History Department
History Department

HIS 301F • The Premodern World

38155 • Talbot, Cynthia
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 This entry-level course aims to teach historical thinking as well as historical content, impart a basic grasp of the premodern past, and  stimulate the development of large-scale frameworks for historical analysis.

Texts (provisional):

-- Robert W. Strayer, Ways of the World, A Brief Global History with Sources
                                                                        Vol.1: To 1500, Bedford/ St. Martins.

-- Neil MacGregor, A History of the World in 100 Objects, Viking Press.

-- numerous essays and book chapters provided on course website


Exams (3 x 25% each) = 75%; reading worksheets (4 x 5% each) = 20%; attendance & participation = 5%.

HIS 302C • Introduction To China

38160 • Sena, David M
Meets MWF 1000am-1100am UTC 4.112
(also listed as ANS 302C)
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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%

HIS 304R • Judaism, Christianity, Islam

38163 • Moin, A. Azfar
Meets TTH 1100am-1230pm GEA 114
(also listed as ISL 311, J S 311, R S 304)
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This course will focus on the three related religious traditions of Judaism, Christianity, and Islam, which originated in the "near east" and today have a global reach. These religions are sometimes called “Abrahamic traditions” as they all claim a special relationship with the biblical figure, Abraham. We will explore the historical development, belief systems, practices, sacred texts, and cultural influences of these three traditions, independently and in relation to each other. By the end of the course, you can expect to have a basic understanding of the essential characteristics of each tradition and the way they manifest in different cultural contexts in the past and present. This class will also provide an introduction to the field of religious studies by exposing students to some of the interdisciplinary methods used to understand religion as a central component of human culture.  These will include historical methods, the study of ritual, and the analysis of ideas. 










Attendance and participation 20%

Quiz 10%

Essay (5 pages) 20%

Mid-term 20%

Final exam 30%

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

38165 • 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.



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

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

D. A. Spellberg, Politics, Gender, and th Islamic Past: The Legacy of 'A'isha bint Abi Bakr

John Alden Williams, ed., The Word of Islam

Xerox packet of documents and articles.



4 exams @ 25% each = 100%.

HIS 306N • Drug History In The Americas

38170 • Alvarez, C.J.
Meets TTH 930am-1100am BUR 112
(also listed as AMS 315, LAS 310, MAS 319)
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FLAGS:   CD  |  GC


The international traffic in illegal drugs is a phenomenon loaded with important implications for democracy, public health, and politics. Yet it is also freighted with misunderstanding, prejudice, and bad data. In an effort to demystify, this course examines the narcotics trade from a historical and transnational perspective, tracing the multiple and intertwined histories of psychoactive substances, law enforcement, and diplomacy. We will explore the origins of marijuana and poppy cultivation, the medical development of cocaine, the popularization of hallucinogens, the invention of synthetics, while also considering why other mind-altering substances like tobacco, coffee, sugar, and many pharmaceuticals remain legal. We will also examine the rise of the Columbian and Mexican crime syndicates and the dramatic expansion and internationalization of law enforcement and incarceration.


Andreas, Peter. "The Politics of Measuring Illicit Flows and Policy Effectiveness." In Sex, Drugs, and Body Counts, edited by Peter Andreas and Kelly Greenhill. Ithaca: Cornell University Press, 2010.

Mintz, Sidney. Sweetness and Power: The Place of Sugar in Modern History. New York: Viking, 1985.

Pendergrast, Mark. Uncommon Grounds: The History of Coffee and How It Transformed Our World. New York: Basic Books, 1999.

Gootenberg, Paul. "Talking About the Flow: Drugs, Borders, and the Discourse of Drug Control." Cultural Critique, no. 71 (2009).

Astorga Almanza, Luis. "Cocaine in Mexico: A Prelude to 'los narcos'." In Cocaine: Global Histories, edited by Paul Gootenberg, 183-191. New York: Routledge, 1999.

Camp, Roderic Ai. Mexico's Military on the Democratic Stage. Westport, Conn.; Washington, D.C.: Praeger Security International; published in cooperation with the Center for Strategic and International Studies, 2005.


Participation: 25%

Midterm: 25%

Debate: 25%

Final exam: 25%

HIS 306N • Global Early Modern Europe

38173 • Gossard, Julia M
Meets MWF 1000am-1100am GAR 1.126
(also listed as EUS 306)
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Historians use the term “early modern” to describe the period in European history between the end of the Middle Ages in the fifteenth century and the Age of Revolutions in the late eighteenth and early nineteenth centuries. In many ways, the early modern period was a time of transition. States were in the process of solidifying their power; religious reformations were redefining beliefs, cultures, and practices among the people; the exploration of the globe was intensifying, resulting in the creation of empires; and the economy was undergoing a transition to capitalism.

At the same time that Europe was undergoing major social, political, and economic transitions, Europe was also expanding westward and eastward, exchanging with new cultures.  This survey course will pay special attention to the expansion of Europe to the New World, the Mediterranean, Africa, Asia, and Southeast Asia, exploring how Europe exchanged goods, people, ideologies, and culture with these societies.

Topics covered include: Renaissance(s); the Reformation(s); State-Building; the Scientific Revolution; Global Expansion and Exchange; Impact of Slavery, Smuggling, and Spices on Europe; the Enlightenment; French Revolution.

 COURSE OBJECTIVES:By the end of the course, students will:1) Have a solid grounding in the history of early modern global Europe (1400-1800), preparing them for upper-division courses.2) Understand historical change along with historical continuity3) Confidently cite and analyze (translated) primary source documents from early modern Europe4) Identify “key” developments in global early modern European history including the Renaissance(s), the Reformation(s), the Scientific Revolution, the Enlightenment, and the French Revolution.

Required Books & Materials:     

Books to Buy, Rent, or Check-Out from the Library:

·     Merry Weisner-Hanks, Early Modern Europe, 1450-1789 (2nd edition; ISBN: 978-1107643574) – There is a kindle edition of this book that is very good and reasonably priced.

·      Niccolò Machiavelli, The Prince (ISBN: 978-0486272740 – Dover Thrift Edition; Though any copy will work)Some

Readings to be Posted on Canvas:

·    Alberti, On Painting

·    Geneva Consistory Records

·    Duc de Saint Simon, The Court of Louis XIV

·    Jan Brueghel the Younger, “Satire on Tulip Mania,” c. 1640


10% Class Attendance and Participation

25% Reflection Papers20% Mapping Early Modern European Exchanges

20% Mid-Term Exam

25% Final Exam

HIS 306N • S Asia At The Crssrd Of Empire

38174 • Huacuja Alonso, Isabel
Meets TTH 930am-1100am BUR 134
(also listed as ANS 301M)
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South Asia at the Crossroads of Empire

Challenging the conventional chronology of South Asian history, in this course we will study the late colonial and early post-colonial periods together. Some of the events we will cover include: the climax of anti-colonial movements in South Asia, WWII as it developed in South and Southeast Asia, the partition of British India, the two Indo-Pakistan wars, and the 1971 Bangladesh War. While we will read secondary literature, we will analyze many primary sources, including original radio broadcasts and oral history interviews. We will also study artistic interpretations of historical developments, including short stories, films, and radio drama. While studying this period, we will aim to develop a narrative of the region that accomplishes two major objectives. First we will strive to remain attentive to the important changes engendered by colonialism, while simultaneously recognizing the agency of South Asians in formulating their own modernities during this critical period. Second, we will seek to develop a narrative that approaches South Asia as a region, but remains attentive to parallel and/or connected events in other regions, including Southeast Asia and the Middle East..


Required Books

1. India After Gandhi by Ramchandra Guha: http://www.amazon.com/India-After-Gandhi-History-Democracy/dp/0060958588#reader_0060958588


2. The Long Partition and the Making of Modern South Asia: Refugees, Boundaries, Histories by Vazira Fazila-Yacoobali Zamindar


Other readings as assigned.


Grading Policy

Six quizzes:  30%;  5 short response papers –  40%; mid-term and final in-class exams – 25% attendance 5%.

HIS 306N • Key Ideas & Iss In Lat Amer

38175 • 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.


Thomas Skidmore and Peter Smith, Modern Latin America

Mark Danner, The Massacre at El Mozote


- 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/Eurasn Stds

38180 • Pesenson, Michael
Meets MWF 100pm-200pm WEL 2.312
(also listed as REE 301)
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HIS 306N • Jewish Civ: Begin To 1492

38190 • Schofer, Jonathan
Meets TTH 1100am-1230pm CMA 3.114
(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.


  • 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. 


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

HIS 306N • Intro Modern North Africa

38195 • Brower, Benjamin Claude
Meets TTH 1230pm-200pm JES A218A
(also listed as MES 310)
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This course presents the major themes of North African history from the sixteenth century to today. North African history intersects several fields of study (European, African, and Middle Eastern studies) and Muslims, Christians, and Jews have made their homes here, marking the region with multi-religious and multi-linguistic traditions. Looking in particular at that part of North Africa known in Arabic as the Maghrib (today’s Morocco, Algeria, Tunisia, Libya, Mauritania), the course begins in the early modern Mediterranean period.  At this time, merchants and privateers linked Europe and the Middle East from the Maghreb's ports, and in the interior, caravans of scholars and slaves linked the region to sub-Saharan Africa. Our attention then moves into to the period of European ascendency, when France in particular established itself as the preeminent power in North Africa, beginning with the invasion of Algeria in 1830 and culminating in the 1912 French protectorate in Morocco.  The period of European colonial rule came to an end in the decades after the Second World War, and the course concludes with the challenges faced by post-colonial states during the Cold War and the rise of Islamist political opposition movements in the 1990s.



1.     Mercedes Garcia-Arenal, A Man of Three Worlds: Samuel Pallache, a Moroccan Jew in Catholic and Protestant Europe (Johns Hopkins University Press, 2007) ISBN: 0801886236

2.     Assia Djebar, Fantasia: An Algerian Cavalcade (Heinemann, 1993) ISBN: 1583225161

3.     Albert Memmi, The Colonizer and the Colonized (Beacon Press, 1991) ISBN: 0435086219

4.     Malika Mokkadem, Of Dreams and Assassins (University of Virginia Press, 2000)

5.     Phillip C. Naylor, North Africa: A History from Antiquity to the Present (University of Texas Press, 2010) ISBN: 0292722915

6.     Muhammad as-Saffar, Disorienting Encounters: Travels of a Moroccan Scholar in France in 1845-1846 (University of California Press, 1992) ISBN: 0520074629



·  Exams: There will be one midterm and a comprehensive final exam.  These exams will consist of analytical ID’s and essays.  A list of potential ID’s and questions will be distributed to prepare for the exams.  SEE CLASS SCHEDULE FOR DATES.

·  Short response papers: you will write three brief papers on the in class readings. You can choose to write on any three of the four primary-source books (i.e. Djebar, Memmi, Mokkadem, as-Saffar). You will summarize and analyze how each reflects and challenges the themes of North African history. Length: 2-3 pp., double-spaced, 12 pnt. font. Proofread carefully: correct use of language is expected and will figure in grading. Due dates: in the class meeting scheduled for discussion of each book.



Midterm                      25%               

Final Exam                  35%

Writing                        25%

Participation               15%

Plus/Minus grading will be used for all grading in this course.  The grade scale is as follows:

100-93% = A; 92-90% = A- ; 89-87% = B+ ; 86-83% = B ; 82-80% = B- ; 79-77% = C+ ; 76-73% = C ; 72-70% = C- ; 69-67% = D+ ; 66-63% = D ; 62-60% = D- ; below 60% = F.

HIS 307C • Intro To The History Of India

38200 • 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.

Grading: total of six map quizzes/ responses to readings – 30%; two book reports – 20%; mid-term and final in-class exams – 20 and 25%%; attendance 5%.

Regular attendance is expected. A student may be absent or late three times without penalty. Make-up for missing a quiz/test/exam will only be permitted if a documented and satisfactory explanation is provided.


Thomas R. Trautmann India: Brief History of a Civilization

Second Edition Publication Date - January 2015

ISBN: 9780190202491

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


download syllabus

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

38205 • Frazier, Alison K.
Meets TTH 1100am-1230pm GAR 2.112
show description

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.


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






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

38210 • Brower, Benjamin Claude
Meets TTH 930am-1100am JGB 2.218
(also listed as CTI 310)
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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 310M • Film/Hist Lat Am: Colonial

38215 • Twinam, Ann
Meets W 300pm-600pm BUR 116
(also listed as LAS 310)
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ESSAYS    6/9  



HIS 314K • History Of Mexican Amers In US

38220 • 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.


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

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

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

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


Mid-term examination (25%),

Final examination (25%),

Research paper (30%),

Two chapter reports (10%)

Film report (10%).

HIS 315G • Intro To American Studies

38225 • Underwood, Elissa
Meets MW 300pm-430pm GAR 0.102
(also listed as AMS 310)
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This course will introduce students to key themes and methodological approaches involved in the interdisciplinary analysis of American culture.  In this particular section of AMS 310, we will use carceral spaces and incarceration to frame our interrogation and understanding of U.S. policies and practices.  By studying a wide range of texts, including memoirs, photographs, legal decisions, and films, we will work to illuminate the causes and impacts of imprisonment in the U.S., and more specifically mass/hyper-imprisonment of low-income communities of color.  Our examination of historical and contemporary primary source materials will raise questions pertaining to race, ethnicity, citizenship, class, gender, sexuality, age, disability, and other systems and categories of marginalization as we develop a discourse around the purposes of and potential alternatives to one of America's oldest and strongest institutions -- the prison.


Exam 1 (25%)
Midterm (35%)
Final (40%)

HIS 315G • Intro To American Studies

38230 • Hoelscher, Steven D
Meets TTH 1100am-1230pm 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




“The Unforeseen”

“Smoke Signals”

HIS 315K • The United States, 1492-1865

38235 • Olwell, Robert A.
Meets TTH 930am-1100am WCH 1.120
show description

Partially fulfills legislative requirement for American history.



Required Books:


The two books required for the class are available for purchase at the University Co-op or online via Amazon, et. al.. One copy is also on three-hour reserve at the PCL.


     Eric Foner, Give Me Liberty! An American History, Volume One, Fourth (Seagull) Edition, (Norton, 2013).

Robert Olwell, ed., The Presence of the Past: Documents in American History, 1492-1865, Second Edition, Kendall-Hunt, 2013).




There will be a mid-term exam in this course and a final exam. The mid-term will address materials covered in the preceding half of the semester. The final will cover the materials from the last half of the course as well as ask students to answer a comprehensive essay drawing upon themes developed throughout. Each exam 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. A make-up for the mid-term will be given the Friday of the week following the regularly scheduled exam. There will be no make-up for the final exam.


Grading Policy:


The mid-term exam is worth a potential of one hundred points. The final exam will count for two hundred points. No other "extra-credit" assignments of any kind will either be assigned or accepted. Final grades will be awarded according to the following curve: A = 270 points or more; A- = 264-269 points; B+ = 255-263 points; B = 240-254 points, B- = 234-239 points; C+ = 225-233; C = 210-224 points; C- = 204-209 points; D = 180-203 points; Any student who does not at least earn at least 180 points (60% of the total) will fail the class.




HIS 315K • The United States, 1492-1865

38240 • Brands, Henry W.
Meets MWF 1000am-1100am SAC 1.402
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.


Required texts:

1. Revel online text, with online chapter exams.

2. The Heartbreak of Aaron Burr (paperback)




There will be fifteen chapter exams, taken online, worth a total of 40 percent of the semester grade. There will be two in-class essay tests, worth 15 percent together. There will be two take-home essays, worth 15  percent. There will be one book review, worth 10 percent. Class participation will be worth 20 percent.


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

HIS 315K • The United States, 1492-1865

38245 • Kamil, Neil D.
Meets MWF 1100am-1200pm 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.




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.




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 315L - THE UNITED STATES SINCE 1865 Seaholm, Megan

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.




 • 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.




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 315K • The United States, 1492-1865

38248 • Ernst, Christopher
Meets MWF 1000am-1100am MEZ B0.306
show description

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

Partially fulfills legislative requirement for American history.



HIS 315K • The United States, 1492-1865

38249 • Ernst, Christopher
Meets MWF 900am-1000am MEZ B0.306
show description

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

Partially fulfills legislative requirement for American history.



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

38250 • Restad, Penne L.
Meets MWF 1000am-1100am GAR 0.132
show description

This class will survey American history through the Civil War, keeping a collective mind open about 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 well as 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 to engage in the type of thinking required to “do” history.


Johnson, History of the American People

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

Additional readings,  posted on Canvas or course website


Grades will be determined on the basis of individual quiz grades (15%), four in-class essays (35%), team work and individual participation (20%)  and a final exam (30%).

HIS 315L • The United States Since 1865

38255-38300 • Seaholm, Megan
Meets MW 1200pm-100pm WCH 1.120
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.



 • 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.



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

38305 • Restad, Penne L.
Meets TTH 1230pm-200pm UTC 3.110
show description

This class will survey over 150 years of modern American history, keeping a collective mind open about 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 well as the particular challenges faced in its writing. Using these authorities (as well as a basic Outline of U.S. History) as a starting point, participants will work collaboratively to expand their understanding of American history and to engage in the type of thinking required to “do” history.


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

Johnson, History of the American People,

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

Additional readings,  posted on Canvas or course website

Grades will be determined on the basis of individual quiz grades (15%), four in-class essays (35%), team work and individual participation (20%)  and a final exam (30%).

HIS 315L • The United States Since 1865

38310-38355 • Seaholm, Megan
Meets MW 200pm-300pm WEL 1.308
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.



 • 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.



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

38370 • Stoff, Michael B.
Meets TTH 200pm-330pm WCH 1.120
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.


James W. Davidson et al., Experience History, 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


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 1Ž2 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 315L • The United States Since 1865

38373 • Miller, Aragorn Storm
Meets MW 430pm-600pm ECJ 1.202
show description

Survey of United States history since the Civil War.

Partially fulfills legislative requirement for American history.


HIS 315L • The United States Since 1865

38374 • Miller, Aragorn Storm
Meets MW 300pm-430pm ECJ 1.202
show description

Survey of United States history since the Civil War.

Partially fulfills legislative requirement for American history.


HIS 317L • Intro To African Amer Hist

38375 • Berry, Daina Ramey
Meets MWF 100pm-200pm GSB 2.124
(also listed as AFR 317D)
show description

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

Required Texts:

Fikenbine, Ray ed. Sources of the African American Past: Primary Sources in American History

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

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

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

Grading Breakdown:

Response Papers 20% Due 3/13/15 and 4/24/15

Mid-Term Examination 25% Due 2/20/15

Historical Movement Assignment 20% 5/4/15 and 5/6/15

Final Exam 35% Tuesday, 5/19/15 from 9:00am-12:00pm

download syllabus

HIS 317L • Intro To Asian American Hist

38379 • Vong, Sam
Meets MWF 200pm-300pm JGB 2.218
(also listed as AAS 312)
show description

Flag: Cultural Diversity in the U.S.

This course introduces students to the histories of people of Asian descent in the United States, from the late eighteenth century to the present. It examines the migration and settlement of Asian peoples, their inclusion into and exclusion from the nation-state, and their experiences of race and racism. This course places particular emphasis on understanding Asian American history and its key themes within global and transnational contexts. These themes include: Orientalism; citizenship and national belonging; labor and class; comparative racial formation; anti-Asian movements; gender and sexuality; community formation; and political activism. Through engagement with historical writings, films, literature, and primary sources, students will learn to ask informed questions, including the following: what and who constitutes Asian America? Who counts as Asian American? How has the notion of "Asians" transformed over time in American culture and history? How can we re-write the history of Asian America to account for the arrival of new "Asian" groups to the United States, the formation of new political identities and solidarities across borders and nations, and the emergence of new technologies and multimedia? 

Tentative Reading List:

Sucheng Chan, Asian Americans: An Interpretive History (Twayne, 1991)

Daryl Maeda, Chains of Babylon: The Rise of Asian America (Minnesota, 2009)

Coursepack readings


Assignments and Grade Breakdown:

25%     Class participation and attendance

25%     Midterm exam

25%     Final exam

25%     Written essay on community-based project

HIS 317L • United States And Africa

38380 • Falola, Toyin
Meets TTH 1230pm-200pm GAR 0.102
(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.

Course Objectives:

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

To obtain 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.


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.


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

38385 • 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.



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)




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 • Byzantine Empire

38395 • Turnator, Ece G.
Meets MWF 100pm-200pm GAR 1.126
show description

At the crossroads of East and West, the medieval Roman Empire, otherwise known as the Byzantine Empire, outlived Rome by a millennium. This course examines the major economic, political, and social developments from the Fall of Rome until the Fourth Crusade (1204). We will study the Christianization of Europe and the Middle East, cooperation and conflict with the Arabs and Slavs, continuity and slow change through the eyes of this “nation” situated smack at the crossroads of competing civilizations and influences.


Roman state traditions and law, Greek manuscripts, icons, classical Greek culture, Orthodox Christianity, the Hagia Sophia, Greek Fire (the atomic bomb of the seas at the time!), long-distance trade and Constantinople all had an important role to play in shaping today’s Middle East and Europe. This course will explore how and to what extent. We will explore the major developments in the history of the Byzantine Empire and discover one of the most fascinating empires of the world through the eyes of its citizens, visitors and enemies.


Students will learn to do close readings of historical texts and gain hands-on experience by analyzing archaeological and art historical artifacts, learning to situate them within their historical contexts.

More specifically, at the end of this course students will be able to: 1) name and identify individuals, events, themes and issues of major importance in the early history of the Byzantine Empire 2) recognize and analyze cause(s) and effect(s) in historical analyses, follow historical reasoning in the primary as well as secondary sources 3) critically analyze historical evidence and rationally articulate their synthesis.


Robert Browning, The Byzantine Empire (Washington D.C., 1992).

Guglielmo Cavallo ed. The Byzantines trans. Thomas Dunlap, Teresa Lavender (Chicago and London, 1997).

*Other readings (chapters and articles) will be made available on canvas.


Grading: Three 2-3 page papers: a book report, a primary source analysis, analysis of an art historical and/or archaeological object (30%); class participation (20%); 2 map quizzes (5 %) mid-term exam (15%); final exam OR final paper (30%).

HIS 317N • Discovery History

38399 • Martínez, Alberto A.
Meets W 300pm-600pm MEZ 2.122
show description

There is a mismatch between popular culture and academia. Some stories that in popular culture are celebrated as bright moments of discovery or insight are instead dismissed in academia as merely popular myths. We will analyze claims from popular books in the light of accurate historical sources. This course will introduce students to the process of making discoveries in historical research.


We will place special attention on debunking myths. Each day, as a group, we will develop interesting questions for research. Students will each freely propose topics that draw their curiosity. Our discussions will be guided by those questions. In this course, history will not be presented as knowledge that is prepackaged in books and articles to be memorized. Instead, we will use history as a tool for making discoveries about what really happened. The professor will give examples and anecdotes, from his own research, showing why he became interested in particular puzzles, why they seem fascinating, and how he managed to make new findings. Throughout the semester, the professor will also present findings from his ongoing research projects, to illustrate how historical discoveries are made.


This course is designed for first-year students, and it has no prerequisites. However, upperclassmen are also invited to enroll.


Grading Policy

Participation 20%, Presentation 10%, Research Project 40%, Final Exam 30%


Required Books

Scott Berkun, The Myths of Innovation (Sebastopol, Canada: O’Reilly, 2007/2010).

Malcolm Gladwell, Outliers: The Story of Success (New York: Little, Brown and Company, 2008).

John Stossel, Myths, Lies, and Downright Stupidity (New York: Hyperion, 2006).


Optional Books

James Burke, The Pinball Effect: How Renaissance Gardens Made the Carburetor Possible (Boston: Little, Brown and Company, 1996).

Alberto Martínez, Science Secrets: the Truth About Darwin’s Finches, Einstein’s Wife, and Other Myths (Pittsburgh: University of Pittsburgh Press, 2011).

HIS 317N • Thinking Like A Historian

38400 • Hardwick, Julie
Meets TTH 200pm-330pm GAR 2.128
show description

Thinking Like a Historian is a sophomore seminar for potential/declared History majors.  We will explore some examples of the different ways historians explore the past in three units: History from the bottom up (focusing on a sensational trial about a runaway husband in 16th-century France), History from the Top Down (focusing on Jefferson’s America) and History from a regional perspective (focusing on 19th-century Texas and the events around the Alamo).   Each unit will also experiment with different kinds of primary source material (court cases, the writings of Jefferson and a midwife who lived at the same time, documents pertaining to the Alamo and Davy Crockett’s America). We will examine how historians develop competing interpretations of particular topics.  Students write three short papers, do two group projects, and provide a written framework for a research project. 


Readings will be posted on Canvas or available through the PCL website plus:

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

Denise Spellberg, Thomas Jefferson’s Qur’an: Islam and the Founders (Vintage Books, 2013)

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



Three short papers 30%

Two group projects 30%

Research project framework 20%

Participation 20%



HIS 317N • Civilizatns Of Afr To 1800

38405 • Charumbira, Ruramisai
Meets TTH 500pm-630pm GAR 1.126
(also listed as AFR 317C, WGS 301)
show description

This introductory course exposes students to ancient Africa, it’s peoples, cultures, and landscapes – and their connection within the continent and global history. Often students wonder, is Timbuktu a real place? Is Africa north of the Sahara part of Africa? When did the changes happen such that the two parts of Africa are conceptualized as separate entities inhabiting the same landmass? These and other everyday and/or not so everyday questions will be the subjects of our course in the study of the Civilizations of Africa to 1800. The major objective is to facilitate your learning about early Africa so you can speak intelligently about that often maligned continent. The study of the ancient civilizations of Africa also aims to sharpen students’ analytical and critical thinking skills so students are equipped to be engaged citizens in our diverse society and globalized world. Due to the enormity of Africa, and the vastness of the time period under study, we will not cover everything in the course of a semester, or an academic year for that matter! However, through the use of particular case studies, the course is designed to explore – among other issues – change over time in the political, social, economic, and cultural history of the African continent.

Texts may include some of the following: • Christopher Ehret, The Civilizations of Africa: A History to 1880  • D.T. Niane, Sundiata an Epic of Old Mali • John Thornton, The Kongolese Saint Anthony

Grading: • Class attendance and participation (20%) • Two (2), reflections papers (3-4 pages max) (20%)  • Four (4) in class map quizzes (20%)  • Readings-based quizzes (25%)  • Final Take Home Exam (15%) 

HIS 319D • Ancient Mediterranean World

38415-38430 • Perlman, Paula J
Meets MW 1100am-1200pm 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


HIS 320R • Texas, 1914 To The Present

38435 • 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.


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).


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

HIS 321M • Hist Of Rome: The Republic

38440 • Riggsby, Andrew M
Meets MWF 1000am-1100am 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..

This course carries the Global Cultures flag and fulfills the Cultural Expression, Human Experience, & Thought Course area requirement.



2 quizzes (each 25%) requiring essay answers

Final exam (50%) requiring essay answers


M. Cary & H.H. Scullar, A History of Rome (3rd ed.)

Plutarch, Fall of the Roman Republic (Penguin)

Sallust, Jugarthine War & The Conspiracy of Catiline (Penguin)


Appian, Civil Wars (Penguin)

HIS 322D • Scientif Revolutn Of 17th Cen

38445 • Hunt, Bruce J.
Meets MWF 1100am-1200pm GAR 0.102
show description

The Scientific Revolution of the 17th century produced several 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.

This course carries a global cultures flag.




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




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).


HIS 329P • History Of The Atomic Bomb

38455 • Hunt, Bruce J.
Meets MW 300pm-430pm PAR 301
show description

This course will focus on the development of nuclear weapons from the discovery of fission in 1938 to the Oppenheimer security hearings of 1954, with a brief look at later events. We will examine the scientific background behind the development of the first atomic bombs, the organization of the Manhattan Project, the American decision to drop atomic bombs on Japanese cities, and the post-war debates over arms control and the development of the H-bomb.

This course carries both a writing flag and an ethics and leadership flag. 




Richard Rhodes, The Making of the Atomic Bomb,


Michael Stoff, et al., eds., The Manhattan Project,


John Hersey, Hiroshima,


Michael J. Hogan, ed., Hiroshima in History and Memory,


Herbert York, The Advisors: Oppenheimer, Teller, and the Superbomb,


Richard Polenberg, ed., In the Matter of J. Robert Oppenheimer,


plus a collection of supplementary readings to be posted on Canvas.



Course grades will be +/- and will be based will be based on a quiz (10%), a 12-14 page paper (50%), a 4 page paper (15%), an essay exam (15%), and class participation (10%).

HIS 329U • Perspectives On Science & Math

38460-38465 • Herd, Van 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.



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.



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

38470-38475 • Herd, Van 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.



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.



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 333M • US Foreign Relatns, 1914-Pres

38485 • Lawrence, Mark Atwood
Meets TTH 200pm-330pm UTC 3.132
show description

This course introduces the history of American foreign relations from the First World War to the present. During this period, the United States fully joined the ranks of the great powers and then, following a period of hesitation, surpassed all its rivals in exercising influence around the world. We will explore the course and causes of this rise to power and seek to understand current dilemmas and debates within their historical context.


The class aims for both breadth and depth. Some lectures and readings are aimed at providing a wide view of the political, economic, and ideological currents that fed into the making of foreign policy. Other lectures and readings focus on particular topics – the debate over the League of Nations, the atomic bombings of Hiroshima and Nagasaki, the Vietnam War, the American interventions in Central America during the 1980s, and the American response to the September 11 attacks, among others.



Emily Rosenberg, Spreading the American Dream;

James Mann, Rise of the Vulcans;

Melvin Leffler, The Specter of Communism;

Mark Danner, Massacre at El Mozote;

Eugene Burdick and Harvey Wheeler, Fail-Safe.



Students will be evaluated on the basis of a midterm (30 percent of term grade), paper (30 percent), and final (40 percent).

HIS 337N • Germany In 20th Cen-Honors

38495 • Crew, David
Meets TTH 330pm-500pm GAR 2.128
(also listed as LAH 350, REE 335)
show description

FLAGS:   Wr  |  GC  |  EL


Hitler and the Nazis have given twentieth-century Germany a world-historical significance it would otherwise have lacked. Even from our vantage point, the Nazi regime 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 danger resides in the temptation to view all of German history from the end of the nineteenth-century onwards as merely the pre-history of Nazism, thereby failing to deal with each period on its own terms. And what do we do with the more than half a century of German history since 1945? With the defeat of  Nazi Germany in 1945, the course of German history appears to have experienced a radical break. New political and social systems were imposed upon the two halves of the divided Germany by the victors. The hostilities of the Cold War appeared to ensure a permanent division of Germany, which in 1961 assumed a compelling symbolic form, the Berlin Wall. But in 1989, the dramatic changes in the Soviet Union and Eastern Europe revolutionized East Germany as well. The Berlin Wall came down, East and West Germany were once again joined together in one nation. What exactly this newest version of the German nation will look like in ten or twenty years is still unclear. 

In the first half of the course, we will begin by discussing the origins and effects of  World War One(1914-1918), then move on to the German Revolution(1918-1919) and the Weimar Republic(l9l8-l933), the Nazi regime (1933-1945) and the Holocaust. The questions we will focus on here are: Was Germany’s first experiment with democracy between 1918 and 1933 doomed to failure? What factors contributed to the rise of Nazism and how did the Nazi regime affect Germany and Europe? Were all vestiges of Nazism destroyed in 1945? In the second half of the semester we will discuss the history of  Germany in the Cold War(1945-1989). We will end by talking about the consequences of the end of the Cold War and the fall of the Berlin Wall (1989 to the present). Here, the main questions will be: Did, West and East Germany follow fundamentally new paths? What clues can be found in the histories of the Federal Republic in West Germany and the German Democratic Republic in East Germany since 1949 that may indicate the possibilities for change in the future? How does the unification of East and West Germany affect Germany's future role in Europe and the world?

Required Reading:

Mary Fulbrook,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
We will be working extensively with materials on this site: http://germanhistorydocs.ghi-dc.org/


(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 German history. 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.

(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).


download syllabus

HIS 340S • Chinese In The United States

38500 • Hsu, Madeline Y.
Meets MWF 1100am-1200pm GAR 0.132
(also listed as AAS 325, ANS 340S)
show description



Considering U.S. history through the lens of Chinese experiences emphasizes the national development of ideas and practices concerning immigration controls, rights to citizenship, multiracial societies, forms of multicultural integration and assimilation, and the relationship of the Constitution to varying conceptions of equality. Chinese as a race were the first targets of enforced immigration restrictions. As such, they have played key roles as the United States determined its powers and priorities in enacting immigration controls and its visions for democracy, along with the underlying racial ideologies and conceptions of national belonging.

This course offers an overview of the history of Chinese in America with an emphasis on Chinese American identity and community formations under the shadow of the Yellow Peril. Using primary documents and secondary literature, we will examine structures of work, family, immigration law, racism, class, and gender in order to understand the changing roles and perceptions of Chinese Americans in the United States from 1847 to the present.

Partially fulfills legislative requirement for American history.

Iris Chang, The Chinese in America; excerpts Yung et al, Chinese American Voices; excerpts, Lai et al, Island; excerpts, Choy et al, The Coming Man; 

 Midterms on lectures and assigned texts. Research paper on Chinese American history.

HIS 341K • Origins Of Modern Japan

38505 • Metzler, Mark
Meets TTH 930am-1100am GAR 1.126
(also listed as ANS 341K)
show description

FLAGS:   Wr  |  GC


Same as Asian Studies 341K. This course examines Japan’s early modern age, from the end of the warring-states period in the 1500s to the stirrings of the industrial revolution in the mid 1800s.  The main focus is on the period of government by the Tokugawa shoguns (1600–1867), the final era of samurai rule.  Topics include social and economic change, national isolation and national opening, the Meiji revolution, and the origins of modern nationalism, imperialism, and democracy.   We pay special attention to the subjective experiences of Japanese men and women who lived and created Japan’s distinctive path to modernity.


Conrad Totman, Early Modern Japan, University of California Press, 1993.

Katsu Kokichi, Musui’s Story: The Autobiography of a Tokugawa Samurai, trans. Teruko Craig, University of Arizona Press, 1991.

Yamakawa Kikue, Women of the Mito Domain, trans. Kate Wildman Nakai, Stanford University Press, 2001.

And other readings TBA


•   two midterm exams (worth 20% each)

•   two essays on class readings (15% each)

•   final exam (20%)

•   active class participation (10%). Attendance is required.


HIS 341M • Imperial Japan

38510 • Stalker, Nancy K.
Meets TTH 1100am-1230pm MEZ 1.120
(also listed as ANS 341M)
show description

This course covers Japanese history from the mid 19th century to the mid 20th century.  During this period Japan experienced rapid change, a transformation from a feudal, agrarian country into a modern nation-state and economic superpower.  The class format will include lectures, discussions, films and media clips.  Lectures and the textbook will provide historical context for the additional reading assignments, which include historical documents, short stories and fiction, oral histories and other forms of nonfiction that address social and cultural experiences.  Films will include both documentaries and narrative accounts of historical events. 

HIS 346K • Colonial Latin America

38514 • Heaney, Christopher
Meets MWF 1100am-1200pm PAR 101
(also listed as LAS 366)
show description

This course introduces students to the social, cultural, intellectual, political, and economic history of the Americas from their initial human inhabitation over fifteen thousand years ago, through their colonization by Spaniards, Portuguese, and Africans after 1492, to the Spanish American wars of independence that ended in 1826 and produced the region we today call ‘Latin America.’ Students will be responsible for knowledge of the migration of humans to the Americas and their concentration into at least three ‘cradles’ of cultural, religious, intellectual, and agricultural innovation; the imperial factors that fueled Spanish and Portuguese conquest and colonization in the New World after 1492; the ‘Columbian Exchange’ that created a global economy and the Atlantic World through the introduction of Africans and plantation slavery in the Americas; the long transformation of categories of race, class, and gender during Spain and Portugal’s long colonial rule; the tension between indigenous, African, and gendered resistance of that colonial rule and the bonds of loyalty and justice that monarchy relied upon; the Iberian Enlightenment and the eighteenth century reforms that re-imagined and strained relationships between European- and American-born subjects; and the rebellions and wars of independence from the 1780s to the 1820s that delivered wide swaths of the population from servitude, slavery, and tribute, but eroded rights and protections that no longer seemed ‘modern.’


Course Objectives 

1.     Through note-taking and critical reading, students will develop a nuanced understanding of the major contours of the indigenous American, African, and European societies whose encounter created Latin American colonial societies, and the varied political, economic, and social trends that made and unmade Spanish American empire, while leaving that of Portugal (temporarily) in place.


2.     Through group work and in-class discussion, students will become comfortable debating the lasting questions of colonial Latin American historiography: why was it Spain and Portugal that colonized so much of the hemisphere? Did complex indigenous societies like the Maya, Aztec, Inca, and Tupinamba fall to Europeans—and if so, why? Was Afro-American culture in the New World created anew, or did it survive the slave trade? How do individuals subject to slavery, patriarchy, or extractive economic regimes manage systems of control? How do social and legal categories balance stability and long-term inequality? How do individuals transform their experience through religious, cultural, and intellectual production? What is the difference between resistance, rebellion, and revolution? How do loyalties change? Why do empires collapse and where do nations begin?


3.     Students will develop their abilities to read and critically interpret texts and images as “primary sources” in light of existing secondary sources.


4.     Students will develop and apply their writing abilities by writing low-stakes reviews of class readings and by producing a final review of a primary source and two secondary sources.


Required Readings

-       Matthew Restall and Kris Lane, Latin America in Colonial Times. Cambridge University Press, 2011.

-       Kenneth Mills, William B. Taylor, Sandra Lauderdale Graham, Colonial Latin America: A Documentary History. Rowman & Littlefield Publishers, 2002.

-       Camilla Townsend, Malintzin's Choices: An Indian Woman in the Conquest of Mexico. University of New Mexico Press, 2006.

-       Charles Walker, The Tupac Amaru Rebellion. Harvard University Press, 2014.

-       Articles posted on Canvas

Course Requirements and Assignments (if 346K):

1.     5% - Map quiz

2.     10% - Attendance and participation in discussions.

3.     10% - Seven weekly writing responses, (√+/-) format.

4.     20% - Critical Review of Townsend, Malintzin's Choices.

5.     5% - Primary Source Analysis

6.     20% - Critical Review of Walker, The Tupac Amaru Rebellion.

7.     30% - Essay on one primary source from the reader, in light of three secondary sources.



HIS 350L • African Travel Narratives

38525 • Osseo-Asare, Abena Dove
Meets TTH 1230pm-200pm WEL 4.224
(also listed as AFR 372G)
show description

This course examines histories of Africa and travel through eyewitness accounts. Course participants will study journeys Africans have made within and from the continent alongside accounts of travelers visiting Africa from elsewhere. These travelers included migrant laborers, market women, Peace Corps volunteers, enslaved individuals, soldiers, political activists, adopted children, and religious evangelists since the 18th century.


The course readings and films focus on different groups of travelers in a number of time periods.


Some of the guiding questions we will consider:


How did people experience the movement of their bodies from one location to another?


How has ‘Africa’ taken on different meanings for our travelers?


What do their narratives indicate about changing conceptions of ethnicity, migration, tourism, citizenship, and the environment in different time periods?


And how did shifts in medical, transportation, and communication technologies shape their journeys?


HIS 350L • Capitalism And Global History

38530 • Metzler, Mark
Meets TTH 200pm-330pm GAR 0.120
show description

This upper-division seminar explores attempts by historians and social scientists, both classic and recent, to conceptualize global history and the history of capitalism.  One premise of this course is that contemporary forms of globalization represent the latest phase in a thousand-year process, traceable to the twelfth century and earlier.  Topics include the emergence and nature of capitalism; the economic divergence between Europe and Asia; the transatlantic slave trade; the Industrial Revolution; economic development and underdevelopment; imperialism, global crises and depressions; the rise of Fordism, and the shift from Fordism to neo-liberal globalization. 

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

Hours: M 3:00–6:00, in GAR 0.120.  Attendance is mandatory. 

Prerequisite: Upper-division standing.

Substantial writing component.


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

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

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

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

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

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

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


HIS 350L • Cold War In Five Continents

38535 • Brown, Jonathan C.
Meets MWF 900am-1000am GAR 0.132
show description

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

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

            Needless to say, the Cold War did not treat democracy kindly.  In Africa, the Middle East, and Asia, the emergence of new nations from colonial rule usually resulted in dictatorships rather than electoral governments.  In Latin America, the threat of the spread of Cuban Communism doomed most democracies to long-term military rule culminating in General Pinochet’s coup d’état in Chile on the first 9-11, 11 September 1973.  In the Eastern Bloc countries, communist totalitarianism predominated—not a socialist democracy.  Only the United States and the countries of Western Europe preserved democracy throughout the Cold War period.  Nevertheless, the Cold War did come to a definitive end.  The Soviet Union collapsed, and Eastern European and Latin American dictatorships began to recede by the 1990s.  The world today may be no safer than it was during the Cold War, because the legacy of the “New World Order” resulted neither in order nor in a new world liberated from the burdens of the past.



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

Chen Jian, Mao’s China & the Cold War

Aleksandr Fursenko and Timothy Naftali, “One Hell of a Gamble:” Khrushchev, Castro, and Kennedy, 1958-1964




Three essays based on the above texts, 60 percent.

Two multiple choice exams, 20 percent.

Participation in class discussions, 20 percent.

HIS 350L • Genealogy And History

38540 • Villalon, Andrew
Meets MW 300pm-430pm PAR 103
show description

Genealogy is that part of history that traces family relationships over time.  Most people are interested in finding out where they have come from, who their ancestors were, and what those ancestors did.  In the past, such a search often required extensive effort, including widespread travel or considerable expense or both.  The most readily available sources of information were those in possession of the family itself, including such things as letters, diaries, diplomas, birth and death certificates, inscribed family bibles, old photographs or home movies, newspaper clippings, and, of course, word of mouth.  Other sources such as court records, social security information, police reports, city registries, passenger manifests, and records of military service were housed in libraries, archives or government repositories, many of them far removed from the locale in which the researcher was working.  At the very least, this necessitated  time-consuming correspondence by snail mail.  Often it was necessary to travel far and wide or alternatively to hire genealogical consultants.  This course will teach students who have an interest in learning about their families the principles of genealogical research in the twenty-first century.  Each student will apply those principles to researching his or her own family history and where possible, placing family members into a larger historical context.



1.    Matthew Helm, et al., Genealogy Online for Dummies.

2.    Recent version of a major genealogical program.

3.   A subscription to Ancestry.com.




See the section of the website entitled Paper and Portfolio (http://webspace.webring.com/people/ca/avillalon/c-Genealogy-Portfolio-Paper.htm).

In addition to the written requirements listed in that section, participation will be of considerable importance in this class.

HIS 350L • Uprising In India-1857

38550 • Guha, Sumit
Meets W 300pm-600pm GAR 2.128
(also listed as ANS 361)
show description

FLAGS:   GC  |  Wr  |  II

This is primarily a writing class but the instructor will deliver two introductory lectures. Assignments will build up from short book/video reports up to two longer take-home essays due on October 16 and December 7. Students will be required to critically examine texts and images (including video-film) and confront them, in turn, with the primary sources. The readings/viewings are designed with this end in view.


There is no required textbook; all the readings and notes will be available on the course website. A full list will be found in the syllabus.

For consultation: A companion to the "Indian mutiny" of 1857 / general editor, P.J.O. Taylor (New York: Oxford University Press, 1996) will be held in PCL 2 hour reserve.


Grades distributed as follows: Participation including class questions and peer reviewing 30%; Assignment 1 10%; Assignment 2 15%; Assignment 3 20%; Final essay – 25%

download syllabus

HIS 350L • When Christ Was King

38555 • Butler, Matthew
Meets M 300pm-600pm GAR 2.128
(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.


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)



In-class participation (20%)

Reading reviews (x4 @ 10%) = 40%

Research for final paper (10%)

Final paper (30%)

HIS 350L • Women And Gender In China

38565 • Li, Huaiyin
Meets TH 330pm-630pm GAR 2.112
(also listed as WGS 340)
show description

FLAGS:   GC  |  Wr  |  II


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.


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)


1) Class participation (20%)

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

3) Research paper (40%)

4) Attendance (10%)

HIS 350L • Epics And Heroes Of India

38570 • Talbot, Cynthia
Meets MW 300pm-430pm CBA 4.326
(also listed as AHC 330, ANS 372, CTI 345)
show description

FLAGS:   GC  |  Wr  |  II


This undergraduate seminar focuses on India's classical epics, the Mahabharata and the Ramayana.  Although they originated in ancient times, these two captivating narratives have been retold in different languages and formats over the centuries, including most recently in the form of TV serials and graphic novels.  Among the topics to be explored are the martial ethos of ancient India, the complexities of dharma, the ideology of kingship, traditional gender norms, the recent politicization of the Ramayana, and the use of the epics to counter social and gender hierarchy.  Students will read abbreviated versions of the epics along with excerpts from various translations of the complete narratives; they will also be exposed to other primary sources including paintings, traditional theatrical performances, and modern films and TV shows.


1) Chakravarthi V. Narasimhan, The Mahabharata

2) Gurcharan Das, The Difficulty of Being Good

3) R. K. Narayan, The Ramayana

4) Numerous articles and essays provided on Canvas.


reading responses (6 x 5% each) = 30%; analytical essays (2 x 25% each) = 50 %; film review = 5%; attendance & participation = 15%

HIS 350L • History Of The Caribbean

38575 • Twinam, Ann
Meets M 300pm-600pm GAR 3.116
(also listed as LAS 366)
show description


ESSAYS          9/15




HIS 350L • Historcl Images Afr In Film

38580 • Falola, Toyin
Meets T 330pm-630pm MEZ 1.210
(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.


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.



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 • The Spanish Inquisition

38585 • Bodian, Miriam
Meets TTH 330pm-500pm GAR 1.126
(also listed as EUS 346, J S 364, R S 357)
show description

The Spanish Inquisition operated for three and a half centuries, and became one of the most notorious institutions in history. It is popularly known for its secret trials, autos-da-fe, and burnings at the stake. But why was it established? Why did it survive even when heresy seemed virtually eliminated? What purposes did it serve that allowed it to survive for so long? These are some of the issues we will explore in this course. Each student will carry out a project “tracing” one (fictitious) personality through the various phases of the inquisitorial process, from the time of arrest (or re-arrest) to the day of the sentencing. By discussing one another’s projects we will get a sense of the great diversity - in time and space, and in motives and aims - of this institution.



Henry Kamen, The Spanish Inquisition: A Historical Revision

Lu Ann Homza, The Spanish Inquisition, 1478-1614


Attendance and participation (20%), project proposal (20%), draft of project (20%). Final project (40%).

HIS 350L • Enlightenment & Revolution

38590 • Vaughn, James M.
Meets T 330pm-630pm GAR 0.132
(also listed as CTI 375, EUS 346)
show description

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



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

John Locke, Political Writings (Hackett, 2003).

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

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

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

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

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

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

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



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

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

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

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

HIS 350R • Women In Postwar America

38595 • Green, Laurie B.
Meets W 300pm-600pm GAR 3.116
(also listed as AMS 370, WGS 345)
show description

This course intensively examines U.S. women's history between World War II and the 1970s. In doing so, it also explores popular perceptions of womanhood, manhood and sexuality that became central to the cultural politics and social conflicts of the postwar period. By weaving together these topics – women’s history, popular culture, and postwar social movements – we raise fresh questions about well-known episodes of U.S. history. Why, for example, do most Americans remember Rosa Parks only as a demure seamstress who initiated the Montgomery Bus Boycott because she was too tired to give up her seat to a white? If every young woman hoped to be like Donna Reed or June Cleaver in the fifties, then where did the sixties movements come from? We also explore how various groups (e.g., suburban girls, working-class women, civil rights activists, immigrants, and others) negotiated ideas of family, work and sexuality. In doing so, we examine roots of issues that continue to have political purchase today, such as reproductive rights, sexuality, job equity, welfare, race, and ethnicity.

Course Activities:This is primarily a discussion seminar, but class will occasionally include short lectures and films. Readings include historical documents, memoirs, scholarly articles and full-length historical studies. The course has a writing flag, and is designed to help you develop skills in historical writing and analysis. Students will write regularly to encourage critical thinking and class discussion of readings. Graded assignments include weekly reading summaries, a short media research paper based on popular magazines of the postwar era; and a “Postwar Women’s Memoir Project” based on interviews with women who came of age between World War II and the 1970s.



* Bailey, Beth. Sex in the Heartland

* Douglas, Susan J. Where the Girls Are: Growing Up Female with the Mass Media 

* Gilmore, Stephanie, ed. Feminist Coalitions: Historical Perspectives on Second-Wave Feminism in the United States

* Grace, Nancy M. and Ronna C. Johnson, eds., Breaking the Rule of Cool: Interviewing and Reading Women Beat Writers

* Lee, Chana Kai. For Freedom’s Sake: The Life of Fannie Lou Hamer

* Meyerowitz, Joanne, ed. Not June Cleaver: Women and Gender in Postwar America, 1945-1960 (noted as NJC on syllabus)

* Santiago, Esmeralda. Almost a Woman

* Shakur, Assata. Assata: An Autobiography



10% Attendance, promptness, class participation

30% 350-word weekly analyses of readings (6 essays, 5% each)

20% Media research essay, 5 pages 

35% Final Postwar Women’s Memoir Project essay, 8-10 pages

5%  Group Presentation on Memoir Projects

HIS 350R • Hist Black Entrepren In US

38600 • 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?



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

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

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

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

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

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

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

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

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

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

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


Critical Book Review Analysis                           25%

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

Class Discussion/participation                             25%

Oral Summary of Research Paper                         5%

Seminar Research Paper (15 pages)                    45%


HIS 350R • Women In Sickness & Health

38605 • Seaholm, Megan
Meets TH 330pm-630pm GAR 1.122
(also listed as WGS 345)
show description

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



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

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

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

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

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

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

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



Class participation = 30% of course grade

Writing assignments = 70% of course grade

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

8-10 page essay = 28% of course grade

HIS 350R • Arts/Artifacts In Americas

38615 • Kamil, Neil D.
Meets MW 400pm-530pm GAR 1.134
(also listed as AMS 370)
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).



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




2 page book review due weekly; 50%

Final 5 page project; 20%

Class Participation; 30%

HIS 350R • Debating Amer Revolution

38620 • Olwell, Robert A.
Meets TH 330pm-630pm GAR 0.132
show description

In this course, students will examine, through discussions,  lectures, and an extended exercise in historical role playing, the precipitant events and ideas leading up to the American Declaration of Independence in July 1776.  The first half of the semester will be comprised of lectures, readings, and discussions on the Imperial Crisis between Britain and the British American colonies.  The second half of the semester will be organized around the “Reacting to the Past” game: “Patriots, Loyalists, and Revolution, in New York City, 1775-1776” (created by William Offutt). At the start of the game, students will each be assigned a “character” (who might be a patriot, loyalist, or neutral, wealthy, “middling,” poor, or slave) who they will portray through the subsequent six class sessions, moving through time from the spring of 1776 until the summer of 1776.  Students must individually determine, describe, and depict how they believe their character would respond to historical events, and attempt to persuade others to support their position. Collectively, the class will decide if New York City will decide to join the revolution and declare independence or support the King in his effort to suppress the rebellion. During this half of the course, besides their active participation in the “game,” students will each write several “position papers” explaining their assigned character’s perspective on changing events.




Bernard Bailyn, The Ordeal of Thomas Hutchinson, (1974).

Theodore Draper, A Struggle for Power: The American Revolution, (1997).    

Richard Ketchum, Divided Loyalties: How the American Revolution Came to New York, (2002).

William Offutt, Patriots, Loyalists, and Revolution in New York City, 1775-1776, (2011).

Alfred Young, The Shoemaker and the Tea Party: Memory and the American Revolution,  (1999).



Participation 20%

Book report  20%

Take-home exam 30%

Position papers 30%

HIS 352L • Mexican Revolution, 1910-20

38625 • Butler, Matthew
Meets TTH 1230pm-200pm 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 1910-1940. 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?



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



Map quiz, 5%

Reading papers, 60%

Final paper, 35%

HIS 353 • French Revolution And Napoleon

38630 • Coffin, Judith G.
Meets TTH 200pm-330pm JGB 2.218
(also listed as CTI 375, EUS 346)
show description

In the 1950s, the Chinese Premier Zhou En-Lai was asked what he thought about the French revolution of 1789. He answered that was “too soon to tell.”  Historians, social scientists, and politicians have studied and debated this extraordinary event for two centuries, and they still not answered the many questions it poses. Why does a regime collapse? How is a new state built? Are revolutions necessarily protracted and violent? 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 – and lost?

In this course we’ll use the French revolution to think about all these questions concretely. 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, for the French revolution has long been a forcing ground for new theories of history and new approaches to the past. The required readings represent some of those approaches. Third, we hope you will learn how the revolution has become one of the defining points of modern history, and how it has shaped the world we inhabit today.


William Doyle, The French Revolution: A Very Short Introduction

David Andress, The Terror: The Merciless War for Freedom in Revolutionary France

Jean-Jacques Rousseau, The Social Contract (any edition)

David Bell, The First Total War

Robert Darnton, The Great Cat Massacre and Other Episodes in French Cultural History.


3 4-page take home papers (30% each)

various in-class assignments and quizzes. (10%)

** Historians care about writing. It is impossible to separate form from content, and both count in your grade. Check your grammar, sentence structure, and word usage. Go to the writing center. Have someone read and comment on your paper. Give yourself time to revise.





HIS 354C • Hist Grc To End Pelopon War

38635-38640 • Palaima, Thomas G
Meets MW 100pm-200pm CLA 0.126
(also listed as AHC 325, C C 354C, CTI 375)
show description

Studying Greek history gives us the chance to view in microcosm all the variables that affect the course of history at other times in other places. We can see human beings and human societies at their best and worst, understand how power works in human societies, observe different kinds of political and economic systems, and consider how cultural values are shaped and what influence they have on what human beings do. We shall study the origins of democracy and de-mystify what ancient democracy was. The history of Greece is also a history of warfare and competition.

This course surveys Greek history from the palatial period of the late Bronze Age (1600-1200 B.C.E.) through the 'Dark Ages' and into the 'polis' period down through the end of the Peloponnesian War (404 B.C.E.).

We shall puzzle over how to interpret the often very uneven and very peculiar evidence for the social, political and economic systems that develop in different districts of Greece in 'prehistoric' and historical times.

There will be very little use of visuals. We shall concentrate on sources and how to use them.

The course will consist of two hours of lecture per week plus a one-hour discussion section. Each member of a discussion section will have to lead discussion (with a well-prepared handout) at least once during the semester. Afterwards s/he will write up a retrospective on the discussion to be handed in at the beginning of the final week.

We shall be reading in translation from masterworks of history and literature: Homer, Hesiod, Herodotus, Thucydides, Plutarch, we shall also take into account documentary sources, including translated Linear B texts from the Greek Bronze Age and inscriptions of the historical period.

We shall discuss carefully critical methods for interpreting primary sources.Technically AHC 325 CC 354C HIS 354C is an upper-division course. However, it assumes no background knowledge of the subject and will combine survey of periods with in-depth discussion of particulars. There are no prerequisites. This course counts towards the major in Ancient History and Classical Civilization.

Grading policy:  There will be a fifth-week examination (20% short answer and essay at the start of the 6th week), a tenth-week examination (30% short answer and essay at the start of the 11th week), and a fifteenth-week examination (30% short answer and essay on Wednesday of the 15th week). The final component of the grade will be performance in discussion (20%). You should sign up to be a group leader for one of the available discussion sessions. Discussion grade will be based 1/2 on group leading and handout (10% overall) and 1/2 on general participation (10% overall). There will be no final examination in the examination period. Grading is on the regular "A"-"D," 100-60 system (no curve). Regular class participation will be noted under miscellaneous. Breakdown of elements of the grade: 5th-week exam (20%), 10th-week exam (30%), 15th-week exam (30%), discussion (leading 10% and general participation 10%).

This course carries the Global Cultures flag.

This course fulfills the Cultural Expression, Human Experience, & Thought Course area requirement.

HIS 355N • Main Curr Of Amer Cul To 1865

38645 • Meikle, Jeffrey L
Meets MW 930am-1100am PAR 301
(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.



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

HIS 356K • Main Curr Amer Cul Since 1865

38650 • Mickenberg, Julia
Meets TTH 1230pm-200pm BUR 134
(also listed as AMS 356)
show description

Flag(s): Cultural Diversity



This course will survey American cultural history from the Civil War to the present, emphasizing the variety of economic, political, demographic, and social forces that have shaped American cultural production; the variety of media and forms in which American culture is expressed (including literature, painting, photography, dance, architecture, film, advertising, childrearing practices, education, political speeches, architecture and the environment, music, fashion, theater and performance, scientific thought, athletics, political demonstrations, trials, museums, foodways, fairs and exhibitions); and the impact of race, class, ethnicity, gender, sexuality and religion on American cultural expression. Finally, we will consider the trajectory of American cultural history in terms of the relationship between the United States and the rest of the world, examining how Americans have imported traditions from other countries and how the United States has shaped broader processes globalization.



Students are expected to attend class regularly and to complete all assigned readings. There will be three major exams, and short quizzes most days based on the assigned reading.


Possible Texts

Edward Bellamy, Looking Backward

Nella Larsen, Quicksand

Federal Theater Project, Triple A Plowed Under

Mine Okubo, Citizen 13660

Elaine Tyler May, Homeward Bound: American Families in the Cold War Era

Luis Valdez,Early Works: Actos, Bernabe, and Pensamiento

Eric Schlosser, Fast Food Nation: The Dark Side of the All-American Meal


HIS 356P • US In The Civil Rights Era

38655 • Green, Laurie B.
Meets TTH 200pm-330pm UTC 3.102
(also listed as AFR 374D, AMS 321, MAS 374)
show description

FLAGS:   CD  |  EL

HIS 357C • African American Hist To 1860

38660 • Walker, Juliet E. K.
Meets TTH 1100am-1230pm GAR 1.126
(also listed as AFR 357C, AMS 321E)
show description


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.



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



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






MID-TERM EXAM                            35%

RESEARCH PAPER                           30%

EXAM 2 (TAKE-HOME)                  35%


This course partially fulfills the legislative requirement for American history. 

HIS 358M • Hist Britain 1783 Thru WWI

38665 • Vaughn, James M.
Meets TTH 1100am-1230pm JGB 2.218
(also listed as EUS 346)
show description

This lecture course surveys the political, social, economic, and intellectual history of Great Britain from the end of the War of American Independence in 1783 to the outbreak of the First World War in 1914.  The central theme of the course is the radical transformation (or “modernization”) of British politics and society via the interconnected processes of democratization and industrialization.  The lectures and readings focus on such topics as British politics during the American and French revolutions, the transition from the First to the Second British Empire, industrial capitalism and the formation of a class society, the emergence and development of classical liberalism and proletarian socialism, the struggle for parliamentary reform and mass democracy, the creation of a unified world economy, and the Great Power rivalry and empire-building of the late nineteenth and early twentieth centuries.



Eric J. Evans, The Shaping of Modern Britain: Identity, Industry and Empire, 1780-1914 (Longman, 2011).

Antoinette Burton, ed., Politics and Empire in Victorian Britain: A Reader (Palgrave Macmillan, 2001).



1. Class attendance and participation – 15% of final grade.

2. Short reading response paper – 15% of final grade.

3. Mid-term exam – 30% of final grade.

4. Final exam – 40% of final grade.



HIS 362G • Sacred/Sec In Mod Euro Thought

38670 • Matysik, Tracie M.
Meets W 400pm-700pm GAR 0.128
(also listed as CTI 335, EUS 346, 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.




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



Journal                         10%

Short Essay 1                        20%

Short Essay 2                        20%

Final Essay                           35%

Class Participation                  15%

HIS 362G • Intro To The Holocaust

38675 • Lichtenstein, Tatjana
Meets MW 430pm-600pm WRW 102
(also listed as EUS 346, J S 364, REE 335)
show description

FLAGS:   GC  |  EL

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


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


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

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

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

Lianna Millu, Smoke over Birkenau

Gitta Sereny, Into that Darkness: An Examination of Conscience


Attendance and Participation: 20%

Tests incl. final exam: 35%

Essays: 45%

HIS 362G • Jews Of Eastern Europe

38680 • Lichtenstein, Tatjana
Meets TTH 500pm-630pm GAR 3.116
(also listed as J S 364)
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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. 


Readings (subject to change):

·    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).

·    Israel J. Singer, The Brothers Ashkenazi (Orig. 1936, New York: Other Press, 2010).


Attendance and Participation                  20%

Midterm                                                      20%

Essay                                                           25%

Final Exam                                                  35 %

HIS 363K • Life/Politics Contemp Mexico

38685 • Zazueta, Pilar
Meets MWF 100pm-200pm CLA 0.120
(also listed as LAS 366)
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May be repeated for credit when the topics vary.


HIS 363K • Politics Of Food In Latin Amer

38690 • Zazueta, Pilar
Meets MWF 1000am-1100am SRH 1.320
(also listed as LAS 366)
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May be repeated for credit when the topics vary.


HIS 364G • Gender And Modern India

38700 • Chatterjee, Indrani
Meets MW 500pm-630pm GAR 1.126
(also listed as ANS 361)
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Description: This is a three-part course that examines the shifting nature of modernity between precolonial and colonial periods in the Indian subcontinent. The first part immerses students in plural ways of thinking, inhabiting and performing gender. They will be asked to read Sufi and Bhakti poetry, distinguish between biological personhood and social selfhood, place relationships of men and women in wider matrixes of kinship, caste-jati, economy and class formations. The second part will enable students to explore British colonial legal, administrative and economic processes in 1700-1900. These processes reconstituted older codes of gender as well as the structures within which women experienced marriage, abortion, inheritance, divorce and death. In the final segment, each student will evaluate how these developments empowered some women while disabling others. They will learn to assess the contradictory movements by undertaking direct research into one of the reform movements of the nineteenth or twentieth century, or by writing a review essay based on the available books on this theme in the UT library.

Required Reading: 1 text book, 1 novel, and multiple articles and primary documents posted by the instructor on Canvas ( Students must buy:  Geraldine Forbes, Women in Modern India (Cambridge University Press, revised edition) and  Bapsi Sidhwa, Ice Candy Man (older title) Cracking India (new title, Penguin Books, 1989, 1991, 2006).

Required Written Work: 1 map quiz (10), 2 short responses (20) , 1 mid-term with IDs (30), 1 final essay (20).

Grading is based on Attendance (10), in-class discussion of a document (10), and all segments of written work (80)


HIS 364G • African Women's History

38710 • Charumbira, Ruramisai
Meets W 400pm-700pm WEL 3.260
(also listed as AFR 372G, WGS 340)
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Hatshepsut, Nzinga, Nehanda, Sara Bartmann, Huda Shaarawi, Ellen Johnson-Sirleaf, Wangari Maathai…. Recognize any of these names? Some or none at all? Well, do not worry, you will be an “expert” by the end of this course designed to introduce students to the historical and contemporary lives of women on the African continent. The course will cover both the breadth and depth of African women’s history. Breadth will be considered through lectures, while depth will be studied through the readings of historiographical and autobiographical texts by and about African women’s lives on major themes likes: politics, economics, religion, the environment, and culture. Welcome! Texts may include some of the following:

  • Oyeronke Oyewumi, African Gender Studies: A Reader
  • Wangari Maathai, Unbowed Huda Shaarawi, Harem Years: Memoirs of an Egyptian Feminist
  • Mariam Ba, So Long a Letter
  • Nwando Achebe, The Female King of Colonial Nigeria
  • Tsitsi Dangarembga, Nervous Conditions 

Grading: Two Map Quizzes (10%)

Attendance and Participation (20%) Reflection Essays 50% Final Paper (20%) 

HIS 365G • South Asian Migration To US

38715 • Bhalodia, Aarti
Meets MWF 1000am-1100am CMA 3.114
(also listed as AAS 325, ANS 372)
show description



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 • Science, Ethics, & Society

38720 • Levine, Philippa
Meets MW 300pm-430pm UTC 3.112
show description

This course explores the ethics of scientific experimentation on humans in the 19th and 20th centuries. The Nuremberg code of the late 1940s will act as a pivotal historical marker in the course, and students will be encouraged to ask how far the principles of informed consent to which it gave rise changed the scientific landscape. The course will consider both medical and scientific projects and will focus largely on case studies. These may include experiments conducted on convicts, children and slaves. The course will also explore chemical warfare testing and radiation experiments; compulsory sterilization, and deception. Students will study science not only as an enterprise with a history, but a history closely tied to prevailing social values.

Texts may include:

Susan Lederer, Subjected to Science: Human Experimentation in America Before the Second World War (Johns Hopkins University Press, 1995).

Jordan Goodman, Anthony McElligott, and Lara Marks, Useful Bodies: Humans in the Service of Medical Science in the Twentieth Century (Johns Hopkins University Press, 2003).

G. J. Annas and M. A., Grodin, The Nazi Doctors and the Nuremberg Code: Human Rights in Human Experimentation (Oxford University Press, 1992).

Grades will be based on a mixture of in-class exams and a final paper. The final paper will be worth 40% of the grade.

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

38724 • Marchione, Mollie T
Meets TTH 930am-1100am GEA 127
(also listed as AMS 370, WGS 335)
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Partially fulfills legislative requirement for American history. May be repeated for credit when the topics vary.

HIS 366N • British Hist, Lit, And Polits

38725 • Louis, Wm. Roger
Meets F 300pm-630pm 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.


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


Professor Louis teaching fields are the British Empire/Commonwealth and the history, literature, and politics of nineteenth and twentieth-century Britain.

Professor Louis has recently published Ends of British Imperialism: the Scramble for Empire, Suez, and Decolonization (2006). He has written or edited more than thirty books including Imperialism at Bay (1977) and The British Empire in the Middle East (1984). His edited publications include The End of the Palestine Mandate (1986), The Transfers of Power in Africa(1988), Suez 1956 (1989), The Iraqi Revolution (1991), and Churchill (1993).

HIS 366N • Global History Of Disease

38730 • Osseo-Asare, Abena Dove
Meets TTH 330pm-500pm PAR 301
(also listed as AFR 372D)
show description

This course introduces major themes in the history of medicine through the lens of disease. It focuses on two questions: How have people defined well-being? How have they responded to illness? The course considers major diseases to understand their multiple meanings across time and space including: Ebola, AIDS, malaria, plague, cholera, influenza, sleeping sickness, Chagas Disease, and PTSD. Themes to be considered include changing theories of disease causality, the development of international public health policy, social understandings of the body, and the growth of the pharmaceutical industry. The course emphasizes the roles governments, medical practitioners, and patients play in the social construction of disease and health. Case studies from India, Brazil, South Africa and the United States will be analyzed through readings, lectures and films.

Course Goals:

Primarily, this course aims to equip participants with tools for reading and researching about the past. Further, it provides a useful introduction to medical history across cultures for those considering a career in medicine or public health. It shows how people define illness according to particular social and cultural categories overtime. Through specific case studies, the course provides participants with an historical framework to interpret current debates in health policy and disease management.

Mary J. Dobson, Disease: The Extraordinary Stories Behind History’s Deadliest Killers

Charles Rosenberg, The Cholera Years: The United States in 1832, 1849, and 1866

Michel Cochrane, When AIDS Began: San Francisco and the Making of an Epidemic

Randall Packard, The Making of a Tropical Disease: A Short History of Malaria

Additional Course Readings available online

Course participants will write two short papers (20%), take a midterm (15%) and a final (35%). Response papers, attendance and participation in class discussions contributes towards 30% of final grade. Late papers are not accepted. Plagarism and sloppy citations result in a failing grade.

HIS 366N • Bio, Behavior, & Injustice

38744 • Martínez, Alberto A.
Meets W 600pm-900pm JES A307A
(also listed as CTI 370)
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This course explores interesting episodes in the history of science, focusing on questions about what aspects of human behavior are essentially determined by biological factors rather than by experiences and society. Changing beliefs about what is natural have affected how some people are treated, so we will discuss the social consequences of such notions. The course will include the following topics: theories of race, Darwin’s works, evolution in schools and U.S. courts, American eugenics and Nazi science, differences between women and men, IQ testing, the controversy about DNA and Rosalind Franklin, studies of twins separated at birth, genetic engineering, ethical issues on cloning animals and humans, biotechnology, the immortal cells of Henrietta Lacks, designer babies, biology in forensic science. This is a lecture course, with participation encouraged.

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


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

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


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

HIS 375K • Tudor England, 1485-1603

38755 • Levack, Brian P.
Meets TTH 1100am-1230pm UTC 3.124
(also listed as EUS 346)
show description

Description: This lecture course explores the most significant political, religious, social, economic and cultural developments in seventeenth-century England. The unifying theme of the course is the problem of revolution, and the lectures investigate the causes, nature and development of the two revolutions of the seventeenth century--the Puritan Revolution of the 1640s and the Glorious Revolution of 1688-89. The lectures are topical and therefore do not follow a strict chronological order. All of the lectures are slide-illustrated.

Prerequisites: Upper-division standing


R. Lockyer, Tudor and Stuart Britain

C. Herrup, A House in Gross Disorder

 L. Stone, The Crisis of the Aristocracy

M. Gaskill, Witchfinders

B. Coward, Oliver Cromwell

J. Locke, Two Treatises of Government

W. Speck, Reluctant Revolutionaries

Assignments: Three exams (75%) and one final essay or term paper (25%)