History Department
History Department

HIS 302C • Introduction To China

38765 • Eisenman, Iris
Meets MWF 1:00PM-2:00PM CLA 1.106
show description

This course will provide an introduction to essential concepts and ideas from Chinese cultural traditions (such as from art, history, literature, and thought) to construct a course dialogue toward understanding Chinese culture and society.

Required Text:

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


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

HIS 304R • Judaism, Christianity, & Islam

38770 • Smith, Geoffrey
Meets TTH 9:30AM-11:00AM RLM 6.104
(also listed as CTI 304, ISL 311, J S 311, R S 304)
show description

This course will focus on the three related traditions of Judaism, Christianity, and Islam, which originated in the "near east" and today have a global reach.  These religions are sometimes called "Abrahamic traditions" as they all claim a special relationship with the Biblical figure, Abraham.  We will explore the historical development, belief systems, practices, sacred texts, and cultural influences of these three traditions, independently and in relation to each other.  by the end of the course, you can expect to have a basic understanding pf the essential characteristics of each tradition and the way they manifest in different cultural contexts in the past and present.  This class will also provide an introduction to the field of religious studies by exposing students to some of the interdisciplinary methods used to understand religion as a central component of human culture.  These methods include, but are not limited d to: historical methods, the study of ritual, and the analysis of ideas. 

HIS 306N • Jewish Civ: 1492 To Present

38785 • Bodian, Marion
Meets TTH 9:30AM-11:00AM GAR 1.126
(also listed as EUS 306, J S 304N, R S 313N)
show description

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.

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.


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

HIS 306N • Latin America And The US

38780 • Frens-String, Joshua
Meets TTH 8:00AM-9:30AM GAR 1.126
(also listed as LAS 310)
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Utilizing a combination of secondary literature (books, journal articles, etc.) and a close reading of primary sources, this course will explore the different social, economic, political, and cultural structures and concerns that came to both divide and unite the western hemisphere (North, Central, and South America, as well as the Caribbean) following independence from Europe. The focus of the course will include discussions of particularly significant “macro-historical” events and processes in the history of U.S-Latin American foreign relations—everything from U.S. military interventions, diplomatic encounters, social revolutions, and political counterrevolutions to important examples of economic and cultural exchange and the hemispheric movement of peoples and ideas. Throughout the course will also consider the way in which varying internal conditions in Latin America and the Caribbean have allowed the region to resist U.S. influence—in some cases, even allowing Latin American nations and their citizens to exert considerable power in shaping U.S. policy and culture. Finally, students will be expected to analyze the different ways that Latin America, as a region, has been viewed or represented through North American eyes (and vice versa) over nearly two centuries.


Lars Schoultz, Beneath the United States: A History of U.S. Policy Toward Latin America (Harvard Press, 1998)

Robert Holden and Eric Zolov, The United States and Latin America: A Documentary History (Oxford, 2010)

Rachel Kushner, Telex from Cuba (Simon & Schuster, 2008)


Paper #1: 10% (2-3 pages)

Midterm Exam: 30%

Paper #2: 20% (5 pages)

Final Exam: 30%

Course Participation/Engagement: 10%

HIS 306N • Mid East: Adj/Chg Mdrn Time

38784 • Ahmadi, Shaherzad
Meets MWF 12:00PM-1:00PM MEZ B0.306
(also listed as GOV 314, MES 301L)
show description



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

38790 • Frazier, Alison
Meets MWF 9:00AM-10:00AM GAR 0.132
show description

This introductory course surveys the history of the Mediterranean basin and European archipelago from about 300-1500. By mixing lecture, discussion, reading, and writing, we will trace the emergence of distinctive Latin Christian, Byzantine, and Islamic civilizations, which superseded the classical Greek and Roman ones. We examine how these new civilizations interacted to form western traditions of politics, religion, family structure, law, and economic thought.
Course organization and optional textbook provide a basic chronological narrative. Our emphasis will be on historical thinking through critical work with a variety of primary sources and occasional secondary ones. This course has no prerequisites and assumes no prior knowledge of the subject, but students are presumed to be capable of critical reflection upon both lectures and readings.

Two exams, occasional quizzes, optional special projects.

HIS 309K • Western Civ In Medieval Times

38795 • Kaufman, Cheryl
Meets TTH 2:00PM-3:30PM BUR 136
(also listed as AHC 310, CTI 310)
show description

This course offers an introductory survey of Medieval Western European history, from about 300 to 1500 C.E.  Although primary textual sources are central to the study of history, we will also focus on visual and material sources to discuss the cultural, social, political, economic, and intellectual history of the Middle Ages, with a focus on the formation of identity.  Classes will be a mixture of lecture, discussion, and collaborative assignments. There are no prerequisites for this class or prior knowledge of European history.


Required Texts: 

Rosenwein, Barbara, A Short History of the Middle Ages

(2014 single volume, ISBN:978-1-4426-0611-1, paperback)

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

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

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


Map quiz: 5%

Quizzes (including pop quizzes): 15%

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

Final exam (cumulative): 30%

Attendance: 10%

Class Participation: 10%

HIS 309L • Western Civ In Modern Times

38800 • Vaughn, James
Meets TTH 12:30PM-2:00PM JGB 2.218
(also listed as CTI 310)
show description

This lecture course surveys the history of the West and its overseas expansion from the later Middle Ages to the present.  The central theme of this survey is the emergence and development of modernity in this world region.  We will examine the origins and evolution of capitalism, the centralized state, the Westphalian state system, secularization, civil society, industrialization, urbanization, imperialism, and mass democracy.

Book for the course:
Joshua Cole and Carol Symes, Western Civilizations: Their History and Their Culture, Eighteenth Edition, Volume 2 (New York, 2014).

Grading policy:
1. Attendance -- 10% of grade.
2. First mid-term essay exam -- 25% of grade.
3. Second mid-term essay exam -- 25% of grade.
4. Final essay exam -- 40% of grade.

HIS 310 • Introduction To Modern Africa

38805 • Falola, Oloruntoyin
Meets TTH 12:30PM-2:00PM UTC 3.134
(also listed as AFR 310K, WGS 301)
show description

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

HIS 310K • Latin Amer Civ: Colonial Exp

38810 • Canizares, Jorge
Meets MW 4:00PM-5:30PM GAR 2.112
(also listed as LAS 310)
show description

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

HIS 310N • Film/Hist Latin Amer: Mod

38815 • Twinam, Ann
Meets W 3:00PM-6:00PM BUR 116
(also listed as LAS 310)
show description

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


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

Other readings will be posted on Canvas.


Essays            6/9  (67%)

Outlines          1/9  (11%)

Discussion      2/9  (22%)

HIS 314K • History Of Mexican Amers In US

38820 • Zamora, Emilio
Meets TTH 9:30AM-11:00AM MEZ 1.306
(also listed as MAS 316)
show description

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

38830 • Davis, Janet
Meets MW 4:00PM-5:30PM PAI 3.02
(also listed as AMS 310)
show description

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


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 315K • The United States, 1492-1865

38850 • Seaholm, Megan
Meets MWF 11:00AM-12:00PM WCH 1.120
show description

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

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

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


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

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

Joseph Ellis, Founding Brothers: The Revolutionary Generation

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


1st Midterm essay exam, 25% of grade

2nd Midterm essay exam, 25% of grade

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

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

HIS 315K • The United States, 1492-1865

38845 • Kamil, Neil
Meets MWF 10:00AM-11:00AM WCH 1.120
show description

This course is a survey of 400 years of American history, from the Age of Exploration to the Civil War.  It meets three times weekly for lectures.  Your TAs will lead weekly discussions of required readings at the beginning of class on Fridays.  Two of the three required readings are available for free as e-books on UTCAT.  Print copies of the readings are available at the UT Coop, via online sources, and (most) on PCL Reserve.  Primary documents will be assigned on Canvas for discussion on Fridays for most weeks (check Canvas Tuesday afternoons for the following Thursday) from Michael P. Johnson, ed., Reading the American Past, Vol.1: to 1877.  Other required readings will include the revolutionary war history Minutemen and Their World by Robert A. Gross, and William Freehling’s civil war history, The South Versus the South (both Gross and Freehling are available as e-books on UTCAT). 

Requirements include midterm and final exams (both essay format), and a quiz on Minutemen.  Study questions will be provided in advance of both exams.  Exams will test specific 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 50%, Midterm 40%, Quiz 10%. 

HIS 315K • The United States, 1492-1865

38835 • Olwell, Robert
Meets TTH 9:30AM-11:00AM WCH 1.120
show description

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

Partially fulfills legislative requirement for American history.

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

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

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


There will be a mid-term exam in this course and a final exam. The mid-term will address materials covered in the preceding half of the semester. The final will cover the materials from the last half of the course as well as ask students to answer a comprehensive essay drawing upon themes developed throughout. Each exam will also include a list of ten terms drawn from the lectures and readings and you will have to briefly identify and describe the significance of five of those terms. A make-up for the mid-term will be given the Friday of the week following the regularly scheduled exam. There will be no make-up for the final exam.

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

HIS 315K • The United States, 1492-1865

38840 • Mintz, Steven
Meets TTH 2:00PM-3:30PM WCH 1.120
show description

Too many students spell history b-o-r-i-n-g. They regard history as a jumble of disconnected facts. The word they use to describe history is "irrelevant."

High school history too often consists of little more than lectures, textbooks, worksheets, and memorization of names and dates. In fact, history need not be dull.

In this class, you will be a detective, a myth buster, a problem solver, and a forensic scientist. You will debunk or confirm legends and folklore. You will investigate some of history’s most gripping mysteries and take part in some of history’s biggest debates.

You will uncover the hidden history behind front-page headlines as well as the roots of a host of everyday rituals and customs.

You will examine Hollywood’s version of the past and separate fact from fiction. You will re-fight past battles, re-live key episodes in the past, and ask what-might-have-been.

You will also explore the uneasy relationship between academic history and popular memory—those legends and traditions that exert a much more powerful grip on our imagination.

This class offers an innovative approach to U.S. history from global and multicultural perspectives, ties past events to contemporary issues, and allows you to investigate U.S. history's most gripping mysteries.

Divided into 15 modules that must be completed weekly, the course includes a wealth of sources including gravestones, maps, film clips, and music—that bring the past to life and allow you to understand the key issues and controversies of U.S. history from a fresh perspective.

Grading is based on multiple-choice questions, essay questions, and interactive activities.

HIS 315K • The United States, 1492-1865

38855 • Seaholm, Megan
Meets MWF 1:00PM-2:00PM UTC 2.112A
show description

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

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

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


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

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

Joseph Ellis, Founding Brothers: The Revolutionary Generation

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


1st Midterm essay exam, 25% of grade

2nd Midterm essay exam, 25% of grade

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

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

HIS 315L • The United States Since 1865

38875 • Suri, Jeremi
Meets TTH 9:30AM-11:00AM
show description

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

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

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


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

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

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

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

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

Press, 2005).

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

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

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

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

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


Weekly Response Essays: 20%

Document Analysis: 20%

Examination #1: 20%

Examination #2: 30%

Lecture Attendance: 10%

HIS 315L • The United States Since 1865

38870 • Brands, H
Meets MWF 2:00PM-3:00PM UTC 2.112A
show description

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

Course objectives

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


Required materials

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

 (Links to an external site.)

 or at the UT Co-op.

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

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



Chapter quizzes

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


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

Movie responses

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

Book report

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


10 percent.

HIS 315L • The United States Since 1865

38865 • Mintz, Steven
Meets TTH 3:30PM-5:00PM WCH 1.120
show description

Too many students spell history b-o-r-i-n-g. They regard history as a jumble of disconnected facts. The word they use to describe history is "irrelevant."

High school history too often consists of little more than lectures, textbooks, worksheets, and memorization of names and dates. In fact, history need not be dull.

In this class, you will be a detective, a myth buster, a problem solver, and a forensic scientist. You will debunk or confirm legends and folklore. You will investigate some of history’s most gripping mysteries and take part in some of history’s biggest debates.

You will uncover the hidden history behind front-page headlines as well as the roots of a host of everyday rituals and customs.

You will examine Hollywood’s version of the past and separate fact from fiction. You will re-fight past battles, re-live key episodes in the past, and ask what-might-have-been.

You will also explore the uneasy relationship between academic history and popular memory—those legends and traditions that exert a much more powerful grip on our imagination.

This class offers an innovative approach to U.S. history from global and multicultural perspectives, ties past events to contemporary issues, and allows you to investigate U.S. history's most gripping mysteries.

Divided into 15 modules that must be completed weekly, the course includes a wealth of sources including maps, film clips, and music—that bring the past to life and allow you to understand the key issues and controversies of U.S. history from a fresh perspective.

Grading is based on multiple-choice questions, essay questions, and interactive activities.

HIS 315L • The United States Since 1865

38860 • Restad, Penne
Meets TTH 12:30PM-2:00PM UTC 4.112
show description

This class will survey over 150 years of modern American history, keeping a collective mind open about which and why certain facts, stories, events, and people are key to understanding our past. It draws on two popular American history books that offer complementary, sometimes conflicting, interpretations of the American story to illuminate the rich textures of the nation?s history as well as the particular challenges faced in its writing. Using these authorities (as well as a basic Outline of U.S. History) as a starting point, participants will work collaboratively to expand their understanding of American history and to engage in the type of thinking required to “do” history.


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

Johnson, History of the American People,

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

Additional readings,  posted on Canvas or course website


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

HIS 317L • Est America, 1565-1815

38890 • Tully, Alan
Meets MW 5:00PM-6:30PM MEZ B0.306
show description

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

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

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

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

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

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

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

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

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

Book of Primary Sources.

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

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

Test and Examination: There will be a mid-term test made up of short answer questions

and one longer essay question. There will be a final examination in this course during the end-of-term examination period.

Marking Scheme:

Test 20%

Comparative essay on Bailyn and Greene– 30%

End-of-Term Examination – 50%

Final marks will include a plus and minus range.

HIS 317L • Hist Of Religion In The US

38895 • Graber, Jennifer
Meets MWF 9:00AM-10:00AM CLA 0.126
(also listed as R S 316U)
show description

Partially fulfills legislative requirement for American history.

HIS 317L • Intro To Asian American Hist

38885 • Vong, Sam
Meets MWF 11:00AM-12:00PM BUR 216
(also listed as AAS 312)
show description

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

Required course materials:
Erika Lee, The Making of Asian America: A History
Additional reading assignments will be available for download on Canvas.

Grading breakdown:
20% Exam 1
20% Exam 2
20% Exam 3
20% Group project
20% Attendance and participation

HIS 317L • Read U.s. Hist Btwn Lines

38900 • Restad, Penne
Meets MWF 9:00AM-10:00AM GAR 2.128
show description

Good historians don’t just collect facts. They select, arrange, and interpret them in order to deliver a coherent story that explains the past. How they tell the story depends on the methods and theories they use to guide their searches. A stained menu from a bad restaurant might unlock a

new interpretation of “what happened.” An old letter, an oral interview, accounts ledger, or torn photograph might prove revealing. In this introductory course, we will explore how historians read between the lines-- where they look for clues and what methods they use to make sense what they find.


Davison and Lytle, After the Fact. Vols. I and II (combined or separate editions, any year)

NOTE: Before you purchase the text, check the Canvas home page for an alternative


Additional readings, available as posted on Canvas


The course syllabus, announcements, course revisions, supplemental readings, prompts,

guidelines, and grades will be posted on Canvas. Check the site frequently for updates.


 Grades will be determined on the basis of

20% Participation. Includes incidental in-class or pre-class assignments, pop-quizzes,

attendance, group work, and actual participation in the class. Note that a number of

Workshop days are scheduled and the work done for them will count significantly in this

portion of the grade. .

30% Journals. Maintain an ongoing Canvas/ Collaboration journal responding to readings and

course content.

20% Midterm Essay Exam

30% Final Essay Exam.

Late work will automatically be graded down. Plus and minus will be used in assigning a course grade.

HIS 317L • Urban Econ Development-Rsa

38880 • Moore, Leonard
show description

This course will look at the history of urban economic development within the United States and South Africa, with a special focus on the growth, development, and neglect of low-income racially homogenous communities. Both countries share a racial past and both countries are still trying to find ways to bring its low-income residents into the economic mainstream. Within the United States inner-city communities are now becoming prime business locations because of its close access to downtown and the city’s financial and business markets. Further, emerging entrepreneurs are not only choosing to locate their firms in the ‘hood but they are also using local residents who were previously unemployed or underemployed. The goal of these efforts is to create jobs and income for inner-city residents, instead of relying upon charity and goodwill. A similar market-led approach is taking place in South Africa as well as entrepreneurs and developers are finding ways to bring economic development efforts to the countries notorious townships.  

While these efforts have only recently received widespread media attention, this course will show that the drive for vibrant communities is nothing new. Within the townships of South Africa there has been a sustained drive for economically competitive communities and likewise within inner-city America. This course will look at these efforts within the historical context of apartheid and the post colonial era within South Africa; and in the historical context of post-war and post-civil rights America.
Black Liberation: A Comparative History of Black Ideologies in the U.S. and South Africa, Fredrickson
After Mandela: The Struggle for Freedom in Post-Apartheid South Africa, Foster
American Babylon: Race and the Struggle for Postwar Oakland, Self
Khayelitsha: uMlungu in a Township, Otter
The Business of Black Power: Community Development, Capitalism, and Corporate Responsibility in Postwar America, Hill and Rabig
The New Urban Renewal: The Economic Transformation of Harlem and Bronzeville, Hyra
Grades will be based upon the following:
•    Two critical book reviews
•    Weekly blogging
•    Two exams
•    Oral History Project
•    A fifteen page historical paper that compares and contrasts inner-city economic development efforts in the United States with similar efforts in Khayelitsha. Your oral history project should form the basis for the South African portion of the paper.
•    Internship
•    Class participation

Grade Breakdown
•    Two critical book reviews (20%)
•    Weekly Blogging (10%)
•    Internship (10%)
•    Class Participation (10%)
•    Mid-Term exam (20%)
•    Oral history Project and Final Paper (30%)

HIS 319D • Ancient Mediterranean World

38905-38920 • Bolt, Thomas
Meets MW 9:00AM-10:00AM WAG 214
(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 320P • Texas, 1845-1914

38925 • Buenger, Walter
Meets TTH 11:00AM-12:30PM BUR 130
show description

This course focuses on the basic history of Texas from roughly 1810 to 1920.  Emphasis will be given to how and why Texas and Texans changed over time.  Among the goals and objectives are for all students to understand how and why Texas was and was not like the regions and countries on its borders, what caused change or the absence of change, and what influenced the particular path to the 20th century of all Texans.  I expect you to attend class, do the readings, and move beyond a simple mastery of factual information.  It is my hope that by the end of the semester you will think and act like an historian by engaging in the debate about the past and by using primary source material, the ideas and insights of trained professional historians, and your own critical thinking skills to place your understanding of the Texas past on a firm foundation.  The readings and assignments in this course are designed to help you achieve these objectives by building skills as well as knowledge, and you will be graded not only on your mastery of basic factual information but on your ability to effectively organize and utilize that information.

HIS 320R • Texas, 1914 To The Present

38930 • Zamora, Emilio
Meets TTH 12:30PM-2:00PM MEZ B0.306
(also listed as MAS 374, URB 353)
show description

The reading and lecture course surveys change and continuity in the history of Texas within the context of U.S. history and Mexico-U.S. relations.  Special attention is given to Mexico-U.S. relations, politics and social relations between 1900 and 1970, as well as the home front experience of Texans during the Second World War.  The overriding theme is the incorporation of Texas into the national socio-economy from the state’s early “colonized” status to its modern position as a fully integrated part of the nation.  The course is organized around our readings.  The De la Teja/Marks/Tyler text provides a synthesis of Texas history while the Zamora text provides a closer examination of home front experiences.  The two chapters from the Campbell book will serve as a basis for an examination of the post-war period extending into 2001.
            Three semester hours of Texas history may be substituted for half of the American history requirement.  Course materials, including a copy of my resume, this syllabus, lecture notes, bibliographies, and notes on interviewing techniques, will be available on Blackboard (http://courses.utexas.edu), UT’s course management site.  Call the ITS help desk (475-9400) if you have problems accessing the site.
Randolph B. Campbell, Chapter 16, “Modern Texas, 1971-2001,” In Gone To Texas, A History of the Lone Star Stateby Randolph B. Campbell (New York: Oxford University Press, 2003): 438-67.
Jesús de la Teja, Paula Marks, and Ron Tyler, Texas, Crossroads of North America (New York: Houghton Mifflin Company, 2004).
Emilio Zamora, Claiming Rights and Righting Wrongs in Texas, Mexican Workers and Job Politics during WWII(College Station: Texas A&M University Press, 2009).

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

HIS 321 • History Of Rome: The Empire

38935-38950 • Riggsby, Andrew
Meets MW 11:00AM-12:00PM WAG 201
(also listed as AHC 325)
show description

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

This course carries the Global Cultures flag.

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

HIS 322M • History Of Modern Science

38955 • Hunt, Bruce
Meets MWF 10:00AM-11:00AM GAR 0.102
show description

This course will survey the development of modern science from the early 18th century to the present. We will examine the growth of scientific ideas and institutions and seek to understand the changing place science has held in modern life and thought.


Thomas L. Hankins, Science and the Enlightenment,

Charles Darwin, Evolutionary Writings (ed. James A. Secord),

Bruce J. Hunt, Pursuing Power and Light: Technology and Physics from James Watt to Albert Einstein,

James D. Watson, The Double Helix (Norton Critical Edition, ed. Gunther S. Stent),

plus additional readings to be posted on Canvas.

Grades will be based on three essay exams (25% each) and a short paper on a topic to be assigned (25%).

HIS 329U • Perspectives On Science & Math

38965 • 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. Third ed. University of Toronto Press, 2016.

Additional required primary and secondary source readings online.


Participation and Attendance 10%

Reading Comprehension/Reflection Questions 25%

Essays 25%

5E Lesson Plan Project 40%

HIS 329U • Perspectives On Science & Math

38960 • 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. Third ed. University of Toronto Press, 2016.

Additional required primary and secondary source readings online.


Participation and Attendance 10%

Reading Comprehension/Reflection Questions 25%

Essays 25%

5E Lesson Plan Project 40%

HIS 333M • US Foreign Relatns, 1914-Pres

38970 • Lawrence, Mark
Meets MWF 10:00AM-11:00AM 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.

Possible readings include:

Emily Rosenberg, Spreading the American Dream;

James Mann, Rise of the Vulcans;

Melvin Leffler, The Specter of Communism;

Mark Danner, Massacre at El Mozote;

Eugene Burdick and Harvey Wheeler, Fail-Safe.

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

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

38975 • Forgie, George
Meets MW 4:00PM-5:30PM JGB 2.202
show description

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

The following books will probably be assigned:

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

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

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

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

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

HIS 340T • Taiwan: Colniz/Migratn/Ident

38980 • Hsu, Madeline
Meets TTH 12:30PM-2:00PM GAR 0.132
(also listed as AAS 325, ANS 340T)
show description

Contemporary Taiwan’s claims of an ethnic identity distinct from the Chinese mainland reference a history of multiple colonizations and migrations to and from the island.  This course will explore questions of ethnicity, empire, and modernization in East Asia from the sixteenth century to the present through encounters between aborigines, Han Chinese, Dutch, Portuguese, the imperial Qing, Fujianese, Japanese, mainlander KMT, and the United States on Taiwan.

Shih-Shan Henry Tsai, Maritime Taiwan: Historical Encounters with the East and the West (M.E. Sharpe, 2009)


Denny Roy, Taiwan: A Political History (Cornell University Press, 2003)
Vivian S. Louie, Compelled to Excel: Immigration, Education, and Opportunity among Chinese Americans (Stanford University Press, 2004)
Additionalreadings available on CANVAS


Map quiz:  5%

Exam: 30% Short IDs and essay

Class participation and attendance: 15%

Writing assignments: 50% Three 5-6 page essays, with one rewrite required.

HIS 343W • Witches, Workers, And Wives

38985 • Hardwick, Julie
Meets MWF 10:00AM-11:00AM CLA 0.128
(also listed as EUS 346, WGS 345)
show description

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

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.)


Midterm 25%

Final 35%

Reading grids 20%

Witchcraft group projects 10%

Preparation and engagement 10%

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

38990 • Forgie, George
Meets TTH 3:30PM-5:00PM JGB 2.216
show description

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

William W. Freehling, Prelude to Civil War: The Nullification Controversy
in South Carolina, 1816-1836

Frederick Douglass, Narrative of the Life of Frederick Douglass (second edition, edited
by Blight)

Harriet Beecher Stowe, Uncle Tom’s Cabin

Eric Foner, Free Soil, Free Labor, Free Men: The Ideology of the Republican Party before the Civil War
Classes will usually consist of both a lecture and discussion. Unless authorized by SSD, no laptop computers or similar devices may be used or open during class. The use--any use--of phones in class is not permitted.

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

HIS 346T • Cuban Revolution & The US

38995 • Brown, Jonathan
Meets TTH 11:00AM-12:30PM BUR 116
(also listed as LAS 366)
show description

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

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

    One's final grade will consist of the following graded exercises:
        -A map assignment worth 5 % of the final grade or 50 points.
        -A mid-term exam worth 20 % of the final grade or 200 points.
        -A written book essay worth 35 % of the final grade or 350 points.
        -A final exam worth 40 % of the final grade or 400 points.

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

HIS 346V • 20th-Cen Rural Latin Amer

39000 • Butler, Matthew
Meets MW 2:30PM-4:00PM GAR 2.128
(also listed as LAS 366)
show description

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

Kouri, Emilio. A Pueblo Divided: Business, Property, and Community in Papantla, Veracruz (Stanford: Stanford University Press, 2004)
Gotkowitz, Laura. A revolution for our rights: indigenous struggles for land and justice in Bolivia (Durham: Duke University Press, 2007)
Larson, Brooke. Trials of nation making: liberalism, race, and ethnicity in the Andes, 1810-1910 (Cambridge: University of Cambridge Press, 2005)
Lyons, Barry. Remembering the hacienda: religion, authority, and social change in highland Ecuador (Austin: University of Texas Press, 2006)

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

HIS 346W • Church & State In Lat Amer

39005 • 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 347L • Seminar In Historiography

39010 • Spellberg, Denise
Meets W 3:00PM-6:00PM GAR 0.132
show description


Open only to students admitted to the History Honors program.

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

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

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


1) Preparation for and participation in each weekly seminar, including short writing assignments. Reading is about 200 pages a week. (10%)

2) Students will focus and find a topic for their senior thesis and write a draft and final version of the historiography of their subject in the first half of the course (40%).

They will then draft and revise a 10-12 page research prospectus as described below. (40%) The preliminary stages of research entail reading at least 15-20 books, review essays, and articles. They will present this prospectus orally to the class for discussion. (10%)

You will meet with me individually to consult on your topic a little over halfway through the semester. Short topic statements and bibliography are due a week later. We will spend the last three weeks of class in editorial session: discussing the structure, prose, style, and subject of each prospectus. By the time students leave, they will have found a professor in the History Department to advise their Honors thesis work in the senior year.


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

The prospectus is not binding; you will certainly change your topic in some way during your senior year, and you may change it entirely. It is nonetheless very

important preparation. It also requires substantial background work. I expect you to have looked at and read in at least 10 books, articles, and review essays.

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

HIS 350L • Chile: Revlutn To Cnterrevlutn

39015 • Frens-String, Joshua
Meets M 3:00PM-6:00PM GDC 2.502
(also listed as LAS 366)
show description

Political commentators and scholars alike often describe Chile as one of Latin America’s most “exceptional” countries, identifying it as among the region’s richest, most politically stable, and most “modern” nation-states. But as the history of twentieth-century Chile reveals, such characterizations stand atop a more complicated—and frequently turbulent—recent past. The first country in the world to elect socialist government that promised a far-reaching social and economic revolution in 1970, just three years later Chile would be ruled by one of the region’s most brutal twentieth-century military dictatorships. While the country experienced gangbusters growth during the 1980s and 1990s, Chile would so too come to hold the infamous distinction as one of the region’s—if not the world’s—most unequal societies.  

In this seminar, we’ll investigate this challenging and often contradictory history by way of some of the key political, social, and economic events that underpin contemporary Chilean society. In so doing, we’ll also use the case of Chile to explore some of the key issues at stake in Latin America during the global Cold War era. For example, we’ll ask: what constituted the principles of “social democracy” in twentieth-century Chile? How did political participation shape both the individual and collective identities of those who supported Chile’s conservative right, its socialist left, and those who felt excluded from both? We’ll explore the political and economic role of the United Sates in Chile’s twentieth-century development, and examine how both traumatic periods of revolution and counterrevolution were experienced by everyday people—at the workplace, within self-constructed neighborhoods of metropolitan Santiago, and in the most intimate spaces of family life. And throughout the course, we’ll look at how processes of peaceful reform and violent counter-reform shaped and reshaped popular ideas about racial difference, social class, gender relations, and sexuality. Finally, we’ll end the course by critically appraising the extent to which the remnants of Chile’s tumultuous mid-twentieth century persist today in the country’s social and political movements.

Elizabeth Quay Hutchison, et. al, eds., The Chile Reader: History, Culture, Politics (Duke University Press, 2014)

Peter Winn, Weavers of Revolution: The Yarur Workers and Chile’s Road to Socialism (Oxford University Press, 1986)

Pamela Constable and Arturo Valenzuela, A Nation of Enemies: Chile Under Pinochet (W.W. Norton & Co.: 1991)

*Additional journal articles and book excerpts will be scanned and uploaded to the course website
This course carries both a writing flag and an independent inquiry flag. As such, the assignments in the course are aimed at expanding and improving students’ writing skills and guiding you through the process of independent research—specifically, historical research. Concretely, this will include the following: writing two short essays, both of which will be based on students’ ability to revise and expand upon ideas first presented in online journal responses to our weekly readings (both primary and secondary sources); independently researching a topic of your choosing (but one that we touch upon in class) and incorporating feedback from your classmates and the professor on that research topic; and completing a final independent paper that is based both upon readings in the course and outside research.

*Course Participation & Engagement (10%)
*Weekly Online Journal Responses (10%)
*Paper 1: Revision/Expansion of one journal response, 2-3 pages, (10%)
*Paper 2: Revision/Expansion of a second journal response, 2-3 pages (10%)
*Paper 3: Annotated Bibliography and Written Paper Outline, 5-6 pages (15%)
*Revised Paper 3 (10%)
*Final Independent Research Paper, 10-12 page research paper (35%)

HIS 350L • Decolonizatn Of Brit Empire

39045 • Louis, William
Meets TH 3:30PM-6:30PM CLA 0.108
(also listed as LAH 350)
show description

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

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

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

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

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

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

Grades are determined by attendance and participation in discussion (25%) and the quality of the final research paper (75%). 

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




HIS 350L • Dict/Drty War/Dem Lat Amer

39035 • Garfield, Seth
Meets TTH 3:30PM-5:00PM PAR 302
(also listed as LAS 366)
show description

This course explores the breakdown of democratic governments in Latin America in the 1960s and 1970s and the emergence of bureaucratic authoritarian regimes committed to economic restructuring, political demobilization, and the abrogation of civil liberties. It examines the use of torture, disappearances, and other counterinsurgency methods by Latin American military officials, as well as various forms of resistance, including guerrilla warfare. Finally, it looks at the transition to democratic rule, efforts to reconstruct civil society and forge political reconciliation, and the struggle for justice among the victims and families of victims of human rights abuses.

The course focuses on the histories of the nations of the Southern Cone (Argentina, Brazil, Chile, Uruguay) and seeks to address a number of questions. Why did some of the most "developed" nations in Latin America cede to such repressive governments?  How did authoritarian regimes legitimize their rule?  How can we make sense of the atrocities committed?  In what ways did citizens resist or acquiesce in the policies of military governments?  What role did the United States play in offering economic, political, and military assistance to military dictatorships?  Which factors spurred the military to relinquish power and what has been the nature of the transition to democratic rule?  How can social peace and justice be best achieved in societies that experienced such trauma?  How is this period of Latin American history remembered?

•    Pamela Constable & Arturo Valenzuela        A Nation of Enemies: Chile under Pinochet
•    Course packet

•    Class participation                20%
•    Four papers                    65%
•    Two short response papers        15%

HIS 350L • Enlightenment/Revolution

39060 • Vaughn, James
Meets TH 5:00PM-8:00PM GAR 3.116
(also listed as CTI 375, EUS 346)
show description

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.

HIS 350L • Germany Since Hitler

39025 • Crew, David
Meets MWF 2:00PM-3:00PM GAR 0.132
(also listed as J S 364)
show description

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

(Books marked with * are available as electronic resources from the UT-Library system at no charge with your UT-EID. Please feel free to read these materials on-line if you prefer.)
*David F. Crew, editor, Nazism and German Society, 1933-1945(London and New York,1995)
Primo Levi, Survival in Auschwitz
*Edit Scheffer, Burned Bridge.How East and West Germany Made the Iron Curtain(Oxford, 2012)
Hanna Schissler,editor, The Miracle Years. A Cultural History of West Germany 1949-1968(Princeton,2001)
Katherine Pence and Paul Betts, editors, Socialist Modern.East German Everyday Culture and Politics(Ann Arbor: The University of Michigan Press, 2008).
*David F. Crew, editor, Consuming Germany in the Cold War(Oxford and New York: Berg, 2003)
Peter  Schneider, The Wall Jumper. A Berlin Story (Chicago,1983)
We will also be working intensively with documents and images on this Website

This is a substantial writing component course. You will be required to write three critical essays to write two critical essays  (6-8 pages each) which analyze the problems posed by selected readings from the above assigned reading list (each of these three essays is worth  30% of your final grade). In addition, you are each required to give in-class reports on two different images from the Website, “German History in Documents and Images” http://germanhistorydocs.ghi-dc.org/home.cfm . Each of these assignments counts for 10% of your final grade. Class attendance and participation count for 20 per cent of your final grade. I will be using the full range of +/- grades.

HIS 350L • Hist Of Money/Corruption

39020 • Martinez, Alberto
Meets T 3:30PM-6:30PM GAR 2.112
show description

There is something intrinsically mysterious about money. Throughout history, how does money become created? What problems arise from the processes and power to create money? This course will investigate how financial crises have arisen in the past and to what extent they transpired because of wrongdoing. We will study the origins of the Great Depression and of the financial crisis of 2008. We will also study the development of the recent financial crises in Iceland, Greece, and Puerto Rico.

In the Renaissance, it was illegal to create gold in England. The British government still believed that it might be possible to create precious metals through alchemical experiments, and if so, anyone with such a power might generate enough wealth to constitute a danger. Nowadays, we no longer worry about alchemists, yet money has been detached from precious metals, collateral, and even paper. Money consists essentially of digital numbers in bank accounts. What is the historical process by which money became abstract numbers that can be created as loans? We will study how loans and the creation of money “out of nothing” have led to hyperinflation in countries such as Germany, Argentina, Ukraine, Venezuela, and Zimbabwe.

This is a writing seminar. Students will write and revise two Essays. Each student will also propose a research topic, to be approved by the Instructor, to prepare a longer Research Paper.


John Perkins, Confessions of an Economic Hit Man (New York: Penguin/Plume, 2006), 305 pp.

Roger Lowenstein, America’s Bank: The Epic Struggle to Create the Federal Reserve (New York: Penguin, 2015), 356 pp.

Mervyn King, The End of Alchemy: Money, Banking, and the Future of the Global Economy (NY: Norton, 2015), 432 pp.

Andrew Ross Sorkin, Too Big to Fail: Inside the Story of How Wall Street… (New York: Penguin, 2009), 618 pp.


Class Participation                          20%

Essays and Quizzes                                   20%

Research Paper                                          30%               

Final Exam                                        30%               

minus absences                              – 1 course point per unexcused absence.

HIS 350L • Historcl Images Afr In Film

39050 • Falola, Oloruntoyin
Meets T 3:30PM-6:30PM MEZ 1.216
(also listed as AFR 374F, WGS 340)
show description

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


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

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

Cambridge: Harvard University Press, 1995.

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

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

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


Assignment                Due                           Points

Attendance                Every class session           50

Book/Film Review    Week 6                     100

Conference Report Week 10                   50

Final Paper                Week 15                   200

Discussion Posts       See syllabus for deadlines          100

HIS 350L • Poland/The Sec World War

39065 • Lichtenstein, Tatjana
Meets TTH 12:30PM-2:00PM CLA 2.606
show description

One historian has described Poland during the Second World War as “the devil’s playground.” During the war, 1 in 5 Pole died, hundreds of thousands were displaced, entire cities, regions, and communities destroyed. The Germans murdered almost all of Poland’s Jews and made the country the staging ground for the Holocaust. This course examines the occupation of Poland by Germany and the Soviet Union and the ways in which this dual occupation impacted people and their communities. We will explore topics such as the social and racial experiments undertaken by German and Soviet authorities; mass displacement and interethnic relations; collaboration and resistance; genocide and ethnic cleansing, as well as the ways in which the memory of the Second World War in Poland has evolved.


•           Wesley Adamczyk, When God Looked the Other Way: An Odyssey of War, Exile, and Redemption (The University of Chicago Press, 2004)

•           Jerzy Andrzejewski, Holy Week: A Novel of the Warsaw Ghetto Uprising (1945)

•           The Diary of Mary Berg: Growing Up in the Warsaw Ghetto (originally published 1945)

•           Jan T. Gross, Neighbors: The Destruction of the Jewish Community of Jedwabne, Poland (Penguin, 2000).

•           Jan Karski, Story of a Secret State: My Report to the World (Georgetown University Press, reprint edition, 2013)

•           Halik Kochanski, The Eagle Unbowed: Poland and the Poles in the Second World War (Harvard University Press, 2012)

•           Course reader


Attendance and Participation                                            30%

Book Essay I                                                                         15%

Book Essay II                                                                        15%

Group Project (Presentation)                                            40%

HIS 350L • Rethinking Conquest Mexico

39055 • Deans-Smith, Susan
Meets TH 3:30PM-6:30PM GAR 2.112
(also listed as LAS 366)
show description

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


• Ida Altman et al The Early History of Greater Mexico
• David Carrasco Daily Life of the Aztecs
• Daniel Castro The Other Face of Empire
• Ross Hassig Mexico and the Spanish Conquest
• Camilla Townsend Malintzin’s Choices
• Class Reader


• Informal response papers 10%
• Analysis of primary sources 15%
• Critical reviews 35%

• Research project/essay Draft 10%

• Research project/essay 20%

• Class Participation 10%

HIS 350L • Stalin's Russia At War

39030 • Wynn, Charters
Meets WF 2:00PM-3:30PM CLA 2.606
show description

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

Norman Naimark, Stalin’s Genocides.
John Scott, Behind the Urals.
Lydia Chukovskaya, Sofia Petrovna.
    Arthur Koestler, Darkness at Noon.
Richard Overy, Russia’s War.
Catherine Merridale, Ivan’s War.
Geoffrey Roberts, Victory at Stalingrad.
Other Readings will be in the Course Packet or available online from the library.

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

HIS 350L • The Crusades

39022 • Newman, Martha
Meets M 3:00PM-6:00PM CLA 1.108
(also listed as AHC 330, EUS 346, R S 375S)
show description

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.


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%

HIS 350R • Animals/American Culture

39075 • Davis, Janet
Meets TTH 12:30PM-2:00PM BUR 436A
(also listed as WGS 345)
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

39090 • Kamil, Neil
Meets M 3:00PM-6:00PM BUR 128
(also listed as AMS 370)
show description

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

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


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


2 page book review due weekly; 50%

Final 5 page project; 20%

Class Participation; 30%

HIS 350R • Hamilton/Jefferson In Cntxt

39100 • Olwell, Robert
Meets TH 3:30PM-6:30PM GAR 0.128
show description

After he finished his presidency in 1809, Thomas Jefferson was at last free to complete one of his most heart-felt projects:

Monticello, the home he painstakingly designed and had built upon a hill-top outside Charlottesville, Virginia. On facing walls of the entrance hall, the first room entered by his many visitors, Jefferson placed busts of himself and his old political adversary: Alexander Hamilton. The arrangement testified to Jefferson’s grudging respect

for Hamilton’s abilities and the contribution he made to the establishment of the United States and was also was a vivid representation of the fact that the two men had stood on opposite sides on so many issues. To guests who noted the juxtaposition, Jefferson wryly noted that he had placed the statues in this way so that the two men would stand “opposed in death,” just as they had so often been “in life.”

The rivalry between Jefferson and Hamilton was one of the most heated and important in all of American history. For both men, nothing less than the future of the nation was thought to be at stake. The two men differed in far more than their political policies. Jefferson was born to a fortune in land and slaves. Yet, he politically identified himself with ordinary American farmers against the elites. Hamilton, by contrast, was born in the Caribbean with no prospect of an inheritance. After his arrival in New York, aged only 19, in 1773, his fortunes rose with those of his new country.

Hamilton became part of post-war the urban professional and mercantile establishment. Politically, he championed the same financial and manufacturing interests that Jefferson scorned. In this course, we will undertake to compare and contrast the two men by reading their own words and what others have written about them. You will then design, research, and write an analytical paper in which you examine some aspect of one or both of these man that you find particularly interesting.

Possible readings include:

Primary Sources

Adrianne Koch and William Peden, eds., The Life and Selected Writings of Thomas Jefferson, (New York, 1944).

Extensive Digital databases of the letters and other writings of both

Jefferson and Hamilton are available online via the National Archives, the Library of Congress, the University of Virginia, the Massachusetts Historical Society, and the Monticello web-sites.

Secondary Sources

Douglas Ambrose and Robert W. T. Martin, eds., The Many Faces of Alexander Hamilton: The Life and Legacy of America’s Most Elusive Founding Father, (New York, 2006).

Frank Shuffelton, ed., The Cambridge Companion to Thomas Jefferson, (Cambridge, 2009).

Additional materials will be made available via Canvas.


This is how final grades will be determined:

First half of semester

Participation/Engagem 20%

“T. Jeff, A. Ham, and Me” 10%

Reading Response papers presentation 20% (10 each)

Research paper:

Proposal-Bibliography/report 15% (10/5)

First draft 10%

Final (revised) version/report 25% (20/5)

In accord with new university policy, I will be using plus and minus grades, both for assignments and for final grades.

HIS 350R • Hist Black Entrepren In US

39080 • Walker, Juliet
Meets MW 1:00PM-2:30PM GAR 2.128
(also listed as AFR 374D, AMS 370)
show description

Within the construct of African American Business history, race, contemporary American popular culture and global capitalism, this course will focus on an important aspect in the contemporary political economy of black Americans. Specifically, the commodification (sale) of black culture provides the conceptual frame for an examination of the phenomenon of both the superstar black athlete as an entrepreneur and the Hip Hop Superstar as an entrepreneur in post-Civil Rights America. The emphasis in this course, then, is to critically examine and analyze the impact of a multiplicity of societal, cultural and economic factors in the post-modern information age, propelled by new technologies in the New Economy of Global Capitalism.  Also, consideration will be given to the new diversity as it impacts on the political economy of African Americans.

Proceeding from an interdisciplinary perspective, the course considers both the financial successes of superstar black athletes and hip hop entrepreneurs as well as their emergence as cultural icons, contrasted with the comparatively overall poor performance of Black Business not only within the intersection of race, gender, class, but also within the context of transnationalism in the globalization sale of African American Culture in post-Civil Rights America. But who profits?

Most important, why is it that business receipts for African Americans, who comprise almost thirteen percent of this nation's population, amounted in 2007 to only .5%, that is, less than one (1) percent of the nation's total business receipts? In addition, why is it that among the various occupational categories in which blacks participate in the nation's economy, especially as businesspeople, that black entertainers and sports figures are the highest paid? What does this say about race, class, gender and hegemonic masculinities in America at the turn of the new century?


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

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

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

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

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

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

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

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

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


Critical Book Review Analysis                           25%

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

Class Discussion/participation                             25%

Oral Summary of Research Paper                         5%

Seminar Research Paper (15 pages)                    45%

HIS 350R • Refugees In 20th-Century US

39095 • Vong, Sam
Meets W 3:00PM-6:00PM CLA 0.104
(also listed as AAS 325)
show description

This course explores the history of refugees in the United States, beginning in 1861 and ending with the Cold War in the early 1990s. The course will examine how states, non-governmental organizations, private charities, and local communities have come together to address the questions of asylum, displacement, statelessness, and humanitarianism. Students will study the causes of particular refugee movements, as well as the experiences of displacement, migration, and settlement of select refugee groups. The course will introduce students to how the "problem" of refugees has been framed by historians and social scientists, policymakers, NGOs, local communities, social workers, and refugees themselves. In doing so, this course will also explore how the question of refuge has shaped U.S. domestic debates and foreign policy agendas.

Required readings will be available for download on Canvas.

Short papers: 30% (15% each)
Final essay: 50%
Presentation: 10%
Participation: 10%

HIS 351D • Alexander/Hellenistic World

39105-39115 • Patterson, James
Meets MW 10:00AM-11:00AM MEZ 1.120
(also listed as AHC 325)
show description

Alexander and the Hellenistic World

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

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

This course carries the Global Cultures flag.

HIS 353 • French Revolution And Napoleon

39120 • Coffin, Judith
Meets TTH 3:30PM-5:00PM JGB 2.218
(also listed as CTI 375, EUS 346)
show description

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

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


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


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

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

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

HIS 355N • Main Curr Of Amer Cul To 1865

39125 • Smith, Mark
Meets TTH 12:30PM-2:00PM BUR 130
(also listed as AMS 355)
show description

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

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

HIS 356K • Main Curr Amer Cul Since 1865

39130 • Andersen, Carrie
Meets TTH 2:00PM-3:30PM BUR 108
(also listed as AMS 356)
show description

This course examines the cultural history of America, 1865 to the present, focusing on Americans' uses and encounters with technology. Topics of discussion will include the railroad and modernity, the rise of mass culture through the radio, the growth of suburbia, the space race, the birth of Silicon Valley, and activism on social media, among other areas.


HIS 356P • US In The Civil Rights Era

39135 • Green, Laurie
Meets TTH 11:00AM-12:30PM UTC 3.124
(also listed as AFR 374D, AMS 321)
show description

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-
Cone, James H . Martin and Malcolm and America: A Dream or a Nightmare            :
Mankiller, Wilma. Mankiller: A Chief and Her People.
Garcia, Mario T. Blowout! Sal Castro and the Chicano Struggle for Educational Justice
Martin, Waldo E.  Brown v. Board of Education: A Brief History with Documents
Sellers, Cleveland.  The River of No Return: The Autobiography of a Black Militant and the Life and Death of SNCC          
Strum, Philippa. Mendez v. Westminster: School Desegregation and Mexican American Civil Rights.
Takaki, Ronald.  Double Victory: A Multicultural History of America in World War II

Three reading handouts  (5% each, 15% total)
Three in-class exams  (20% each, 60% total)
Five-page essay  (25%)
Regular class attendance (5%)

HIS 357D • African Amer Hist Since 1860

39140 • Walker, Juliet
Meets MWF 11:00AM-12:00PM GAR 1.126
(also listed as AFR 357D, AMS 321F, URB 353)
show description

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

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

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


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

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

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

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

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

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


Exam 1  (Take home)                    30

History Research Paper                 30

Student Panel Presentation           10

Exam  2(Take Home)                 30

HIS 362G • Heretics & Freedom Fighters

39160 • Roberts, Jason
Meets TTH 2:00PM-3:30PM CLA 0.122
(also listed as EUS 346, GSD 360, R S 357, REE 325)
show description

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.


HIS 362G • Islam In Russia & The USsr

39147 • Straw, Andrew
Meets TTH 11:00AM-12:30PM CMA 3.108
(also listed as ISL 372, REE 335)
show description

This course will examine how Russian and Soviet policy in Muslim regions was (or was not) essential in creating the current socio-economic landscape. The idea for this course comes from my belief that there is a general misunderstanding of the demographic and social/political composition of today’s Russian Federation and former Soviet states. This course begins with the early imperial expansion of Peter the Great and Catherine the Great into non-Slavic regions and continues to today’s Russian Federation. The readings and discussion will trace how the governments in Moscow and St. Petersburg conquered and governed non-Russian peoples, and the history of non-Slavs both resisting and participating in Russian and Soviet rule. The driving theme of the course will be the sheer diversity and challenges that both Russians and conquered peoples faced in finding a stable balance between imperial ambitions and local demands. Moreover, this course will highlight the similarities of governance that began in the Russian empire and continue in today’s Russian Federation.

In particular, this course will focus on three regions on the Southern periphery of Russian control, Crimea, the Caucuses and what is today Uzbekistan. The course will begin with readings from For Prophet and Tsar by Robert Crews and The Russian Empire by Andreas Kappeler to establish how the Russian Empire incorporated Muslim peoples into the imperial structure. Next the readings and lecture will turn to some specific examples in each of the following regions, with readings from Adeeb Khalid, Edward Lazzerini, Nicholas Breyfogle, Charles King and other scholars. Afterwards, the class will read Yuri Slezkin’s seminal article on Soviet nationalities policy, as well as excerpts from Terry Martin’s Affirmative Action Empire and Francine Hirsh’s Empire of Nations and multiple works by Ronald Suny. The rest of the course will draw upon a host of studies covering the three areas through World War II, late Soviet socialism, Soviet collapse to the present. My lecture will also incorporate literature, photography and artwork.

Grades for the course will be partly based on weekly paragraphs reviewing the readings and primary sources, as well as a mid-term exam. The final project will be a research paper that compares either Russian imperial or Soviet policy in one specific region to the current situation, politics and conflicts of the region.



40% - Final Paper

30% - Midterm Exam

20% - Reading Reviews

10% - Class Participation/Attendance


Primary Texts:

Crews, Robert D. For Prophet and Tsar: Islam and Empire in Russia and Central Asia. Cambridge: Harvard University Press, 2006.

Hirsch, Francine. Empire of Nations: Ethnographic Knowledge and the Making of the Soviet Union. Ithaca, New York: Cornell University, 2005.

Kappeler, Andreas. The Russian Empire. Essex, England: Pearson Education Limited, 2001.

Suny, Ronald. The Revenge of the Past: Nationalism, Revolution and the Collapse of the Soviet Union. Standord: Stanford University Press, 1993.


Additional excerpts from:

Breyfogle, Nicholas B. Heretics and Colonizers: Forging Russia’s Empire in the South Caucasus. Ithaca: Cornell University Press, 2005.

King, Charles. The Ghost of Freedom: A History of the Caucasus. Oxford: Oxford University Press, 2010.

Khalid, Adeeb. The Politics of Muslim Cultural Reform: Jadidism in Central Asia. Berkeley and Los Angeles: University of California Press, 1998.

Lazzerini, Edward J. “Ismail Bey Gasprinskii (Gaspirali): The Discourse of Modernism and the Russians in in Edward A. Allworth, (ed.). The Tatars of Crimea: Return to the Homeland. Durham: Duke University Press, 1998.

Martin, Terry. The Affirmative Action Empire: Nations and Nationalism in the Soviet Union, 1923-1939. Ithaca: Cornell University Press, 2001.

Naimark, Norman M. Stalin’s Genocides. Princeton: Princeton University Press, 2010. Pleshakov, Constantine. The Crimean Nexus: Putin’s War and the Clash of Civilizations.

Yale University Press, 2017.
Slezkine, Yuri. “The USSR as a Communal Apartment, or How a Socialist State

Promoted Ethnic Particularism,” Slavic Review, no. 2 (Summer 1994).

Stronski, Paul. Tashkent: Forging of a Soviet City 1930-1966. Pittsburgh: University of Pittsburgh Press, 2010.

Subtelny, Orest. Ukraine: A History (Fourth Edition). Toronto: University of Toronto Press, 2009.

HIS 362G • Puritanism/Brit Civil Wars

39149 • Powell, Hunter
Meets TTH 12:30PM-2:00PM BUR 224
(also listed as EUS 346, R S 357)
show description

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.


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)



25% - class participation and short reading summaries

25% - midterm essay

50% - Final Paper 

HIS 362G • Three French Wars: 20th Cen

39150 • Coffin, Judith
Meets TTH 11:00AM-12:30PM CLA 2.606
show description

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

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

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

HIS 362G • Vienna: Memory And The City

39155 • Hoelscher, Steven
(also listed as EUS 346, GSD 360)
show description

Topics in European History.

May be repeated for credit when the topics vary.

HIS 363K • Argentina:populsm/Insurrctn

39172 • Brown, Jonathan
Meets TTH 2:00PM-3:30PM GAR 1.134
(also listed as LAS 366)
show description

This class will investigate the principal trends and issues of modern Argentine history, which has been marked by its share of social and political unrest and of economic booms and busts. Designed to provide the student with a broad knowledge of Argentina, the course devotes its attention to the period from independence (c. 1810) through to the present. No doubt, students will discover that, despite sharing many trends with other Latin American nations, Argentina’s history has been unique. The principal question remains: Why has such a talented people as the Argentineans had a turbulent and violent history—including a Dirty War and the “disappearance” of up to 30,000 citizens?

Three books on Argentina of the student’s choice

Each student will complete a total of five separate assignments: a map assignment, 3 five-page book essays, and a final essay examination. The student's final grade will be based on the total number of points that the student amasses on each of the assignments:
- map assignment 50 points or 5% of the final grade
- 3 written book essays 600 points or 60% of the final grade
- final exam 350 points or 35% of the final grade

HIS 363K • Cul Citiznshp US & Latin Am

39170 • Del Castillo, Lina
Meets TTH 2:00PM-3:30PM GAR 0.128
(also listed as LAS 366)
show description

May be repeated for credit when the topics vary.


HIS 363K • Debt/Colonialism Caribbean

39162 • Jimenez, Monica
Meets TTH 11:00AM-12:30PM SAC 5.102
(also listed as AFR 374E, AMS 321, LAS 366)
show description


In this course we will examine the role that debt has played in the formation of colonial and neocolonial practices in the Caribbean region. In particular we will look at debt as justification and in furtherance of colonialism throughout the Caribbean region. The course will begin with historical examinations of the United States colonial projects and military invasions in Haiti, the Dominican Republic, Honduras and Nicaragua during the early 20th century. These early interventions acted as testing grounds for US policies in the region that were premised on extractive economics and debt fueled dependence. The latter half of the course will take a close examination at the deep crisis in the US’ island territory of Puerto Rico and the emergent crisis in the US Virgin Islands. Our aim is first to take a historical view of colonial practices in the 20th century and next to evaluate how those practices have evolved into the contemporary debt fueled colonial practice.


Proposed reading list (subject to change):

  • Julie Greene. The Canal Builders: Making America's Empire at the Panama Canal. (New York: Penguin Press, 2009.)
  • Mary Renda. Taking Haiti: Military Occupation and the Culture of U.S. Imperialism, 1915-1940. (Chapel Hill: University of North Carolina Press, 2001.)
  • Jana K. Lipman. Guantánamo: a Working-Class History between Empire and Revolution. (Berkeley: University of California Press, 2009.)
  • Ellen Tillman, Dollar Diplomacy by Force: Nation-Building and Resistance in the Dominican Republic. Chapel Hill: UNC Press, 2016.
  • Peter James Hudson, Bankers and Empire: How Wall Street Colonized the Caribbean. (Chicago: University of Chicago, 2017).
  • Alan McPherson, A Short History of U.S. Interventions in Latin America and the Caribbean (Malden, MA: Wiley, 2016).
  • Noel Maurer, The Empire Trap: The Rise and Fall of U.S. Intervention to Protect American Property Overseas, 1893-2013, (Princeton: Princeton UP, 2013)
  • Lara Merling, Kevin Cashman, Jake Johnston, and Mark Weisbrot “Life After Debt in Puerto Rico: How Many More Lost Decades?” Washington DC: Center for Economic and Policy Research, July 2017).
  • Agustín Rodríguez, “The Last Caribbean Colony, Harvard International Review; Cambridge 37.4 (Summer 2016): 14-15.
  • Linda Backiel. “Puerto Rico: The Crisis Is About Colonialism, Not Debt” Monthly Review; Oct 2015; 67, 5.
  • Diane Lourdes Dick, “U.S. Tax Imperialism,” American University Law Review, 65:1 (2015).


Proposed grading rubric (subject to change based on number of students and course level):

Attendance and Class Participation (20%)

Reading Responses (40%): Four, three-page reading responses

Lead Class Discussion (20%)

Final Paper (20%) – 10-12 page final paper 

HIS 363K • Mapping Latin America

39175 • Del Castillo, Lina
Meets TTH 9:30AM-11:00AM SRH 1.115
(also listed as GRG 356T, LAS 330)
show description

The main objective of this course is to understand the role of maps in the creation of Latin America as a specific sort of place. As such, the course itself will allow students to become familiar with a broad overview of Latin American history from Pre-Columbian civilizations to the modern period. By paying particular attention to the maps produced of and in the region within this broad time span, students are challenged to question existing assumptions of what “Latin America” means historically, culturally, and of course, spatially.

HIS 363K • Politics Of Food In Latin Amer

39165 • Zazueta, Maria
Meets MWF 11:00AM-12:00PM SRH 1.320
(also listed as LAS 366)
show description

May be repeated for credit when the topics vary.


HIS 363K • Race/Rebellion/Rev Caribbean

39166 • Burrowes, Nicole
Meets TTH 12:30PM-2:00PM GAR 0.128
(also listed as AFR 374E, LAS 366)
show description


From the Berbice Rebellion of 1763 led by enslaved Africans, to the fight led by the Saramaka people for land rights in Surinam, the peoples of the Caribbean have challenged the status quo.  The Caribbean is also home to the Haitian, Cuban and Grenadian Revolutions.  In this course, students will critically examine classic and recent works that represent these struggles. We will also engage Caribbean thinkers who have wrestled with questions of race, gender, labor, culture, violence, desire and memory to inform our understanding of these moments and movements. 

This course is multimedia, interdisciplinary and organized from the vantage point of Black Studies.  In addition, one of the goals will be for students to learn the historian’s craft.  Students will engage with key themes in Caribbean history, historiography and primary sources, and explicitly think about evidence, context, problem-spaces, representations, and change over time. 

Sample texts include:

  • Eller, Anne. We Dream Together: Dominican Independence, Haiti, and the Fight for Caribbean Freedom. Durham: Duke University Press, 2016.
  • Finch, Aisha. Rethinking Slave Rebellion in Cuba: La Escalera and the Insurgencies of 1841-1844. Chapel Hill: University of North Carolina Press, 2015.
  • Guerra, Lillian. Visions of Power in Cuba: Revolution, Redemption & Resistance, 1959-1971. Chapel Hill: University of North Carolina Press, 2012.
  • James, C.L.R. The Black Jacobins: Toussaint L’Ouverture and the San Domingo Revolution. New York: Vintage Books, 1963.
  • James, Marlon. Book of Night Women. New York: Riverhead Books, 2009.
  • Lewis, Patsy, Gary Williams and Peter Clegg. Grenada: Revolution & Invasion. Kingston: University of the West Indies Press, 2015.
  • Palmer, Colin. Freedom’s Children: The 1938 Labor Rebellion and the Birth of Modern Jamaica. Chapel Hill: University of North Carolina Press, 2014.
  • Price, Richard. Rainforest Warriors: Human Rights on Trial. Philadelphia: University of Pennsylvania Press, 2012.
  • Viotti da Costa, Emilia. Crowns of Glory: Tears of Blood: The Demerara Slave Rebellion of 1823. Oxford: Oxford University Press, 1994.


Participation: 30%

Short Writing Assignments: 30%

Research Project: 40%

HIS 363K • Race/Rights Latin America

39167 • Jimenez, Monica
Meets TTH 2:00PM-3:30PM PAR 208
(also listed as AFR 374E, AMS 321, LAS 366)
show description


This course is concerned with the role that race has played in the construction and development of human rights in Latin America and the Caribbean. It takes a historical approach to rights development in order to understand the growth of human rights discourse and policy in the 20th and 21st centuries. Human rights practitioners and activists in the region have critiqued the project of rights building as steeped in the old logics of colonialism and have pointed to the problem of racism that lies at the core of contemporary human rights thinking and rhetoric. Ultimately, certain groups’ rights are privileged over those of others and this course is concerned with why.

We will first examine how the logic of rights was constructed during the early republican period as excluding black and indigenous peoples. Historically the question of who was a citizen and thus who could claim rights before the state has been a fraught one in the region. 19th and 20th century debates to that effect and the laws that resulted continue to have reverberations in the contemporary moment, especially in discussions about the rights of women, and indigenous and afro-descended groups and individuals. The course is thus concerned with understanding how that logic has come to define and inhibit the possibility of rights for those communities throughout the 20th and 21st centuries. Concurrently, the course will also examine how those communities have pushed against discrimination and legal boundaries to carve out rights for themselves. 

We will examine particular cases in order to understand how individual nations have treated the rights of historically marginalized groups. Case studies will include the struggle for recognition and rights of Haitians in the Dominican Republic, the current Garifuna struggle for land rights in Honduras, the case of the Awas Tigni in Nicaragua, as well as the impacts of Cold War era dirty war policies on the development of rights in the region.


Proposed reading list (subject to change):

  • Virginia Garrard-Burnett, Terror in the Land of the Holy Spirit: Guatemala under General Efraín Ríos Montt, 1982-1983. (New York: Oxford University Press, 2010.)
  • Joan Didion, Salvador. (New York: Vintage, 1983).
  • Diana Taylor, Disappearing Acts: Spectacles of Gender and Nationalism in Argentina's “Dirty War,” (Durham: Duke University Press, 1997).
  • Antony Anghie. Imperialism, Sovereignty and the Making of International Law. (New York: Cambridge University Press, 2004)
  • Poalo G. Carozza. “From Conquest to Constitutions: Retrieving a Latin American Tradition of the Idea of Human Rights.” Human Rights Quarterly 25, pp. 282- 313 (2003)
  • Aime Césaire, Discourse on Colonialism. (New York: Month Review Press, 2000).
  • Marti Koskenniemi, “Colonization of the ‘Indies’: The Origins of International Law?” in: Gamarra Chopo, Y., ed., La Idea de América en el Pensamiento ius Internacionalista del Siglo XXI. (Zaragoza, Universidad de Zaragoza: 2010), pp. 43-64.
  • Julia Suárez-Krabbe, “Race, Social Struggles, and ‘Human’ Rights: Contributions from the Global South.” Journal of Critical Globalisation Studies, Issue 6 (2013), 78-102.

Proposed grading rubric

  • Attendance and Class Participation (20%)
  • Reading Responses (20%): Students will turn in three, three-page reading responses.  The responses should fully discuss the work or works read for that week. Your discussions should include a brief summary of the work or works (including the author(s) arguments and reasons for writing); as well as the work’s connections to other readings from the class and the larger discussions we are engaged in. For weeks in which several works are assigned you should discuss each readings connection to the others assigned (i.e. why are you reading them as a group? How are they in conversation with each other?) You can also discuss the author’s methods and approach and how that leads to strengths/weaknesses of the work. Finally, your responses should pose questions (What did you not understand? What was left unanswered for you?).
  • Lead Class Discussion (20%) – In groups of two students will present the week’s readings to their classmates and the instructor. Presentations should begin with an introduction to the authors for each week (Who are they? What are their backgrounds? What are their scholarly interests?), the presenters should then give a brief introduction to the works giving the major themes, ideas, arguments and questions presented by each. Why did the author write the work, etc? Think of this is as an extended and oral reading response. The students should also bring questions and themes that will direct class discussion. Students should feel free to consult outside sources to prepare presentations as well as provide any background information and materials as needed. 
  • Final Paper (25%) – 10-12 page research paper on a topic related to the course. Students will develop a suitable topic for investigation in consultation with the instructor, they will create a research plan, select a variety of suitable primary and secondary sources for analysis, and convey their findings in clear prose. At every stage students will work with the instructor to develop their topics and ideas. Students will also exchange work with their classmates in small groups for peer-review and work shopping of drafts.
  • Presentation of research (15%) – formal 10-12-minute presentation of your research to the class that is a substantive talk organized and rehearsed beforehand and not informal comments about the paper or reading passages from the text. It should address your research goals, methodology, thesis, evidence, argument, and conclusions.

HIS 364G • Business/Society South Asia

39205 • Guha, Sumit
Meets MWF 1:00PM-2:00PM GAR 1.126
(also listed as ANS 361)
show description

May be repeated for credit when the topic titles vary.

HIS 364G • Cul Outsider: Memoirs/E Asia

39179 • Lai, Chiu
Meets M 4:00PM-7:00PM CLA 0.120
(also listed as ANS 379)
show description

Capstone Seminar (meets with HIS 364G)

The Cultural Outsider: Memoirs and Travelogues of East Asia

The focus of the capstone seminar is on the cultural outsider’s perceptions of East Asia as addressed in greater literature originally written in English (with a few exceptions), in the genres of memoirs and travelogues dating from as early as the writings of Marco Polo up to works published in contemporary America. Works selected for the seminar are to be read and discussed within the broad context of “travel literature” by visitors to greater East Asia: China (including Hong Kong and Tibet), Taiwan, Japan, and Korea. These travelers include missionaries, colonizers, journalists, POW’s, scholars, students, and tourists. Through a sampling of these selected works, a main focus will be on the approach to the concept of “Asianness” in the distant and recent past as treated from the perspective of a cultural outsider.

REQUIRED [Selected excerpts available on Canvas]:

Isabella Bird, Unbeaten Tracks in Japan: The Firsthand Experiences of a British Woman in Outback Japan in 1878 (Abridged edition)

Fuchsia Dunlop, Shark’s Fin and Sichuan Pepper: A Sweet-Sour Memoir of Eating in China

Peter Hessler, River Town: Two Years on the Yangtze

Helie Lee, Still Life With Rice: A Young American Woman Discovers the Life and Legacy of Her Korean Grandmother

Marco Polo, The Travels of Marco Polo. Translated by Ronald Latham.

Paisley Rekdal, The Night My Mother Met Bruce Lee – Observations on Not Fitting In

Further Reading for Presentations and Research Projects available on Canvas course site

Course Grade Based On:

  • This course is graded on the Plus/Minus System.
  • There is a class attendance policy for this course. (Attendance is graded.)  More than 5 unexcused absences will result in a failing grade for the course. 
  • There is no written final exam.
  • 15%       Attendance, Class and online discussion, participation and “preparedness”; in-class

informal writing

  • 60%       Critical and Analytical Writing (Discussion Questions/Weekly Written Responses; Final Inquiry Paper with First Draft)
  • 20%       Two Short Oral Panel Presentations and Lead Discussant work
  • 5%          Travelogue or Memoir “Revision"


HIS 364G • French Emp: The West/Islam

39195 • Brower, Benjamin
Meets MWF 10:00AM-11:00AM GAR 1.126
(also listed as ISL 372, R S 358)
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Modern French imperialism advanced its claims to power through a division of the world into two parts. In the Mediterranean world this thinking erected a frontier running across the middle of the sea. In the north there was Europe or the “West,” and in the south there was “Islam” or the “East.” The former was home to civilization and progress and the later was a backward place in need of regeneration. For their part, Muslims who fell under French domination or influence deployed their own divisions.  They reproduced parts of French concepts in a complex dialogue with their own history. The goals was to set Muslims towards a future that was modern, but authentic. Therefore throughout the Mediterranean, French imperialism triggered a “civilizing mission” to renew or revitalize society, by force if necessary. Many parts of this thinking have survived the colonial era and mark attitudes in contemporary France and the Middle East. Religion is generally offered as the decisive category determining these divisions, a so-called “clash of civilizations,” with Muslim societies set off as somehow incompatible with secular Europe.  Our task in this course will be to critically consider how these cultural and political frontiers developed, and their use in contests for power. The focus will be on modern France and the Middle Eastern countries that fell under French rule, particularly Algeria, but the course will examine these questions within a broader trans-national context across several historical periods into the present.

HIS 364G • Gender And Modern India

39210 • Chatterjee, Indrani
Meets TTH 12:30PM-2:00PM GAR 1.126
(also listed as ANS 361, WGS 340)
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This is a three-part course that examines the shifting nature of modernity between precolonial and colonial periods in the Indian subcontinent. The first part immerses students in plural ways of thinking, inhabiting and performing gender. They will be asked to read Sufi and Bhakti poetry, distinguish between biological personhood and social selfhood, place relationships of men and women in wider matrixes of kinship, caste-jati, economy and class formations. The second part will enable students to explore British colonial legal, administrative and economic processes in 1700-1900. These processes reconstituted older codes of gender as well as the structures within which women experienced marriage, abortion, inheritance, divorce and death. In the final segment, each student will evaluate how these developments empowered some women while disabling others. They will learn to assess the contradictory movements by undertaking direct research into one of the reform movements of the nineteenth or twentieth century, or by writing a review essay based on the available books on this theme in the UT library.

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

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

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

HIS 364G • Modernization In East Asia

39200 • Li, Huaiyin
Meets TTH 5:00PM-6:30PM GAR 1.126
(also listed as ANS 361)
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This course examines the different historical experiences of mainland China and Taiwan in the context of the East Asian model of development.  Owing to a shared cultural heritage and historical links, both China and Taiwan have displayed some features in their postwar developments that are identified as characteristic of the East Asian region.  But striking contrasts across the strait existed in political systems, economic development strategies, and cultural attitudes.  To what extent these differences explain the different economic performances between the two sides of the strait in the postwar years?  How has the Taiwan experience influenced the patterns of economic growth in China during the reform era?  Will Taiwan's democratization play a role in the future political development in mainland China?  These will be among the major topics to be explored in this course.

T. Jacka, A. Kipnis, and S. Sargeson, Contemporary China: Society and Social Change
J. F. Copper, Taiwan: Nation-State or Province?

A. H. Amsden, Asia’s Next Giant: South Korea and Late Industrialization
M. Woo-Cumings, The Developmental State

Class participation: 10%
Mid-term: 25%
Final exam: 25%
Short essay: 10%
Research paper: 30%

HIS 364G • The Dead Sea Scrolls

39190 • Kaplan, Jonathan
Meets MWF 10:00AM-11:00AM PAR 201
(also listed as AHC 330, CTI 375, J S 364, MEL 321, MES 342, R S 353D)
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Dead Sea Scrolls

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

HIS 365G • Hist Of US-Mex Borderland

39220 • Alvarez, Chad
Meets MWF 1:00PM-2:00PM PAR 203
(also listed as MAS 364)
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The borderland occupies a prominent space in the political and social imaginations of both the United States and Mexico. For nearly two hundred years the border has provoked intense hostility and rancor. But it has also engendered cooperation and has fueled prosperity. This course invites students to go well beyond the clichés, stereotypes, and anecdotes that inform most discussions of the border, and challenges them to use the historical record to think in innovative ways about the borderland.

HIS 365G • Race, Law, And US Society

39225 • Thompson, Shirley
Meets MWF 11:00AM-12:00PM CLA 1.104
(also listed as AFR 360)
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Partially fulfills legislative requirement for American history. May be repeated for credit when the topics vary.

HIS 365G • South Asian Migration To US

39230 • Bhalodia-Dhanani, Aarti
Meets TTH 9:30AM-11:00AM ETC 2.114
(also listed as AAS 325, ANS 372, WGS 340)
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Flag: Cultural Diversity in the U.S.

This course examines the South Asian diaspora in United States. We will cover migration of people from India, Pakistan, and Bangladesh to United States and other parts of the world. While studying the history and culture of South Asian America, we will discuss globalization, transnationalism, migration, assimilation, formation of a diaspora, discrimination, and gender and sexuality, all major themes in Asian American Studies. The course is arranged chronologically and thematically. We will start in the nineteenth century following the journey of the first South Asian migrants to US. We will then move on to studying the Bengali and Punjabi immigrants to U.S. and the formation of Bengali-African and Punjabi-Mexican communities. We will study how American immigration laws have facilitated or inhibited South Asian migration to US in the twentieth century. Topics covered include economic and social reasons for migration, adaptation to American life, cultural and religious assimilation, changing family structures, and discrimination and exclusion. We will end the semester by discussing South Asian American life in the twenty-first century.

Karen Isaken Leonard, The South Asian Americans  
Vivek Bald, Bengali Harlem and the Lost Histories of South Asian America
Judith M. Brown, Global South Asians: Introducing the Modern Diaspora
Shamita Das Gupta edited, A Patchwork Shawl: Chronicles of South Asian Women in America
Knut A. Jacobsen and R. Pratap Kumar edited, South Asians in the Diaspora: Histories and Religious Traditions
Susan Kosby and R. Radhakrishnan edited, Transnational South Asians: The Making of a Neo-Diaspora           

Attendance: 5%
Class Participation: 10%
Object Analysis Assignment: 5%
Exam 1: 25%
Exam 2: 25%
Research paper topic and bibliography: 5%
Research paper: 25%

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

39215 • Lawrence, Mark
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Description: In the eighteenth and nineteenth centuries, Great Britain was the world’s dominant power and chief proponent of a liberal international order.  By the middle of the twentieth century, a badly weakened Britain was mostly replaced by the United States in those roles.  But British thinking about diplomatic and military affairs exerted a strong influence on American strategy, and the two nations formed what became known as the “Special Relationship.”  This course, to be held in London as a Maymester, will explore the diplomatic and military history of the United Kingdom and Great Britain and especially how the two nations have interacted and shaped each other’s national security policies and visions of global order.  Classroom sessions will include faculty guest instructors from the renowned War Studies Department of Kings College London, and the course will be supplemented with regular field visits to historic sites in London and throughout the United Kingdom.  The group will also make a visit to the battlefields of Normandy. 

Possible readings include:

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

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

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

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

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

HIS 366N • Bio, Behavior, & Injustice

39235 • Martinez, Alberto
Meets TTH 2:00PM-3:30PM MEZ B0.306
(also listed as CTI 370)
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This course explores interesting episodes in the history of science, focusing on questions about what aspects of human behavior are essentially determined by biological factors rather than by experiences and society. Changing beliefs about what is natural have affected how some people are treated, so we will discuss the social consequences of such notions. The course will include the following topics: theories of race, Darwin’s works, evolution in schools and U.S. courts, American eugenics and Nazi science, differences between women and men, IQ testing, the controversy about DNA and Rosalind Franklin, studies of twins separated at birth, genetic engineering, ethical issues on cloning animals and humans, biotechnology, designer babies, biology in forensic science. This is a lecture course, with participation encouraged.

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

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

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

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

HIS 366N • Black Lives In The Archives

39232 • Burrowes, Nicole
Meets TTH 3:30PM-5:00PM PAR 308
(also listed as AFR 374E)
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How do we construct representations of the Black past? How do we understand the sources and evidence that scholars and artists use to enhance our understanding of the experiences of people of African descent? Who has the power to shape the historical record, and whose voices are silent?  We will engage critical debates about the nature of “the archive”* as a mechanism for exclusionary power, violence, surveillance, and silencing, on one hand, and the uses of archives for liberation, recovery, collectivity, and voice, on the other.  As literary scholar Brent Hayes Edwards asks, “is there a black practice of the archive?”

Archives are being created everyday.  For example, if we tried to collect materials about the Movement for Black Lives, what would we collect, who would we focus on, what could we access, how would we present it and for who? How would our answers to these questions reflect our biases and vision as producers of knowledge and cultural creators?  Students in this course will engage the current debates about the politics of archives for the Black Atlantic world. They will produce original research projects that demonstrate creative approaches to archival materials here at the University of Texas, Austin. 

*NOTE: What is an archive? It is a collection and categorization of materials, documents, art and artifacts. 


Tentative reading list:

  • Special Issue: “The Question of Recovery: Slavery, Freedom, and the Archive.” Social Text v.125(December 2015).
  • Edwards, Brent Hayes.  “Black Radicalism and the Archive.” W.E.B. DuBois Lecture Series, Hutchins Center, Harvard University, Cambridge: MA, March 24, 2015.
  • Fuentes, Marisa J. Dispossessed Lives: Enslaved Women, Violence, and the Archive. Philadelphia: University of Pennsylvania Press, 2016.
  • Trouillot, Michel-Rolph. Silencing the Past: Power and the Production of History. Boston: Beacon Press, 1995.
  • Scott, David. “Introduction: On the Archaeologies of Black Memory.” small axe 12, no. 2 (June 2008): v-xvi.
  • Mitchell, Michele. “Silences Broken, Silences Kept: Gender and Sexuality in African-American History.” Gender and History 11, no.3 (November 1999): 433-444.
  • Morrison, Toni. “The Site of Memory.” In What Moves at the Margin: Selected Nonfiction, edited by Carolyn C. Denard, 65-82. Jackson: University Press of Mississippi, 2008.
  • Alexander, Elizabeth. The Black Interior: Essays. Minneapolis: Greywolf Press, 2004.
  • Hartman, Saidiya. Scenes of Subjection: Terror, Slavery, and Self-Making in Nineteenth-Century America. Oxford: Oxford University Press, 1997.
  • Chaudhuri, Nupur, Sherry J. Katz, and Mary Elizabeth Perry. Contesting Archives: Finding Women in the Sources. Urbana: University of Illinois Press, 2010.



Participation: 35%

Short Assignments: 35%

Independent Research Project: 30%


HIS 376F • The US And Second World War

39240 • O'Connell, Aaron
Meets WF 3:30PM-5:00PM CLA 2.606
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This course fulfills part of the requirements for the Normandy Scholars Program as well as part of the American history requirement for the University.  Among the topics covered are: the causes of the War in the European and Pacific theaters; isolationism and the controversies over American entry into the war; the rise of air power and technological developments in the war; the conduct of the war; everyday life and politics on the home front; the experience of battle; the use of the atomic bomb; the seeds of the Cold War; and conflicting visions of the postwar world. Class work consists of lectures and discussions of weekly reading assignments.  

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

39245 • Crew, David
Meets TTH 3:30PM-5:00PM CLA 2.606
(also listed as LAH 350)
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How was an obscure, unemployed Austrian, who never rose above the rank of corporal in the German army, able to become the leader of a mass political movement which overthrew the most democratic political system Germany had ever known? Why did Germany begin the most devastating and brutal war in world history just two decades after having lost the First World War? Why did the Nazi state systematically murder 6 million Jews? How did the implementation of Nazi plans for a “racial empire” affect the lives of millions of Europeans during the Second World War? And what is the legacy of the Third Reich, for Germany today? These are the primary questions addressed by this course.

Erich Maria Remarque, All Quiet on the Western Front
David F. Crew, Hitler and the Nazis. A History in Documents (New York: Oxford University Press, 2005)[also available on-line at the PCL as an e-book]
J. Noakes and G. Pridham(editors), Nazism. A History in Documents and Eyewitness Accounts, 1919-1945 (University of Exeter Press Edition: Volumes 2 &3)
Primo Levi, Survival in Auschwitz
We are also going to be working with the images at these two web-sites: http://germanhistorydocs.ghi-dc.org/ and http://www.ushmm.org/wlc/en/

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

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