives, careers, and communities in the United States.  Given the rapid growth of the Asian American population in recent decades, the course explores drivers of emigration from Asia, including the rapid economic growth of Asian economies in recent decades, as well as the changing landscape for Asian Americans in the US and abroad.  The course is organized by topic, and it makes use of scholarly articles, journalistic accounts, biographies, and documents by community leaders and organizations.

HIS 317L • US In 17th-C Atlantic World

38475 • Kamil, Neil D.
Meets MWF 1100am-1200pm UTC 4.110
show description

With global expansion from the spread of warfare, commerce and credit, exploration, New World Colonization, technological innovation, and religious reformation and counter-reformation, the seventeenth century saw the spread of knowledge and experience of the world through human interaction in the form of conflict, economic exchange, and cultural creativity. Extensions of human geography and puzzling encounters with strange people, gods, material culture, and flora and fauna in exotic places, also formed the basis of a remarkable convergence of science, art and culture between east and west during this period. The purpose of this lecture course is to begin to map just a few of the major patterns in this enormous global process as they touch upon the various regions of Spanish, British, and French North America during the earliest period of settlement.


Daniel K. Richter, Facing East from Indian Country (Electronic Resource on UTCAT); Franklin W. Knight, ed., Andrew Hurley translator, Bartolome de las Casas, An Account, Much Abbreviated , of the Destruction of the Indies;   David Cressy, Coming Over (pdf available on blackboard);   Trevor Burnard, Mastery, Tyranny, and Desire;   April Lee Hatfield, Atlantic Virginia;   John Demos, Unredeemed Captive; Daviken Studnicki-Gizbert, A Nation Upon the Ocean Sea: Portugal’s Atlantic Diaspora and the Crisis of the Spanish Empire, 1492-1640 (Electronic Resource on UTCAT);  Alan Gallay, The Indian Slave Trade;   James F. Brooks, Captives and Cousins.


Midterm and Final Essay Examinations, one 2-page book review, one quiz.  Grading percentages are not written in stone but may be calculated roughly as follows:  midterm (30%), final (40%), book review (20%), and quiz (10%). Please note:  while there are no explicit percentages for class participation listed in this framework, enthusiastic engagement with the readings during discussions is expected and will be rewarded in the final grade.  As a result, those of you who do not participate will suffer by comparison.

HIS 317L • Building America

38480 • Bsumek, Erika M.
Meets MWF 1000am-1100am GAR 0.102
(also listed as AMS 315)
show description

This course will look at roughly 100 years of building in American society from 1867-1980. It will focus on the ways in which politicians, architects, engineers, urban planners, construction workers, naturalists, environmentalists, novelists, filmmakers and the American populous approached the relationship between large-scale infrastructure projects and social development. This course will pay special attention to  the design of specific dams, highways, and urban areas and will place them in larger historical perspective by evaluating key locations before and after they were built or expanded. Hoover Dam, for instance, would provide a key case study in this class. Hoover Dam does more than hold water and generate electricity. It dramatically changed (and continues to change) the relationship that people had with technology, the surrounding area, and with each other. The closest urban area, Las Vegas, will also be evaluated when discussing Hoover Dam, but so too will Southern California. Special attention will also be paid to the engineering innovations that changed construction techniques used in large scale projects.


Engineers of Dreams: Great Bridge Builders and the Spanning of America by Henry Petroski (Oct 29, 1996)

To Engineer Is Human: The Role of Failure in Successful Design by Henry Petroski (Mar 31, 1992)

Seely, Bruce Edsall. Building the American Highway System: Engineers as Policy Makers. Technology and Urban Growth. Philadelphia: Temple University Press, 1987.

Snyder, Logan Thomas. “The Creation of America’s Interstate Highway System.” American History 41, no. 2 (June 2006): 32–39.

Moudry, Roberta, ed. The American Skyscraper: Cultural Histories. New York: Cambridge University Press, 2005.

McCullough, David G. The Great Bridge: The Epic Story of the Building of the Brooklyn Bridge. New York: Simon & Schuster, 2001.

Introduction to Engineering Nature: Water, Development, and the Global Spread of American Environmental Expertise, by Jessica Tiesch, (UNC Press, 2011). 

We will be reading short articles about specific building projects: Hoover Dam, Glen Canyon Dam, the Brooklyn Bridge, the Sears House, the Woolworth Building, etc.

Possible readings may include:

Schweitzer, Robert. America’s Favorite Homes: Mail-order Catalogues as a Guide to Popular Early 20th-century Houses. Great Lakes Books. Detroit: Wayne State University Press, 1990.

Cooke, Amanda, and Avi Friedman. “Ahead of Their Time: The Sears Catalogue Prefabricated Houses.” Journal of Design History 14, no. 1 (January 1, 2001): 53–70. 


Midterm: 100 points

Paper: 50 points

Final exam: 100 points

Book Review: 25 points

Reading quizzes: 10 points each

In class participation: 25 points.

HIS 317L • Hist Of Religion In The US

38485 • Graber, Jennifer
Meets MWF 900am-1000am CLA 0.128
(also listed as AMS 315, R S 316U)
show description

This class explores how religious people and communities in the United States affirm their worldviews, understand the ethical life, engage in ritual acts, and organize their communal relations. It also looks at the way the American social environment has shaped these practitioners and their communities. In particular, this class explores an ongoing tension: the dominance achieved by majority religious groups and the religious diversity that marks the population and is protected by law. We will observe how this particularly American dynamic shapes religious communities. We will explore this tension through a historically organized survey of majority and minority religious groups. We begin with the continent’s original diversity in its hundreds of Native American traditions. We then move to dominant varieties of Protestant Christianity in relation to smaller groups, including colonial-era Jews, upstart Mormons, newly immigrated Catholics, African-American believers, and more recently arrived immigrants who practice Hinduism and Islam. While the class cannot cover the entire history of religion in United States history, it offers students greater historical understanding and tools for analyzing the ongoing dynamics of religious dominance and religious diversity in this country.

HIS 317N • Roots Religious Toleration

38490 • Bodian, Miriam
Meets TTH 330pm-500pm WEL 2.256
(also listed as CTI 310, EUS 306, J S 311, R S 306)
show description

Religious intolerance seems to be endemic in human societies. It takes different forms, ranging from subtle discrimination to mass violence. There are times when it is less intense than at others. As a social phenomenon, there seems little chance that it can ever be eliminated.

But historically, political and legal structures have been developed that have ensured a high degree of freedom for religious minorities. These structures have been built gradually and with great effort. They have very particular roots in early modern Europe (sixteenth to eighteenth centuries). In this course we will try to understand in historical perspective how this happened, as well as the impact of this development on contemporary thinking.

To understand the extraordinary struggles of the early modern period, we’ll first have to understand the basic position and practices of the western Church toward heretics and non-believers as they were formulated in the first few centuries CE and as they were elaborated in the medieval period. We will then turn to the events and changed perspectives of the Reformation period. Finally, we will analyze the range of theoretical ideas about religious toleration proposed by European thinkers, and consider their practical implications. We’ll conclude with some reflections on the persistent problems that have arisen and still arise in the effort to achieve religious toleration, including recent issues particular to the multiculturalism experiment.

The course, then, has a three-part structure:

Part 1: A survey of the late antique and medieval European background;

Part 2: A look at how new conditions in the Reformation period encouraged the emergence of ideas of religious toleration;

Part 3: A study of a variety of theoretical positions – then and (briefly) now.


You will take an exam after the first two segments of the course (together, 50% of the grade), and a final exam (30%). In addition, you will write a 3-5 page exercise (10%), and attendance and participation will be evaluated (10%).

HIS 317N • Thinking Like A Historian

38495 • Hardwick, Julie
Meets TTH 930am-1100am GAR 0.132
show description

Thinking Like a Historian is a sophomore seminar for History majors.  The class will introduce students to history research as a professional discipline: research methods, types of sources, historiography, and structure of research papers.  Students will read  a wide range of primary sources, examine how different historians have developed competing interpretations of particular topics, and develop a research project.  Students write a variety of very short papers, do a group project, and provide a written framework for their research projects. 

Readings will include primary sources posted on BlackBoard and articles available in electronic versions through the PCL website.


Natalie Zemon Davis, The Return of Martin Guerre (Harvard University Press, 1984)

Eric Hinderaker, The Two Hendricks: Unraveling a Mohawk Mystery (Harvard University Press, 2011)

James E. Crisp, Sleuthing the Alamo: Davy Crockett’s Last Stand and Other Mysteries of the Texas Revolution (Oxford University Press, 2005)


Six short papers 30%

Group project 20%

Research project framework 30%

Participation 20%

HIS 319D • Ancient Mediterranean World

38500-38515 • Carusi, Cristina
Meets MW 1200pm-100pm WEL 2.304
(also listed as AHC 319, C C 319D)
show description

Survey of the ancient Mediterranean from ca. 3000 BC to AD 476. Focus on

the development of ideas and institutions in the Greek and Roman worlds

and on the active cultural exchange among the diverse civilizations of

the broader region that shaped Greek and Roman history and cultural


HIS 321 • History Of Rome: The Empire

38520 • Riggsby, Andrew M
Meets MWF 100pm-200pm WAG 101
(also listed as AHC 325, CTI 375)
show description

This class will cover the story of the Roman empire from the death of Caesar to the fall of Rome in A.D. 476.  After working our way through the narrative of this period (about half th semester), we will examine a number of topics that cut across time.  The course will touch on politics, law, war, the economy, social classes, gender, and psychopathic emperors.

HIS 322M • History Of Modern Science

38525 • Hunt, Bruce J.
Meets MWF 1100am-1200pm GAR 0.102
show description

In this course, we will survey the development of modern science from the time of Isaac Newton to the present, and will examine the growth of scientific ideas and institutions and their changing place in Western society.


Thomas L. Hankins, Science and the Enlightenment,

Charles Darwin, Evolutionary Writings (ed. James Secord),

Bruce J. Hunt, Pursuing Power and Light: Technology and Physics from James Watt to Albert Einstein,

James D. Watson, The Double Helix (Norton Critical Ed., ed. G. S. Stent),

plus a packet of xeroxed readings.


Grades will be based on three essay exams (25% each) and a short paper on a topic to be assigned (25%).

HIS 329U • Perspectives On Science & Math

38530-38535 • Raby, Megan
Meets MWF 1100am-1200pm PAI 4.18
show description

Perspectives on Science and Math explores the intellectual, social, and cultural history of science and mathematics, focusing on the 17th century to the present. This is an upper-division history course designed for students in UTeach Natural Sciences. This course has four interlocking goals: to give you an overview of the history of science and math in order to broaden your understanding of subjects you will teach in the future; to enable you to put this broader history and context to work in science and math pedagogy; to improve your ability to research, analyze, and evaluate information; and to improve your writing and communication skills. 

This is a Writing Flag course. It is designed to give you experience writing within an academic discipline––in this case, history. You can expect to write regularly during the semester, complete substantial writing projects, and receive feedback to help you revise your writing. You will also have the opportunity to read and discuss your peers’ work. For more information about the benefits and expectations of Writing Flag courses, see



Ede, Andrew, and Lesley B. Cormack. A History of Science in Society: From Philosophy to Utility. Second ed. Toronto: University of Toronto Press, 2012.

Additional required primary and secondary source readings online.



Participation (includes attendance) 10%

Reading Comprehension/Reflection Questions 25%

Research Essay: "Textbook Histories" 25%

5E Lesson Plan Project (group project, graded individually) 40%

HIS 329U • Perspectives On Science & Math

38540-38545 • Raby, Megan
Meets MWF 200pm-300pm PAI 4.18
show description

Perspectives on Science and Math explores the intellectual, social, and cultural history of science and mathematics, focusing on the 17th century to the present. This is an upper-division history course designed for students in UTeach Natural Sciences. This course has four interlocking goals: to give you an overview of the history of science and math in order to broaden your understanding of subjects you will teach in the future; to enable you to put this broader history and context to work in science and math pedagogy; to improve your ability to research, analyze, and evaluate information; and to improve your writing and communication skills. 

This is a Writing Flag course. It is designed to give you experience writing within an academic discipline––in this case, history. You can expect to write regularly during the semester, complete substantial writing projects, and receive feedback to help you revise your writing. You will also have the opportunity to read and discuss your peers’ work. For more information about the benefits and expectations of Writing Flag courses, see



Ede, Andrew, and Lesley B. Cormack. A History of Science in Society: From Philosophy to Utility. Second ed. Toronto: University of Toronto Press, 2012.

Additional required primary and secondary source readings online.



Participation (includes attendance) 10%

Reading Comprehension/Reflection Questions 25%

Research Essay: "Textbook Histories" 25%

5E Lesson Plan Project (group project, graded individually) 40%

HIS 334J • Hist Of Britain Restoratn-1783

38550 • Vaughn, James M.
Meets MWF 100pm-200pm WEL 2.308
(also listed as EUS 346)
show description

This lecture course surveys the political, social, economic, and intellectual history of England (and, after the Union with Scotland in 1707, of Great Britain) from the end of the Interregnum to the conclusion of the War for American Independence.  It focuses on the transformation of England/Britain from an agrarian realm characterized by an absolute monarchy, an intolerant church, and a stagnant economy into a commercial and manufacturing society characterized by a vibrant public sphere, parliamentary rule, a dynamic economy, and unparalleled degrees of civil and religious liberty.  Over the course of this period, England/Britain emerged as a world power overseeing a vast commercial and territorial empire stretching across four continents.  As such, the lectures place English/British history firmly within its European and global contexts.


The major topics covered include the rise of capitalism; Stuart royal absolutism; the Glorious Revolution of 1688/89 and the consolidation of parliamentary government; the Financial Revolution and the fiscal-military state; the British Enlightenment, the public sphere, and civil society; commercialization, urbanization, and consumer society; overseas expansion and imperial transformation; party politics, patriotism, and extra-parliamentary radicalism; the rise of political economy; the American Revolution and the formation of a territorial empire in South Asia; movements for parliamentary reform; and the onset of the Industrial Revolution.



Paul Kléber Monod, Imperial Island: A History of Britain and Its Empire, 1660-1837 (Wiley-Blackwell, 2009).

Steven C. A. Pincus, England’s Glorious Revolution, 1688-1689: A Brief History with Documents (Bedford/St. Martin’s, 2006).

Margaret C. Jacob, The Enlightenment: A Brief History with Documents (Bedford/St. Martin’s, 2001).



Attendance and Participation (10%)

Two Papers (or Short Take-Home Exams) (50%)

Take-Home Final Exam (40%)

HIS 340L • Post-Mao China: Chng/Transform

38555 • Li, Huaiyin
Meets TTH 330pm-500pm GAR 1.126
(also listed as ANS 340L)
show description

This course examines Chinese economy, society, and politics during the reform era since the late 1970s in a historical context.  It covers the following topics: the transformation of China’s rural and urban economies and its social consequences; change and continuity in government systems, political ideologies, and popular values; and China’s integration into the global system and its impact on China’s role in world politics.  Using a comparative and historical perspective, this course aims to identify the characteristic “China model” of economic, social, and political changes and explore its implications for existing theories of development and globalization.

HIS 343M • History Of Russia Since 1917

38560 • Wynn, Charters
Meets TTH 200pm-330pm JGB 2.216
(also listed as REE 335)
show description

                                  HISTORY OF RUSSIA FROM 1917

                                         HIS 343M/REE 335


Course Description:Winston Churchill described the Soviet Union as “a riddle wrapped in a mystery inside an enigma.”  I hope you will find the country somewhat less perplexing after studying the political, social, economic, cultural, diplomatic, and military developments that shaped Russian history during the 20th century.  We will devote particular attention to four milestones of Soviet history: the Russian Revolution; Stalin’s “Revolution from Above”; World War II; and the Collapse of the Soviet System.  We will also focus on the Cold War, why attempts at reform failed under Khrushchev, Gorbachev, and Yeltsin, and the emergence of a dissident movement during the Brezhnev era.  How state policies affected ordinary people will be examined throughout the course.  You will gain an appreciation of the almost unimaginable suffering the Soviet people experienced.  Many of the readings have been selected with an eye toward introducing you to primary documents and the major historiographic debates in Soviet history.  We will also read a memoir, a novel and view film clips and documentary footage.


Grading: Three in-class examinations worth one-third each. 



John Thompson, Revolutionary Russia, 1917.

Martin McCauley, Stalin and Stalinism.

John Scott, Behind the Urals.

Arthur Koestler, Darkness at Noon.

Geoffrey Roberts, Victory at Stalingrad.

Martin McCauley, The Khrushchev Era.

Robert Strayer, Why Did the Soviet Union Collapse?

Course Packet: The Packet is available from Paradigm, 407 W. 24th St., 472-7986.


Three in-class examinations worth one-third each.


HIS 343P • The History Of Witchcraft

38565 • Levack, Brian P.
Meets TTH 1100am-1230pm WEL 2.308
(also listed as R S 357, WGS 345)
show description

Course description

The main purpose of this course is to explain the prosecution of more than 100,000 people, most of them women, for the crime of witchcraft in Europe and colonial America between 1450 and 1750. We shall study the formation and dissemination of both learned and popular witch beliefs from ancient times to the eighteenth century, the development of criminal procedures that facilitated the trial and conviction of accused witches, the religious motives for prosecuting witches during the age of the Reformation, and the social contexts within which accusations of witchcraft arose. The course will conclude with a discussion of the decline and end of witchcraft prosecutions and the revival of witchcraft practices in the twentieth century.

Reading list:

Brian P. Levack, The Witch-Hunt in Early Modern Europe (3rd ed., 2006)

Norman Cohn, Europe’s Inner Demons (2001)

Brian P. Levack  (ed.), The Witchcraft Sourcebook (2004)

Paul Boyer and Stephen Nissenbaum, Salem Possessed (1975)

Carlo Ginzburg, The Night Battles: Witchcraft and Agrarian Cults in the Sixteenth and Seventeenth Centuries (1983)


There will be three 80-minute exams and a final essay. Each assignment will count for roughly 25% of the course grade.

HIS 346C • Ancient India

38575 • Talbot, Cynthia
Meets MWF 1000am-1100am GAR 1.126
(also listed as AHC 330, ANS 346C)
show description

This course covers the history and culture of South Asia from its protohistoric beginnings in the Indus Valley through the period of the early empires of the Mauryas and Guptas (roughly, 2500 B.C.E. to 500 C.E.).  In chronological sequence, we will examine the origins of South Asian civilization, Vedic society, the second urbanization and the emergence of early states as well as Buddhism and Jainism, the significance of the Mauryan empire, the influx of peoples and ideas between 200 B.C.E. and 300 C.E., the growth of brahmin orthodoxy and ideas on political strategy, the spread of historic civilization outside the North Indian heartland, and Gupta culture and polity. 

The emphasis will be on understanding the general patterns of socio-cultural change rather than the specifics of political history.  Considerable attention will therefore be given to social organization and ideology, religious institutions and patronage,  conceptions of kingship, and the evolution of classical culture.  Students will read several primary sources in translation and be exposed to the art and architecture of the period, as well.  By the end of the semester, they will have a strong understanding of the main historical developments and dominant cultural features of ancient India.  The class format is primarily lecture but there will be several discussion sessions as well.


1) Burjor Avari, India: The Ancient Past  [textbook]

2) Jonathan Mark Kenoyer, "Around the Indus in 90 Slides" (Internet essay)

3) John S. Strong, Legend of King Asoka

4) Richard H. Davis, Global India circa 100 CE

5) Patrick Olivelle, trans., The Pancatantra: The Book of India's Folk Wisdom

6) Kalidasa, The Recognition of Sakuntala, trans. W. J. Johnson

7) several essays listed on schedule and available on Blackboard course site


Various aspects of student performance will be weighted as listed below in determining the final grade for the course:

two exams                                                              40%

two papers (1500 words each)                                  40%

4 reading responses (300 words apiece)                    15%

attendance & participation in discussions:                   5%

HIS 346T • Cuban Revolution & The US

38585 • Brown, Jonathan C.
Meets TTH 200pm-330pm UTC 3.102
(also listed as LAS 366)
show description

Students in this course will investigate why the Cuban Revolution of 1959 had an impact beyond its shores, essentially transforming both Inter-American and East-West relations.  At the outset, students then will survey the history of Cuban-U.S. relations from the so-called Spanish American War to the Great Depression.  We will next analyze the populist period in Cuba that ended up in the dictatorship of General Fulgencio Batista and how a middle-class rebellion forced him from power on January 1, 1959.  Then we will take a long look at the process by which Fidel Castro consolidated political power, mobilized the popular classes for revolutionary reforms, and turned to an alliance with the Soviet Union.  We pay special attention to the revolution's influence on social organization, gender relations, and education.  The students must also understand the relationship between popular demands, political consolidation, and Cuba's external relations.  Finally, the class will assess how the Cuban Revolution affected U.S.-Latin American relations and why Castro choose to support other revolutions in Latin America and Africa.



Sebastian Balfour, Castro

Lois M. Smith, Sex and Revolution

Ernesto “Che” Guevara, Reminiscences of the Cuban Revolutionary War


Student requirements and preparations for the course include reading four paperback books and two articles in a reading packet, viewing video documentaries, participating in class discussions, and attending lectures.  In addition, each student will turn in a map assignment and a 5-page essay based on a book selected from the bibliography of our readings.

            One's final grade will consist of the following graded exercises:

                        -A map assignment worth 5 % of the final grade or 50 points.

                        -A mid-term exam worth 20 % of the final grade or 200 points.

                        -A written book essay worth 35 % of the final grade or 350 points.

                        -A final exam worth 40 % of the final grade or 400 points.


The accumulation of points at the end of the semester will determine the student's final grade: i.e., 900 points or more for an A, 800 or more for a B, and so forth.

HIS 346V • 20th-Cen Rural Latin Amer

38590 • Butler, Matthew
Meets MW 400pm-530pm GAR 1.134
(also listed as LAS 366)
show description

This intensive writing course focuses on some of the main topics that have affected rural Latin American society in the later nineteenth to mid-twentieth centuries, with a view to understanding the causes of some of the tensions and unresolved conflicts affecting Latin America today. Using selective national case studies, the course will discuss the social-agrarian relationships linking landlords and campesinos; the role of the state and the impact of official ideologies embracing (or constraining) indigenous people, such as indigenismo; religion and the Catholic Church; the history of rural institutions, such as the hacienda; and the success or failure of the main land reforms enacted in countries such as Guatemala, Ecuador, Bolivia, and Mexico. Our focus throughout will be on understanding the different ways in which Latin American peasants have been protagonists in, not merely passive witnesses to, the histories of the countries in which they live. The course will follow a seminar as opposed to strict lecture format: the emphasis throughout will fall on researching and crafting extended written assignments in consultation with the instructor; there will also be elements of peer review, in which students will engage critically with the work of other members of the group. Students will be expected to participate actively in class through responses to readings or presentations.


Friedrich, Paul. Agrarian revolt in a Mexican village (Chicago: University of Chicago, 1986)

Gotkowitz, Laura. A revolution for our rights: indigenous struggles for land and

justice in Bolivia (Durham: Duke University Press, 2007)

Handy, Jim. Revolution in the countryside: rural conflict and agrarian reform in

Guatemala, 1944-1954 (Chapel Hill: University of North Carolina Press, 1994)

Larson, Brooke. Trials of nation making: liberalism, race, and ethnicity in the Andes,

1810-1910 (Cambridge: University of Cambridge Press, 2005)

Lyons, Barry. Remembering the hacienda: religion, authority, and social change in

highland Ecuador (Austin: University of Texas Press, 2006)


There is no final exam. Instead, each student will complete two shorter reading reviews (collectively 30%) and two extended essays in the form of a mid-term paper and a final paper (40-50%). In the final two weeks of term, students may deliver short presentations in which they circulate their written findings to then group for discussion and peer review (probable 10%).

HIS 346W • Church & State In Lat Amer

38595 • Butler, Matthew
Meets MWF 1100am-1200pm GAR 1.126
(also listed as LAS 366, R S 368)
show description

This intensive writing course focuses on some of the main topics that have affected rural Latin American society in the later nineteenth to mid-twentieth centuries, with a view to understanding the causes of some of the tensions and unresolved conflicts affecting Latin America today. Using selective national case studies, the course will discuss the social-agrarian relationships linking landlords and campesinos; the role of the state and the impact of official ideologies embracing (or constraining) indigenous people, such as indigenismo; religion and the Catholic Church; the history of rural institutions, such as the hacienda; and the success or failure of the main land reforms enacted in countries such as Guatemala, Ecuador, Bolivia, and Mexico. Our focus throughout will be on understanding the different ways in which Latin American peasants have been protagonists in, not merely passive witnesses to, the histories of the countries in which they live. The course will follow a seminar as opposed to strict lecture format: the emphasis throughout will fall on researching and crafting extended written assignments in consultation with the instructor; there will also be elements of peer review, in which students will engage critically with the work of other members of the group. Students will be expected to participate actively in class through responses to readings or presentations.


Friedrich, Paul. Agrarian revolt in a Mexican village (Chicago: University of Chicago, 1986)

Gotkowitz, Laura. A revolution for our rights: indigenous struggles for land and

justice in Bolivia (Durham: Duke University Press, 2007)

Handy, Jim. Revolution in the countryside: rural conflict and agrarian reform in

Guatemala, 1944-1954 (Chapel Hill: University of North Carolina Press, 1994)

Larson, Brooke. Trials of nation making: liberalism, race, and ethnicity in the Andes,

1810-1910 (Cambridge: University of Cambridge Press, 2005)

Lyons, Barry. Remembering the hacienda: religion, authority, and social change in

highland Ecuador (Austin: University of Texas Press, 2006)


There is no final exam. Instead, each student will complete two shorter reading reviews (collectively 30%) and two extended essays in the form of a mid-term paper and a final paper (40-50%). In the final two weeks of term, students may deliver short presentations in which they circulate their written findings to then group for discussion and peer review (probable 10%).

HIS 347L • Seminar In Historiography

38600 • Spellberg, Denise A.
Meets W 300pm-600pm GAR 2.112
show description


Open only to students admitted to the History Honors program.

This seminar introduces students to a range of historical methods, topics, and sources, with no claim to being comprehensive. We will consider how “history” has changed along with other forms of knowledge. We will read different kinds of history (social, intellectual, cultural, and so on). We emphasize research with primary sources that students will be able to use in their theses.

Faculty from the Department of History will lead discussions about their areas of expertise, giving the class examples of documents and sources that historians use, or showing how they generate questions for research.  By the end of the semester, each student will have come up with an advisor and a prospectus for the senior thesis she or he will write next year.

This is a reading- and writing-intensive course, and it moves quickly from introductory to advanced work.


1)   preparation for and participation in each weekly seminar, including short writing assignments (40%). Reading is about 200 pages a week.

2)   the various steps in drafting and revising a 10-12 page research prospectus as described below (60%). The preliminary stages of research entail reading at least 10-15 books, review essays, and articles.

You will meet with me individually to consult on your topic a little over halfway through the semester. Short topic statements and bibliography are due a week later. We will spend the last three weeks of class in editorial session: discussing the structure, prose, style, and subject of each prospectus.


         A prospectus is a “description in advance of a proposed undertaking.” It sets out your topic based on preliminary research. It should identify the problem or event that will be investigated, explain why it is important, survey the historical literature on the subject, describe the primary sources you will use, and discuss how you intend to carry out the work.

 The prospectus is not binding; you will certainly change your topic in some way during your senior year, and you may change it entirely. It is nonetheless very important preparation. It also requires substantial background work. I expect you to have looked at and read in at least 10 books, articles, and review essays.

The prospectus should also include a bibliography and four to six photocopied samples of primary sources. You may discuss the usefulness of the sources in either the text of the prospectus or in notes attached to the copies of the sources.

HIS 349R • Military History To 1640

38605 • Brand, Steele
Meets MWF 1200pm-100pm CLA 0.128
(also listed as AHC 330, CTI 375, EUS 346)
show description

This class surveys the military history of the Near Eastern and Western worlds from the beginnings of recorded history (~3100 BC) to the Reformation (~AD 1650). The course is chronologically arranged and examines the spectrum of data between material and textual. It begins by studying human conflict in the ancient Near East. It then transitions to warfare in the classical world, which culminated in Rome’s seemingly unstoppable legions. The course then traces the military ascendancy of Islam and the response of the crusades before concluding with the so-called “wars of religion.” Students will analyze the strategic, operational, and tactical objectives (or lack thereof) of the major campaigns. They will explore naval engagements, decisive land battles, siege warfare, subterfuge, and everything else on the periphery. Students will also examine the moral, religious, political, and economic factors that preceded battlefield encounters. Above all, this class follows the tragic, exciting, and unpredictable story of organized human violence.Texts:Philip de Souza, ed., The Ancient World at War: A Global History (Thames & Hudson)Maurice Keen, ed., Medieval Warfare: A History (Oxford University Press)Thomas F. Arnold, The Renaissance at War (Smithsonian Books)Grading:Examinations: 60% (2 x 30% ea.); Engagement 40% (2 x 20% ea.)

HIS 350L • Cold War In Five Continents

38610 • Brown, Jonathan C.
Meets TTH 930am-1100am GAR 1.134
show description

The Cold War involved the whole world.  It began in 1945 when the victorious Allies of World War II broke up into ideological enemy camps that divided the East (the Union of Soviet Socialist Republics, Eastern Europe, and China) and the West (Western Europe, and the United States).  Whether a country should follow the capitalist West or the socialist East also split many developing nations of Asia, Latin America, and Africa.  Moreover, the proliferation of nuclear weapons complicated the tensions between and within these ideological struggles. 

            While the grim prospects for mutual nuclear annihilation forced the U.S. and the U.S.S.R. to maintain an uneasy peace between them, many armed conflicts did arise at the margins of the great powers.  The Chinese Revolution of 1949 eventually led to serious but limited wars on the Korean Peninsula as well as in Indochina (Vietnam, Cambodia, and Laos).  Africa also became involved, as fighters in the “wars of national liberation” engaged with ideological struggle between West and East.  Latin America joined the Cold War struggle when the Cuban Revolution of 1959 sought to eliminate traditional U.S. domination with a military and commercial alliance to the Soviet Union.  In fact, the emergence of socialism in the Western Hemisphere led the East and West to the brink of nuclear warfare. 

            Needless to say, the Cold War did not treat democracy kindly.  In Africa, the Middle East, and Asia, the emergence of new nations from colonial rule usually resulted in dictatorships rather than electoral governments.  In Latin America, the threat of the spread of Cuban Communism doomed most democracies to long-term military rule.  In the Eastern Bloc countries, communist totalitarianism predominated—not socialist democracy.  Only the United States and the countries of Western Europe preserved democracy throughout the Cold War period.  Nevertheless, the Cold War did come to a definitive end.  China and the United States came to an agreement, and Soviet Union collapsed.  The world today may be no safer than it was during the Cold War, because the legacy of the “New World Order” resulted neither in order nor in a new world liberated from the burdens of the past.


Walter LaFeber, America, Russia, and the Cold War, 1945-2006, 10th ed

Chen Jian, Mao’s China & the Cold War


-Three essays based on the above texts, 600 points or 60 percent

Essay 1 (4-5 pages) 100 points (may be revised for extra points)

Essay 2 (5-6 pages) 200 points

Essay 3 (6-7 pages) 300 points

-Three multiple-choice, true-false exams, 400 points or 40 percent.

HIS 350L • Medicine In African History

38615 • Osseo-Asare, Abena Dove
Meets W 300pm-600pm GAR 0.128
(also listed as AFR 372D)
show description

How do societies understand illness, and how do they restore good health? In this course, we explore how communities have confronted disease throughout Africa’s history.  During the first six weeks, we read about the changing role of specialist healers since the 1700s, including shamans, malams, nurses, and drug peddlers. The second half of the course turns to the history of specific diseases including malaria, AIDS, sleeping sickness, and kwashiorkor through regional case studies. Particular emphasis is placed on pre-colonial healing, medical education, colonial therapeutics, and the impact of environmental change.

This course offers participants a nuanced, historical perspective on the current health crisis in Africa. Staggering figures place the burden of global disease in Africa; not only AIDS and malaria, but also pneumonia, diarrhea and mental illness significantly affect the lives of everyday people. Studying the history of illness and healing in African societies provides a framework with which to interpret the social, political, and environmental factors shaping international health today.


Timothy Burke

Lifebuoy Men, Lux Women: Commodification, Consumption and Cleanliness in Modern Zimbabwe (Duke, 1996)

Steven Feierman, John M. Janzen

The Social Basis of Health and Healing in Africa (California, 1992)


Nancy Rose Hunt

A colonial lexicon: Birth Ritual, Medicalization, and Mobility in the Congo

(Duke, 1999)

 John Illiffe

The African AIDS Epidemic: A History

(Ohio, 2006)

 Maryinez Lyons,

The Colonial Disease: A Social History of Sleeping Sickness in Northern Zaire, 1900-1940

(Cambridge, 2002)

 Malidoma Patrice Some

Of Water and the Spirit: Ritual, Magic, and Initiation in the Life of an African Shaman (Penguin Books, 1995)


Course participants will make two oral and written reports on weekly assignments. There will also be one longer research paper (12-15 pages) on the history of a particular health concern.

HIS 350L • Poland & The Second World War

38620 • Lichtenstein, Tatjana
Meets TTH 930am-1100am MEZ B0.302
show description

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.  Please note: this is not a course in military history


Alan Adelson, ed., The Diary of Dawid Sierakowiak: Five Notebooks from the Łódź Ghetto (New York: Oxford University Press, 1996)

Christopher R. Browning, Ordinary Men: Reserve Police Battalion 101 and the Final Solution in Poland (New York: Harper Perennial, 1998)

Timothy Snyder, Bloodlands: Europe between Hitler and Stalin (New York: Basic Books, 2010)

Alfred-Maurice de Zayas, A Terrible Revenge: The Ethnic Cleansing of the East European Germans (New York: Palgrave Macmillan, 2006)

Readings marked with * can be found in the course packet available at Paradigm Books, 407 W. 24th St. Austin, TX 78705

All readings and other course materials are required


Participation                                                               25%

Map Quiz                                                                     5%                

Document Analysis (3 pages)                                       10%    

Essay 1 Diary (3 pages)                                               10%    

Essay 2 Ordinary Men (4 pages)                                    15%    

Essay 3 Terrible Revenge (4 pages)                                15%    

Article Project (4 pages)                                                20%

HIS 350L • Capitalism And Global History

38625 • Metzler, Mark
Meets M 300pm-600pm GAR 0.120
show description

This upper-division seminar explores attempts by historians and social scientists, both classic and recent, to conceptualize global history and the history of capitalism.  One premise of this course is that contemporary forms of globalization represent the latest phase in a thousand-year process, traceable to the twelfth century and earlier.  Topics include the emergence and nature of capitalism; the economic divergence between Europe and Asia; the transatlantic slave trade; the Industrial Revolution; economic development and underdevelopment; imperialism, global crises and depressions; the rise of Fordism, and the shift from Fordism to neo-liberal globalization.  This seminar will take special advantage of the 2014–15 “Capital and Commodities” program at UT’s Institute for Historical Studies, which runs concurrently.

This course follows a seminar format, with some short lectures mixed in. Class participants will write a series of short papers and substantial essays. Active discussion work and several class presentations are required.

Attendance is mandatory. 

Prerequisite: Upper-division standing.

Substantial writing component.


Topics and texts.  Among the topics and texts to be discussed in one or more weeks are:

•     Energy and history.  Texts include Bruce Podobnik, Global Energy Shifts [paperback] EAN: 978-1-59213-294-2

•     Capitalism and civilization.  Texts include selections from Fernand Braudel, The Perspective of the World, Civilization & Capitalism, 15th-18th Century, Vol. 3 (Univ. of California Press, 1992; ISBN: 978-0520081161 [Paperback]) and from Braudel, The Structures of Everyday Life, Civilization & Capitalism, 15th-18th Century, Vol. 1.

•     Industrial revolutions.  Texts include selections from Freeman and Louça, As Time Goes By and Kenneth Pomeranz, The Great Divergence.

•     Eurasian world systems.  Texts: Janet Abu-Lughod, Before European Hegemony and selections from Victor Lieberman, Strange Parallels.

•     Interaction of climate and history. Readings include selections from Mike Davis, Late Victorian Holocausts.

•     Labor and coercion.  Texts include selections from Joseph Inikori, Africans and the Industrial Revolution in England.

•     Resources and social-ecological history; material and energy flows; the “earth system” and the “world system.” 

•     The postwar “golden age” and transformations of world capitalism since the 1970s.  Texts include David Harvey, The Condition of Postmodernity.

HIS 350L • Women & Wealth In South Asia

38635 • Chatterjee, Indrani
Meets T 330pm-630pm GAR 0.132
(also listed as ANS 372, WGS 340)
show description

International aid agencies and modern humanitarians take for granted the poverty of all South Asian women. The question that is seldom asked is how did so many women become so poor? Have women always been poor in the subcontinent? How can we measure poverty and wealth across time and cultures? This course tries to discuss such questions by combining legal, political and social histories of the subcontinent over four centuries. The course will begin by locating women from governing Muslim households in the Mughal Empire who participated in the trading and commercial economies of early modern cities. It will then trace the effects of European commercial activities on women’s wealth through primary documents that students will decipher for themselves. It will enable students to track a variety of responses that poor, middling and governing women had to the legal reconstitutions of their wealth as ‘dowry’. The course will conclude with the attempts by the independent state of India to re-legislate women’s wealth into being, and the difficulties thereof. 


The goals of the course are to develop skills of critical reflection and expository writing while dealing with materials of global (non-American) societies and histories.  Students will be required to read all of the assigned materials carefully and critically before each seminar meeting. They will be asked to raise a question on a daily basis, either focusing on an author’s key arguments and how they relate to larger historical and methodological concerns: how does the author trying to change the way we think about women and wealth? How does the author marshall evidence to establish the argument? As the semester progresses, students will be rewarded for being able to better relate one set of readings to others.




1) Stephen P. Blake, ‘Contributors to the Urban Landscape: Women Builders in Safavid Isfahan and Mughal Shahjahanabad’ in Gavin G.R. Hambly ed. Women in the Medieval Islamic World: Power, Patronage and Piety, St. Martin’s Press, 1999, 407-428. (On Blackboard)

2) Gregory C. Kozlowski ‘Private Lives and Public Piety: Women and the Practice of Islam in Mughal India’, Ibid, 469-488. (On Blackboard)

3) Tilottama Mukherjee, ‘The Nature of Markets in Eighteenth Century Bengal’, IESHR (on Blackboard)

4) Richard Barnett, ‘Embattled Begams: Women Power Brokers in Eighteenth Century Awadh’ (On Blackboard)

5) Indrani Chatterjee, ‘ Monastic Governmentality, Colonial Misogyny and Postcolonial Amnesia’, History of the Present, 3, 2013. (on bLackboard)

Primary Documents from COLONIAL Period- 19th century.

: Parliamentary Papers of the British House of Commons on Sati, 1828 (on PCL web-page)

7) W. H. Macnaghten, Principles of Hindu and Muhammadan Law, 1862, E-Book, UT Libraries (PCL).

8) Henry S. Maine, The Early History of the Property of Married Women in Roman and Hindoo Law, 1873, E-Book, UT Libraries (PCL).

9) Neeta V. Prasad, ‘Defensive Widows, Litigious Widows, Imagined Widows: Disputes in Courts of the Raj 1875-1911’, UC Berkeley Dissertation, 2006, available on ProQuest, UT Library.

10) Law Reports: Indian Appeals Cases in the Privy Council on Appeal from Eastern India – Online at UT Austin, Law Library.

20th century Historiography on Women’s Wealth:

11) Rochona Majumdar, ‘Snehlata’s Death: Dowry and Women’s Agency in Colonial Bengal’, IESHR, 12/2004, 433-464.

12) Veena Oldenburg, Dowry Murder: The Imperial Origins of Cultural Crime, OUP, 2002.

13) Swapna Banerjee, Men, Women and Domestics, OUP, 2004.

14) Ursula Sharma, Women, Work and Property in Northwest India, OUP 1980.

15) J. Krishnamurthi ed. Women, Work and Property, 1989.

16) Srimati Basu, She Comes to Take Her Rights. 1999.

17) Srimati Basu ed. Dowry and Succession in South Asia. 2004.

18) Lamia Kareem, Microfinance and Its Discontents: Women in Debt in Bangladesh .2011.

Submitted by (Prof) Indrani Chatterjee, History Dept.



1)         Students will earn 30 marks on a total of 10 submissions through the semester. Each of these submissions will be of 200 words each, and will be in response to either a primary document, or a secondary article. In each response, the student will be asked to summarise the argument of the author and end with one/two questions or critical comments that the student wishes to offer.

2)         They will earn another 10 marks on a first draft of 5 pages on the impact of colonial British policies of taxation on women. For revised second drafts of the same essay, complete with bibliography and other research conventions, they will earn another 20 marks. 

3)         For the remaining 40 marks, students will write a 10-15 page essay assessing the ways in which modern sociological and anthropological studies of women, property or work in the subcontinent, deal with or marginalize the histories they have learnt in the earlier part of the course. 

Grading Policies: LETTER GRADES OF A, B, C, D, F will be given in this course in the following fashion: total of 80-100= A; 60-79=B; 40-59=C; 20-39=D; Under 19 is a Fail or F.

1)         All discussion contributions and essays will be assessed on the basis of three criteria 1) How closely and carefully has the student read the material and understood it? 2) How well can the student analyze, compare and synthesize contradictory or comparative materials, both in speech and in writing? 3) How precisely, clearly and grammatically can the student express her/his thoughts in language, and how does s/he base this in evidence? [The components of an organized essay are a strong thesis statement in the introductory paragraph, clear and consistent paragraphs with clear opening statements in each, succinct conclusion. Good spelling will count as well. The assessment of oral discussion shifts in its emphasis from the beginning to the end of the semester. IN the beginning, a student’s ability to speak coherently will be sufficient; by the middle, a student’s ability to synthesise old and new readings, to remember the beginning and be able to refer to it in discussion will be favorably assessed; in the end, bringing all the older readings to bear upon the latest readings or viewing materials and being able to discuss these in a clear and mature fashion will be rewarded.]

HIS 350L • Germany Since Hitler

38640 • Crew, David
Meets MW 330pm-500pm GAR 2.128
(also listed as J S 364)
show description


This seminar will analyze the effects of Hitler’s dictatorship upon German society, politics, economy and culture. It will explore the consequences of defeat, occupation, the Cold War and the political division of Germany after 1945. It will also compare and contrast the history and development of East and West Germany in the years between 1949 and 1989. Finally, the course will examine some of the consequences and prospects created by the fall of the Berlin wall in 1989 and the unification of East and West Germany in 1990.


(Books marked with * are available as electronic resources from the UT-Library system at no charge with your UT-EID. Please feel free to read these materials on-line if you prefer.)

*David F. Crew, editor, Nazism and German Society, 1933-1945(London and New York,1995)

Primo Levi, Survival in Auschwitz

*Edit Scheffer, Burned Bridge.How East and West Germany Made the Iron Curtain(Oxford, 2012)

Hanna Schissler,editor, The Miracle Years. A Cultural History of West Germany 1949-1968(Princeton,2001)

Katherine Pence and Paul Betts, editors, Socialist Modern.East German Everyday Culture and Politics(Ann Arbor: The University of Michigan Press, 2008).

*David F. Crew, editor, Consuming Germany in the Cold War(Oxford and New York: Berg, 2003)

Peter  Schneider, The Wall Jumper. A Berlin Story (Chicago,1983)

We will also be working intensively with documents and images on this Website


This is a substantial writing component course. You will be required to write three critical essays (6-8 pages each) which analyze the problems posed by selected readings from the above assigned reading list (each of these three essays is worth  20% of your final grade). In addition, you are each required to give in-class reports on two different images from the Website, “German History in Documents and Images” . Each of these assignments counts for 10% of your final grade. Class attendance and participation count for 20 per cent of your final grade. I will be using the full range of +/- grades.

HIS 350L • Law & Society Early Mod Eur

38645 • Hardwick, Julie
Meets TTH 200pm-330pm GAR 0.128
(also listed as EUS 346, WGS 340)
show description

This research seminar will focus on how historians have explored the significance of law, criminal and civil, in the lives of early modern Europeans. We will explore how historians have used legal records to explore patterns of criminality (which were very highly gendered at the time, for example infanticide and fornication for women and drunkenness and theft for men) and rapidly growing rates of civil litigation (for instance over debt, slander and family disputes of various kinds).   We will investigate how historians have used court cases to examine a wide variety of issues for which few other sources survive, especially in terms of everyday social, cultural and economic patterns for families and communities.  We will combine reading the work of historians with our own readings of cases as preliminaries to research projects in which students will work on a case of their own choosing for their term papers.


Readings will be assigned for most class meetings in the first part of the semester until we move to working on the research projects.  The readings will be a mixture of journal articles (available on line through the PCL website), original legal documents (posted on BlackBoard) and a course packet to be purchased.

For some basic background into early modern Europe, I recommend: Euan Cameron, ed., Early Modern Europe: an Oxford History (in the PCL and widely available on line either new or used).


Research papers 60% (5% proposal, 20% paper, 35% revised paper)

Peer review of research paper 5%

Group projects 20%

Participation 15% (attendance, informed discussion, engagement with presentations, leading discussion)

HIS 350L • Stalin's Russia At War

38650 • Wynn, Charters
Meets WF 200pm-330pm CLA 2.606
show description

Violence, famine, and epidemic disease took more than fifty million Soviet lives between 1914 and 1953.  Over half of these deaths occurred between 1941 and 1945, when the Soviet Union fought the most savage and immense war in history.  No other nation ever endured anything like it.  The Soviets defeated the invading Axis powers despite the purge of its military leadership in 1937, horrible mistakes at the outset of the war, and widespread hostility within the country to the Stalinist regime.  We will focus on the impact of the Stalinist state’s brutal revolution from above, popular and elite fears and beliefs during the Great Terror, the death and destruction during the German occupation, as well as the courage and barbarism in the fight to the death on the Eastern Front, especially during the Battles of Moscow, Stalingrad, Kursk, and Berlin.  Evaluating the role of Stalin (or “Uncle Joe” as the American and British public knew him) and his inner circle, as well as what the Stalinist Revolution and “Great Patriotic War” meant for ordinary Soviets, will be of particular concern.


Kevin McDermott, Stalin.

S. A. Smith, The Russian Revolution.

John Scott, Behind the Urals.

Arthur Koestler, Darkness at Noon.

Lydia Chukovskaya, Sofia Petrovna.

Richard Overy, Russia’s War.

Catherine Merridale, Ivan’s War.

Geoffrey Roberts, Victory at Stalingrad.

Lee Baker, The Second World War on the Eastern Front.

Course Packet available from Paradigm, 407 W. 24th St.


This course contains a substantial writing component.  During the course of the semester students will write four critical analyses of assigned reading, five pages in length each.  In addition, by 11:00 a.m. on most class days, students will e-mail me three questions dealing with that day’s reading.  The final grade is based on both the written assignments (60% essays; 10% questions) and classroom participation (30%).

HIS 350L • Einstein In Age Of Conflict

38653 • Martínez, Alberto A.
Meets M 400pm-700pm GAR 2.112
(also listed as CTI 371)
show description

While age-old scientific concepts were being overturned by the rise of modern physics, Europe was torn apart by wars of unprecedented scale. This history course analyzes these developments, examining the rise of the theories of relativity and quantum mechanics against the stage of international political upheavals. Following the life of Albert Einstein, the course focuses on conceptual developments (from the 1880s through the 1940s) and intellectual conflicts. It also studies the lives of physicists such as Max Planck, Werner Heisenberg, and J. Robert Oppenheimer, in the context of changing cultural and political environments. We will read and discuss various kinds of materials: manuscripts, letters, accounts by historians, physicists, essays, and even secret transcripts of controversial conversations. The material will be understandable even to students with no significant background in physics. Among the topics involved are the following: How did relativity and the quantum clash with earlier conceptions of nature? Why did physics become so apparently difficult to understand? In Europe and America, how did scientists and politicians behave in times of international catastrophe? How were the academic and social orders affected by the development of nuclear weapons?



•           Jürgen Neffe, Einstein: A Biography, Johns Hopkins University Press, 2009.

•           John Heilbron, The Dilemmas of an Upright Man. Max Planck and the Fortunes of German Science. Harvard University Press, 2000.



•           One reaction essay, of 600 words in length. 

•           One historical analysis paper, 1000 words. The topic of the historical analysis paper will be individually selected by each student from a few alternatives. 

•           Final Research Paper, of at least 2500 words. A draft of the introduction or outline of the Research Paper will be expected 3 weeks before the final due date; for critical feedback. The subject of the final Research Paper will be designed by each student under advisement with the Instructor. This will equal 75% of the grade for the course.


HIS 350L • The Chinese In Diaspora

38656 • Hsu, Madeline Y.
Meets TTH 1230pm-200pm GAR 1.134
(also listed as AAS 325, ANS 361)
show description

Flags: Cultural Diversity in the U.S., Global Cultures, and Writing

In a self-proclaimed “nation of immigrants” such as the United States, our narratives of migration, race, and ethnicity emphasize themes of acculturation and assimilation symbolized by the metaphor of the “melting pot.”  In this class, we will explore experiences of migration, adaptation, and settlement from the perspective of a sending society--China--which possesses one of the longest and most diverse histories of sending merchants, workers, artisans, diplomats, missionaries, and so forth, overseas.  Over the last millennia, Chinese have migrated around the world and made homes under a great range of adversity and opportunity, producing many fascinating stories of encounters with difference and the building of common ground. Drawing upon this rich set of narratives, some questions that we will consider include the following.  As ethnic Chinese have moved and settled in so many places among such diverse societies, what is Chinese about the Chinese diaspora? What kinds of skills and attributes have helped Chinese to become arguably one of the most successful migrant groups? What do Chinese share in common with other migrant groups? How do Chinese adapt their identities and cultures to different circumstances?  What can Chinese experiences of migration contribute to contemporary debates and conceptions of migration?


Chirot, Daniel and Anthony Reid, ed. Essential Outsiders: Chinese and Jews in the Modern Transformation of Southeast Asia and Central Europe. Seattle, WA: University of Washington Press, 1997.

Kuhn, Philip A. Chinese Among Others: Emigration in Modern Times. Lanham, Md.: Rowman & Littlefield, 2008.

Louie, Vivian. Compelled to Excel: Immigration, Education, and Opportunity among Chinese Americans. Stanford, CA: Stanford University Press, 2004

Lui, Mary. The Chinatown Trunk Mystery: Murder, Miscegenation, and Other Dangerous Encounters in Turn-of-the-Century New York City. Princeton and Oxford: Princeton University Press, 2005.

Roberts, J.A.G., China to Chinatown: Chinese Food in the West. London: Reaktion, 2002.

Wang Gungwu. The Chinese Overseas: From Earthbound China to the Quest for Autonomy. Cambridge, Mass.: Harvard University Press, 2000.


25 % Class participation and attendance

24 % Two 2-3 page book reviews

36 % 9-10 page research paper

10 % In-class presentation of research

5% peer review

HIS 350L • Decolonizatn Of Brit Empire

38660 • Louis, Wm. Roger
Meets TH 330pm-630pm CLA 0.122
(also listed as LAH 350)
show description

The British Empire at the end of World War II still extended over one fourth of the world and represented a complex, worldwide system.  The seminar will focus on the era of decolonization.  This seminar is designed as a reading and research course in modern British history—and in the history of Asia, Africa, and the Caribbean.  Above all it is a class in professional writing.  It includes a cartographical component in which students are required to master the geography of the British Empire.   Drawing a free-hand map will be one of the first assignments.  

The main requirement of the course is a research paper focusing on one of the three components of British decolonization: the decisions made in Britain itself; the international influence of the United States and the United Nations in the context of the Cold War; and the initiatives by nationalists in Asia, Africa, and the Caribbean.  The paper in its final form will be about 6,000 words or 20 double spaced pages including notes.  

The writing component will be fulfilled in three ways.  First, critiques of books, approximately one a week (or comparable assignments), each less than 400 words or one page.  Second, a draft of the research paper.  The critiques and draft will be circulated to all members of the class who will make annotations on style as well as substance.  The third stage is for each writer to take note of the comments offered by others and to rewrite the research paper for final submission.  

In a general way, the seminar upholds the principles of the Modern History Faculty at Oxford—to enhance (1) intellectual curiosity; (2) conceptual clarity; (3) intellectual flexibility; (4) accuracy and attention to detail; (5) critical engagement; (6) capacity for hard work; (7) enthusiasm for history, literature, and politics; and (8) historical imagination and understanding, that is, the possession of appropriate historical knowledge and the capacity to deploy it.

The principal primary source on which the papers will be based is the extraordinary archival collection in British Documents on the End of Empire (BDEEP).  The class sessions will be enriched by a film series produced by Granada Television entitled ‘End of Empire’.


John Darwin, Britain and Decolonisation; W. David McIntyre, Decolonization, 1946-1997; Geoffrey Best, Churchill; Larry Collins and Dominique Lapierre, Oh! Jerusalem; David Carlton, Suez Crisis; and Caroline Elkins, Imperial Reckoning.


Grades are determined by attendance and participation in discussion (25%); weekly critiques (25%) and the quality of the final research paper (50%).  Final grades include plusses and minuses.

HIS 350L • Visual/Mat Cul: Col Lat Am

38665 • Deans-Smith, Susan
Meets T 330pm-630pm PAR 302
(also listed as LAS 366)
show description

This seminar focuses on the visual and material culture of colonial Spanish America. We will explore ways in which particular images and objects came into being and how they provide insights into the social, political, economic, religious, and intellectual histories of colonial Spanish America. We will explore and analyse a wide range of materials - paintings, sculptures, architecture, maps, textiles, prints, etc. Emphasis will be placed on understanding the connections between visual and material culture and the formation of the Ibero-American empires. At the core of this seminar is the deep contextualization of specific images and artifacts to understand how they came into being-who produced them, who wanted them and why, and what we can discover about their circulation, reception, and transformation. We will also consider how images and artifacts function as historical evidence to be interrogated in the same way that we critically assess written sources.


1. Kelly Donahue-Wallace, Art and Architecture of Viceregal Latin America, 1521-1821

2. Matthew Restall and Kris Lane, Latin America in Colonial Times

3. DVD-Rom, Dana Leibsohn and Barbara E. Mundy, Vistas. Visual Culture in Spanish America, 1520-1820/Cultura visual de Hispanoamérica, 1520–1820

4. Class Reader


•1. 25% five response papers of assigned readings

•2. 20% curated mini-exhibition project

•3. 5% Abstract and bibliography for final analytical essay

•4. 5%–peer critique of first drafts of analytical essay

•5. 10%–first drafts of final analytical essay             

•6. 25%–final analytical essay

•7. 10%–Attendance (5%) and active participation (5%)

HIS 350L • Enlightenment & Revolution

38670 • Vaughn, James M.
Meets M 600pm-900pm GAR 1.134
(also listed as EUS 346)
show description

This seminar course examines the relationship between the intellectual project of the Enlightenment and the political and social transformations that unfolded in western Europe and North America from the beginnings of the Dutch Revolt in the 1560s to the decade following the Paris Commune of 1871.  What was the connection between intellectual enlightenment and social-political revolution in the West?  The central theme of the course is the contemporary intellectual comprehension of far-reaching social, political, and economic change.  The seminar sessions involve close readings and extensive discussions of the writings of major European intellectuals who sought to understand, analyze, and criticize the upheavals and transformations taking place around them.  Authors read and discussed include Hugo Grotius, René Descartes, Thomas Hobbes, John Locke, Bernard Mandeville, Jean-Jacques Rousseau, Adam Smith, Immanuel Kant, Benjamin Constant, G. W. F. Hegel, John Stuart Mill, and Karl Marx.



René Descartes, Discourse on Method and Meditations on First Philosophy (Hackett, 2011).

John Locke, Political Writings (Hackett, 2003).

Bernard Mandeville, The Fable of the Bees and Other Writings (Hackett, 1997).

Jean-Jacques Rousseau, The Basic Political Writings (Hackett, 1987).

Adam Smith, An Inquiry into the Nature and Causes of the Wealth of Nations (Univ. Chicago Press, 1977).

Immanuel Kant, Perpetual Peace and Other Essays (Hackett, 1983).

Benjamin Constant, Political Writings (Cambridge Univ. Press, 1988).

G. W. F. Hegel, Introduction to the Philosophy of History (Hackett, 1988).

Robert C. Tucker, ed., The Marx-Engels Reader (W. W. Norton, 1978).



1. Class attendance and participation – 30% of final grade.

2. Weekly reading responses – 20% of final grade.

3. Mid-term analytical essay – 20% of final grade.

4. Final analytical essay – 30% of final grade.

HIS 350R • Jews In American Entertainment

38675 • Ernst, Christopher
Meets TTH 800am-930am PAR 310
(also listed as AMS 370, J S 364)
show description

This course explores the vital role played by commercial amusements such as theater, Broadway, radio, television and film in creating American culture.  From the middle of the nineteenth century to the present day, Jews have helped shape this culture of entertainment—and in so doing, profoundly influenced American identity.  Students will examine the representations and performance strategies of Jewish Americans through the lens of public entertainment.  We will focus on how Jews, as actors and actresses, writers and composers, singers and celebrities, producers and directors have negotiated their Jewish identity within the larger society.  Students will gain an understanding of how Jews have used the entertainment industry as a forum for grappling with important questions of American identity. 

Throughout the course, we will read cutting-edge scholarship and analyze compelling primary sources.  Students will become adept at interpreting images, deconstructing texts, evaluating historical evidence and writing historical essays.


Most readings will be available through Blackboard under Course Documents.  Please note that some readings will be links to websites and other material will be accessed online through University of Texas Libraries.


  • Attendance and class participation, 30%
  • Response 1 (1000 words), 10%
  • Response 2 (1000 words), 10%
  • Midterm, 15%
  • Final Essay (2000 words), 35%

HIS 350R • Mexican Amers In Texas History

38678 • Zamora, Emilio
Meets TH 330pm-630pm WEL 3.260
(also listed as MAS 374)
show description

This seminar will introduce students to the historical experience of Mexican-origin persons in Texas, with reading and research assignments involving basic texts, as well as archival materials at the Nettie Lee Benson Latin American Collection, the Dolph Briscoe Center for American History, and the EBSCO-Arte Público Hispanic Historical Collection (Digitized Series 1 and 2) at the University of Texas at Austin.  Our major concern will be to explain how, under what circumstances, and with what consequences Mexican-origin persons and communities from Texas were incorporated into the socio-economy of the United States.  The first half of the course will be dedicated to readings and class discussions that will allow the students to explore important themes, including immigration, diplomatic and ethnic relations, organized labor, and equal rights movements.  The approach to the readings will be comparative, trans-regional, and transnational, that is, the course will focus on Mexicans in Texas but will cast a wide net to include the larger Latino community and African Americans, as well as trans-border relations between Mexican and Indigenous communities.

The second half of the course will learn about the rich archival materials on Mexican American history and the analytical frameworks and research methodologies that the authors of our texts have used in selecting and interpreting the records.  This will involve visits to the archives, presentations by the University of Texas library staff on the archival materials, the selection of at least five records utilized by one of authors, and the preparation of a paper that provides a history of the books and a critical evaluation of the use of archival records by the authors.  The students will be closely supervised in the examination of the records and the preparation of an oral presentation and a research paper.

Required Readings:

Ignacio M. Garcia, United We Win: The Rise and Fall of La Raza Unida Party. Tucson: University of Arizona Mexican American Studies Research Center, 1989.

David Montejano. Anglos and Mexicans in the Making of Texas, 1836-1986. Austin: University of Texas Press, 1987.

Guadalupe San Miguel, Jr., "Let All of Them Take Heed": Mexican Americans and the Campaign for Educational Equality in Texas. Austin: University of Texas Press, 1987.

Assignments and Requirements

Students will be required to attend class regularly and participate in class discussions.

During the first half of the course, the students will be expected to keep up with the reading assignments from our texts (approximately four chapters from each text) and prepare a three-page report on each of the texts.  Each report will be worth 15 points, for a maximum of 45 points in the course.

During the last half of the course, the students will be introduced to archival collections with relevance to the history of Mexicans in Texas.  The students will be expected to visit and become familiarize with a particular archival collection and prepare a 15-minute oral presentation on the history, general contents, and strengths/limitations of the collection.  This assignment will be worth 20 points.

The student will also be responsible for preparing a 20-page research paper based on an examination of least five archival records that address a specific theme, event, or historical figure and their interpretative use by one of the authors of our texts.  The paper will have a maximum value of 35 points.

HIS 350R • Coastal Commun In Early Amer

38680 • Kamil, Neil D.
Meets MW 400pm-530pm GAR 3.116
show description

Most of America’s earliest settlements were coastal communities.  Indeed, in human terms, bodies of water: oceans, lakes, rivers, bays, sounds, tidal pools, ponds, and streams helped define both the extent and limits of local, regional, and ultimately global history and culture.  Water simultaneously connected and separated through the movements of highly mobile populations which communicated through exploration, war, commerce, migration, and travel along routes sometimes millennia old during a time when travel by boat was far simpler than overland travel.  Hence, American history can be understood within the broad, transoceanic web of human geography called Atlantic history and culture.  The purpose of this course is to explore the social and cultural history of American coastal communities from an interactive perspective.  Ultimately, then, we are concerned with water and water-mediated culture as fundamental modes of contact and communication in the pre-industrial world.


Week 1: Handouts.  Daniel Vickers, “Beyond Jack Tar” (article); Jeffrey Bolster, “Putting the Ocean in Atlantic History” (article); Fernand Braudel, The Mediterranean and the Mediterranean World, vol I (selections).

Week 2:  H. Magnusson and H. Palsson, Vinland Sagas 

Week 3:  M. Kurlansky, Cod 

Week 4: P.E Perez-Mallaina, Spain's Men of the Sea 

Week 5: D. Studnicki-Gizbert, A Nation Upon the Ocean Sea 

Week 6:  D. Vickers, Farmers and Fishermen 

Week 7: N. Philbrick, In the Heart of the Sea: The Tragedy of the Whale Ship Essex 

Week 8: Herman Melville, Moby Dick  (electronic selections) 

Week 9: Handouts. Cal Winslow, “Sussex Smugglers,” and John G. Rule, “Wrecking and Coastal Plunder,” (articles) 

Week 10: Marcus Rediker, Between the Devil and the Deep Blue Sea 

Week 11: Jeffrey Bolster, Black Jacks 

Week 12:  E. Annie Proulx, The Shipping News


This course meets substantial writing requirements.  Students will read about a book a week or substantial articles from a multidisciplinary list.  One film will be shown.  Attendance is mandatory.  Students must contribute regularly to class discussion and turn in brief (2 page maximum) weekly writing assignments analyzing the reading for that week.  These readings should not be considered standard book reviews; rather, they take the form of focused essays about problems, issues, and questions that the student wants to ask in the seminar, so they are intended to help facilitate discussion.  A 5-page final essay will propose an article to be included in a (fictitious) collection of essays about the major themes to emerge from this course.  Grades: weekly papers (50%); discussion (30%); final essay (20%). 

HIS 350R • Hist Black Entrepren In US

38685 • Walker, Juliet E. K.
Meets TTH 200pm-330pm GAR 2.128
(also listed as AFR 374D)
show description

Within the construct of African American Business history, race, contemporary American popular culture and global capitalism, this course will focus on an important aspect in the contemporary political economy of black Americans. Specifically, the commodification (sale) of black culture provides the conceptual frame for an examination of the phenomenon of both the superstar black athlete as an entrepreneur and the Hip Hop Superstar as an entrepreneur in post-Civil Rights America. The emphasis in this course, then, is to critically examine and analyze the impact of a multiplicity of societal, cultural and economic factors in the post-modern information age, propelled by new technologies in the New Economy of Global Capitalism.  Also, consideration will be given to the new diversity as it impacts on the political economy of African Americans.

Proceeding from an interdisciplinary perspective, the course considers both the financial successes of superstar black athletes and hip hop entrepreneurs as well as their emergence as cultural icons, contrasted with the comparatively overall poor performance of Black Business not only within the intersection of race, gender, class, but also within the context of transnationalism in the globalization sale of African American Culture in post-Civil Rights America. But who profits?

Most important, why is it that business receipts for African Americans, who comprise almost thirteen percent of this nation's population, amounted in 2007 to only .5%, that is, less than one (1) percent of the nation's total business receipts? In addition, why is it that among the various occupational categories in which blacks participate in the nation's economy, especially as businesspeople, that black entertainers and sports figures are the highest paid? What does this say about race, class, gender and hegemonic masculinities in America at the turn of the new century?


Boyd, Todd,      Young, Black, Rich and Famous:  The Rise of the NBA, The Hip Hop Invasion and the Transformation of American Culture

Curry, Mark,         Dancing With the Devil: How Puff Burned the Bad Boys of Hip Hop

Daniels, Cora,     Black Power, Inc: The New Voice of Black Success

Johnson,  Magic,    32  Ways to Be a Champion in Business

Kitwana, Bakari,   Why White Kids Love Hip Hop: Wangstas, Wiggers, Wannabes, and the New Reality                             of Race in America

Lafeber, Walter, Michael Jordan and the New Global Capitalism, New Expanded Edition

Oliver, Richard, Tim Leffel, Hip-Hop, Inc. : Success Strategies of the Rap Moguls   

Pulley, Brett, The Billion Dollar BET: Robert Johnson and the Inside Story of BET

Smith-Shomade, Beretta, Pimpin’ Ain’t Easy: Selling Black Entertainment Television           

Walker, Juliet E. K. History of Black Business in America: Capitalism, Race, Entrepreneurship

Chaps, 6-11; Course Packet “The Commodification of Black Culture”   


Critical Book Review Analysis                           25%

    (5 reviews, 2-3 pages 5 points each)

Class Discussion/participation                             25%

Oral Summary of Research Paper                         5%

Seminar Research Paper (15 pages)                    45%

HIS 350R • Women In Sickness & Health

38695 • Seaholm, Megan
Meets T 330pm-630pm PAR 306
(also listed as WGS 345)
show description

In this seminar students will explore the experience of American women, in sickness and in health.  Students will learn about medical and biological views of woman and women’s health, the social context of those views, the development of medical practices and, indeed, a new medical specialty, for the treatment of illness and debility. This study of American women focuses on the 19th and 20th century and looks at the experience of Native-American women, African-American women, Latinas, working class women, and white middle- and upper-class women.  Health topics include menarche and menstruation, childbirth, birth control and abortion, gynecological disorders and reproductive organ cancers, as well as mental health and mental illness.


•           Judith Walzer Leavitt,  Women and Health in American, 2nd ed.,  University of Wisconsin Press, 1999.

•           Tina Cassidy, Birth: The Surprising History of How We Are Born.  Grove Press, 2006

•           Marie Jenkins Schwartz, Birthing a Slave:  Motherhood and Medicine in the Antebellum South.  Harvard University Press, 2006.

•           Sarah Stage, Female Complaints:  Lydia Pinkham and the Business of Women’s Medicine.  W.W. Norton & Co., 1979.

•           Andrea Tone, Devices and Desires:  A History of Contraceptives in America.  Hill & Wang,  2001.

•           Jael Silliman, et. al, Undivided Rights:  Women of Color Organize for Reproductive Justice.  South End Press,  2004.

•           Barron H. Lerner, M.D.  The Breast Cancer Wars:  Fear, Hope, and the Pursuit of a Cure in Twentieth-Century America.  Oxford University Press, 2001


Class participation = 30% of course grade

Writing assignments = 70% of course grade

Three 3-5 page essays = 14% each; for total of 42% of course grade;

8-10 page essay = 28% of course grade


HIS 350R • Consuming America

38700 • Restad, Penne L.
Meets MW 400pm-530pm GAR 0.132
show description

A half-century ago the historian David Potter argued in People of Plenty thatAmerican abundance played a crucial role in creating and sustaining American democracy. More recently,historians have highlighted the role of consumption in shaping all aspects of American society.This course will explore the history of the relationship between the American consumer and thenation's social history. It will address such topics as the use of colonial boycotts to challengeBritish political control, the impact of the rise of a mass market at the end of the 19th century, andthe making of a middle-class society in the twentieth century. It will examine issues concerningwomen shoppers (and shoplifters), the immigrant experience, ideas about the morality and themeaning of spending, and advertising's role in shaping the American economy and society.This is a seminar. Expect to talk.


Cohen, A Consumersʼ Republic

Cross, All-Consuming Century

Leach, Land of Desire

Schor and Holt, The Consumer Society Reader


participation and attendance (15%)

short papers (35%)

a collaborative visual presentation (5%)

7 to 10-page research paper (45%).

HIS 350R • Civil Rts Mov From Comp Persp

38705 • Green, Laurie B.
Meets W 300pm-600pm GAR 0.120
(also listed as AFR 374D, AMS 370, MAS 374)
show description

This writing intensive seminar allows students who already have some familiarity with the history of the civil rights movements of the mid-twentieth century to more deeply explore themes that can be addressed only briefly in a broader lecture course. Readings and class discussions will concentrate primarily on African American and Mexican American struggles for civil rights, but also address the Asian American and Native American movements. Likewise, we compare rural and urban movements, and northern and southern ones. Using a comparative approach will allow unique insights that are usually missing in courses on the Civil Rights Movement. In this rethinking, students will consider the distinctiveness of each of these struggles while also viewing them in relation to each other, which participants frequently did at the time. In doing so, we explore how historical understandings of race, gender and class impacted these movements in distinct and shared ways. Just as importantly, this comparative perspective encourages students to gain new understandings of mid-twentieth century U.S..

This course has a substantial writing component. Students will deepen their understandings of the civil rights era by researching and writing a 5,000 word research paper using archival collections at the University of Texas or elsewhere in Austin. Papers also rely on published scholarly works and other published sources such as newspapers. Students I work closely with students to identify topics and sources. The project is broken down into a series of shorter assignments that will bring you to your final paper. At the end of the course you will have the opportunity to present your paper in a conference-like format. This presentation will not be graded, but will allow you to share your work with other students, not just me!


Maeda, Daryl J. Chains of Babylon: The Rise of Asian America.

Moody, Anne. Coming of Age in Mississippi.

Nelson, Alondra. Body and Soul: The Black Panther Party and the Fight Against Medical Discrimination.

Orleck, Annelise and Lisa Gayle Hazirjian, eds. The War on Poverty: A New Grassroots History, 1964-1980.

Oropeza, Lorena. ¡Raza Si! ¡Guerra No! Chicano Protest and Patriotism during the Viet Nam War Era.

Phillips, Kimberley L. War! What is it Good For? Black Freedom Struggles and the U.S. Military from World War II to Iraq.


25%     Attendance and class participation, to be broken down as follows:

15%     participation (attendance, completion of readings, participation in class discussion)

75%     Research project. This is a cumulative grade based on a series of assignments that take the student from the initial planning stages to the final submission of their papers.

10%     15-minute oral presentation on research project

HIS 354D • History Of Greece To 146 Bc

38710-38725 • Carusi, Cristina
Meets MW 1000am-1100am WAG 101
(also listed as AHC 325, C C 354D)
show description

This course covers Greek history from the fall of Athens in 404 BC through Greece's loss of independence to Rome some 250 years later--an era defined by the figure of Alexander the Great.Classes will focus on five successive periods: (1) the decline of Greece's independent city-states; (2) their subordination to a Greek-speaking Macedonia under Philip II and his son, Alexander the Great; (3) Alexander's conquest of the Persian Empire; (4) the resulting Hellenistic Age of Greek kingdoms in Egypt, Syria and Macedonia; and (5) Rome's absorption of both Macedonia and mainland Greece.The course will devote roughly equal time to covering major events and personalities, exploring key developments in culture and society, and examining the various types of evidence available for the era.  There will be two hours of lecture and one hour of discussion each week.

This course carries a Global Cultures flag.

HIS 354N • France In Modern Times

38730 • Coffin, Judith G.
Meets TTH 1100am-1230pm CLA 2.606
show description

This course surveys the major themes of French history from 1900 to the present, with an emphasis on World Wars 1 and 2 and their legacies. For most of the nineteenth century, France stood as a beacon of democracy, liberalism, and European culture. In the first half of the twentieth century, the country provided one of the most dramatic examples of the sudden and devastating collapse of all those things. In the second half of the century, France has offered a case study in a crisis of national identity -- a crisis produced by the traumas of war, the end of colonial empire, and the pressures of "Americanization" and European integration. We will look especially closely at victory in World War I and then defeat and collaboration in World War II.

Open to students in the Normandy program.

HIS 356K • Main Curr Amer Cul Since 1865

38745 • Mickenberg, Julia
Meets TTH 1100am-1230pm BUR 134
(also listed as AMS 356)
show description

Description: This is a lecture course on postwar American culture and society with special emphasis on the 1950s and 1960s. Issues to be discussed include the domestic impact of the Cold War, the effects of McCarthyism on politics and the entertainment world, the problems of affluence in the 1950s, the civil rights and anti-war movements of the 1960s, the cultural relationships between the United States and the rest of the world, as well as conflicts between blacks and whites, the middle class and blue-collar workers, men and women, parents and children. The lectures will deal primarily with cultural and intellectual history, while the reading draws heavily on novels, journalism and social criticism.  Therefore, no one should enroll in this course who has not already taken at least one, preferably upper-division, course in 20th century American history.  Nor should anyone take the course if they are unfamiliar with trends in modern American literature, art, music, and movies.  In addition, since students will be asked to write two 10-15 page papers (there are no exams) based on the reading, you should not register for the course if you are unaccustomed to writing in-depth analytical essays, especially about novels.

Texts: Partial List, All Required:   

  • Ralph Ellison, Invisible Man
  • John Updike, Rabbit Run
  • Joan Didion, Slouching Towards Bethlehem
  • Betty Friedan, The Feminine Mystique
  • Norman Mailer, The Armies of the Night
  • Richard Pells, Not Like Us: How Europeans Have Loved, Hated, and Transformed American Culture Since World War II


Two 10-15 page papers, each counting 50% of the course grade.  Each paper will analyze two books on the reading list, one of which must be a novel.  The first paper will deal with the culture of the 1940s and 1950s; the second, with American culture from the 1960s to the present.

HIS 357D • African Amer Hist Since 1860

38750 • Walker, Juliet E. K.
Meets TTH 1100am-1230pm GAR 1.126
(also listed as AFR 357D, AMS 321F, URB 353)
show description

Assessments of the historic experience of African Americans from the Civil War and Reconstruction to the Civil Rights Era and the Second Reconstruction, i.e., the post-Civil Rights Era from the 1970s through 2014, provide the focus of this course.  Emphasis will be placed on the political, economic, including the business activities, as well as social and cultural activities of African Americans. The course begins with assessing the Black American experience during the Civil War and Reconstruction.  In the immediate first post-Reconstruction, the Exodus of 1879 is considered along with the founding and building of Black Towns. Also, legal and extralegal means, including violence, disfranchisement and segregation of Blacks, that is, the rise of Jim Crow, at the turn of the century and the Great Migration of the WWI era are examined. Ideologies of black leaders during that period, W.E.B. Du Bois, Booker T. Washington, Ida B. Wells and Marcus Garvey are compared.


The rise of the black urban ghetto and impact of African American working class as it relates to African American culture provide the focus for examining the twentieth century Black Experience. The Harlem Renaissance and the conditions of blacks in the Great Depression and WWII to the 1954 Brown decision provide an introduction to the Black Freedom Movement of the 1960s. Assessments are made of the riots in the 1960s, ideologies of Black leaders and black organizations, CORE, SNCC, and Black Panthers. Agendas of post-Civil rights era black social, political and business leaders are examined, such as Houston’s Case Lawal, hip hop entrepreneurs and the first two black billionaires, Robert Johnson (BET) and Oprah Winfrey..


Significantly, the course begins with a Civil War, marking an end of slavery and the beginning of black political participation. It ends with the historical phenomenon of the election of Barack Obama, the first African American President of the United States. What does this say about race/racism in America? What about Katrina and Black Reconstruction in New Orleans in 2009 as well as “the $40 Million Dollar slave” 149 years after the 13th Amendment? The course ends with commentaries on retrenchment in affirmative action, commodification of African American culture, and assessments of America’s changing racial demographics on African Americans in the 21st century.



Franklin, John H. and Evelyn Higginbotham,  From Slavery to Freedom,9th ed, paper

Henry, Charles P, Allen, R , and Chrisma, R. The Obama Phenomenon: Toward a Multiracial Democracy

Holt Thomas and Barkley-Brown, E., Major Problems, African American History vol 2 

Rhoden, William C., Forty Million Dollar Slaves: The Rise, Fall,  Redemption of the Black Athlete

Smith-Shomade, Beretta,   Pimpin’ Ain’t Easy: Selling Black Entertainment Television

Walker, Juliet E. K. The History of Black Business in America -course packet



Exam 1  (Take home)                    30

History Research Paper                 30

Student Panel Presentation           10

Exam  2(Take Home) m                 30

HIS 362G • Civil War In Rome

38754 • Haimson Lushkov, Ayelet
Meets TTH 200pm-330pm WAG 201
(also listed as AHC 325, C C 348, CTI 375)
show description

This class will survey the sequence of civil conflict at Rome from the Struggle of the Orders through to the rise of Constantine the Great. Beyond discussion of the historical material, lectures will also cover such topics as: the influence of civil war on Roman identity, culture, and history (including law and economy); representation of civil war in art and text; violence as foundational experience, and the question of the uniqueness of the Roman cases (for which we’ll discuss both the English and American civil wars as comparanda).

HIS 362G • Vienna: Memory/The City-Aut

38755 • Hoelscher, Steven D
(also listed as AMS 370, EUS 346, GRG 356T, GSD 360, URB 354)
show description

Topics in European History.

May be repeated for credit when the topics vary.

HIS 362G • Intro To The Holocaust

38760 • Lichtenstein, Tatjana
Meets MW 430pm-600pm GAR 0.102
(also listed as EUS 346, J S 364, REE 335)
show description

Please note: “Introduction to the Holocaust” is an upper-division history course with an intensive reading and writing component.

This course on the Holocaust examines the mass killing of Jews and other victims in the context of Nazi Germany’s quest for race and space during World War II.  Using sources that illuminate victim experiences, perpetrator perspectives, and bystander responses, we investigate the Nazi racial state, the experiments in mass killing, the establishment of a systematic genocidal program, collaboration and complicity, resistance and rescue, as well as the memory of the Holocaust in western culture.


Doris Bergen, War and Genocide: A Concise History of the Holocaust (2nd edition)

Thomas Blatt, From the Ashes of Sobibor: A Story of Survival

Jan T. Gross, Neighbors: The Destruction of the Jewish Community in Jedwabne, Poland

Marion Kaplan, Between Dignity and Despair: Jewish Life in Nazi Germany

Lianna Millu, Smoke over Birkenau

J. Noakes & G. Pridham, Nazism 1919-1945: A Documentary Reader vol. 3

Gitta Sereny, Into that Darkness: An Examination of Conscience


Attendance and Participation: 20%

Tests incl. final exam: 35%

Essays: 45%

HIS 362G • Rebels/Rvolutn Rus Hist/Lit

38765 • Potoplyak, Marina
Meets MWF 1200pm-100pm BUR 228
(also listed as C L 323, REE 325, RUS 356)
show description

Course Description: Spanning almost a century of Russian literature, this course highlights a gallery of fictional and real rebels and revolutionaries.  What was their cause?  Who supported them?  How were they portrayed in popular novels of the time?  We will supplement textual analysis of prose and poetry with the study of historical documents in order to understand the complex historical, moral, and cultural dimensions of such enduring phenomena as revolution, rebellion, and terrorism.

 Course Materials:

Pushkin, Aleksandr.  The Captain’s Daughter (1836)

Pushkin, Aleksandr.  “In the Depths of Siberian Mines” (1827)*

Turgenev, Ivan.  Fathers and Sons (1862)

Bakunin, Mikhail.  The Revolutionary Catechism (1865) vs. Nechaev's Catechism of the Revolutionary (1869)(excerpts)*

Dostoevsky, Fyodor.  The Demons (1873)

Vera Zasulich's memoirs (excerpts from Five Sisters: Women against the Tsar)*

Andreyev, Leonid.  “The Seven That Were Hanged” (1909)

Bely, Andrei.  Petersburg (1913)

Related documents and articles*

*Included in Course Packet


Grade Evaluations: 

a. Two Response Papers (10% each):  Response papers should reflect your thinking on assigned reading.  Format: 3-5 pages (at least 1,000 words), Times New Roman, 12 pt.  You will be evaluated on the depth and quality of your reflections, clarity of style, and cohesive argumentation.  After you receive your paper back, you will have about a week to revise and resubmit it.  Detailed instructions will be provided two weeks before the due date.

 b. Three In-Class Exams (10% each): Each exam will test your knowledge of material discussed in class and read independently at home.

 c.  Presentation (10%): Individually or in pairs, you will prepare a 5-10-minute oral presentation on one of the topics offered in the beginning of the semester.  You will discuss your presentation with your instructor no later than two weeks in advance.

d. Final Paper  (30%):  You final paper may draw on one of your response papers.  It should include  your reflections on the topic supported by textual evidence from assigned works.  Detailed instructions will be available mid-semester.  Format: 8-10 pages (at least 2,500 words), Times New Roman, 12 pt.

 e. Participation (10%):  Your instructor will determine this part of the grade based on your preparedness and participation in class.  There are three components of success: regular attendance, advance reading/preparation of assigned materials, and insightful, well-formulated comments during discussions.

HIS 363K • Cuba In Question-Cub

38770 • Salgado, César A.
(also listed as AFR 372G, C L 323, LAS 328, SPC 320C)
show description

Concurrent enrollment required in L A 119. Restricted to students in the Maymester Abroad Program; contact Study Abroad Office for permission to register for this class. Class meets May 30-June 27. Taught in Havana, Cuba. Students must consult with Study Abroad Program Coordinator as tra vel and orientation dates may be in addition to these dates.

HIS 363K • Hist Pentecostalism Americas

38774 • Doran, Justin
Meets TTH 200pm-330pm JES A215A
(also listed as AMS 327, LAS 366, R S 366)
show description

Since its birth in the Southwestern United States a century ago, the Pentecostal movement has changed the way that Christians—both Protestant and Catholic—understand the everyday role of miracles in a modern, secularized world. This course provides a historical overview of Pentecostal and charismatic Christianity across South, Central, and North America in the twentieth century. Although all readings are in English, the course balances materials and historical cases from Anglo North America with Latin American counterparts, attending especially to Brazil and Mexico. Throughout the course, we will focus on Pentecostalism’s transnational character and learn to critically engage anthropological and historical explanations for the movement’s enduring influence across Christian denominations.



Class participation (20%)

Critical Mapping Assignment (15%)

Two mid-term exams (20% each)

Final paper (7-9 pages, 25%)



Bowler, Kate. Blessed: A History of the American Prosperity Gospel. New York: Oxford University Press, 2013.

Burdick, John. The Color of Sound: Race, Religion, and Music in Brazil. New York: New York University Press, 2013.

Cox, Harvey. Fire from Heaven: The Rise of Pentecostal Spirituality and the Reshaping of Religion in the Twenty-First Century. Reading, Mass: Addison-Wesley Pub, 1995.

Stoll, David. Is Latin America Turning Protestant?: The Politics of Evangelical Growth. Berkeley: University of California Press, 1990.

Wacker, Grant. Heaven below: Early Pentecostals and American Culture. Cambridge, Mass: Harvard University Press, 2001.

HIS 363K • Latin America In The Sixties

38775 • Zazueta, Pilar
Meets MWF 1000am-1100am SRH 1.320
(also listed as LAS 366)
show description

May be repeated for credit when the topics vary.


HIS 363K • Life/Politics Contemp Mexico

38780 • Zazueta, Pilar
Meets TTH 1100am-1230pm SRH 1.320
(also listed as LAS 366)
show description

May be repeated for credit when the topics vary.


HIS 363K • Politics Of Food In Latin Amer

38785 • Zazueta, Pilar
Meets TTH 200pm-330pm SRH 1.320
(also listed as LAS 366)
show description

May be repeated for credit when the topics vary.


HIS 364G • Global Hong Kong

38790 • Hamilton, Peter
Meets MWF 1100am-1200pm GAR 0.128
(also listed as AAS 325, ANS 361)
show description

Flags: Cultural Diversity in the U.S., Global Cultures, and Writing

This course examines the history of Hong Kong from a global perspective, stretching from the First Opium War (1839-42) to the present day. Through lectures, discussions, films, and readings, we will foreground Hong Kong’s place on the world stage—as a trading entrepôt, a migration hub, a political sanctuary, and an economic powerhouse. We will study the evolution of the British colonial regime, the lives of diverse Hong Kong residents, and the trades and industries that have sustained the territory. We will pay keen attention to the world migrations, economic developments, and catastrophes in which Hong Kong has played an important role, such as the opium trade, the Chinese diaspora, China’s political upheavals, the Cold War, the Vietnam War, and mainland China’s post-1978 economic reform and takeoff. Finally, as the historic embarkation point and logistical nexus for Chinese migrants to the United States, Hong Kong holds a special significance for Asian American studies. Throughout the course, special attention will be paid to Hong Kong’s links with the United States.


HIS 364G • Islam Early Mod World:rel/Cult

38795 • Moin, A. Azfar
Meets TTH 1100am-1230pm JES A215A
(also listed as ISL 372, MES 343, R S 358)
show description

In this course, we will examine the religious and cultural developments across the Islamic world between the thirteenth and the eighteenth centuries, stemming from the rise of the Mongols and the end of the caliphate. After the Mongols destroyed the Abbasid caliphate in Baghdad in 1258 and established their rule in large swathes of Asia, the Islamic world entered an era of momentous change. In Iran, Central Asia, and parts of the Middle East, Muslim religious identities experienced a phase of “confessional ambiguity,” marked by the widespread veneration of saints and shrines. To explore the significance of these shifts, we will focus on three themes: the spread of a new type of devotional, shrine-centered, Sufi Islam across Muslim Asia and the Indian Ocean world; the development of a new style of Islamic sovereignty that replaced the caliphate; and the rise of new forms of knowledge, both scientific and artistic, sponsored by the early modern Muslim empires of the Ottomans, Safavids, and the Mughals.


Stephen Dale, The Muslim Empires of the Ottomans, Safavids, and Mughals
Nile Green, Sufism: A Global History
Giancarlo Casale, The Ottoman Age of Exploration

Additional readings provided by instructor

Grading: Attendance: 10%; Quiz:10%; Essay: (6 pages) 20%; Mid-term: 30%; Final: 30%

HIS 364G • Jewish Histories Of Mid East

38800 • Sternfeld, Lior
Meets TTH 330pm-500pm BEN 1.108
(also listed as J S 364, MES 343, R S 358)
show description

Jews have been part of Middle Eastern societies for thousands of years. They flourished at times, and endured hardships at others. They were part of every significant social and cultural transformation and the ever-evolving reality. Scholarship and conventional wisdoms often provide a problematic and ahistorical analysis that cemented reductive sentiments as History. Students will read and analyze primary sources and read critically secondary sources. We will delve into national historiographies and seek to find a nuanced narrative of Jewish histories of the region. We will also analyze popular culture products, such as documentaries, TV representations, and literature. One of the end results of the course will be creating an online wiki-style website that will be dedicated to Jewish histories of the Middle East. There will be a one-credit option for students to work with texts in Hebrew, Arabic or Persian. Texts Course packetGradingA 93-100, A- 90-92, B+ 87-89, B 83-86, B- 80-82, C+ 77-79, C 73-76, C- 70-72, D 60-69 F 0-59Class participation 25%, Website Entry Essay 25%= first draft: 10%, final draft: 15%, Presentation 10%, Final Paper (due at end of semester) 40%= proposal: 10%, paper: 30%

HIS 364G • Slavery & South Asian History

38805 • Chatterjee, Indrani
Meets MW 300pm-430pm GAR 1.126
(also listed as ANS 361)
show description

This course is organized in three parts: the first two span the period between the third century BCE and the late eighteenth century, the third covers the nineteenth-twentieth centuries. Students will learn about the ways in which a range of destitute people, orphans, debtors and criminals were incorporated into complex and variable social and political institutions in the subcontinent in the past. They will learn about key legal provisions about the treatment of slaves established by ancient governments. They will also read about military and political structures that used male and female slaves in different ways in the medieval period. These structures, associated with the coming of Islam in the subcontinent, enabled slaves to establish relationships with each other as well as with their masters and mistresses. In the third segment, students will understand the ways in which legal, political and commercial processes associated with global histories of European empires, contributed to the large-scale shift in slave-using structures, the meanings of slavery and the privileges and protections that slaves had earlier enjoyed.


1) I. Chatterjee and R.M. Eaton eds Slavery and South Asian History (Indiana University Press, 2006).

2) Arthashastra  Book III, Chapter XIII, Rules Regarding Slaves and Laborers, on

3) Amitava Ghosh, ‘The Slave of Ms. H6’, from Subaltern Studies, Vol. 5.

4) Sunil Kumar, ‘When Slaves Were Nobles’, Indian Economic and Social History Review , 1998.

5) Pushpa Prasad, ‘Female Slavery in Thirteenth Century Documents’, Indian Historical Quarterly, 1985.

6) Excerpts from Ex-Slave’s Memoir,Tahmasnama: The Autobiography of a Slave (Bombay 1967)

7) Marina Carter, ‘Slavery and Unfree labor in the Indian Ocean’ and ‘Indian Slaves in Mauritius’.

8) Legal Documents : Lariviere ed. Contested Ownership of a Slave; Mr. Hunter Stands Trial for Injuring his Slave Documents, Criminal Judicial Consultations of 1799 from the British Library and the U.N. Report on Trafficking and Prostitution from 1956.

9) 2 Visual Sources:, the film Mughal-e-Azam (with English subtitles) and a documentary on YouTube, ‘Sarah Harris Rescues Prostitutes’.


1) Posing Daily Question/Comment (on Blackboard): (40%)

2) Home-Written 5-page essay comparing historical readings with interpretation made in film (20%)

3) Home-Written 10-15 page discussion on a single theme (30%).

4) Final Essay in Class on media and politics in the representation of trafficking (10%).

HIS 364G • History Of Pilgrimage To Mecca

38810 • Brower, Benjamin Claude
Meets MW 400pm-530pm CLA 0.112
(also listed as MES 343, R S 358)
show description

This course presents a survey of the Hajj, Islam’s major pilgrimage to Mecca and the nearby Holy Places.  It will examine the Islamic pilgrimage from its beginnings in the seventh century C.E. through today.  In addition to the historian’s perennial attention to the theme of continuity and change, this course will focus on the political and social dimensions of Hajj. This includes understanding the unity and difference of Muslims as evidenced in the pilgrimage, and how it has functioned as a motor of social movement around the world.  Most importantly, we will study how states have used the Hajj to found their sovereignty and establish the legitimacy of their leaders.  This intersection of politics and pilgrimage was important to the first four Caliphs and the great Islamic empires of the early centuries of Islam, and it continued to be even for the European colonial powers when they counted Muslims among their subjects in the nineteenth and twentieth centuries.  And just as the Hajj served to support power, it could be used to contest it, as the long history of rebellions and oppositional movements working through the pilgrimage shows.


Asad, The Road to Mecca

Bianchi, Guests of God

McMillan, The Meaning of Mecca

Shariati, Hajj: Reflections on Its Rituals

Tagliacozzo, The Longest Journey

Wolf ed., One Thousand Roads to Mecca 


Midterm                     25%               

Final Exam                35%

Writing                      25%

Participation              15%

Plus/Minus grading will be used for all grading in this course.

HIS 364G • Hist Of Hindu Relig Traditn

38815 • Brereton, Joel
Meets TTH 200pm-330pm SZB 330
(also listed as ANS 340, ANT 324L, CTI 375, R S 321)
show description

History of Hindu Religious Traditions

This course examines the principal themes of traditional Hinduism, the dominant religion of the Indian subcontinent. It gives special attention to the historical development of the tradition and its relation to social and cultural life in India. To the extent possible, the course will examine different forms of religious expression created within India. These include written texts that have been significant in the Hindu tradition, but they also comprise rituals that have been central to religious life, patterns of social action that embody Hindu values, and images and architecture that display the form and powers of the world.  

Written Requirements:
(1)  Nine microthemes (of the twelve or more posted). These microthemes are short (approximately one page), interpretive essays on assigned topics regarding the required reading or films.
(2)  Three quizzes.
(3)  Final essays due or written at the time of the final exam.

Microthemes  ………………………………………………   45%
Three quizzes………………………………………………   30%
Final essays   ………………………………………………   20%
Attendance…………………………………………………     5%

Required Texts:
Anantha Murthy, U.R., Samskara. tr. by A. K. Ramanujan.  
Dimmitt, C. and J.A.B. van Buitenen, Classical Hindu Mythology:  A Reader in the Sanskrit Purāṇas.
Hawley, John Stratton and Vasudha Narayanan, The Life of Hinduism. PCL Library e-book.
Miller, Barbara Stoler, tr.,  The  Bhagavad-Gita.
Narayan, R.K., tr.,  The Mahābhārata

Origins: The Vedic Tradition
The Way of Insight: Religious Knowledge
The Formation of the Tradition: The Great Epics
The Way of Devotion: Worship of the Deities in Classical Hinduism
The Way of Action: Village Life and Regional Hinduism
Hinduism in Contemporary Society

download syllabus

HIS 364G • The Dead Sea Scrolls

38820 • Kaplan, Jonathan
Meets MWF 100pm-200pm PAR 301
(also listed as AHC 330, J S 364, MES 342, R S 353D)
show description

For almost seventy years, the discovery of the Dead Sea Scrolls has influenced significantly our understanding of Second Temple Judaism, the formation of the Bible, and the origins of the religious movements of Christianity and Rabbinic Judaism. This course presents an in-depth study of the Dead Sea Scrolls in order to understand better the development of law, interpretation, ritual, messianism, apocalypticism, and prayer in the late Second Temple period. This course will include discussion of the archaeology of the Qumran community, textual production and transmission in antiquity, scribal practices in antiquity, and pseudonymous authorship.


VanderKam, James C. The Dead Sea Scrolls Today. Revised Edition. Grand Rapids: Eerdmans, 2010. Vermes, Geza. The Complete Dead Sea Scrolls in English. London: Penguin, 1998.


Class attendance and participation 10%; Quality of midterm examination 20%; Quality of final examination 30%; Quality of two “5 page papers“ 40%.

HIS 364G • African Hist In Films & Photos

38825 • Falola, Toyin
Meets TTH 1100am-1230pm UTC 3.122
(also listed as AFR 372G, WGS 340)
show description

Western exposure to Sub-Saharan Africa has primarily been through stylized Hollywood films which rarely speak to the historical backgrounds of past and present conflicts.  These films can have detrimental effects on popular conceptions of Africa, its peoples, and its plights.  Furthermore, these films can lead to an overwhelming lack of understanding for the complexities of the events in Africa’s recent history.  This course seeks to increase understanding of the social, economic, and political challenges present in the past fifty years of Africa’s history through an examination of several poular films.  Each film will serve a twofold purpose.  First, they will act as a case study used to speak to an issue central to the history of Africa, and second, aid in dispelling many of the misconceptions present in popular portrayals of Africa.  Each film will be accompanied by a text that corresponds with the respective subject matter.  It is the intention of these texts to offer greater analysis and generate critical discussions of the films, their subjects, depictions of characters, and events.  The ultimate goal of these discussions is to enhance students’ knowledge and perceptions of Africa, its societies, cultures, governments, and histories.


    Ukadike, N. Frank.  “Western Film Images of Africa:  Genealogy of an Ideological Formulation.” Black Scholar 21 n. 2 (March-May 1990): 30-48

    Price, Robert M.  The Apartheid State in Crisis:  Political Transformation in South Africa, 1975-1990.  New York and Oxford:  Oxford University Press, 1991.

    Brantley, Cynthia.  The Giriama and Colonial Resistance in Kenya, 1800-1920. Berkeley: The University of California Press, 1981.

    Mamdani, Mahmod. When victims Become Killers: Colonialism, Nationalism, and the Genocide in Rwanda. Princeton Unversity Press, 2001.

    Beah, Ishmael. A Long Way Gone: Memoirs of a Boy Soldier. New York: Farrar, Straus and Giroux, 2007.


Two book reviews of 4-5 pages.

Research paper of 15-20 pages.

Regular class attendance and participation.

Texts (subject to change)

HIS 364G • Apartheid: South Afr Hist

38829 • Charumbira, Ruramisai
Meets TH 330pm-630pm PAR 304
(also listed as AFR 374C, WGS 340)
show description

May be repeated for credit when the topic titles vary.

HIS 365G • British Strategic Trad-Gbr

38830 • Lawrence, Mark Atwood
show description

Great Britain’s rise and eventual decline on the world stage gave way to the emergence of the United States as a global power after World War II.  In the process, British thinking about diplomatic and military affairs exerted a strong influence on American strategy, embodied in what became known as the “Special Relationship” between the United States and United Kingdom.  This course, to be held in London as a Maymester, will explore the diplomatic and military history of the United Kingdom and how it historically shaped, and continues to shape, American national security policy today.  Classroom sessions will include faculty guest instructors from the renowned War Studies Department of Kings College London, and the course will be supplemented with regular field visits to historic sites in London and throughout the United Kingdom.


Alan P. Dobson and Steve Marsh, editors, Anglo-American Relations:  Contemporary Perspectives (Routledge, 2013).

Jeffrey A. Engel, The Cold War at 30,000 Feet:  The Anglo-American Fight for Aviation Supremacy (Harvard University Press, 2007).

Walter Russell Mead, God and Gold:  Britain, America, and the Making of the Modern World (Vintage, 2008). 

David Reynolds, From World War to Cold War:  Churchill, Roosevelt, and the International History of the 1940s (Oxford University Press, 2007).

Jay Sexton, The Monroe Doctrine:  Empire and Nation in Nineteenth Century America (Hill and Wang, 2012). 

Mark A. Stoler, Allies and Adversaries:  The Joint Chiefs of Staff, the Grand Alliance, and U.S. Strategy in World War II (University of North Carolina Press, 2003).


Active participation in seminar (40 percent of course grade)

Four paper of approximately 1,500 words each (40 percent)

Occasional quizzes (20 percent)

HIS 365G • History Of US-Mex Borderland

38833 • Alvarez, C.J.
Meets MWF 100pm-200pm MEZ 1.120
(also listed as MAS 374)
show description

Course Description: 

The borderland occupies a prominent space in the political and social imaginations of both the United States and Mexico. For nearly two hundred years the border has provoked intense hostility and rancor. But it has also engendered cooperation and has fueled tremendous prosperity. This course invites students to go well beyond the clichés, stereotypes, and anecdotes that inform most discussions of the border, and challenges them to use the historical record to think and write in innovative ways about the borderland. We will ask: What, if anything, is exceptional about the U.S.-Mexico border? Is there such a thing as either an "open" or "closed" border? Does the border need to be policed? In the borderland, where does hegemony reside?


Proposed Texts: 

James Lockhart, "A Historian and the Disciplines," in Of Things of the Indies: Essays Old and New in Early Latin American History (Stanford, 1999), 333-367.

Week 2: Studying Borderlands

Adelman, Jeremy and Stephen Aron. "From Borderlands to Borders: Empires, Nation-States, and the Peoples in Between in North American History," American Historical Review 104, no. 3 (1999): 814-41.

Pekka Hamalainen and Samuel Truett, "On Borderlands," Journal of American History 98, no. 2 (September 2011): 338-361. 

Week 3: Indigenous Borderlands

Pekka Hamalainen, "The Empire of the Plains," in The Comanche Empire (Yale University Press, 2009), 141-180.

Brian Delay, "Indians Don't Unmake Presidents," in The War of a Thousand Deserts: Indian Raids and the U.S-Mexican War (Yale, 2008), 141-164.

Week 4: Inventing the U.S.-Mexico Border

Rachel St. John, "A New Map for North America: Defining the Border," in Line in the Sand: A History of the Western U.S.-Mexico Border (Princeton, 2011), 12-38.

Rachel St. John, "The Space Between: Policing the Border," in Line in the Sand: A History of the Western U.S.-Mexico Border (Princeton, 2011), 90-118.


Week 5: Early African American Borderlands

Sarah Cornell, "Citizens  of Nowhere: Fugitive Slaves and Free African Americans in Mexico,1833-1857, 1833-1865," Journal of American History 100:2 (September 2013): 351-74.

Karl Jacoby, "Between North and South: The Alternative Borderlands of William H. Ellis and the African American Colony of 1895," in Continental Crossroads:  Remapping U.S.-Mexico Borderlands History, Truett and Young, eds. (Duke, 2004), 209-240.


Week 7: Sonora/Arizona

Samuel Truett, "Industrial Frontiers," in Fugitive Landscapes: The Forgotten History of the U.S­ Mexico Borderlands (Yale, 2008), 55-77.

Geraldo Cadava, "La Fiesta de los Vaqueros," in Standing on Common Ground: The Making of a Sunbelt Borderland (Harvard, 2013), 57-95.

Week 8: Comparative Borderlands

Kornel Chang, "Policing  Migrants and Militants: In Defense of Nation and Empire in the Borderlands," in Pacific Connections: The Making of the U.S.-CanadianBorderlands (California, 2012), 147-178.

Edith Sheffer, "On Edge: Building the Border in East and West Germany," Central European History, Vol. 40, no. 2 (June 2007), 307-339.

Week 9: International  Migration

David Fitzgerald, "Colonies of the Little Motherland," in A Nation of Emigrants: How MexicoManages its Migration (California, 2009), 103-124.

Sarah Lopez, "The Remittance House: Dream Homes at a Distance," The Remittance Landscape: Spaces of Migration in Rural Mexico and Urban U.S.A. (Chicago, 2014).


Week 10: Atomic Borderlands

Joseph Masco, "Econationalisms: First Nations in the Plutonium Economy," in The Nuclear Borderlands: The Manhattan Project in Post-Cold War New Mexico (Princeton University Press, 2006), 99-159.

Joseph Masco, "Mutant Ecologies: Radioactive Life in Post-Cold War New Mexico," in The Nuclear Borderlands: The Manhattan Project in Post-Cold War New Mexico (Princeton University Press, 2006), 289-327.

 Week 11:


 Week 12: Policing the U.S.-Mexico Border


 Kelly Lytle-Hemandez, "The Early Years," Migra! A History of the US Border Patrol (California, 2010), 19-44.

 Timothy Dunn, "Operation Blockade/Hold-the-Line: The Border Patrol Reasserts Control," in Blockading the Border and Human Rights: The El Paso Operation that Remade Immigration Enforcement (University of Texas Press, 2009), 51-96.

Week 13: Policing the U.S.-Mexico Border II

Peter Andreas, "The Escalation of Drug Control," in Border Games: Policing the US-Mexico Divide (Cornell, 2009), 51-84.

Peter Andreas, "The Escalation of Immigration Control," in Border Games: Policing the U.S­ Mexico Divide (Cornell, 2009), 85-114.

Week 14: Beyond Borders

Wendy Brown, "Waning  Sovereignty, Walled Democracy," in Walled States, Waning Sovereignty (Zone Books, 2010), 7-42.

Saskia Sassen, "Shrinking  Economies, Growing Expulsions," in Expulsions: Brutality and Complexity in the Global Economy (Harvard, 2014), 12-79.


Porposed Grading Policy:

Participation (25%)

This is a discussion-based course that depends on active and engaged participation from each student. I expect everyone to come to class having read and contemplated the day's readings (this means not only having read the texts, but also taken notes on them), ready to raise questions and speculate about their importance. Questions to ask yourself in preparation:  what did I found particularly surprising? Troubling? Confusing? Inspiring? Bring those reactions to our class discussions!


Writing Workshop, Paper 1 (25%)

Each student will write a 3-5 page narrative based on a common primary document. We will then hold a writing workshop in class during which students will exchange, read, and comment on each other's work. Since each student will have written on the same document


Paper 2 (25%)

The second paper (5 pages) will be based on original research. Each student is responsible for locating a primary source (a document or physical object written or created during the time under study. These sources were present during an experience  or time period and offer an inside view of a particular event that exemplifies how culture influences daily life. Examples include: diaries, speeches, manuscripts, letters, interviews, news film footage, autobiographies, official records, poetry, drama, novels,

music, art, or even pottery, furniture, clothing, buildings, etc.) and then offering a brief (5

minute) presentation to the class that explains its historical context and cultural significance. This paper is designed to apply the skills and best practices generated from the first paper/workshop.


Paper  3 (25%)

The final paper (10 pages) will expand upon the first, incorporating new primary and secondary sources to build both a historical narrative and make a historical argument.

Students will also be required to distill their sources and argument into a presentation at the end of the course.


HIS 365G • US Economic Hist Since 1880

38835 • Clarke, Sally H.
Meets TTH 1100am-1230pm JGB 2.202
show description

Tracing the history of the American capitalism from 1865 to 2000, this course is organized around three themes: 1) innovation; 2) economic rights; and 3) the role of the state.  Students will examine sources of innovation in terms of the role played by entrepreneurs, efforts the state has made to foster innovation, and the role of corporate institutions.  Economic rights concern problems of labor relations and discrimination in the job market. Both the topic of innovation and economic rights leads to the study of the state.  Scholars and the public at large have strikingly varied views about the proper role of the state in the economy.  In this course, students will evaluate past experiences in order to arrive at their own assessment of the state’s impact on innovation and economic rights.

Grading: Three papers will count 75% of your final grade; class discussion will count 15% of your final grade; a weekly quiz will count 10% of your final grade.  The three essays will each be four to five pages in length.

Possible readings include selections from the following books:

Joseph Schumpeter, Capitalism, Socialism, and Democracy

William Cronon,  Nature’s Metropolis

Lizabeth Cohen, Making a New Deal

Christophe Lecuyer, Making Silicon Valley  

AnnaLee Saxenian, Regional Advantage  

HIS 365G • Vietnam Wars

38840 • Lawrence, Mark Atwood
Meets MWF 1000am-1100am MEZ 1.306
(also listed as AMS 321)
show description

This course introduces undergraduates to the complex and controversial history of the wars fought in Vietnam from 1941 to the 1980s.  It will focus especially on American intervention, but students should be aware that the course will devote careful attention to Vietnamese history as well as the history of French, Japanese, British, and Chinese interventions in Indochina.  In this way, the course will attempt to place the American war in the broad context of colonialism, nationalism, communism, and cold war. 

The class will begin by considering the development of Vietnamese nationalism and communism during the period of French colonialism.  It will then examine the profound impact of the Second World War, which brought about, in succession, Japanese, Chinese, and British intervention before the country fell once again under French domination.  The French war (1946 to 1954) will receive careful attention before the class shifts its focus to the United States for the second half of the semester.  Lectures and readings will consider many of the major controversies associated with the American war:  Why did the United States intervene despite the lack of tangible American interests in Vietnam?  To what extent and why did American policymakers misunderstand the nature of the war?  Was the war “winnable” in any meaningful sense?  If so, why did the United States fail to achieve its objectives?  What social, cultural, and political legacies has the war produced in the United States and Vietnam?

Class time will consist of lecture, film clips, and discussion.  Students will be expected to read approximately 150 pages a week.


Mark Philip Bradley, The Vietnamese War

Christian Appy, Working Class War

Robert S. McNamara, In Retrospect

George Herring, America’s Longest War

William Lederer and Eugene Burdick, The Ugly American


Requirements will likely include a few reading quizzes (25%), a paper of approximately 5-6 pages (25 %), a midterm examination (25 %), and a final (25%).  Students will have the opportunity to improve their grades through class participation but not through extra credit assignments.

HIS 365G • Women And Socl Mvmnts In US

38845 • Green, Laurie B.
Meets TTH 330pm-500pm UTC 3.122
(also listed as AMS 321, WGS 340)
show description

This upper-division history course examines women’s participation in well-known and lesser-known social movements during the twentieth century, more deeply than is possible in a U.S. history survey course. Throughout, we explore women’s activism in movements that specifically targeted women’s rights, such as the woman suffrage movement. However, we also consider women’s participation in movements that do not outwardly appear to be movements about women’s rights, such as the Civil Rights Movement.

In addition to exploring the scope and contours of women’s activism, the course will place particular emphasis on four key themes: 1) how cultural understandings of gender may have shaped these movements, 2) tensions between ideas of women’s rights that emphasized equality of the sexes and those that emphasized difference; 3) the question of whether you can write a universal history of women or need to write separate histories along lines such as race, class, region and/or sexual preference; 4) power relations not only between men and women but among women.


SHORT READINGS will be available on Canvas.


Crow Dog, Mary. Lakota Woman.  Reprint edition, Grove Press, 2011.

Moody, Anne. Coming of Age in Mississippi. 1968; reprint edition, Delta, 2004.

Orleck, Annelise. Common Sense and a Little Fire: Women and Working-Class Politics in the United States, 1900-1965. University of North Carolina Press, 1995.

Ruth Rosen. The World Split Open: How the Modern Women’s Movement Changed America. Revised edition. Penguin, 2006.

Marjorie Spruill Wheeler, One Woman, One Vote: Rediscovering the Women’s Suffrage Movement. NewSage Press, 1995.


Attendance                                                      5%

On-time submission of assignments               5%

5 Lecture/Reading quizzes                              4% each (20% total)

5 In-class essays                                             10% each (50% total)

Final exam                                                       20%


HIS 365G • Hist Of American Presidency

38850 • Brands, Henry W.
Meets TTH 1230pm-200pm WEL 2.246
show description


For more than a century, the presidency has occupied the center of American politics. Yet the modern presidency bears faint resemblance to the institution the founders created in the 1780s. This course will examine the presidency and the individuals who have held it, with an eye toward discovering trends of historical and contemporary interest. Topics will include the presidency in the Constitution, the emergence of political parties, the role of the president as diplomat-in-chief, the presidency and the sectional crisis, the president at war, the emergence of the United States as a world power, the president as a celebrity, the family lives of presidents, and the president and the evolving media.


An essential part of the course will be the attempt to understand what goes into presidential decisions. Successful presidents differ from unsuccessful presidents chiefly in their ability to make good decisions: to do the right thing. How does a president know what is the right thing? Whose interests and opinions does he weigh? How does he enact or enforce right decisions? Students will examine case studies of crucial presidential decisions. By close reading of primary historical documents – letters, diaries, speeches, government documents, newspaper accounts – students will reconstruct the presidential decision process. They will make the arguments for and against presidential decisions. They will explain and defend the decisions they would have made in the president’s place.

Required books

George Washington, by James MacGregor Burns and Susan Dunn

Thomas Jefferson, by Joyce Appleby

Woodrow Wilson, by H. W. Brands

Harry S. Truman, by Robert Dallek

Richard M. Nixon, by Elizabeth Drew

Case study materials

Jefferson and the Louisiana Purchase

Lincoln and the Emancipation Proclamation

Theodore Roosevelt and Panama

Wilson and the Lusitania

Truman and the atom bomb

Nixon and the Pentagon Papers


Daily in-class writing assignments (100 words each)

Two book reviews (500 words each)

Three case studies (1000 words each)


Daily writing assignments: 25 percent

Book reviews: 25 percent

Case studies: 50 percent

HIS 365G • 20th-Cen US Lesbian/Gay His

38855 • Marchione, Mollie T
Meets TTH 1230pm-200pm CLA 1.108
(also listed as AMS 370, WGS 335)
show description

What can we learn from U.S. history about gender and sexuality? This course will use primary and secondary readings, films, class discussion, and written assignments to explore this question as we trace the social, cultural, and political history of same-sex desire in the U.S., primarily in the 20th century. Major topics include the growth of lesbian and gay communities or sub-cultures and the persistence of racial, class and gender differences within and among them; the changing representation of homosexuality in the mass media. The course will familiarize students with some of the classic texts in the field as well as recent and varied writings on the history of sexuality, focusing on the experiences, ideas, and conflicts that have shaped modern lesbian and gay identities.Partially fulfills legislative requirement for American history.May be counted toward the writing flag requirement. May be counted toward the cultural diversity flag requirement.Seats also available under: AMS 370 , HIS 365G.

HIS 366N • Jewish Diaspora Amers/Palestin

38860 • Klor, Sebastián
Meets TTH 1100am-1230pm GAR 0.120
(also listed as J S 364, LAS 366, MES 343)
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The era of mass migration from Eastern Europe (1881–1914) has long been the topic of extensive, in-depth historiographical discussion. Numerous research studies have addressed various aspects of it from a variety of perspectives. From this corpus have emerged two parallel but completely different historiographical approaches. The first deals with general Jewish migration to destination countries, especially the United States. The second deals with immigration to Palestine as a unique, exceptional case unlike other Jewish migration at the time.

The main goal of the present course is to emphasize the common denominator, between those who arrived to Palestine at the beginning of the 20th century, to those who arrived at the US and Argentina during the same period of time. A few of the research topics to be discussed during the course are: the decision to emigrate (to which country of destination); the role of the Zionist ideology in the migration process; the socio- demographic profile of the Jewish immigrants; what obstacles did the migrants encounter in acting on their decision, and how did they overcome them, if at all?


  • Lecture questions, 5%
  • Class participation, 10%
  • Quizzes, 20%
  • 2 Assignments, 25%
  • Final exam, 40%

HIS 366N • Bio, Behavior, & Injustice

38865 • Martínez, Alberto A.
Meets MWF 100pm-200pm UTC 3.112
(also listed as CTI 370)
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This course explores interesting episodes in the history of science, focusing on questions about what aspects of human behavior are essentially determined by biological factors rather than by experiences and society. Changing beliefs about what is natural have affected how some people are treated, so we will discuss the social consequences of such notions. The course will include the following topics: theories of race, Darwin’s works, evolution in schools and U.S. courts, American eugenics and Nazi science, differences between women and men, IQ testing, the controversy about DNA and Rosalind Franklin, studies of twins separated at birth, genetic engineering, ethical issues on cloning animals and humans, biotechnology, the immortal cells of Henrietta Lacks, designer babies, biology in forensic science. This is a lecture course, with participation encouraged.

This course fulfills a College of Liberal Arts Science Component: Alternative Science & Technology course.

Grading: First exam 20%, Midterm Exam 20%, Final Exam 30%, Quizzes 20%, Attendance 10%

Texts: Some readings are in the Course Packet, required, which will be available at Jenn’s Copy & Binding, 2518 Guadalupe St. There are no readings at the Libraries, on reserve, instead, all other readings will be available online through the UT Libraries website or on Blackboard:

Some of the readings: Francis Galton, "Comparative Worth of Races," in Hereditary Genius (1869). Charles Darwin, Descent of Man (1871), "On the Races of Man," and “Sexual Differences." Cesare Lombroso, Criminal Man (1st ed. 1876). Lombroso, The Female Offender (1895). Julien Offray de La Mettrie, Man a Machine (1748). Francis Galton, "Eugenics: Its Definition, Scope and Aims" (1904). Richard Dawkins, The Selfish Gene (1976).


HIS 376F • The US And Second World War

38875 • Stoff, Michael B.
Meets WF 930am-1100am GAR 0.132
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This course fulfills part of the requirements for the Normandy Scholars Program as well as part of the American history requirement for the University.  It explores American involvement in the Second World War.  Among the topics covered are: American isolationism; the controversy over Pearl Harbor and American entry into the war; the rise of air power and strategic bombing; the conduct of war and diplomacy; everyday life and politics on the home front; the experience of battle; the use of the atomic bomb; the seeds of the Cold War; and conflicting visions of the postwar world

No course can be encyclopedic.  This one will divide its time between events in Europe and the Pacific without trying to cover either theater in all its detail.  Two events, one in each theater, will serve as case studies for in-depth analysis: 1) the D-Day invasion and the opening of the “Second Front” in Europe; and 2) the atomic bombs and the surrender of Japan in the Pacific.



David Kennedy, The American People in World War II

E. B. Sledge, With the Old Breed

John W. Dower, War Without Mercy: Race and Power in the Pacific War

Michael B. Stoff et al., eds., The Manhattan Project: A Documentary Introduction

to the Atomic Age

Cornelius Ryan, The Longest Day

John Hersey, A Bell for Adano



Class work consists of lectures and discussions of weekly reading assignments, lectures, and films.  Discussions constitute 20 percent of the course grade.  Five in-class quizzes based on lectures and readings make up another 20 percent of the grade.  A research paper, done in three stages, serves as the written portion of the workload and is worth 50 percent of the course grade.  Each student will also present his or her work orally.  The oral presentation is worth 10 percent of the grade.

HIS 376G • Hitler/Nazism/World War II-Hon

38880 • Crew, David
Meets TTH 330pm-500pm GAR 0.128
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            How was an obscure, unemployed Austrian, who never rose above the rank of corporal in the German army, able to become the leader of a mass political movement which overthrew the most democratic political system Germany had ever known? Why did Germany begin the most devastating and brutal war in world history just two decades after having lost the First World War? Why did the Nazi state systematically murder 6 million Jews? How did the implementation of Nazi plans for a “racial empire” affect the lives of millions of Europeans during the Second World War? And what is the legacy of the Third Reich, for Germany today? These are the primary questions addressed by this course.


Erich Maria Remarque, All Quiet on the Western Front

David F. Crew, Hitler and the Nazis. A History in Documents (New York: Oxford University Press, 2005)[also available on-line at the PCL as an e-book]

J. Noakes and G. Pridham(editors), Nazism. A History in Documents and Eyewitness Accounts, 1919-1945 (University of Exeter Press Edition: Volumes 2 &3)

Primo Levi, Survival in Auschwitz

We are also going to be working with the images at these two web-sites: and



General participation in class discussions (i.e. attendance + involvement) counts for 20% of the overall grade. There will be a take-home mid-term document essay (5-6 pages, 20% of the final grade).There is no final exam per se but rather a second take-home document essay (5-6 pages, 20% of the final grade). Students are also reuired to write one short essay on any one of the books by Remarque or Levi (4-5 pages, 20% of final grade). Finally, students write two  brief (2-3 page) analyses of the visual evidence (photographs, propaganda, election posters, etc.) discussed in class and/or those that are available on the web-sites listed above. Each of these two assignments is worth 10% of the final grade. I will be using the full range of +/- grades.


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