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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 301F • The Premodern World

39235 • Aprile, Jamie
Meets MWF 1100am-1200pm UTC 3.112
(also listed as AHC 310)
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“Premodern World” is a lower-division, lecture course that provides an overview of global development from roughly 30,000 BCE to 1500 CE.  It introduces students to the main political, social, and cultural trends in a variety of societies while at the same time stressing the global perspective.  Considerable emphasis is thus paid to comparative history and the study of cross-cultural encounters.  This entry-level course aims to teach historical thinking as well as historical content, to impart a basic grasp of the premodern past as well as to stimulate the development of large-scale frameworks for historical analysis. Although this course has no prerequisites and assumes no prior knowledge of the subject, students are presumed to be capable of critical reflection upon both lectures and readings.

Readings:

-- R. Strayer, Ways of the World, A Brief Global History with Sources vol. 1

-- Anonymous, Epic of Gilgamesh, tr. D. Ferry 

-- Jared Diamond, Collapse (selected chapters)

-- P. A. McAnany & T. G. Negron, "Bellicose Rulers and Climatological 

     Peril" in Questioning Collapse, ed. P. A. McAnany & N. Yoffee 

-- Asoka's Rock Edict XIII

-- Sima Qian, The First Emperor, tr. R. Dawson (selected chapters)

-- reading on Cleopatra (to be announced)

-- Marco Polo, Travels, tr. R. Latham  (selected chapters)

-- Ross Dunn, The Adventures of Ibn Battuta  (selected chapters)

Requirements:

There will be three non-cumulative exams, consisting of both short answer and essay questions. Several short, factual, multiple-choice quizzes based on the assigned textbook readings will be administered on Mondays.  A series of reading worksheets will accompany our non-textbook sources.  Attendance and participation is another component of the final grade. The various aspects of student performance are weighted:

Exams (3 x 20% each) = 60%; 

Quizzes = 15%; 

Reading worksheets = 20%; 

Attendance & participation = 5%.

HIS 302C • Introduction To China

39240 • Sena, David M
Meets MWF 1100am-1200pm UTC 4.112
(also listed as ANS 302C)
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Course Description
Geographically, linguistically, ethnically, and economically, China today is a land of diversity, characterized by striking regional variations. Yet underlying this diversity is a shared cultural heritage: a unifying set of historical, literary, and artistic traditions, philosophical and religious ideas, political institutions, and a common writing system. This course introduces the study of Chinese 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; cosmology and the life cycle; literature and arts; science, technology and medicine; 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, literature, sociology, economics, law, policy, international business, art history, architecture, environmental science, and philosophy.

Course Goals
The primary learning goal for this course is to acquire a broad understanding of the historical development of civilization in China. This course adopts a "hands on" approach by asking students to consider primary historical evidence of both a textual and visual nature. Therefore, a second goal of this course is to develop one's ability to interpret texts and images as historical evidence by considering such material within its particular cultural, social, and political context. The ultimate goal of the course is to acquire a richer understanding of Chinese civilization and to develop research skills that will facilitate continued study of and coursework on China and East Asia.

This course carries a University Global Cultures Flag. The goal of this flag is to challenge students to explore the beliefs and practices of non-U.S. cultural communities in relation to their own cultural experiences so that they engage in an active process of self-reflection.

Course readings
Patricia Buckley Ebrey, Cambridge Illustrated History of China,2nd Edition (Cambridge; New York: Cambridge University Press, 2010).

Additional required readings consisting of primary historical sources drawn from a wide variety of archaeological, literary, and archival materials will be distributed electronically via the course website.

Grading
Final grades will be calculated according to the criteria below. Grades of plus/minus will be assigned as appropriate.

Class participation and attendance: 10%
Quiz: 5%
3 Tests: 60% (20% each)
Final exam: 25%

download syllabus

HIS 306K • Intro M East: Rel/Cul/Hist Fnd

39245 • Spellberg, Denise A.
Meets TTH 330pm-500pm UTC 4.134
(also listed as MES 301K, R S 314K)
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This course surveys the history of the Middle East from the rise of Islam to the end of the fifteenth century. Students will be introduced to basic aspects of the political, social, and cultural dimensions of Islamic civilization from Spain to Iran as they changed over time.

In the midst of mapping this broad view, we will focus our attention on how specific historical figures and events contributed to definitions of Islamic identity, community, and authority. Central themes include the emergence of Sunni and Shi`i identities, the relationship of Muslims and non-Muslims, and the unique material and intellectual contributions of Islamic civilization to world history and other societies.

Required Books and Readings:

1. Jonathan A.C. Brown, Muhammad: A Very Short Introduction

2.  Ira Lapidus, A History of Islamic Societies (2002 edition only)

3.  D. A. Spellberg, Politics, Gender, and the Islamic Past: The Legacy of ‘A’isha bint Abi Bakr

4. John Alden Williams, ed. and trans., The Word of Islam

5. Xerox packet of primary documents and articles

Grading:

4 exams @ 25% each = 100%.

 

HIS 306N • Intro To Jewish Latin America

39250 • Weinreb, Amelia
Meets TTH 930am-1100am CLA 0.118
(also listed as ANT 310L, J S 311, LAS 315, R S 313)
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What can we learn about Latin American social worlds when we look at the place of Jews within it? Conversely, what we learn about Jewish social worlds when they unfold in Latin America?  This course examines both of these questions. Specifically, we consider the role of Latin America as both a refuge from and a source of antisemitism, a hub of immigration, a site of Zionism, and of Jewish success and philanthropy.  We also address themes of displacement, longing, belonging, marginalization, prejudice, immigration, community, cultural continuity, and memory, while considering Sephardi and Ashkenazi difference, and inter-generational conflict among Jewish Latin Americans. Overall, through reading, writing exercises, independent research and in-class films, the course is designed to provide students with an understanding of how Jews constructed individual lives and vibrant communities in predominantly Hispanic, Catholic countries of Latin America.

With these themes in mind, the course is divided into four units: 1) Historical literacy is a substantive introductory unit, which provides basic context from 1492 until the post-World War II period; 2) Jewish group identities in Latin American features readings on Jewish life and cultural forms in select national contexts (e.g. Argentina, Brazil, Mexico, Dominican Republic and others); 3) Memoir and personal narrative engages students in critical reading of creative non-fiction and ethnography that focuses on individual lives; 4) Contemporary realities explores current events, contemporary trends and popular culture in Jewish Latin America. Finally, over the course of the semester, drawing on course motifs, students will produce their own research papers addressing a specific research question in the Latin American national context of their choice.

Note: This course carries the Global Cultures flag. Global Cultures courses are designed to increase your familiarity with cultural groups outside the United States. You should therefore expect a substantial portion of your grade to come from assignments covering the practices, beliefs, and histories of at least one non-U.S. cultural group, past or present.

HIS 306N • Key Ideas & Iss In Lat Amer

39255 • Garfield, Seth W.
Meets TTH 330pm-500pm WEL 2.308
(also listed as LAS 301)
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The course aims to acquaint students with the richness, complexity and diversity of historical experiences and cultural practices in Latin America through an array of source materials that include historical monographs, ethnography, testimonial literature, fiction, music, film, and documentaries.  Through a sample of case studies culled from throughout the region, the course will shed light on the processes, structures, and forces that have shaped Latin America.  Topics include:  pre-Columbian civilizations, Iberian expansionism and the Conquest of Latin America; Church in colonial Latin America;  sugar plantations in Brazil and the trans-Atlantic slave trade; Independence movements; agro-export economies; U.S. imperialism in the Caribbean Basin; populism, urbanization , and import-substitution industrialization; popular culture, art, literature and music; revolutionary alternatives; the Cold War in Latin America and state-sponsored violence; transnational flows of capital and labor.

Texts:

Thomas Skidmore and Peter Smith, Modern Latin America

Mark Danner, The Massacre at El Mozote

Grading:

- Attendance and Classroom Participation (10%)

- Two in-class exams (30%)

-One 2-3 pp. book review (20%).  Essay topic for book review will be handed out one week in advance of due date.  Grade for book review will be based on organization, development and clarity of argument; substantiation of thesis through textual material; and elegance of prose.

-Final Exam (40%)

HIS 306N • Intro Rus/E Eur/Eurasian Stds

39260 • Pesenson, Michael
Meets TTH 1230pm-200pm UTC 3.102
(also listed as REE 301)
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Topics in History

May be repeated for credit when the topics vary.

 

HIS 306N • Introduction To Islam

39265 • Azam, Hina
Meets TTH 1100am-1230pm MEZ 1.306
(also listed as ANS 301M, ISL 310, R S 319)
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The objective of this course is to give students an understanding of what it means to be Muslim, in terms of beliefs (cosmology and theology), practices (rituals and moral teachings), and culture. In order to achieve this three-part objective, we will read materials from various perspectives and of different genres. We will devote some time to the history of the foundations and civilization of Islam, for even if a religion is conceived in terms of universals and ideals, its actual manifestation is always tempered by historical, cultural and social context. We will explore the meaning of Islam as a worldview and a moral system through examining its doctrinal, ritual, philosophical, ethical and spiritual dimensions. This course is designed for students with no prior knowledge of Islam.

Texts

To be provided by instructor. 

Grading

Final exam, Midterm exam, Quizzes, Class attendance

HIS 306N • Jewish Civ: Begin To 1492

39270 • Schofer, Jonathan
Meets TTH 1100am-1230pm BUR 436A
(also listed as J S 304M, MES 310, R S 313M)
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This is the first half of a two-semester survey of Jewish civilization, from the origins of Ancient Israel to 1500 C.E. All materials are in English translation. The course will begin with readings from the Bible and the Ancient Near East, and at that time we will focus on the development of the civilization of the region now known as Israel or Palestine, including the complex cultural interactions of the second millennium B.C.E. We will have extensive readings from the Second Temple Period as well as classical rabbinic literature and other writings from the period known as Late Antiquity. The course will also include studies of Geonic and Medieval Judaism, including philosophy, poetry, and mystical writings.

Grading:

  • First paper (5 pages): 25%
  • Second paper (5 pages): 25%
  • Final Exam: 50%

Regular attendance, careful preparation of assigned texts, and participation in class discussions are considered to be basic requirements of the course. 

Texts:

  • Robert Selzer, Jewish People, Jewish Thought
  • Jack Suggs, et al, eds., The Oxford Study Bible: Revised English Bible with Apocrypha
  • Other primary sources

HIS 307C • Intro To The History Of India

39280 • Guha, Sumit
Meets TTH 1100am-1230pm UTC 3.110
(also listed as ANS 307C)
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This course surveys the long history of the Indian subcontinent. It has two goals. The first is to provide you with an outline of the major phases of South Asian history from the rise of its first civilization five thousand years ago, up to the development of modern self-governing states after the end of the British empire. The second is to enable you to think about how humans organize themselves to live in the mega-societies that occupy the world today. India created one of the earliest such societies on the planet. Since the course surveys five thousand years, it will be directed to identifying lasting patterns and institutions rather than individuals and events. But class discussions will especially focus on key personalities and important texts that have left historic legacies or offer insight into their times. The format will be a mix of lectures with discussion, as well as discussion meetings devoted to specific readings.

The course is designed to accommodate students with no previous knowledge of Asia. It does require students to attend regularly, contribute to a collective learning process, keep up with weekly readings and participate constructively in discussions. Discussions will usually focus on primary sources. A primary source is something that historians use as a valid record of the past. All good historical narrative is constructed on the basis of evidence from primary sources. Reading and discussing these will enable you reason from evidence, just as historians do. There may be occasional snap quizzes.

Texts:

Thomas Trautmann India: Brief History of a Civilization Oxford University Press, 2011 pback, ISBN 978-0-19-973632-4

All other readings will be available on the course website or free download.

Grading:

 

Make-ups will be available for those absent for adequate and documented reasons (e.g. illness). Extra participation credit may be awarded for attendance at special lectures or events.

 

HIS 309K • West Civ In Medvl Times-Pl II

39285 • Frazier, Alison K.
Meets MWF 800am-900am GAR 1.126
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This introductory, writing-intensive course surveys the history of the Mediterranean basin and European archipelago from about 300-1500. By mixing lecture, discussion, reading, and writing, we will trace the emergence of distinctive Latin Christian, Byzantine, and Islamic civilizations, which superseded the classical Greek and Roman ones. We examine how these new civilizations interacted to form western traditions of politics, religion, family structure, law, and economic thought.

Course organization and optional textbook provide a basic chronological narrative. Our emphasis will be on historical thinking through critical work with a variety of primary sources and occasional secondary ones. This course has no prerequisites and assumes no prior knowledge of the subject, but students are presumed to be capable of critical reflection upon both lectures and readings.

 

Texts:

Augustine, Confessions (tr. Chadwick)

Bede, Ecclesiastical History of the English People (tr. Farmer)

Benedict of Nursia, Rule (tr. Meisel / del Mastro)

Anselm of Canterbury, The Major Works

Abelard and Heloise, Letters and Other Writings (tr. Levitan)

Chrétien de Troyes, Lancelot, the Knight of the Cart (tr. Raffel)

De Hamel, British Library Guide to Manuscript Illumination

 

Grading:

4 short writing projects (2-3 pp) on assigned topics 20%

Revision of one of those short projects 10%

Manuscript project (group work) 10%

Final writing project (5-10 pp)

first draft 20%

peer evaluation 10%

Small group work, quizzes, in-class writing 10%

Portfolio with second/third draft of final essay 20%

HIS 309L • Western Civ In Modern Times

39288 • Bodian, Miriam
Meets TTH 330pm-500pm BUR 224
(also listed as CTI 310)
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Course Overview: In this course, we examine the central cultural characteristics of the Western heritage after the Reformation and discuss their transformation up to the present. A chronological narrative of the history in question will be provided by the lecturer and the textbook, but the most significant portion of our time together will be devoted to the examination of a number of central questions within western society since the Reformation. We will attempt to formulate an understanding of “western civilization” and its central concerns and transformations, with a particular attention paid to economy and politics in their relationships to culture and freedom. We will discuss such issues as the construction of political authority and its relationship to emerging conceptions of political liberty, revolution, popular sovereignty, and political economy. We will examine and explain the emergence of the central characteristics of modern Western society, including mass society, democracy, colonialism, secularism, political sovereignty, and the nation-state. Focus in the course is away from memorization of factual information about European history and toward reading, discussion, interpretation and criticism of texts that exemplify certain moments in the western tradition. By reading, discussing, analyzing and criticizing these sources, students will receive an introduction to the tasks involved in “thinking like a historian.”

 

Prerequisites:  Students taking this course are assumed to be capable of an informed, critical stance toward the claims of the lecturer. No previous knowledge of the subject matter is assumed.

 

Possible Texts:

 

Mark Kishlansky et al., Civilization in the West, vol. 2

Jean Calvin, Golden Book of the True Christian Life

John Locke, Second Treatise of Government

Daniel Defoe, Moll Flanders

Adam Smith, The Wealth of Nations (selections)

Émile Zola, The Ladies’ Paradise

Ernst Jünger, Storm of Steel

J. M. Keynes, The End of Laissez-Faire / Economic Consequences of the Peace (selections)

Franz Fanon, The Wretched of the Earth

Milton Friedman, Capitalism and Freedom (selections)

Additional readings will be distributed in class or are available on the Internet

 

Assignments & Grading:

 

Compliance with syllabus policy 0%

Compliance with attendance policy 0%

Paper 1 @ 15%

Paper 2 @ 25%

Final paper @ 30%

Average of regular quizzes @ 30% each (I will drop your two lowest scores)

 

HIS 314K • History Of Mexican Amers In US

39295 • Zamora, Emilio
Meets TTH 930am-1100am BUR 208
(also listed as MAS 316)
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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.

 

Texts:

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.

 

Grading:

Mid-term examination (25%),

Final examination (25%),

Research paper (30%),

Two chapter reports (10%)

Film report (10%).

HIS 315G • Intro To American Studies

39300 • Hoelscher, Steven D
Meets TTH 1230pm-200pm GAR 0.102
(also listed as AMS 310)
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AMS 310 is designed to introduce you to some of the major themes and trends of American history, as well as to familiarize you with some of the methods and materials that are used in the interdisciplinary study of American culture. As a way to focus our discussion, this section of AMS 310 takes as its starting point an apparent paradox embedded in the heart of contemporary globalization: at exactly the same time that the very political-economic processes that would seem to homogenize geography—to render the globe "placeless"—in fact increase its importance. Place-bound identities have become more, rather than less, important in a world of diminishing spatial barriers to exchange, movement, and communication. Thus, globalized flows of capital, population, goods, and terrorism not only bring the world together, but they tear it apart. At the center of this irony is the history of United States itself: a space created with an ideal of liberty, equality, individual opportunity, and social improvement, but set in a place of profoundly uneven patterns of wealth, crime, and pollution. We will address this historical contradiction from a variety of disciplinary perspectives by examining a wide range of primary source materials that range from novels, movies, and investigative journalism to travelogues, oral histories, and photography.

 

Possible Texts

Duany, Plater-Zyberk, & Speck, Suburban Nation: The Rise of Sprawl and the Decline of the American Dream

Robert Frank, The Americans

Tony Horwitz, Confederates in the Attic

Jhumpa Lahiri, The Namesake

Luis Alberto Urrea, The Devil’s Highway: A True Story

Films:

“The Unforeseen”

“Smoke Signals”

 

Partially fulfills legislative requirement in American History.

Flag(s): Cultural Diversity

HIS 315G • Intro To American Studies

39305 • Davis, Janet M.
Meets MW 300pm-430pm WEL 1.308
(also listed as AMS 310)
show description

AMS 310 is an introductory course in American Studies—the interdisciplinary study of American culture and society. We will begin our journey by considering some of the critical transformations—both physical and ideological—that World War II brought to American society and culture.  Filled with televisions, cars, suburbs, malls and chain stores, the landscape that we know so well today came of age during this period.  Throughout the course, we will analyze how communities, broadly defined by differing variables like age, geography, gender, race, ethnicity, class and/or political persuasion, have wrestled with questions about identity, inclusion and exclusion in modern America. While the course will proceed chronologically, I have organized these topics around three separate themes: consumerism, youth culture, and multiculturalism.                 

                 

Requirements

First exam (in-class): 20%

Second exam (in-class): 30%

Final exam (cumulative, 3 hours long): 50 %.

In addition to the graded assignments, regular attendance is expected.

 

Possible Texts

Clara Marie Allen and Constance Bowman Reid, Slacks and Calluses: Our Summer in a Bomber Factory

Mary Brave Bird, Lakota Woman

Elva Treviño Hart, Barefoot Heart: Stories of a Migrant Child

Jack Kerouac, On the Road

Ken Kesey, One Flew Over the Cuckoo's Nest

Anne Moody, Coming of Age in Mississippi

 

Partially fulfills legislative requirement in American History. 

Flag(s): Cultural Diversity

 

 

HIS 315K • The United States, 1492-1865

39310 • Olwell, Robert A.
Meets TTH 800am-930am WCH 1.120
show description

Survey of United States history from the colonial period through the Civil War.

 

Partially fulfills legislative requirement for American history.

 

Texts:

 

James Roark, Michael Johnson, et. al., The American Promise: A History of the United States, (Volume I: To 1877; Fourth Edition, Bedford-St. Martins, 2009).

 

Discussion Readings:

 

David Weber, What Caused the Pueblo Revolt of 1680?, (Bedford-St. Martins, 1999).

 

Edward Countryman, What did the Constitution Mean to Early Americans?, (Bedford-St. Martins, 1999).

 

Kathryn Kish Sklar, Women’s Rights Emerges within the Antislavery Movement, 1830-1870, (Bedford-St. Martins, 2000).

 

Robert Olwell, ed., The Presence of the Past: Primary Documents in American History, 1492-1865, (Kendall-Hunt, 2011).

 

Grading:

There will be three mid-term exams in this course as well as a final exam. The mid-terms will each address materials covered in the preceding third of the semester. The final will draw upon themes developed throughout the semester. One week before each exam I will make available a study guide which contains a short list of possible essay questions for the coming exam. On the day of the exam several of those questions will be selected at random and you will be required to answer one of the chosen questions. Each exam (except the final) will also include a list of ten terms drawn from the lectures and readings and you will have to briefly identify and describe the significance of five of those terms. No make-ups outside of the scheduled make-up session will be allowed or given. (See grading policy below.)

 

Grading Policy:Final grades will be based upon only the highest three of your four exam scores. The lowest exam score will be discarded. You also have the option of choosing to take only three exams and let your score be calculated from them alone. If you miss an exam for any reason, you will automatically have played your “get out of one exam free” card. Thus, allowing for contingencies, you would be wise to save this card until the end of the semester. Each of the exams is worth a potential 100 points. No other "extra-credit" assignments of any kind will either be assigned or accepted. In accord with University policy, I will be assigning + and – grades. Final grades will be awarded according to the following scale: A 270 points or more, A- 264-269, B+ 255-263, B 240-254, B- 234-239, C+ 225-233, C 210-224, C- 204-209, D+ 195-203, D 180-194, D- 174-179, F 173 or fewer points.

HIS 315K • The United States, 1492-1865

39315 • Kamil, Neil D.
Meets TTH 930am-1100am UTC 2.112A
show description

Survey of United States history from the colonial period through the Civil War.

 

Partially fulfills legislative requirement for American history.

 

Texts:

 

Required readings are available at the UT Coop, via online sources, and on PCL Reserve.  Primary documents will be assigned most weeks on Blackboard from Michael P. Johnson, ed., Reading the American Past, Vol.1.  Other required readings will include the combined labor and religious history by Paul E. Johnson, A Shopkeeper’s Millennium: Society and Revivals in Rochester, New York, 1815-1837, and William Freehling’s civil war history, The South Versus the South. Exact dates these books will be discussed in class will be posted on Blackboard. Optional (that is, unassigned) reading is available from the textbook Nation of Nations. You need not buy this expensive book but it may prove useful as a general resource with a good subject index for those with limited backgrounds in American history.

 

Grading:

Requirements include midterm and final exams (both essay format), a 2-page book review on Shopkeeper’s Millennium, and a quiz on one document chosen from the M. Johnson collection of primary documents.   (For rules on plagiarism, please see the dept’s policy online at http://www.utexas.edu/cola/depts/history/about/academic-integrity.php) Study questions will be provided in advance of both exams.  Exams will test knowledge of both lectures and readings.  There will be a question devoted to South v. South on the final.  Grades will be calculated according to the following percentages: Final exam 40%, Midterm 30%, Book Review 20%, and Quiz 10%. Plus / minus grades will be assigned for the final grade. To learn more about the mechanics of this new system, go to this link:  http://www.utexas.edu/provost/planning/plus-minus/.  Be aware that the assignment of grades has always been, and remains, up to the discretion of the instructor.

HIS 315K • The United States, 1492-1865

39320 • Brands, Henry W.
Meets MW 400pm-530pm UTC 2.112A
show description

The course will cover all aspects of American history to the end of the Civil War. The basic themes of the course will be the emergence of an American identity, the evolution of American self-government, and the expansion of American territory.

 

Texts:

Required text: H. W. Brands et al., American Stories, 2nd ed., vol. 1, with My History Lab.

 

Grading:

There will be fifteen chapter exams, taken online, worth a total of 40 percent of the semester grade. There will be three in-class essay tests, worth 20 percent. There will be three take-home essays, worth 20 percent.There will be no comprehensive final exam.

 

A = 90 to 100. B = 80 to 89. C = 70 to 79. D = 60 to 69. F = 0 to 59.

HIS 315K • United States, 1492-1865-Hon

39325 • Restad, Penne L.
Meets TTH 330pm-500pm PAR 105
show description

This class will survey American history through the Civil War, 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 a starting point,participants will work collaboratively to expand their understanding of American history and toengage in the type of thinking required to “do” history.

 

 

Texts:

Johnson, History of the American People

 

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

 

Davidson and Lytle, After the Fact, vol. I

 

Additional readings, available as posted on Blackboard

 

 

Grading:

Grades will be determined on the basis of individual quiz grades (20%), four in-class essays (35%), team work: journal preparation, templates, peer evaluation (20%), and a final exam (25%).

HIS 315L • The United States Since 1865

39330 • Miller, Aragorn Storm
Meets MWF 1100am-1200pm BUR 106
show description

Do I contradict myself?Very well then I contradict myself,(I am large, I contain multitudes.)--Walt Whitman

 

This course examines the history of the United States as a story of migration, contact, and conflict.  Beginning with a review of the nation’s experiences during the Civil War, the course charts the social, cultural, and political history of the United States from the Reconstruction era through the end of the twentieth century.  Major themes include the industrial revolution, rise of a consumer culture, United States foreign policy and transnational corporate expansion, and the long struggle for civil and political rights.  The course strives to understand these conflicts as national crises informed by--and enacted through--people's everyday experiences and concerns.  Throughout emphasis is given to cultural and social developments and the relationship between the United States and the wider world.

 

This course also offers an introduction to the discipline of history.  What does it mean to study history?  How does one "think historically" both during class and in everyday conversations?  What can a historical perspective on our lives, our cultures, and our nation teach us about our present situations, our future, and ourselves?  Poet Walt Whitman’s declaration provides an apt starting point for this course.  The United States does contain multitudes of contradictory opinions, experiences and identities.  Often these contradictory voices collide and combine within the same individual as a person tries to make sense of his or her multiple histories, struggles, and associations.  Studying history involves engaging these contradiction, determining how they came to be and how they continue to shape the politics and culture of the nation and the world outside its borders.  Studying history demands the embrace of complexity.  How do new, often contradictory, voices, approaches, and facts change the fundamental stories of U.S. history?  Things are rarely as simple as they first appear.  Embracing America’s contradictions can be messy, even dangerous.  Ignoring them is more perilous still for we are large.  We contain multitudes

 

Texts:

.US: A Narrative History, Volume 2

 

Additional Required Reading:Listed under each week in the schedule below.  Readings are available on the Web or on the course Blackboard site.  You can access Blackboard here: https://courses.utexas.edu/webapps/login/

 

ATTENDANCEAttendance is mandatory. Weekly reading assignments should be completed before class on Monday.  Lectures are designed to contextualize and compliment the readings, not to repeat them.  Therefore, a great deal of necessary information will be found only in class.  Come prepared.

 

Grading:

ASSIGNMENTSYour final grade will be based on an  (30%), a 5-page (1250 word) paper on an assigned topic (30%), and a final essay exam (40%). I do not tolerate late papers without a very good reason.  Papers are docked one full grade every day they are late.

 

 

This course partially fulfills legislative requirement for American history.

HIS 315L • The United States Since 1865

39340-39380 • Seaholm, Megan
Meets MW 200pm-300pm UTC 2.112A
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Lectures, readings, videos, maps, and photos are used to provide students with asurvey of US history from Reconstruction to 2000. As such, students will study significant aspects of thenation's political, economic, cultural, and diplomatic history and will be challenged to understand the why, how,  and so what  of this history. Students begin with learning about what happened and then proceed toquestions of causality and consequence.Moving from what happened  to why or how , and, then, to so what  students will sharpen their skillsin critical thinking.  Both exams will include essay questions to encourage students in their writtencommunication skills . Along the way, students will consider some of ethical dilemmas confronted byAmericans who lived long ago. Students will examine issues of personal responsibility  and socialresponsibility  as they learn about how previous generations understood these responsibilities.

 

Texts:

 • Selected articles or documents posted on Bb.

 

 • Of the People: A History of the United States, vol. 2, concise edition, By James Oakes, et. al.2010, 2011, or 2012 editions are acceptable.

 

 • Voices of Freedom, 3rd Edition, vol. 2, edited by Eric Foner

 

 • The Seventies: The Great Shift in American Culture, Society, and Politics, by BruceSchulman

 

 • Articles and documents about Ethics and particular ethical issues, posted on Bb.

 

Grading:

1st Midterm Exam 18.5% course grade

 

2nd Midterm Exam18.5% course grade

Ethical Reasoning discussions and assignments; 33% course grade (see last page)

 

• Reflections on Ethics Journal, 8%

 

• Essay on Ethical Issue, 15%

 

• Participation in Friday discussion groups, 10%

HIS 315L • The United States Since 1865

39385-39430 • Seaholm, Megan
Meets MW 300pm-400pm UTC 2.112A
show description

Lectures, readings, videos, maps, and photos are used to provide students with asurvey of US history from Reconstruction to 2000. As such, students will study significant aspects of thenation's political, economic, cultural, and diplomatic history and will be challenged to understand the why, how,  and so what  of this history. Students begin with learning about what happened and then proceed toquestions of causality and consequence.Moving from what happened  to why or how , and, then, to so what  students will sharpen their skillsin critical thinking.  Both exams will include essay questions to encourage students in their writtencommunication skills . Along the way, students will consider some of ethical dilemmas confronted byAmericans who lived long ago. Students will examine issues of personal responsibility  and socialresponsibility  as they learn about how previous generations understood these responsibilities.

 

Texts:

 • Selected articles or documents posted on Bb.

 

 • Of the People: A History of the United States, vol. 2, concise edition, By James Oakes, et. al.2010, 2011, or 2012 editions are acceptable.

 

 • Voices of Freedom, 3rd Edition, vol. 2, edited by Eric Foner

 

 • The Seventies: The Great Shift in American Culture, Society, and Politics, by BruceSchulman

 

 • Articles and documents about Ethics and particular ethical issues, posted on Bb.

 

Grading:

1st Midterm Exam 18.5% course grade

 

2nd Midterm Exam18.5% course grade

Ethical Reasoning discussions and assignments; 33% course grade (see last page)

 

• Reflections on Ethics Journal, 8%

 

• Essay on Ethical Issue, 15%

 

• Participation in Friday discussion groups, 10%

HIS 315L • The United States Since 1865

39435 • Stoff, Michael B.
Meets TTH 200pm-330pm JES A121A
show description

The purpose of the course is to acquaint students with US history from the end of Reconstruction in 1877 to the 21st century, time permitting.  The course follows discrete themes, breaking into five thematic sections arranged chronologically: the search for order in an age of transformation; the rise of the Regulatory State; the rise of Semi-Welfare State; the rise of the National Security State; and the triumph of conservatism.  In the first third of the semester, we will focus on American society and politics and the economy at the grassroots.  During the last two-thirds of the semester we will examine the most important development of the 20thand 21st centuries—the growth of federal power and authority at home and abroad.

 

Texts:

James W. Davidson et al., USA Narrative History (1st ed.), Vol. II

James W. Davidson and Mark H. Lytle, After the Fact (6th ed.), Vol. II

William L. Riordon, Plunkitt of Tammany Hall (Bedford Books edition, edited by Terrence J. McDonald)

Richard Wright, Black Boy

Michael B. Stoff et al., eds., The Manhattan Project: A Documentary Introduction to the Atomic Age

 

Grading:

1.  There will be two one-hour examinations, each worth 25 percent of your semester grade, and one final examination, worth 45 percent of your semester grade. The examinations will be largely essay in format with a short objective section. The final exam may be given added weight in determining your course grade should you show steady improvement.

 

2.  The date of the hour exams are subject to change depending on the amount of material we cover in each lecture. Any changes will be announced in advance.

 

3.  No make-up examinations will be given. You may be excused from one of the hour examinations only if you have a certified medical excuse or an official university obligation.

 

4.  There will be one short paper (1000 words) based on The Manhattan Project (see reading list).  It is worth 30 percent of yourfinal examination grade. It will be due in class at the last class meeting.

 

5.  No audio or video recorders are permitted in class.

 

6.  All cell phones and Wi-Fi connections must be turned off in class.

 

7.  You will be assigned a teaching assistant who will be responsible for grading your examinations and for helping you with any problems related to the course (see below for TA offices and office hours).

 

8.  For those students with learning and other special needs, please contact Services For Students with Disabilities at <http://www.utexas.edu/diversity/ddce/ssd/index.php> for assistance.

 

9.  While the reading assignments are fixed and followed carefully, the list of lectures may change depending on the amount of material covered in each lecture.

 

10.  This course will have a Supplemental Teaching Assistant who will run voluntary discussion sections.  The room and meeting times will be announced in class.

 

11.  Academic dishonesty is strictly prohibited and will be dealt with according to the rules of the university.  For a careful explanation, see http://deanofstudents.utexas.edu/sjs/acint_student.php.

 

12. Attendance is mandatory and will be taken for every session beginning 10 minutes before class.  Attendance will form 5 percentof the final grade.  Entering class after the bell will be counted as ½ attendance for that session.  If you are late, please sit in the back of the room and alert the Teaching Assistant to your presence after class.  At random, three times during the semester attendance will also be taken at the end of class to avoid signing in and leaving. 

 

This course partially fulfills the legislative requirement for American history.

HIS 317L • Colonial America

39440 • Tully, Alan
Meets T 500pm-800pm GAR 3.116
show description

This course examines the chief characteristics of Anglo-American culture from the initial permanent English settlement of British North America in the early seventeenth century to the emergence of provincial societies in the mid-eighteenth century.  Its theme is the settlement and unsettlement of North America as migrants from Europe and Africa mingled with aboriginals already in the New World.  We will look comparatively at different colonizing experiments in North America and the Caribbean, in order to comprehend the varied and often international context within which colonial history took place. At he same time, we will look for the values that shaped early American institutions and social norms and examine them against alternatives both that other contemporary societies offered and that the circumstances of colonial life suggested.  In doing so we will attempt to understand how environment and experience shaped distinctive new world cultures.

 

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.

Texts:

Richard Middleton and Anne Lombard, Colonial America. A History, 1565-1776, 4th edition (Oxford, 2011).

Richard Dunn, Sugar and Slaves: The Rise of the Planter Class in the English West Indies, 1624-1713 (Chapel Hill, 1972; 2000).

Benjamin Franklin, Autobiography. Various editions. [Joyce Chaplin ed., Norton Critical Edition (New York, 2012)].

Anthony S. Parent Jr., Foul Means:  The Formation of Slave Society in Virginia, 1660 -1740 (Chapel Hill, 2003).

John Woolman,  Journal.  Various editions. [Phillips P. Moulton, The Journal and Major Essays (Richmond, IN 1971, 2007]

Alternative books for essay #3

Fred Anderson, The War that Made America: A Short History of the French and Indian War (New York, 2005).

Evan Haefeli and Kevin Sweeny, Captors and Captives: the 1704 French and Indian Raid on Deerfield (Boston, 2003)

Laurel Thatcher Ulrich, A Midwife’s Tale:  the Life of Martha Ballard, Based on her Diary, 1785-1812 (New York, 1990).

Daniel Vickers, Farmers and Fishermen:  Two Centuries of Work in Essex County Massachusetts, 1630-1850 (Chapel Hill, 1994).

Grading:

Essay on assigned primary sources (5 pages) – 15%

Comparative essay on Dunn and Parent (7 pages) – 25%

Comparative essay on either Ulrich and Vickers or Anderson and Haefeli & Sweeney

(7 pages) – 25%

Class discussion participation - 10%

End-of-Term Examination – 25%

Final marks will include a plus and minus range.

HIS 317L • The United States And Africa

39445 • Falola, Toyin
Meets TTH 1230pm-200pm UTC 3.112
(also listed as AFR 317C, WGS 301)
show description

This class will look at the history of the political, economic and cultural relations between the United States and Africa from the early origins of the slave trade to the present. It explores the role of the US in historical global contexts. The class is intended to elucidate historical developments both in the US and on the African continent, and should satisfy students with a strong interest in US history as well as those interested in the place of the US in the African Diaspora.  The semester is divided into four parts, each covering a major theme.

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.

Course Objectives

To develop a base of African and US history and increase the level of awareness of the African Diaspora in the US. 

Toobtain a well-rounded approach to the political, economic, and cultural connections between the United States and Africa.

To reevaluate perceptions of Africa, to recognize the vibrant nature of African culture, and to apply new knowledge to the different cultural agents active in US popular culture, such as music, dance, literature, business and science.

To help students understand present-day politics in Africa at a deeper level and to obtain a better understanding of racial conditions in the US.

To learn how to assess historical materials -- their relevance to a given interpretative problem, their reliability and their importance -- and to determine the biases present within particular scholarship. These include historical documents, literature and films.

Texts:

1. Joseph E. Holloway, ed., Africanisms in American Culture  (Bloomington: Indiana University Press, 2005 second edition).

2. Curtis A. Keim, Mistaking Africa: Curiosities and Inventions of the American Mind (Westview Press, 1999).

3. Alusine Jalloh, ed., The United States and West Africa (Rochester, NY: University of Rochester Press, 2008).

4. Kevin Roberts, ed., The Atlantic World 1450-2000 (Bloomington: Indiana University Press, 2008).

5. Karen Bouwer, Gender and Decolonization in the Congo: the Legacy of Patrice Lumumba (New York: Palgrave Macmillan, 2010).

6. Gendering the African diaspora : women, culture, and historical change in the Caribbean and Nigerian hinterland / edited by Judith A. Byfield, LaRay Denzer, and Anthea Morrison. Bloomington: Indiana University Press, 2010.   

Grading:

i. Public Lecture Review 10%    

ii. First  Examination 25%

iii. Book Review 20%

iv.   Book Review 20%

v. Second Examination 25%

HIS 317L • The Black Power Movement

39455 • Moore, Leonard N.
Meets TTH 1100am-1230pm BUR 106
(also listed as AFR 317D)
show description

The Black Power movement was a distinct period from the late 1960s and early 1970s that emphasized racial pride and the creation of black political and cultural institutions to nurture and promote black collective interests and advance black values, and secure black autonomy. The range of black power ideology ranged from the desire to create an all-black nation-state to the promotion of black economic power. This course will look at the major organizations, key figures, and ideologies of the black power movement.

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.

Texts:

Negroes with Guns by Robert F. Williams  (read: weeks 1-2)

Little X: Growing Up in the Nation of Islam by Tate (weeks 3-5)

Die, Nigger, Die by H. Rap Brown (weeks 6-8)

Assata: An Autobiography by Assata Shakur (weeks 9-11)

Carl Stokes and the Rise of Black Political Power by Leonard Moore (weeks 12-14)

Under the Influence by Erin Patton (week 15)

 

Grading:

Exams will be given approximately every five weeks and the group project is due at the end of the semester.

Exam 1: 25%

Exam 2: 25%

Exam 3: 25%

Group Project: 25%

HIS 317N • Thinking Like A Historian

39465 • Restad, Penne L.
Meets TTH 1230pm-200pm MEZ 1.120
show description

“History is, indeed, an argument without end,” wrote the great American historian Arthur Schlesinger, Jr. This sophomore seminar for history majors will read, discuss, argue, and write about a wide range of books, articles, and primary sources in order to consider the nature of historical inquiry. We will explore what constitutes sound historical thinking, including how scholars choose sources, pose questions, construct arguments, and converse with each other in print—and use these insights to model our own thinking, research, and writing. Students will keep a blackboard journal, write short response papers, and develop a written framework for a historiography project.

 

Texts:

Natalie Zemon Davis, The Return of Martin Guerre,1984.

Thomas Bender, ed., The Antislavery Debate, 1992  (available electronically, PCL)

Edward Larson, Summer for the Gods, 1997

Edward Linenthal, Preserving Memory, 1995.

Additional articles and primary sources will be posted or linked on Blackboard.

 

Grading:

Six short papers 40%

Research project framework 30%

Journal 15%

Participation 15%

HIS 319D • Ancient Mediterranean World

39475-39490 • Perlman, Paula J
Meets MW 1000am-1100am WAG 101
(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

 identity.

HIS 320R • Texas, 1914 To The Present

39495 • Zamora, Emilio
Meets TTH 1230pm-200pm BUR 208
(also listed as MAS 374, URB 353)
show description

The reading and lecture course surveys change and continuity in the history of Texas within the context of U.S. history and Mexico-U.S. relations.  Special attention is given to Mexico-U.S. relations, politics and social relations between 1900 and 1970, as well as the home front experience of Texans during the Second World War.  The overriding theme is the incorporation of Texas into the national socio-economy from the state’s early “colonized” status to its modern position as a fully integrated part of the nation.  The course is organized around our readings.  The De la Teja/Marks/Tyler text provides a synthesis of Texas history while the Zamora text provides a closer examination of home front experiences.  The two chapters from the Campbell book will serve as a basis for an examination of the post-war period extending into 2001.

            Three semester hours of Texas history may be substituted for half of the American history requirement.  Course materials, including a copy of my resume, this syllabus, lecture notes, bibliographies, and notes on interviewing techniques, will be available on Blackboard (http://courses.utexas.edu), UT’s course management site.  Call the ITS help desk (475-9400) if you have problems accessing the site.

Texts:

Randolph B. Campbell, Chapter 16, “Modern Texas, 1971-2001,” In Gone To Texas, A History of the Lone Star Stateby Randolph B. Campbell (New York: Oxford University Press, 2003): 438-67.

Jesús de la Teja, Paula Marks, and Ron Tyler, Texas, Crossroads of North America (New York: Houghton Mifflin Company, 2004).

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

 Grading:

Research paper (35%), 5 chapter reports (25%), and 4 film reports (40%).

HIS 321M • Hist Of Rome: The Republic

39500 • Haimson Lushkov, Ayelet
Meets TTH 1100am-1230pm WAG 101
(also listed as AHC 325, CTI 375)
show description

Covers the period from Rome's foundation through Caesar's murder in 44 B.C.  The emphasis placed on the last two centuries of the Republic when problems accumulated and solutions did not.  All the factors contributing to the Republic's fall will discussed:  political, military, social, economic, religious, etc.

HIS 322D • Scientif Revolutn Of 17th Cen

39505 • Hunt, Bruce J.
Meets MWF 1100am-1200pm GAR 0.102
show description

The Scientific Revolution of the 17th century produced a series of fundamental shifts in the way people have viewed the natural world and their own place in it.  In this course we will examine the roots and course of this revolution and trace the main outlines of the new world it helped to create.

 

Texts:

Galileo Galilei, The Essential Galileo (ed. Maurice Finocchiaro),

Peter Dear, Revolutionizing the Sciences (2nd edition, 2009),

James Gleick, Isaac Newton,

John Henry, Knowledge is Power,

Michael R. Matthews (ed.), The Scientific Background to Modern Philosophy

Grading:

Course grades will be +/- and will be based on three one-hour essay exams and a short paper on a topic to be assigned (25% each).

download syllabus

HIS 322G • Hist Of Modern Life Sciences

39510 • Raby, Megan
Meets MWF 100pm-200pm JGB 2.218
show description

The History of the Modern Life Sciences traces the study of living things from the seventeenth century to the present. We will examine how naturalists and biologists have searched for order in nature––from cabinets of curiosity to maps of biodiversity, and from the theory of cells to the structure of DNA. In this course, students will examine the development of changing practices and approaches to investigating life in the field, the museum, and the laboratory. Students will confront critical problems in the history of biology and society, including those related to exploration and empire; race, gender, and classification; theories of evolution; genetics and eugenics; ecology and conservation; molecular biology; and biotechnology. How has the meaning of "life" changed through history? How have ideas about social order and natural order mirrored or shaped each other? To explore these questions, we will analyze historians' interpretations, historical actors' own accounts of their work and ideas, as well as historical images and objects of scientific practice.


Course readings may include:

Farber, Paul Lawrence. Finding Order in Nature: The Naturalist Tradition from Linnaeus to EO Wilson. Johns Hopkins University Press, 2000.

Otis, Laura. Müller's Lab. Oxford University Press, 2007.

Watson, James D., and Gunther S. Stent. 1980. The Double Helix: A Personal Account of the Discovery of the Structure of DNA. New York: Norton.

...as well as other article or chapter-length primary and secondary sources on a variety of topics in the history of the life sciences, posted on Canvas or available on electronic reserve through the library.


Grading:

First Essay Exam (20%)

Second Essay Exam (25%)

Final Essay Exam (30%)

Homework and In-class Writing (15%)

Participation (10%)

HIS 329U • Perspectives On Science & Math

39515-39520 • Martínez, Alberto A.
Meets MWF 1100am-1200pm PAI 4.18
show description

This course explores a selection of topics and episodes in the history of science and mathematics. It has four interlocking goals: to provide an overview of the history of science and math (for general education and to better comprehend subjects that you may eventually teach); to enable you to put these historical perspectives and context to work in pedagogy; to sharpen your independence of thought; and to improve your writing skills.

 

Students will design and prepare Two 5E Lesson Plans (each having a minimum length of 1200 words). Detailed instructions will be distributed separately. You will select the subject of these lesson plans from a variety of options. Once graded, you will incorporate corrections into your lesson plan, to electronically post the revised product, which will improve your grade. There will be several quizzes and writing assignments. All students will take a Midterm Exam, designed to test the extent to which you have followed, engaged, and learned from the topics discussed in class and in the readings. Furthermore, you will have to do a Presentation of one of your lesson plans to a group of peers. (You will also write Comments on other presentations.) Finally, all students will have to take a Final Essay Exam (about 800 words) in the classroom during Finals Week.

 

NOTE: this course involves a weekly discussion session with the Teaching Assistant from the History Department. You are required to attend one such session per week, to carry out work for the course.

 

This is an upper-division history course. The assigned readings vary in length, and we encourage you to read thoughtfully rather than waste your time skimming and forgetting. Some of the readings will be from primary sources (such as writings by prominent scientists), other readings will be from secondary texts (such as by historians). You will also be required to do additional research and reading for the lesson plans; so keep this in mind when budgeting your time for this course. Classes will be conducted as a mixture of lecture and discussion. Accordingly, attendance and participation are important, as you can also see from the grading distributions below. Attendance will be taken daily, and will be used in evaluating your overall grade for class participation. You are welcome to speak up at any time.

 

Texts:

There is a required Course Packet, available for purchase only at Jenn’s Copies on 2518 Guadalupe at Dean Keaton. Also, additional readings are available online, on Blackboard.

 

Grading:

This course is listed as having a Substantial Writing Component; therefore, much of your final grade will be based on written expression. The grading breakdown is as follows:

Class participation 10% (for speaking; minus absences, see below)

Quizzes and Assignments    16%

First Lesson Plan    16%

Midterm Exam    16% (in class)

Second Lesson Plan 16%

Presentation    10%

Final Exam    16% (in a classroom, during Finals Week)

HIS 329U • Perspectives On Science & Math

39525-39530 • Martínez, Alberto A.
Meets MWF 200pm-300pm PAI 4.18
show description

This course explores a selection of topics and episodes in the history of science and mathematics. It has four interlocking goals: to provide an overview of the history of science and math (for general education and to better comprehend subjects that you may eventually teach); to enable you to put these historical perspectives and context to work in pedagogy; to sharpen your independence of thought; and to improve your writing skills.

 

Students will design and prepare Two 5E Lesson Plans (each having a minimum length of 1200 words). Detailed instructions will be distributed separately. You will select the subject of these lesson plans from a variety of options. Once graded, you will incorporate corrections into your lesson plan, to electronically post the revised product, which will improve your grade. There will be several quizzes and writing assignments. All students will take a Midterm Exam, designed to test the extent to which you have followed, engaged, and learned from the topics discussed in class and in the readings. Furthermore, you will have to do a Presentation of one of your lesson plans to a group of peers. (You will also write Comments on other presentations.) Finally, all students will have to take a Final Essay Exam (about 800 words) in the classroom during Finals Week.

 

NOTE: this course involves a weekly discussion session with the Teaching Assistant from the History Department. You are required to attend one such session per week, to carry out work for the course.

 

This is an upper-division history course. The assigned readings vary in length, and we encourage you to read thoughtfully rather than waste your time skimming and forgetting. Some of the readings will be from primary sources (such as writings by prominent scientists), other readings will be from secondary texts (such as by historians). You will also be required to do additional research and reading for the lesson plans; so keep this in mind when budgeting your time for this course. Classes will be conducted as a mixture of lecture and discussion. Accordingly, attendance and participation are important, as you can also see from the grading distributions below. Attendance will be taken daily, and will be used in evaluating your overall grade for class participation. You are welcome to speak up at any time.

 

Texts:

There is a required Course Packet, available for purchase only at Jenn’s Copies on 2518 Guadalupe at Dean Keaton. Also, additional readings are available online, on Blackboard.

 

Grading:

This course is listed as having a Substantial Writing Component; therefore, much of your final grade will be based on written expression. The grading breakdown is as follows:

Class participation 10% (for speaking; minus absences, see below)

Quizzes and Assignments    16%

First Lesson Plan    16%

Midterm Exam    16% (in class)

Second Lesson Plan 16%

Presentation    10%

Final Exam    16% (in a classroom, during Finals Week)

HIS 334E • Modern Egypt: A History

39535 • Di-Capua, Yoav
Meets TTH 1100am-1230pm UTC 3.112
(also listed as ISL 373, MES 343)
show description

In less than a century Egypt experienced four radically different forms of political community, economic organization and public culture as it swiftly moved from Colonialism to Liberalism, Arab-Socialism and Authoritarian Capitalism. A fifth shift, Islamic Republicanism is pending. In each stage Egypt went through a complete reshuffling of the state structure and public culture. Each of these phases was experienced with great emotional intensity. The aim of this class is to critically examine the social, political and intellectual dynamics which shaped these experiences. What sort of expectations did Egyptians have in each phase, who came up with these revisionist ideas, and who put them to work and how?

Texts
Alaa Al Aswani, The Yacoubian Building (Cairo: AUC, 2004)
Latifa al-Zayyat, The Open Door (Cairo: American University in Cairo Press, 2000).
James Jankowski, Egypt: A Short History (Oxford: One World, 2000)
James Jankowski, Israel Gershoni, Egypt, Islam and the Arabs: The Search for Egyptian Nationhood, 1900-1930 (Oxford, 1986),
Selma Botman, “The Liberal Age, 1923-1952,” Cambridge History of Egypt, Vol. II,
Magda Baraka, The Egyptian Upper Class Between Revolutions, 1919-1952 (Reading: Ithaca Press, 1998), pp. 141-209.
Michael Haag, Alexandria: City of Memory (New Haven, Conn.; London: Yale University Press, 2004),
 
Hamied Ansari, Egypt: The Stalled Society (New York: SUNY, 1986   


Grading
Midterm (25%), Final (40%), two Written reports of two single spaced pages each (25%), Participation 10%  Periodical quizzes. 

HIS 334L • Amer Rev/Fnd Of US, 1763-1800

39545 • Forgie, George B.
Meets MW 330pm-500pm WEL 2.308
show description

The Revolutionary transformation of America between 1763 and 1800.  This course studies the history of the thirteen colonies and the United States during the last third of the eighteenth century, with a concentration on the origins, nature, process, and effects of the American Revolution. Specific topics include: American colonial society in the mid-eighteenth century, the French and Indian War, the collapse of the colonial system in British North America, the War for Independence, the Articles of Confederation and the Constitution, the launching of the national government, and the beginnings of American party politics

 

BOOKS:  The following paperbacks should be purchased:

Gordon S. Wood, The American Revolution: A History   

Woody Holton, Forced Founders: Indians, Debtors, Slaves, and the Making

of the American Revolution in Virginia

Pauline Maier, American Scripture: Making the Declaration of Independence

Joseph J. Ellis, Founding Brothers: The Revolutionary Generation

Partially fulfills legislative requirement for American history.

Prerequisite: Upper-division standing.

 

EXAMINATIONS AND GRADING

Each of the midterms will count 25% of the course grade. The final examination will count 50% of the course grade. Exams, designed to assess your command of course material and your ability to think critically and write clearly, will consist of short-answer and essay questions on the material from the classes and readings (including any handouts that may come your way from the instructor). Enrollment in this course constitutes a commitment on your part to be present at all of these examinations. Exams will not be given ahead of schedule, nor will any make-ups be given, for any reason.

HIS 337N • Germany In 20th Cen-Honors

39550 • Crew, David
Meets TTH 330pm-500pm GAR 2.128
(also listed as LAH 350, REE 335)
show description

Course carries three flags: WR, GC, and EL.

Even from our vantage point at the end of this century, the Nazi period is still one of the most dramatic and destructive episodes in western European, indeed, in world history.  Nazism is synonymous with terror, concentration camps and mass murder.  Hitler’s war claimed the lives of tens of millions and left Europe in complete ruins.  The Nazis have therefore given twentieth-century germany a world-historical significane it would otherwise have lacked.  Whether we are looking at the Bismarckian, the Wilhelmine, or the Weimar periods, the central question -- the ‘German Problem’, as it has been termed -- is the same:  why was Germany unable to establish a viable, liberal-democratic and parliamentary society which would have prevented the triumph of Nazism?  The danger here resides in the temptation to view all of German history from about 1871 onwards as merely the pre-history of Nazism, thereby failing to deal with each period on its own terms.  And what about the years after 1945?  With the defeat of Nazi Germany in 1945, german history appears to have experienced a radical break.  The hostilities of the Cold War appeared to ensure a permanent division of Germany.  But in the last few years, the dramatic changes in the Soviet Union and Eastern Europe have revolutionized East Germany as well.  The Berlin Wall is down, East and West Germany are once again joined together in one nation.  Economic crisis, unemployment, waves of violence and dramatic changes in immigration policy have begun to conjure up the ghosts of the Nazi past.  Even if Germany’s post-war democratic order is not fundamentally threatened, it is still clear that Germany has already begun to follow a quite different path than the one laid out for it after 1945.  Has the nature of the ‘German Problem’ changed fundamentally since 1945, or do recent events suggest that the old questions may once again be relevant?

Mary Fullbrook,The Divided Nation; Erich Maria Remarque, All Quiet on the Western Front; Richard Bessel(ed), Life in the Third Reich; Primo Levi, Survival in Auschwitz, Peter Schneider, The Wall Jumper

This course combines lectures and discussions of secondary readings as well as original historical documents(short selections) and contemporary visual materials such as photographs, newsreels, propaganda and election posters. The course assignments are designed to allow you to think and write about each of these different ways of gaining access to the German past.

There will be no formal mid-term or final exam. The writing requirements are:

(1)Two longer essay assignments (each 6-8 pages typewritten, each worth 30% of your final grade) which ask you to think critically about some of the major issues in twentieth century Germanhistory. The first assignment will deal with the period up to 1939. The second will focus on the period from 1939 to the present. Essay 1 will be due in mid-October. Essay 2 is due no later than the official exam date for this course.

(2)In addition to these two longer essay assignments, you will be asked to write one shorter essay (4-5 pages typewritten-worth 20% of the final grade) on any one of the books by Remarque, Bessel, Levi, or Schneider. This is not a book report. I will hand out specific questions on each of these books which you need to answer in your essays.

(3)Finally, you will be asked to write two  short (2-3 page) analyses of  visual evidence(photographs, propaganda, election posters, etc.) that I will include among the class materials, or  internet sites on twentieth century Germany that you yourself have found(each of these 2 assignments is worth 10% of the final grade).

HIS 342C • Postwar Japan

39555 • Metzler, Mark
Meets TTH 800am-930am UTC 3.112
(also listed as ANS 341N)
show description

This course begins by examining the transition from war, defeat, and military occupation to the economic miracle of the 1960s.  Japan’s high-speed industrial growth established the model for a new kind of accelerated development that has since unfolded across Asia.  These political and economic transformations were also social and personal, encompassing the remaking of family structures and ideologies.  The greatest lessons may lie in the aftermath of high-speed growth, in the transformations that accompanied the deflation of the economic bubble after 1990.  The semester concludes with a consideration of present trajectories and possible futures.

 

Texts:

1. Andrew GORDON, A Modern History of Japan, third edition (Oxford University Press, 2013).
2. John W. DOWER, Embracing Defeat: Japan in the Aftermath of World War II (W.W. Norton/New Press, 1999).
3. R. Taggart MURPHY, The Weight of the Yen (W. W. Norton, 1997).
4. Handouts, online, and electronic reserve readings as specified over the course of the semester

 

 

Grading:

• two midterm exams (worth 20% each)
• two essays on class readings (15% each)
• final exam including take-home essays (25%)
• active class participation (5%)

 

HIS 343W • Witches, Workers, And Wives

39565 • Hardwick, Julie
Meets TTH 930am-1100am WEL 2.304
(also listed as EUS 346, WGS 345)
show description

Our stereotypical image of an early modern woman is a witch - for some good reasons because thousands of witch trials took place.  In this course, we will look beyond that perspective to explore the complex of material, political, and cultural factors that shaped experiences of gender and family and that shaped attitudes about gender and power in early modern Europe.  The early modern centuries between about 1500 and 1800 were years of tremendous change in many ways - religious reformations, European governments became more powerful at home and established colonies world wide, economic transformation as people became consumers and production expanded exponentially.  Some features were slower to change, however, especially with regard to family life.  In this class, we will explore how women's experiences of these patterns compared to men's - whether as workers, consumers, criminals, political subjects and political actors, peasants or nobles, spouses or parents.  Along the way, we will explore why some of these dynamics fed into a proliferation of "witches."

Texts

Discussion of the assigned readings (see below) will be an important element of this class: you will learn more effectively when you take an active part in the analysis of the material to be covered.  Consequently you must expect to read every reading assignment very carefully and thoughtfully.  You should come to each class ready to ask questions and contribute observations.

You will need to demonstrate mastery of the readings to do well on the exams. 

Warning: absence from class will inevitably have a serious impact on your grade because you cannot participate if you are not present. Each of you may be absent twice with no penalty.  For every absence after that, three points will be deducted from your participation grade for each absence not justified by a written explanation. Please note, however, that attendance is the only the first prerequisite for participation, so that perfect attendance and complete silence will result in a grade that reflects only partial fulfillment of participation.

Daily class readings are available on electronic reserve (ER) or online through the Library Catalogue (both accessible through the library homepage) or in a xerox packet.  

Grading

Midterm     25%

Final       35%

Reading grids 20%

Witchcraft group projects   10%

Participation  10%         

 

HIS 344G • 12th-Century Renais: 1050-1200

39570 • Newman, Martha G.
Meets TTH 930am-1100am GAR 0.132
show description

European society changed so rapidly and extensively between 1050 and 1200 that medievalists often call it a "renaissance," ( a period of rebirth not to be confused with the later Italian Renaissance.) During this period, agricultural technologies changed, new forms of religious life developed, schools and universities emerged, cathedrals were built, towns became self-governing, and royal governments experimented with new forms of administration and law. Though a reading of primary documents - including love letters, memoirs, accounts of religious visions, chronicles of urban revolts, court poetry, theological treatises, and artistic creations – this course examines a series of these intellectual, religious, social, and political developments.

 

The goals of this course are for students 1) to identify the important events and figures in this period of rapid change; 2) to learn to read and analyze different types of medieval documents;  3) to understand how historical arguments and accounts are constructed from the analysis of primary documents; 4) to understand the interconnections between economic, social, religious, and cultural developments; and 5) to construct and write their own historical analyses.

 

REQUIRED BOOKS:

 

Colin Morris, The Discovery of the Individual (Toronto: University of Toronto Press, 1987).

Galbert of Bruges, The Murder of Charles the Good, trans. James Bruce Ross (New York:  Harper and Row, 1967;  reprinted by Toronto University Press).

Paul Archambault, ed. , A Monk’s Confession:  The Memoirs of Guibert of Nogent (Pennsylvania State University Press, 1995).

Peter Abelard and Heloise, Letters and other Writings, ed. William Levitan (Hackett Publishing Company, 2007).

Georges Duby, William Marshal:  Flower of Chivalry, (New York:  Pantheon, 1987).

 

Highly recommended:

Christopher Brooke, Europe in the Central Middle Ages, 3nd edition (London, Longman, 2000).

 

In addition, selected primary documents are available on Blackboard.

 

 

Course Requirements and Grades

•3 short (2-3-page) papers                               30% (10% each)         

•Map Test                                                       5%

•Midterm Exam                                                20%

•Final Paper (10 pages)                                    35%

•Class Participation                                           5%

•Attendance                                                     5%

HIS 345J • Coming Of Civil War, 1829-1861

39575 • Forgie, George B.
Meets TTH 330pm-500pm JGB 2.218
show description

OVERVIEW

This course investigates the political, constitutional, economic, and social causes of disunion and the American Civil War.  It seeks to provide students with an understanding of how the stability of the Union was affected by key developments of the period 1829-1861, including the growth of slavery, the rise of abolitionism, the development of modern political parties, economic modernization, immigration, and territorial expansion.

BOOKS.The following paperbacks should be purchased:

William W. Freehling, Prelude to Civil War: The Nullification Controversy 

     in South Carolina, 1816-1836

Frederick Douglass, Narrative of the Life of Frederick Douglass (second edition, edited

     by Blight)

Harriet Beecher Stowe, Uncle Tom’s Cabin

Eric Foner, Free Soil, Free Labor, Free Men: The Ideology of the Republican Party before the Civil War

 

CLASSES.  Each regular class will consist of a lecture of 50-60 minutes, followed by discussion among those students who wish to stay. You may record the classes if you wish, but (unless authorized by SSD)  no laptop computers or similar devices may be used or open during the lecture.  The use--any use--of phones in class is not permitted.  The consequence for students seen texting is yet to be determined, but it will probably fall just this side of the death penalty.

 

EXAMINATIONS AND GRADING.  In addition to the final examination (which will be comprehensive) there will be two midterm exams-- Each of the midterms will count 25% of the course grade.  The final examination will count 50% of the course grade.  Exams, designed to assess your command of course material and your ability to think critically and write clearly, will consist of short-answer and essay questions on the material from the classes and readings (including any handouts that may come your way from the instructor).  Enrollment in this course constitutes a commitment on your part to be present at all of these examinations.  Exams will not be given ahead of schedule, nor will any make-ups be given for any reason.

HIS 346L • Modern Latin America

39580 • Garrard-Burnett, Virginia
Meets TTH 930am-1100am MEZ 1.306
(also listed as AFR 374E, LAS 366)
show description

This course surveys the history of Latin America from the period of the Wars for Independence in the early nineteenth century until the present. While the course aims to provide students with an understanding of the region as a whole, due to time constraints it will focus primarily on the histories of select countries, including Argentina, Mexico, Brazil, Cuba, and Colombia. Drawing upon primary documents, audio/visual materials, and works produced by historians, the class will explore the racial, class, and gender hierarchies that emerged out of the region’s colonial and precolonial past and their impact on the lives of Latin American people. We will explore the struggle to create “nations” and the emergence of a neocolonial order in the nineteenth century. We will also examine the ways that popular mobilization against neocolonial social hierarchies led to the refashioning of the “nation” throughout the twentieth century. The course will conclude with an examination of the ways Latin Americans are navigating the increasingly transnational world of the early twenty-first century. Thus, the arc of the class prompts students to think about the history of the Americas as a history of transnational processes.

Course Objectives:

(1) Enable students to develop a working knowledge of the key social, political, economic, and cultural developments in Latin American history since the Wars for Independence.

(2) Expose students to the complex relationship between local level developments and transnational processes across time and space.

(3) Encourage students to interrogate nationalism as a historical phenomenon, rather than a transhistorical given that stands outside of history

Texts:

John Chasteen, Born in Blood and Fire

José Vasconcelos, La Raza Cósmica/The Cosmic Race

C. Peter Ripley, Conversations with Cuba

Coursepack Readings

Grading:

First two tests at 25% each 50%

Final Exam 30%

Active Class participation 20%

HIS 346N • Indian Subcontinent, 1750-1950

39585 • Chatterjee, Indrani
Meets TTH 930am-1100am CMA 3.114
(also listed as ANS 346N)
show description

This course studies the processes that led to the carving out of the Indian subcontinent into various nation-states, the biggest of which were India and Pakistan in 1950. It will survey changes spanning the late eighteenth to the mid- twentieth century and survey the gradual consolidation of British colonialism through the redrawing of social, economic, religious, political boundaries and identities. The course outlines the growth of modern political forms and structures, like nation-state and political parties; the reshaping of social institutions of caste and family by colonial laws; the reorganization of consciousness and expression in terms of technologies of print, theater and cinema and the final cataclysms of Partition and the establishment of new nation-states, India and Pakistan in 1947-50.

The course has two aims: the first, to acquaint students with a basic chronology of events, their protagonists and the processes within which each of these events unfolded; the second, to familiarize students with key outlines of the debates among historians around each of the themes touched on above.  

Texts:

Requirements. Students are required to read a compulsory number of pages in a given text in each topic before they come to class. They will be required to purchase/borrow/ rent the following

1) Barbara and Thomas Metcalf, A Concise History of India, CUP, 2012, ISBN-13 978-1107672185

 2) Rudyard Kipling, Kim (2005 paperback) ISBN-13, 978-0486445083

3) Kushwant Singh, Train to Pakistan (1994 paperback) ISBN-13, 978-080232215

In addition to the above, they will read the following on Blackboard/Canvass:

1)         Chris Pinney’s Camera Indica pp 10-50

2)         Lakshmi Subrahmanyam, The Classicisation of Carnatic Music, IESHR, 1999

3)         Rosalind O Hanlon trans. Tarabai Shinde `A Comparison between Men and Women’, pp. 221-235

4)         Embree and Hay eds. Sources of Indian Tradition, pp. 243-333

5)         Kamala Bhasin and Ritu Menon, Borders and Boundaries, pp. 52-112

6)         J.D.M.Derrett, The Hindu Law of Marriage and Succession, pp 55-121.

Grading:

Grading is based on attendance and participation in the classroom (20%), a two-page report on a film (20%), one four-page book-review (20%) and a final exam (40%).Grading Policies: LETTER GRADES OF A, B+, B, C+, C, D, F will be given in this course in the following fashion: total of 90-100= A; 80-89= B+; 70-79=B; 60-69=C+; 50-59 C; 40-49=D; Under 40 is a Fail or F.

HIS 350L • African Travel Narratives

39593 • Osseo-Asare, Abena Dove
Meets W 300pm-600pm RLM 5.124
(also listed as AFR 372G)
show description

Lectures, discussion, reading, and research on selected topics in the field of history.

May be repeated for credit when the topics vary.

Designed for History majors. 

History 350L and 350R may not both be counted unless the topics vary.

Course carries Writing flag. 

HIS 350L • Becoming African: Euro In Afr

39595 • Charumbira, Ruramisai
Meets W 400pm-700pm MEZ 1.120
(also listed as AFR 372C, WGS 340)
show description

This course is a study of Europeans as they turned into “white Africans” in Southern African beginning with the Portuguese in the late fifteenth century through to the present. Of importance are the contingencies in global history that led to European trade, immigration, settlement, conquest, and uneasy peaceful relations with Southern Africans in the period under study. Of particular importance to this study of “becoming African” by people of European descent, are African responses to European presence in that region of Africa, especially what it tells us about African and European entanglements in global histories and cultures. The course will also use a comparative lens to study some of the similarities and differences in other regions of the world, especially North America. This being an upper division course, it is advisable that students be juniors and seniors, and if sophomore, to have taken an introductory course in African History/Studies as it is an intensive reading and writing course, and those with less preparatory background find it most challenging – to grasp content and the demands of this upper division level course.

Texts:

David Northrup, Africa’s Discovery of Europe

Howard Lamar and Leonard Thompson, The Frontier in History: North America and Southern Africa Compared

Olive Schreiner, The Story of an African Farm 

Doris Lessing, The Grass is Singing 

Paul Harries, Butterflies and Barbarians: Swiss Missionaries and Systems of Knowledge in South-East Africa 

Hermann Giliomee, The Afrikaners: Biography of a People 

David M. Hughes, Whiteness in Zimbabwe: Race, Landscape and the Problem of Belonging

J. M. Coetzee, Scenes from Provincial Life

Nadine Gordimer, July’s People

John Laband, Bringers of War: The Portuguese in Africa during the Age of Gunpowder and Sail, from the 15th to 18th Century

Melissa Steyn, Whiteness Isn’t What it Used to Be: White Identity in a Changing South Africa

Grading:

20% - Attendance and Participation

10% - Research Proposal

40% - Analytical Essays (4 @ 10% each)

10% - Research Presentation

20% - Final paper (10 pages)

HIS 350L • East/West: Spirit/Intel Encoun

39600 • Metzler, Mark
Meets TH 1100am-200pm GAR 1.122
(also listed as ANS 372)
show description

This upper-division seminar provides a forum for exploring some spiritual and intellectual encounters of “East” and “West,” with a focus on ideas of mind, spirit, and consciousness. “East” and “West” are relative and relational terms, directions rather than places. They are relative, mutual, and shape-shifting. As metaphors they are generative and multivalent; when one starts to look, one finds many Easts and Wests at play, as various as the “Oriental philosophy” of Ibn Sina (Avicenna), Xuanzang’s “journey to the West” to discover the Heart Sutra, and the Zen journeys of the West Coast beatniks. In this exploration of comparisons and connections, we will encounter a full house of canonical figures including Zhuangzi, Zhu Xi, Avicenna, Ibn ‘Arabi, Hume, Swedenborg, Blake, Nietzsche, Tagore, and Jung, along with some brilliant but less well known thinkers. We will spend much of our time in the open spaces between civilizational control systems. Many of the texts are dense and difficult, reflections of deep and often distant traditions. They need to be read slowly and with care. They also repay sincere inquiry with new vistas and unexpected bounties.

Texts:

Readings include Joanna Macy, Mutual Causality in Buddhism and General Systems Theory; Jonathan Spence, The Memory Palace of Matteo Ricci; and many online readings TBA.

Grading:

1. Participation in class discussion:  one overall grade, worth 20% of the course grade.

2. Eight papers of 1.5 pages each on weekly readings (altogether, 40% of the course grade).

3. Midterm essay (20% of course grade).

4. Final essay (partial revision of midterm essay; 20%).

HIS 350L • Global Environmental History

39605 • Raby, Megan
Meets MW 400pm-530pm MEZ 1.102
show description

Global Environmental History explores how human societies and natural environments have shaped each other in world history. In order to tackle this formidable subject, the course is divided into three thematic units. We will begin by critically examining “bird’s eye views” of deep human and natural history, discussing historiographic controversies over the role of humans in the ancient extinctions; the origins of agriculture; and relationships among climate, society, and disease. Next, we delve into a series of comparative histories of societies’ ways of knowing and making a living in nature. These will examine cultural and economic encounters from the Columbian Exchange through 19th-century colonialism. Finally, we turn to the 20th century in order to trace the transnational flows of global capitalism––commodities, human migrations, pollution, “invasive species,” and environmentalist movements. This course is an upper-division, reading- and writing-intensive seminar. It acts as an introduction to the growing field of environmental history, as well as to a variety of approaches to understanding history at a scale beyond the nation-state. 

Texts:

Simmons, I. G. Global Environmental History: 10,000 BC to AD 2000. Edinburgh: Edinburgh University Press, 2008.

Crosby, Alfred. The Columbian Exchange: Biological and Cultural Consequences of 1492. Westport, CT: Greenwood, 1972.

Soluri, John. Banana Cultures: Agriculture, Consumption, and Environmental Change in Honduras and the United States. Austin: University of Texas Press, 2005.

Guha, Ramachandra. Environmentalism: A Global History. New York: Longman, 2000.

Grading:

Grades will be based on three 6-8 page critical essays (60% total), several short reading responses (20%), and participation, which includes signing up and leading class discussion at least once in the semester (20%).

HIS 350L • When Christ Was King

39610 • Butler, Matthew
Meets T 330pm-630pm UTC 3.120
(also listed as LAS 366, R S 368)
show description

This seminar focuses on the history of Catholicism in twentieth-century Mexico, often seen as Latin America’s most “Catholic” nation. Chronologically, the course runs approximately from the Revolution of 1910 to the constitutional reforms of the 1990s that restored the Church’s legal standing in Mexico. Conceptually, the seminar will explore both the political and institutional aspects of Catholicism; at the same time, however, we will stress that the Church is a diverse community of believers that is actively engaged in interpreting and transforming the social world on religious lines. Individual seminar topics will include Catholic responses to economic modernisation and the postrevolutionary persecutions of the 1920s and 1930s; the Church’s role both in underpinning and undermining the one-party (PRI) state of the post-1940 period; Catholicism’s contribution (via guadalupanismo) to the creation of a Mexican national identity; the role played by Liberation Theology in driving the neo-Zapatista revolt in the southern state of Chiapas; and Church responses to democratic reform and the onset of religious pluralism. As well as discussing secondary readings, students will analyse a number of significant primary documents in class and also complete a final project using primary documents.

Texts:

Class reader

Matthew Butler, Popular Piety and Political Identity in Mexico’s Cristero Rebellion: Michoacán, 1927-1929 (2004)

Jason Dormady, Primitive Revolution: Restorationist Religion and the Idea of the Mexican Revolution, 1940-1968 (2011)

Grading:

In-class participation (20%)

Reading reviews (x4 @ 10%) = 40%

Research for final paper (10%)

Final paper (30%)

HIS 350L • Women And Gender In China

39620 • Li, Huaiyin
Meets TH 330pm-630pm GAR 1.134
(also listed as ANS 372, WGS 340)
show description

This course examines women and gender in China from imperial times to the present.  Major themes include the changing conceptions of masculinity and femininity in Chinese cultural and religious contexts; gender roles and inequalities in the patriarchal family and society; the varying discourse on women and gender in the modern period; women’s dilemma in the Chinese Revolution; new challenges to women and new conceptions of gender and sexuality during the reform era since the 1980s.  There is no prerequisite for attending this course, but some background in Chinese history is recommended.

Texts:

Robin Wang, Images of Women in Chinese Thought and Culture (Hackett Publishing Company, 2003)

Patricia Ebrey, The Inner Quarters: Marriage and the Lives of Chinese Women in the Sung Period. (University of California Press, 1993)

Zheng Wang, Women in the Chinese Enlightenment: Oral and Textual Histories (University of California Press, 1999)

Leslie Chang, Factory Girls: From Village to City in a Changing China (Spiegel & Grau, 2009)

Emily Honig and Gail Hershatter. Personal Voices: Chinese Women in the 1980's. (Stanford University Press,1988)

Xueping Zhong, Some of Us: Chinese Women Growing up in the Mao Era. (Rutgers University Press, 2001)

Grading:

1) Class participation (20%)

2) Mid-term and final examination (15% each, 30% total)

3) Research paper (40%)

4) Attendance (10%)

HIS 350L • Historcl Images Afr In Film

39625 • Falola, Toyin
Meets T 330pm-630pm CBA 4.344
(also listed as AFR 374F, WGS 340)
show description

Since the late 1980s, the African film industry has undergone radical changes that reflect an increasingly globalized economy and the impact of structural adjustment policies. This revolution is characterized by the low-budget, direct to video films commonly referred to as Nollywood.  While these films have come under criticism for their low production values and popularization of negative cultural stereotypes, the Nigerian video industry has risen to colossal proportions, sweeping across the continent and throughout the global diaspora.  The purpose of this course is to examine the rise of Nollywood and the genesis of a popular African art form.  Through a combination of films and readings, students will explore how Nollywood, in comparison with the established FESPACO film industry and Hollywood, depicts the society and culture of Nigeria, and Africa as a whole.  Additionally, this course seeks to engage students in a debate about how popular films affect historical imaginations and memory.  While these images have previously been the product of Hollywood and Francophone films, this course will introduce Nollywood as an alternative to how Nigerians and Africa as a whole understand their history. 

Texts:

Haynes, Jonathan, ed. Nigerian Video Films. Athens: Ohio University Press, 2000.

Rosenstone, Robert A. Visions of the Past: The Challenge of Film to Our Idea of History.

Cambridge: Harvard University Press, 1995.

Saul, Mahir and Ralph A. Austen, eds. Viewing African Cinema in the Twenty-First Century:

Art Films and the Nollywood Video Revolution. Athens: Ohio University Press, 2010.

*There will also be several journal articles assigned throughout the semester.  These will be available through the university library’s online databases and posted to the course documents section of the class Blackboard page.

Grading:

ASSSIGNMENTS:

Assignment                     Due                              Points

Attendance                      Every class session         50

Book/Film Review           Week 6             100

Conference Report            Week 10                       50

Final Paper                      Week 15                       200

Discussion Posts   See syllabus for deadlines            100

HIS 350L • Rethinking Conquest Mexico

39630 • Deans-Smith, Susan
Meets W 300pm-600pm GAR 0.132
(also listed as LAS 366)
show description

This course explores the “conquest” of Mexico and the social, cultural, political, and economic processes which were set in motion by the Spanish invasion of Mexico. We will examine primary accounts of conquest (textual and visual) and the recent historical literature that interrogates the complexities of conquest and conquest society. How do we account for the Spanish military victory and for the consolidation of Spanish power in Mexico? What roles do the Catholic Church, Spanish settlers, and indigenous elites play in the consolidation of conquest society? What kind of society did the Spanish intend to establish in Mexico in the sixteenth century? In what ways is indigenous society (political structures and power relationships, gender relations, economic organization, religious practices and beliefs, etc.) affected by conquest? Conversely, how does indigenous society affect colonial policies and practices? How do we explain regional variations in indigenous insurrection in Mexico in the aftermath of conquest? The conquest of Mexico had global repercussions, not only in economic terms but also in cultural and intellectual terms. How did Spanish discovery of unknown peoples and places affect thinking about humanity and the world? How is the conquest currently represented in contemporary film and what do those interpretations tell us about resistant stereotypes of Spanish conquest?

Texts:

•           Ida Altman et al                                      The Early History of Greater Mexico

•           David Carrasco                                        Daily Life of the Aztecs

•           Daniel Castro                                          The Other Face of Empire

•           Ross Hassig                                           Mexico and the Spanish Conquest

•           Camilla Townsend                                  Malintzin’s Choices

•           Class Reader

Grading:

•           Informal response papers               10%

•           Analysis of primary sources                       15%

•           Critical reviews                                       35%

•           Analytical essay                          30%

•           Class Participation                                   10%

HIS 350L • World War II Eastern Europe

39632 • Lichtenstein, Tatjana
Meets W 300pm-600pm PAR 306
(also listed as EUS 346, J S 364, REE 335)
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.     

Texts

  • Alan Adelson, ed., The Diary of Dawid Sierakowiak: Five Notebooks from the ?ód? Ghetto (New York: Oxford University Press, 1996)
  • Lee Baker, The Second World War on the Eastern Front (New York: Pearson Longman, 2009)
  • Tadeusz Borowski, This Way for the Gas Ladies and Gentlemen (New York: Penguin Classics, 1976)
  • Christopher R. Browning, Ordinary Men: Reserve Police Battalion 101 and the Final Solution in Poland (New York: Harper Perennial, 1998)
  • Alfred-Maurice de Zayas, A Terrible Revenge: The Ethnic Cleansing of the East European Germans (New York: Palgrave Macmillan, 2006)
  • Optional:Karel C. Berhoff, Harvest of Despair: Life and Death in Ukraine under Nazi Rule (Cambridge, Mass.: Harvard University Press, 2004)
  • Electronic Readings:  Material marked with * are available on-line through the course website (under Course Documents).

Grading

  • 25%: Participation (incl. final 3 page reflection essay)
  • 5%: Map Quiz      
  • 5%: Weekly Questions and In-Class Writing
  • 10% Document Analysis (2-3 pages)
  • 15%: Essay 1 (3-4 peer reviewed/rewriting)
  • 20%: Essay 2 (6-7 pages peer reviewed/rewriting)    
  • 20%: Essay 3 (6-7 pages)

HIS 350L • Writing Violence In History

39635 • Brower, Benjamin Claude
Meets M 400pm-700pm GAR 0.120
(also listed as MES 343)
show description

Violence has been a constant feature of history yet it is a topic that historians have had trouble understanding and explaining.  Endemic and problematic, violence is also ever changing and many hued, making its study especially difficult. This seminar will focus on the skills necessary for the historian working on violent phenomena.  We shall examine how historians themselves have approached episodes of violence, but we will also look outside of the discipline of history to see how psychoanalysts, anthropologists, novelists, and activists have both understood violence and how they represent it in their work. This is a research and writing course.  This means that students will be required to develop experience working in historical sources and, in particular, demonstrate mastery of advanced writing skills.

Texts:

•          Alain Corbin, Village of Cannibals (Harvard University Press: 2006). ISBN 0674939018.

•          Sven Lindqvist, A History of Bombing (New Press, 2003).  ISBN 1565848160.

•          Toni Morrison, Beloved (Vintage, 2004). ISBN 1400033411.

•          Enzo Traverso, The Origins of Nazi Violence (New Press, 2003). ISBN 1565847881.

•          Simone Weil and Rachel Bespaloff, War and the Iliad (NYRB Classics, 2005). ISBN 1590171454.

•          Georges Vigarello, A History of Rape: Sexual Violence in France from the 16th to the 20th Century (Polity Press, 2001), ISBN: 0745621708

Grading:

Short Papers:          30% (15% each)                

Final Essay                50%

Presentation             10%

Participation             10%

HIS 350R • Amer Cul Hist Alchl/Drugs

39640 • Smith, Mark C.
Meets TTH 930am-1100am BUR 436B
(also listed as AMS 370)
show description

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

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

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

 

Requirements

Short analytical papers                           5% each

Longer analytical paper                          10%

Two reading quizzes                              15% each

Class participation                                25%

15 to 20 page research paper                  30%

 

Possible Texts

Michael Lerner, Dry Manhattan: Prohibition in New York City

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

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

Phillipe Bourgois and Jeffrey Schoenberg, Rigteous Dopefiends

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

Reading Packet

 

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

Flag(s): Writing, Independent Inquiry

HIS 350R • Hist Black Entrepren In US

39645 • Walker, Juliet E. K.
Meets TTH 200pm-330pm GAR 1.122
(also listed as AFR 374D, AMS 370)
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?

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.

Texts:

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”   

Grading:

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 • Innovation In US Economy

39650 • Clarke, Sally H.
Meets TTH 200pm-330pm GAR 0.132
show description

This course examines creativity in the US economy, primarily during the period since 1865.  Students will assess major innovations associated with the evolution of the economy, such as the development of branding and the coming of the computer industry. Students will also examine different models or frameworks through which to view innovation.  One model is the entrepreneur, but scholars have developed other frameworks such as networks of innovation, the role of intermediaries, the presence of technological clusters, and the contributions of government liaisons.

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.

Texts:

Joseph Schumpeter, Capitalism, Socialism, and Democracy

Andre Millard, Edison and the Business of Innovation – on Edison

Nancy Koehn, Brand New: How Entrepreneurs Earned Consumers’ Trust from Wedgwood to Dell – on marketing innovation

AnnaLee Saxenian, Regional Advantage – on Silicon Valley

Louis Galambos, Networks of Innovation – on networks and medical innovation

Thomas Frank, Conquest of Cool – on 1960s advertising

Richard Thaler and Cass Sunstein, Nudge – on public policy innovation

Grading:

Students will write 6 papers, each of three to four pages in length.  Papers will count for roughly 66 percent of a student’s final grade; class discussion will count for 34 percent of a student’s grade.

HIS 350R • Arts/Artifacts In Americas

39665 • Kamil, Neil D.
Meets TTH 330pm-500pm GAR 1.122
show description

Material culture is a term borrowed by a number of disciplines from archaeology that refers to all categories of historical artifacts—things from artistic masterpieces to the lowly stool; from architectural monuments to hedge rows—that are studied by historians in the hope of revealing their use as overlooked evidence of past lives that reach beyond the written text.

This course will survey the changing material culture of the western hemisphere from pre-Columbian times to the beginning of the industrial revolution.  We will view artifacts from an Atlantic perspective on all levels of society while sampling a cross-section of written work from a number of disciplines and geographies in the Americas.  We will keep a keen eye on our central problem of telling the connected stories of both the artisans (makers) and their societies (consumers).

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.

Texts:

Robert Blair St. George, Material Life in Early America.

Robert Blair St. George, Conversing by Signs

Jorge Canizares-Esguerra, Nature, empire, and nation : explorations of the history of science in the Iberian world

Neil Kamil, “Hidden in Plain Sight: Disappearance and Material Life in early New York,” in American Furniture 1995

Neil Kamil, Fortress of the Soul: Violence, Metaphysics and Mateial Life in the Huguenots' New World, 1517-1751

Jules Prown,  American Artifacts: Essays in Material Culture

Henri Focillon, The Life of Form

Jones, Michael Owen, Handmade Object and its Maker

Deetz, James, In Small things Forgotten

Humes, Ivor Noel, Martins Hundred

SY Edgerton, Theaters of Conversion: Religious Architecture and Indian Artisans in Colonial Mexico

Grading:

2 page book review due weekly; 50%

Final 5 page project; 20%

Class Participation; 30%

 

 

===================================

HIS 352L - MEXICAN REVOLUTION, 1910-20 Butler, Matthew

This course examines Mexico’s Revolution through both its armed and post-revolutionary phases, from 1910-1940. During the semester we will focus on several key questions. What kind of revolution was the Mexican Revolution: an agrarian, political, social, cultural, or even mythical process? What caused and drove it? What did ordinary people think about the revolution and how far did they shape its course or simply suffer its consequences? Did “many Mexicos” just produce many revolutions, or can a broad narrative be discerned? What were the main contours of the post-revolutionary regime, and how different were they to those of the old regime? The course will consist of lectures, group discussions of set readings, primary documents, and folk songs (corridos), and occasional viewings of theater films made during (or about) the revolution. By the end of the course you will have a broad theoretical sense of what constitutes a social revolution and a detailed knowledge of Mexico’s revolutionary history that will help you to make up your own mind about the $64K questions: did twentieth-century Mexico truly experience a revolution? If so, how “revolutionary” was it?

 

Texts:

Mariano Azuela, The Underdogs: A Novel of the Mexican Revolution 
Leslie Bethell (ed.), Mexico since Independence

David Brading (ed.), Caudillo and Peasant in the Mexican Revolution

Luis González y González, San José de Gracia: Mexican Village in Transition

Carlos Fuentes, The Death of Artemio Cruz

Stephen E. Lewis and Mary Kay Vaughan, The Eagle and the Virgin: Nation and Cultural Revolution in Mexico, 1920-1940

John Womack Jr., Zapata and the Mexican Revolution

 

Grading:

Map quiz, 5%

Reading papers, 60%

Final paper, 35%

HIS 352L • Mexican Revolution, 1910-20

39670 • Butler, Matthew
Meets MW 400pm-530pm GAR 1.126
(also listed as LAS 366)
show description

This course examines Mexico's Revolution through both its armed and post-revolutionary phases, from 1910-40. We will focus on several key questions. What kind of revolution (agrarian, political, social, cultural) was the Mexican Revolution? What caused it? How "revolutionary" was it? Did many Mexicos simply produce many revolutions, or can broader narratives be discerned? What were the main contours of Mexico's post-revolutionary regime, and how different were they compared to those of the old regime? How was Mexico different in 1940 compared to 1910?

 

The course will cover central topics such as the dictatorship of the Porfiriato, 1876-1911; the maderista revolution of 1910-13; the rise and fall of popular movements (zapatismo, villismo); the Constitutionalist successes of 1916-17; and the construction of post-revolutionary Mexico by Sonoran and later cardenista state-builders, agrarians, and anticlericals (1920-40). The course will consist of lectures, discussions of set readings, and occasional viewings of documentary or theater films made during (or about) the revolutionary years.

HIS 353 • French Revolution And Napoleon

39675 • Coffin, Judith G.
Meets MW 400pm-530pm JGB 2.216
(also listed as EUS 346)
show description

The revolution of 1789-1815 became one of the defining points of modern history. For centuries historians have debated what it meant, why it took the course it did, how it changed Europe and the world, and its place in the longer histories of radicalism and conservativism, the state, warfare, and human rights. Writers and artists, too, have been captivated by the human drama of this tumultuous decade and a half. How did ordinary people survive? How were extraordinary careers made – or lost?

 

We have three aims. The first is to help you master the major events of the revolution itself. The second is to introduce issues of interpretation and historical methods; studying the revolution has produced new theories of history and new approaches to the past. The required readings represent some of those approaches. Third, we hope you will learn to think concretely about the larger questions the revolution poses: Why does a regime collapse? How is a new state built? Are revolutions necessarily protracted and violent?

The majority of the course concerns the Old Regime, Enlightenment, and the revolution itself. We will only spend two weeks on Napoleonic France and Europe.

FOREIGN LANGUAGE ACROSS THE CURRICULUM INITIATIVE FOR HISTORY STUDENTS
 

THE DEPARTMENT OF HISTORY IS PLEASED TO OFFER FOR THE FIRST TIME AN **OPTIONAL** ADDITIONAL ONE-HOUR CLASS FOR CREDIT IN FRENCH ATTACHED TO HISTORY 353: THE FRENCH REVOLUTION AND NAPOLEON.
 
Students with intermediate French language skills enrolled in HIS 353, The French Revolution and Napoleon, may, if they choose, sign up for a supplemental one-hour class in French, FR 130D (unique 36790). Students who take this additional course will receive an additional hour's credit in French from the Department of French & Italian.  This is a unique opportunity to develop language skills in the context of historical reading. The Department of History encourages interested students to take advantage of this unique opportunity.
 
Time and Place for FR 130D will be determined according to student availability.

HIS 354C • Hist Grc To End Pelopon War

39685-39695 • Carusi, Cristina
Meets MW 100pm-200pm WAG 101
(also listed as AHC 325, C C 354C, CTI 375)
show description

This course covers essential developments in Greek history during the Archaic and Early Classical Periods (ca. 800-400 B.C.). Emphasis will be divided between political/military history and ancient Greek society and culture (e.g. gender and class, religion, economy, performance). The course will consist of two hours of lecture per week plus a required one-hour discussion section. Particular attention will be paid to the interpretation of ancient sources, both written works and the archaeological remains.

This course carries a Global Cultures flag.

HIS 355N • Main Curr Of Amer Cul To 1865

39700 • Meikle, Jeffrey L
Meets TTH 930am-1100am BUR 134
(also listed as AMS 355)
show description

This lecture course traces the development of American cultural history from the time of the Puritan migration of 1630 through the end of the Civil War in 1865.  The basic premise of the course is that cultural history can best be understood by examining common themes that cut across such wide-ranging fields as religion, literature, art, science, philosophy, and popular culture.  Building from this base, the course explores such themes as the opposition of "young" America to "old" Europe, the continuing struggle between the individual and the community, the significance of the frontier, the impact of evangelical Protestantism, the idea of an American "mission," the emergence of industry, the paradox of liberty and slavery, and the awakening of regionalism and pluralism in opposition to the mainstream.

The course format consists of formal lectures (with questions and discussion encouraged) and several designated discussion periods.  Assigned reading is not always discussed in class but must be completed all the same.  Prior knowledge of basic U.S. history is helpful.

 

Requirements

Two in-class tests (20% and 35% of the course grade) and a final exam (45%).  A student who makes at least a B on the first test may substitute a 10-page paper in place of the second test with the approval of the instructor.

 

Possible Texts

Five or six paperbacks and some articles including material like the following:

Paul Boyer and Stephen Nissenbaum, Salem Possessed

Benjamin Franklin, The Autobiography

Ralph Waldo Emerson, "Nature"

John Kasson, Civilizing the Machine

David Roediger, The Wages of Whiteness

Harriet Beecher Stowe, Uncle Tom's Cabin

 

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

Flag(s): Cultural Diversity

 

HIS 356K • Main Curr Amer Cul Since 1865

39705 • Lewis, Randolph
Meets TTH 1100am-1230pm BUR 134
(also listed as AMS 356)
show description

Stretching chronologically from the Civil War to the contemporary anxieties of postmodern America, this course will touch upon a wide variety of questions: What is the American dream? What keeps us from achieving it? What is the nature of dissent? What are our responsibilities to one another? Underneath all of these concerns is a basic question: What should America be? We will delve into this by exploring the ways in which writers, artists, politicians, and intellectuals have provided both confident visions and devastating critiques of American society, in the form of artful essays, bold manifestos, innovative fiction, and powerful cinema. By focusing on social thought broadly defined, I hope to share with you the challenge and excitement of thinking critically about what American democracy has been as well as what it could be. As we move from the utopian novels of the late 19th century to the contemporary “war on terror,” I hope you will gain a sense not only of the historic struggle over the soul of America, but also a sense of how that struggle continues today, indelibly marked by the rhetoric and reality of the past.                  

 

Requirements

Students are expected to attend class regularly, participate in classroom discussion in a civil and constructive manner, and complete assigned readings in a timely fashion. In addition to unannounced quizzes on the readings to ensure that we are all keeping up with the readings, there will be three major exams.

 

Possible Texts

Molly Haskell, Frankly, My Dear: Gone with the Wind Revisited

Dale Carpenter. Flagrant Conduct: The Story of Lawrence v. Texas

Torin Monahan, Supervision: An Introduction to the Surveillance Society

Jonathan Lethem, Fear of Music

Edward Bellamy, Looking Backward

James Weldon Johnson, The Autobiography of an Ex-Colored Man

Joan Didion, Slouching Toward Bethlehem

Miranda July, No One Belongs Here More Than You

 

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

Flag(s): Cultural Diversity 

 

HIS 356P • US In The Civil Rights Era

39710 • Green, Laurie B.
Meets TTH 330pm-500pm UTC 3.134
(also listed as AFR 374D, AMS 321, MAS 374)
show description

The year 2010 marks the 55th anniversary of the Supreme Court’s implementation decision in Brown v. Board of Education decision, the 65th anniversary of Mendez v. Westminster (a school desegregation case that helped pave the way for Brown), and the 45th anniversary of the Voting Rights Act. These events had an enormous impact on American politics and culture. But what does it mean to look back at such historic events decades later, with the benefit of hindsight?  How did they come about?  What changed?  What did not?  To answer these questions and provide a historical understanding of the modern Civil Rights Movement, this course examines the Civil Rights Movement and the U.S. within the larger context of American society, from World War II to the 1970s. Using a comparative approach, the course traces social movements initiated by African Americans, Mexican Americans, Asian Americans and Native Americans. At the same time, we explore the politics, popular culture and social life of this era, considering such topics as the Cold War, mass media, urbanization, and the Vietnam War. Throughout we address such broad themes as American democracy and citizenship, race and racism, gender and sexuality, labor and class conflict. Although the class is primarily a lecture course, students are encouraged to engage critically with the course content through a variety of small and large group discussions and assignments.

 

Course requirements:

1) Three reading handouts                 (5% each, 15% total)

2) Three in-class mid-term exams      (20% each, 60% total)

3) Five-page essay,                            (25%)

 

Tentative Reading List:

Cone, James H . Martin and Malcolm and America: A Dream or a Nightmare         :

Crow Dog, Mary.  Lakota Woman

Glisson, Susan M., ed., The Human Tradition in the Civil Rights Movement

Martin, Waldo E.  Brown v. Board of Education: A Brief History with Documents

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

Sellers, Cleveland. The River of No Return: The Autobiography of a Black Militant and the Life and Death of SNCC      

Takaki, Ronald.  Double Victory: A Multicultural History of America in World War II

HIS 356R • America And The Holocaust

39715 • Abzug, Robert H.
Meets TTH 200pm-330pm UTC 3.122
(also listed as AMS 321, J S 365)
show description

The goal of the course is to familiarize you with the history of the Holocaust and how it intersected with American society. It will combine a basic introduction to the Holocaust with a consideration of the ways in which American history, culture, and politics affected and have been affected by these events in Europe. We will consider not only American policymaking and the Nazis but also how the Holocaust became central to the contemplation of evil in the decades after the end of World War II. Issues of race, ethics, national policy, and the ability of cultures to depict and draw lessons from history form the interpretive questions at the heart of the course. .

The course will require students to participate in class discussion on key issues concerning what history can tell us about ethical issues raised in particular crises, as they affect both personal and state action, in the context of historical situations and on the basis of historical evidence.  

Pre-Requisite: There are no specific course pre-requisites, though basic familiarity with modern American and European as well as Holocaust history will of course be helpful. However, I do not assume any such background and a student will most of all need a commitment to the lectures, readings, and questions of the course to do well, and the will to seek additional background if necessary.       

            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. 

Texts:

Robert H. Abzug, Inside the Vicious Heart

Doris Bergen, War and Genocide

Edward T. Linenthal, Preserving Memory

Philip Roth, The Ghostwriter

Richard Rubinstein, The Cunning of History

AND Readings Posted on Canvas

 

Grading:

Midterm: 35%                           or

Final:   65%                           

 

Midterm:                                20%

Optional Midterm:    30%

Final:                           50

HIS 357C • African American Hist To 1860

39720 • Walker, Juliet E. K.
Meets TTH 1100am-1230pm GAR 1.126
(also listed as AFR 357C, AMS 321E)
show description

PURPOSE OF COURSE

This upper division course examines the history of Blacks in the United States from the West African Heritage to the Civil War and provides a critical examination on central issues under scholarly debate in the reconstruction of the Black experience in America. The course thus engages the debate on the evolution of African-American slavery as a social, economic and political institution, with a special focus on antebellum slavery, including plantation slavery, industrial slavery, and urban slavery in addition to slave culture.

Also, the course assesses the institutional development of the free black community, during the age of slavery, with emphasis on free black protest activities, organizations, and leaders. Equally important, information is provided on the business and entrepreneurial activities of both slave and free blacks before the Civil War to underscore the long historic tradition of black economic self-help. Invariably, those slaves who purchased their freedom were slaves involved in various business enterprises. Also emphasized in the course are the various ways in which slave and free black women responded to slavery and racism before the Civil War, giving consideration to gender issues within the intersection of the dynamics of race, class, and sex.

The course format is primarily lecture, with informal class discussion, utilizing in part the Socratic method of teaching/pedagogy (especially useful for students who are pre-law), as we examine topics that broaden historical consciousness and critical thinking skills, such as: the role Africans played in the Atlantic slave trade; the historical forces that contributed to the origin of racism in Colonial America; the anomaly of black plantation slave owners in a race-based slave society; how white economic disparities and hegemonic masculinities were played out in class subordination and racial oppression; why race takes precedence over class in assessing the black historical experience; the extent to which judicial cases provide a pragmatic assessment of the realities of slave life; the extent to which American law supported the racial subordination of slave and free blacks; whether or not the economic and political imperatives that prompted antebellum African American settlement in West Africa can be considered colonialist in design and intent.

These and other questions will bring to the forefront the central issue of the agency of African Americans in their attempts to survive racism and slavery in attempts forge their own political and economic liberation. This course, consequently, emphasizes both the deconstruction of prevailing assessments and interpretations of the African American experience as well as provides information for a new reconstruction of the Black Experience from slavery to freedom. In each instance, emphasis will be on exploring different historical interpretations of the Black Experience.

African American slaves did not lead a monolithic slave experience. They shared life-time, hereditary, involuntary servitude, racial oppression and subordination. But many manipulated the institution and slave codes in attempts to mitigate that oppression. Others, such as Nat Turner and Dred Scott used other means to bring about an end to their servitude, while free blacks also fought to end slavery as well as improve their economic, societal and legal status.

The primary purposes of this course, then, are 1) to develop an understanding of the nature of historical inquiry and 2). to heighten historical consciousness 3), encourage critical thinking and analysis of historical material and 4) to recognizing the difference between what might have happened and what actually happened to blacks, both slave and free blacks during the age of slavery to the Civil War.

 

REQUIRED BOOKS

Franklin, John H. and Alfred Moss, FROM SLAVERY TO FREEDOM, 9th ed

Holt, T. and Barkley-Brown, E. MAJOR PROBLEMS IN AFRICAN AMERICAN HISTORY, vol 1

Owens, Leslie, THIS SPECIES OF PROPERTY: SLAVE LIFE AND CULTURE IN THE OLD SOUTH

Tyler, Ron and Lawrence, R. Murphy, The Slave Narratives of Texas

Walker, Juliet E. K., FREE FRANK: A BLACK PIONEER ON THE ANTEBELLUM FRONTIER

Walker, Juliet E. K., THE HISTORY OF BLACK BUSINESS IN AMERICA: CAPITALISM, RACE,    ENTREPRENEURSHIP

White, Deborah G.  AREN’T I A WOMAN:  FEMALE SLAVES PLANTATION SOUTH

 

COURSE REQUIREMENTS

MID-TERM EXAM                            35%

RESEARCH PAPER                           30%

EXAM 2 (TAKE-HOME)                  35%

 

This course partially fulfills the legislative requirement for American history. 

HIS 362G • Marx And Western Marxism

39725 • Matysik, Tracie M.
Meets MW 600pm-730pm GAR 3.116
(also listed as CTI 335, EUS 346, PHL 334K)
show description

This course introduces students to the writings of Karl Marx as well as to those of his westernintellectual successors in the nineteenth and twentieth centuries. It will treat the nineteenthcenturycontext of industrialization and democratization in Europe in which Marx formulated hissocial, political, and philosophical critique, as well as the theoretical and philosophical legacythat followed through the twentieth century. The course will not focus on Soviet Marxism, butwill examine how western Marxism’s critique of capital evolved in complex relationship to theexistence of Soviet Marxism. We will spend roughly eight weeks reading Marx’s writings, andthen seven weeks reading his western intellectual successors (including writings from RosaLuxemburg, Georg Lukács, Walther Benjamin, Theodor Adorno, Antonio Gramsci, Jean-PaulSartre, Louis Althusser, Michael Hardt and Antonio Negri, and Slavoj Žižek). Students shouldexpect to read significant amounts of philosophy and social theory.

Texts:

Robert C. Tucker, ed., The Marx-Engels Reader, 2nd edition (New York: Norton, 1978).Vincent Barnett, Marx (New York: Routledge, 2009).

Grading:

First paper: 25%

Second paper: 25%

Option II or III: 10- to 12-page paper: 50%

Final Journal: 30%!Class Presentation: 10%

Participation (including attendance and also sustained constructive contribution to classdiscussion): 10%

HIS 362G • Northrn Gods/Northrn Faiths

39727 • Straubhaar, Sandra B
Meets MWF 200pm-300pm BUR 136
(also listed as EUS 347, GSD 361G, R S 357, REE 345)
show description

Topics in European History.

May be repeated for credit when the topics vary.

HIS 362G • Sacred/Sec In Mod Euro Thought

39730 • Matysik, Tracie M.
Meets MW 400pm-530pm GAR 3.116
(also listed as CTI 335, R S 357)
show description

Europe was long thought to have undergone a process of “secularization” in the modern era, beginning roughly with the sixteenth century and becoming largely unstoppable by the nineteenth.  According to this narrative, “God” was supposed to have slowly disappeared from the political, social, and cultural arenas; the supernatural, the divine, and the sacred were supposed to have receded from daily life; and the European world was supposed to have found itself  “disenchanted.”  More recently, however, historians and critical theorists have begun to reassess this story, finding instead mutually-evolving processes of disenchantment and re-enchantment, as new formations of the divine and the sacred appeared on the intellectual and emotive landscape.  Some theorists now talk about “varieties of secularism” at play in the modern world, while others have resuscitated a language of “political theology” to discuss the ever-complicated relationship between the state, sovereignty, power, and the sacred or divine.

This course will introduce students to key themes and methodologies of intellectual history and social theory by exploring the dueling approaches to secularization and sacralization in modern European thought.  In the first two weeks, we will read recent theoretical works on the sacred and the secular (essays from Peter Berger, Simon Critchley, Charles Taylor, and others).  With theoretical tools in hand, we will turn to the period between 1800 and 1945 to read classic works in philosophy and social theory that thematize the sacred and the secular.  Drawing on founding works in social and human sciences (from sociology,  psychoanalysis, philosophy and beyond), we will investigate related sub-themes of violence, sacrifice, ritual,  redemption, the sublime, and transcendence.  We will also discuss select artworks from the Romantic period through Surrealism as a means to enhance our discussion of these themes. 

Central to our concerns will be the sacred and secular formations of modern ethics.  We will observe on the one hand how modern thinkers have sought to establish ethical systems on purely immanent and secular grounds, even as they intentionally or unintentionally retained notions of the divine and the sacred (e.g., Immanuel Kant’s Religion within the Limits of Reason Alone).  On the other hand, we will grapple with explicitly religious works that nonetheless establish ethics on what might seem like secular-humanist foundations (e.g., Søren Kierkegaard’s Fear and Trembling).  We will read works that seek to explicate the structure of religions and their guidelines for comportment according to social categories of the sacred and profane or the taboo (Émile Durkheim’s Elementary Forms of Religion; Roger Caillois’s Man and the Sacred; Sigmund Freud’s Totem and Taboo); and we will read works that seek to rediscover and/or re-insert the sacred into the modern and profane world (e.g., George Bataille’s Theory of Religion; Walter Benjamin’s “Critique of Violence” and “Theses on the Philosophy of History”; Franz Rosenzweig’s Star of Redemption). 

The course lends itself naturally to the requirements of the Flag in Ethics and Global Leadership.  Our readings themselves concentrate on the question of the secular and sacred foundations of ethical systems and decisions.  As a final project, worth 35% of the grade, students will be asked to identify and analyze a sacred, secular, or taboo function that governs moral presuppositions.  They may find such a function represented in a film, a novel, an artwork, a legal decision, a U.N. declaration, etc.  Their task will not be to assess whether or not the practice is “right” or “good” or “ethical,” but rather to analyze the practice in terms of its (usually unstated) sacred, secular, taboo, or ritual context.  They will be asked to ground their analysis in one or more of our core readings.

Texts:

Immanuel Kant, Religion within the Limits of Reason Alone (excerpt)

G. W. F. Hegel, Philosophy of History (excerpt from the introduction)

Søren Kierkegaard, Fear and Trembling

Friedrich Nietzsche, Genealogy of Morality (Books I and II) (but may substitute The Gay

            Science, Book IV)

Émile Durkheim, Elementary Forms of Religion (selections)

Roger Caillois, Man and the Sacred (selections)

George Bataille, Theory of Religion (selections)

Sigmund Freud, Totem and Taboo (selections)

—, “The Uncanny”

Franz Rosenzweig, Star of Redemption (selections)

Simon Critchley, Faith of the Faithless (selections)

Peter Berger, Desecularization of the World (introduction)

Judith Butler, Jürgen Habermas, Charles Taylor, and Cornell West, The Power of Religion in the Public Sphere

Grading:

Journal                         10%

Short Essay 1                        20%

Short Essay 2                        20%

Final Essay                           35%

Class Participation                  15%

HIS 362G • Jews Of Eastern Europe

39737 • Lichtenstein, Tatjana
Meets TTH 1230pm-200pm PAR 306
(also listed as J S 364, R S 357, REE 335)
show description

This course explores the history and culture of Jews in Eastern Europe.  Focusing on the Jewish societies in the Russian and Austrian Empires, the course seeks to map the Jewish experience from the late 1700s until the first decades of twentieth century through topics such as secularization, urbanization, migration, antisemitism, political movements, and war.  We study the destruction of the Jewish societies in Eastern Europe during the Holocaust as well as Jewish memory and renewal in Eastern Europe since the end of Communism.

Course Goals

  • Examine the cultures of Jews in Eastern Europe as well as the historical forces that transformed these societies in the nineteenth and twentieth centuries
  • Explore a variety of primary source materials and discuss their use as historical evidence
  • Write analytical, thesis-driven essays based on close reading of the course materials

Required Course Books

  • Zvi Gitelman, A Century of Ambivalence: The Jews of Russia and the Soviet Union, 1881 to the Present (Indianapolis: Indiana University Press, 2001).
  • Henryk Grynberg, The Jewish War and The Victory (Evanston: Northwestern University Press, 2001).
  • Eva Hoffman, Shtetl: The Life and Death of a Small Town and the World of Polish Jews (New York: Public Affairs, 2007).
  • Israel J. Singer, The Brothers Ashkenazi (Orig. 1936, New York: Other Press, 2010).
  • Electronic Readings: The YIVO Encyclopedia of the Jews of Eastern Europe.  The YIVO Encyclopediacan be accessed using this link: http://www.yivoencyclopedia.org/

Assignments and Grading

  • 10%: Attendance and Participation
  • 10%: Article Response
  • 20%: Midterm
  • 25%: Essay
  • 35%: Take-Home Final Exam

HIS 362G • The Church And The Jews

39740 • Bodian, Miriam
Meets TTH 1230pm-200pm SAC 5.102
(also listed as EUS 346, J S 364, R S 357)
show description

This course will examine the complex relationship between the Western Church and the Jews over the course of two millenia. We will analyze ideas about Jews as they were expressed in both elite and popular culture, from theological works and canon law to church art and popular preaching. We will especially try to understand how changing conditions of life in the Christian West gave rise to striking changes in attitudes and policies toward Jews - changes whose justification required a rethinking of Christian theology.

Required to purchase:Revised Standard Version of the Bible (any edition)We will make use of a website designed specifically for this course by the instructor. The website will be distributed in CD-Rom form. It includes many of the readings. Other assigned readings will be posted on Blackboard.

Grading:Class attendance and participation (10%), two unannounced quizes (20%), two 1-3 pp. assignments (20%), mid-term exam (20%), final exam (30%). Plus and minus grades will be used.

HIS 363K • Politics Of Food In Latin Amer

39743 • Zazueta, Pilar
Meets MWF 200pm-300pm SRH 1.320
(also listed as LAS 366)
show description

Everyone eats, but seldom do we think about the complex transactions involved in getting food from the field to our table. The bananas in the produce section traveled thousands of miles from a plantation in Central America, while the coffee we drink at Starbucks was probably harvested in the Colombian highlands or the coast of Brazil. The purpose of this course is to learn about the histories of a wide range of actors involved in the food system, broadly classifiable into producers, consumers, and intermediaries, many of them playing more than one role. In particular, we will explore food production and consumption in the Americas as broad transnational processes, in which not only economic exchanges take place but also other types of cultural and scientific interactions. As the goal of this class is to use history and social sciences to explore the supermarket aisles from all possible angles, we will also analyze food cultures and cookery, the concept of “ethnic” cuisine and nutritional policies in the region.

HIS 363K • Latin America In The Sixties

39744 • Zazueta, Pilar
Meets MWF 1100am-1200pm SRH 1.320
(also listed as LAS 366)
show description

Latin America in the Sixties: Counterculture and Social Movements

The long 1960s was a tumultuous time even by Latin American standards. Revolutionaries, indigenous leaders, students, feminists, liberation theologians, hippies and other groups proposed new ways of seeing the world, addressing social problems and participating in politics. In this course we will address some of the following questions: What was the impact of the Cuban revolution in Latin American politics? How did student movements develop in the region and what was their political and cultural influence? What role did the left play in the transformation of education, medicine, and social policy? How did gender roles and women’s participation on public life change during this time? 

HIS 363K • Sexuality/Gender In Latin Amer

39745 • Zazueta, Pilar
Meets MWF 1200pm-100pm SRH 1.320
(also listed as LAS 366, WGS 340)
show description

Sexuality and gender are very useful analytical tools to explore how relations of power are constituted not only in the private sphere but also in state institutions, market and labor organization, as well as class and racial hierarchies. The core question we will address in this course is how differences (particularly between humans classified as female or male) were constructed in the history of Latin America. We will analyze the uses, implementations and transformations of these differences in the articulation of social and political life in the continent. The class will focus mostly on nineteenth and twentieth-century Latin America and will emphasize historical research, but we will also use scholarship from other disciplines.

The class will cover topics like nineteenth-century honor and citizenship, contemporary masculinities, and human rights in the twentieth century.

HIS 364G • Israeli Intelligence/Espionage

39750 • Ben Zur, Barak
Meets TTH 930am-1100am PAR 208
(also listed as GOV 365N, J S 364, MES 343)
show description

COURSE DESCRIPTION

The Israeli defense strategy is based on the principal of early alert, i.e. the ability of the intelligence community to “ring the bell” and point to the approaching storm. Once the warning is there, the government can mobilize the manpower of the Israeli Defense Forces.

Israeli leadership has a significant impact on shaping the Israeli intelligence community, thus affecting its efficiency and capabilities. Ben Gurion, Israel’s first Prime Minster, shaped the services; he is responsible for the unique phenomenon of defining the military intelligence branch to be the prominent organ in the intelligence community—an exception in democratic countries.

The course will trace Israeli leaders and their attitude toward intelligence and the intelligence community: how they affected the secret services with personnel appointments, budget, initiating changes, investing in research and developments, approving or avoiding special operations, and assimilating intelligence into policies and decision-making processes.

GRADING

  • Mid-length piece, written as a government brief: advising the Israeli government on an assigned topic – due second half of semester – 15 %
  • 10-minute oral presentation on a weekly class topic – 10 %
  • 48-hour take-home final examination – 75%

PROPOSED READINGS

The importance and role of the secret services: theories and case studies

  • Ephraim, Kam, Surprise Attack: the Victims Perspective (Harvard University Press 2004), pp. 37-55, 85-114, 159-175.
  • Michael Warner, “Wanted: A Definition of 'Intelligence' ” (Studies in Intelligence, vol. 46, no.  3, 2002).
  • Michael A. Turner, Why Secret Intelligence Fails (Dulles: Potomac Books, 2005), pp. 1-15.
  • John G. Heidenrich, “The State of Strategic Intelligence (Studies in Intelligence, vol. 51, no.  2, 2007).
  • Michael Herman, Intelligence Power in Peace & War (Cambridge University Press 2001), pp. 61-112.
  • Jeffrey T. Richelson, The U.S. Intelligence Community (Ballinger Publishing Company 2001) pp. 1-29, 233-264.
  • Adda B. Bozmen, Strategic Intelligence & Statecraft ( Brassey’s, 1992), pp. 1-7.
  • John Keegan, Intelligence in War (Vintage Books 2002), pp 3-25, 295-349.

Ben Gurion from the "SHI" to an established intelligence community

  • Ian Black, Benny Morris, Israel's Secret Wars: The Untold History of Israeli Intelligence (London: Hamish Hamilton, 1991), pp. 35-70, 71-97.
  • Eliot A. Cohen, Soldiers Statesmen & Leadership in Wartime (New York: the Free Press 2002), pp 133-172.
  • Ohad Leslau, "Israel Intelligence and Czech-Egyptian Arm Deal", (Intelligence and National Security, vol. 27, 3, June 2012), pp. 327-348.
  • Uri Bar-Joseph, "State Intelligence Relations in Israel 1948-1997", (the Journal of Conflict Studies, vol. xvii, fall 1997).

Out of control: Sharett and other examples

  • Avi Shlaim, "Approaches to Israel's Relations with the Arabs: Ben Gurion and Sharett, 1953-1956". (Middle East Journal, vol. 37, 2, Spring 1983), pp. 180-201.
  • Nathn Yanai, "The Political Affair: A Framework for Comparative Discussion", (Comparative Politics, vol. 22, 2, January 1990), pp. 185-197.
  • Yigal Sheffy, "Early Warning of Intentions or Capabilities? Revisiting the Israeli-Egyptian Rotem Affair, 1960" (Intelligence and National Security, vol. 28, 3, 2013), pp. 420-437.
  • Uri Bar Joseph, "Rotem: the forgotten Crisis on the Road to the 1967 War", (Journal of Contemporary History", vol. 31, 3, July 1996), pp. 547-566.
  • Eyal Pascovich, "Military Intelligence and Controversial Political Issues the Unique Case of the Israeli Military Intelligence", (Intelligence & National Security, 2013), pp. 1-35.
  • Uri Bar Joseph, "Israel's Military Intelligence Performance in the Second Lebanon War", (International Journal of Intelligence and Counterintelligence, vol. 20, 2007).
  • Ephraim, Kahana, "Analyzing Israel's Intelligence Failures", (International Journal of Intelligence, vol. 18, 2, 2007), 262-279.

Golda Meir: Where we went wrong?

  • Uri Bar Joseph, Watchmen Fell Asleep: The Surprise of Yom Kippur and Its Sources, 2005.
  • Moni Chorev, Surprise Attack the Case of the Yom-Kippur War, (Washington D.C.: Fort McNair 1996).
  • Uri Bar Joseph,"Strategic of Fundamental Flaws? The Sources of Israel's Military Defeat at the Beginning of the 1973 War", (the Journal of Military History, vol. 72, 2, April 2008), pp. 509-530.
  • Abraha Ben Zvi, "Between Warning & Response: the Case of the Yom Kippur War", (International Journal of Intelligence & Counterintelligence vol. 4, 2, 1990), pp. 227-242.
  • Israeli National Archive, The Inquiry Commission Report: the Terror Attack on the Israeli Delegation to Olympic Games Munich 1972 (Hebrew, will be presented in class by the lecturer).

 

 

HIS 364G • Iran, Iranian Jews, And Israel

39751 • Sternfeld, Lior
Meets TTH 1100am-1230pm GAR 2.112
(also listed as J S 364, MES 343, R S 358)
show description

Provided the harsh rhetoric between the two countries, it may be forgotten that Iran is home to the biggest Jewish community in the Middle East outside Israel. Jewish existence there dates back to 2,700 years ago, and the relations between the country and its minority has known ups and downs. The picture became even more complicated when in 1948 Israel was established and Iran became its most important ally in the region. This course will introduce the history of the triangle made of Iran, its Jews, and Israel, from the nineteenth century to the present. We will examine central events in Iranian history and will see how it affected this relationship. Students will read and analyze primary sources and read critically secondary sources. 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. Additional texts in Arabic and Persian will be provided for students who wish to explore them for research purposes.

Texts

A course packet will be available, and additional texts will be on Blackboard. Selected chapters from the following books:Levī, Ḥabīb. Comprehensive History of the Jews of Iran: The Outset of the Diaspora. Costa Mesa, CA: Mazda Publishers, 1999.Sarshar, Houman, ed. Esther’s Children : A Portrait of Iranian Jews. Beverly Hills  Calif.  ;Philadelphia: Center for Iranian Jewish Oral History ;;Jewish Publication Society, 2002.———. , ed. Jewish Communities of Iran: Entries on Judeo-Persian Communities Published by the Encyclopedia Iranica. New York: Encyclopedia Iranica Foundation, 2011.Tsadik, Daniel. Between Foreigners and Shi’is : Nineteenth-Century Iran and Its Jewish Minority. Stanford, Calif.: Stanford University Press, 2007.Yeroushalmi, David. The Jews of Iran in the Nineteenth Century Aspects of History, Community, and Culture. Leiden; Boston: Brill, 2009.

Grading

Class 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%)

A 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 0-59

HIS 364G • Sufism & Islamic Mysticism

39760 • Hyder, S. Akbar
Meets T 400pm-700pm CLA 0.126
(also listed as ANS 340, ISL 340, MES 342, R S 358)
show description

This class explores Sufism and other Islamic mystical traditions as they infused cultural milieus spanning four continents and fourteen centuries. The first half of the semester will focus on the historical developments in Islamic theosophical traditions of the Arab and Persian worlds. We will concentrate on the prose and verse traditions tied to Ali b. Abi Talib, Jafar as-Sadiq, Mansur al-Hallaj, Rabia al-Basri, Suhrawardi Maqtul, Ibn Arabi, Ibn al-Farid, Sanai, Attar, and Rumi. In the second half of the semester, we will move to a discussion of Islamic mysticisms' growth over time and beyond the porous borders of Arabia and Iran. The relationship between Sufism and modernism, Sufism and colonialism, and Sufism and post-colonial resistance movements will also constitute a significant part of this course. Issues of gender, sexuality, globalization and pluralism will be discussed throughout the semester. This class assumes no prior knowledge of Islam.

HIS 364G • Writing/Authority: Early China

39765 • Sena, David M
Meets M 300pm-600pm MEZ 1.206
(also listed as ANS 379, CTI 345)
show description

Course description

This course examines the critical role of writing in one of the world's oldest literate civilizations. Beginning with the origin of Chinese characters in the Bronze Age, we examine the crucial role of writing in staking claims of political, social, and religious authority in ancient and early Imperial China (ca. 1200 BCE-200 CE). Aiming to situate writing within the cultural practices in which it was generated, we explore a diverse array of textual artifacts, including inscriptions on bone, bronze, and stone and manuscripts on bamboo and silk, in addition to texts in the received literary tradition. Topics include the magico-religious dimensions of writing, the sociology of writing and textual production, and the role of cannon and commentary in articulating and challenging imperial claims of legitimacy.

Course readings
Selections from the following texts, available electronically:

  • Primary sources:
    Book of Documents
    Book of Poetry
    Analects of Confucius
    Records of the Historian
    Songs of Chu
    Huainanzi
  • Secondary scholarship:
    Mark Edward Lewis, Writing and Authority in Early China (1999).
    Edward L. Shaughnessy, Rewriting Early Chinese Texts (2006).

Grading
class participation: 20%
informal writing: 15%
short paper: 20%
midterm exam: 20%
final paper: 25%

HIS 364G • French Empire: The West/Islam

39770 • Brower, Benjamin Claude
Meets MWF 1000am-1100am UTC 3.124
(also listed as ISL 372, R S 358)
show description

Modern French imperialism advanced its claims to global power through a division of the world into a two parts. On one hand was a space of civilization and modernity and, on the other, there was a primitive space inhabited by people who needed to be liberated or dominated. In the Mediterranean world this thinking erected a frontier running across the middle of the sea. In the north there was the “West” or “Europe,” and in the south there was the “East” or “Islam.” The West, represented by France, was construed as the conveyor of modern values and progress, while the East was a place of archaism and reaction that needed to be renewed, by force if necessary. French thinkers called this the “civilizing mission,” and it justified France’s colonization of Muslim countries in the nineteenth and twentieth centuries. Many parts of this thinking have survived the colonial era and mark attitudes in contemporary, post-colonial France. Religion is generally offered as the decisive category determining these divisions, with the Muslim societies of Africa and the Middle East set off as somehow essentially different and incompatible with France and its Christian or secular traditions.

Paying special attention to the religious and secular dimensions of the problem, our work in this course will critically consider how these cultural and political frontiers developed, and their use in contests for power. The focus will be on modern France and the Middle Eastern countries that fell under French rule in the 19th and 20th centuries, particularly Algeria, but the course will examine these questions within a broader trans-national context across several historical periods.

COURSE OBJECTIVES: Students will learn the skills of historical analysis and interpretation, along with the empirical material associated with the course itself. This will include the ability to grasp the complexity of historical debates and rethink received understandings and concepts in light of new evidence. Coursework and evaluations will focus on students’ ability to articulate coherent and sustained arguments in writing and verbally. There are no pre-requisites beyond those generally associated with a course of this level.

REQUIRED TEXTS:

You will need to purchase the following books or use reserve copies in library.

  • Kateb Yacine, Nedjma (University of Virginia Press, 2001). ISBN-13: 978-0813913131
  • Anonymous, The Song of Roland (Penguin, 1990) ISBN-13: 978-0140445329
  • Abdellah Hammoudi, A Season in Mecca: Narrative of a Pilgrimage (Hill and Wang, 2006) ISBN-13:978-0809076093
  • Edward Said, Orientalism (Vintage, 1979) ISBN: 039474067X
  • Joan W. Scott, The Politics of the Veil (Princeton UP, 2007) ISBN: 0691125430
  • Lucette Valensi, The Birth of the Despot, Venice and the Sublime Port (Cornell UP, 2009) ISBN:0801475430

Additional required readings, as noted in schedule of class meetings, will be distributed electronically or placed on library reserve.

Other: Required material in the course also includes music, photographs, films and various visual texts such as music videos that will be played/projected in class.

 

GRADES:Midterm            25%

Final Exam            35%

Writing            25%

Participation            15%

HIS 365G • South Asian Migration To US

39775 • Bhalodia, Aarti
Meets MWF 900am-1000am CMA 3.114
(also listed as AAS 325, ANS 372, WGS 340)
show description

Flag: Cultural Diversity in the U.S.

This course examines the South Asian diaspora in United States. We will focus on Americans who trace their descent to India, Pakistan or Bangladesh. While studying the history and culture of South Asian America, we will discuss globalization, transnationalism, migration, assimilation, formation of a diaspora, discrimination, and gender and sexuality, all major themes in Asian American Studies. The course is arranged chronologically and thematically. We will start in the early twentieth century following the journey of the first South Asian migrants to arrive in California. The second part of the course will focus on the effects of the 1965 Immigration and Naturalization Act. Topics covered include economic and social reasons for immigration, adaptation to American life, cultural and religious assimilation, changing family structures, and discrimination and exclusion. We will end the semester by discussing South Asian American life in the twenty-first century.

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.

HIS 365G • US Economic Hist Since 1880

39780 • Clarke, Sally H.
Meets TTH 1100am-1230pm GAR 0.132
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.

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.

Texts:

Joseph Schumpeter, Capitalism, Socialism, and Democracy

William Cronon,  Nature’s Metropolis

David Von Drehle, Triangle: The Fire that Changed America

Lizabeth Cohen, Making a New Deal

Christophe Lecuyer, Making Silicon Valley

Thomas Sugrue, The Origins of the Urban Crisis

Nancy MacLean, Freedom is Not Enough

AnnaLee Saxenian, Regional Advantage

Kirk Jeffrey, Machines in Our Hearts

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

HIS 366N • British Hist, Lit, And Polits

39790 • Louis, William Roger
Meets F 300pm-400pm HRC 3.204
(also listed as LAH 350, T C 325)
show description

This seminar is designed as a reading course in history, literature, and politics, and as a class in professional writing. Its scope will include not only the literature, history, and politics of England, Wales, Scotland, and Ireland, but also the interaction of British and other societies throughout the world. One point of emphasis will be the history of the British Empire and Commonwealth in its Asian and African as well as early American dimensions. Another point will be a focus on historical, literary, and auto-biography (Disreali, Woolf, Lawrence, Orwell, Gandhi, etc.).

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) flexibility, that is, the capacity to engage with alternative perspectives and new information; (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 ability to speculate and compare, alongside the possession of appropriate historical knowledge and the capacity to deploy it.

Texts:

Lytton Strachey's Eminent Victorians is required, then a choice of five other books from the list below plus six others to be decided upon in consultation with the instructor:

Robert Blake, Disraeli

Michael Holroyd, Lytton Strachey

Hermione Lee, Virginia Woolf

T. E. Lawrence, Seven Pillars of Wisdom

Bernard Crick, George Orwell: A Life

Judith M. Brown, Gandhi: Prisoner of Hope

HIS 366N • British Soldiers In Palestine

39792 • Meyer, John
Meets W 600pm-900pm CAL 221
(also listed as GOV 360N, J S 364, MES 343)
show description

May be repeated for credit when the topics vary.

HIS 366N • Global History Of Disease

39793 • Osseo-Asare, Abena Dove
Meets TTH 330pm-500pm UTC 3.122
(also listed as AFR 372D)
show description

May be repeated for credit when the topics vary.

HIS 366N • Immigration To Israeli Society

39795 • Klor, Sebastián
Meets TTH 1100am-1230pm MEZ 1.216
(also listed as J S 364, MES 341)
show description

COURSE DESCRIPTION:

The Zionist movement and the immigration to the Land of Israel have generated a real change in the history of the Jewish people in modern times. During the course of seventy years only the Zionists succeeded in establishing a state for the Jews and to fulfill their nationalistic goals. The current course aims to examine the Zionist ideology and the immigration process from the formative years of 1880s until the present days, and focuses on various issues relating to the Zionist ideology, patterns of migration, migration policy, patterns of settlements and colonization, political conflicts and Zionist parties.

COURSE REQUIREMENTS:

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

COURSE OUTLINE:

The Zionist ideology and the origins of the State of Israel

  • Shimoni, Gideon. The Zionist ideology. Hanover: University Press of New England [for] Brandeis University Press, 1997, pp. 85-126.
  • Hertzberg, Arthur. The Zionist idea: a historical analysis and reader. Philadelphia: Jewish Publication Society, 1997, pp. 179-198; 201-230.

Five waves of Migration, 1882-1939

  • Sachar, Howard. A history of Israel: from the rise of Zionism to our time. New York: Alfred A. Knopf, 1996, pp. 3-35; 71-85.
  • Alroey, Gur. “Galveston and Palestine: Immigration and Ideology in the early Twentieth Century”. American Jewish Archives Vol. L VI1 2004: 129-150.
  • Hyamson, Albert Montefiore. Palestine under the Mandate, 1920-1948. London: Methuen, 1950, pp. 51-69.

Patterns of Jewish Settlements in Palestine

  • Curtis, Michael and Chertoff, Mordecai S. (eds.). Israel: Social Structure and Change. New Brunswick, N.J.: Transaction Books, c1973, pp. 95-135.
  • Eckardt, Alice L. and Eckardt, Roy A. Encounter with Israel: a challenge to conscience. New York: Association Press, 1970, pp. 419-432.

The Zionist Parties until 1948

  • Horowitz, Dan and Lissak, Moshe. Origins of the Israeli polity: Palestine under the mandate. Chicago: University of Chicago Press, 1978, pp. 120-156.
  • Sachar, Howard. A history of Israel: from the rise of Zionism to our time. New York: Alfred A. Knopf, 1996, pp. 188-194.

The Birth of Israel

  • Sachar, Howard. A history of Israel: from the rise of Zionism to our time. New York: Alfred A. Knopf, 1996, pp. 279-309; 315-347.

Immigration to the State of Israel

  • Sachar, Howard. A history of Israel: from the rise of Zionism to our time. New York: Alfred A. Knopf, 1996, pp. 395-424.
  • Curtis, Michael and Chertoff, Mordecai S. (eds.). Israel: Social Structure and Change. New Brunswick, N.J.: Transaction Books, c1973, pp. 333-347.

Israeli society – Demographic profile

  • Smooha, Sammy. Israel: Pluralism and Conflict. London: Routledge & Kegan Paul, 1978, pp. 48-69.
  • en Rafael, Eliezer, and Peres, Yohanan. Is Israel One?: Religion, Nationalism, and Multiculturalism Confounded. Leiden: Brill, 2005.

Sectors in Israeli Society

  • Dowty, Alan (ed.). Critical issues in Israeli Society.Westport, Conn.: Praeger, 2004, pp. 109-126.
  • Curtis, Michael and Chertoff, Mordecai S. (eds.). Israel: Social Structure and Change. New Brunswick, N.J.: Transaction Books, c1973, pp. 409-418.
  • Dowty, Alan (ed.). Critical issues in Israeli Society. Westport, Conn.: Praeger, 2004, pp. 71-93.
  • Eckardt, Alice L. and Eckardt, Roy A. Encounter with Israel: a challenge to conscience. New York: Association Press, 1970, pp. 73-79.
  • Ben Zadok, Efraim. Local communities and the Israeli polity: conflict of values and interests. Albany: State University of New York Press, c1993, pp. 189-208.

Israel and its Arabs Neighbors

  • Bickerton, Ian J. and Klausner, Carla L. A history of the Arab-Israeli conflict. Boston: Prentice Hall, 2010, pp.1-14; 390-400.

Anti-Semitism, Anti-Zionism and Post-Colonialism

  • Dowty, Alan (ed.). Critical issues in Israeli Society.Westport, Conn.: Praeger, 2004, pp. 223-247.
  • Laqueur, Walter. A history of Zionism. London: Weidenfeld and Nicolson, c1972, pp. 589-599.
  • Shapira, Anita. "Politics and Collective Memory: The Debate over the 'New Historians' in Israel". History and Memory 7(1), 1995: 9-40.
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