History Department
History Department

HIS 301G • Modern World

39165 • Matysik, Tracie
Meets MWF 1:00PM-2:00PM CAL 100
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This course will concentrate on the themes and methodologies necessary to thinking about the history of the planet, roughly 1500-present.  It will not provide a synthetic, chronological overview of everything that has happened on this planet in the last 500 years.  Rather, it will concentrate on the movements of technology, ideas, and persons that have made possible something like a globalized, interconnected – albeit differentiated – world.  Attention will be given to the interplay between universalizing forces and local specificities, to shifting conceptions of the universal and of difference, and to instabilities of boundaries and borders – geographical, political, and conceptual – that result from and regulate the tensions between broadly planetary and locally differentiated developments.  In the course we will devote as much time to the concepts and methodologies of global history as we will to the content of empirical historical developments.

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

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

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

Midterm: 25%

Midterm: 30%

Final Exam: 30%

Weekly Quizzes and Participation: 15%

HIS 302C • Introduction To China

39167 • Eisenman, Iris
Meets MWF 1:00PM-2:00PM CLA 1.106
(also listed as ANS 302C)
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Course Description:

This course is a broad introduction to the culture, history, and society of China from ancient times to present. It not only traces the major intellectual, economic, literary, and social developments, but also shows how the idea of Chinese tradition and culture was continually invented and re-invented over the course of its history. It illustrates as well how the past has greatly shaped, and continues to influence contemporary Chinese society. Through an examination of key concepts from art, language, literature, philosophy, and religion, the course provides a foundation for students to go onto more specialized, upper-division courses in fields such as Chinese anthropology, art history, economics, film, history, international business, literature, political science, religion, and sociology.

HIS 304R • Judaism, Christianity, & Islam

39170 • Smith, Geoffrey
Meets TTH 12:30PM-2:00PM PAR 1
(also listed as CTI 304, ISL 311, J S 311, R S 304)
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This course explores the principal beliefs and practices of Jews, Christians, and Muslims and the historical development of the religions of Judaism, Christianity, and Islam.  At the same time, the course will 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, including historical methods, the study of ritual, and the analysis of ideas.


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

39180 • Di-Capua, Yoav
Meets MWF 2:00PM-3:00PM CAL 100
(also listed as GOV 314, MES 301L)
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This is an introductory class to the history of the Middle East in the 20th century. The main question for consideration is which forces and what sort of developments transformed this region from a relatively peaceful region to a radicalized environment and a source for opposition against the “West.” By exploring critical political, social, intellectual and economic themes such as colonialism, Arab nationalism, secular modernism, the impact of Zionism and military conflict, the rise of political Islam, the status of women and the oil revolution, we would identify the main internal and external forces, as well as the critical processes, that shaped the region during the last century.

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

                 University Press, 2004).

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

                  (Cambridge: Cambridge University Press, 2005).

HIS 306N • Introduction To Islam

39185 • Azam, Hina
Meets TTH 2:00PM-3:30PM MEZ B0.306
(also listed as ANS 301M, ISL 310)
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HIS 306N • Jewish Civ: 1492 To Present

39190 • Bodian, Marion
Meets TTH 9:30AM-11:00AM GAR 1.126
(also listed as EUS 306, J S 304N)
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This is the second half of a two-semester survey of Jewish civilization, and deals with the period from the Expulsion of the Jews from Spain in 1492 to the present. It will cover major demographic shifts, the impact of the Reformation, the emergence of new attitudes to Jews, the breakdown of traditional authority and the trend toward secularization. It will deal with the following transformative events: the rise of eastern European Jewry, the spread of kabbalah (a form of mysticism), the entry of Jews into a modern economy, Hassidism, Jewish Enlightenment (Haskalah), emancipation, modern antisemitism, Zionism, Jews in the Muslim world, the rise American Jewry, the Holocaust, the establishment of the State of Israel, and the Arab-Israeli conflict. The thematic core of the course will be the concepts of exile and return – their various meanings and interpretations as new historical contexts took shape.

Eli Barnavi, A Historical Atlas of the Jewish People: From the Time of the Patriarchs to the Present.

Paul Mendes-Flohr and Jehuda Reinharz, eds., The Jew in the Modern World: A Documentary History.

First mid-term (20%), second mid-term (20%), two quizzes (10% each), final exam (40%)

HIS 306N • Reform/Revolutn In Mid East

39175 • Celik, Mehmet
Meets MWF 10:00AM-11:00AM GEA 114
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HIS 307C • Intro To The History Of India

39195 • Guha, Sumit
Meets TTH 11:00AM-12:30PM BUR 112
(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



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.

Grading: total of 4 map quizzes/ responses to readings – 20%; one 1000-1200 word book report – 20%; mid-term and final in-class exams – total 25 + 25%; attendance 10%.

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.

Grades will be assigned as follows:

A+ = 97-100                 A=93-96           A- = 90-93

B+ = 86-89                   B= 82-85          B-= 78-81

C+ = 74-77                   C=70-73           C-=66-69

D+ = 62-65                   D= 58-61          D-=57-53

52 and lower are F.

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

39200 • Newman, Martha
Meets TTH 12:30PM-2:00PM GAR 0.128
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            Western Civilization in Medieval Times explores the history and culture of Europe between 400 and 1500.  In this class, we will investigate ways that medieval Europe is familiar to us but also what makes it strange.  That is, we will examine the medieval roots of modern institutions and ideas but will also consider how medieval culture encourages us to reexamine our assumptions about characteristics of western civilization.

            This course only partially moves chronologically, for it focus on four important medieval texts and their historical, literary, and artistic contexts.  While reading Augustine of Hippo's Confessions, we explore the transition from classical to medieval society and Augustine's philosophical questions about self and God. With the Song of Roland, we examine violence and honor, the culture of knighthood, and the crusades.  The Letters of Peter Abelard and Heloise bring us to the formation of the university, the relation of faith and reason, and expressions of love.  Finally, Machiavelli's Prince brings us to the Italian Renaissance, the transition to an early modern world view, and questions about kingship, justice, and virtue.


This section of History 309K is for Plan II students.



Augustine of Hippo, The Confessions.  Trans. Maria Boulding.  Vintage, 2012

The Song of Roland.  Trans. Michael Newth. Italica Press, 2015

Abelard and Heloise:  The Letters and Other Writings  Trans.  William Levitan.    Hackett Classics, 2007.

Machiavelli, The Prince. Trans.  David Wooton.  Hackett Classics, 1995.


Selected readings posted on Canvas.


Grading and Assignments:

•Reading journals, class preparation, attendance, and short assignments: 25%

•3  4-page papers: 45%(15% each)

• Group project and presentation:  10%

•Final exam:  20%

HIS 309K • Western Civ In Medieval Times

39205 • Kaufman, Cheryl
Meets MW 4:00PM-5:30PM WEL 2.312
(also listed as AHC 310, CTI 310, EUS 306)
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This course offers an introductory survey of Western European history, from about 300 to 1500 C.E. Although textual sources are central to the study of history, we will also focus on visual and material sources to discuss the cultural, social, political, economic, and intellectual history of the Middle Ages, with a focus on the formation of identity. Classes will be a mixture of lecture, discussion, and collaborative assignments.



Learn to analyze and articulate meaning from primary sources created in the Middle Ages - both texts and material culture.

Learn to read critically and gain a broad understanding of European history. Gain the ability to describe the major historical trends in the history of Western Civilization during the Middle Ages.

Become more aware of material culture and the significance of place/space both in the medieval and modern world.


Develop a deeper understanding of cultures that may be different from our own. (Note that this course has a Global Cultures flag)


Rosenwein, Barbara, A Short History of the Middle Ages (2014 - one volume ISBN: 978-1-4426-0611-1) paperback

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

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

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

Additional required readings will be made available electronically on Canvas or in a required Course Packet. 



Map quiz: 5%

Quizzes (including pop quizzes): 15%

Mid-semester exams (cumulative): 30% (2 @ 15% each)

Final exam (cumulative): 30%

Attendance: 10%

Class Participation: 10%

HIS 310 • Introduction To Modern Africa

39210 • Falola, Oloruntoyin
Meets TTH 12:30PM-2:00PM UTC 3.134
(also listed as AFR 310K, WGS 301)
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This course introduces students to the history of Africa since 1800 to the present. The course is divided into four parts: Part I – an overview of African life before 1800. Part II – an overview of the partition of Africa and the upheavals to economic, political, cultural, and social institutions. Part III – an over view of colonial histories, the struggles for freedom, and the euphoria of independence. Part IV – an overview of the legacies and disappointments of colonialism, and the post-colonialism. Because the continent is so vast, its history complex, and the time period so wide, each part will have a case study to illuminate each section of the course more concretely, giving students both depth and breadth in a subject for which they have little or no prior knowledge. The readings augment the lectures and allow students to follow their interests from the topics covered. This is a great course to take before “that trip to Africa!” The class will also utilize feature films and documentaries to illustrate the historical issues more vividly. Karibu! Welcome!

HIS 310K • Latin Amer Civ: Colonial Exp

39214 • Canizares, Jorge
Meets MWF 9:00AM-10:00AM GAR 1.126
(also listed as LAS 310)
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This course surveys the history of Latin America from the pre-Columbian era through the wars of independence. It examines the European arrival in the Americas in 1492, the consolidation of colonial rule in the ensuing two centuries, and the fall of the Spanish American empire in the early nineteenth century. During the semester we will concentrate on such key themes as discovery, conquest, religion, slavery, race, gender, reform, rebellion and independence. Although we will focus on three key geographic areas – Mexico, Peru and Brazil – of the Spanish and Portuguese empires, we will also pay attention to the Caribbean, Central America and the Southern Cone.

HIS 310N • Film/Hist Latin Amer: Mod

39215 • Twinam, Ann
Meets W 3:00PM-6:00PM BUR 116
(also listed as LAS 310)
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This course introduces students to selected topics in Latin American history and culture through film, readings, documentaries, class discussion and lectures.  One goal is to explore significant influences that have molded Latin American history from the conquest through the early twentieth century.  Another is for students to develop their analytical capabilities to utilize both visual and written materials as they engage in discussion, write analytical essays, and prepare individual projects. Topics include but are not limited to: The Mexican Revolution; Borders between Central America, Mexico, The US; The Argentine Dirty War, The Cuban Revolution.

Donald Stevens, Based on a True Story: Latin American History at the Movies, Scholarly Resources, 1998.


Other readings will be posted on Blackboard.

Essays            6/9  (67%)


Outlines          1/9  (11%)


Discussion      2/9  (22%)

HIS 314K • History Of Mexican Amers In US

39220 • Zamora, Emilio
Meets TTH 9:30AM-11:00AM WEL 1.316
(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

39230 • Gutterman, Lauren
Meets TTH 9:30AM-11:00AM MEZ 1.306
(also listed as AMS 310)
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AMS 310 is designed to provide an introduction to the interdisciplinary field of American Studies, that is, the study of American history, culture, and politics. Though not a comprehensive U.S. history survey, this course will cover a broad time period, beginning at the turn of the twentieth century and extending into the present day. “Home” will serve as our central trope and organizing framework, allowing us to track changes and themes in the American past in three major ways. First, we will examine “home” in a literal sense, as a dwelling place or lack thereof, to help us uncover persistent forms of racial and economic inequality. Second, we will consider “home” in a metaphorical sense, as a powerful and enduring symbol of the nation as a whole, drawing our attention to issues of immigration and citizenship. Finally, we will consider “the home” in an ideological sense, as a site at which ideas about family, gender roles, and sexuality cohere. Throughout, this course will examine shifts in what it means to be American, the ways in which that identity has worked to bring people together and push them apart, to bestow power and privilege on some while taking them away from others. Hopefully, students will come away from this course with a firm grounding in the diverse methods of American Studies research, a richer understanding of the American past, and a deeper sense of the multiple meanings of home in the present.

HIS 315G • Intro To American Studies

39235 • Cordova, Cary
Meets MWF 10:00AM-11:00AM GAR 0.102
(also listed as AMS 310)
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This class introduces students to the field of American Studies. The guiding objective of the class is to use interdisciplinary lenses – such as music, dance, material culture, and urban studies – to develop a more complex understanding of American culture. In this class, we will investigate select aspects of American culture using various methodological approaches. The course outline follows a semi-linear pattern in history, but is hardly comprehensive. We will look broadly at the tensions between individual identity formation and the many social constructions that operate in American culture. The class is loosely tied around the connection, or disconnection, of individuals with mass culture (music, in particular, but also cars, corporations, television, and even fashion).


This class is organized into three sections, starting with swing culture in the 1930s and 40s, shifting to the dynamics of popular music and culture from the 1950s to the 1980s (think girl groups, salsa, disco, and rap), and finally, looking at the politics of consumerism and globalization in our everyday lives. We will use these three modules to think critically about the relationship between the past and present, to examine the relationship between individual identity formation and the larger cultural zeitgeist, and to develop an understanding of how social inequalities, particularly guised through race, class, gender, and sexuality, infiltrate all areas of American life.


While mass culture often provides a context for making sense of the world, it also simplifies and negates a variety of more complex issues. Thus, if there is an overriding theme to the class, it is the concept of visibility versus invisibility. Who becomes the representative American? What is un-American? Who feels displaced, or invisible? How do ideologies of race, class, gender, and sexuality penetrate popular culture? And how have individuals responded? The goals of the course are to develop a more nuanced understanding of American culture and American Studies, to build critical thinking skills, and to generate new paradigms for looking at the world.    



HIS 315G • Intro To American Studies

39225 • Vaught, Jeannette
Meets TTH 3:30PM-5:00PM BUR 116
(also listed as AMS 310)
show description

This course is an introduction to the field of American Studies.  Our goal in this class is to use American Studies’ interdisciplinary approach – combining “traditional” disciplines like history, geography, dance, literature, visual culture, and technology studies – to develop a more complex understanding of American history and culture.  We will spend this semester examining questions of nation-building, belonging, and exclusion in American cultural history at a range of scales.  We’ll pay particular attention to the connections between felt attachments to people and place and the construction of national and global American identities.  The course is loosely chronological, but it is not designed to be comprehensive.  We’ll think critically about specific places, events, people, ideas and relationships, and we’ll work together to develop a nuanced, American Studies approach to U.S. culture and its history.


The class is organized around three crucial moments in American history.  We will start with American empire-building at the turn of the 20th century, move into the complexities of Cold War culture and civil rights from the 1950s to the 1970s, and finish with the politics of globalization, gentrification, and neoliberalism that shape our everyday lives.  We’ll examine topics like President Theodore Roosevelt, the rationalization of labor, burlesque dancing, the Woolworth sit-ins, Stonewall, punk rock, and the Disneyfication of the urban landscape.  Throughout, we will think critically about the relationship between the past and the present, examine the impact of race, class, gender, sexuality and other social differences on American life, and develop an understanding of the many ways belonging – and not belonging – shape what it means to be American.

HIS 315K • The United States, 1492-1865

39245 • Seaholm, Megan
Meets MWF 1:00PM-2:00PM WEL 1.308
show description

Lectures, readings, videos, maps and other graphics are used to provide students with a survey of US history from before the European encounter through the Civil War. Students will study significant aspects of the nation’s political, economic, and cultural history and will be challenged to understand the why, how, and so what of this history. You begin with learning about what happened and then proceed to questions of causality and consequences.

Moving from what happened to why or how, and, then, to so what students will sharpen their skills in critical thinking. Both exams will include essay questions to encourage students in their written communication skills. Along the way, students will consider some of the ethical dilemmas confronted by Americans who lived long ago.

Students will examine issues of personal responsibility and social responsibility as they learn about how previous generations understood these responsibilities. For example, many Americans in the late 18th century and in the first decades after the creation of the United States, emphasized “civic virtue” as essential if republican (representative) government was to survive.


Eric Foner, Give Me Liberty, brief 4th edition, volume 1.

Eric Foner, ed., Voices of Freedom, 4th edition, volume 1

Joseph Ellis, Founding Brothers: The Revolutionary Generation

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


1st Midterm essay exam, 25% of grade

2nd Midterm essay exam, 25% of grade

3rd Essay exam (last week of class), 25% of grade

Final exam:  cumulative, multiple choice, 25% of grade.

HIS 315K • The United States, 1492-1865

39250 • Seaholm, Megan
Meets MWF 2:00PM-3:00PM WEL 1.308
show description

Lectures, readings, videos, maps and other graphics are used to provide students with a survey of US history from before the European encounter through the Civil War. Students will study significant aspects of the nation’s political, economic, and cultural history and will be challenged to understand the why, how, and so what of this history. You begin with learning about what happened and then proceed to questions of causality and consequences.

Moving from what happened to why or how, and, then, to so what students will sharpen their skills in critical thinking. Both exams will include essay questions to encourage students in their written communication skills. Along the way, students will consider some of the ethical dilemmas confronted by Americans who lived long ago.

Students will examine issues of personal responsibility and social responsibility as they learn about how previous generations understood these responsibilities. For example, many Americans in the late 18th century and in the first decades after the creation of the United States, emphasized “civic virtue” as essential if republican (representative) government was to survive.


Eric Foner, Give Me Liberty, brief 4th edition, volume 1.

Eric Foner, ed., Voices of Freedom, 4th edition, volume 1

Joseph Ellis, Founding Brothers: The Revolutionary Generation

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


1st Midterm essay exam, 25% of grade

2nd Midterm essay exam, 25% of grade

3rd Essay exam (last week of class), 25% of grade

Final exam:  cumulative, multiple choice, 25% of grade.

HIS 315K • The United States, 1492-1865

39240 • Olwell, Robert
Meets MWF 11:00AM-12:00PM 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.





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.


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 315L • The United States Since 1865

39275 • Suri, Jeremi
Meets TTH 8:00AM-9:30AM
show description

This online interactive course is designed to provide students with a grounding in some of the mostcontroversial, enduring, and relevant topics in the history of the United States, broadly defined.Students will read a wide range of monographs and primary source materials. Lectures anddiscussions will encourage students to compare and contrast various points of view, and interrogatebroad historical transformations since the Civil War. The course will emphasize intensive reading,analytical writing, and critical thinking. The instructor and teaching assistants will, at all times,encourage students to articulate different points of view. Our central purpose is to stimulateinformed, thoughtful, and intelligent perspectives on the American experience. This includes closeattention to politics, society, culture, economy, diplomacy, and military affairs. It also includes aninternational and transnational understanding of how Americans have interacted historically withthose defined as non-Americans. Instead of comprehensiveness and textbook detail, this will be acourse about big ideas, big transformations, and big debates – that continue into the twenty-firstcentury. We will not strive for consensus or agreement in this course; we will nurture learneddiscussion and collective engagement with the complexities of our society’s history.

Course meets online during scheduled class times and includes a live-streaming video component. Students are encouraged to visit http://www.laits.utexas.edu/tower/online/courses/ to test their computer and network connection and learn about the course structure.

Students will be required to attend several sessions in person in the on-campus studio.


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

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

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

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

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

Press, 2005).

Leffler, Melvyn P. The Specter of Communism: The United States and the Origins of the Cold War, 1917-1953 (New York: Hill and Wang, 1994).

McGerr, Michael. A Fierce Discontent: The Rise and Fall of the Progressive Movement in America, 1870-1920 (New York: Oxford University Press, 2005).

McPherson, James M. Abraham Lincoln and the Second American Revolution (New York: Oxford University Press, 1992).

Self, Robert O. All in the Family: The Realignment of American Democracy since the 1960s (New York: Hill and Wang, 2012).

Suri, Jeremi. Power and Protest: Global Revolution and the Rise of Détente (Cambridge, Mass.: Harvard University Press, 2005).


Weekly Response Essays: 20%

Document Analysis: 20%

Examination #1: 20%

Examination #2: 30%

Lecture Attendance: 10%

HIS 315L • The United States Since 1865

39265 • Brands, Henry
Meets MWF 10:00AM-11:00AM BUR 106
show description

Subject and themes

The course covers American history from the end of the Civil War to the present. The basic themes are (1) the struggle to define the boundary between the public sector and the private sector in American life, or between democracy and capitalism; and (2) the striking fact that a nation that professes to love peace has so often gone to war.

Course objectives

The course has two primary objectives: (1) to make students more familiar with the major events and developments of American history since the Civil War, and (2) to help students learn to think like historians: that is, to imagine how the world looked to people in the past, to try to understand why they did what they did, to formulate historical explanations and test them using historical evidence.


Required materials

- Revel online text and quizzes for "The United States since 1865 - HIS 315L (38445)." The access code can be purchased athttps://console.pearson.com/enrollment/ejn4q2

 (Links to an external site.)

 or at the UT Co-op.

- The Murder of Jim Fisk for the Love of Josie Mansfield, paperback book. At UT Co-op.

- Four movies, to be assigned and placed on reserve.



Chapter quizzes

These online quizzes are in the Revel text. The deadline for each chapter is Friday at 6 pm. Extensions will be granted only for sudden documented illness or grave family emergency. Computer and network problems are not acceptable excuses. It is the responsibility of students to monitor their grades for the quizzes. The exams will add up to 40 percent of the semester grade.



Two, on topics to be assigned. 20 percent total.

Movie responses

Two, from prompts to be given. 15 percent total.

Book report

On The Murder of Jim Fisk for the Love of Josie Mansfield. 15 percent total.


10 percent.

HIS 315L • The United States Since 1865

39255 • Restad, Penne
Meets TTH 3:30PM-5:00PM UTC 3.112
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 nation?s 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 People?s 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

39260 • Ernst, Christopher
Meets MWF 9:00AM-10:00AM BUR 106
show description

Survey of United States history since the Civil War.

Partially fulfills legislative requirement for American history.


HIS 317L • Building America

39305 • Bsumek, Erika
Meets TTH 2:00PM-3:30PM UTC 3.110
(also listed as AMS 315)
show description

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

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

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

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

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

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

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

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

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

Possible readings may include:

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

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

Midterm: 100 points

Paper: 50 points

Final exam: 100 points

Book Review: 25 points

Reading quizzes: 10 points each

In class participation: 25 points.

HIS 317L • Colonial America

39285 • Ozanne, Rachel
Meets T 5:00PM-8:00PM GAR 3.116
show description

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

Richard Middleton and Anne Lombard, Colonial America. A History, 1565-1776,

4th edition (Oxford, 2011).

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

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

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

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

Alternative books for essay #3

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

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

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

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

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

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

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

(7 pages) – 25%

Class discussion participation - 10%

End-of-Term Examination – 25%

Final marks will include a plus and minus range.

HIS 317L • Est America, 1565-1815

39310 • Miller, Aragorn
Meets MW 5:30PM-7:00PM MEZ B0.306
show description

The purpose of this course is to provide students with a thorough introduction to what is best described as the foundations of American History.  “Establishing America” covers the two centuries of English/British colonization ventures in North America and the ensuing, crucial four decades from the Declaration of Independence in 1775 through the aftermath of the War of 1812.  No later period of United States History compares with these two and a half centuries in contributions to the fundamental shape and character of American society.

            Too often American History courses merely gesture toward a slender list of perspectives on the extremely varied, North American colonial experiences before focusing heavily on the “origins” of the American nation in the Revolution and through the adoption and early implementation of the U. S. Constitution.  What this approach fails to properly acknowledge is that most members of the founding generation grew up in, and were deeply influenced by the colonial/provincial societies their parents and grandparents had consciously built and that the Revolutionaries inherited. Pre-Revolution experiences and the structures of the various provincial British-American societies mattered in all that ensued.

            The list of stones that this course will overturn is both long and prescient: immigration, both voluntary and forced; the commerce of the Atlantic, both in goods and people; traditional English rights and their metamorphosis in American hands; British and American constitutionalism; experiments with sovereignty, federalism, and the language of rights; the meanings and institutionalization of religious liberty and freedom of speech; claiming, expropriating, and establishing title to land; slavery and various other forms of unfree labor; native American/Euro-American contact, trade, conflict and demographics; various theatres and experiences of violence and warfare; ethnic and racial distinctions; institutional, cultural, and economic Anglicization and Americanization; patriarchy and equality; imperialism, provincialism, nationalism and exceptionalism; monarchy and subjecthood; republicanism and citizenship.  These themes will inform weekly lectures, readings and discussion as an invitation to students to develop and appreciate perspectives that will enrich their capacity for present-day civic mindedness and engagement.

            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

Eric G. Nellis, An Empire of Regions: A Brief History of Colonial British America, Toronto: University of Toronto Press, 2010.

Eric G, Nellis, The Long Road to Change: America’s Revolution, 1750-1820, Toronto: University of Toronto Press, 2007.

Bernard Bailyn, The Ideological Origins of the American Revolution, revised edition, Cambridge, MA: Harvard University Press, 1992

Jack P. Greene, The Constitutional Origins of the American Revolution, Cambridge Cambridge University Press, 2010

David Waldstreicher, Slavery’s Constitution:  From Revolution to Ratification, New York: Hill and Wang, 2009.

Book of Primary Sources.

All students will attend weekly lectures and discussions. Students are expected to read the weekly assignments in advance of classes for that week. Class attendance is expected. Students are responsible for lecture material along with that contained in the assigned readings and for any changes to the syllabus that are announced in class. Although there is some overlap between texts and lectures, lectures do not simply repeat material in the readings. I do not provide copies of lectures and attendees are prohibited from recording lectures and discussions. A schedule of the required readings is attached.

Written Work: Students will hand in one short essay during the second half of the term. This will be a 5-page paper comparing the arguments in Bernard Bailyn, Ideological Origins of the American Revolution, revised edition, Cambridge, MA: Harvard University Press, 1992 and Jack P. Greene, The Constitutional Origins of the American Revolution, Cambridge Cambridge University Press, 2010. We will discuss how to structure such written comparisons in class. Late papers will be penalized by one full grade per day. 

Test and Examination: There will be a mid-term test made up of short answer questions and one longer essay question. There will be a final examination in this course during the end-of-term examination period.


Marking Scheme:

Test 20%

Comparative essay on Bailyn and Greene– 30%

End-of-Term Examination – 50%

Final marks will include a plus and minus range.

HIS 317L • Hist Of Religion In The US

39319 • Doran, Justin
Meets TTH 2:00PM-3:30PM JES A303A
(also listed as AMS 315, R S 316U)
show description


This course explores religious creativity in the United States as a contact point in the American hemisphere. We will look at how Americans made sense of different religions that they came into contact with over the course of Greater America’s five-hundred-year history of cultural cross-pollination. From a broad reading of thesecontact points, we will develop an understanding of how the systems of U.S. secularism and denominationalism structured contact between
religious groups and how new religious movements emerged in response to that contact. With a focus on their religious practices, we will consider the traditions of African diasporic religion, Native American religion, charismatic Protestant and Catholic Christianity, Zen Buddhism, and American folk spiritualties.



  • Malinche: A Novel by Laura Esquivel
  • Lame Deer, Seeker of Visions by Richard Erdoes and John (Fire) Lame Deer
  • The Dharma Bums by Jack Kerouac


  • Unit exams
  • Wikipedia articles
  • Final essay

HIS 317L • Hist Of Religion In The US

39315 • Amoruso, Michael
Meets MWF 10:00AM-11:00AM MEZ 1.216
(also listed as AMS 315, R S 316U)
show description
This class introduces students to the history of religions in the United States. With a strong emphasis on religious diversity, this course explores the variety of religious traditions that have flourished in the United States—not only Protestantism, Catholicism, and Judaism, but also ones like Islam, Buddhism, Hinduism, Native American religions, and New Age and “metaphysical traditions.” We also consider the challenges practitioners of these numerically smaller religions have faced as they confronted the religious norms set by the dominant style of Protestant Christianity. Beginning with the pre-colonial period and ending in the present day, this course will give students a broad overview of American religious life, and will address themes like gender, war, politics, economy, science, and immigration. Students will also develop the conceptual tools to analyze the ongoing dynamics of religious dominance and diversity—as well as to think critically about the way religious history is narrated—in this country.
  • Catharine Albanese, America: Religions & Religion.
  • Exams
  • Attendance
  • Class participation
  • Weekly intellectual journals

HIS 317L • Intro To African Amer Hist

39290 • Berry, Daina
Meets TTH 12:30PM-2:00PM CLA 0.130
(also listed as AFR 317D)
show description

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

Course Objectives:

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

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

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

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

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

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

Response Papers                                 20%

Mid-Term Examination                                   25%

Historical Movement Assignment       20%

Final Exam                                          35%

HIS 317L • Intro To Asian American Hist

39295 • Vong, Sam
Meets TTH 12:30PM-2:00PM CLA 0.128
(also listed as AAS 312)
show description

This course introduces students to the histories of people of Asian descent in the United States, from the late sixteenth century to the present. Through historical works, literature, films, primary sources, and popular culture, students will explore the making of Asian America as a dynamic site of identity construction, political protest, community formation, social movement building, and a vibrant field of intellectual and historical inquiry. The course will focus on four broad themes: 1) the causes and effects of migration and settlement in the development of Asian American communities; 2) the role that Asian Americans have played in shaping U.S. social, political, and cultural institutions; 3) the diverse individuals and groups which make up this broad category of people we designate as Asian Americans, and their unique and sometimes shared experiences of oppression, marginalization, racism, and political empowerment; and 4) the ways in which the experiences of race, ethnicity, gender, sexuality, and class have intersected with other marginalized groups in U.S. society. Throughout the course, we will explore these themes within global and transnational contexts to identify shared connections across borders—physical, imagined, and otherwise.

Required course materials:

    Shelley Sang-Hee Lee, A New History of Asian America (Routledge, 2013);

    Additional reading assignments will be available for download on Canvas.

Grading breakdown:

30%   Exam 1

30%   Exam 2

30%   Exam 3

10%   Attendance and participation

HIS 317L • Read U.s. Hist Btwn Lines

39320 • Restad, Penne
Meets MW 2:30PM-4:00PM SAC 5.102
show description

Partially fulfills legislative requirement for American history.

HIS 317L • Socl Entreprnrshp China/US-Chn

39280 • Moore, Leonard
show description

Partially fulfills legislative requirement for American history.

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

39300 • Kamil, Neil
Meets TTH 11:00AM-12:30PM WEL 2.304
show description

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

Selected reading:  Daniel K. Richter, Facing East from Indian Country (Electronic Resource on UTCAT);   Trevor Burnard, Mastery, Tyranny, and Desire;  John Demos, Unredeemed Captive.

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

HIS 319D • Ancient Mediterranean World

39325-39340 • Gulizio, Joann
Meets MW 9:00AM-10:00AM 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

39345 • Roland, Nicholas
Meets MWF 1:00PM-2:00PM BUR 112
(also listed as MAS 374)
show description

The course will survey change and continuity in the history of Texas within the context of U.S. history. Special attention will be given to politics and social relationships (class, race and gender relations) between 1900 and 1950. We will also examine themes such as socio-economic change, labor, transborder relations and electoral politics. Three semester hours of Texas history may be substituted for half of the legislative requirement for American history.

HIS 321 • History Of Rome: The Empire

39350-39365 • Taylor, Rabun
Meets MW 11:00AM-12:00PM WAG 201
(also listed as AHC 325)
show description

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

This course carries the Global Cultures flag.

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

HIS 322G • Hist Of Modern Life Sciences

39367 • Raby, Megan
Meets MWF 2:00PM-3:00PM CLA 0.130
show description

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


Farber, Paul Lawrence. Finding Order in Nature: The Naturalist Tradition From Linnaeus to E. O. Wilson. Baltimore, MD: Johns Hopkins University Press, 2000.

Otis, Laura. Müller’s Lab. Oxford: Oxford University Press, 2007.

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

Skloot, Rebecca. The Immortal Life of Henrietta Lacks. New York: Broadway Paperbacks, 2011.

Additional primary and secondary sources will be posted on our course’s Canvas site


Midterm Essay Exam (30%)

Final Essay Exam (35%)

Reflections (homework and in-class writing) (20%)

Participation (15%)

HIS 329U • Perspectives On Science & Math

39380 • Hunt, Bruce
Meets MWF 3:00PM-4:00PM PAI 4.18
show description

“Perspectives on Science and Mathematics” is intended primarily for students in the UTeach-Natural Sciences program for prospective secondary school science and mathematics teachers. It is designed to give students a grasp of science and mathematics as both the products of historical processes and as factors in further change, and to equip them to use this understanding to inform and enrich their own future classroom teaching. The course is built around a mix of lectures, readings, and class discussions, as well as the preparation and presentation of model lesson plans drawing on historical themes and materials. The course carries a writing flag, and we will emphasize clear and effective writing on all assignments. Note that the course includes a weekly discussion section led by a teaching assistant.


Texts: Galileo Galilei, The Essential Galileo (ed. and trans. Maurice Finocchiaro), James D. Watson, The Double Helix (ed. Gunther Stent), plus additional readings to be posted on Canvas.

Grades will be based on a variety of short response essays (30%), a longer paper (20%), the lesson plan project (25%), several quizzes (10%), and participation, including attendance (15%).

HIS 329U • Perspectives On Science & Math

39375 • Hunt, Bruce
Meets MWF 11:00AM-12:00PM PAI 4.18
show description

“Perspectives on Science and Mathematics” is intended primarily for students in the UTeach-Natural Sciences program for prospective secondary school science and mathematics teachers. It is designed to give students a grasp of science and mathematics as both the products of historical processes and as factors in further change, and to equip them to use this understanding to inform and enrich their own future classroom teaching. The course is built around a mix of lectures, readings, and class discussions, as well as the preparation and presentation of model lesson plans drawing on historical themes and materials. The course carries a writing flag, and we will emphasize clear and effective writing on all assignments. Note that the course includes a weekly discussion section led by a teaching assistant.


Texts: Galileo Galilei, The Essential Galileo (ed. and trans. Maurice Finocchiaro), James D. Watson, The Double Helix (ed. Gunther Stent), plus additional readings to be posted on Canvas.

Grades will be based on a variety of short response essays (30%), a longer paper (20%), the lesson plan project (25%), several quizzes (10%), and participation, including attendance (15%).

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

39385 • Forgie, George
Meets MW 4:00PM-5:30PM JGB 2.202
show description

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

The following books will probably be assigned:

 1. Edmund S. Morgan, The Birth of the American Republic (either the 3rd or 4th edition)

2. Edmund S. Morgan and Helen Morgan, The Stamp Act Crisis: Prologue to Revolution

3. Pauline Maier, American Scripture: Making the Declaration of Independence

4. Christopher Collier and James L. Collier, Decision in Philadelphia: The Constitutional Convention of 1787

Classes will usually consist of both a lecture and discussion. Unless authorized by SSD, no laptop computers or similar devices may be used or open during class. The use--any use--of phones in class is not permitted. 

There will be three exams. The first and second exams will each count 25% of the course grade. The third exam will count 30% of the course grade. These exams will consist of short-answer and essay questions on the material from the classes and reading assignments. Exams will not be given ahead of schedule, nor will any make-ups be given, for any reason. In addition to the three exams, unannounced short, objective-question quizzes will be given frequently at the beginning of class, testing mastery of  recent course material. These quizzes will constitute 20% of a student’s course grade.

HIS 341K • Origins Of Modern Japan

39390 • Metzler, Mark
Meets TTH 11:00AM-12:30PM GAR 2.112
(also listed as ANS 341K)
show description

Same as Asian Studies 341K. This course focuses on 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 central focus is on the period of government by the Tokugawa shoguns (1600–1867), a period that reveals the social-ecological dynamics of an island country at a time of chronic resource scarcity and unprecedented development of popular culture.  Topics include the classical and medieval heritage, 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.

This course follows a half-lecture, half-seminar format.  Active class participation is required.

Writing flag.

Global Cultures flag.

Prerequisite: Upper-division standing.


Required texts:  

1.  Conrad Totman, Early Modern Japan (Univ. of California Press, 1993). ISBN-10: 0520203569

2.  Katsu Kokichi, Musui’s Story: The Autobiography of a Tokugawa Samurai, trans. Teruko Craig (Univ. of Arizona Press, 1991). ISBN-10: 0816512566

3.  Yamakawa Kikue, Women of the Mito Domain, trans. Kate Wildman Nakai (Stanford Univ. Press, 2001). ISBN-10: 0804731497

4.  Handouts, electronic-reserve, and on-line readings.

Course requirements and grading:

•   two midterm exams (worth 10% each)

•   two essays on class readings (10% each)

•   essay revisions (10% total)

•   one presentation on supplemental readings (10%)

•   active in-class discussion work (10%)

•   in-class writing and peer editing work (10%)

•   final exam (in-class exam portion: 10%; take-home essay: 10%)

This is a small, writing-intensive and participation-intensive course, and attendance is required. If you anticipate that you will need to miss classes during the coming semester, please plan on taking this course in a later semester when it truly fits your schedule.

HIS 343M • History Of Russia Since 1917

39400 • Wynn, Charters
Meets TTH 2:00PM-3:30PM WEL 2.312
(also listed as REE 335)
show description

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


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



John Thompson, Revolutionary Russia, 1917.

Martin Naimark, Stalin’s Genocides.

Richard Overy, Russia’s War.

Martin McCauley, The Khrushchev Era.

William Tompson, The Soviet Union under Brezhnev.

Robert Strayer,Why Did the Soviet Union Collapse?

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

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

39405 • Forgie, George
Meets TTH 3:30PM-5:00PM JGB 2.216
show description

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

The following books will probably be assigned:

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

in South Carolina, 1816-1836

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

by Blight)

Harriet Beecher Stowe, Uncle Tom’s Cabin

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

Classes will usually consist of both a lecture and discussion. Unless authorized by SSD, no laptop computers or similar devices may be used or open during class. The use--any use--of phones in class is not permitted. 

There will be three exams. The first and second exams will each count 25% of the course grade. The third exam will count 30% of the course grade. These exams will consist of short-answer and essay questions on the material from the classes and reading assignments. Exams will not be given ahead of schedule, nor will any make-ups be given, for any reason. In addition to the three exams, unannounced short, objective-question quizzes will be given frequently at the beginning of class, testing mastery of  recent course material. These quizzes will constitute 20% of a student’s course grade.

HIS 346T • Cuban Revolution & The US

39410 • Brown, Jonathan
Meets TTH 11:00AM-12:30PM UTC 3.102
(also listed as LAS 366)
show description

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

Sebastian Balfour, Castro

Lois M. Smith, Sex and Revolution

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

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

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

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

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

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

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

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

HIS 346V • 20th-Cen Rural Latin Amer

39415 • Butler, Matthew
Meets TTH 3:30PM-5:00PM MEZ 1.120
(also listed as LAS 366)
show description

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

Kouri, Emilio. A Pueblo Divided: Business, Property, and Community in Papantla, Veracruz (Stanford: Stanford University Press, 2004)

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

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

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

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

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

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

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

HIS 347L • Seminar In Historiography

39420 • Spellberg, Denise
Meets W 3:00PM-6:00PM GAR 0.132
show description


Open only to students admitted to the History Honors program.

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

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

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


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

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

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


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

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

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

HIS 350L • Cold War In Five Continents

39425 • Brown, Jonathan
Meets TTH 2:00PM-3:30PM GAR 1.134
show description

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

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

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


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

Chen Jian, Mao’s China & the Cold War


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

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

Essay 2 (5-6 pages) 200 points

Essay 3 (6-7 pages) 300 points

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

HIS 350L • Decolonizatn Of Brit Empire

39465 • Louis, William
Meets TH 3:30PM-6:30PM CLA 0.108
(also listed as LAH 350)
show description

The British Empire at the end of World War II still extended over one fourth of the world and represented a complex, worldwide system.  The seminar will focus on the era of decolonization.  

This seminar is designed as a reading and research course in modern British history—and in the history of Asia, Africa, and the Caribbean.  Above all it is a class in professional writing.  It includes a cartographical component in which students are required to master the geography of the British Empire.


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

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

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

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

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

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

HIS 350L • Germany Since Hitler

39450 • Crew, David
Meets MW 4:30PM-6:00PM GAR 2.128
(also listed as J S 364)
show description

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

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

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

Primo Levi, Survival in Auschwitz

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

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

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

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

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

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


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

HIS 350L • Global Environmental History

39427 • Raby, Megan
Meets MW 4:00PM-5:30PM JES A217A
show description

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

Robin, Libby, Sverker Sörlin, and Paul Warde. The Future of Nature: Documents of Global Change. New Haven: Yale University Press, 2013.

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

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

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

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

HIS 350L • Historcl Images Afr In Film

39470 • Falola, Oloruntoyin
Meets T 3:30PM-6:30PM MEZ 1.216
(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 • Japan In Deep Ecologcl Pers

39430 • Metzler, Mark
Meets T 3:30PM-6:30PM CAL 221
(also listed as ANS 361)
show description

The island world of Japan is a unique place for thinking about ecological history. Ecological history also offers an enlightening standpoint for viewing the deep history of Japan. The course takes in the whole span of Japanese history, from the beginning of human habitation to the present. Topics include ancient Japanese lifeways; climate and history; the development of agriculture; population and resources; Buddhist and animist views of outer and inner nature; urbanization from ancient capitals to Megacity Tokyo; industrialization and energy; the recent nuclear accident at Fukushima and its implications; and future visions.

Readings include influential scholarly works and Japanese primary sources in English translation. The basic text is Conrad Totman, Japan: An Environmental History (I.B. Tauris, 2014; ISBN: 978-1-84885-116-0). Totman’s text will be supplemented by numerous short readings, including selections from Zen Master Dōgen (“Green Mountains Walking”), Ester Boserup (Agricultural Intensification), William Wayne Farris (Japan’s Medieval Population), the Japan Focus article collection on the accident at Fukushima, and selections from the work of modern Japanese environmentalists.

Course requirements and grading:

This is a small-enrollment writing-intensive seminar that follows a discussion rather than a lecture format. Weekly reading notes are required; they will be collected at the beginning of each meeting, returned to you, and graded at the end of the semester.

The class meets only once weekly, and attendance is required.

Grading is based on:

•   Class participation (worth 20% of the course grade), including discussion work and occasional in-class writing. Discussion work is evaluated on both quantity and quality (quality means serious, detailed engagement with the texts).

•   Reading notes (worth 20%)

•   Two essays based on class readings (worth 10% and 15% respectively)

•   Two short midterm exams (worth 10% each)

•   Project work (written report and discussion, worth 15%)

HIS 350L • Medicine In African History

39435 • Osseo-Asare, Abena
Meets TTH 2:00PM-3:30PM MEZ 1.122
(also listed as AFR 372D)
show description

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

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

Timothy Burke

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

Steven Feierman, John M. Janzen

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

Nancy Rose Hunt

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

(Duke, 1999)

John Illiffe

The African AIDS Epidemic: A History

(Ohio, 2006)

Maryinez Lyons,

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

(Cambridge, 2002)

Malidoma Patrice Some

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

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

HIS 350L • Poland & The Second World War

39440 • Lichtenstein, Tatjana
Meets TTH 12:30PM-2:00PM CLA 2.606
show description

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

May be repeated for credit when the topics vary.

Designed for History majors. 

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

Course carries Writing flag. 

HIS 350L • Race, Science, And Racism

39445 • Martinez, Alberto
Meets M 3:00PM-6:00PM GEA 127
show description

HIS 350L - Race, Science, and Racism
Spring 2017                                                                                                                   Al A Martinez, Professor

This course explores important episodes in the history of biology regarding the classification of human races. For ages, human groups have endured conflicts with one another over racial differences and prejudices. However, according to many biologists and scientists, human races do not even exist. We will discuss how bodily traits such as skin color have affected how scientists and societies struggle to understand human differences.

We will analyze racism in several contexts, such as the Spanish Inquisition, the history of slavery in the U.S., the history of eugenics, the Civil Rights era, etc. We will discuss how classifications of races have changed over time in the works scientists such as Georges, Buffon, Benjamin Franklin, Johann Blumenbach, Charles Darwin, and others. We will analyze claims from popular books in light of primary historical sources. We will also trace the evolution of categories such as “black,” “white,” “Asian,” “Hispanic,” etc. We will discuss why such categories have varied in different places. We will especially analyze how racial categories have changed over time in government and institutions, such as the U.S. Census, and Texas public schools and universities.

Students will each freely propose topics that draw their curiosity. Students will be trained to make original historical findings rather than echo statements from history books. Throughout the semester, the students will present findings from their ongoing research projects.

Charles Darwin, Descent of Man (1871), “On the Races of Man,” pp. 215-250.
Robert Wald Sussman, The Myth of Race: The Troubling Persistence of an Unscientific Idea (Harvard University Press, 2014).
Jacqueline Jones, A Dreadful Deceit: The Myth of Race from the Colonial Era to Obama's America (Basic Books, 2013)
U.S. Census records (online), from 1790 to 2010.
Optional Books-
David N. Livingstone, Adam’s Ancestors: Race, Religion, and the Politics of Human Origins (Johns Hopkins University Press, 2011)
Ian Haney López, White by Law 10th Anniversary Edition: The Legal Construction of Race (NYU Press, 2006)

Participation 20%, Presentation 10%, Writing Projects 40%, Final Exam 30%

HIS 350L • Russn/Amer Rel Thru War/Peace

39447 • Johnson, Ian
Meets TTH 3:30PM-5:00PM CAL 200
(also listed as REE 335)
show description

Since the end of the Second World War, the US-Russian relationship has been the world’s most important bilateral relationship. The two dominant nuclear powers, and possessors of two of the largest military forces on the planet, the two states contested global dominance power from 1945 to 1991. But they also played critical roles in earlier periods, often in cooperation rather than conflict. This course offers an exploration of US-Russian relations from 1776 to present, focusing on military and diplomatic interactions. It is intended as both a comparative and connective history. That is, the class will explore the direct relationship between Russia and the United States, but also will compare related historical developments in each state. The goal is to provide students with a fuller understanding of the current, contentious US-Russian relationship, as well as a new approach to comprehending past Russian and American foreign policy.


Available at the University Bookstore or online.

1) John Gaddis, Russia, The Soviet Union and the United States: An Interpretive History

2) Robert J. McMahon, The Cold War: A Very Short Introduction (Oxford: Oxford University Press, 2003).

3) Angela E. Stent, The Limits of Partnership: US-Russian Relations in the Twenty-First Century (Princeton: Princeton University Press, 2015).

4) David R. Stone, A Military History of Russia: From Ivan the Terrible to the War in Chechnya (Westport, CT: Praeger Security International).

5) All articles listed will be made available online or in a course reader.


One map quiz (5% of grade)

Three-page essay (10%)

Five-page essay (20%)

One twelve to fifteen-page research paper (40%)

Participation/Attendance (25%)

HIS 350L • Stalin's Russia At War

39455 • Wynn, Charters
Meets WF 2:00PM-3:30PM CLA 2.606
show description

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

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



Norman Naimark, Stalin’s Genocides.

John Scott, Behind the Urals.

Lydia Chukovskaya, Sofia Petrovna.

Arthur Koestler, Darkness at Noon.

Richard Overy, Russia’s War.

Catherine Merridale, Ivan’s War.

Geoffrey Roberts, Victory at Stalingrad.

Other Readings will be in the Course Packet or available online from the library.

HIS 350L • The Chinese In Diaspora

39460 • Hsu, Madeline
Meets TTH 11:00AM-12:30PM GAR 0.128
(also listed as AAS 325, ANS 361)
show description

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

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

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

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

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

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

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

25 % Class participation and attendance

24 % Two 2-3 page book reviews

36 % 9-10 page research paper

10 % In-class presentation of research

5% peer review

HIS 350L • Visual/Mat Cul: Col Lat Am

39475 • Deans-Smith, Susan
Meets M 3:00PM-6:00PM CLA 0.118
(also listed as LAS 366)
show description

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


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

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

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

4. Selection of articles on Canvas


•1. 25% five response papers of assigned readings

•2. 20% curated mini-exhibition project

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

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

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

•6. 25%–final analytical essay

•7. 10%–Attendance/Engagement and Preparation

HIS 350R • Amer Cul Hist Alchl/Drugs

39490 • Smith, Mark
Meets TTH 9:30AM-11:00AM BUR 436A
(also listed as AMS 370)
show description


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

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

HIS 350R • Envir Hist Of North Amer

39495 • Bsumek, Erika
Meets TTH 9:30AM-11:00AM GAR 0.120
(also listed as AMS 329, URB 353)
show description

This one-semester introduction to the environmental history of the United States will examine some of the recent literature of environmental history. As with the field itself, this course will focus on human interaction with the natural world, chart how nature has influenced the development of human life and technologies, and discuss the various political, intellectual, cultural, economic, global and social meanings that people have attached to the environment at different moments in American history.  The course will start with an assessment of how indigenous peoples’ idea about the environment, how it was to be used, and how they approached interactions with land, water, and food sources. It will then examine the ways the colonial populations thought about land, resources, and the indigenous peoples. Moving forward in time, the class considers how American values evolved around the idea of the environment, especially what it was and how it should be treated and examines various historical moments such as the industrial revolution, the progressive era, the Great Depression and New Deal, and the Cold War.  Interactions between different groups and their different environmental ideals – from preservation to Wise Use – will be covered.

HIS 350R • Hamilton/Jefferson In Cntxt

39510 • Olwell, Robert
Meets MW 2:30PM-4:00PM GAR 0.120
show description

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

May be repeated for credit when the topics vary.

Prerequisite: Upper-division standing and six semester hours of coursework in history.

Partially fulfills legislative requirement for American history.

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



HIS 350R • Hist Black Entrepren In US

39500 • Walker, Juliet
Meets TTH 2:00PM-3:30PM 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?

Anderson, Maggie, Our Black Year: One Family's Quest to Buy Black in America's Racially Divided Economy


Jones, Marvin D. Fear of a Hip Hop Planet: America’s New  Dilemma


Marable, Manning, How Capitalism Underdeveloped Black America: Problems Race, Political Economy, and  Society  


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


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


Stoute, Steve, The Tanning of America:  How Hip Hop Created a Culture That Rewrote the Rules of a  New Economy

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

      Course Packet chapters 6-11 from The History of Black Business in America:  Capitalism, Race,

                      Entrepreneurship (New York/London:  Macmillan/Prentice Hall International, 1998) 

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 - 39510 - 39-HAMILTON/JEFFERSON IN CNTXT Olwell, Robert

HIS 350R - Alexander Hamilton and Thomas Jefferson in Context

Spring 2017                                                                              Robert A Olwell, Associate Professor

In this course, students will first read and discuss texts written about and by Thomas Jefferson and Alexander Hamilton. They will then work collaboratively to design, research, write, and revise analytical essays (approximately 5000 words in length) that examine some aspect of either or both of these men or the world they lived in.


HIS 356S - 39554 - AMER PRES 1789 TO PRESENT Brands, Henry

HIS 356S - American Presidency: 1789 to the Present

Spring 2017                                                                                                      Bill Brands, Professor


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


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

Required books

George Washington, by James MacGregor Burns and Susan Dunn

Thomas Jefferson, by Joyce Appleby

Woodrow Wilson, by H. W. Brands

Harry S. Truman, by Robert Dallek

Richard M. Nixon, by Elizabeth Drew

Case study materials

Jefferson and the Louisiana Purchase

Lincoln and the Emancipation Proclamation

Theodore Roosevelt and Panama

Wilson and the Lusitania

Truman and the atom bomb

Nixon and the Pentagon Papers


Daily in-class writing assignments (100 words each)

Two book reviews (500 words each)

Three case studies (1000 words each)


Daily writing assignments: 25 percent

Book reviews: 25 percent

Case studies: 50 percent

HIS 350R • Hist Of American Feminism

39505 • Seaholm, Megan
Meets TTH 2:00PM-3:30PM MEZ 1.204
(also listed as WGS 345)
show description

This upper-division seminar class will investigate various aspects and/or movements of feminism in the United States.  Although we will look at issues of women’s equality in the colonial period, we will spend most of our time studying 19th and 20th century feminist or female advocacy activity including women in the anti-slavery movement, mid-19th century women’s rights advocates, the 19th and early 20th century woman suffrage movement, late 19th century women’s advocacy groups like the Women’s Christian Temperance Union, post World War II women’s rights activism and the Women’s Liberation Movement, as well as what is being tentatively called “Third Wave Feminism.”

        Students will be expected to read several book length publications over the course of the semester, and students will be expected to participate in weekly class discussion.

•  Christine Stansell, The Feminist Promise: 1792 to the Present (Random House, 2010).

•  Ruth Rosen, The World Split Open: How the Modern Women’s Movement Changed

America (Penguin Press, 2000).

•  Bell Hooks, Feminist Theory: From Margin to Center (South End Press, 2000)

•  Course Packet

• 60% of course grade based on weighted average of writing assignments.

• 40% of course grade based on class participation. Class participation is evaluated on

basis of participation in class discussion and performance on, occasional, in-class essays.

HIS 350R • Mexican Amers In Texas History

39480 • Zamora, Emilio
Meets TH 3:30PM-6:30PM MEZ 1.206
(also listed as MAS 374)
show description

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

May be repeated for credit when the topics vary.

Prerequisite: Upper-division standing and six semester hours of coursework in history.

Partially fulfills legislative requirement for American history.

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



HIS 350R • Refugees In 20th-Century US

39485 • Vong, Sam
Meets M 3:00PM-6:00PM JES A207A
(also listed as AAS 325)
show description

This course explores the history of refugees in the twentieth century, with special attention to the U.S. and its engagement in the international arena of refugee politics. The course asks what historical and contemporary roles have refugees played during times of peace and conflict in the twentieth century? Students will examine how states, non-governmental organizations, private charities, and local communities have come together to address the questions of asylum, displacement, statelessness, and human rights. Students will study the causes of particular refugee movements and the reasons why the United States responded to or failed to respond to certain refugee cases. The course will introduce students to how the "problem" of refugees has been framed by, among others, historians and social scientists, policymakers, NGOs, local communities, social workers, and refugees themselves. In doing so, this course will explore how particular cases of refugees have shaped U.S. domestic policies and also the development of the United States and its role in international affairs.

Required Books:

1. Carl J. Bon Tempo, Americans at the Gate: The United States and Refugees during the Cold War (2008);

2. Additional reading assignments will be available for downloand on Canvas.

Assignments and Grading Breakdown:

20%  Midterm Exam

15%  First draft of research paper

35%  Final draft of revised research paper

20%  Weekly journal entries

10%  Attendance and participation

HIS 351D • Alexander/Hellenistic World

39515-39530 • Carusi, Cristina
Meets MW 10:00AM-11:00AM WAG 201
(also listed as AHC 325)
show description

Alexander and the Hellenistic World

This course covers Greek history from the subordination of Greece to Philip II, king of Macedonia, and his heir and successor Alexander the Great, in 338 BCE through the Hellenistic world's loss of independence to Rome some 300 years later. This era is defined by the charismatic figure of Alexander the Great and by his military campaigns, which led to the conquest of all the eastern Mediterranean and made possible the spread of Greek culture all over Anatolia, Persia, Mesopotamia, Syria, and Egypt. After Alexander's death, his empire was divided into the three Hellenistic kingdoms of Egypt, Syria, and Macedonia until Rome's progressive absorption of them in the 2nd and 1st c. BCE.

The course will devote roughly equal time to covering major events and personalities, exploring key developments in culture and society, and examining the various types of evidence available for the era (literary, epigraphic, papyrological, and archeological sources). There will be two hours of lecture and one hour of discussion each week. The two lectures will combine historical outline with the exploration of specific themes and problems, such as systems of government, social structures, economy, culture, religion, and war, while the discussion sections will be focused on how to analyze, interpret, and use ancient sources.

This course carries the Global Cultures flag.

HIS 353 • French Revolution And Napoleon

39535 • Coffin, Judith
Meets TTH 3:30PM-5:00PM JGB 2.218
(also listed as CTI 375, EUS 346)
show description

The Revolution and its Napoleonic sequel are among the most extraordinary events of modern times. Historians, politicians, and social theorists have studied and debated them for over two centuries but still not answered the many questions they pose. Why does a regime collapse? How is a new state built? Are revolutions necessarily protracted and violent? The human drama of this  tumultuous time is no less compelling. How did ordinary people survive? How were extraordinary careers made – and ended?

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

Jean-Jacques Rousseau, The Social Contract

Lynn Hunt, ed. The French Revolution and Human Rights.

Timothy Tackett, When the King Took Flight

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%)

HIS 355N • Main Curr Of Amer Cul To 1865

39540 • Smith, Mark
Meets TTH 12:30PM-2:00PM BUR 130
(also listed as AMS 355)
show description

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

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

HIS 355P • United States Since 1941

39545 • Lawrence, Mark
Meets MWF 10:00AM-11:00AM MEZ B0.306
show description

This course will examine the tensions and transformations in citizenship and everyday life that accompanied the emergence of the United States as a global power. In 1940, the United States was slowly making its way out of the Great Depression.  Men and women faced changes in the role of the state in society, challenges in the economy and the links between citizenship and political participation. World War II transformed American life, ushering in the heightened presence of the federal government in everyday life and a more thorough involvement of American society in the world.

Besides being an introduction to larger themes in United States history, students should learn that history is not ‘just the facts’; that history is not prepackaged in textbooks or studios of the History Channel, that reasonable people can arrive at different understandings of an event even when they read the same evidence. That is, our past, like the present, is open to interpretation.

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

Laurie Green, Battling the Plantation Mentality: Memphis and the Black Freedom Struggle

Susan Douglass, Where the Girls are: Growing up Female with the Mass Media

Roberto Suros, Strangers Among Us: Latino Lives in a Changing America

Tamim Ansary, East of Kabul, West of New York

Doug Rossinow & Rebecca Lowen, The United States since 1945: an interpretation*

Quizzes & Response Papers:  15%

Thematic Review:  15%

Midterm 1:  25%

Midterm 2:  30%

Participation:  15%

HIS 356K • Main Curr Amer Cul Since 1865

39550 • Lewis, Randolph
Meets MW 2:30PM-4:00PM BUR 224
(also listed as AMS 356)
show description



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



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

HIS 357D • African Amer Hist Since 1860

39555 • Walker, Juliet
Meets TTH 11:00AM-12:30PM GAR 3.116
(also listed as AFR 357D, AMS 321F, URB 353)
show description

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

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

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

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

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

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

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

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

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

Exam 1  (Take home)                    30

History Research Paper                 30

Student Panel Presentation           10

Exam  2(Take Home) m                 30

HIS 358M • Hist Britain 1783 Thru WWI

39560 • Vaughn, James
Meets TTH 12:30PM-2:00PM 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 • Berlin

39570 • Hake, Sabine
Meets TTH 11:00AM-12:30PM GEA 114
(also listed as C L 323, EUS 347, GSD 360, URB 353)
show description

Course Description 

What is the place of the city in history? What makes urban culture so unique? And how do big cities influence politics and society? These are the larger questions that will be addressed in this comprehensive introduction to Berlin, its histories, stories, images, places, and peoples. As the largest German city and the nation’s capital, Berlin has been at the center of the most dramatic historical of during the twentieth century: two world wars, two dictatorships, and two revolutions, but also exhilarating periods of artistic creativity, architectural innovation, and dramatic social and cultural change. The city saw the rise of the historical avant-gardes during the 1920s and the assault on freedom and democracy after 1933; it functioned as an incubator for new social movements and a laboratory for technological progress. Interdisciplinary and multimedia, this course approaches modern German history through the lens of urban history and examines the representation of Berlin in literature, criticism, art, photography, and film. Special attention will be paid to contemporary Berlin, from the challenges of reunification to current problems such as mass migration and growing social and economic inequality. A good course for anyone who loves big cities and want to learn more about the enduring appeal of Berlin as a site of innovation, freedom, and change.

Prerequisites: No prerequisites. The course will be taught in English. All readings are in English; all films are subtitled. In addition to the required books, short articles are made available on Canvas (as PDF files). The course will be of interest to students in German Studies, European Studies, Urban Studies, History, Geography, and Government.

Class format/ method of instruction: Class will be conducted in a combined lecture-discussion format. Writing assignments, including rewrites, will be an integral part of the coursework. The course fulfills the Writing and Global cultures requirements.


Course Objectives:

--to introduce students to the rich and complex history of Berlin, 1871-present;

--to  study the function of the metropolis in the making of mass culture and modernity;

--to analyze a wide range of architectural practices and urban representations (buildings, films, novels, theories, paintings); and

--to improve critical reading and writing skills in a systematic fashion.



20% Attendance, preparation, and active participation

10% one five-minute class presentation

20% midterm exam

50% writing assignments, including two shorter papers (10% each) and one final paper (8-10 pp. including bibliography, 20%), plus peer review and rewrite (5% each).


Required Readings:

Large, David Clay. Berlin. New York: Basic Books, 2000.

Constantine, Helen, ed. Berlin Tales. Trans. Lynn Marveen. Oxford: Oxford University Press, 2009. 

HIS 362G • England In The 20th Century

39580 • Levine, Philippa
Meets TTH 2:00PM-3:30PM CLA 0.126
(also listed as EUS 346)
show description

This class will consider the course of British history over the twentieth century, a time in which Britain moved from considerable authority in the world to a much reduced status, politically and economically most especially. Since so much of Britain’s power derived from its extensive imperial possessions, the British Empire is as central to this course as are considerations of domestic British history. Alongside this global decline, however, the twentieth century saw dynamic change in British society: in the mid-century years, Britain was transformed into a multi-racial and multi-ethnic society. It shaped one of the dominant welfare states of the century and dominated popular culture for at least a decade before reverting back to a deep conservatism in the 1980s under the long leadership of Margaret Thatche. We will also consider Britain’s recent and momentous decision to leave the European Union.


Peter Clarke, Hope and Glory: Britain 1900-2000 (Penguin, 2008: 2nd edition

There will also be primary source materials, and these will be available online


Three assignments/exams, weighted equally:

Paper on Class Readings – summarize, contextualize and analyze a selected primary reading

Mid-Term Exam

Research Paper

HIS 362G • Power/Belief: Early Mod Eur

39585 • Bodian, Marion
Meets TTH 2:00PM-3:30PM CLA 2.606
(also listed as LAH 350)
show description

This course deals with the long and difficult process by which a principle of freedom of conscience emerged in early modern Europe – a principle that is still contested in many parts of the world. In late medieval Europe, such an idea was unimaginable. Over many centuries the Church had exercised authority in matters of belief, and the Church’s power was embedded in the social fabric in myriad ways. The Reformation of the sixteenth century shattered not only the unity of the Church, but perceptions of its authority and of the bonds of community. Yet it was by no means obvious to anyone that a person should be free to believe what seemed true to him or her.

In this course we will travel back in time to Reformation Europe during the bitter religious wars between Catholic and Protestant powers. In the wake of these wars (and other episodes of religious violence), pragmatic ideas about how to keep civil peace emerged. So did new ideas about freedom of individual conscience. Why were such ideas so threatening? Why did they seem to so many people downright immoral? How did a psychological and intellectual shift take place that allowed ordinary people (as well as brilliant thinkers) to change their minds and come to support freedom of conscience? To answer these questions we will examine important episodes like the Dutch Revolt against Spain, the Inquisition trial of Galileo, and the English Civil War; we will read from works by authors who struggled to envision a society without religious controls; and we will examine the underground world of “forbidden best-sellers” and popular ideas about freedom of religion.

Each of you will choose a historical figure from a list provided by me. (You may also choose a figure not on the list, in consultation with me.)  You will read more deeply about this person and represent his or her opinions in mock debates we will stage in class. Your grade will be based on the following: 10% attendance and participation, 20% a review of a book on your “person,” 20% blog participation, 30% a paper on a topic related to your “person,” 20% final exam.

Suggested to buy (they can all be obtained cheaply online as used books):

Joseph Perez, The Spanish Inquisition

Benjamin Kaplan, Divided by Faith

Readings marked with a * will be done by only one or two of you; you will discuss the reading in class.

download syllabus

HIS 362G • Three French Wars: 20th Cen

39590 • Coffin, Judith
Meets TTH 11:00AM-12:30PM CLA 2.606
show description

This course focuses on 20th century France, with an emphasis on three critical conflicts: World War One, World War Two, and the Algerian war. 

      At the beginning of the 20th century, France stood as a beacon of democracy, individual rights, and cultural unity. In 1940, France became the most dramatic case of the sudden and devastating collapse of all that –of the corrosive effects of the Great Depression, political polarization, xenophobia, and authoritarianism.

      Why did France (and Europe) collapse? How did the country (and the continent) recover? We will look at the victory of World War I, the defeat of 1940, collaboration and resistance, and then World War II’s difficult aftermath. France was an empire as well as a nation-state, and we will study how the violent dissolution of that empire, especially the Algerian war, has contributed to creating the country we will visit in May

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

39595 • Hoelscher, Steven
(also listed as EUS 346, GRG 356T, GSD 360)
show description

Topics in European History.

May be repeated for credit when the topics vary.

HIS 363K • Cuba In Question-Cub

39605 • Salgado, Cesar
(also listed as AFR 372G, C L 323, LAS 328, SPC 320C)
show description

Restricted to students in the Maymester Abroad Program; contact Study Abroad Office for permission to register for this class. Class meets May 27-June 24. Taught in Havana, Cuba. Students must consult with Study Abroad Program Coordinator as travel and orientation dates may be in addition to these dates.

HIS 363K • Mapping Latin America

39614 • Del Castillo, Lina
Meets TTH 9:30AM-11:00AM SRH 1.115
(also listed as GRG 356T, LAS 330)
show description

The main objective of this course is to understand the role of maps in the creation of Latin America as a specific sort of place. As such, the course itself will allow students to become familiar with a broad overview of Latin American history from Pre-Columbian civilizations to the modern period.  By paying particular attention to the maps produced of and in the region within this broad time span, students are challenged to question existing assumptions of what “Latin America” means historically, culturally, and of course, spatially.
Students will have the chance to develop their map-reading skills by using a wide range of graphic representations of the Americas. Students will come away from the course with an understanding of the nature of maps (that is, not only the natural environment they represent, but also how maps work to conjure up particular kinds of natural environments). They will be able to identify the kinds of arguments maps make through the many ways they present and communicate information. Students will learn to identify how and why particular maps are made; the historical changes involved in processes of surveying, map drawing, and map printing; interpret how people have read different kinds of maps under different circumstances; and be sensitive to the implications of map silences onplace formation.

HIS 363K • Politics Of Food In Latin Amer

39615 • Zazueta, Maria Del Pi
Meets MWF 12:00PM-1:00PM SRH 1.320
(also listed as LAS 366)
show description

May be repeated for credit when the topics vary.


HIS 364G • Hist Of Hindu Relig Traditn

39629 • Hyne-Sutherland, Amy
Meets MW 2:30PM-4:00PM PAR 1
(also listed as ANS 340)
show description

May be repeated for credit when the topic titles vary.

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

39620 • Moin, Ahmed
Meets TTH 11:00AM-12:30PM PAR 206
(also listed as ISL 372, ISL 373, MES 343, R S 358)
show description


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


  • Stephen Dale, The Muslim Empires of the Ottomans, Safavids, and Mughals
  • Nile Green, Sufism: A Global History
  • Clifford Geertz: Islam Observed
  • Additional readings provided by instructor


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

HIS 364G • The Dead Sea Scrolls

39630 • Kaplan, Jonathan
Meets MWF 1:00PM-2:00PM PAR 201
(also listed as AHC 330, CTI 375, J S 364, MEL 321, MES 342, R S 353D)
show description

Course Description

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


• Davies, Philip R., George J. Brooke, and Phillip R. Callaway. The Complete World of the Dead Sea Scrolls. Revised Edition. New York: Thames and Hudson, 2002. ABBREVIATED AS DBC IN COURSE SCHEDULE

• Vermes, Geza, trans.. The Complete Dead Sea Scrolls in English, Revised Edition. London: Penguin, 2011. ABBREVIATED AS VERMES IN COURSE SCHEDULE

• Bible (any modern – not King James – translation is ok). Students are welcome to purchase Coogan, Michael D. et al., eds. The New Oxford Annotated Bible with the Apocrypha, Augmented Fourth Edition, New Revised Standard Version, College Edition. New York: Oxford University Press, 2010. This edition is available for purchase at the Co-°©‐Op.

• Selected readings available through Blackboard. Students are required to bring a print copy of Vermes and/or the Bible to class on days on which we will be discussing selections from these works. Reading texts on a smartphone or other such small-°©‐screen device is not an acceptable way to engage ancient texts for the purposes of this class. DBC and Vermes are on reserve at the Perry-°©‐Castañeda Library.


Class attendance and participation 10%

Quality of mid‐term test 20%

Quality of two 3–4 page papers 40%

Quality of final examination 30%



HIS 364G • The Two Koreas And The US

39625 • Oppenheim, Robert
Meets TTH 2:00PM-3:30PM MEZ 2.118
(also listed as AAS 325, ANS 361, ANT 324L, GOV 360N)
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This course will examine the production, distribution, and consumption of East Asian popular culture. Specific topics include Hong Kong cinema, Japanese animation, Japanese trendy dramas, Korean television dramas, and K-pop music. Noting the “globalization” phenomenon, this course will address what has caused the increasing visibility of East Asian cultural products outside of the region. The growing recognition of East Asian pop culture around the globe, however, has also accompanied by more vibrant circulations of the cultural products and interactions among recipients within the region. Therefore, this course will take the globalization of popular culture as an analytical lens through which to reflect modernity, tensions of (trans)nationalism, urbanization, gender politics, and identity formations in East Asia.

HIS 365G • South Asian Migration To US

39655 • Bhalodia-Dhanani, Aarti
Meets MWF 10:00AM-11:00AM CMA 3.114
(also listed as AAS 325, ANS 372, WGS 340)
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Flag: Cultural Diversity in the U.S.

This course examines the South Asian diaspora in United States. We will cover migration of people from India, Pakistan, Bangladesh, Sri Lanka and Nepal to United States and other parts of the world. 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 nineteenth century following the journey of the first South Asian migrants to US. We will then move on to studying the Bengali and Punjabi immigrants to U.S. and the formation of Bengali-African and Punjabi-Mexican communities. We will study the effects of the 1965 Immigration and Naturalization Act on South Asian migration to US. Topics covered include economic and social reasons for migration, 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.


Course Objectives


Through the semester we will study more than a century of South Asian American history. A primary goal of this course is to highlight the diversity in South Asian America. We will encounter a diaspora whose members belong to different religious, linguistic, economic and social groups. Many came to the United States forcibly to seek economic opportunities lacking at home. Others came enthusiastically with dreams of making it “big” in the land of abundant opportunities. We will ask ourselves how monolithic is the South Asian community? We will also examine South Asian American interactions with other Asian American groups in the fields of social activism and community development.


Assignments and Grading


15%   Attendance and participation

25%   Exam 1

25%   Exam 2

5%     Research paper topic and bibliography

5%     Research paper presentation


25%   Research paper


Textbook: Karen Isaken Leonard, The South Asian Americans (Westport, CT: Greenwood Press, 1997). 


Selections from the following:

 Vivek Bald, Bengali Harlem and the Lost Histories of South Asian America (Cambridge: Harvard University Press, 2013).        


 Judith M. Brown, Global South Asians: Introducing the Modern Diaspora (Cambridge: Cambridge University Press, 2006).       


Shamita Das Gupta edited, A Patchwork Shawl: Chronicles of South Asian Women in America (New Brunswick: Rutgers University Press, 1998).        


Khyati Y. Joshi and Jigna Desai, Asian Americans in Dixie: Race and Migration in the South (University of Illinois Press, 2013)     


Susan Kosby and R. Radhakrishnan edited, Transnational South Asians: The Making of a Neo-Diaspora (Oxford: Oxford University Press, 2008).


Karen  Isaken  Leonard,  Making Ethnic Choices: California’s Punjabi Mexican Americans (Philadelphia: Temple University Press, 1992).

HIS 365G • US/Britain/Global Order-Gbr

39645 • Lawrence, Mark
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Description: In the eighteenth and nineteenth centuries, Great Britain was the world’s dominant power and chief proponent of a liberal international order.  By the middle of the twentieth century, a badly weakened Britain was mostly replaced by the United States in those roles.  But British thinking about diplomatic and military affairs exerted a strong influence on American strategy, and the two nations formed what became known as the “Special Relationship.”  This course, to be held in London as a Maymester, will explore the diplomatic and military history of the United Kingdom and Great Britain and especially how the two nations have interacted and shaped each other’s national security policies and visions of global order.  Classroom sessions will include faculty guest instructors from the renowned War Studies Department of Kings College London, and the course will be supplemented with regular field visits to historic sites in London and throughout the United Kingdom.  The group will also make a visit to the battlefields of Normandy. 

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

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

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

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

Active participation in seminar (40 percent of course grade); daily reading response papers (20 percent); journal of approximately 20 pages due at the end of the program (40 percent).

HIS 365G • Women And Socl Mvmnts In US

39650 • Green, Laurie
Meets TTH 12:30PM-2:00PM UTC 3.102
(also listed as AFR 372C, AMS 321, WGS 340)
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This upper-division history course examines women’s participation in both well-known and lesser-known social movements during the twentieth century, more deeply than is possible in a U.S. history survey course. Throughout, we explore women’s activism in movements that specifically targeted women’s rights, such as the woman suffrage movement. However, we also consider women’s participation in movements that do not outwardly appear to be movements about women’s rights, such as the Civil Rights Movement.

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

SHORT READINGS will be available on Canvas.


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

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

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

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

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

Attendance                                                   5%

On-time submission of assignments                    5%

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

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

Final exam                                                    20%

HIS 366N • Global History Of Disease

39660 • Osseo-Asare, Abena
Meets TTH 9:30AM-11:00AM PAR 301
(also listed as AFR 372D)
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May be repeated for credit when the topics vary.

HIS 375L • Stuart England, 1603-1689

39675 • Levack, Brian
Meets TTH 11:00AM-12:30PM GAR 1.126
(also listed as EUS 346)
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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.

Roger Lockyer, Tudor and Stuart Britain (3rd ed., 2005)

William Hunt, The Puritan Moment: The Coming of Revolution in an English County  (1983)  [Xerox at Jenn’s]

Brian Levack, Witch-Hunting in Scotland (208)

Barry Coward, Oliver Cromwell  (1991)

Peter Laslett (ed.), John Locke's Two Treatises of Government (2nd ed., 1989)

Three exams (75%) and a final essay (25%)

HIS 376F • The US And Second World War

39680 • Stoff, Michael
Meets WF 10:00AM-11:30AM GAR 2.112
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This course fulfills part of the requirements for the Normandy Scholars Program as well as part of the American history requirement for the University.  It explores American involvement in the Second World War.  Among the topics covered are: American isolationism; the controversy over Pearl Harbor and American entry into the war; the rise of air power and strategic bombing; the conduct of war and diplomacy; everyday life and politics on the home front; the experience of battle; the use of the atomic bomb; the seeds of the Cold War; and conflicting visions of the postwar world

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



David Kennedy, The American People in World War II

E. B. Sledge, With the Old Breed

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

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

to the Atomic Age

Cornelius Ryan, The Longest Day

John Hersey, A Bell for Adano



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

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

39685 • Crew, David
Meets TTH 3:30PM-5:00PM GAR 0.128
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How was an obscure, unemployed Austrian, who never rose above the rank of corporal in the German army, able to become the leader of a mass political movement which overthrew the most democratic political system Germany had ever known? Why did Germany begin the most devastating and brutal war in world history just two decades after having lost the First World War? Why did the Nazi state systematically murder 6 million Jews? How did the implementation of Nazi plans for a “racial empire” affect the lives of millions of Europeans during the Second World War? And what is the legacy of the Third Reich, for Germany today? These are the primary questions addressed by this course.

Erich Maria Remarque, All Quiet on the Western Front

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

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

Primo Levi, Survival in Auschwitz

We are also going to be working with the images at these two web-sites: http://germanhistorydocs.ghi-dc.org/ and http://www.ushmm.org/wlc/en/

A distinctive feature of this course is the fact that we will be working extensively with original documents, in translation. This will give you a more direct and immediate connection to the past, will allow you to experience, at first hand, the language and ideas of the period. It will also allow you to engage directly in the process of interpretation. Rather than simply ingesting the arguments of historians who write about the Nazi period, you  will have the opportunity to analyze the "raw materials" with which historians themselves work. The first and second document essays will ask you to comment on the meaning and significance of several documents(or parts of documents) assigned for the class. You will be given a copy of the document(s) which will be clearly identified for you (i.e. author, date, place). These are, therefore, not identification quizzes; your job is rather to write an essay in which you show why the particular documents are important in terms of the larger history of the period from which they derive and what they tell us about that particular phase in the rise or development of Nazism.

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