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EUS 305 • Intro To European Studies

35805 • Fulk, Kirkland
Meets TTH 2:00PM-3:30PM RLM 5.120
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COURSE OBJECTIVES:
By the end of this course, you will be able to:

  • understand the significance of "United Europe" as a historical necessity and a historical accident, and how various political entities and social problems work for or against that unification

  • frame arguments about Europe in terms of the needs and experiences of three post-war generations' politics and experiences

  • find and assess current event and scholarly sources pertaining to the study of contemporary Europe, justifying their pertinence and quality with references to today's research norms.

    COURSE DESCRIPTION
    Scholars often claim that "Europe does not exist." Yet the continent is there, home to a bewildering puzzle of

    many different histories, nations, cultures and languages, with more than 450 million people now living in the European Union -- a Union that argues whether it can stay together as part of the "Eurozone" or even expand eastward to include supposedly "non-Christian" countries like Turkey. As the political, social and economic relationships among the member states of that European Union shift on an official level, Europe and European identities have constantly to be (re)defined and renegotiated, and "average Europeans" seek to understand the relationships between official accounts of "their" situations, the histories they were taught in school and by their families, and their everyday experiences.

    What, then, does it mean to study a Europe that is in flux this way? This course cannot answer that question straightforwardly, because US scholars in the social sciences and humanities who claim allegiance to "European Studies" all use different disciplines' strategies for understanding "Europe."

    To resolve that problem in another way, this course will start by introducing several earlier attempts to make a more united, and presumably more peaceful and prosperous, "Europe" out of the nation-states on the continent. Each "imagined" Europe, as we shall see, was proposed to correct problems with the nation-states -- to change politics and everyday lives in particular ways.

    A recent history of post-World-War-II Europe by Tony Judt will anchor the class' original work on Europe and its member nations. Judt tells the continent's story from the point of view of the era's global power politics, and then situates individual European states within them. Judt's text, then, provides accounts of Europe from the top-down and points to moments when those official accounts diverge for particular states and when they place individuals and groups who do not fit the national stereotypes under pressure.

    The historical account of Europe as seen from the point of view of world politics is an interesting counterpoint to the evolution of European government since World War II, as realized in the Council of Europe and the European Union. The next part of the course will introduce the evolving structure of European governance as a precursor to discussion of case studies about what this "Europeanization" does to individuals, groups, and nation-states.

    In the transition from official Europe to Europe's culture, the class will present resources and desiderata for researching issues in the European Studies context. The largest section of the course is devoted to a workshop on issues in contemporary Europe. In each case, readings form official sources are juxtaposed with news sources, writings from think tanks, and academic writing. The purpose of using official sources is to give students a springboard for juxtapositions between the "European" points of view and national ones that they research as the semester goes on.

    Assignments in this course are designed to introduce students to the materials, research strategies, and forms of professional communication that they will encounter later in specific disciplines' versions of European studies. The assignments build on each other to help each learner acquire a body of skills and knowledge that will aid in their personal studies of Europe and in their major courses.

    This course is the introductory core course for a concentration or major in European Studies at UT, but it requires no prerequisites except for the willingness to work in collaboration with others and to engage in a discovery process rather than seeking "right" answers.

    ASSIGNMENTS AND GRADING:

305 Course Description, 1

  • Chapter review = 10%

  • Webpage: 5 tasks (one in two parts) assigned in syllabus to situate your country = 10%

    (2 points each: one for submitting it on time, one for correctness)

  • Source Analysis Assignment = 10%

  • Three one-hour online tests @ 10% each = 30%

  • Policy Brief= 20%

  • Final Evaluative Book Review of Postwar = 20%

    READINGS: BOOK TO BUY

    Tony Judt. Postwar: A History of Europe Since 1945. New York: The Penguin Press, 2005. ISBN 978-1-59420-065- 3. [[ORDERED AT COOP]]

    READINGS: PDFed materials on Class Canvas Site

    Michel de Certeau, Luce Giard, and Pierre Mayol. The Practice of Everyday Life, Vol. 2: Living and Cooking. Trans. Timothy J. Tomasik. Minneapolis: University of Minnesota Press, 1998, plus two pages from Volume 1.

    Jonathan W. Garlough. "Weighing in on the Wine Wars." William and Mary Law Review 46/4 (2005): Article 13.
    Richard Goff, et al. The Twentieth Century and Beyond: A Global History. 7th ed. New York: McGraw Hill, 2008 (excerpts). Tony Judt, A Grand Illusion?: An Essay on Europe. New York: New York UP, 2011 [orig. 1996]. ISBN 978-0-8147-4358-4. Ruth Keeling. "The Bologna Process and the Lisbon Research Agenda: the European Commission’s expanding role in higher

    education discourse." European Journal of Education, Vol. 41, No. 2 (2006)
    Magdalini Kolokitha. “It’s the End of the ‘University’ as we know it.” Unpublished speech: First RESUP International

    Conference. Paris 1st, 2nd and 3rd February 2007."European Agenda for the Integration of Third-Country

    Nationals." N. P.: European Commission, 2011.
    "Migration and Integration in Europe: State of the Research." ESRC Centre on Migration, Policy and Society (COMPAS).

    Oxford: Oxford University, 2008.

    WEB-BASED READINGS ON SYLLABUS

    Many readings are parts of websites. Generally, an excerpt from Wikipedia is present for its readibility, but WIkipedia is only usable as a point of comparison, not as "official" materials, which need to be found on official websites for governments and entities. The online archives of the various European Agencies, moreover, contain reference materials that are straightforwardly considered government documents. Use Wikipedia to steer you toward the right names and issues, especially in an area like European Studies, which present a dizzying array of names, dates, and quotations. Use websites that stem from the organizations themselves for quoting and for authoritative definitions in your written work; use scholarly literature for definitive work on your final projects.

    CLASS WEBSITE: Canvas Learning System
    BANDWIDTH: You will need enough bandwidth to post newslinks with commentary 5 times during the semester 


EUS 306 • Jewish Civ: 1492 To Present

35810 • Bodian, Marion
Meets TTH 9:30AM-11:00AM GAR 1.126
(also listed as HIS 306N, J S 304N, R S 313N)
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This is the second half of a two-semester survey of Jewish civilization. It begins with a brief discussion of Jewish history from earliest times, but focuses on the period from Spain’s Expulsion of the Jews in 1492 to the present. We will examine the major movements of Jews within an expanding diaspora, the impact of the Reformation, the changing attitudes to Jews, the breakdown of traditional authority in Jewish communities and the trend toward secularization. It will deal with the following transformative events: the rise of eastern European Jewry, the spread of kabbalah (a form of mysticism), the entry of Jews into a capitalist economy, Hassidism, Jewish Enlightenment (Haskalah), emancipation, modern antisemitism, Zionism, Jews in the Muslim world, the rise American Jewry, the Holocaust, the establishment of the State of Israel, and the Arab-Israeli conflict. The thematic core of the course will be the concepts of exile and return – their various meanings and interpretations over time, in a variety of historical contexts.

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



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

Grading:

Two quizzes (20%), first mid-term (20%), second mid-term (20%), final exam (40%).


EUS 307 • Dissent 20th-Cent Ukraine

35815 • Lutsyshyna, Oksana
Meets MW 10:00AM-11:30AM JES A215A
(also listed as C L 305, REE 302)
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Description:

This course will offer a survey of the Ukrainian authors from the 1920s through the present. We will examine the writings from the times of the “Executed Renaissance,” underground literature, and postmodernism. We will focus specifically on works that, in one way or another, challenge the set paradigm of socialist realism, either ethically or aesthetically, by discussing forbidden subjects (famine, religion, Gulag), or even simply accentuating the themes that are not considered “major” (personal life). Book excerpts and articles will supplement literary works, to enable better understanding of the historical context.

 

Readings:

Conflict and Chaos: Desperate Times. Trilogy of Selected Prose, Volume 3. Language Lantern, 2010.

Stories from the Ukraine. Transl. and ed. George Luckyj.

Dovzhenko, Oleksandr. “Zemlia” (“The Land”) Film.

Tychyna, Pavlo. Selected poems. Transl. Michael Naydan.

Semenko, Mykhayl. Selected poems.

Teliha, Olena. Selected poems.

Snyder, Timothy. Bloodlands: Europe Between Hitler and Stalin. Vasic Books, 2012. (excerpts on famine)

Bahriany, Ivan. The Hunters and the Hunted. A novel.

Stus, Vasyl. Selected Poems.

Paradhanov, Serhii. “Shadows of Forgotten Ancestors.” Film.

From Three Worlds: New Writing from Ukraine. Eds. Ed Hogan and Askold Melnyczuk. (Valeri Shevchuk, Yuri Vynnychuk, Oksana Zabuzhko, Yevhen Pashkovsky, others).

Andrukhovych, Yuri. Recreations. A novel. Trans. Marko Pavlyshyn.

Zabuzhko, Oksana. Girls. Transl. Askold Melnyczuk.

The Art of the Maidans. Selected poems, stories and articles. 

 

Grading:

Presentation:  20%

Participation: 10%

Short papers (2): 30%

Term (final) paper prospectus: 15%

Term (final) paper: 25%


EUS 307 • Grimms' Fairy Tales

35820 • Pierce, Marc
Meets TTH 11:00AM-12:30PM CPE 2.206
(also listed as C L 305, GSD 310)
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Description:

This course focuses on one of the most popular works of German literature, the Kinder- und Hausmärchen of the Brothers Grimm.  After a biographical introduction, we will spend the bulk of the term reading and discussing tales from the Grimms’ collection, as well as some of the relevant secondary literature.  We will address questions like the following: In what cultural context did Jacob and Wilhelm Grimm collect their fairy tales?  Do the tales really reflect Germanic culture, or have they been revised in line with the Grimms’ personal beliefs?  Do the tales advocate any specific values (“the moral of the story is…”)?  We will also look at possible interpretations of the tales from different theoretical perspectives (feminist, psychoanalytic, etc.).  Knowledge of German is not required, as all readings and discussions are in English.

Readings:

  • Jack Zipes (editor and translator), The Complete Fairy Tales of the Brothers Grimm [available at the University Co-Op.]
  • Various secondary readings, which will be made available as PDFs on the course Canvas site.  I expect you to print out the readings, work with them, and bring them with you to class for discussion.

Grading scheme:

  • Papers:            20%
  • Tests:              60%
  • Participation:   10%
  • Quizzes:          10%

EUS 307 • Intro Study Of Northern Europe

35825 • Cortsen, Rikke
Meets MWF 11:00AM-12:00PM RLM 5.122
(also listed as GSD 301)
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EUS 308 • Germany And Globalization

35890 • Hoberman, John
Meets TTH 9:30AM-11:00AM GEA 114
(also listed as AMS 315, GSD 310)
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Globalization is a historical process of worldwide integration that has both economic and cultural dimensions. As Europe's largest economy and labor market, Germany has experienced both economic and cultural globalization in ways that have transformed a society long associated with mythic ideas about German nationhood and identity. The new economic order of the European Union, characterized by multinational corporations and the free flow of capital and labor, has changed German society by internationalizing the products, services, travel opportunities, and mass media that are now available to all Germans. One aspect of this process has been the arrival of foreign workers that began during the 1950s. In recent decades the presence of 8,000,000 foreign residents, including 3,000,000 Turks, has forced the German myth of national identity to change toward a more multiethnic model. This model is now in crisis following the arrival in Germany of huge numbers of non-European refugees. The racial view of nationality based on bloodlines rather than a liberal, republican view of citizenship is, after a long postwar decline, now making a comeback on the German political right. The influence of xenophobia in Germany is currently one aspect of a “new normal.” At the same time, the postwar transformation of Germany's role in the world is evident in the fact that the prime movers of the European Union have been the politically conservative German Chancellors Helmut Kohl (1982-98) and Angela Merkel (2005-). German leadership within an unstable European Union confirms its international orientation in today’s world.

Cultural globalization during the postwar period has been driven primarily by an American "cultural imperialism" that includes the sheer power of the English language to infiltrate virtually all aspects of modern experience. Popular music, television programming, and Hollywood films exemplify the appeal of American cultural models in Germany and in other modern societies. The German language is absorbing American vocabulary ("Team," "Insider," "Know-How," "Power," etc.) at a breathtaking rate, a cultural process that has been accelerated in recent years by the ubiquity of a computer technology of American origin. All of these trends make German society an important case study in the epochal contest between cultural self-preservation and globalization that is taking place around the world.

 

Texts/Readings:

Manfred B. Steger, Globalization: A Very Short Introduction (2009)

Readings posted on Canvas


EUS 346 • Anti-Semitism In Hist & Lit

35895 • Hoberman, John
Meets TTH 2:00PM-3:30PM GEA 114
(also listed as C L 323, GSD 360, J S 364)
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Description:

The origins of Western (Christian) anti-Semitism can be traced to the Gospel of St John in the New Testament, which stigmatizes the Jews as “the children of the Devil.” Anti-Semitism thus originates in the religious feud that gradually intensified between the Jewish community and the followers of Jesus Christ. The early Church Fathers denounced the Jews using the most violent language, and a pattern was established. The first part of the course consists of an examination of the Christian critique of the Jews through the Middle Ages.

The second part of the course focuses primarily on the development of an intensified anti-Semitism in Europe during the 19th and 20th centuries, culminating in the Holocaust in Europe. Literary texts by Henri de Montherlant, Somerset Maugham, Aharon Applefeld, Ernest Hemingway, and Georges Perec are used to explore the nature of anti-Semitic perspectives on the Jews as a group or “tribe.” The course covers anti-Semitic developments up to the present day.       

Readings:

  • Ashley Montagu, "Are 'the' Jews a Race?" in Man's Most Dangerous Myth: The Fallacy of Race (1974): 353-377.
  • Léon Poliakov, "The Fateful Summer of 1096," in The History of Anti-Semitism, Vol. 1 (1974): 41-72. 
  • Léon Poliakov, "Activated Anti-Semitism: Germany," in The History of Anti-Semitism, Vol. 1 (1974): 210-245.
  • Joshua Trachtenberg, The Devil and the Jews (1943): 11-52.
  • David I. Kertzer, "Introduction," in The Popes Against the Jews: The Vatican's Role in the Rise of Modern Anti-Semitism  (New York: Alfred A. Knopf, 2001): 3-21.
  • George L. Mosse, "Eighteenth-Century Foundations," "The Birth of Stereotypes," "Nation, Language, and History," in Toward the Final Solution (1978): 1-50. 
  • John M. Efron, "The Jewish Body Degenerate?" in Medicine and the German Jews: A History (2001): 105-150.
  • Maurice Fishberg, "Pathological Characteristics," in The Jews: A Study of Race and Environment (1912): 270-295.
  • Somerset Maugham, “The Alien Corn” (1931).
  • Henri de Montherlant, “A Jew-Boy Goes to War” (1926).
  • Jean-Paul Sartre, Anti-Semite and Jew (1946): 7-54.
  • Michael H. Kater, “Everyday Anti-Semitism in Prewar Nazi Germany: The Popular Bases” (1984): 129-159.

Grading:

  • Examination #1  — 20% of grade
  • Examination #2 — 20% of final grade
  • Paper #1 (4 pages) — 10% of final grade
  • Paper #2 (4 pages) — 10% of final grade
  • Paper #3 (10 pages) — 40% of final grade

EUS 346 • Enlightenment/Revolution

35920 • Vaughn, James
Meets TH 5:00PM-8:00PM GAR 3.116
(also listed as CTI 375, HIS 350L)
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This course examines seminal texts and significant episodes in the intellectual and political history of Western Europe and its Atlantic colonies during the later seventeenth, eighteenth, and early nineteenth centuries.  In doing so, the seminar aims to understand the intellectual and cultural revolution known as the Enlightenment as well as the relationship between it and the political revolutions of the period, particularly the English Revolution of the mid-seventeenth century (c. 1640-1660), the Glorious Revolution of 1688-1689, the American Revolution of 1775-1783, the French Revolution of 1789-1815, and the Haitian Revolution of 1791-1804.

Books for the course:
1. Margaret C. Jacob, ed., The Enlightenment: A Brief History with Documents (Bedford/St. Martin’s, 2001).
2. Gordon S. Wood, The American Revolution: A History (Modern Library, 2003).
3. William Doyle, The French Revolution: A Very Short Introduction (Oxford University Press, 2001).
4. Lynn Hunt, ed., The French Revolution and Human Rights: A Brief Documentary History (Bedford/St. Martin’s, 1996).
5. John Locke, Second Treatise of Government, ed. C. B. Macpherson (Hackett, 1980).
6. Jean-Jacques Rousseau, Discourse on the Origin of Inequality, trans. Donald A. Cress (Hackett, 1992).
7. Pierre-Augustin Caron de Beaumarchais, The Barber of Seville and The Marriage of Figaro, trans. John Wood (Penguin, 2004).

Grading policy:
1. Class attendance and participation -- 20% of grade.
2. Weekly reading responses -- 15% of grade.
3. Mid-term essay -- 25% of grade.
4. Term paper -- 40% of grade.


EUS 346 • French Revolution And Napoleon

35925 • Coffin, Judith
Meets TTH 3:30PM-5:00PM JGB 2.218
(also listed as CTI 375, HIS 353)
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In the 1950s, the Chinese Premier Zhou En-Lai was asked what he thought about the French revolution of 1789. He answered that was “too soon to tell.”  Historians, social scientists, and politicians have studied and debated this extraordinary event for two centuries, and they still not answered the many questions it poses. Why does a regime collapse? How is a new state built? Are revolutions necessarily protracted and violent? Writers and artists, too, have been captivated by the human drama of this tumultuous decade and a half. How did ordinary people survive? How were extraordinary careers made – and lost?

In this course we’ll use the French revolution to think about all these questions concretely. We have three aims. The first is to help you master the major events of the revolution itself. The second is to introduce issues of interpretation and historical methods, for the French revolution has long been a forcing ground for new theories of history and new approaches to the past. The required readings represent some of those approaches. Third, we hope you will learn how the revolution has become one of the defining points of modern history, and how it has shaped the world we inhabit today.

Texts:

Rousseau, The Social Contract

William Doyle, The French Revolution: A Very Short History

Timothy Tackett, When the King Took Flight

Timothy Tackett, The Coming of the Terror in the French Revolution

David Bell, Napoleon, A Biography

Grading:

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

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

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


EUS 346 • Heretics & Freedom Fighters

35910 • Roberts, Jason
Meets TTH 2:00PM-3:30PM CLA 0.122
(also listed as GSD 360, HIS 362G, R S 357, REE 325)
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This course reaches back to the first centuries of Protestantism in Central Europe, from about 1400 to about 1700. The Czech Lands, under the names of Bohemia and Moravia, and under the dominion of the Habsburg Emperors of the Holy Roman Empire, were heavily implicated in the various breaks from and returns to Catholicism, as the reformation started by Luther gave way to the counter-reformation of the organized Catholic Church, resisting the fracturing of its One, Holy, Catholic and Apostolic Church. This hotbed of religious dissidence pitted newly emerging Protestant groups on several sides of each doctrinal and political issue that arose as the region sought its religious identity: Utraquists, Hussites, Lutherans, Calvinists, and Czech Brethren, and others.  

The course will explore the theologies, politics, and personal identities that emerged, and passed away in this era through the accounts in primary sources, including the writings of the reformers as well as through the lenses provided by current scholarship. In addition, the course examines the visual arts and music (especially hymns) that played such a huge role in this battle for land, power, hearts, and minds shaping the lives of believers and non-believers alike. The course concludes with an examination of the evolutions within Catholicism reflected in the Catholic catechism as a result of the Counter-Reformation.

 


EUS 346 • Northern Lands And Cultures

35915 • Jordan, Bella
Meets TTH 2:00PM-3:30PM BUR 220
(also listed as GRG 356T, REE 345)
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Designed to develop a geographical understanding of the Circumpolar region of the North, an ancient human habitat and a home to distinct, millenia old, civilizations. These indigenous Arctic cultures and livelihoods are being constantly challenged by modern industrial powers, and the clash between two contesting realities is profound. Emphasis is given to a historical geographical perspective on the major processes forming cultural and natural landscapes (including global warming), and influence society, economy, spiritual life and politics. Regions include: Alaska, the Canadian northern territories, Scandinavian North, including Sapmi (Lapland), Iceland, Greenland, the Russian North, and Siberia.


EUS 346 • Puritanism/Brit Civil Wars

35897 • Powell, Hunter
Meets TTH 12:30PM-2:00PM BUR 224
(also listed as HIS 362G, R S 357)
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This course examines one of the most pivotal periods in Transatlantic British History. The 17th Century

was the early modern high water mark of English political and religious thought and gave rise to the Puritan

Revolution (commonly known as the British Civil Wars). In this course we will examine the role of the

Protestant Reformation in directing the course of events in England, Scotland, and New England and how

irreconcilable religious disputes ultimately led to military conflict. In examining this period will see how

the debates and decisions made through Britain’s Revolution fundamentally changed the relationship

between church and state in the English speaking world. Topics will include: English Reformation,

Puritanism, British Monarchies (Henry VII through Charles I), Oliver Cromwell, the settling of New England,

Westminster Assembly, Scotland, Ireland, Parliamentary history, the British Civil Wars, Religious Radicalism,

and Interregnum England.

Texts:

Bremer, Francis J., The Puritan Experiment:  New England Society from Bradford to Edwards (2012) (selected Chapters)

Coffey, John and Lim, Paul C.H., The Cambridge Companion to Puritanism (selected chapters) 

Hirst, Derek, England in Conflict, 1603-1660 (1999) (selected chapters)

Holmes, Clive, Why Was Charles I executed? (2006)

Morrill, John, Oliver Cromwell (2007)

Morrill, John, The Nature of the English Revolution (1993) (selected chapters)

Seaver, Paul S., Wallington’s World:  A Puritan Artisan in Seventeenth-Century London (1988)

Spurr, John, English Puritanism, 1603-1689 (1998) (selected chapters)

Worden, Blair, God’s Instruments: Political Conduct in the England of Oliver Cromwell (2012) (selected chapters)

 

Grading:

25% - class participation and short reading summaries

25% - midterm essay

50% - Final Paper 


EUS 346 • The Crusades

35899 • Newman, Martha
Meets M 3:00PM-6:00PM CLA 1.108
(also listed as AHC 330, HIS 350L, R S 375S)
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This course has a Writing Flag and an Independent Inquiry Flag and I will apply for a Global Cultures Flag.  Crosslist with Religious Studies

What were the crusades?  Was a crusade an armed pilgrimage, holy war, or a war of conquest?  What motivated those who fought and those supported these expeditions?  What were the political, cultural, and religious developments that led to the crusades and what were their legacies both in Europe and in the eastern Mediterranean?   This research seminar explores these questions by examining both accounts of crusades written by medieval authors and modern historians' interpretations of these documents.  In the process, we will investigate religious encounters between eastern and western Christians, Christian heretics, Jews, Muslims, and polytheists; political, military, and cultural changes of the high middle ages; and the ways that crusading ideas and symbols have been reused in contemporary politics and popular culture.

Texts:

Jonathan Riley-Smith. The Crusades:  A History  Yale, 2005  

Robert the Monk, History of the First Crusade, trans. Carol Sweetenham (Ashgate, 2006).

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

Joinville and Villehardouin, Chronicles of the Crusades (Penguin, 2009)

Selected documents and articles in a reader.

Class attendence, preparation, discussion, and in-class work:         25%

Research paper on a topic of a student's choice (15 pages):             75%

            Library Assignment/ Annotated bibliography     5%

            Source analysis                                                       5%

            Draft                                                                           20%

            Oral presentation                                                     10%

            Peer Review of others                                              5%

            Final draft                                                                  30%


EUS 346 • Vienna: Memory And The City

35905 • Hoelscher, Steven
(also listed as GSD 360, HIS 362G)
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Please check back for updates.


EUS 346 • Witches, Workers, And Wives

35900 • Hardwick, Julie
Meets MWF 10:00AM-11:00AM CLA 0.128
(also listed as HIS 343W, WGS 345)
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Our stereotypical image of an early modern woman is a witch - for some good reasons because thousands of witch trials took place. In this course, we will look beyond that perspective to explore the complex of material, political, and cultural factors that shaped experiences of gender and family and that shaped attitudes about gender and power in early modern Europe. The early modern centuries between about 1500 and 1800 were years of tremendous change in many ways - religious reformations, European governments became more powerful at home and established colonies world wide, economic transformation as people became consumers and production expanded exponentially. Some features were slower to change, however, especially with regard to family life. In this class, we will explore how women's experiences of these patterns compared to men's - whether as workers, consumers, criminals, political subjects and political actors, peasants or nobles, spouses or parents. Along the way, we will explore why some of these dynamics fed into a proliferation of "witches."

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

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

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

Daily class readings are available on Canvas or online through the Library Catalogue. (Deleted last section here.)

Grading:

Midterm 25%

Final 35%

Reading grids 20%

Witchcraft group projects 10%

Preparation and engagement 10%


EUS 347 • Art In Lives Ordinary Roman

35950 • Clarke, John
Meets MWF 12:00PM-1:00PM DFA 2.204
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EUS 347 • Dante

35945 • Raffa, Guy
Meets TTH 12:30PM-2:00PM HRH 2.112
(also listed as CTI 345, E 366D, ITC 349)
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Dante: Spring 2018

ITC 349, same as E 366D, crosslisted with EUS 347 and CTI 345

TTH 12:30-2 in Ben 1.106

Professor Guy Raffa, Dept. of French and Italian

Office Hours: TTH 9:45-10:45 in HRH 3.104A

E-mail: guyr@utexas.edu; Home Page: http://guyraffa.la.utexas.edu/

The Divine Comedy offers a remarkable panorama of the late Middle Ages through one man's poetic vision of the afterlife. However, we continue to read and study the poem not only to learn about the thought and culture of medieval and early modern Europe but also because many of the issues confronting Dante and his age are no less important to individuals and societies today. Personal and civic responsibilities, governmental accountability, church-state relations, economics and social justice, Dante's influence on artists and other writers, benefits and limitations of interdisciplinarity—these are some of the themes that will frame our discussion of the Divine Comedy. Although you will read the poem in English, a bilingual edition will enable you to study and learn famous lines in the original Italian. The course is taught in English and contains flags for Writing and Global Cultures.

Danteworlds (http://danteworlds.laits.utexas.edu/): In addition to detailed entries, audio recordings, and study questions, this Web site contains hundreds of images from works by Sandro Botticelli, an anonymous 16th-century artist, John Flaxman, William Blake, Gustave Dorè, and Suloni Robertson.

Through close reading, class discussion, and the use of Danteworlds, you are expected to identify and explain the significance of major characters, references, and ideas in Dante's Divine Comedy (Inferno, Purgatory, and Paradise) and Vita Nuova. You will be tested on this ability in responses to study questions (a low-stakes writing assignment) and two in-class exams. An essay, which you will rewrite and expand based on my feedback, will assess your ability to support an interpretation of a specific aspect of Dante's poetry with detailed textual analysis and scholarly research. A peer-editing activity will help you to revise and edit your own work. I expect you to have read the assigned cantos and reviewed the corresponding material in Danteworlds (including the study questions) before class.

Required Texts: (you must use the editions of these texts ordered for the class)

            Inferno, Purgatorio and Paradiso (Trans. Allen Mandelbaum); Vita Nuova (Trans. Barbara Reynolds)

Recommended Text (also ordered for this class): The Complete Danteworlds: A Reader's Guide to the "Divine Comedy" (Raffa)

Canvas: We will use the CANVAS learning management system to organize and provide course content on-line. When you log in to Canvas (http://canvas.utexas.edu/) and select the course, you will have access to the syllabus, assignments, lecture presentations, grades, and a discussion forum. You will be required to submit most assignments on-line using Canvas. For assistance, consult the student tutorials (https://utexas.instructure.com/courses/633028/pages/student-tutorials) or contact support staff (https://utexas.instructure.com/courses/633028).

Assignments and Computation of Grade:

10%: 1500-word essay on the Inferno (credit for successful completion)

25%: Rewrite and expansion of this essay incorporating scholarly research (graded)

5%:   Annotated bibliography of research sources (credit for successful completion)

5%:   Peer-review (credit for successful completion)

10%: Responses to study questions in Canvas Discussion Forum (credit for successful completion)

30%: Two in-class examinations  (graded: 15% each)

15%: Classwork and participation

Attendance Policy: Your attendance, which obviously influences your classwork and participation grade, is expected at all class meetings. You are expected to arrive on time to class and to stay for the entire lesson. Repeated late arrivals to—or early departures from—will count as absences. For every class that you miss (for whatever reason) after the fifth absence, your classwork and participation grade (on a 100-point scale) will be reduced by 5 points.

Late Work: Late work will lose a full letter grade for each day it is late except in the case of documented emergencies (e.g., serious illness, death in the family), religious holidays (see university policy below), or university-sponsored events (with prior notification).

Writing Flag: This course carries the Writing Flag. Writing Flag courses are designed to give students experience with writing in an academic discipline. In this class, you can expect to write regularly during the semester, complete substantial writing projects, and receive feedback from your instructor to help you improve your writing. You will also have the opportunity to revise one or more assignments, and you may be asked to read and discuss your peers’ work. You should therefore expect a substantial portion of your grade to come from your written work. Writing Flag classes meet the Core Communications objectives of Critical Thinking, Communication, Teamwork, and Personal Responsibility, established by the Texas Higher Education Coordinating Board.

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

Grading and Plagiarism: All graded assignments will be marked on a 100 point scale and converted to letter grades consistent with university policy:

 A (94-100) = 4.0, A- (90-93) = 3.67, B+ (88-89) = 3.3, B (84-87) = 3.0, B- (80-83) = 2.67, C+ (78-79) = 2.3, C (74-77) = 2.0, C- (70-73) = 1.67, D+ (68-69) = 1.3, D (64-67) = 1.0, D- (60-63) = 0.67, F (below 60) = 0.0

Plagiarism, intentional or not, will result in an automatic F on the assignment—the numerical grade (0-59) depending on the extent of the plagiarism and the quality of the non-plagiarized portion of the essay—as well as possible disciplinary action. For the definition of plagiarism and the University's policy on it, see: http://deanofstudents.utexas.edu/sjs/scholdis.php

Writing Center: For questions and feedback on writing, you are encouraged to meet with consultants at the Undergraduate Writing Center (PCL 2.330; for appointments and information, see http://uwc.utexas.edu/or call 471-6222).

All cell phones, tablets, laptops, and similar electronic devices must be turned off (or put in airport mode) and put away during class except if the instructor grants permission to use them for specific activities. Students who use devices in class without permission will be marked absent.

 


EUS 347 • Early Italian Renaissance A

35955 • Johns, Ann
Meets MWF 10:00AM-11:00AM DFA 2.204
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Please check back for updates.


EUS 347 • Gothic Cathedral: Amiens

35960 • Holladay, Joan
Meets TTH 9:30AM-11:00AM DFA 4.106
show description

Please check back for updates.


EUS 347 • N European Childrens Lit

35930 • Straubhaar, Sandra
Meets MWF 1:00PM-2:00PM BUR 337
(also listed as C L 323, GSD 340)
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Description and readings:

This course will introduce students to twentieth- and twenty-first-century children’s literature from Norway, Sweden, Denmark, Germany, Switzerland, Austria, Belgium and the Netherlands. Authors highlighted may include Astrid Lindgren (The Red Bird, The Brothers Lionheart), Jostein Gaarder (Sophie’s World), Bjarne Reuter (The Boys from St. Petri), Otfried Preussler (Krabat), Walter Moers (Capt’n Bluebear), Cornelia Funke (Inkworld, Mirrorworld), Michael Ende (Momo, Jim Button), Jacques Vriens (Eighth Graders Don’t Cry), Annie M. G. Schmidt (Little Abel), and Klaus Schädelin (My Name is Eugen). Additional authors and works may be explored by students for papers or group projects. Emphasis will be placed on the prominent place of children’s literature in the popular culture of central and northern Europe, as well as the serious issues and themes which north Americans might otherwise consider “adult” that are often found in this genre -- death, war, poverty, social justice, and family conflict, for example – alongside whimsy, warmth and wonder.

    

Grading:

Quizzes on Reading (on most days when readings are due):                                   10 %

Two six-page reaction papers or position papers, 15% each                                    30 %

In-class peer review activities on student papers:                                        10 %

Reading Journals (turned in approx. every other Wednesday)                      15 %

One three- to five-page group project w/Power Point (groups of 3-4):       15 %

One six-page research paper:                                                                        20 %


EUS 347 • Nobel Prizes: Lit/Politics

35935 • Arens, Katherine
Meets TTH 11:00AM-12:30PM RLM 5.112
(also listed as C L 323, GSD 340)
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Nobel Prizes in "literature" offer an astounding array of surprises.  In 2015, Svetlana Alexievich , a historian, was awarded the prize.  In 1999, Günter Grass, author of The Tin Drum  (1959) and other controversial social-critical novels, was awarded the Nobel Prize for Literature.  He was the 7th German, and the 11th German-language author to do so -- but he was on the public's list of probable winners fo ra prie in tehe 7s, with his best work purpotedly behind him (not true).   Such Nobel Prize surprises lik these chart a fantastic map to Europe's imagined identity as the heart of Western culture -- and to how literary reputations are made, brokered, and broken on the markets of international media politics.

Starting with  recent prize winners from Northern and Central Europe, and moving backwards in time, this course will introduce some Nobel-Prize-winning authors (authors who wrote in German, the Scandinavian languages, and [in one case] about Afrikaans-speakers).  Each author will, however, be taken as a case study not only in literary aesthetics, but also as one in literary politics:  s/he will be introduced through the words of the Nobel Committee's statements.   Why were these authors picked to be the voices of their generations, and why at their particular moments?   The result is a dynamic image of how books REALLY work in an age of the mass media.

  

Readings and Assignments will draw on the following list of authors:

1902: Theodor Mommsen (Germany)

1908: R. Eucken (Germany)

1909: *Selma Lagerlöf (Sweden)

1910: Paul Heyse (Germany)

1912:  *Gerhard Hauptmann (Germany)

1916: V. v. Heidenstam (Sweden)

1917: K. Gjellerup (Denmark)

              H. Pontoppidan (Denmark)

1918 - 1919:  C. Spitteler (Switzerland)

1920: *Knut Hamsun (Norway)

1928: *Sigrid Undset (Norway)

1929: *Thomas Mann (Germany)

1944: Johannes V. Jensen (Denmark)

1946: *Hermann Hesse (Switzerland, Germany)

1951:  P. Lagerkvist (Sweden)

1966: S.J. Agnon (Israel, Austria)

              Nelly Sachs (Sweden, Germany)

1972: *Heinrich Böll (Germany)

1974: E. Johnson (Sweden)

              H. Martinson (Sweden) 

1991: *Nadine Gordimer (South Africa -  in English, sometimes about Afrikaaners)

1999:  Günter Grass (Germany), Cat and Mouse

2004: Elfriede Jelinek (Austria)

 

Assignments and Grading

6 one-page precis, each a close reading of one text  (first part of semester, to teach how to read a literary text for what it says and what it does not say) 6 x 5% each = 30 % of grade

1 short paper (4-5 pp.), with the option for a rewrite (due as on syllabus, with rewrite a week later):  a comparison of the content of the work chosen with the Nobel Committee's assessment and presentation of the author = 30% of grade

1 longer paper (8-10 pp.) (due at end of semester):   starting with an abstract and a first page draft, each graded separately)  combining a content analysis of the author with research on the author's reception -- a study of literary reputation = 40% of grade 


EUS 347 • Vamps, Stars, And The Diva

35940 • Bonifazio, Paola
Meets TTH 11:00AM-12:30PM CLA 1.106
(also listed as F C 345, ITC 349, WGS 345)
show description

Prof. Paola Bonifazio and Prof. Hervé Picherit

Spring 2018

 

ITC349/FC356  “Vamps, Stars, and the Diva 

From superhuman being to girl next-door, from international commodity to national icon: what is a star? In this course, students will study French and Italian films through the lens of stardom, exploring the many cultural and social meanings of which the faces and bodies of stars are revealing. We will examine the role that female stars play in the construction of national and gender identities, while also taking into consideration the transnational and transcultural aspects of stardom and the film industry. Blurring gender boundaries, we will also investigate the director as diva, star performances as cross-dressing, and female heroes in masculine film genres such as action movies.

 

There are three main goals for this course.  The first is the acquisition of the intellectual and interpretative tools specific to film comprehension, analysis and creation.  The second is the establishment of a sense of the history of cinema as an international medium, and of French and Italian cinema in particular.  The third main goal for the course is the interrogation of different forms of female stardom, whether real or represented cinematographically.  The course will also encourage students to establish links between the films shown in the class, but also with other media.  Most importantly, the class is designed to cultivate film literacy, allowing students both to engage critically and create with this medium.

 

Required Text:

Ed Sikov. Introduction to Film Studies. New York: Columbia University Press, 2009. 

 

Films:

Angel-A (2005)

Everybody’s Woman (Max Ophuls, 1934)

Les Enfants du paradis (1945)

La strada (Federico Fellini, 1954)

Et Dieu créa la femme (1956)

Bitter Rice (Giuseppe De Santis, 1949)

Cléo de 5 à 7 (1962)

L’Avventura (Michelangelo Antonioni, 1960)

Un éléphant ça trompe énormément (1976)

A Special Day (1977)

Irma Vep (1996)

Double Hour (2009) 


EUS 348 • Eur Union/Regional Integrtn

36005 • Somer-Topcu, Zeynep
Meets TTH 12:30PM-2:00PM PAR 301
(also listed as GOV 365N)
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Introduction

 

From the European Coal and Steel Community of six countries, the European Union has grown to be composed of 27 member states. It is governed by an ever-growing and strengthening set of political institutions. Member states share common economic and social policies, a common foreign and security policy, and (for some member states at least) a common currency, the Euro. They are also together suffering through the current economic recession.

 

This course provides students with a general introduction to the politics, history, governing structure, and policies of the European Union. The course begins with an overview of the theories and the evolution of European integration. We will then look at how the EU is governed, and where the power lies. Finally, we will survey important European-level policies and issues, and conclude with a discussion on the future of the EU.

 

By the end of the semester, students should be familiar with:

 

a)     The history of the European Union starting with the early history after the World War II and the developments throughout the years from the European Community of six countries to the European Union of twenty-seven.

 

b)    The main theories and conceptual approaches used to explain and make sense of the European integration process.

 

c)     The composition, structures, and functioning of the main EU institutions (the European Commission, the Councils, the European Parliament, and the European Court of Justice)

 

d)    The European elections to the European Parliament and the democratic deficit problem

 

e)     The European Union policies and its areas of regulation from agriculture to monetary policies and foreign policies of the European Union.


EUS 348 • Europe Environmntl Politics

36000 • Mosser, Michael
Meets TTH 9:30AM-11:00AM JES A209A
(also listed as GOV 365N)
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Environmental politics is one area where Europe arguably leads the world. Europe has, at both the national and European-Union level, committed itself to achieving reductions in carbon emissions far greater than anywhere else in the world.

This course will examine the history of environmental politics in both the member states of the European Union and the EU itself. Beginning with a conceptual treatment of general environmental politics and policies, the course moves to a history of European environmentalism, before shifting to a discussion on the institutional responses at important ‘traditional’ Member States (Germany, France, Italy and the UK) as well as ‘new‘ Member States (Czech Republic, Poland and Hungary). The final section of the course examines EU environmental policies themselves, such as the EU Emissions Trading System and its institutional commitment to meeting Kyoto Protocol goals.


EUS 348 • Govs/Polit Of Eastern Europe

35980 • Liu, Amy
Meets TTH 8:00AM-9:30AM PAR 1
(also listed as GOV 324J, REE 335)
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Please check back for updates.


EUS 348 • International Trade

35995 • Gerber, Linda
Meets TTH 2:00PM-3:30PM CBA 4.348
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Please check back for updates.


EUS 348 • International Trade

35985 • Gerber, Linda
Meets TTH 9:30AM-11:00AM CBA 4.348
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Please check back for updates.


EUS 348 • International Trade

35990 • Gerber, Linda
Meets TTH 11:00AM-12:30PM CBA 4.348
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Please check back for updates.


EUS 348 • Politics Of Memory: Ger/US

35965 • Laubenthal, Barbara
Meets TTH 12:30PM-2:00PM GEA 114
(also listed as AMS 321, GOV 365N, GSD 360)
show description

What role do narratives of the past play in current politics and policies in Germany and the United States? This course addresses this question by engaging with key theoretical and empirical debates from the burgeoning research field of politics of the past. We will look at the role that memories play in German and US politics today from a comparative perspective, and with several case studies, we will ask questions such as:  how are transnational political events like the Second World War, the Cold War and historical immigration movements articulated and used in current political debates? How do narratives of the past reproduce or challenge contemporary power relations? To what extent do political actors and institutions construct particular historical narratives that serve their current interests? In answering these questions, the course will put a specific focus on the role of memory in German and US immigration politics.

The course aims to enable students to understand central theories and concepts of memory studies, and to apply them in an empirical case study. At the end of the course, students will have a thorough theoretical and empirical understanding on the ways in which memory and politics intersect both as research fields and as political practices in contemporary societies.

 

Readings

Assmann, Aleida/Conrad, Sebastian (eds.) (2010): Memory in a Global Age. Discourses, Practices and Trajectories. Basingstoke: Palgrave Macmillan.

Halbwachs, Maurice (1980): The Collective Memory. New York: Harper and Row.

Kleist, Olaf/Glynn, Irial (eds.) (2012): History, Memory and Migration. Perceptions of the Past and the Politics of Incorporation, Basingstoke: Palgrave Macmillan.

Nebow, Richard N./Kansteiner, Wulf/Fogu, Claudio (2006) (eds.): The Politics of Memory in Post-war Europe. Durham: Duke University Press.

Olick, Jeffrey (2007): The Politics of Regret. On Collective Memory and Historical Responsibility. London/New York: Routledge.

Torpey, John. 2006. Making Whole What Has Been Smashed: On Reparations Politics. Cambridge, Mass.: Harvard University Press. 

Wittlinger, Ruth (2011): The Merkel’s Government Politics of the Past, German Politics and Society 26 (4), 9-27.

 

Grading

Participation (10 %)

Two response papers (30 %)

Oral presentation (30 %)

Final paper (30 %)


EUS 348 • Soc Justice/Sec Policy-Pol

35975 • Eaton, David
(also listed as GOV 365N, P A 325, REE 335)
show description

Through this program we aim to bring together an array of topics of interest to UT students, with the goal of creating a critical mass of interest in Central Eastern Europe. By building on existing programs in Warsaw but taking advantage of instructor’s contacts, exepertise, and ability to synthesize a range of materials through group discussions, excursions, and assignments, we hope to increase student travel to and study of this region in fields of critical national interest relevant not just to students in CREEES but IRG, European Studies, Government, and beyond. Students will be introduced to policy case studies in Poland and a general overview while studying at UT, afterwhich they will have an opportunity to delve in-depth into one of four topics while in-country, working closely with experts in one of the following fields:

(a) Identity, Diversity and Tolerance in Polish Society; (b) Security Policy in Central Europe and Poland;

(c) Cyber-security Issues and Policy in Poland; and (d) The Criminal Justice System in Poland.

The aim of the program is to expose the student population to the limited study abroad opportunities in fields such as cybersecurity policy and criminal justice studies, while offering an interdisciplinary experience, combined with optional language training and the potential for professional experience abroad. This structure allows students to focus on a specialization while in-country, allowing one program to cover an array of topics, without succumbing to the lack of depth typically associated with a survey course.

As the topics are clearly linked to potential professional trajectories, students will have the option (for an additional fee) to further their professional interests by being placed in on-site internships in the field they are specializing in during the Maymester. Internships would take place after the program and would be eligible for additional UT credit through an affiliation agreement with the host institution, Collegium Civitas in Warsaw. Strategically located in the capital of Poland, a hub for issues of economic, political and historical relevance, the program will capitalize on academic and professional connections in the region. Poland, and Warsaw in particular, offers students a very specific perspective on global issues and EU policies, where they will surely encounter and discuss concerns over social justice and security policy different than those found in many other countries.

Students will write and present a final research paper on a topic of personal interest. There is a common core of orienting lectures/discussions during Spring Semester 2018 and through the assignments and extra-curricular meetings with policy professionals in-country, including US intelligence officials, US, Polish & German foreign service personnel, members of the NATO batallion, and former members of the Solidarity movement.

 

Grading:

 

  • Pre-departure Meetings and Lectures*14 @ 10 points each (1 hour each)  140 points
  • International Travel Safety Training*      1 @ 50 points                                                50 points
  • In-country Course Lectures: Attendance and Participation      10 @ 10 points per lecture day                                                                                                                  100 points
  • In-country Course Assessment**  Varies with specialization, indicated in descriptions below                                                                                                                        150 points
  • In-country Extra-curriculuar Meetings: US/German embassies, intelligence officials, political movements                           3 @ 20 points each                           60 points
  • Cultural Excursions & Field Trip to Krakow: Participation        5 excursions @ 20 points each, 3-day field trip @ 50 points                                                               150 points
  • Field Journal                                                25 journal entries @ 2 points each          50 points
  • Reflection Essay                                          1 @ 100 points                      100 points
  • Final Research Paper/Field Project & Presentation**  1 project @ 150 points, 1 presentation @ 50 points                                                                             200 points
  • TOTAL POINTS                                                                                                            1000

EUS 350 • Govs & Polit Of Western Europe

36010 • Somer-Topcu, Zeynep
Meets TTH 9:30AM-11:00AM BUR 130
(also listed as GOV 324L)
show description

This course provides students with a general introduction to the political institutions, voter behavior, and issues in West Europe. The objective is to equip students with a broad overview of the politics and political systems of Western Europe, as well as on concepts, methods, and tools to understand and analyze contemporary developments. The course is organized thematically (rather than in a country-specific way) around a framework that emphasizes the political determinants and policy consequences of institutional differences.

 

We will start the course with a short overview of the countries and the history of Europe. We will then look at political institutions in Europe, and briefly discuss the European Union. Toward the end of the course we will discuss West European voters, their political behavior, and important issue areas and policies in Europe.



  • Center for European Studies

    University of Texas at Austin
    158 W 21st Street
    A1800
    Austin, Texas 78712
    512-232-3470