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Fall 2004 Advance Course Information

This information effective for Fall 2004. Check with instructor the first day of class for any changes.

History

[HIS-025A] [HIS-046] [HIS-117A] [HIS-131B] [HIS-194U] [HIS-196S] [HIS-203]

25A. U.S. History to 1877

T Th 6:00-7:45 p.m., Stevenson 150
Instructor: Bruce Levine
Office: 278 Stevenson
Office Hrs: Thur., 3-5 p.m.
Phone: 459-2927
E-mail: blevine@ucsc.edu

Course Description:

This course offers an introductory survey of the history of what would eventually become the United States of America, from the beginning of the seventeenth century through the end of the Civil War era (usually identified with the year 1877, when the last federal occupation troops left the South).

Fair warning: The course is designed for freshman and sophomores. Juniors and seniors—and especially history majors among them—may well find it insufficiently intensive and advanced.

Assigned Texts

David Brion Davis & Steven Mintz, eds., The Boisterous Sea of Liberty: A Documentary History (Oxford University Press)
James West Davidson, Mark H. Lytle, After The Fact: The Art of Historical Detection, vol. 1., (1999; McGraw-Hill)
Benjamin Franklin, The Autobiography and Other Writings (Signet, 1961)
Paul S. Boyer and others, The Enduring Vision: A History of the American People (Concise edition; Houghton Mifflin), vol. 1.
Henry Louis Gates, The Classic Slave Narratives (Mentor/Penguin) This quarter, we will read "Incidents in the Life of A Slave Girl," which is included in this collection.
All books can be purchased at the Bay Tree Bookstore.

Course Requirements

All students are expected to attend all lectures, to attend and actively participate in all discussion sections, and to be up-to-date on all reading assignments. In other words: attendance in section is mandatory. Missing three or more meetings of discussion section risks an automatic failure in the course as a whole. All readings assigned for a given week must be read by the time discussion section meets.

Exams

There will be three full-length exams. All three exams will be take-home exams. In addition to these two exams, section leaders (TAs) may also schedule in-class quizzes. You will not be penalized on exams or quizzes for occasional errors of grammar, punctuation, or spelling, even though such errors may be pointed out to you by the grader. However, if these errors are so serious or numerous as to detract from the clarity of your work, then you will, of course, lose credit.

Course Evaluations and Grades

Course grades and evaluations will be weighted approximately as follows: each of the three exams is worth 25% of the final grade and evaluation. Attendance, participation, and written work in discussion section is worth 25%. Students must save all graded exams and quizzes until final course grades are received.

Lecture and Reading Schedule

Lecture themes for each week are listed below. Attendance in lectures is mandatory. (If a lecture is missed, it is the student's responsibility to obtain lecture notes from another student. Notes will not be available from the lecturer or Teaching Assistant.) Lectures will rarely be neatly paired with readings and will often cover material not included in the readings. But familiarity with the reading assignments will be absolutely essential for participation in discussion section. It will make also make lectures easier to follow and understand. Finally, it will be impossible to pass the exams without doing the readings and attending the lectures.

Week One:

Lectures: The Old World And The New

Required reading:

Boisterous Sea of Liberty, pp. 32-41 [9]
After the Fact, Prologue [22 pp]
Enduring Vision, chapters 1 & 2.

Week Two:

Lectures: The Colonial South

Required reading:

Boisterous Sea of Liberty, pp. 52-58, 132-35 10] [no reading on Bacon's rebellion!]
After the Fact, chapter 1 [22 pp]
The Enduring Vision, chapters 3 & 4.

Week Three:

Lectures: The Colonial North

Reading:

Boisterous Sea of Liberty, 63-83, 92-95, 104-111, 116-21, 132-37 [40]
After the Fact, ch. 2 [22]
The first half of Benjamin Franklin's Autobiography
Enduring Vision, chapters 3 & 4.

Week Four:

Lectures: The American Revolution

Reading:

Boisterous Sea of Liberty, 154-57, 168-72, 176-79, 182-87, 189-91 [22]
After the Fact, chapter 3 [21]
Enduring Vision, chapters 5 & 6

Week Five:

Lectures: The Morning After—Shaping The New Republic

Reading:

Boisterous Sea of Liberty, 213-17, 226-31, 233-35, 243-46, 250-51, 256-57, 261-64, 276-78, 295-99 [40]
After the Fact, chapter 2 [24 pp]
Enduring Vision, chapters 7 & 8.

Week Six:

Lectures: The Antebellum North & Free-Labor

Reading:

Boisterous Sea of Liberty, 325-26, 316-21 [6???]
After the Fact, chapter 4 [irrelevant—theories of the western frontier & Andrew Jackson!]
Enduring Vision, chapter 9 & pp. 272-281.

Week Seven:

Lectures: The Antebellum South & Slave Labor

Reading:

Boisterous Sea of Liberty, 338-42, 386-401 [20]
"Incidents in the Life of A Slave Girl," in Classic Slave Narratives
Enduring Vision, chapter 12.

Week Eight:

Lectures: Changing Social Lives And Values, 1790-1860.

Required reading:

Boisterous Sea of Liberty, 326-36, 381-83, 383-86, 401-05 [22]
After the Fact, chapter 4 [21]
Enduring Vision, pp. 218-248.

Week Nine:

Lectures: Political Strife and the Coming of Civil War, 1815-1860

Reading:

Boisterous Sea of Liberty, 350-58, 363-73, 377-80, 409-11, 413-17, 441-47, 454-67 [40]
After the Fact, chapter 6 [23 pp]
Enduring Vision, pp. 208-218, 281-293, and chapter 14

Week Ten:

Lectures: the Second American Revolution—Civil War & Reconstruction

Reading:

Boisterous Sea of Liberty, 474-77, 479-83, 489-97, 508-509, 514-18, 520-25, 533-34, 538-41, 545-56 [50]
After the Fact, chapter 7 [23 pp]
Enduring Vision, chapters 14, 15, & 16.

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46. Introduction to Modern Jewish History

Instructor: Bruce Thompson (brucet@ucsc.edu)
Office: Stevenson 276
Phone: 459-2467
Office hours: MW @ 9:30-11:00 and by appt.
Teaching assistant: Amanda Jenkins (ajenkins@ucsc.edu)

Course Description:

This course examines major turning points in Jewish history from the early modern period through the twentieth century: the expulsion from Spain, the development of Jewish mystical and messianic movements, the challenge of modernity, the rise of political anti-Semitism, the flowering of Yiddish literature and culture, the migration of European Jews to America, the nearly total destruction of European Jewry in the twentieth century, and the origins and development of the conflict between Israel and its Arab neighbors. It will emphasize the diversity of Jewish cultures and their creative responses to the challenges (and catastrophes) they have encountered during the five centuries that extend from 1492 to the present.

Course Requirements: a midterm, a 6-page paper, and a final examination.

1. The Jewish Diaspora: Exile and Dispersion (September 24-October 1)
Topics: Cultures of the Jews—The Sephardic Dispersion—The Jews and Capitalism
Reading: Allan Levine, Scattered Among the Peoples: The Jewish Diaspora in Twelve Portraits, Introduction, chapters 1-2, 4
Glückel of Hameln, Memoirs, Books 1-5
Menasseh Ben Israel, "How Profitable the Nations of the Jews Are," (1655), in The Jew in the Modern World: A Documentary History, ed. Paul Mendes-Flohr & Jehuda Reinharz

2. The False Messiah: Catastrophe and Convulsion (October 4-8)
Topics: The Polish Catastrophe—Kabbalah and History—The Sabbatian Movement
Reading: Levine, Scattered Among the Peoples, chapter 3
Isaac Bashevis Singer, Satan in Goray

3. The Enlightenment and the Jews (October 11-15)
Topics: Court Jews—The German Enlightenment and the Jews—Paths of Emancipation
Reading: Levine, Scattered Among the Peoples, ch. 5
Selections in The Jew in the Modern World: A Documentary History, ed. Paul Mendes-Flohr & Jehuda Reinharz: Baruch Spinoza, "Letter to Albert Burgh" (1675)
John Toland, "Reasons for Naturalizing the Jews in Great Britain and Ireland" (1714)
Christian Wilhelm von Dohm, "Concerning the Amelioration of the Civil Status of the Jews" (1781)
Johann David Michaelis, "Arguments Against Dohm" (1782)
Moses Mendelssohn, "Response to Dohm" (1782); "Remarks Concerning Michaelis' Response to Dohm" (1783); "The Right to Be Different" (1783); and "Judaism Is the Cornerstone of Christianity" (1783)
Gotthold Ephraim Lessing, "The Jews" (1754) and "A Parable of Toleration" (1779)
Abbé Grégoire, "An Essay on the Physical, Moral, and Political Reformation of the Jews" (1789)

4. Emancipation and Assimilation: The German-Jewish "Symbiosis" (October 18-22)
Topics: Reformers and Apostates—Hasidism—1848
Reading: Levine, Scattered Among the Peoples, chapter 6
In Mendes-Flohr and Reinharz, The Jew in the Modern World: Solomon Maimon, "My Emergence from Talmudic Darkness" (1793) and "The New Hasidim" (1793)
Rahel Varnhagen, "O How Painful to Have Been Born a Jewess!" (1795)
Abraham Mendelssohn, "Why I Have Raised You as a Christian: A Letter to His Daughter" (1820)
Heinrich Heine, "A Ticket of Admission to European Culture" (1823)
Ludwig Boerne, "Because I Am a Jew I Love Freedom" (1832)
Zecharias Frankel, "On Changes in Judaism" (1845)
Samson Raphael Hirsch, "Religion Allied to Progress" (1854)

5. The Pale of Settlement: The Jews of Eastern Europe (October 25-29)
Topics: The Jews of Poland—The Jews of Russia—The Flowering of Yiddish Literature
Reading: Levine, Scattered Among the Peoples, chapter 7
I. L. Peretz, "Impressions of a Journey through the Tomaszow Region in the Year 1890," "What Is the Soul?" "Bryna's Mendl," "The Golem," "The Shabbes Goy," "Bontshe Shvayg," "Kabbalists," "If Not Higher"

Midterm Examination (November 1)

6. Antisemitism and Philosemitism (November 1-5)
Topics: European Anti-Semitism from Voltaire to Wagner—The Dreyfus Affair—Philosemitism: From Rebecca of York to Rachel of the Comedie-Francaise
Reading: Levine, Scattered Among the Peoples, chapter 8
In Mendes-Flohr and Reinharz:
Voltaire, "Jews" (1756) and "Reply to de Pinto" (1762)
Karl Marx, "On the Jewish Problem" (1844)
Richard Wagner, "Jewry in Music" (1850)
Wilhelm Marr, "The Victory of Judaism over Germandom" (1879)
Alphonse Toussenel, "The Jews: Kings of the Epoch"
Fyodor Dostoevsky, "The Jews: Oppressed or Oppressors?" (1877)
Edouard Drumont, "Jewish France" (1886)
Adolf Stoecker, "What We Demand of Our Jewry" (1879)
Heinrich von Treitschke, "A Word About Our Jewry" (1880)
Theodor Mommsen, "Another Word About Our Jewry" (1880)
Emile Zola, "J'accuse" (1898)

7. The Golden Land (November 8-12)
Topics: The Great Migration—The Lower East Side—American Dreams
Reading: Levine, Scattered Among the Peoples, chapter 9
Abraham Cahan, Yekl and the Imported Bridegroom and Other Tales of Yiddish New York

8. Between the Wars (November 15-19)
Topics: Weimar—The Jews of Hungary—Poland Between the Wars
Reading: Levine, Scattered Among the Peoples, chapter 10

Paper Due: November 21

9. The War Against the Jews (November 21-23)
Topics: Hitler and the Holocaust—The Holocaust in Western Europe—The Holocaust in Eastern Europe
Reading: Levine, Scattered Among the Peoples, chapter 11
Primo Levi, Moments of Reprieve: A Memoir of Auschwitz
In Mendes-Flohr and Reinharz:
Hitler, Mein Kampf (1923) and "A Prophecy of Jewry's Annihilation" (1939)
Chaim Kaplan, "A Warsaw Ghetto Diary" (1940)
Janusz, "Warsaw Ghetto Memoirs" (1942)
Mordecai Anielwicz, "His Last Communication as Ghetto Revolt Commander" (1943)
Emanuel Ringelblum, "Last Letter from Warsaw"
Shmuel Zygelboym, "Where Is the World's Conscience?"

10. Israel (November 29-December 3)
Topics: Zionism—The Birth of Modern Israel—Israel and the Palestinians
In Mendes-Flohr and Reinharz:
Vladimir Jabotinsky, "Jewish Needs vs. Arab Claims"
Reading: Michael Oren, Six Days of War: June 1967 and the Making of the Modern Middle East (especially "The Context," "Aftershocks," "Afterword," and "A Conversation with Michael B. Oren")

Final Examination: Wednesday, December 8, 8:00-11:00am

Instructor: Bruce Thompson (brucet@ucsc.edu)
Office: Stevenson 276
Phone: 459-2467
Office hours: MW @ 9:30-11:00 and by appointment
Teaching assistant: Amanda Jenkins (ajenkins@ucsc.edu)

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117A. What is a Nation? The United States, 1877–1914

Instructor: Matthew Lasar

For class information, go to:

http://www.lasarletter.com/nation

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131B. Modern British History

Instructor: Bruce Thompson
276 Stevenson, 459-3467; message 459-2555
E-Mail: brucet@ucsc.edu

Course Description:

This course will survey three centuries of modern British political, social, economic, and cultural history in ten weeks. The task is daunting, but the issues are fascinating: how did tiny Britain become the pacemaker of modernity and a global power in the 18th and 19th centuries? How, in the course of this development, were national, regional, class and gender identities formed and altered? And, finally, how have the British coped with the loss of power and the sense of decline in our own century?

The course will include several films: The Madness of King George, with a script by Alan Bennett and a brilliant performance by Nigel Hawthorne as the afflicted George III; Kenneth Branagh and Emma Thompson in John Osborne's Look Back in Anger; and Michael Apted's great documentary about the persistence of class in Britain, 42-Up. Excerpts from other British films and documentaries will be shown at the beginning of most of the lectures.

Evaluations will be based on participation in class discussions, performance on midterm and final examinations, and a 7-8 page paper.

Topics and Readings:

I. Inventing the Modern World (1689-1789)

1. The Georgian World
The Dutch Infusion—The Hanoverian Succession and the Rise of Robert Walpole—Pitt and the Making of the First British Empire

J.H. Plumb, The First Four Georges
Nicholas Hytner, The Madness of King George (film)

2. The Scottish Enlightenment
The Union with Scotland and the Invention of Britain—The World of Adam Smith—Walter Scott and the Romance of History

Arthur Herman, How the Scots Invented the Modern World
Walter Scott, "Two Drovers" (reader)

3. The British Enlightenment
Revolutions: American and French—The Pursuit of Happiness—The Lunar Society

Roy Porter, The Creation of the Modern World: The Untold Story of the British Enlightenment
E.P. Thompson, "Mary Wollstonecraft," in The Essential E.P. Thompson

II. Industry and Empire (1789-1914)

4. Industry and Class
The Invention of the Factory—North and South—The Making of the English Working Class

E.P.Thompson, "The Making of the English Working Class," in The Essential E.P.Thompson
William Blake and William Wordsworth, poems

5.Politics and Reform
Whigs and Tories—Peel and Palmerston—Gladstone and Disraeli

W.D. Rubinstein, Britain's Century: A Political and Social History, 1815-1905, chapters 1-11

6.Victorian London
Mayhew's London—Home and Homelessness—Upstairs, Downstairs, Backstairs

Henry Mayhew, London Labour and the London Poor, vol. I, pp.9-54, 64-68, 72-75, 81-83, 100-130
Francoise Barret-Ducrocq, Love in the Time of Victoria, pp.45-181

7. The Age of Empire
Salisbury and Chamberlain—Pax Britannica?—Culture and Society in the Age of Empire

W.D. Rubinstein, Britain's Century, chapters 12-15
Winston Churchill, My Early Life: A Roving Commission, ch.8,10-11,18-22,27-29
Rudyard Kipling, poems and stories (reader)

III. Victory and Decline (1914-1989)

8. Crisis and Commitment
Lloyd George and Asquith—The Crisis of Liberalism—The Great War and the Lost Generation

Peter Clarke, Hope and Glory, ch.1-3
George Dangerfield, "The Women's Rebellion," in The Strange Death of Liberal England (reader)
Vera Brittain, Testament of Youth, ch.3-6
Rupert Brooke, Siegfried Sassoon, Robert Graves, Wilfred Owen, Isaac Rosenberg, poems

9. Decline and Slump
Penalty of the Pioneer—MacDonald and Baldwin—Orwell's England

Peter Clarke, Hope and Glory, ch.4-5
George Orwell, "A Hanging," "Shooting an Elephant," "The Lion and the Unicorn, and The Road to Wigan Pier (part I) in The Orwell Reader, ed. Richard Rovere

10. Finest Hour
Appeasement—The Battle of Britain—Churchill's War

Peter Clarke, Hope and Glory, ch.6-7
Winston Churchill, Speeches
John Keegan, Churchill

11. A New Britain?
Angry Young Men—From Wilson to Thatcher—The Persistence of Class

Peter Clarke, Hope and Glory, ch.8-11
John Osborne, Look Back in Anger (film)
Julian Barnes, Letters from London, ch.1,3,5,8,11,13-15
Michael Apted, 42-Up (film)

Instructor: Bruce Thompson
276 Stevenson, 459-3467; message 459-2555
E-Mail: brucet@ucsc.edu

**********

History 131B
Modern British History
Midterm Examination

Please write an essay on one of the following questions:

1. Compare the Scottish and British Enlightenments. What are their respective sources and origins? Which of these chapters in modern intellectual history seems to you to be the more important in the making of the modern world, and why?

2. Historians have also disagreed as to whether the 18th-century British state was strong or weak, efficient or corrupt. What are some of the distinctive characteristics of the Hanoverian regime and how do they help to explain Britain's impressive successes in the international competition for power and profit?

History 131B
Suggestions for Papers

1. Certain works of literature seem to have the capacity to encapsulate the sensibility of the decade in which they were produced. Choose one or two of the following and consider why they have endured as classics and how they reflect some major themes or concerns of their respective periods: poetry by Sassoon, Graves, Owen, Rosenberg (the 1910s); Orwell's The Road to Wigan Pier (1930s); Osborne's Look Back in Anger (the 1950s); Thompson's The Making of the English Working Class (the 1960s); Churchill's Serious Money (the 1980s).

2. Since Wordsworth ("Resolution and Independence"), middle-class English social critics have often focused attention on the everyday life of "ordinary" people in order to criticize the attitudes and ideologies of their own class. Choose one or two of the following, and show how their treatments of everyday life serve to expose complacency, exploitation, or hypocrisy: poetry by Sassoon, Graves, Owen, Rosenberg; Orwell's The Road to Wigan Pier; Osborne's Look Back in Anger; Thompson's The Making of the English Working Class; Apted's 42-Up.

3. Churchill and Orwell were both brilliant reporters and masters of English prose style. Compare the personae of the two as narrators and as authors of dispatches from the front lines of war and depression. What kinds of insights can we expect to glean from their works? Which seems to you to be the more revealing or suggestive as a historical source?

4. Film, photographs, paintings, posters and cartoons are among the most accessible and fascinating historical sources. McHenry Library now has an excellent collection of documentary films about the 1930s and the 1940s and of course we are familiar with Michael Apted's work. Feature films by Hitchcock, Lean, and Powell can tell us a great deal about notions of English or British identity. There are also a number of excellent books of photographs and drawings, ranging from the mid-19th century to the Thatcher era. For those with the time and inclination for independent research, it might be worth considering the possibility of building a paper around visual sources. Please consult your instructors for further and more specific suggestions.

5. Design your own topic in consultation with your instructors.

History 131B
Final Examination

Part I
How do you account for the decline in Britain's power and prestige over the course of the present century? Was this decline in Britain's fortunes inevitable? Or was it hastened by specific policy failures, missed opportunities, and mistaken priorities and investments?

Part II
Please write an essay on one of the following questions:

1. Liberal and Labour governments have had their innings, but Conservatives have dominated politics in Britain for much of this century. How do you account for the impressive success of the Conservatives in this era of mass democracy? Would this success have surprised such great 19th-century figures as Disraeli and Salisbury?

2. Critics of E.P. Thompson have argued that the concept of class has been overworked in discussions of British history and society. Do you agree? Does the concept of class need to be qualified, supplemented, or jettisoned altogether? Or is it still indispensable? Please feel free to refer to films, plays, essays, memoirs and poems, in addition to historical monographs, in framing your answer.

Required Books:

J.H. Plumb, The First Four Georges
Paperback: 192 pages
Publisher: Penguin Books Ltd; (July 27, 2000)
ASIN: 0141390034

Arthur Herman, How the Scots Invented the Modern World
Paperback: 480 pages
Publisher: Three Rivers Press; (September 24, 2002)
ISBN: 0609809997

Roy Porter, The Creation of the Modern World
Paperback: 768 pages
Publisher: W.W. Norton & Company; (November 2001)
ISBN: 0393322688

E.P. Thompson, The Essential E.P Thompson
Paperback: 488 pages
Publisher: New Press; (March 2001)
ISBN: 1565846222

Francoise Barret-Ducrocq, Love in the Time of Victoria
Paperback: 240 pages
Publisher: Penguin USA (Paper); Reproduction edition (December 1992)
ISBN: 0140173269

Winston Churchill, My Early Life: A Roving Commission
Paperback: 372 pages
Publisher: Scribner Book Company; (May 1987)
ISBN: 068418803

Vera Brittain, Testament of Youth
Paperback: 672 pages
Publisher: Penguin USA (Paper); Reprint edition (September 1994)
ISBN: 0140188444

George Orwell, The Orwell Reader: Fiction, Essays and Reportage, ed. Rovere
Paperback: 480 pages
Publisher: Harvest Books; (June 1, 1961)
ISBN: 0156701766

George Dangerfield, The Strange Death of Liberal England
Paperback: 364 pages
Publisher: Stanford University Press; Reprint edition (July 1, 1997)
ISBN: 0804729301

John Osborne, Look Back in Anger
Paperback: 96 pages
Publisher: Penguin Books; Reissue edition (August 1, 1992)
ISBN: 0140481753

Recommended, but not required:

Clayton Roberts, A History of England, Vol. II
Paperback: 496 pages
Publisher: Prentice Hall; 4th edition (November 1, 2001)
ISBN: 0132064839

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194U. China Since the Cultural Revolution: Histories of the Present

Tues 8:00-11:00 AM, Soc Sci 2, 137
Instructor: Gail Hershatter
Office Hours: Wednesday 1:45-3 PM and by appt.
Office: Oakes 221
459-2863; gbhers@ucsc.edu

Course Description:

This course explores the rapid and often destabilizing shifts that have taken place in China since the late 1970s—a period conventionally referred to as "the reform era." Beginning with a brief introductory examination of the Cultural Revolution, we will proceed to the rapid economic/social/cultural changes of the past quarter-century. What is being "reformed," and why? How are the various meanings of "reform" negotiated, by state officials and by the populace? What sorts of changes in rural and urban environments have transpired? How are these environments interlinked? We will pay particular attention to class, gender, and ethnic differences. We will also trace the effects of China's earlier experiment with revolutionary socialism on the market-driven present, attending to ways in which the past shapes (some say haunts) the contemporary situation.

We will meet once a week. Since discussion is the heart of this course, you should complete the assigned readings before each class session. Prior to each class meeting (by 5 PM on Monday afternoon), you will post on the course Web CT site (http://www.ic.ucsc.edu) responses to the discussion prompts given there. (You need to have an active CATS email account to access the web site for this course.) You should read other people's postings before class and come prepared to share your opinions, observations, and questions. You will also be asked to view several films in the Media Center 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.

During the quarter, you will 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 (25%), discussion postings (25%), class research presentations (15%), and the research paper, including the bibliographic essay and rough drafts (35%).

The following books are available at the Bay Tree Bookstore:

Jonathan Unger, The Transformation of Rural China
Arianne M. Gaetano and Tamara Jacka, On the Move: Women and Rural-To-Urban Migration in Contemporary China
Erik Mueggler, The Age of Wild Ghosts: Memory, Violence, and Place in Southwest China
Yi-min Lin, Between Politics and Markets: Firms, Competition, and Institutional Change in Post-Mao China
Kellee S. Tsai, Back-Alley Banking: Private Entrepreneurs in China
James Farrer, Opening Up: Youth Sex Culture and Market Reform in Shanghai
Maris Boyd Gillette, Between Mecca and Beijing: Modernization and Consumption Among Urban Chinese Muslims

These books are also on two-hour reserve at the library, but it is recommended that you purchase them and bring them to class when they are being discussed.

In addition, several key texts for Week 5 are also available in online library databases or through electronic reserves (you may print these out if you like). For the latter, go to http://eres.ucsc.edu/ and follow the prompts. The course password is "reforms" (lower-case).

Schedule of Classes and Assignments

1. September 28. Framings: the Cultural Revolution and its Discontents

2. October 5. Rural Transformations
Jonathan Unger, The Transformation of Rural China
Film: All Under Heaven (view in Media Center before Oct 5 class; 58 min.)

3. October 12. Peasants on the Move
Arianne M. Gaetano and Tamara Jacka, On the Move: Women and Rural-To-Urban Migration in Contemporary China

Library session, Room 167, 9:45-11:00
The library session, which is intended to help you begin research on your paper, will be conducted by librarian Elizabeth Remak-Honnef.

4. October 19. The Margins and the Past
Mueggler, The Age of Wild Ghosts: Memory, Violence, and Place in Southwest China

During this week I will meet individually with each of you to discuss possible paper topics.

5. October 26. Reform and Its Discontents: 1989
The Tiananmen Papers, 354-391 (eres)
The Tiananmen Papers. (Review) Timothy Brook.
The Journal of Asian Studies, May 2001 v60 i2 p540(6) (read this online via the library database. The stable URL is:

http://proquest.umi.com/pqdweb?index=0&did=000000075221214&SrchMode=1&sid=1&Fmt=6&VInst=PROD&VType=PQD&RQT=309&VName=PQD&TS=1095440897&clientId=1565

Film: Gate of Heavenly Peace (view in Media Center during week of October 26-November 1; 3 hours) [VT 3569]
Litzinger, "Screening the Political" (eres)

Due in class: a bibliographic essay on your proposed research topic.

6. November 2. Companies and Corruption
Yi-min Lin, Between Politics and Markets : Firms, Competition, and Institutional Change in Post-Mao China

7. November 9. Entrepreneurial Experiments
Kellee S. Tsai, Back-Alley Banking: Private Entrepreneurs in China

Due in class: a one-page summary of main themes of research paper and issues encountered in research so far.

8. November 16. Sex and the Market
James Farrer, Opening Up: Youth Sex Culture and Market Reform in Shanghai

9. November 23. Ethnicity, Consumption, Urbanity
Maris Boyd Gillette, Between Mecca and Beijing: Modernization and Consumption Among Urban Chinese Muslims

Rough draft of paper due in class. No extensions.
A copy should also be e-mailed as an attachment to the instructor for comments (to be returned electronically).

10. December 2. Student research presentations and discussion

Depending upon student needs and desires, additional writing workshop sessions may be scheduled during reading period.

Final papers due in my office (Merrill 111) at noon on December 9.

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196S. Who Controls Broadcasting?

Instructor: Matthew Lasar

For class information, go to:

http://www.lasarletter.com/tel

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203. Twentieth-Century China

Monday 1:00-4:00 PM, Merrill 134
Instructor: Gail Hershatter
Office Hours: Wednesday 1:45-3 PM and by appt.
Office: Oakes 221
459-2863; gbhers@ucsc.edu

Course Description:

This graduate course surveys selected western-language works and historiographical controversies in Chinese history from the Qing period to the 1950s. Weekly readings will combine emphasis on particular themes with examination of long-term changes in the way historical questions about China have been framed. We will pay particular attention to how an argument is constructed and supported within the genre of the scholarly article.

Critical reading and discussion are the heart of this course. Each week, students will be asked to read a book or (more frequently) a series of articles for major themes and arguments. Since the class meets on Monday afternoons, a response paper of 2-3 pages should be posted on the course web site at http://www.ic.ucsc.edu by 5 PM on Sunday each week. You need to have an active CATS e-mail account to access the web site for this course. Your posting need not be polished, but it must be thoughtful, as it will be our basis for discussion on Monday. You should read the response papers of your classmates prior to the class meeting and come prepared to discuss them. Each student will have at least one opportunity to lead discussion during the quarter.

Twice during the quarter, students will submit a five- to seven-page critical essay on a set of the common readings. You should discuss your choice with me in advance. The essay is due in class on the day we discuss the works you have chosen. The first essay should be submitted by October 25 and the second by November 29.

We will read one book in this course, Kenneth Pomeranz's The Great Divergence, which is on sale at Bay Tree Bookstore. Also on sale are two issues of the journal Twentieth Century China, both of which are required reading in their entirety, and the very large course reader in which most course readings are found.

Since the class is small and everyone's participation is important, I ask that you notify me in advance if you must miss any class session.

Schedule of Classes

September 27. Imaginative Geography
Elliott, Mark C. "The limits of Tartary: Manchuria in imperial and national geographies." Journal of Asian Studies, August 2000 v59 i9 p603-646.

Guy, R. Kent. "Who were the Manchus? A review essay."
Journal of Asian Studies, Feb 2002 v61 i1 p151(14).

Sen, Sudipta. "The new frontiers of Manchu China and the historiography of Asian empires: a review essay." Journal of Asian Studies, Feb 2002 v61 i1 p165(13).

Wigen, Karen. "Culture, power and place: the new landscapes of East Asian regionalism." American Historical Review, Oct 1999 p1183-.

October 4. Formations of Asia, Diasporic Formations

Karl, Rebecca E. "Creating Asia: China in the world at the beginning of the twentieth century." American Historical Review, Oct 1998 v103 i4 p1096-1118.

Duara, Prasenjit. "Transnationalism and the predicament of sovereignty: China, 1900-1945." American Historical Review, Oct 1997 v102 n4 p1030(22).

Duara, Prasenjit. "The Discourse of Civilization and Pan-Asianism." Journal of World History, Spring 2001 v12 i1 p99-.

McKeown, Adam. "Conceptualizing Chinese diasporas, 1842 to 1949." Journal of Asian Studies, May 1999 v58 i2 p306-337.

McKeown, Adam. "Ritualization of regulation: the enforcement of Chinese exclusion in the United States and China." American Historical Review, April 2003 v108 i2 p377-403.

October 11. Pomeranz …
Pomeranz, The Great Divergence (entire)

October 18. … and his discontents

Huang, Philip C.C. "Development or involution in eighteenth-century Britain and China? A review of Kenneth Pomeranz's The Great Divergence: China, Europe, and the Making of the Modern World Economy." Journal of Asian Studies, May 2002 v61 i2 p501(38)

Pomeranz, Kenneth. "Beyond the East-West binary: resituating development paths in the eighteenth-century world." (response to article by Philip Huang in this issue, p. 501). May 2002 v61 i2 p538(52)

Lee, James, Cameron Campbell, and Wang Feng. "Positive check or Chinese checks?" (response to article by Philip Huang in this issue, p. 501). Journal of Asian Studies, May 2002 v61 i2 p591(17)

Brenner, Robert, and Christopher Isett. "England's divergence from China's Yangzi Delta: property relations, microeconomics, and patterns of development." (criticism of Kenneth Pomeranz). Journal of Asian Studies, May 2002 v61 i2 p609(54).

Wong, R. Bin. "Integrating China into World Economic History." http://www.aasianst.org/catalog/wong.pdf

October 25. Masculinity, Science, Modernity

Masculinity

Chiang, Yung-Chen. "Performing Masculinity and the Self: Love, Body, and Privacy in Hu Shi." Journal of Asian Studies. Volume 63, Number 2, May 2004, 305-332.

Science and Modernity

Wang Hui. "The Fate of 'Mr. Science' in China: The Concept of Science and Its Application in Modern Chinese Thought." positions: east asia cultures critique 3.1 (spring 1995), 1-68.

Rogaski, Ruth. "Nature, Annihilation, and Modernity: China's Korean War Germ-Warfare Experience Reconsidered." Journal of Asian Studies 61.2 (May 2002): 381-415.

November 1. The Question of Theory (1): Beyond the Cultural Turn and Field Imaginaries of Chinese Studies

The American Historical Review Vol. 107, Issue 5 (December 2002):

"What's Beyond the Cultural Turn?", p. 1475.

Suny, Ronald Grigor. "Back and Beyond: Reversing the Cultural Turn?" pp. 1476-1499.

Brantlinger, Patrick. "A Response to Beyond the Cultural Turn," pp. 1500-1511.

Handler, Richard. "Cultural Theory in History Today," pp. 1512-1520.

Farquhar, Judith B., and James L. Hevia. "Culture and Postwar American Historiography of China." positions: east asia cultures critique 1.2 (Fall 1993), 486-525.

Modern China, Vol. 24, No. 2, "Symposium: Theory and Practice in Modern Chinese History Research. Paradigmatic Issues in Chinese Studies, Part V." (Apr., 1998):

Huang, Philip C. C."Introduction." pp. 99-104.

Duara, Prasenjit. "Why is history antitheoretical?" p105(16)

Woodside, Alexander. "Reconciling the Chinese and Western Theory Worlds in an Era of Western Development Fatigue (A Comment)." pp. 121-134.

Esherick, Joseph W. "Cherishing Sources from Afar." pp. 135-161.

Wakeman, Jr., Frederic. "Telling Chinese History." pp. 162-182.

Huang, Philip C. C. "Theory and the Study of Modern Chinese History: Four Traps and a Question," pp. 183-208.

November 8. The Question of Theory (2): Colonialism, Semicolonialism, and Postcolonial Theory

Barlow, Tani. "Colonialism's Career in Postwar China Studies." positions: east asia cultures critique 1.1 (spring 1993), 224-267.

Goodman, Bryna. "Improvisations on a semicolonial theme, or, how to read a celebration of transnational urban community." Journal of Asian Studies, Nov 2000 v59 i4 p889-926.

Dirlik, Arif. "The postcolonial aura: Third World criticism in the age of global capitalism." Critical Inquiry, Wntr 1994 v20 n2 p328(29)

Dirlik, Arif. "Reversals, ironies, hegemonies: notes on the contemporary historiography of modern China." Modern China, July 1996 v22 n3 p243(42)

Dirlik, Arif. "Chinese history and the question of Orientalism." History and Theory, Dec 1996 v35 n4 p96(23)

Dirlik, Arif. "Modernity as history: post-revolutionary China, globalization and the question of modernity." Social History, Jan 2002 v27 i1 pV(25)

Dirlik, Arif. "Postmodernism and Chinese history" boundary 2, Fall 2001 v28 i3 p19(42).

November 15. Civil Society/Public Sphere

Modern China, Vol. 19, No. 2, Symposium: "Public Sphere"/"Civil Society" in China? Paradigmatic Issues in Chinese Studies, III. (Apr., 1993):

Huang, Philip C. C. Editor's Foreword, p. 107

Wakeman, Jr., Frederic. "The Civil Society and Public Sphere Debate: Western Reflections on Chinese Political Culture." pp. 108-138.

Rowe, William T. "The Problem of "Civil Society" in Late Imperial China." pp. 139-157.

Rankin, Mary Backus. "Some Observations on a Chinese Public Sphere." pp. 158-182.

Madsen, Richard. "The Public Sphere, Civil Society and Moral Community: A Research Agenda for Contemporary China Studies." pp. 183-198.

Chamberlain, Heath B. "On the Search for Civil Society in China."pp. 199-215.

Huang, Philip C. C. "'Public Sphere'/ 'Civil Society' in China?: The Third Realm between State and Society." pp. 216-240.

Yang, Guobin. "Civil Society in China: A Dynamic Field of Study." China Review International 9.1 (Spring 2002), 1-16.

Zarrow, Peter. "From Qianlong to Shanghai: Notes on Recent Trends in Western Scholarship on Modern China." Unpublished paper. 2004.

November 22. Publics and Nations

Symposium: Beyond Habermas: Text and Performance in the Making of the 'Public' in Late Qing and Republican China. Twentieth-Century China 29.2 (April 2004). (issue at Bay Tree):

Tsin, Michael. "Introduction." 1-6.

Keulemans, Paize. "Recreating the Storyteller Image: Publishing Martial-arts Fiction to Renew the Public in the Late Qing." 7-38.

Lean, Eugenia. "The Making of a Public: Emotions and Media Sensation in 1930s China." 39-62.

Kiely, Jan. "Performances of Resistance: Communist Hunger Strikes and Demonstrations in Nationalist Prisons, 1928-1937." 63-88.

Cohen, Paul A. "Remembering and Forgetting National Humiliation in Twentieth-Century China." Twentieth-Century China 27.2 (April 2002), 1-39.

Symposium: Politics, Myth, and the Real Past. Twentieth-Century China 26.2 (April 2001) (issue at Bay Tree):

Cohen, Paul A. "Introduction: Politics, Myth, and the Real Past," 1-16.

Culp, Robert. "'China-The Land and its People': Fashioning Identity in Secondary School History Textbooks, 1911-37." 17-62.

Notar, Beth E. "Du Wenxiu and the Politics of the Muslim Past." 63-94.

Bovingdon, Gardner. "The History of the History of Xinjiang." 95-139.

November 29. The Art of the Review Article

Pepper, Suzanne. "The political odyssey of an intellectual construct: peasant nationalism and the study of China's revolutionary history—a review essay." Journal of Asian Studies, Feb 2004 v63 i1 p105-122.

Blum, Susan D. "Margins and centers: a decade of publishing on China's ethnic minorities." Journal of Asian Studies, Nov 2002 v61 i4 p1287-1310

Yang, Daqing. "Convergence or divergence? Recent historical writings on the Rape of Nanjing." American Historical Review, June 1999 v104 i3 p842(2).

Tucker, John A. "The Nanjing Massacre: A Review Essay." China Review International 7.2 (Fall 2000), 321-335.

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