FALL 2001
This information effective for Fall 2001.
Check with instructor the first day of class for any changes.
Fall 2001
Instructors: Alice Yang Murray, Alan Christy
Go to: http://humwww.ucsc.edu/history/history8
Fall 2001
Instructor: Mark Traugott
Go to: http://ic.ucsc.edu/~traugott/hist10/
Fall 2001
Instructors: Alice Yang Murray, Alan Christy
Go to: http://humwww.ucsc.edu/history/history26
Instructor: Bruce Thompson
This course will survey the history of cinema in Europe from its invention in the 1890s to the present. Each week will highlight one of the major moments or movements in the history of cinema as well as one or more outstanding directors. Emphasis will be placed on the historical context of selected films and of the national film industries that produced them, as well as on innovations of style and technique. The course has no prerequisites and is open to everyone.
Course requirements: participation in discussion sections, two five-page papers, and a final examination.
The syllabus below will undergo some revision, and, of course, we will not attempt to view in class all of the films listed (though we will see clips from almost all of them). We'll see one complete film each week, and we may supplement the regular lectures with some special night screenings to accommodate longer films.
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Fall 2001
Instructor: Mark Traugott
Go to: http://ic.ucsc.edu/~traugott/hist124/
Instructor: Gail Hershatter
Office: Merrill 111
Phone: 459-4041
E-mail: gbhers@cats.ucsc.edu
This course will examine the history of late imperial China in the Qing dynasty (1644-1911). Whenever possible, we will look at what Chinese people have said about themselves in fiction, poetry, philosophical discourse, and memoir. Using visual images and artifacts as well as written documents, we will explore Chinese society as it was understood by inhabitants of the Chinese empire and by outsiders, and trace its transformation over time. We will pay particular attention to the daily life of ordinary people, but will not neglect the forces that helped to shape that life: intellectual and religious beliefs, the imperial state, village and urban economic activity, ethnic conflict, gender relations, family and kinship practices, and millenarianism and rebellion. The final section of the course will focus on the crisis of social and political arrangements in the late imperial state, the effects of foreign imperialism and peasant rebellion in the nineteenth century, and the collapse of China's dynastic system in 1911.
In addition to attending class and discussion sections, students will write two five-page essays on assigned topics and complete a map quiz, a midterm, and a final.
A required course reader also will be provided.
Instructor: Gail Hershatter
Office: Merrill 111
Phone: 459-4041
E-mail: gbhers@cats.ucsc.edu
This seminar will explore histories of the present in China, focusing on several intervals of intense political upheaval (the Cultural Revolution of 1966-76 and the popular movement of 1989) and more extended intervals of rapid change (the economic reforms of the past two decades). We will analyze the tensions that led to the Cultural Revolution and trace its tumultuous development. Then we will examine the construction of collective historical memory of the Cultural Revolution, drawing upon the writings of Chinese novelists, essayists, and historians. We will look at Chinese society during the post-Mao reforms, exploring the social, economic, and political factors in the appearance and suppression of the 1989 popular demonstrations. Finally, we will trace the development of new class, gender, and ethnic relations over the past decade.
We will meet twice a week. Since discussion is the heart of this course, you should complete the assigned readings before each class session and come prepared to share your opinions, observations, and questions. Prior to each class meeting, you will be expected to turn in a 1-2 page typed summary of the readings and your reactions to them. You will also research and write a brief bibliographic essay and a paper of 20-25 pages on a topic of your choice related to the course. At various points during the quarter, each student will present her or his research and serve as critic for another student's research. Your final grade will be based upon participation in class discussion, the informal written summaries, your class presentations, and your research paper. Several films will be shown in conjunction with this course. Since the class size is limited and everyone's participation is important, I ask that you notify me in advance if you must miss any class session.
Readings will be drawn from (but not be limited to) the following:
A course reader will also be provided.
Instructor: Terry Burke
Office: Merrill 112
Phone: 459-2287 (messages: 459-2855)
e-mail: eburke@cats.ucsc.edu
In this seminar in world history, we will examine settler colonial nationalisms. European colonial rule took a variety of different forms: exploitation colonies, settler colonies, and plural societies. For our purposes, we can divide settler colonies into two types: contested and uncontested. Unlike the New World and Oceania, where indigenous populations suffered devastating decline soon after contact, the relative demographic balance between indigenous and Euro-American societies in the contested settler colonies of Ireland, temperate Africa, and Palestine tended to favor indigenes. It is these societies that are the object of concern in this seminar.
In an effort to get beyond the manichaean formulations that otherwise inhibit their study - colonizer and colonized, white and black, modern and traditional - this course explores the social roots of politics in settler colonies in comparative historical perspective. Common readings will focus on the cases of Ireland, Algeria, South Africa, and Israel/Palestine.
Readings: For the first six weeks, we will read materials in common in an effort to develop a common language of inquiry and shared framework of analysis. Students are encouraged to consider the parallel and shared histories of both settlers and natives using the tools of social and cultural analysis, through an examination of the following topics: the land question, metropolitan/settler relations, strategies of control, popular culture, and nationalisms.
Written work: For the first six weeks, students will do the assigned worksheet each week. In addition, they will do one short paper on a topic to be assigned.
In the final four weeks, students will select a term paper topic with the consent of the instructor, present a oral report on their research, submit the first draft for criticism, then revise the paper and submit the final draft.
Instructor: Bruce Levine (blevine@cats.ucsc.edu)
This course has two interconnected purposes. It aims to introduce the student to ways that scholars have identified and analyzed some salient issues and trends in the history of the nineteenth-century United States. Simultaneously, it showcases disputes among historians and changes that have taken place over time in the ways that historians have grappled with such historical topics.
All students are expected to attend all meetings of the seminar and to complete all verbal, reading, and written assignments on time. During the course of the quarter, each student will write five brief essays (each approximately 5 pages in length) discussing the readings assigned in a given week. Students who write for a given week will also be expected to take a leading role in that week's seminar discussion.
In addition, a course packet will be available in class during the first week of the quarter.
Peter Novick, That Noble Dream: The 'Objectivity Question' and the American Historical Profession (Cambridge, 1988), entire.
Alice Kessler-Harris, "Social History," in Eric Foner, ed., The New American History Temple, 1997), pp. 231-56.
Charles B. Dew, "The Slavery Experience," in Interpreting Southern History (Louisiana, 1987), ed. John B. Boles and Evelyn Thomas Nolen, pp. 121-161.
Harry L. Watson, "Slavery and Development in a Dual Economy: The South and the Market Economy," in The Market Revolution in America, pp. 43-73.
Eugene D. Genovese, Roll, Jordan, Roll: The World the Slaves Made (Pantheon, 1974), pp. 3-7.
Herbert G. Gutman, The Black Family in Slavery and Freedom (Pantheon, 1976), pp. 3-37, 303-320.
Stephanie McCurry, Masters of Small Worlds: Yeoman Households, Gender Relations, and the Political Culture of the Antebellum South Carolina Low Country (Oxford, 1995)
"Introduction," in The Market Revolution in America, pp. 1-20.
Christopher Clark, "The Consequences of the Market Revolution in the American North," in The Market Revolution in America, pp. 23-42.
Paul E. Johnson, A Shopkeeper's Millennium: Society and Revivals in Rochester, New York, 1815-1837 (Hill & Wang, 1978).
Linda Gordon, "U. S. Women's History," in Foner, ed., The New American History (1997), pp. 257-84.
Nancy Hewitt, "Beyond the Search for Sisterhood: American Women's History in the 1980s," Social History, 10 (1985): 299-321.
Linda K. Kerber, "Separate Spheres, Female Worlds, Woman's Place: The Rhetoric of Women's History," Journal of American History, 75 (1988): 9-39.
Joan M. Jensen, "Native American Women and Agriculture: A Seneca Case Study," originally published in Sex Roles: A Journal of Research, 3 (1977).
Lori D. Ginzberg, Women and the Work of Benevolence: Morality, Politics, and Class in the Nineteenth Century United States (Yale, 1992).
John Patrick Diggins, "Comrades and Citizens: New Mythologies in American Historiography," American Historical Review, 90 (1985): 614-38.
Leon Fink, "The New Labor History and the Powers of Historical Pessimism," originally published in the Journal of American History, 75 (1988): 115-36.
Alice Kessler-Harris, "A New Agenda for American Labor History: Gendered Analysis and the Question of Class," Perspectives on American Labor History: The Problems of Synthesis (Northern Illinois, 1989), pp. 217-34.
David Roediger, "White Slaves, Wage Slaves, and Free White Labor," in The Wages of Whiteness: Race and the Making of the American Working Class (Verso, 1991), pp. 65-95.
Daniel Letwin, The Challenge of Interracial Unionism, 1878-1921 (North Carolina, 1999)
James P. Shenton and Kevin Kenny, "Ethnicity and Immigration," in Foner, ed., The New American History (1997), pp. 353-74.
Rudolph Vecoli, "From The Uprooted to The Transplanted: The Writing of American Immigration History, 1951-1989," in Valeria Gennaro Lerda, ed., From 'Melting Pot' to Multiculturalism: The Evolution of Ethnic Relations in the United States and Canada (Bulzoni, 1990), pp. 25-54.
Werner Sollors, "Introduction: The Invention of Ethnicity," in Sollors, ed., The Invention of Ethnicity (Oxford, 1989), pp. ix-xx.
Kerby A. Miller, "Class, Culture, and Immigrant Group Identity in the United States: The Case of Irish-American Ethnicity," in Immigration Reconsidered: History, Sociology, and Politics, ed. Virginia Yans-McLaughlin (Oxford, 1990), pp. 96-129.
Sean Wilentz, "On Class and Politics in Jacksonian America," in Reviews in American History, 10 (1982): 45-63.
Joel H. Silbey, "The Civil War Synthesis in American Political History" (1964), in The Partisan Imperative: The Dynamics of American Politics Before the Civil War (Oxford, 1985), pp. 3-12.
Eric Foner, "The Causes of the American Civil War: Recent Interpretations and New Directions," in Foner, Politics and Ideology in the Age of the Civil War (Oxford, 1980), pp. 15-33.
Anne M. Boylan, "Women and Politics in the Era before Seneca Falls," Journal of the Early Republic, 10 (1990): 368-82.
Richard J. Carwardine, Evangelicals and Politics in Antebellum America (Tennessee, 1997)
Eric Foner, "Reconstruction Revisited," in Reviews in American History, 10 (1982): 82-100.
LaWanda Cox, "From Emancipation to Segregation: National Policy and Southern Blacks," in John B. Boles and Evelyn Thomas Nolen, Interpreting Southern History (1987), pp. 199-253.
Steven Hahn, "Class and State in Postemancipation Societies: Southern Planters in Comparative Perspective," American Historical Review, 95 (1990): 75-98.
Julie Saville, The Work of Reconstruction: From Slave to Wage Laborer in South Carolina, 1860-1870 (Cambridge, 1996)
Harold Woodman, "Economic Reconstruction and the Rise of the New South, 1865-1900," in John B. Boles and Evelyn Thomas Nolen, eds., Interpreting Southern History (1987), pp. 254-307.
Tera Hunter, To 'Joy My Freedom: Southern Black Women's Lives and Labors after the Civil War (Harvard, 1997)
Richard White, "Western History," in Foner, ed., The New American History (1997), pp. 203-30.
Michael P. Malone, "Beyond the Last Frontier: Toward a New Approach to Western American History," Western Historical Quarterly, 20 (1989): 409-27.
David G. Gutierrez, "Significant to Whom? Mexican Americans and the History of the American West," Western Historical Quarterly, 24 (1993): 519-39.
Deena J. Gonzales, "La Tules of Image and Reality: Euro-American Attitudes and Legend Formation on a Spanish-Mexican Frontier," from Beatriz M. Pesquera and Adela de la Torre, eds., Building with our Hands: Directions in Chicana Scholarship (California, 1993).
William G. Robbins, Colony and Empire: The Capitalist Transformation of the American West (Kansas, 1994).