History Department
History Department

HIS 301F • Premodern World

38950 • Kramer, William
Meets MWF 11:00AM-12:00PM JGB 2.218
(also listed as AHC 310)
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“Premodern World” is a lower-division, lecture course that provides an overview of global development from roughly 30,000 BCE to 1500 CE. It introduces students to the main political, social, and cultural trends in a variety of societies while at the same time stressing the global perspective. Considerable emphasis is thus paid to comparative history and the study of cross-cultural encounters. This entry-level course aims to teach historical thinking as well as historical content, impart a basic grasp of the premodern past, and  stimulate the development of large-scale frameworks for historical analysis.

Texts (provisional):

-- Robert W. Strayer, Ways of the World, A Brief Global History with Sources

                                                                        Vol.1: To 1500, Bedford/ St. Martins.

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

-- numerous essays and book chapters provided on course website


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

HIS 302C • Introduction To China

38955 • Lai, Chiu
Meets MWF 11:00AM-12:00PM CLA 1.106
(also listed as ANS 302C)
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[Course carries the Global Cultures Flag]


This course will provide an introduction to major concepts and ideas from Chinese cultural traditions to construct a course inquiry into understanding Chinese culture and society. A guiding principle in this course inquiry will be to investigate the past to help inform the present.   Lectures and discussion will examine key concepts from art, history, language, literature, and thought that greatly shaped, and continue to influence, “Chinese” cultural and geopolitical entities.  

Required Text:

Paul S. Ropp, China in World History (Oxford, 2010)

[Additional readings on Canvas/Course Documents]


Rana Mitter, Modern China: A Very Short Introduction (Oxford, 2016)

Evan Osnos, Age of Ambition – Chasing Fortune, Truth, and Faith in the New China (Farrar, Straus, and Giroux, 2014)

Course Grade evaluated on:

  • There is no written final exam for this course.
  • The class attendance policy is as follows:
    • After 4 absences (excused or unexcused), the final class discussion/participation grade (worth 15% of final course grade) will result in a grade of 0. 
    • More than 8 absences will result in a failing grade for the course.  

I.   15%     Class and online discussion, participation and “preparedness” (informal writing, unannounced reading quizzes)

II.  50%     TWO Written Exams (Responses to Discussion and Reading Questions, based on Lectures, Readings, Class Discussion, and Roundtable Presentations)

III. 25%     ONE Roundtable Discussion and Video Commentary (Designated “Dynastic Period”)

IV. 10%    Final Video Essay with written commentary

HIS 304R • Judaism, Christianity, & Islam

38960 • Moin, Ahmed
Meets TTH 11:00AM-12:30PM GEA 114
(also listed as CTI 304, ISL 311, J S 311, R S 304)
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This course asks students to recognize the ethical implications of the ways we talk about religion – both our own religion (if any) and those of others. Choosing definitions for religion is an ethical choice with social, political, and civic implications; the goal of this course is to assist students in becoming self-conscious about that choice. In so doing, students will improve their ability to tolerate and reduce moral disagreements about religious beliefs and practices, something that is at the heart of practical ethics education. Specifically, the ethical issues in this course encourage students to:

• reflect on different definitions of religion, to choose which ones appeal to them, and to explore their implications

• analyze the ways in which religions form “communities of memory,” to consider in what ways these communities create boundaries that both enclose and exclude

• understand the different ways that religions have historically intersected with with politics, with science, and with culture

•consider how these intersections might influence the students’ perceptions of religion and the ways in which religion is presented in contemporary media and popular culture.


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

38965 • Spellberg, Denise
Meets TTH 3:30PM-5:00PM GEA 105
(also listed as MES 301K, R S 314K)
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This course surveys the history of the Middle East from the rise of Islam to the end of the fifteenth century. Students will be introduced to basic aspects of the political, social, and cultural dimensions of Islamic civilization from Spain to Iran as they changed over time. In the midst of mapping this broad view, we will focus our attention on how specific historical figures and events contributed to definitions of Islamic identity, community, and authority. Central themes include the emergence of Sunni and Shi`i identities, the relationship of Muslims and non-Muslims, and the unique material and intellectual contributions of Islamic civilization to world history and other societies.

HIS 306N • History Of Human Sexuality

38970 • Levine, Philippa
Meets MW 4:00PM-5:30PM GAR 0.102
(also listed as WGS 301)
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The course will approach the history of sexuality from four angles: sexual behaviors (including but not limited to sexual orientation, prostitution, rape, use of pornography); sexual consequences (including but not limited to STDs, conception, birth control, abortion); sexual regulation (including but not limited to laws on abortion , obscenity, age of consent, and race-mixing; role of religion; role of the state) and sexual science (including but not limited to gender assignment and intersex; sexology). ??


Course texts will consist principally of scholarly articles which will be made available on Canvas/??


?Assessment will be based on a series of assignments completed at regular intervals throughout the course. There will be one in-class mid-term exam, and three take-home assignments focused on individual research related to the themes of the course.

HIS 306N • Indig Perspectvs Global His

38980 • Charumbira, Ruramisai
Meets TTH 12:30PM-2:00PM GAR 1.126
(also listed as AFR 317C, WGS 301)
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Ubuntu: Indigenous Perspectives in Global Studies

The internet age is surpassing previous waves of globalization through connecting humans in space and time on an almost universal scale. This course introduces students to Global Studies through the lens first peoples’ perspectives, and by so doing, affords students the opportunity to develop the ability to imagine, communicate, and live in ways that respect cultural differences and reflect a concern with sustaining the natural environment on which we all depend. In Southern Africa, it is called Ubuntu. Of course, this does not mean first people’s knowledges were or are superior; it just means they have not been sufficiently studied as potential reservoirs of knowledge for solving some of our most pressing contemporary issues today, including immigration and the environment. Through studying first people’s epistemologies, students will learn the importance of integrated rather than compartmentalized learning, i.e., a holistic approach. This course will be of particular interest to students because it incorporates current developments among first peoples around the world. First peoples are using electronic technologies and global institutions such as the United Nations to communicate and assert indigenous rights while also integrating into the global economy and knowledge systems (including the genome project and mental health medicine, to name a few). First peoples are also becoming increasingly visible in global debates about climate change and environmental sustainability. This course, therefore, will consider these contemporary developments in light of historical experiences and equip students with lifelong skills for succeeding in a global arena



Ken S. Coates, A Global History of Indigenous Peoples

Desmond Tutu, No Future without Forgiveness

Linda T. Smith, Decolonizing Methodology

Dipesh Chakrabarty, Provincializing Europe

Maria Yellow Horse Brave Heart – on Historical Trauma among America’s First Peoples



            20% - Attendance, Active Preparation & Participation

            20% - Two book reports at 10% each

            30% - Three in-class quizzes at 10% each

            30% - Final Essay

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

38990 • Hilchey, Christian
Meets TTH 2:00PM-3:30PM UTC 3.102
(also listed as REE 301)
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HIS 306N • Jewish Civ: Begin To 1492

38995 • Schofer, Jonathan
Meets TTH 9:30AM-11:00AM CMA 3.114
(also listed as J S 304M, MES 310, R S 313M)
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This is the first half of a two-semester survey of Jewish civilization, from the origins of Ancient Israel to 1500 C.E. All materials are in English translation. The course will begin with readings from the Bible and the Ancient Near East, and at that time we will focus on the development of the civilization of the region now known as Israel or Palestine, including the complex cultural interactions of the second millennium B.C.E. We will have extensive readings from the Second Temple Period as well as classical rabbinic literature and other writings from the period known as Late Antiquity. The course will also include studies of Geonic and Medieval Judaism, including philosophy, poetry, and mystical writings.


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

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


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

HIS 306N • Key Ideas & Iss In Lat Amer

38985 • Zazueta, Maria Del Pi
Meets TTH 3:30PM-5:00PM WEL 2.308
(also listed as LAS 301)
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The course aims to acquaint students with the richness, complexity and diversity of historical experiences and cultural practices in Latin America through an array of source materials that include historical monographs, ethnography, testimonial literature, fiction, music, film, and documentaries.  Through a sample of case studies culled from throughout the region, the course will shed light on the processes, structures, and forces that have shaped Latin America.  Topics include:  pre-Columbian civilizations, Iberian expansionism and the Conquest of Latin America; Church in colonial Latin America;  sugar plantations in Brazil and the trans-Atlantic slave trade; Independence movements; agro-export economies; U.S. imperialism in the Caribbean Basin; populism, urbanization , and import-substitution industrialization; popular culture, art, literature and music; revolutionary alternatives; the Cold War in Latin America and state-sponsored violence; transnational flows of capital and labor.



Thomas Skidmore and Peter Smith, Modern Latin America

Mark Danner, The Massacre at El Mozote




- Attendance and Classroom Participation (10%)

- Two in-class exams (30%)

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

-Final Exam (40%)

HIS 306N • Mdrn Chinese Econ/Busn Hist

38983 • Zeng, Zhaojin
Meets TTH 2:00PM-3:30PM GAR 1.126
(also listed as ANS 301M)
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HIS 309L • Western Civ In Mod Times-Pl II

39005 • Coffin, Judith
Meets MWF 11:00AM-12:00PM GAR 0.132
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Course Overview: In this course, we examine the central cultural characteristics of the Western heritage after the Reformation and discuss their transformation up to the present. A chronological narrative of the history in question will be provided by the lecturer and the textbook, but the most significant portion of our time together will be devoted to the examination of a number of central questions within western society since the Reformation. We will attempt to formulate an understanding of “western civilization” and its central concerns and transformations, with a particular attention paid to economy and politics in their relationships to culture and freedom. We will discuss such issues as the construction of political authority and its relationship to emerging conceptions of political liberty, revolution, popular sovereignty, and political economy. We will examine and explain the emergence of the central characteristics of modern Western society, including mass society, democracy, colonialism, secularism, political sovereignty, and the nation-state. Focus in the course is away from memorization of factual information about European history and toward reading, discussion, interpretation and criticism of texts that exemplify certain moments in the western tradition. By reading, discussing, analyzing and criticizing these sources, students will receive an introduction to the tasks involved in “thinking like a historian.”


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


Possible Texts:


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

Jean Calvin, Golden Book of the True Christian Life

John Locke, Second Treatise of Government

Daniel Defoe, Moll Flanders

Adam Smith, The Wealth of Nations (selections)

Émile Zola, The Ladies’ Paradise

Ernst Jünger, Storm of Steel

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

Franz Fanon, The Wretched of the Earth

Milton Friedman, Capitalism and Freedom (selections)

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


Assignments & Grading:


Compliance with syllabus policy 0%

Compliance with attendance policy 0%

Paper 1 @ 15%

Paper 2 @ 25%

Final paper @ 30%

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


HIS 309L • Western Civ In Modern Times

39010 • Brower, Benjamin
Meets MWF 3:00PM-4:00PM JGB 2.216
(also listed as CTI 310)
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In this course students will gain an understanding of European history over the last five centuries. We will investigate a range of significant developments in the social, cultural, and economic history of the European continent and beyond.  Lectures and readings will proceed chronologically from the fifteenth century to the twentieth century.  This time frame is marked by Europe’s growing global hegemony, manifest in forces such as colonialism and industrial capitalism, making its history of world historical importance.  The institutions of the modern state appeared at the beginning of our period, and they were accompanied by an uneven process of social and political transformation marked by the “dual revolutions,” the French and Industrial Revolutions at the end of the eighteenth century. The course will look at these processes along with the emergence of a class-based society in the nineteenth century.  We will also investigate intellectual and cultural forces such as modern ideologies of rupture and the trend toward secular thought.  We conclude with the contemporary period, an age marked in Europe by material abundance but plagued by unequal social relations and enduring social discontent.


Joshua Cole and Carol Symes, Western Civilizations: Their History & Their Culture, Vol. 2, 18th ed.


Midterm                      30%                

Final Exam                  30%

Writing                        30%

Participation               10%

HIS 314K • History Of Mexican Amers In US

39015 • Martinez, Valerie
Meets TTH 9:30AM-11:00AM BUR 208
(also listed as MAS 316)
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The reading and lecture course examines the historical development of the Mexican community in the United States since 1848, with an emphasis on the period between 1900 and the present.  The primary purpose of the course is to address time and place specific variations in the incorporation of the Mexican community as a national minority and bottom segment of the U.S. working class.  One of my central concerns is to explain two inter-related historical trends in this incorporation, steady upward mobility and unrelenting social marginalization.  I emphasize work experiences, race thinking, social relations, trans-border relations, social causes and larger themes in U.S. history such as wars, sectional differences, industrialization, reform, labor and civil rights struggles, and the development of a modern urbanized society. Also, I incorporate relevant aspects of the history of Latinos, African Americans, and Mexico.



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

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

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

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



Mid-term examination (25%),

Final examination (25%),

Research paper (30%),

Two chapter reports (10%)

Film report (10%).

HIS 315G • Intro To American Studies

39025 • Davis, Janet
Meets MW 4:00PM-5:30PM WAG 101
(also listed as AMS 310)
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AMS 310 is an introductory course in American Studies—the interdisciplinary study of American culture and society. We will begin our journey by considering some of the critical transformations—both physical and ideological—that World War II brought to American society and culture.  Filled with televisions, cars, suburbs, malls and chain stores, the landscape that we know so well today came of age during this period.  Throughout the course, we will analyze how communities, broadly defined by differing variables like age, geography, gender, race, ethnicity, class and/or political persuasion, have wrestled with questions about identity, inclusion and exclusion in modern America. While the course will proceed chronologically, I have organized these topics around three separate themes: consumerism, youth culture, and multiculturalism.


First exam (in-class): 20%

Second exam (in-class): 30%

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

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


Possible Texts

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

Mary Brave Bird, Lakota Woman

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

Jack Kerouac, On the Road

Ken Kesey, One Flew Over the Cuckoo's Nest

Anne Moody, Coming of Age in Mississippi

HIS 315G • Intro To American Studies

39020 • Vaught, Jeannette
Meets TTH 11:00AM-12:30PM GAR 0.102
(also listed as AMS 310)
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Introduction to American Studies: Cyborg Americans


This course introduces students to the field of American studies.  The guiding objective of this course is to use various interdisciplinary lenses – such as forms of material culture, technology, and performance – to investigate the United States as a contested set of identities and representations. 


In this particular section of AMS 310, we’re going to look at the human-technology interface – the cyborg! – in American culture.  The course emphasizes these concurrent and parallel histories of Americans by focusing on the adoption of and responses to new technologies from the late 19th century to the present.  The semester will be organized into four units, starting with the germ revolution in the 1880s and 1890s, then moving through the electrification of the nation from 1900 to 1940, shifting into the Cold War cultural relationships between nuclear particle physics and the boom in consumer domestic products, and finally investigating the turn to computing.  We end by considering the global dimensions of the internet age. 


In each of these units, we will use these examples to think critically about the relationship between the past and the present, to examine how individual identity formation relates to the larger cultural zeitgeist, and to understand more fully how social inequalities, particularly in the forms of race, class, gender, and sexuality, infiltrate all areas of American life.  By the end of the course, students will develop a more nuanced understanding of American culture and American studies, build critical thinking skills, and become cognizant of the multiple histories at play at any given period. 


Possible course texts:

Louis Menand, The Metaphysical Club

Carolyn De La Peña, The Body Electric

Lizabeth Cohen, The Consumer’s Republic

Lisa Nakamura, Cybertypes



Midterm: 30%

Final: 30%

Digital History project: 25%

Attendance and Participation: 15%

HIS 315G • Intro To American Studies

39027 • Gaughen, Brendan
Meets MWF 12:00PM-1:00PM BUR 116
(also listed as AMS 310)
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AMS 310/HIS 315G is an introductory course in American Studies, a field that examines American culture and society from multiple perspectives. Using a variety of sources and methods, this course explores how different communities organized around identifiers such as race, ethnicity, national origin, class, gender, and ideology have negotiated with and contributed to changing conceptions of American identity.

This course follows a rough chronology of the past century divided into three major sections: 1910 to 1945, 1945 to the early 1970s, and the early 1970s to the present, demonstrating great transformations in American society, culture, and everyday life, while also showing main currents and trajectories as groups have continually struggled for rights and inclusion over the past hundred years. The interdisciplinary approach of this course draws upon history, geography, sociology, literature, popular culture, and other methods of inquiry to reveal a century of political and social conflicts that complicate narratives of national consensus.

HIS 315K • The United States, 1492-1865

39045 • Brands, Henry
Meets MWF 10:00AM-11:00AM BUR 106
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The course will cover all aspects of American history to the end of the Civil War. The basic themes of the course will be the emergence of an American identity, the evolution of American self-government, and the expansion of American territory.


Required texts:

1. Revel online text, with online chapter exams.

2. The Heartbreak of Aaron Burr (paperback)




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


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

HIS 315K • The United States, 1492-1865

39040 • Kamil, Neil
Meets TTH 9:30AM-11:00AM JES A121A
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Survey of United States history from the colonial period through the Civil War.Partially fulfills legislative requirement for American history.

Texts:Required readings are available at the UT Coop, via online sources, and on PCL Reserve. Short readings from primary documents will be assigned most weeks on Blackboard from Michael P. Johnson, ed., Reading the American Past, Vol.1. Other required readings will include the combined labor and religious history by Paul E. Johnson, A Shopkeeper’s Millennium: Society and Revivals in Rochester, New York, 1815-1837, and William Freehling’s civil war history, The South Versus the South.

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

HIS 315K • The United States, 1492-1865

39035 • Olwell, Robert
Meets TTH 9:30AM-11:00AM GAR 0.102
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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

39116 • Ernst, Christopher
Meets MWF 9:00AM-10:00AM JES A121A
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Survey of United States history since the Civil War.

Partially fulfills legislative requirement for American history.


HIS 315L • The United States Since 1865

39117 • Ernst, Christopher
Meets MWF 10:00AM-11:00AM JES A121A
show description

Survey of United States history since the Civil War.

Partially fulfills legislative requirement for American history.


HIS 315L • The United States Since 1865

39115 • Stoff, Michael
Meets TTH 2:00PM-3:30PM JES A121A
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The purpose of the course is to acquaint students with US history from the end of Reconstruction in 1877 to the 21st century, time permitting. The course follows discrete themes, breaking into five thematic sections arranged chronologically: the search for order in an age of transformation; the rise of the Regulatory State; the rise of Semi-Welfare State; the rise of the National Security State; and the triumph of conservatism. In the first third of the semester, we will focus on American society and politics and the economy at the grassroots. During the last two-thirds of the semester we will examine the most important development of the 20thand 21st centuries—the growth of federal power and authority at home and abroad.


James W. Davidson et al., Experience History, Vol. II

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

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

Richard Wright, Black Boy

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


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

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

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

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

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

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

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

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

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

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

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

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

This course partially fulfills the legislative requirement for American history.


HIS 315L • The United States Since 1865

39055 • Restad, Penne
Meets TTH 11:00AM-12:30PM UTC 3.110
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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 317L • Colonial America

39125 • Tully, Alan
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 • Establishing Am, 1565-1815

39120 • Tully, Alan
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 at the commencement of Week  11.  This will be a 5-page paper comparing the arguments in Bernard Bailyn, The 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 test made up of multiple choice questions, short answer questions and one longer essay question in the second class period of Week 7. 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 • Intro To Amer Indian History

39135 • Bsumek, Erika
Meets MWF 10:00AM-11:00AM JGB 2.218
(also listed as AMS 315)
show description

This survey course will examine the history of Native American societies in North America from the earliest records to the present. We will explore the diverse ways in which Indian societies were structured, the different ways that indigenous peoples have responded to colonization and the complex history of European/Indian relations. Attention will be paid to political, social, economic and cultural transformation of Native American societies over time. We will cover, among other things, the following topics: disease, religion, trade, captivity narratives, warfare, diplomacy, removal, assimilation, education, self-determination, and gaming.


1. Colin G. Calloway, First Peoples: A Documentary Survey of the American Indian History (Boston: Bedford St. Martins) – third edition. 

2. Mary Crow Dog, Lakota Woman (New York: Harper Collins, 1990) 

3. Douglas C. Sackman, Wildmen: Ishi and Kroeber in the Wilderness of Modern America (Oxford University Press, 2010). 

4. David Edmunds, Tecumseh and the Quest for Indian Leadership (New York: Longman, 2006). 


Assessment for this class will be based on class participation, a mid-term examination, one short paper, 2¬4 reading quizzes, in-class participation, a book review, and a final examination. 

The final grade breakdown is as follows: 

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 • Intro To Asian American Hist

39130 • Vong, Sam
Meets TTH 12:30PM-2:00PM UTC 1.144
(also listed as AAS 312)
show description

Course 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:

  1. Shelley Sang-Hee Lee, A New History of Asian America (Routledge, 2013);
  2. 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

download syllabus

HIS 317L • The Black Power Movement

39140 • Moore, Leonard
Meets TTH 11:00AM-12:30PM BUR 106
(also listed as AFR 317D)
show description

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


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

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

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

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

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

Under the Influence by Erin Patton (week 15)


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

Exam 1: 25%

Exam 2: 25%

Exam 3: 25%

Group Project: 25%

HIS 317N • Discovery History

39149 • Martinez, Alberto
Meets M 3:00PM-6:00PM GAR 2.112
show description

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

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

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


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

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

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

Optional Books

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

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


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

HIS 317N • Thinking Like A Historian

39150 • Hardwick, Julie
Meets TTH 2:00PM-3:30PM GAR 2.128
show description

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


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

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

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

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


Three short papers 30%

Two group projects 30%

Research project framework 20%

Participation 20%

HIS 319D • Ancient Mediterranean World

39155-39170 • Perlman, Paula
Meets MW 11:00AM-12:00PM 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

39175 • Seaholm, Megan
Meets MWF 2:00PM-3:00PM WAG 101
(also listed as MAS 374, URB 353)
show description

    People from Texas will tell you that there is something special about their state.  Even people who are not from Texas will tell you that there is something unique about Texas.  Texas is both South and Southwest, both urban and rural.  Two 20th century two-term presidents have come from Texas—one was one of the nation’s most liberal presidents and one was one of the nation’s most conservative president. No other place except Nashville or New Orleans is acknowledged in the same way as Texas for its music.  Texas is astonishingly multicultural boasting German-Texans, Czech-Texans, African American-Texans, Mexican-American Texans, Asian-Texans, and white native born Texans.  And then, there’s OIL—the juice that fueled the twentieth century.  Yep.  Texas is an interesting place.

     This lecture and reading class will provide a survey of the economic, political, social and cultural, ethnic and racial developments in Texas in the 20th century.  With attention to class and gender as well race, students will learn about the influence that Texas and Texans have had on national politics as well as the issues and developments that have been singularly Texan.

Texts: TBA

HIS 320R • Texas, 1914 To The Present

39177 • Seaholm, Megan
Meets MWF 3:00PM-4:00PM WAG 101
(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 321M • Hist Of Rome: The Republic

39180-39195 • Riggsby, Andrew
Meets MW 9:00AM-10:00AM MEZ B0.306
(also listed as AHC 325, CTI 375)
show description

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

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

HIS 322D • Scientif Revolutn Of 17th Cen

39200 • Hunt, Bruce
Meets MWF 11:00AM-12:00PM GAR 0.102
show description

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

This course carries a global cultures flag.


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

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

James Gleick, Isaac Newton,

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


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

HIS 329U • Perspectives On Science & Math

39225 • Raby, Megan
Meets MWF 3:00PM-4:00PM PAI 4.18
show description

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


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



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

Additional required primary and secondary source readings online.


Participation (includes attendance) 10%

Reading Comprehension/Reflection Questions 25%

Research Essay: "Textbook Histories" 25%

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


HIS 329U • Perspectives On Science & Math

39215 • Raby, Megan
Meets MWF 11:00AM-12:00PM PAI 4.18
show description

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


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



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

Additional required primary and secondary source readings online.


Participation (includes attendance) 10%

Reading Comprehension/Reflection Questions 25%

Research Essay: "Textbook Histories" 25%

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


HIS 333M • US Foreign Relatns, 1914-Pres

39235 • Lawrence, Mark
Meets TTH 2:00PM-3:30PM MEZ B0.306
show description

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


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



H.W. Brands, Woodrow Wilson

James Mann, Rise of the Vulcans;

Melvin Leffler, The Specter of Communism;

Mark Lawrence, The Vietnam War:  A Concise International History

Eugene Burdick and Harvey Wheeler, Fail-Safe.



Students will be evaluated on the basis of a midterm (25 percent of term grade), paper (25 percent), and final (40 percent), and several quizzes.

HIS 334E • Modern Egypt: A History

39240 • Di-Capua, Yoav
Meets TTH 9:30AM-11:00AM WEL 2.312
(also listed as ISL 373, MES 343)
show description

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


Alaa Al Aswani, The Yacoubian Building (Cairo: AUC, 2004)

Latifa al-Zayyat, The Open Door (Cairo: American University in Cairo Press, 2000).

James Jankowski, Egypt: A Short History (Oxford: One World, 2000)

James Jankowski, Israel Gershoni, Egypt, Islam and the Arabs: The Search for Egyptian Nationhood, 1900-1930 (Oxford, 1986),

Selma Botman, “The Liberal Age, 1923-1952,” Cambridge History of Egypt, Vol. II,

Magda Baraka, The Egyptian Upper Class Between Revolutions, 1919-1952 (Reading: Ithaca Press, 1998), pp. 141-209.

Michael Haag, Alexandria: City of Memory (New Haven, Conn.; London: Yale University Press, 2004),


Hamied Ansari, Egypt: The Stalled Society (New York: SUNY, 1986 


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

HIS 334J • Hist Of Britain Restoratn-1783

39245 • 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 England (and, after the Union with Scotland in 1707, of Great Britain) from the end of the Interregnum to the conclusion of the War for American Independence.  It focuses on the transformation of England/Britain from an agrarian realm characterized by an absolute monarchy, an intolerant church, and a stagnant economy into a commercial and manufacturing society characterized by a vibrant public sphere, parliamentary rule, a dynamic economy, and unparalleled degrees of civil and religious liberty.  Over the course of this period, England/Britain emerged as a world power overseeing a vast commercial and territorial empire stretching across four continents.  As such, the lectures place English/British history firmly within its European and global contexts.

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


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

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

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


Attendance and Participation (10%)

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

Take-Home Final Exam (40%)

HIS 337N • Germany In The 20th Cen-Honors

39250 • Crew, David
Meets TTH 3:30PM-5:00PM GAR 2.128
(also listed as LAH 350, REE 335)
show description

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

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



Required Reading:

Mary Fulbrook,The Divided Nation?Erich Maria Remarque, All Quiet on the Western Front?Richard Bessel(ed.) Life in the Third Reich?Primo Levi, Survival in Auschwitz?Peter Schneider, The Wall Jumper?We will be working extensively with materials on this site: http://germanhistorydocs.ghi-dc.org/



(1)Two longer essay assignments (each 6-8 pages typewritten, each worth 30% of your final grade) which ask you to think critically about some of the major issues in twentieth century German history.

(2)In addition to these two longer essay assignments, you will be asked to write one shorter essay (4-5 pages typewritten—worth 20% of the final grade) on any one of the books by  Remarque, Bessel, Levi, or Schneider.

HIS 342C • Postwar Japan

39260 • Metzler, Mark
Meets MWF 11:00AM-12:00PM UTC 3.110
show description

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




1. Andrew GORDON, A Modern History of Japan, third edition (Oxford University Press, 2013).

2. John W. DOWER, Embracing Defeat: Japan in the Aftermath of World War II (W.W. Norton/New Press, 1999).

3. R. Taggart MURPHY, The Weight of the Yen (W. W. Norton, 1997).

4. Handouts, online, and electronic reserve readings as specified over the course of the semester




• two midterm exams (worth 20% each)

• two essays on class readings (15% each) 

• final exam including take-home essays (25%)

• active class participation (5%)


HIS 345L • Amer Civ War/Reconstr, 1861-77

39270 • Icenhauer-Ramire, Robert
Meets TTH 3:30PM-5:00PM JGB 2.218
show description

TOVERVIEW.  This course investigates the political, military, constitutional, diplomatic, and social aspects of the American Civil War and Reconstruction.  The emphasis will be on the military and political facets of the war while also focusing on how the war resulted in the destruction of slavery.  The goal is to provide students with an understanding of the major events and leaders of the war and its aftermath.  The end of slavery will be examined with an eye toward the actions of the free African-Americans and slaves themselves in moving emancipation to the forefront of the debate about the war’s objectives.  The history of Reconstruction will be considered during the last several class sessions.
BOOKS. The following books should be purchased:
The Confederate War, by Gary W. Gallagher
The War that Forged a Nation: Why the Civil War Still Matters, by James McPherson
A Short History of Reconstruction: Updated Edition, by Eric Foner
The American War by Gary W. Gallagher & Joan Waugh

EXAMINATIONS AND GRADING.  There will be two exams – on Thursday, September 29, and Thursday, December 1, during the scheduled class period.  Each of the tests will count 30% of the course grade.  The exams will consist of short-answer and essay questions on the material from the classes and readings (including any handouts that may come your way from the instructor).  Enrollment in this course constitutes a commitment on your part to be present at both of these examinations.  Exams will not be given ahead of schedule, nor will any make-ups be given, for any reason.  There will be a paper of 6-8 pages in length that will count 30% of the course grade.  Quizzes will count 10%.

HIS 346J • Colonial Lat Amer Thru Objs

39275 • Canizares, Jorge
Meets TTH 12:30PM-2:00PM GAR 0.132
(also listed as LAS 366)
show description

Objects (furniture, textiles, tools, maps, books, guns, kitchen ware, buildings, settlements, monuments, ships, tombs ) often shed more light about past societies than text themselves. This course explores the past of the colonials Americas (from north to south) by paying attention to the objects these societies left behind. We’ll gain new insights on the history of slavery, education, travel, technology, science, architecture, urbanism  in the Americas.



Laurel Thatcher Ulrich  The Age of Homespun: Objects and Stories in the Creation of an American Myth 

Laurel Thatcher Ulrich  et al. Tangible Things: Making History through Objects 



3 object analysis (25% each) (three (5) five page essays on three different colonial objects that have to be approved by instructor beforehand)

Participation and class attendance (25%)

HIS 346K • Colonial Latin America

39280 • Twinam, Ann
Meets MWF 1:00PM-2:00PM WEL 2.312
(also listed as LAS 366)
show description

This course surveys the history of colonial Spanish America from first encounters to independence. An underlying focus will be to explore the dynamics of scholarly analysis, tracing how and why historians and social scientists have revisited and provided alternative (revisionist) interpretations of key themes. These include: the arrival of humans in the Americas, alternations in the pre and post contact indigenous (Maya, Aztec, Inca) and Iberian worlds, processes of conquest and early colonization, ecological and demographic trends, the consolidation of imperial power (governmental, economic, religious and social institutions), changing dynamics of gender, race and class; the Bourbon Reforms; and precipitating variables for independence.



Bernal Diaz del Castillo, The Conquest of New Spain (Penguin 1963)

Richard Boyer, Colonial Lives: Documents in Latin American History 1550-1850 (Oxford University Press 2000).

Camilla Townsend, Malintzin’s  Choices:  An Indian Woman in the Conquest of Mexico (University of New Mexico Press 2006)



Students must pass a map quiz to receive a grade in the course. There will be a midterm and a final examination. Study sheets will be handed out a week prior to each examination and there will be a review in class of the materials to be covered.  Students should be prepared to discuss the assigned readings in class as well as show their comprehension of the material in examinations and essays.  Additionally students will write one (4-5) page essay based on the Boyer readings.   A sheet will be handed out suggesting possible topics or students may develop their own topic with the approval of the professor. Each examination and writing assignment will count equally in assigning a final grade. From time to time students may be presented with opportunities for extra credit through attendance at scholarly presentations or Internet assignments.  A brief outline of the lecture topics as well as terms and concepts to know will be handed out prior to each topical segment and will be posted on Blackboard

HIS 346L • Modern Latin America

39285 • Del Castillo, Lina
Meets MWF 10:00AM-11:00AM CLA 0.102
(also listed as LAS 366)
show description

This course introduces students to the history of Latin America from the eve of the wars of independence to the present.  Major issues to be covered include the breakdown of Spanish and Portuguese Empires, the struggle to form independent nation-states, the re-integration of the region into the world economy, the emergence of national politics and mass culture, Cold War cycles of revolution and counter-revolution, the promise of democracy in the region, and implications of immigration from the region to the United States. In addition to highlighting the political history of the past two centuries, the course readings and lectures will examine the importance of ethnicity, race, class, nationality, and gender in understanding the changing characteristics of Latin American societies. A combination of primary sources and scholarly works will shed light on the historical development of Mexico, Brazil, Colombia, Guatemala, and Argentina, among other countries.

Over the course of the semester, students will consider the following broad questions: how has Latin America come to be imagined as a particular kind of place? What elements went into forging the imagined national communities of the region? How have different ideas of “progress” and “modernization” been applied over time in Latin America and what impacts have they had in practice? Why have hierarchical social orders proved so durable in Latin America? What have been the motors of reform, revolution, and counter-revolution in the region? And finally, what how has the relationship between the United States and Latin America changed over time?

Through weekly discussions, essays, group work, and examinations, students will hone their talents for historical interpretation, including their critical thinking and writing skills. In addition, the course provides tools for understanding present-day problems in the Americas from a broader historical perspective.


The following texts are available from the UT Co-op.  They may also be consulted on reserve in Perry Castañeda library.

John Charles Chasteen. Born in Blood and Fire: A Concise History of Latin America. Second Edition (New York: Norton, 2011) ISBN: 0393911543

John Charles Chasteen & James Wood, Problems in Modern Latin American History: Sources and Interpretations (Rowman and Littlefield, 2009) ISBN:  978-0-7425-5645-4

i>clicker remote for in class discussions

Course Packet (TBD)


Attendance: 5%

Map quiz: 5%

Participation via iclicker: 10%

Mid-Term 25%

Final Exam: 25%

Paper 30%  (25% paper; 5% prep for paper)

Bonus points on final average (up to 3 points total) may be earned through short (5 minute max) in-class presentations.

HIS 346W • Church & State In Lat Amer

39290 • Butler, Matthew
Meets MWF 9:00AM-10:00AM GAR 1.126
(also listed as LAS 366, R S 368)
show description

This course traces the history of the politics of religion, and of the religion of politics, in modern Latin America, with special emphasis placed on the history of the Roman Catholic Church in the region. Chronologically, the course covers begins with a brief survey of the colonial period and then gives special attention to the national period running from independence (circa 1820) up to the Cuban Revolution (circa 1960), after which Church and state entered significantly new and distinctive phases (e.g. Liberation Theology). Thematically, we will examine the various causes of Church-state tension in the aftermath of Latin American independence, and the Church’s multifaceted response sto the gradual rise of political liberalism, nationalism, and secularism. In the second half of the course, we will emphasize significant national cases (e.g. Ecuador, Mexico, Colombia, Argentina, Peru, Guatemala), allowing the course to branch out in a more comparative sense as we proceed. As the focus on questions of devotion as well as power implies, we will not just be looking at the way in which the Church responded to changing political circumstances after the demise of the colonial regime, but at changes in religious practice and meaning, and how these were experienced by ordinary people.



John Schwaller, The History of the Catholic Church in Latin America: from Conquest to Revolution and Beyond

Graham Greene, The Power and the Glory

Austin Ivereigh (ed.) The Politics of Religion in an Age of Revival 

Edward Wright Rios, Revolutions in Mexican Catholicism: Reform and Revelation in Oaxaca, 1887-1934

Shorter readings (supplied)




Reading responses, 60%

Final essay, 40%

HIS 350L • African Travel Narratives

39295 • Osseo-Asare, Abena
Meets TTH 9:30AM-11:00AM GAR 1.134
(also listed as AFR 372G)
show description

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

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

 Some of the guiding questions we will consider:

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

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

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

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

HIS 350L • Atlntc Slavery In The Amers

39300 • Canizares, Jorge
Meets TH 3:30PM-6:30PM GAR 0.132
show description

Not only Africans were forced into slavery in the Americas. Carolina and Georgia exported tens of thousands of Native American slaves into the Caribbean.  In the wake of the epidemiological devastation brought about by European diseases, Native Americans created new communities  often by raiding neighboring enemy groups and incorporating outsides as captives. The “Americas” were formed in the crucible of slavery. This course will examine the history of the many slave trades in the colonial Americas.



Michael Guasco Slaves and Englishmen?Human Bondage in the Early Modern Atlantic World

James F. Brooks Captives and Cousins

Slavery, Kinship, and Community in the Southwest Borderlands

Brett Rushforth Bonds of Alliance: Indigenous and Atlantic Slaveries in New France



Weekly book reviews (60%)

Participation and attendance (20%)

Final paper (20%)

HIS 350L • Becoming African: Euro In Afr

39305 • Charumbira, Ruramisai
Meets W 3:00PM-6:00PM WAG 208
(also listed as AFR 372C, WGS 340)
show description

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




David Northrup, Africa’s Discovery of Europe

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

Olive Schreiner, The Story of an African Farm 

Doris Lessing, The Grass is Singing 

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

Hermann Giliomee, The Afrikaners: Biography of a People 

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

J. M. Coetzee, Scenes from Provincial Life

Nadine Gordimer, July’s People

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

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



20% - Attendance and Participation

10% - Research Proposal

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

10% - Research Presentation

20% - Final paper (10 pages)

HIS 350L • Enlightenment & Revolution

39350 • Vaughn, James
Meets T 5:00PM-8:00PM GAR 2.128
(also listed as CTI 375, EUS 346)
show description

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


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

John Locke, Political Writings (Hackett, 2003).

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

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

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

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

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

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

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


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

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

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

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

HIS 350L • Latin America In The 19th-Cen

39315 • Del Castillo, Lina
Meets MW 2:30PM-4:00PM GAR 3.116
(also listed as LAS 366)
show description

This course problematizes both the term “Latin America” and the historical period of the 19th century. “Latin America,” as a term referring to a specific geopolitical region, itself dates back to at least the mid-nineteenth century. Debates among and between European, North American, Latin American, and Caribbean scholars and politicians over what countries should be included in -- and excluded from -- the Latin American region, and for what political, social, cultural, ethnic, economic, and historical reasons, have continued well into the 21st century. This course calls into question the geographical category of Latin America by examining the kinds of trends and forces of the 19th century that contributed to its conceptual emergence and to its growing political, economic, and cultural significance on the global stage. It will take into consideration perspectives offered by scholars and historical actors from the region and outside it. Precisely because Latin America is the focus, this course also calls into question a second, seemingly straight-forward issue: determining when, exactly, the nineteenth century begins and ends for the purposes of understanding different historical themes and trends.

Keeping debates over periodization in mind, the course adopts a long nineteenth century (roughly 1780s-1930s) as its historical timeframe, and will proceed somewhat chronologically, but more importantly, thematically. Each week we will examine a particular historical theme of the 19th century that will help us better think through how to conceptualize “Latin America” geographically and temporally. Students individually and in groups will read and analyze a combination of articles, chapters from books, and primary sources to better understand the implications of major regional trends (and exceptions) including: the Bourbon Reforms; the transnational causes and local effects of Independence; the caudillo question; the US-Mexican War; slavery, manumission, and emancipation; processes of republican territorial nation-state formation as linked to changing racial, ethnic, class, labor, and gender relations; the (often violent) emergence of international trade networks; urbanization; and health and hygiene campaigns.


Course Reader (Divided into secondary and primary sources): TBD


Attendance, active participation (6%) + in-class presentation (4%) = 10% total

5 Answers to prompts on secondary sources 6 points each= 30% total

3 Critical analyses of primary sources (900-1500 words each) 20 points each = 60% total

HIS 350L • Machiavelli

39320 • Frazier, Alison
Meets TTH 9:30AM-11:00AM GAR 0.132
(also listed as AHC 330, CTI 375, EUS 346, LAH 350, R S 357)
show description

This upper-division research seminar takes students through Niccolò Machiavelli’s chief writings. We consider the local, regional, Mediterranean, European, and global aspects of his work. Through class discussion and short written assignments (20%), students will identify a research topic in consultation with the professor.
There are no prerequisites but His 343g “Italian Renaissance” (offered Spr 2016) is strongly recommended.
Readings will include:
Machiavelli: The Prince; The Discourses; The Art of War; Mandragola; Clizia; The Florentine Histories; selected letters and short writings (buy the required translations)
Black: Machiavelli (the best recent biography)
Najemy, ed.: Cambridge Companion to Machiavelli
Course packet of scholarly articles

Each student will write a historiography essay (15%); draft a prospectus (20%); and complete a major research paper (30%). Students will give two oral presentations, one at the prospectus stage (5%), and one upon completion of the research paper (10%).


HIS 350L • Research On Global Cold War

39325 • Brown, Jonathan
Meets TTH 12:30PM-2:00PM CLA 0.122
show description

This course enables the history major to engage in original research in international relations during the turbulent era of the Cold War.  Each student will choose one country in Latin America, Africa, Europe, the Middle East, or Asia in order to study the relationship between it and the United States during the administration of President Lyndon Baines Johnson.  The primary documentation that each student will use for this research project will come from the National Security Files of the Johnson White House.  They are collected at the LBJ Presidential Library, located at the edge of the campus of the University of Texas.  Students will access these documents in the archive reading room on the eighth floor.


There are no assigned readings for this course, but students will first read a book on the subject country’s history during the Cold War era between 1945 to 1990.  Student and professor will determine together a suitable reading available in the PCL or other UT library.


Book analysis essay = 100 points

Classroom presentations =  100 points

Outline of research paper =  50 points

Class attendance =  50 points

Final research paper =  700 points

                             Total possible points 1000

HIS 350L • World In The Late 19th Cen

39330 • Metzler, Mark
Meets W 3:00PM-6:00PM GAR 0.132
show description

A window in time.  This upper-division seminar takes on the challenge of comprehending whole-world history by looking closely at the crisis-filled period from the 1870s to the 1890s.  This era has been identified as the first age of modern globalization; it was also an originating time for modern types of racism and imperialism.  There was a revolution in transportation, as railroads and telegraph lines spanned continents while steamship lines and submarine cables crossed oceans and seas.  There was a revolution in global finance as the entire world became tied together into a single system of credit and debt.  The period began with the greatest synchronized economic boom yet seen in world history, which was followed immediately by a great crash that initiated a “Great Depression,” as it was called.  This was also the age of the explosion of the new imperialism, with the European invasions of Africa and Asia.  This happened simultaneously with the explosive development of working-class parties and the advent of mass strikes and social-cultural battles.  There was an extraordinary revolution in technology, with the dawning of the electrical age, and the development of the modern corporation.  There were also revolutions in consciousness—new conceptions of consciousness itself and visions of new social arrangements, expressed in an outpouring of writings on utopias and science-based fantasies, social revolution and gender equality, spirit realms and extra dimensions.

This writing-intensive course follows a seminar format.  Seminar members will write a series of short papers and a research based semester paper.  Active discussion work is required.


As a textbook, we will use Eric Hobsbawm, The Age of Empire, 1875–1914 (Vintage, 1989).  Other readings, available online or as electronic reserve readings, will consist of primary documents and voices of the time, ranging from the statements of revolutionary activists to those of early science-fiction writers.  We will supplement these with selections from present-day historians.  A large part of your reading will be self-selected (in consultation with the instructor), as part of your own research program.


Class meetings follow a seminar format in which class members will be asked to comment in detail on the assigned readings.  There will be a graduate-school level expectation that each seminar member will come to class with a set of prepared notes and questions on the readings to use as a basis of discussion.  (The difference is that there won’t be a grad-school level reading and writing load!)

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

1.   In-class participation,including in-class writing, quizzes, and discussion, worth 20% of the total course grade.  Participation in class discussion is evaluated on both quantity and quality (quality means serious, detailed engagement with the texts). 

2.   Weekly papers.  Four papers of 1.5 to 2 pages (altogether, 25% of course grade).

3.   Presentations.  One short presentation on supplemental reading, worth 5%, and two short presentations on your own research project, 5% each.

4.   Research project.  A focused exploration of a topic, country, or region of your choice, based in substantial part on writings from the time.  The project is divided into graded components: research proposal, partial first draft, and final draft (10 pages in length), worth 40% of your grade in total.

Plus/Minus grading will be used in this course. 


HIS 350R • Amer Cul Hist Alchl/Drugs

39360 • Smith, Mark
Meets TTH 5:00PM-6:30PM BUR 436A
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 • Arts/Artifacts In Americas

39390 • Kamil, Neil
Meets TTH 3:30PM-5:00PM GAR 1.122
(also listed as AMS 370)
show description

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

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

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


2 page book review due weekly; 50%

Final 5 page project; 20%

Class Participation; 30%

HIS 350R • Civil Rts Mov From Comp Persp

39395 • Green, Laurie
Meets M 3:00PM-6:00PM GAR 0.132
(also listed as AFR 374D, AMS 370, MAS 374)
show description

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

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


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

Moody, Anne. Coming of Age in Mississippi.

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

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


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

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

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

HIS 350R • Domestic Slave Trade

39385 • Berry, Daina
Meets MW 11:30AM-1:00PM GWB 1.130
(also listed as AFR 374D)
show description

In 1846, Archibald McMillin a North Carolina planter wrote to his wife during one of his many sojourns in the domestic slave trade. He informed her that he “could not sell in Darlington or Sumpter, [South Carolina,]” but that he was going to spend the day” in Charleston looking at sales at auction.”  Perhaps Charleston would prove a better market then the other cities, but if not, he would probably go further into the Deep South. Like the invention of the cotton gin was to the expansion of slavery into western territories, the domestic slave trade represented “the lifeblood of the southern slave system” according to historian Steven Deyle.  More than one million African Americans entered the domestic market and found themselves in coffles traveling by foot to various markets or were placed on boats and taken down the Mississippi River. Some traveled by ship along the Atlantic seaboard to port cities with large markets such as Savannah. 

This course will explore the inner-workings of the domestic slave trade from the perspectives of slaveholders, speculators, and the enslaved.  Students will have the opportunity to analyze maps, letters, diaries, newspaper advertisements, and legislation relating to the domestic slave trade. 


  • Johnson, Walter. Soul by Soul: Life Inside the Antebellum Slave Market. New York:Harvard University Press, 2001.
  • Johnson, Walter, ed. The Chattel Principle: Internal Slave Trades in the Americas. New Haven: Yale University Press, 2005.
  •  Shermerhorn, Calvin. Money Over Mastery Family Over Freedom: Slavery in the Antebellum Upper South. Baltimore: Johns Hopkins University Press, 2011.
  • Tadman, Michael. Speculators and Slaves: Masters, Traders, and Slaves in the Old South. Madison: University of Wisconsin Press, 1989.

Recommended Readings:

  • Bancroft, Frederic. Slave Trading in the Old South. 1931. Reprint, Columbia: University of South Carolina Press, 1996.
  • Campbell, Stanley W. The Slave Catchers. Chapel Hill University of North Carolina Press, 1970.
  • Catterall, Helen Tunncliff, ed. Judicial Cases Concern American Slavery and the Negro, 5 vols.  Washington, D.C.: Carnegie Institution of Washington, 1926-37.
  • Deyle, Steven. Carry Me BackThe Domestic Slave Trade in American Life. New York: Oxford University Press, 2005.
  • Gudmestad, Robert. A Troublesome Commerce: The Transformation of the Interstate Slave Trade. Baton Rouge: Louisiana State University Press, 2003.
  • Hadden, Sally. Slave Patrols: Law and Violence in Virginia and the Carolinas. New York:Harvard University Press, 2001.
  • Martin, Jonathan. Divided Mastery: Slave Hiring in the American South. New York: Harvard University Press, 2004.
  • Rothman, Adam. Slave Country: American Expansion and the Origins of the Deep South. New York: Harvard University Press, 2005.

Electronic readings will be distributed or placed on Blackboard


  • Attendance and Participation 10%
  • Response Papers 10%
  • Mapping and Historical Marker Project 10%
  • Primary Document Analysis 10%
  • Oral Presentation 20%
  • Research Proposal and Bibliography 5%
  • Rough Draft of Final Paper 10%
  • Final Paper 25%

HIS 350R • Hist Black Entrepren In US

39365 • 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

Course Packet-- Walker, Juliet E. K. History of Black Business in America: Capitalism, Race, Entrepreneurship, chaps 6-11


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 • History Of Islam In The US

39380 • Spellberg, Denise
Meets W 3:00PM-6:00PM GAR 2.128
(also listed as AMS 370, ISL 372, R S 346)
show description

This course is intended to do three things: provide a brief introduction to Islam; define the role of Islam and views of Muslims in the early history of this country; and introduce students to major issues concerning contemporary American Muslims. The course surveys the presence of Islam in the United States from the colonial era to the twenty-first century through the use of historical documents and contemporary media.

 The course is divided into three sections. The first explores the origins of Islam through primary textual examples. The second section focuses on early American views of Islam in the eighteenth and nineteenth centuries, with an emphasis on the earliest Muslims in the United States. The final section of the course analyzes the diversity of the contemporary American Muslim population. The course is designated as a Writing Flag with a series of assignments designed to improve written communication, including one peer review exercise.

HIS 350R • Jews In American Entertainment

39354 • Ernst, Christopher
Meets TTH 9:30AM-11:00AM CLA 3.106
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 • Myth/Construc Of Amer Ident

39357 • Restad, Penne
Meets MW 2:30PM-4:00PM GAR 0.128
show description

What defines an American? Is it the love of liberty, the pursuit of justice, the urge to invent, the desire for wealth, the drive to explore? The purpose of this seminar is to examine--through reading, discussion, and writing—the historical origins of and perspectives on “American identity,” to investigate the stories about ourselves and our past that we have developed to illustrate and confirm its elements, and to assess ongoing claims to American exceptionalism.  

Tentative Reading List:

Crevecouer,  “What is an American?”  

Horwitz, Confederates in the Attic

David R. Jansson, “American National Identity and the Progress of the New South”

Horatio Alger, Ragged Dick  

Kao and Copulsky, “The Pledge of Allegiance” 

Tom Englehardt, The End of Victory Culture

Jim Cullen, The American Dream

Hackney, “The American Identity”


Grades will be determined on the basis class participation and attendance (15%), short papers (40%), individual and collaborative visual presentations (5%), and a 7 to 10-page research paper project (assembled in stages) (40%). Plus and minus will be used in assigning a course grade.

HIS 350R • Refugees In 20th-Century US

39355 • Vong, Sam
Meets TTH 9:30AM-11:00AM BEN 1.108
(also listed as AAS 325)
show description

Course 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


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HIS 350R • Women In Sickness & Health

39375 • Seaholm, Megan
Meets TTH 3:30PM-5:00PM BEN 1.124
(also listed as WGS 345)
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In this seminar students will explore the experience of American women, in sickness and in health.  Students will learn about medical and biological views of woman and women’s health, the social context of those views, the development of medical practices and, indeed, a new medical specialty, for the treatment of illness and debility. This study of American women focuses on the 19th and 20th century and looks at the experience of Native-American women, African-American women, Latinas, working class women, and white middle- and upper-class women.  Health topics include menarche and menstruation, childbirth, birth control and abortion, gynecological disorders and reproductive organ cancers, as well as mental health and mental illness.


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

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

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

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

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

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

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


Class participation = 30% of course grade

Writing assignments = 70% of course grade

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

8-10 page essay = 28% of course grade


HIS 352L • Mexican Revolution, 1910-20

39400 • Butler, Matthew
Meets MW 1:00PM-2:30PM GEA 114
(also listed as LAS 366)
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This course examines Mexico’s Revolution through both its armed and post-revolutionary phases, from 1910-1940. During the semester we will focus on several key questions. What kind of revolution was the Mexican Revolution: an agrarian, political, social, cultural, or even mythical process? What caused and drove it? What did ordinary people think about the revolution and how far did they shape its course or simply suffer its consequences? Did “many Mexicos” just produce many revolutions, or can a broad narrative be discerned? What were the main contours of the post-revolutionary regime, and how different were they to those of the old regime? The course will consist of lectures, group discussions of set readings, primary documents, and folk songs (corridos), and occasional viewings of theater films made during (or about) the revolution. By the end of the course you will have a broad theoretical sense of what constitutes a social revolution and a detailed knowledge of Mexico’s revolutionary history that will help you to make up your own mind about the $64K questions: did twentieth-century Mexico truly experience a revolution? If so, how “revolutionary” was it?



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

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

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

Carlos Fuentes, The Death of Artemio Cruz

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

John Womack Jr., Zapata and the Mexican Revolution



Map quiz, 5%

Reading papers, 60%

Final paper, 35%

HIS 354E • Archaic/Classical Greece

39405-39415 • Palaima, Thomas
Meets MW 10:00AM-11:00AM WAG 214
(also listed as AHC 325, CTI 375)
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Studying ancient Greek history gives us the chance to view in microcosm all the variablesthat affect the course of history at other times in other places. We can see human beings and human societies at their best and worst, understand how power works in human societies, weigh decisions and outcomes and how they are made, observe different kinds of political and economic systems, and consider how cultural values are shaped and what influence they have on what human beings do. We shall study the origins of democracy and de-mystify what ancient democracy was. The history of Greece is also a history of warfare and competition. This course surveys Greek history from the palatial period of the late Bronze Age through the ‘Dark Ages’ and the 'polis' period to the rise of Macedonia.

We shall first look at the geography of Greece and how that affects cultural developments. We always want to ask, “What was it like to be alive in these times and places? How did these historical actors (named and anonymous) live within their world?”

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

Throughout we shall be making use of Herodotus, the father of history, and Thucydides, the father of scientific history, as (1)  cultural texts and documents; (2) as insights into the behaviors of human beings and societies in times of crisis and stress; and (3) as inventors of the discipline of history and experimenters with how it is best practiced. We shall also read excerpts from authors like Homer and Hesiod (epic poetry of two different kinds), Solon, Tyrtaeus, Callinus and Archilochus (social song poets), Plutarch (ancient biography), and Greek tragedians.

HIS 355N • Main Curr Of Amer Cul To 1865

39425 • Meikle, Jeffrey
Meets TTH 9:30AM-11:00AM CLA 1.104
(also listed as AMS 355)
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This lecture-discussion course traces U.S. cultural history from the time of the Puritan migration of 1630 through the end of the Civil War in 1865. The basic premise of the course is that cultural history can best be understood by examining common themes that, at any given historical moment, cut across many fields of human activity—such as work, domestic life, politics, religion, philosophy, science, literature, art, architecture, and popular culture. The course will explore such ongoing questions as the attempt to define a “new, young America” against an “old, decaying Europe”; the struggle to define individual identities and rights against the force of a cohesive, organic community; the significance of the frontier, of slavery, and of race to the development of American society; the impact of evangelical Protestantism; the concept of an American “mission”; and the rise of regionalism and pluralism in opposition to the mainstream. The course will cultivate a sense of historical empathy as a means of understanding early Americans whose intentions and activities were utterly unlike ours, but will also suggest ways in which we have inherited aspects of their social issues and cultural concerns. The format of the course consists of lectures (with questions and discussion encouraged) and several designated discussion periods. Exams require knowledge of lectures and required readings. Not all readings will be discussed in class. Students are expected to be able to integrate material from all sources. Prior knowledge of basic U.S. history is recommended. Required written work consists of two in-class exams (the first counts 20% of the course grade, the second 35%) and a cumulative final exam (45%). Exams contain essay questions and short identifications. Final grades are reported with pluses and minuses. No make-up exams are permitted except in cases of documented personal emergency. Attendance will be taken daily through a sign-in sheet. It is your responsibility to make sure you sign in before you leave the classroom each day. A student who misses no more than two classes will have the earned final course grade increased by one degree (for example, C+ to B-). A student who misses five or more classes will have the earned final course grade decreased by one degree (for example, B- to C+). Excused absences are awarded only in the case of documented personal emergency or by prior approval for educational conferences, organized athletic competition, religious holidays, or similar reasons. Use of phones, whether for calls, texting, or Internet access, is prohibited. Use of laptops and tablets for Internet access is distracting to other students and is prohibited. Anyone violating this policy will be asked to turn off the device, and at the second offense to leave class for that day. If you intend to miss a class or exam in order to observe a religious holiday, please notify me at least a week in advance and you will be given an opportunity to complete missed work within a reasonable time after the absence. 2 The course is flagged for Cultural Diversity. You are expected to abide by the University Code of Conduct and the Student Honor Code, both stated here: “The core values of The University of Texas at Austin are learning, discovery, freedom, leadership, individual opportunity, and responsibility. Each member of the university is expected to uphold these values through integrity, honesty, trust, fairness, and respect toward peers and community.” “As a student of The University of Texas at Austin, I shall abide by the core values of the University and uphold academic integrity.” If you have any uncertainty as to what constitutes cheating, please see the official eleven-point definition at http://catalog.utexas.edu/general-information/appendices/appendix-c/studentdiscipline-and-conduct/. Cheating will not be tolerated and is grounds for course failure. The University provides upon request appropriate academic accommodations for qualified students with disabilities. For more information, contact the Office of the Dean of Students at 471-6259, 471-6441 TTY. If you already know you will be requesting an accommodation, please submit your letter to me during the first two weeks of the semester. Please attend to the following statement from the Office of Campus Safety and Security regarding emergencies: “Occupants of buildings on the UT campus are required to evacuate buildings when a fire alarm is activated. Alarm activation or announcement requires exiting and assembling outside. Familiarize yourself with all exit doors of each classroom and building you may occupy. Remember that the nearest exit door may not be the one you used when entering the building. Students requiring assistance in evacuation shall inform their instructor in writing during the first week of class. In the event of an evacuation, follow the instruction of faculty or class instructors.”


Paul Boyer and Stephen Nissenbaum, Salem Possessed

Benjamin Franklin, The Autobiography of Benjamin Franklin

Laurel Thatcher Ulrich, A Midwife’s Tale

Paul E. Johnson and Sean Wilentz, The Kingdom of Matthias

Walter Johnson, Soul by Soul

Harriet Beecher Stowe, Uncle Tom’s Cabin

HIS 356K • Main Curr Amer Cul Since 1865

39435 • Mickenberg, Julia
Meets TTH 2:00PM-3:30PM UTC 1.132
(also listed as AMS 356)
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Course description

This course will survey American cultural history from the Civil War to the present, emphasizing the variety of economic, political, demographic, and social forces that have shaped American cultural production; the variety of media and forms in which American culture is expressed; and the impact of race, class, region, ethnicity, gender, sexuality and religion on American identity and cultural expression. We will also consider American culture in a global context, both in terms of how the U.S. has been shaped by foreign influences and in terms of American culture’s impact abroad. The course, divided into sections on “Incorporation,” “Consolidation,” and “Unraveling” will emphasize the ongoing tension between structure and agency in American culture, or struggles between the dominant culture and various subcultures and individuals who challenge and redefine “American” culture and its norms, mores, and values.

Required Texts and Materials (available at UT Co-op):

Edward Bellamy, Looking Backward (Broadview Press edition)

Claude McKay, Home to Harlem

Miné Okubo, Citizen 13660

Elaine Tyler May, Homeward Bound: American Families in the Cold War Era (revised and updated edition)

Mary Crow Dog, Lakota Woman

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

HIS 356P • US In The Civil Rights Era

39440 • Green, Laurie
Meets TTH 3:30PM-5:00PM UTC 3.102
(also listed as AFR 374D, AMS 321)
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A half century after the high point of the Civil Rights Movement in the U.S., most American students learn about the 1955 Montgomery Bus Boycott, the 1957 Little Rock conflict over school desegregation, the 1963 March on Washington, and the fire hoses in Birmingham. Far fewer encounter the less-televised moments of civil rights history, the meanings of freedom that included but went beyond desegregation, and the breadth of participation by local people. It is even less common to consider other movements that paralleled the black freedom movement among, for example, Mexican Americans, Native Americans, and Asian Americans. Taking a comparative perspective, this upper division lecture course explores these aspects of the civil rights era. It also examines their larger historical context within American culture from the Second World War to the present. Finally, we consider questions about the writing of history: What does it mean to look back at such historic events with the benefit of hindsight?  How did they come about?  What changed?  What did not?

Possible Texts:

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

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

Mankiller: A Chief and Her People, by Wilma Mankiller

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

Mendez v. Westminster: School Desegregation and Mexican American Civil Rights, by Philippa Strum

The Rebellious Life of Mrs. Rosa Parks, by Jeanne Theoharis

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


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

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

Five-page essay  (25%)

Regular class attendance (5%)

HIS 357C • African American Hist To 1860

39445 • Walker, Juliet
Meets TTH 11:00AM-12:30PM GAR 3.116
(also listed as AFR 357C, AMS 321E)
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This upper division course examines the history of Blacks in the United States from the West African Heritage to the Civil War and provides a critical examination on central issues under scholarly debate in the reconstruction of the Black experience in America. The course thus engages the debate on the evolution of African-American slavery as a social, economic and political institution, with a special focus on antebellum slavery, including plantation slavery, industrial slavery, and urban slavery in addition to slave culture.

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

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

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

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

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


Franklin, John Hope and Higginbotham, E. From Slavery to Freedom: 9th edition, paper

Holt, Thomas, Barkely-Brown, E. and Patterson, T.   Major Problems in African American History, Vol 1

Owens, Leslie, This Species of Property: Slave Life and Culture in the Old South

Smithers, Gregory D., Slave Breeding: Sex, Violence, and Memory in African American History

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

Walker, Juliet E. K., The History of Black Business in America: Capitalism, Race, Entrepreneurship, Vol 1


MID-TERM EXAM                             35%

RESEARCH PAPER                                   30%

EXAM 2 (TAKE-HOME)                    35%

HIS 362G • Intro To The Holocaust

39455 • Lichtenstein, Tatjana
Meets MWF 3:00PM-4:00PM WEL 2.304
(also listed as EUS 346, J S 364, REE 335)
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Please note: “Introduction to the Holocaust” is an upper-division history course with an intensive reading and writing component.


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


Doris Bergen, War and Genocide: A Concise History of the Holocaust (3rd edition)

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

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

Lianna Millu, Smoke over Birkenau

Gitta Sereny, Into that Darkness: An Examination of Conscience


Attendance and Participation: 20%

Tests incl. final exam: 35%

Essays: 45%

HIS 363K • Life/Politics Contemp Mexico

39460 • Zazueta, Maria Del Pi
Meets MWF 1:00PM-2:00PM SRH 1.320
(also listed as LAS 366)
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May be repeated for credit when the topics vary.


HIS 364G • Histories African Liberatn

39475 • Chery, Tshepo
Meets MW 1:00PM-2:30PM GWB 1.130
(also listed as AFR 372G)
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Is Africa free from all forms of colonialism? This course engages this question by examining the historical moment of African independence. It focuses on a variety of texts, both primary and secondary, from across the continent and beyond that embody the romantic visions, realistic compromises, and some of the tragic aftermaths of independence on the African continent. The course will explore themes that include an examination of the anti-colonial movement, the role of Pan-Africanism within nationalistic dialogues, the strengths and weakness of African nationalism after independence, as well as the challenges of nationalism in contemporary Africa.


HIS 364G • Qing China: Hist/Fict/Fant

39474 • Eisenman, Iris
Meets TTH 2:00PM-3:30PM MEZ 1.204
(also listed as ANS 372)
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This course will examine the Qing dynasty (1644-1911) in its historical manifestations, literary representations, and contemporary re-imaginings in various popular media. The course will introduce students to the fundamental issues pertaining to this last imperial dynasty of China, the scholarly interpretations of these issues, and the renewed fascination with the dynasty, particularly its emperors and empresses, in film and television entertainment in Mainland China since the 1990s till the present. 



Cao Xueqin (trans. by David Hawkes), The Story of the Stone, Volume 1: The Golden Days (New York: Penguin Books, 1973). ISBN: 9780140442939

James L. Hevia, English Lessons: The Pedagogy of Imperialism in Nineteenth-Century China (Durham: Duke University Press, 2003). ISBN: 9780822331889

Mark C. Elliott, The Manchu Way: The Eight Banners and Ethnic Identity in Late Imperial China (Stanford: Stanford University Press, 2001). ISBN: 0804736065

Patrick Hanan, trans., The Sea of Regret: Two Turn-of-the-Century Chinese Romantic Novels (Honolulu: University of Hawaii Press, 1995). ISBN: 0824817095



Two Papers (20% each)

Class participation (15%)

Presentation and Quizzes (20%)

Final take-home exam (25%)

HIS 366N • British Hist/Lit/Politics

39485 • Louis, William
Meets F 3:00PM-6:30PM HRC 3.204
(also listed as LAH 350, T C 325)
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This seminar is designed as a reading course in history, literature, and politics, and as a class in professional writing.  In addition to the required reading listed below, each student draws up an individual reading list in consultation with the professor.

The scope of the seminar includes not only the literature, history, and politics of England, Wales, Scotland, and Ireland but also the interaction of British and other societies throughout the world.  One point of emphasis will be the history of the British Empire and Commonwealth in its Asian and African as well as early American dimensions. 

Another point will be a focus on historical and literary biography—and autobiography—for example, not only Disraeli, Virginia Woolf, T. E. Lawrence, and George Orwell but also Gandhi.

The main requirements of the course are met by students reading a book or its equivalent each week and by submitting a weekly critique of the reading.  Each of the weekly essays is circulated to all other members of the class who make annotations on style as well as substance. The class thus becomes as much a course in professional writing as one in which individual academic interests are pursued. The class also meets together with the British Studies faculty seminar at three o’clock Friday afternoons. This is a requirement of the course. The seminar upholds the principles of the Modern History Faculty at Oxford—to enhance (1) intellectual curiosity; (2) conceptual clarity; (3) flexibility, that is, the capacity to engage with alternative perspectives and new information; (4) accuracy and attention to detail; (5) critical engagement; (6) capacity for hard work; (7) enthusiasm for history, literature, and politics; and (8) historical imagination and understanding, that is the ability to speculate and compare, alongside the possession of appropriate historical knowledge and the capacity to deploy it.


The following books are required -- plus other books (one a week) to be decided upon in consultation with the instructor:

Lytton Strachey, Eminent Victorians; Hermione Lee, Virginia Woolf; Norman Davies, The Isles

Course Requirements:

Grades are determined by attendance and participation in discussion (25%) and the quality of the weekly critiques (75%). 

The class also meets together with the British Studies faculty seminar at three o’clock Friday afternoons.  This is a requirement of the course.


HIS 375K • Tudor England, 1485-1603

39495 • Levack, Brian
Meets TTH 11:00AM-12:30PM GAR 1.126
(also listed as EUS 346)
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Description: This lecture course explores the most significant political, religious, social, economic and cultural developments in seventeenth-century England. The unifying theme of the course is the problem of revolution, and the lectures investigate the causes, nature and development of the two revolutions of the seventeenth century--the Puritan Revolution of the 1640s and the Glorious Revolution of 1688-89. The lectures are topical and therefore do not follow a strict chronological order. All of the lectures are slide-illustrated.

Prerequisites: Upper-division standing


R. Lockyer, Tudor and Stuart Britain

C. Herrup, A House in Gross Disorder

 L. Stone, The Crisis of the Aristocracy

M. Gaskill, Witchfinders

B. Coward, Oliver Cromwell

J. Locke, Two Treatises of Government

W. Speck, Reluctant Revolutionaries

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