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[HIS-025B-01] [HIS-080D-01][HIS-080J-01][HIS-080T-01] [HIS-150C-01][HIS-156B-01][HIS-194B-01][HIS-194D-01] [HIS-194J-01][HIS-194K-01][HIS-216A-01] History 25B-The United States, 1877 - Present Lecture: MWF 11:00-12:10 Eight Acad 240 Instructor: Alice Yang Murray ayang @cats.ucsc.edu Office Hrs: Wed 1-3 Merrill Rm 31 459-3967 Sections: Phil Whalen & Holly Piscopo
The course focuses on major political, social, economic, and diplomatic developments in the United States since 1877. Important themes include debates about the government's proper economic and social role, especially in the Progressive, New Deal, Great Society and Reagan periods; changing views of ethnicity, race and gender, particularly during the 1880s, 1920s, the social movements of the 1960s and 1970s, and in the 1990s; and the determinants of United States foreign policy, notably in the Spanish-American War, World Wars I and II, the Cold War, Vietnam, and the Middle East. Reading:All books are available at the Bay Tree Bookstore and on reserve at McHenry Library. Readings are assigned from the following volumes:
Course Requirements: Attendance and Participation Attendance and participation is critical for this course and contributes to 30% of your final evaluation. The lectures, films, and discussions held on Mondays, Wednesdays, and Fridays are designed to complement the reading for section. You will not pass the course if you miss more than two of these class meetings without the advance permission of your TA. Participation in discussion sections is also required. You will not pass the course if you miss more than one section without advance permission of your TA. Moreover, you are expected during discussions to share your critical evaluation of the arguments and evidence presented in the readings, lectures, films, and comments of your fellow students. You also will sign up to help lead one section discussion and one class discussion held on Fridays. Short Analytical PapersYou will write two papers based on the reading for the discussions you will lead. The first 3-5 page paper can analyze either the primary documents that have been provided or the scholarly arguments presented for that week. This paper is worth 10% of your evaluation. The second 5-7 page paper must critically evaluate scholarly arguments. You must exchange a draft of this paper with a classmate. You will have one week to critically evaluate each other's analysis using the Peer Writing Review sheets that will be provided. After reading each other's comments, you will revise your paper and submit one week later your first draft, your reader's peer writing review sheet, and your final draft. You will be evaluated not only on the final draft but on how well you incorporate your reader's suggestions for revision. You will not pass the course if you do not participate in this peer review process. This second paper is worth 20% of your evaluation. Take-home Final ExamOn June 1, I will distribute 6 guide questions for a cumulative take-home final exam. Three of those guide questions will appear on the actual exam distributed on June 8. You will answer two of those three questions. Each essay should be 5-7 pages and each constitutes 20% of your final evaluation. This take-home exam must be submitted no later than 4 PM on Tuesday, June 16. There will be a box at the Merrill Faculty Services Office marked "History 25B." You may submit a proposal for a final exam question that synthesizes and/or compares course material (from the readings, films and lectures) on May 29. If your question is included as one of the 6 guide questions, you will get extra credit and can choose to write on your question regardless of whether or not it appears on the final exam. Late Paper/Exam PolicyAll papers are due at the beginning of class. Papers or exams submitted without a verified medical excuse or advanced permission will be noted as "late" on your evaluation. Papers or exams that are more than 2 days late will not be accepted. Tentative Schedule of Lectures and Discussion Topics Week 1 Section Discussion Topic: No section meetings this week April 8 Introduction to the Course: Syllabus Review, American History Standards, and the Struggle to Control Representations of the Past April 10 Reconstruction, the "New South" and Jim Crow Friday Discussion Topic: No discussion this week Week 2 Section Discussion Topic: Was Reconstruction a success? April 13 film: "Birth of a Nation" April 15 The Gilded Age: Workers and Life in the City April 17 Americanization and the New Immigrants Friday Discussion Topic: Did late nineteenth-century immigrants have to leave behind their old world cultures to come to America? Week 3 Section Discussion Topic: Were nineteenth-century entrepreneurs "robber barons" who exploited the masses or marketing innovators who strengthened the nation's economy? April 20 "Civilizing" the West April 22 Expansionism and Empire-Building April 24 Latin America, the Caribbean, and World War I Friday Discussion Topic: Does early twentieth-century American foreign policy fulfill FDR's description of a "good neighbor" policy? Week 4 Section Discussion Topic: Did Booker T. Washington's philosophy and actions betray the interests of African Americans? April 27 Suffrage, Prohibition, and the Crash April 29 film: "The Great Depression" May 1 The "Roaring 20s" Friday Discussion Topic: Were the 1920s an era of social and culture rebellion? Week 5 Section Discussion Topic: Did the Progressives fail? May 4 Alternatives to the New Deal? May 6 Onset of World War II May 2 World War II: the Home Front Friday Discussion Topic: Did World War II liberate American women? Week 6 Section Discussion Question: Was the New Deal an Effective Answer to the Great Depression? May 11 World War II: the War Front May 13 film: "The Atomic Cafe" May 15 The Cold War and Beyond Friday Discussion Topic: Were the 1950s America's "Happy Days"? Week 7 Section Discussion Topic: Was it necessary to drop the atomic bomb to end World War II? May 18 McCarthyism, "Loyalty," and the Suppression of Dissent May 20 film: "Eyes on the Prize" May 22 From Civil Rights to Black Power Friday Discussion Topic: Was Martin Luther King, Jr.'s leadership essential to the civil rights movement? Week 8 Section Discussion Topic: Did the Civil Rights Movement improve race relations in the United States? May 26 America's Involvement in Vietnam May 27 film: "Vietnam: a Television History" May 29 The "War on Poverty" and the Great Society Friday Discussion Topic: Did the Great Society fail? Week 9 Section Discussion Topic: Did the antiwar movement prolong war in Vietnam? June 1 The Feminist Movement June 3 Watergate, and the Fall and Resurgence of Conservatism June 5 Post-Watergate Politics Friday Discussion Topic: Will history forgive Richard Nixon? Week 10 Section Discussion Topic: Were the 1980s a decade of greed? June 8 Clinton, Gingrich and the Post-Civil Rights Era June 10 Post-Cold War Foreign Policy, the New World Order, and War in the Persian Gulf Wednesday Discussion Topic: Did President Reagan win the Cold War? June 12 Review Session and Course Evaluations History 80D The Making of Modern East Asia Instructor: Alan Christy Office: Merrill 115 Phone: 9-5564 e-mail: alan_christy@macmail Class time: M,W,F 2-3:10pm Oakes 105 Teaching Assistants: Cherie Barkey, Carlos Mujal
This class is an introduction to modern East Asian history. It is not meant to be a comprehensive survey of that history itself (3 countries, 200 years in 10 weeks? way too much!), but an examination of the importance of three themes&emdash;1) Colonialism & Imperialism, 2) Revolution, and 3) Modernity&emdash;to modern East Asian history. Among the questions we will consider: What impact did colonialism have and how did the people of these nations respond? How did Chinese, Japanese and Koreans envision and struggle for (or against) the revolutionary transformations of their nations? Finally, how might we understand the relationship between an often putatively Western Modernity and the cultural identity of East Asians? Was Modernity adopted from the West, or have Chinese, Japanese and Koreans created their own modernities? How were issues of race, ethnicity, gender and class issues of modernity? Each theme will constitute a three week module and within each module we will examine how that theme was central to the modern history of China, Japan and then Korea (one week each). Within each week, the lectures will proceed chronologically. Monday's lectures will usually cover late 19th (or early twentieth century) topics. Wednesday's lectures will cover the period from 1910 to 1945. Friday's lectures will cover post-WWII topics. Lectures and readings each week will cover a long time span, but we will revisit that time span three times over the course of the quarter. Discussion section is mandatory and attendance and participation will count as fully one-third of your final evaluation. When you register, note discussion section times and be sure to leave at least one of them available for attendance. We will not be making allowances for those who claim conflicts with all times.
Since we cannot reasonably cover the full chronologies of all three countries in the 10 weeks of a quarter, I am recommending a survey history text for each country. These are optional readings and are meant to provide students with support, references and background materials that cannot be covered in class. The required readings are, as much as possible, primary materials. These will range from memoir and manifesto to fiction and poetry. The emphasis in assignments will be on textual analysis. The weekly reading load is about 75 pages. Required Readings:3 Reading Packets (Available from Instructor) Optional Readings
Assignments:
Media Journal Guidelines: Each week, you will keep a diary of the news stories on one Asian nation encountered during that week in one media organ (the weekly news magazine group being the exception). Except for the weekly newsmagazine group, everyone's media organ is a daily. Ideally, you should check your newspaper or TV news show every day, but you must have at least four entries per week for that week's work to be considered passing. You must turn in the journal at least six of nine weeks in order to pass this assignment. For each day you write in your journal, you should note whether there is any reporting on your nation. If so, record 1) the name of the article (or the topic of the news segment) and 2) the reporter who wrote (or presented) the piece. Next, briefly note what the story is about. Finally, record any comments you might have on the story, such as: Does the story portray your country in positive or negative terms? How does it relate to other stories you have seen this term? Does the story imply that the country in question is different from, or similar to, the U.S.? If it is different, is that difference good, bad or neutral? Does the story refer to traditions, history and so on? Does the story suggest all Chinese, etc. are the same? Often, you will find that there is simply nothing reported about your country. Record that fact, when it happens. You might also note which foreign countries are reported on and why. If you have heard of something going on in your country (through other media), but those events are not reported in yours, note that as well. In lieu of a final exam, you will write a short paper (5-7 pages) summarizing and analyzing the media trends you observed during the course of the term. Evaluate the quality and the quantity of the reporting and comment. If these media constitute the core of informed opinion in the U.S., how informed do you think Americans are likely to be about East Asia? Writing Assignments: There will be three written assignments, one at the end of each module. The assignments will give you a chance to synthesize the readings from each country and move beyond an analysis that is bound to one nation. The topics will be broadly comparative, but will nevertheless ask for a detailed discussion of specific texts. The papers will be fo 4 to 6 pages in length, typed and double-spaced. Lecture Schedule:Week One:
Module One: Colonialism/Imperialism
Week Two: China
Week Three: Japan
Week Four: Korea
Due May 4: First Writing Assignment
Module Two: Revolution
Week Five: China
Week Six: Japan
Week Seven: Korea
Due May 26: Second Writing Assignment
Module Three: Modernity
Week Eight: China
Week Nine: Japan
Week Ten: Korea
Due June 15: Third Writing Assignment
Due June 17: Media Journal Analysis History 80J Asian American History, 1941-present Class Meetings: MWF 3:30-4:40 Cowell Com 134 Discussion Sections: 11:00-12:10 Merrill Acad 002 5:00-6:10 Merrill Acad 002 Instructor: Alice Yang-Murray Office Hours: W 1:00-3:00 & by appt at Merrill Rm 31 (across from the History Board office) Phone: (408) 459-3967 Email: ayang@cats.ucsc.edu Course Description: Examines the experiences of men and women of Chinese, Japanese, Korean, Filipino, South Asian, Southeast Asian, and Amerasian ancestry between 1941 and the present. Topics include immigration, race relations, war, gender ideology, family life, acculturation, political activism, interracial marriage, multiracial identity, and cultural representations. Reading List All books are available at the Bay Tree Bookstore and on reserve at McHenry Library. Readings are assigned from the following volumes:
Course Requirements Class Discussions Attendance and participation in discussions in class and in sections contributes to 30% of your final evaluation. You will not pass the course if you miss more than two of the class meetings held on Mondays, Wednesdays, and Fridays without the advance permission of your TA. Participation in discussion sections is also required. You will not pass the course if you miss more than one section without advance permission of your TA. You should be prepared to respond to the discussion questions given before each Friday's class and each section. Everyone must also sign up to help lead discussion for one Friday class and one section. To help you prepare to lead discussion, you will turn in a 1-2 page typed response to the discussion question and a list of 4 additional questions at the beginning of the Wednesday class before your particular section. Analytical PaperYou will complete a 5 page analytical paper on one of the following 4 topics - 1) Illegal Immigration and Proposition 187; 2) "Cultural Defense" Claims and the Law; 3) Affirmative Action; or 4) the Responsibility of Asian American Writers to the Ethnic Community; Material on these topics is included in your reader. You also must use at least 1 other source. Additional material is available on reserve. You will be evaluated on 1) your ability to provide a critical analysis of how contemporary commentators on your topic (journalists, politicians, lawyers, activists, etc.) use and/or misuse portrayals of the history of Asian Americans; and 2) your use of historical evidence to support your argument. This paper is due at the beginning of class on Monday, May 11 and accounts for 20% of your final evaluation. Group PresentationYou will also give a group presentation on one of the 4 above topics. You will be evaluated on the basis of 1) your ability to provide a critical analysis of how contemporary commentators on your topic use and/or misuse portrayals of the history of Asian Americans; 2) your use of historical evidence to support your argument; 3) your ability to complement or supplement the assigned reading on this topic; 4) your ability to handle questions and facilitate discussion of the issues raised in your presentation; 5) your ability to work cooperatively as a group and coordinate your roles; 6) your individual role in the presentation; and 7) the overall effectiveness of your presentation. This presentation will contribute to 10% of your final evaluation. One week before the group presentation, the group will submit in a 2-3 page outline:
Take-home Final Exam On June 1, I will distribute 6 possible essay questions for a cumulative take-home final exam. Three of those questions will appear on the actual take-home exam distributed on June 8. You will answer two of those three questions. Each essay constitutes 20% of your final evaluation. You are not allowed to bring notes or other materials into the exam. On May 31, students may, if they desire, submit proposals for final exam essay questions. If selected, they will receive extra credit on their evaluations and may choose to complete that question during the actual final exam (regardless of whether or not it is one of the three listed questions). Late Paper/Exam PolicyAll papers are due at the beginning of class. Papers or exams submitted without a verified medical excuse or advanced permission will be noted as "late" on your evaluation. Papers or exams that are more than 2 days late will not be accepted. Tentative Schedule of Lectures and Reading Assignments:
Week 1 Section Reading: Does not meet this week; No assigned reading
April 8 Introduction to the Course, Syllabus Review, and Popular Representations of Asian American History April 10 Debates about the Definition of an "Asian American" and the Study of Asian American History Reading:
Discussion Topic: What Does It Mean to Be "Asian American"?
Week 2 Section Reading: No-No Boy Discussion Topic: The Legacy of Internment for Japanese American Families and the Community
April 13 American-Style "Concentration Camps" & The Internment of Japanese Americans film: "Family Gathering" April 15 Japanese American Accommodation and Protest: From World War II to the Redress Movement Reading: Sucheng Chan, Asian Americans: An Interpretive History, pp. 121-142 April 17 The Redress Movement Reading: Redress handout, pp. 1-3 Discussion Topic: The Effectiveness of Accommodation and/or Protest in Coping with Internment and Contributing to the Redress Movement
Week 3 Section Reading: TBA Discussion Topic: Impact of War, Resettlement, and Refugee Policies on Southeast Asian Children
April 20 War in Southeast Asia, Resettlement, and Refugee Experiences in America Reading: Sucheng Chan, Asian Americans: An Interpretive History, pp. 145-165 April 22 Current Issues in the Southeast Asian Community, Guest Speaker: TBA Reading:
April 24 Portrayals of the Southeast Asian Experience in America Discussion Topic: Comparison of Academic, Popular and Self Representations Described by this Week's Reading
Week 4 Section Reading: Asian American Panethnicity, rest of the book Discussion Topic: Success, Compromise or Failure of the Asian American Movement?
April 27 The Model Minority Myth and the Asian American Movement Reading: Asian American Panethnicity, 19-52 April 29 "From Fu Manchu and Charlie Chan to the "Vanishing Son" and "All American Girl": Media Images of Asian Americans May 1: Lotus Blossom, Dragon Lady, and Suzie Wong": Gender, Sexuality and the Asian American Women's Movement Reading: "Special Feature: Essays on Asian American Women's Liberation," East Wind, pp. 31- 41. Discussion Topic: Do You Think Activists in the Asian American Women's Movement in the 1960s and 1970s Exhibited a Feminist Consciousness? Why or Why Not?
Week 5 Section Reading: The State of Asian America - ix-xii, 19-69, 119-158, 183-204, 235-273. Discussion Topic: The State of Asian American Identity and Activism in the 1990s
May 4 Filipino Activism and Identity, Guest Speaker: Professor Dan Gonzales Reading: State of Asian America, pp. 1-15, 173-182, 205-218, 295-320 May 6 film: "Who Killed Vincent Chin?" May 8 Violence Against Asian Americans, Violence Within the Asian American Community Reading: State of Asian America, pp. 321-334 Discussion Topic: How Should Asian Americans Respond to Violence Against the Community and Violence Within the Community?
Week 6 Section: No reading. Organize/Practice Group Presentations
May 11 5 Page Research Paper Due; Organize Group Presentations May 13 The Los Angeles Uprising; film: "Sa-I-Gu" Reading: The State of Asian America, pp. 71-117
May 15 Korean Americans and Racial Politics in the 1990s Reading: newspaper articles on the LA riots and Korean American-African American relations; Michael Omi and Howard Winant's "The Los Angeles 'Race Riot' and Contemporary U.S. Politics,", Elaine Kim's, "Home is Where the Han is: A Korean American Perspective on the Los Angeles Upheavals,"and Sumi Cho's "Korean Americans vs African Americans: Conflict and Construction in Reading Rodney King, Reading Urban Uprising, pp. 97-113, 215-235, 196-211. Discussion Topic: Do you think Korean Americans were targetted during the LA riots? If so, why? What agenda would you recommend to improve relations between Korean Americans and other ethnic/racial groups in Los Angeles?
Week 7 Section Reading: No Passing Zone: The Artistic and Discursive Voices of Asian-Descent Multiracials, ed. Velina Hasu Houston and Teresa K. Williams, pp. v-178. Discussion Topic: Should Asian Americans Support the Notion of a Multiracial Identity? How would this Affect the Asian American Community?
May 18 Interracial Marriage; Illegal Immigration Group Outline Due Reading:
May 20 Amerasians and Mixed Race Heritage; film: "Do Two Halves Really Make a Whole?" May 22 Interracial Marriage; Cultural Defense Group Outline Due Discussion Topic: Is Interracial Marriage a sign of Progressive Assimilation, Cultural Genocide, or Something Else?
Week 8 Section: No Reading; Organize/Practice Group Presentations; Discuss Presentations and Complete Group Evaluations
May 26 Group Presentation on Illegal Immigration and Prop. 187 Reading:
May 27 Discussion of Illegal Immigration and Prop. 187; Affirmative Action Group Outline Due May 29 Group Presentation on Cultural Defense Claims Reading: Cultural Defense News Articles, pp. 1-15
Week 9 Section: No Reading; Organize/Practice Group Presentations; Discuss Presentations and Complete Group Evaluations June 1 Discussion of Cultural Defense Claims; Asian American Writers Group Outline Due June 3 Group Presentation on Affirmative Action Reading:
June 5 Discussion of Affirmative Action; Student Proposals for Final Exam Questions Due
Week 10 Section Reading: Native Speaker - entire book Discussion Topic: Do Asian American Writers have a Responsibility to the Ethnic Community? Why or Why Not?
June 8 Group Presentation on Asian American Writers; Final Exam Guideline Questions Distributed Reading:
June 10 Discussion of Asian American Writers June 12 The Relevance of Asian American History to the Lives of Asian Americans Today; Final Exam Review Session and Course Evaluations
History 80T Technology and Society in the Ancient World Please visit the course website at: http://www2.ucsc.edu/people/gweltaz/techno/index.html History 150C Twentieth-Century China This course will explore the history of China in the twentieth century, focusing on the end of the late imperial state and the sources and development of revolution in the twentieth century. The second half of the course will examine attempts at social transformation in China since 1949. We will draw upon novels, short stories, and films as well as more conventional historical sources. We will meet three times a week for a combination of lectures and discussion. Weekly discussion sections are also required. Course requirements include: Mindful reading and wakeful attendance. Complete the assigned readings before each class session, and come prepared to share your opinions, observations, and questions. Class sessions will be devoted to contextualizing as well as analyzing the required readings. We will cover material in class that enhances but does not duplicate the course reading; therefore attendance and selective (not slavish) note-taking are essential. Writing. You will be asked to write two five-page essays on assigned topics, drawing upon the course readings, and to complete a map quiz, a midterm, and a final. Talking. Most class sessions will be divided between lecture and discussion, while sections will be devoted entirely to student debate and discussion. Prepare to question, opine, and defend! The following books have been ordered at the Bay Tree Bookstore:
We will be reading all of these books except Spence's Search in their entirety. Although backup copies are on reserve in the library, it is strongly recommended that you purchase all of the books. In addition, a reader will be on sale during the first few class sessions. History 156B Social and Intellectual History of Modern India Professor Dilip Basu email: dkbasu@cats India is a complex and dynamic nation today. Historically the birthplace and bastion of rich and diverse cultural traditions such as Hinduism, Buddhism, Jainism, India underwent dramatic experiences under Western impact and British colonialism. It witnessed the world's first and the greatest mass nationalist movement. In its present post-colonial stage, India has become exposed to global capitalism. This course will begin with the decline of Mughal Empire in the 18th century, investigate British colonialism, track the rise of nationalist politics, and conclude by delving into post-colonial dilemmas and struggles. The course will use historical, literary, and visual (cinema) materials. The following is a preliminary reading list. It will be supplemented by films of Satyajit Ray, and select documentaries.
Requirement: Class attendance, midterm and final exams, and a term paper.
History 194B The French Revolution This course, which deals with one of the most celebrated and colorful episodes of modern history, is intended as an intensive research seminar. Students should have some prior acquaintance with the period from 1789 to 1795, whether through a general survey like History 30B ("Modern European History"), a more specialized course like History 124 ("Revolution in France"), or some other systematic preparation. While we will attempt a detailed examination of what others have written about particular aspects of the 1789 Revolution (for example, the storming of the Bastille), the main preoccupation of the course will be the interpretation and application of primary sources in students' own research. The revolutionary period is one of the few for which a relatively rich selection of English-language translations of French source materials is available. Working with such sources (or with the French originals in cases where an individual has the requisite language skills), students will identify research questions that can serve as the focus of their written work. Their objective will be to assemble evidence and present their own historically informed interpretation of some event, trend, or dynamic of the revolutionary period. The course will review the historiography of the French Revolution, including the controversies that continue to rage among competing interpretive frameworks. We will consider the relative advantages and disadvantages of primary and secondary source materials and various methodological approaches as tools of historical analysis. In the final weeks, students will be asked to present their research findings before the class and engage in a collective discussion of what we have learned. The course fulfills the senior seminar requirement in the history major and also meets the "W" requirement for General Education.
History 194D Senior Research Seminar: Early American Society and Culture Lynn Westerkamp Explores subjects and themes in the political, social, and cultural history of the early U.S. history, from the colonial period through 1850. Includes critical reading of current scholarship and research in historical documents. Although students will be expected to read and evaluate recent articles, the focus of the course is upon the production of a research essay. The following books are required reading. The first two are collections of essays; the third is a guide to writing mechanics.
There is also a reader for the course, again a collection of essays The reading requirement for the course is limited. Students read a series of essays, from the founding of the British colonies up through 1850, to explore research strategies, essay-construction strategies, writing strategies, and the impact of theory upon the historical writing process The written requirements of the course are focused entirely upon the final production of a research essay 20-25 pages in length. Students are free to research any topic in this time period, provided that documents and sources are available to them. Students will produce research proposals, bibliographies, and drafts of papers. History 194J Chinese, Japanese, and Indian History: Ethnicity, Nationalism, and Biographical Narratives Spring 1998 Instructor: Professor Dilip K. Basu Wednesday/Friday 10:30-12 noon or by appointmentPrerequisites: Junior or Senior standing; academic background in one of the three areas--China, Japan, India--is preferred. Fulfills History Senior Essay and "W" requirements. No auditors. Scope and Requirements of the Course: The historical focus of the course is on the contrasting yet comparable social, economic, and cultural transformation of Chinese, Japanese, and Indian societies. Scholarly works on the three cultural areas (a better expression than "nations" which is too narrow for purposes of this class) are plentiful, although there are very few comparative studies. Most of these works are standard histories or monographs or studies with a broad social science orientation. Another among their common features is that they tend to be "elitist," i.e., a view of history from the top down where ordinary persons or politically unimportant individuals do not find the place they deserve if at all in the narrative. By using narrated biographies and autobiographies (life histories), we hope to provide a refreshingly different "track" to our understanding of the complex process of transformation these three societies experienced during the past hundred years or so. This seminar will, let us hope, teach you how to "do" a life history of a person of your choice and how to interpret that life history in light of historical, anthropological, and other theoretical perspectives by focussing on dimensions of class, gender, and elements of ethnicity and nationalism. In the first part of the quarter, we will read five selected works where the main methodological approach is either directly that of life history or the one that effectively uses biographical material in order to provide a broader yet humanistically richer and meaningful portrait of the historical process. We will read and discuss each work very carefully to appreciate and critically evaluate the material itself and to examine the particular methodology including theoretical perspectives the author has employed in (re)constructing the life-history/history. Each week, you will write a two-page paper on each assigned reading. During the second part, seminar members will present their project reports in the form of written papers which will be discussed, criticized in terms of the historical material presented, and the methodology/theory employed. The projects will be based on the cultural area, period, and subject of your choice. The comparative dimension will derive, not necessarily from a direct comparative interpretation of the subject-material within or without the given culture-area, but from the interpretive questions posed and the methodology followed. Texts
The five works listed above are required as texts that you should purchase at Bay Tree Bookstore. In addition, I will place a series of readings on reserve at Casa Latina/Merrill College Library. I suggest that you read the Hane, Spence (Gate), Anderson and Chatterjee books right away with two immediate objectives in mind: the first is to get an overview of the "modern" histories of China, Japan, and India as narrated in these three works for a broad comparative background and understanding of the major issues; the second is to critically examine how the "lives"/biographies are constructed and represented in these books both from an elite and a "subaltern" perspective. Comprehensive/general bibliographies on life histories and nationalism will be available for assisting you in your initial research/theoretical preparation. However, it will be your responsibility to choose your seminar paper topic and undertake the bibliographic research on it. I will be available for advice and guidance. Readings: 1. Jan. 3-8: Premodern Lives/Narratives
2. Jan. 10-15: Nationalism
3. Jan. 17-22: Constructing Ordinary "Subaltern" Lives under Colonial Conditions
4. Jan. 24-29: Undersides of Modernization
5. Feb. 5-7: Elite Nationalism and Imagined Lives
6. Feb. 12: Preliminary Project Reports 7. Feb. 14-25: Research and Writing 8. Feb. 26, 28, Mar. 4, 6, 8, 11: In-class Review of Papers
Beginning Feb. 26, we will schedule individual seminar presentations. Typically, you will put your completed draft on reserve at the Merrill Library three days in advance. Peers and Professor Basu will review and critique your work. Rewritten, final paper will be due on March 15. History 194K ORIENTALISM AND EMPIRE Instructor: Edmund Burke, III This history research seminar is concerned with how and to what effect European imperial domination over other societies from 1750 gave rise to a variety of cultural representations of the other: scientific, artistic, political. As a topic in world history, Orientalism and Empire potentially spills over boundaries in all directions, including the origins of Western self-understanding as well as the complex cultural politics of European representation of other societies. Orientalism has at least three different meanings. One derives from the European Enlightenment attempt to devise a science of society through the close observation of human interactions. The second derives from the European romantic search for the exotic and has given birth to manifold cultural manifestations, literary, musical, and artistic. Finally, as Edward Said has argued, orientalism was a discourse of domination designed to justify and sustain European imperial rule. The cultural interactions set in motion by the fact of European hegemony over the rest of the world set in motion a host of transformations, appropriations and resistances of European orientalist discourses. We will explore examples of them in this course. Organization:In the first three weeks students will read several classic orientalist works in an effort to familiarize students with some of the dimensions of the overall tradition of orientalism. In the next three weeks, students will read works with the aim of familiarizing themselves with the issues and basic critical vocabulary concerned with the critique of orientalist forms of representation (art, literature, ethnography, politics), starting with Edward Said's Orientalism (1978). The final four weeks will be concerned with the production of a 15-20 page research paper, its presentation to the class, and the rewriting of this paper. Written work:
NOTE: I am currently completing two writing projects that directly connect to this course. The first is a study of France and the Sociology of Islam, or what might be thought of as "orientalism as praxis." The second is a reader on Orientalism and History. Students will be exposed to materials from both projects. History 216A Topics in American History: U.S. Working Class History. The course is geared mainly to Americanists in the graduate history program, but it is open to graduate students in other disciplines as well. The goal of this seminar is to provide graduate students with an introduction to some of the key issues and debates in the field of American working-class history and to give them a sense of where the field is heading. We'll begin with some readings on E.P. Thompson and the "new labor history" in the U.S. and with a look at some of the main critics of this approach. We'll come back to these larger debates throughout the course as we examine the following topics: emancipation and the emergence of wage labor after the Civil War; immigrant cultures and proletarianization in the late 19th-early 20th centuries; the character of the labor movement in the late 19th century; work cultures, workers control and scientific management in the early 20th century; the evolution of labor law and the state's role in shaping class relations in the 20th century; gender and community as ways of understanding the emergence of the Congress of Industrial Organizations in the 1930s; and black-white relations in the CIO and in the post-war era. Writing will include short weekly papers responding to the readings (essentially annotations); and a paper at the end (15-20 pages), analyzing the literature on a topic of the student's choice.
Revised 7/13/04. |
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