FALL 2000
This information effective for Fall 2000.
Check with instructor the first day of class for any changes.
Instructor: Gary Miles
Fall 2000
Office: 218 Cowell, x2487
Message Phone: 459-2609
e-mail: miles@cats.ucsc.edu
Class Meetings: M, F 11:00-12:30
Room: Stevenson 175
Sections meet: Wednesday, 11:00-12:30, Stevenson 175; 2:00-3:10 Oakes
222
The following is the syllabus for the last time the course was taught, Spring 1999. The course offered Fall 2000 will be very similar in organization and content, although there will be some changes. The dates below are for the 1999 version of the course.
For further questions, you may email the professor.
Required readings for this course are on reserve at McHenry Library and on sale at the Bay Tree Bookstore. They are, in the order to be read:
Starr, Chester. The Roman Empire, 27 B. C. - A. D. 476. Oxford, ISBN 019503130X
Tacitus. tr. Michael Grant. The Annals of Imperial Rome. Penguin. 1973. ISBN 0140440607
Pliny. tr. Betty Radice. The Letters of the Younger Pliny. Penguin. 1969. ISBN 0140441271
The Institutes of Gaius. trans. W. M. Gordon and O. F. Robinson. Cornell University Press. 1988. ISBN 0-8014-9491-5
Cameron, Avril. The Later Roman Empire, AD 284-430. Harvard, ISBN 0674511948
Dronke, Peter. Women Writers of the Middle Ages. Cambridge University Press. 1996. ISBNB 0521275733.
Libanius. trans. A. F. Norman. Libanius Selected Works Vol. 2. Loeb Classics Series. Harvard University Press # 452, 1977. ISBN 0-674-99497-3
Ammianus Marcellinus. trans. Walter Hamilton. The Later Roman Empire (A.D. 354-378). Penguin, 1986. ISBN 0140444068
1) Regular class attendance and participation in class discussion. This is essential.
2) Written reading notes on assigned readings, due the day the readings are to be discussed.
3) 5-7 page papers on any four of the following five texts: Tacitus' Annales, Pliny's Letters, Gaius' Institutes, Libanius' Orations/Perpetua's Passion, Ammianus' Later Roman Empire.
This is a Writing Intensive course. You will be expected to achieve a high standard of writing. You may be required to rewrite some papers if they do not meet the course standard. In addition, if two of your papers receive the notation, "rewriting recommended", then you will have to rewrite one of them.
Important, please note: One of the things we'll be doing is discussing readings and papers in section. Consequently, it is very important that reading assignments and papers be done on time. Reading notes and papers are due at the beginning of the class for which they are assigned. Reading notes or papers will be accepted as late up to 24 hours afterwards. If they are more than 24 hours late, you will be dropped from the course, unless you have a documented medical excuse or a family emergency.
Readings and papers are due on dates listed.
I REPUBLICAN BACKGROUND
March
31 Introduction; Republican Background
April
2 Republican Background
5 The Republican Self-Image
7 Discussion: Tacitus' Annales bks. I.1 - V.2
9 Guest Lecture: Tacitus' Historiography
II AUGUSTUS AND THE PRINCIPATE
12 The Augustan Program Starr, ch. 1
14 Paper due: Tacitus' Annales
16 The Julio-Claudians, Flavians, and Antonines Starr, ch. 2
IV SOCIETY AND ADMINISTRATION DURING THE PRINCIPATE
19 Imperial Society Starr, ch. 3
21 Discussion: Pliny's Letters bks. 1-4, 5.6; 9.36, 37; 10
23 Administration of the Empire
26 Imperial Law Starr, ch. 430
27 Paper on Pliny's Letters Imperial Law
May
3 Deification of the Roman Emperor
5 Discussion: Gaius' Institutes bk. 1.1-115, 142-end, bk. 2.1-108, bk. 4.1-11, 39-109
V CRISIS OF THE THIRD CENTURY AND THE RECONSTITUTION OF THE EMPIRE
6 The Crisis of the Third Century Starr, ch. 7 to p. 155
10 Diocletian and the Tetrarchy Cameron, ch. 3
12 Paper: Gaius' Institutes
14 Diocletian, Constantine, and the Reorganization of the Empire Cameron, ch. 4
VI RELIGION IN THE LATER EMPIRE
17 Paganism
19 Discuss: *Perpetua and Libanius Orations 50, 30, 19, 48, 49, 47
21 Guest Lecture: Christianity Cameron, ch. 5
24 Christianity Cameron, ch. 6
26 Paper: Libanius and/or Perpetua Cameron, ch. 7 & 8
VII BARBARIANS AND THE END OF THE WESTERN EMPIRE
28 Who were the Barbarians? Cameron, ch. 9
31 Holiday
June 1 EXCHANGE DAY Guest Lecture: The Roman Army of the Later Empire
2 Discussion: Ammianus bks. 22-25, 28, 30, 31
4 Barbarians in the Empire Cameron, ch. 10-11
June 9: Final Paper due: Ammianus
*For Perpetua you may read only the actual quoted text of her memoir instead of the accompanying discussion, if you wish.
Instructor: Prof. Bruce Levine
Fall 2000
Description: This course examines changes in economic, social, cultural, and political life in the United States that ultimately plunged the nation into civil war. Particular attention is paid to the way in which diverse segments of the country's population north and south, urban and rural, rich and poor, slave and free, black and white, male and female affected and were affected by these changes.
Attention! This course is designed for juniors and seniors; Course requirements (including an average of 120 pages of assigned reading per week) reflect that fact, and the course assumes a basic familiarity with the history of the U.S. in the nineteenth century. Freshmen and sophomores wishing to take this course should first consult the instructor.
Please note: The first four of the following required texts will be available from the Literary Guillotine. The course reader will be available for purchase in class during the first week. The cost is $22.)
James M. McPherson, ORDEAL BY FIRE. Vol. I: THE COMING OF WAR. (2d edition: McGraw-Hill).
Drew Gilpin Faust, JAMES HENRY HAMMOND AND THE OLD SOUTH: A DESIGN FOR MASTERY (Louisiana State University Press).
Eric Foner, FREE SOIL, FREE LABOR, FREE MEN: THE IDEOLOGY OF THE REPUBLICAN PARTY BEFORE THE CIVIL WAR (Oxford University Press).
Frederick Douglass, AUTOBIOGRAPHIES: NARRATIVE OF THE LIFE; MY BONDAGE & MY FREEDOM; LIFE & TIMES, ed. Henry Louis Gates, Jr (Library of America). Note: All assignments are to Douglass=s Life and Times.
THE ORIGINS OF THE CIVIL WAR: DOCUMENTS (a course packet available at the start of the first meeting of the class).
By the first lecture and section meeting of each week, all students are expected to have completed reading all assignments for that week.
FIRST WEEK: INTRODUCTION & THE NORTHERN ECONOMY
McPherson, ch. 1
Faust: Introduction and chapters 1 4
Douglass, First Part, chaps. 1-3
Documents: #1-3, 5-6, 42, 46-55, 61-63
SECOND WEEK: THE SOUTHERN ECONOMY
McPherson, ch. 2
Faust: chapters 5 6
Douglass, First Part, chs. 4-5
Documents: #7-8, 16, 18, 21-22, 25, 27-31
THIRD WEEK: NORTHERN CULTURE
Foner: Introduction & chs. 1-2 (pp. 1-72)
Documents: #70-73
Douglass, First Part, chs. 6-12
FOURTH WEEK: SOUTHERN CULTURE
Faust: chs. 7-10
Documents: #32-41
Douglass, First Part, chs. 13-14
FIFTH AND SIXTH WEEKS: THE EARLY STRUGGLE OVER SLAVERY
McPherson: ch. 3
Faust: chs.12-13
Foner: chs. 2-3
Documents: #4, 9-13, 23, 25, 43-44, 56-60, 64-69, 74-90
Douglass, First Part, chs. 15-16
SEVENTH WEEK: STRUGGLE OVER SLAVERY, 1832-1845
Douglass, First Part, chs. 17-18
Foner: chs. 4-5
Documents: #14-15, 17, 19-20, 100-104, 119
EIGHTH WEEK: STRUGGLE OVER SLAVERY, 1845-1854
McPherson, chs. 4-5
Foner: ch. 6
Douglass, First Part, chs. 19-20
Documents: #105-118, 120-27
NINTH WEEK: ORIGINS AND TRIUMPH OF THE REPUBLICANS, 1854-1860
McPherson, chs. 6-8
Foner: ch. 7
Documents: #26, 128-45
Douglass, First Part, ch. 21 & Second Part, ch. 1
TENTH WEEK: SECESSION AND WAR
McPherson, chs. 8-9
Foner: chs. 8-9
Faust: ch. 17 (optional), Epilogue
Documents: #146-55
All students are expected to attend all lectures and discussion sections. I cannot stress too strongly, in fact, that participation (and not merely attendance) in discussion section is absolutely mandatory. Absence from more than three meetings of discussion section is grounds for failing the course.
Attendance in discussion section is mandatory, and absence from more than two section meetings is grounds for failure. There will be three take-home, essay type exams during the course of the quarter (instead of a mid-term and final). Each exam will be based on both readings and lectures. All exams must be typed. The Teaching Assistant(s) and I also reserve the right to schedule, on short notice -- or with no notice at all -- brief quizzes on the readings.
Make up exams will be given, but only under the following circumstances: (1) You must notify me before the regularly scheduled exam. (2) If this is impossible (because of illness, for example), you must contact me within one week following the scheduled exam in order to set a date for a makeup exam. If you fail to meet these requirements, no makeup exam will be arranged. If you fail to appear for a scheduled makeup exam, no second makeup exam will be arranged.
Course grades and evaluations will reflect the following approximate weights: in evaluating written work, each exam is worth one third of the final grade. Possible quiz grades as well as attendance and participation in section will also influence the final evaluation.
(1) Students must save all graded exams and papers until final grades and course evaluations are received. (2) If you wish to have your final exam mailed back to you, please hand in a stamped, self-addressed envelope along with your exam essays on the day that the latter are due.
Instructor: Professor Edmund Burke III
Fall 2000
A cultural history of the emergence of modernity in the Mediterranean, a cultural and political fractal zone at the meeting point of Europe, Asia, and Africa. Topics include orientalism, colonialism, nationalism, fascism, race, gender.
If you are looking for a History senior seminar in which you'll really learn how to read, write and critique your work (and that of fellow students) this is worth checking out.
The Mediterranean is famously a cross-roads of world civilizations. These days it is very much a cultural fractal zone between the new multi-cultural Europe and Africa and Asia. This course explores the cultural ways in which modernity emerged in the Mediterranean, a meeting point of world cultures. The period under study, 1750 to 1950, brackets the transition between the old society and the modern age from before colonialism to before nationalism.
Historically a core area in the development of civilization, the Mediterranean in the modern era has shared a common fate characterized by weak states, agrarian backwardness, delayed class formation, and patriarchy. Against the background of deep historical and cultural similarities, we ask: why and with what consequences did the Mediterranean come to modernity divided between colonizers and colonized, developed and underdeveloped states? How were these tectonic shifts experienced in cultural terms? Topics include political and economic transformations, social movements, cultural change, gender, colonialism and imperialism.
I have taught the history of the Middle East and North Africa, world history, and the modern French history at UCSC since 1968. In this phase of my career I am returning to the history of the Mediterranean before colonialism as a zone of major research and teaching interest.
I have written books and articles on Middle Eastern protest and resistance to colonialism prior to 1930, on the struggles of individuals in the Middle East, and on European representations of Muslims (sometimes described as orientalism").
In Part One of the course, students will develop a common background and vocabulary for studying Mediterranean societies. They will read widely, and write several short papers on topics assigned by the instructor.
In Part Two of the course they will research, present, critique and write a 15 page term paper on a topic approved by the instructor. The paper must go through two drafts and will be critiqued by fellow students as well as the instructor.
Enrollment restrictions: None. History majors preferred. Anyone interested in the subject encouraged to check it out.
Prerequisite: Junior standing or consent of the instructor.
Students will write two short papers on topics assigned by the instructor, present two oral reports, and write a 15 page term paper. The latter will go through two drafts and will be critiqued by fellow students as well as the instructor.
There will be about 100 pages a week for the first six weeks, then the readings will taper off and student in-class presentations will replace them. I haven't yet settled on a reading list, but the following titles (which include a mix of novels, histories and other interventions) are in play:
Joelle Bahloul, The Architecture of Memory
Selections From Niyazi Berkes, Rise Of Secularism In Turkey
Selections from E. Burke, Orientalism Observed
Albert Camus, The First Man
Aissa Djebbar, Fantasia
James Gelvin, Divided Loyalties
Ali Ghanem, A Wife for My Son
Amitav Ghosh, In an Antique Land
Beshara Doumani, Rediscovering Palestine
Antonio Gramsci, Prison Notebooks
Eric Hobsbawm, Primitive Rebels
Temma Kaplan, Red City, Blue Period: Social Movements in Picasso's
Barcelona
Carlo Levi, Christ Stopped at Eboli
Patricia Lorcin, Imperial Identities
Albert Memmi, Pillar of Salt
Jerome Mintz, Anarchists of Casas Viejas
Timothy Mitchell, Colonizing Egypt
David Prochaska, "Cayagous of Algiers," AHR (1996), 671-711
Kristin Ross, Fast Cars, Clean Bodies
Jeremy Seal, A Fez of the Heart: Travels around Turkey in Search of a Hat
Lucette Valensi, Before European Colonialism