History Advance Course Information-Spring 2002

This information effective for Spring 2002.
Check with instructor the first day of class for any changes.

History

[HIS 25B] [HIS 30C] [HIS 137] [HIS 140B][HIS 186] [HIS 194E] [HIS 196J] [HIS 216A]

25B. The United States, 1877–Present

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.

Introduction to the Course: Syllabus Review, American History Standards, and the Struggle to Control Representations of the Past
Reconstruction, the “New South” and Jim Crow

film: “Birth of a Nation”
The Gilded Age: Workers and Life in the City
Americanization and the New Immigrants

Section
Discussion Topic: Were nineteenth-century entrepreneurs “robber barons” who exploited the masses or marketing innovators who strengthened the nation’s economy?

“Civilizing” the West
Expansionism, Empire-Building, and the Spanish-American War
Latin America, the Caribbean, and World War I

Section
Discussion Topic: Does early twentieth-century American foreign policy fulfill FDR’s description of a “good neighbor” policy?

Suffrage, Prohibition, and the Crash
film: “The Great Depression”
The “Roaring 20s”

Alternatives to the New Deal?
Onset of World War II
World War II: the Home Front

Section
Discussion Question: Was the New Deal an Effective Answer to the Great Depression?

World War II: the War Front
Atomic Culture
Cold War Policies and Life in the Suburbs in the 1950s

Section
Discussion Topic: Was it necessary to drop the atomic bomb to end World War II?

McCarthyism, “Loyalty,” and the Suppression of Dissent
film: “Eyes on the Prize”
From Civil Rights to Black Power

America’s Involvement in Vietnam
film: “Vietnam: a Television History”
The “War on Poverty” and the Great Society

The Feminist Movement
Watergate, Nixon’s Fall and the Resurgence of Conservatism under Reagan
End of the Cold War, the New World Order, and War in the Persian Gulf

Clinton, Gingrich, and Impeachment
Early Assessments of the Bush Presidency
Review Session and Course Evaluations

30C. Modern European History: Europe in the Twentieth Century

Office: 276 Stevenson, 9-3467
Hours: Monday, 12:30–1:30; Friday, 9:30–10:30
E-mail: brucet@cats

The best of times, the worst of times.... It was a century of extraordinary technological advances and, for many Europeans, of unprecedented prosperity. But it would have been difficult to guess in 1900 that Europe in the twentieth century would be devastated by two disastrous wars, that the socialist dream would issue in tragedy and failure, and that state-sponsored terror, torture, and genocide would appear in the heart of the continent. And who would have predicted, before 1989, that the Soviet Union and its satellites would collapse so completely and ignominiously? As we enter a new century, it is now possible to place these great and often terrible events in historical perspective. Drawing on historical texts, memoirs, literature, and the visual arts, History 30C offers a survey of European history from the outbreak of war in 1914 to the present.

1. THE FIRST WORLD WAR (March 28–April 6)
The Twentieth Century—Origins of World War I—Stalemate—Why Germany Lost—Peace
Reading:
Charles Maier, “The First World War: Origins and Outcomes,” in Western Civilization II (Digital Learning Interactive Textbook)
Vera Brittain, Testament of Youth, chapters 1, 4–6

2. THE RUSSIAN REVOLUTION (April 9–13)
Why Russia?—Lenin’s Revolution—From Lenin to Stalin
Reading:
Maier, “The Revolution of 1917” and “Soviet Reconstruction”
Robert Conquest, Stalin, Breaker of Nations, chapters 4–9
Eduard Dune, Notes of a Red Guard (Part I)

3. FAILED STABILIZATION (April 16–20)
Fathoming Hitler (guest lecture by Mark Cioc)—Mussolini and Fascism—National Socialism
Reading:
Maier, “Fascism and Nazism: The Seizure of Power”
Alexander Stille, Benevolence and Betrayal: Five Italian Jewish Families Under Fascism, pp. 11–165
Ron Rosenbaum, in Explaining Hitler, chapters 1–5, 9–10, 19–20

4. DARK TIMES (April 23–27)
Terror—Appeasement and the Origins of the Second World War
Reading:
Maier, “Totalitarianism: The Exercise of Power”
Robert Conquest, Stalin, chapters 10–11
Adam Hochschild, The Unquiet Ghost: Russians Remember Stalin, chapters 1–4, 6, 8–12, 14–16, 20

5. WAR AND RESISTANCE (April 30–May 4)
Blitzkrieg—The Battle of Britain—Barbarossa
Reading:
Maier, “Second World War”
Lucie Aubrac, Outwitting the Gestapo

6. HOLOCAUST (May 7–11)
Occupation and Resistance—The War Against the Jews—Reckoning
Reading:
Maier, “The Final Solution: The Holocaust”
Primo Levi, Survival in Auschwitz

7. A HARD AND BITTER PEACE (May 14–18)
The Cold War Begins—After Stalin—Boom
Reading:
Maier, “The Cold War: The World Divided” and “Decolonization: The West Reduced”
Robert Conquest, Stalin, chapters 12–14

PAPER DUE: MAY 18

8. THE DECLINE AND FALL OF THE SOVIET EMPIRE (May 21–25)
Brezhnev and Stagnation—Gorbachev and Perestroika—Endgame
Reading:
Maier, “1960s-1970s: Postwar Turmoil, Postwar Wealth” and “Democratization and the Fall of Communism (1970–2000)”
Slavenka Drakulic, How We Survived Communism and Even Laughed

9. REVOLUTION AND REGRESSION (May 30–June 1)
1989—After the Cold War: The Yugoslavian Horror Story
Reading:
Michael Ignatieff, “The Narcissism of Minor Differences” and “The Nightmare from which We Are Trying to Awake,” in The Warrior’s Honor: Ethnic War and the Modern Conscience

MIDTERM EXAMINATION QUESTIONS
Two of the following questions will appear on the midterm examination (Friday, April 27). You will be asked to write an essay on one of these questions. In planning your essay, please feel free to draw on a wide range of sources (lectures, texts, documents, films, drawings, etc.), but be sure to place the main emphasis on the course readings.

1. The First World War ended with the defeat of German militarism and shattering of the authoritarian monarchies and empires of Central and Eastern Europe. How then do you account for the ultimate failure of liberalism in the postwar era? What particular political, economic, and social factors tended to undermine the stability of European societies in this period?

2. The Bolsheviks, the Fascists, and the National Socialists created parties of a new type, designed less for electoral competition than for seizing and monopolizing political power. Choose any two of these three and compare and contrast them. You may wish to consider some (though not necessarily all) of the following factors: leadership, recruitment, structure, ideology, techniques of rule, sources of support.

3. Wars in 20th-century European history have set new standards for brutality and ferocity. Choose any two of the major wars we have studied (the First World War, the Russian Civil War, the Spanish Civil War), and consider the reasons for the severity and the duration of each, paying special attention to the sufferings of both soldiers and civilians.

4. Lenin and Stalin, Mussolini and Hitler—the great dictators have cast long shadows across the landscape of 20th-century European history. Choose any two of these leaders and compare and contrast their personalities and strategies. How did they achieve, consolidate, and use (or abuse) their power?

5. Why did certain regimes in the period between the wars systematically persecute, imprison, torture, and murder large numbers of their own citizens? Compare Stalin’s terror with either Hitler’s or Mussolini’s.

137. Modern Jewish Intellectual History

This course offers a survey of European Jewish intellectual history from the Enlightenment through the first half of the 20th century. Major themes include Jewish mysticism and rationalism, the romance of assimilation, the flowering of Yiddish literature, the origins of Zionism, new understandings of history and of the messianic idea, and Jewish contributions to the culture of urban modernism. (The following list of topics and readings may undergo some minor revisions before the beginning of the spring quarter.)

Requirements: three essays of medium length (5-6 pages), regular attendance.

Topics and Readings:

I. Introduction: Children of Spinoza
Topics: Judaism and Modernity, Particularism and Universalism, Pariahs and Parvenus, Commentary and Criticism
Reading: I.B. Singer, "The Spinoza of Market Street," in The Collected Stories of Isaac Bashevis Singer
Moses Mendelssohn and Rahel Varnhagen, selections in The German-Jewish Dialogue, ed. Ritchie Robertson

II. A Fine Romance: Dilemmas of Emancipation and Assimilation
Topics: Heine's Jewish Comedy, Hess: From Hegelianism to Zionism, Marxism and Messianism, Disraeli and Orientalism
Reading: Heinrich Heine, "On Shylock" and "Jehuda ben Halevy," in The German-Jewish Dialogue
Moses Hess, "Rome and Jerusalem," in The Zionist Idea
Isaiah Berlin, "The Life and Opinions of Moses Hess" and "Benjamin Disraeli, Karl Marx, and the Search for Identity" (reader)

III. Out of the Shtetl: The Birth of Yiddish Literature
Topics: Ghetto and Shtetl, Sholom Aleichem: Humor and Pathos, Peretz and Poland, The Golem and the Dybbuk
Reading: Irving Howe, introduction to A Treasury of Yiddish Stories
Mendele Mocher Sforim, "The Calf"
Sholom Aleichem, "On Account of a Hat," "Eternal Life," "Hodel," "The Search," "Dreyfus in Kasrilevke," "The Pair"
I .L. Peretz, "Devotion without End," "The Dead Town," "Ne'ilah in Gehenna," "Bontsha the Silent," "If Not Higher," "The Mad Talmudist," "Rabbi Yochanan the Warden," "Cabbalists," "The Golem"

IV. Zionisms
Topics: 1881 as Turning Point, Dreyfus and Herzl, Ahad Ha-am and Cultural Zionism, Zionism and Socialism
Reading: Leo Pinsker, Theodor Herzl, Ahad Ha-Am, Hayyim Nahman Bialik, Joseph Hayyim Brenner, Martin Buber, Jacob Klatzkin, Nahman Syrkin, Aaron David Gordon, Berl Katzenelson, Bernard Lazare, and Chaim Weizmann, selections in The Zionist Idea
Hannah Arendt, portrait of Bernard Lazare in The Origins of Totalitarianism

V. Dreamer and Prophet: Freud and Jewish Identity
Topics: Freud's Vienna, Joseph and His Brothers, Freud and Jung, Moses and Monotheism
Reading: Yosef Yerushalmi, Freud's Moses: Judaism Terminable and Interminable
Carl Schorske, "Politics and Patricide in Freud's Interpretation of Dreams" (reader)

VI. Mysticism and Messianism: Gershom Scholem
Topics: History and Catastrophe, Kabbalah, From Sabbatianism to Hasidism, From Berlin to Jerusalem
Reading: Gershom Scholem, Major Trends in Jewish Mysticism, lectures 1, 7-9

VII. Angels and Auras: Walter Benjamin
Topics: Benjamin and Scholem, Leskov and Kafka, Benjamin and the Arcades of Paris, The Angel of History
Reading: Walter Benjamin, "The Storyteller," "Franz Kafka," "On Some Motifs in Baudelaire," "Theses on the Philosophy of History," "The Work of Art in the Age of Mechanical Reproduction," in Illuminations: Essays and Reflections
Gershom Scholem, "Walter Benjamin" and "Walter Benjamin and His Angel," in On Jews and Judaism in Crisis
Franz Kafka, "Before the Law" and "An Imperial Message"
Recommended: Hannah Arendt, introduction to Illuminations

VIII. How It Was Done in Odessa: Isaac Babel
Topics: The Jews of Odessa, Babel's Red Cavalry, Ashes out of Hope
Reading: Isaac Babel, "Tales of Odessa," "The Rabbi," "The Rabbi's Son," "The Death of Dolgushov," "My First Goose," "Crossing into Poland," "Gedali," "The Story of My Dovecot," in The Collected Stories of Isaac Babel
Lionel Trilling, introduction to Collected Stories

IX. The End of Yiddish?
Topics: Singer and Poland, Singer's Demons, Lost in America
Reading: I. B. Singer, In My Father's House
"Gimpel the Fool," "The Gentleman from Cracow," "Yentl the Yeshiva Boy," "Taibele and Her Demon," "The Little Shoemakers," "The Slaughterer," "A Friend of Kafka," "The Last Demon," "Short Friday," "Henne Fire," "The Unseen," "The Destruction of Kreshev," in The Collected Stories

X. Shoah
Topics: Poetry After Auschwitz, Paul Celan and Primo Levi, Hannah Arendt and the Eichmann Controversy
Reading: Hannah Arendt, Eichmann in Jerusalem

140B. Revolutionary America, 1740–1815

Spring 2002
Instructor: Tiffany Wayne
e-mail: tkwayne@cats.ucsc.edu
Phone: (831) 459-5270
Office: Merrill 30

Preliminary Course Syllabus

Course Description: This course explores major themes and events in American culture and politics during the Revolutionary War and the creation of the new nation. Weekly lectures will provide specific historical details and context, while the emphasis of our readings and discussions will be in analyzing recent historian's interpretations of the social, cultural, and political history of this era.

Course Requirements: Attendance is mandatory. We will devote time each week to group discussion of the readings, so it is imperative that you complete all readings before class and that you come prepared to participate fully in discussions. Written assignments are as follows:

Readings: Required texts are available at Bay Tree Bookstore or on reserve at McHenry Library and will be read in the following order:

186. Asian American History, 1941–Present

Office: Merrill Rm 31 (across from the History Dept. office)
Office Hours: TBA
Phone: 459-3967
E-mail: ayang@cats.ucsc.edu

Course Description (1999 Syllabus)

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

Available at the Slug Books Co-Op (224 Cardiff Place—next to the 7-11 at the base of campus) and on reserve at McHenry Library:

The State of Asian America: Activism and Resistance in the 1990s, ed. Karin Aguilar-San Juan
Course Reader

Evaluation Criteria

15% Attendance and participation in class discussions
15% 1–2 page weekly response papers
20% in-class midterm
20% research paper and group presentation
30% in-class final exam

Attendance and participation in discussions contributes to 15% of your final evaluation. You will not pass the course if you miss more than four of the class lectures without advance permission. Participation in Friday discussions is also required. You will not pass the course if you miss more than two Friday discussions without advance permission. Good attendance and participation, however, will be rewarded. If you miss no more than 2 class lectures and 1 discussion and have been an active participant in discussions, you’ll get the option to take a short final (writing one rather than two essays). You also should be prepared to turn in a 1–2 page response paper on the discussion question at the beginning of each section. These papers will be periodically collected and will contribute to 15% of your final evaluation. Everyone must also sign up to help lead discussion for one section. You will turn in your 1–2 page typed response to this discussion question and a list of 4 questions that will stimulate discussion at the beginning of the class that precedes your section (you’ll turn it in on the Friday before you lead a Monday section or the Monday before you lead a Wednesday section).

On April 24, I will distribute 4 possible essay questions for an in-class midterm. Two of these questions will appear on the exam on May 3. You will choose from these questions to write one essay. These questions will be based on the discussion questions. This is an open note, open book exam. This midterm will contribute to 20% of your evaluation.

A 5 page research paper and your participation in a group presentation will contribute to 20% of your evaluation. You will conduct research on one of the following 4 topics:

1) Immigration Rights (Illegal Immigration and Proposition 187, Bilingual Education, or the Wen Ho Lee Spy Case)

2) “Cultural Defense” Historical Claims and the Law (claims that immigrant culture should be considered in evaluating immigrant violations of the law— ie. cases of “dogeating” or domestic violence)

4) the Responsibility of Asian American Writers to Promote Positive Histories of the Ethnic Community

Material on these topics is included in your reader. You also must sign up on April 14 to provide a review of at least 1 other source. This additional material is available on reserve.

On April 26, you will bring to class a 5 page paper analyzing your topic and your additional source. You will exchange papers with another student in your group and each of you will complete a peer writing workshop evaluation of each other’s paper. You will discuss these evaluations and plans for revision. You will turn in your draft, peer writing review sheets, and your final draft at the next class on April 28.

1) Your ability to provide a critical analysis of how contemporary commentators on your topic (scholars, journalists, politicians, lawyers, activists, etc.) use and/or misuse portrayals of the history of Asian Americans; and

3) your writing—providing a clear thesis in a well-organized and clearly written essay that addresses the concerns presented in the peer writing review workshop evaluation

You will also give a group presentation on one of the 4 above topics. On April 28, you will discuss how you’ll organize this presentation. 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;

4) your ability to handle questions and facilitate discussion of the issues raised in your presentation;

One week before the group presentation, the group will submit in a 2–3 page outline:

The specific portrayals of history and historical arguments and evidence the group will address

How the presentation will complement/supplement the assigned reading on that topic (including a list of the additional sources used for the presentation)

The organization and time frame of the presentation (ie. debate, role playing, individual/panel lecture, Mini-conference, video, combination)

Any equipment or resources the group will need to use in the preparation and/or presentation

The role everyone in the group will play in the presentation (not everyone needs to have a “speaking part” but everyone must be involved in the planning/or presentation

How the group will handle anticipated questions from class members during the next class

On May 26, I will distribute 6 possible essay questions for a cumulative in-class final exam. Three of these questions will appear on the exam on June 5. You will choose from these questions to write two essays. Like the midterm, these questions will be based on the discussion questions but will require you to compare two different groups and/or time periods. Each essay is worth 15% of your final evaluation. This is a closed note, closed book exam but you can use a one page outline. If you have a good attendance and participation record, you can choose to complete a short exam by writing only one essay worth 30% of your evaluation. On May 24, students may, if they desire, submit proposals for final exam essay questions. If selected, they will receive extra credit on their evaluations and may also complete a short exam by answering their proposed question.

All papers are due at the beginning of class. Papers submitted without a verified medical excuse or advanced permission will be noted as “late” on your evaluation. Papers more than 2 days late will not be accepted.

Schedule of Lectures, Films and Reading Assignments:

What does it mean to be “Asian American”? Is this still a useful concept to understand different Group’s experiences? Why or Why not?

State of Asian America, pp. 351–364
William Dudley, “Introduction,” Asian Americans: Opposing Viewpoints, pp. 14–22
Gary Y. Okihiro, “Is Yellow Black or White?” Margins and Mainstreams: Asians in American History and Culture, pp. 31–63
Shirley Hune, “Rethinking Race: Paradigms and Policy Formation,” Amerasia Journal, pp. 29–40
Nazli Kibria, “Not Asian, Black or White? Reflection on South Asian American Racial Identity,” Amerasia Journal, pp. 77–86
Sucheng Chan, “Changing Fortunes, 1941–1965,” Asian Americans: An Interpretive History, pp. 121–141
Peter Kwong, “A Model Minority Community?” in The New Chinatown, pp. 57–80

Why do you think it took over 40 years for the government to apologize for the history of internment? Should the JACL now apologize for urging cooperation during the war?

Roger Daniels, Prisoners without Trial, pp. 22–71
“The World War II Internment of Japanese Americans,” Asian Americans Opposing Viewpoints, 141–170
Redress handout, pp. 1–3,
Testimony from the Commission on Wartime Relocation and Internment of Civilians, Amerasia Journal, pp. 53–105;
Redress News Articles
Rabbit in the Moon—About the Film, pp. 1–2
William Hohri, Rambler’s Nemesis, December 18, 1999, pp. 1–2
Reader material on your group research topic and skim additional material on reserve to decide on the source you will select for your research paper

Do you think the community criticism and protest against Le Ly Hayslip are warranted? Is there a “representative” Vietnamese American history? How would you compare the popular, academic, and self representations described by this week’s reading?

Sucheng Chan, “New Immigrants and Refugees,” Asian Americans: An Interpretive History, pp. 145–165
Le Ly Hayslip with Jay Wurts, When Heaven and Earth Changed Places: A Vietnamese Woman’s Journey from War to Peace, pp. ix–xv, 63–101
Oliver Stone, “Vietnam: The Reverse Angle;” Le Ly Hayslip with Jay Wurts, “The Spirit of Heaven and Earth;” Hiep Thi Le, “Coming from the Heart,” in The Making of Oliver Stone’s Heaven and Earth, 1993, pp. 3–7, 107–111, 113–117, 153
Le Ly Hayslip News Articles, pp. 1–12
Monique Thuy-Dung Truong, “The Emergence of Voices: Vietnamese American Literature, 1975-1900,” Amerasia, pp. 27–50
Qui-Phiet Tran, “Contemporary Vietnamese American Feminine Writing: Exile & Home,” Amerasia, pp. 71–83
Jason Cohn, “The War at Home: Orange County’s Little Saigon confronts the ghost of Ho Chi Minh,” LA Weekly, 2/26–3/4/99, pp. 1–8

Compare the accomplishments and the problems experienced by the Asian American Movement. Overall, would you declare the movement a success, compromise or failure? Explain why.

The “Model Minority”: Asian Americans After 1965, Asian Americans: Opposing Viewpoints, 171–222
Yen Le Espiritu, Asian American Panethnicity: Bridging Institutions and Identities, 1–52, 134–176
Manilatown Heritage Foundation: Coming Home, “Heritage of Community and Mission Statement”
A Grain of Sand, “A Grain of Sand: Music for the Struggle by Asians in America,” lyric texts
“Special Feature: Essays on Asian American Women’s Liberation,” East Wind, pp. 31–41.
Carlos Mendez, “A Fighter for Gay Rights;” Alice Y. Hom, “Stories from the Homefront: Perspectives of Asian American Parents with Lesbian Daughters and Gay Sons,” pp. 354–66

What is your assessment of the state of Asian American identity and activism in the 1990s? How does it compare with the Asian American movement of the late 1960s and early 1970s?

Sucheng Chan, “Current Socioeconomic Status, Politics, Education, and Culture,” Asian Americans: An Interpretive History, 1991, pp. 167–191
Pauline Agbayani-Siewert and Linda Revilla, “Filipino Americans,” in Asian Americans: Contemporary Trends and Issues, ed. Pyong Gap Min, pp. 134–168
The State of Asian America, pp. 1–69, 147–158, 205–218, 295–320

Do you think Korean Americans were targeted during the LA riots? If so, why? Would learning more about each other’s “history” help improve relations between Korean Americans and other ethnic/racial groups in Los Angeles? Why or why not?

The State of Asian America, pp. 71–117
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.

“Chinese Immigrants and the American Response,” Asian Americans: Opposing Viewpoints, 24–77
Bill Ong Hing, “How the Immigration System Worked after 1965,” Making and Remaking Asian American Through Immigration Policy, 1850–1990, pp. 198–200
Bill Ong Hing, “Making and Remaking Asian Pacific America: Immigration Policy,” The State of Asian Pacific America, pp. 177–239.
Proposition 187 News Articles, pp. 1–16
“California Illegal Immigrants Handout”
Bill Wong, “The Lessons of Bilingual Education: Prop. 227 or status quo? Answer may be none of the above,” Asian Week, May 14–20, 1998, pp. 1–6
Martha Nakagawa, “Commission Finds APA Discrimination in Fundraising Scandal,” Asian American Village, pp. 1–4
Angela E. Oh, “Understanding the Prosecution of Wen Ho Lee,” Asian American Village, pp. 1–4
Ted Lieu, “Are You in the Chinese Air Force,” Washington Post, pp. 1–2

Does Interracial Marriage Reflect Progressive Assimilation, Cultural Genocide or Something Else?

Jessica Hagedorn, “Asian Women in Film: No Joy, No Luck,” Ms., pp. 74–79
Joan Walsh, “Asian Women, Caucasian Men,” Image Magazine, December 2, 1990, pp. 11–14.
“Journalists Debate Article’s Coverage of Asian-Caucasian Relationships,” “Bill Wong,” and “Letters,” AsianWeek, pp. 1–3
Larry Hajime Shinagawa and Gin Yong Pang, “Asian American Panethnicity and Intermarriage,” Amerasia Journal, pp. 127–152.
Gin Yong Pang, “Attitudes toward Interracial and Interethnic Relationships and Intermarriage among Korean Americans: the Intersections of Race, Gender, and Class Inequality,” in New Visions in Asian American Studies: Diversity, Community, Power, pp. 111–123.
Colleen Fong and Judy Yung, “In Search of the Right Spouse: Interracial Marriage among Chinese and Japanese Americans,” Amerasia 21:3 (1995), pp. 77–98
No Passing Zone: The Artistic and Discursive Voices of Asian-Descent ultiracials, ed. Velina Hasu Houston and Teresa K. Williams, Amerasia, pp. vii–65.
Angelo Ragaza, “All of the Above,” A Magazine, pp. 349–353

Cultural Defense News Articles, pp. 1–15
State of Asian America, pp. 321–334
Leti Volpp, “(Mis)identifying Culture: Asian Women and the ‘Cultural Defense,” Harvard Women’s Law Journal, pp. 1–23

May 19 Discussion of Cultural Defense Claims; Asian American Writers Group Outline Due

Week 9

“Rethinking Affirmative Action,” CQ Researcher, pp. 369–391
Afirmative Action and College Admissions News Articles, pp. 1–20
“Trends Affecting Affirmative Action” Handout
Dna Takagi, “We Should Not Make Class a Proxy for Race,” Higher Bounds, p.3
Dana Takagi, “The Three Percent Solution: Asian Americans and Affirmative Action,” Asian American Policy Review, pp. 1–14
Lance Izumi, “Affirmative Action and Asian Americans: Unfair Policy Causes Real Harms,” Asian American Policy Review, pp. 41–47
“Rethinking Affirmative Action,” CQ Researcher, pp. 369–391
Ronald Takaki, “The Time Has Come to Act Affirmatively, Higher Bounds, p. 8

Maxine Hong Kingston, The Woman Warrior: Memoir of a Girlhood among Ghosts, selections
Edward Iwata, “Word Warriors,” Los Angeles Times (June 24, 1990), E1+
Sau-ling Cynthia Wong, “Autobiography as Guided Chinatown Tour? Maxine Hong Kingston’s The Woman Warrior and the Chinese American Autobiographical Controversy,” in Multicultural Autobiography, American Lives, pp 248-79.
Lois-Ann Yamanaka, Blu’s Hanging, selections
Lan Nguyen, “Talking with Lois-Ann Yamanaka,” AsianWeek, p. 1.
Mika Tanner, “The Real-Life Sequel to ‘Blu’s Hanging,’ AsianWeek (August 6–12, 1998), pp. 1–4
“Letters: Frank Chin vs. the Western Literature Association,” Asian American Village, pp. 1–6

194E. Special Topics in Ancient History

Seminar focuses on different topics in ancient history. In addition to assigned readings, the student is expected to do additional research that culminates in a 20 page paper on a topic of the student’s choice.
General topics for the course will vary from year to year. Prerequisites: Satisfaction of the Subject A and Composition requirements; two upper-division history courses in student’s area of concentration. Enrollment limited to 20. Offered in alternate academic years

This will be the first time that I offer this course, and I haven’t yet settled on a final syllabus. However, in addition to the general information above, I can tell you that the course readings will include, but probably not be limited to, the following:

Primary Readings
The Anchor Bible
Cyril Richardson, Early Church Fathers (selections from the earliest Christian writers not included in the Bible)
The Nag Hammadi Library in English (translation and introduction to our most complete collection of Gnostic religious writings, a collection that was first recovered in 19XX)
Selections from Origen, Tertullian, XXX

Secondary Readings
W. H. C Frend, The Early Church (the standard short history of the evolution of Christianity, especially its doctrine)
Gregory J. Riley, The River of God (a recent survey of the non-Christian intellectual traditions that informed Christian thought )
Wayne Meeks, The First Urban Christians (an attempt to reconstruct the social world of the Apostle Paul and his followers through the application of sociological theory to historical materials)
Grayden Snyder, Ante Pacem (a survey of current archaeological studies of early Christianity and what we can learn from them about the development of Christian thought and institutions)

The course will meet 3 times per week and discussion will be based very heavily on student presentations of various sorts, ranging from student-led discussions and student analyses of assigned readings to presentation and discussion of student term papers in various draft stages.

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196J. Senior Seminar: 19th-Century American Women's History

Spring 2002
Instructor: Tiffany Wayne
Tuesdays, 4:00pm-7:00pm

e-mail: tkwayne@cats.ucsc.edu
phone: (831) 459-5270
Office: Merrill 30

Preliminary Course Syllabus

Course Description: This senior readings seminar explores major questions, theories, and methods in nineteenth-century U.S. women's history. We will read key texts by feminist scholars around such themes as sexuality, domesticity, slavery, and resistance in our discussions of the ways that historians have written about the lives of nineteenth-century women.

Course Requirements: The seminar meets once weekly and attendance is mandatory. In addition to participation in discussions, students will complete the following assignments:

Readings: Required texts will be available at Bay Tree Bookstore and will be read in the following order:

Laurel Ulrich, A Midwife's Tale
Edith Gelles, Portia: The World of Abigail Adams
Martha Hodes, White Women, Black Men: Illicit Sex in the 19th Century South
Janet Brodie, Contraception and Abortion in 19th Century America
Melton McLaurin, Celia: A Slave
Nell Painter, Sojourner Truth: A Life, A Symbol
Gail Bederman, Manliness and Civilization

Additional articles and supplementary readings will be placed on e-reserves.

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216A. Topics in American History: U.S. Working Class History

Spring 2002
Instructor: David Brundage
T 2:00–5:00 p.m.
Crown 104

E-mail: brundage@cats

The course is geared mainly to the needs of Americanists in the history graduate program, but it is open to graduate students in other areas and 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.

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Tues.	3/26	Introduction: The Atlantic World of 1750
Thurs.	3/28	The Great Awakening and the Enlightenment
Tues.	4/2	Native Cultures and the Struggle for Empire
Thurs.	4/4	Discussion: Spirited Resistance (*First Book Review* due**)
Tues.	4/9	Slavery and 18th-Century Southern Culture
Thurs.	4/11	Discussion: Masters, Slaves, and Subjects
Tues.	4/16	Ideologies and Resistance on the Road to Revolution
Thurs.	4/18	Discussion: Forced Founders
Tues.	4/23	The American War for Independence
Thurs.	4/25	In-Class Midterm
Tues.	4/30	Creating A Nation: The Constitution and the New U.S. Government
Thurs.	5/2	Discussion: American Scripture
Tues.	5/7	Gender in the Early Republic
Thurs.	5/9	Discussion: These Fiery Frenchified Dames
		Paper Proposal Due
Tues.	5/14	Party Politics and the Rise of Popular Democracy
Thurs.	5/16	Discussion: Democratization of American Christianity
Tues.	5/21	The Market Economy and the Frontier
Thurs.	5/23	Discussion: William Cooper's Town
Tues.	5/28	Jeffersonian America
Thurs.	5/30	The Legacy of Republicanism

March 29	Introduction to the Course, Syllabus Review, and Discussion of Representations of Asian American History; Sign-up for sections and one of the four research groups
March 31	Defining an “Asian American” and the Study of Asian American History Film: Rene Tajima-Pena’s “My America…or Honk if you Love Buddha”

April 3	American-Style “Concentration Camps” & The Internment of Japanese Americans
April 5	Japanese American Accommodation and Protest: From World War II to the Redress Movement
April 7	Accusations and Apologies; film: “Rabbit in the Moon”

April 10	War in Southeast Asia and Resettlement in America
April 12	Southeast Asian American Communities
April 14	film: “Heaven and Earth”

April 17	The Model Minority Image and the Asian American Movement
April 19	Asian American Communities and “The Fall of the I-Hotel”
April 21	Gender, Sexuality and the Asian American Movement

April 24	Violence Against Asian Americans; Possible Midterm Questions Distributed Film: “Who Killed Vincent Chin?”
April 26	Peer Writing Workshop—Bring 5 Page Research Paper (make sure you fulfill criteria listed on p. 2 of the syllabus)
April 28	Revised Research Paper Due (also bring first draft and peer writing review sheets); Group Presentation Organizational Meetings

May 1	Asian American Activism in the 1990s and the year 2000
May 3	In-class midterm
May 5	The Los Angeles Uprising or Riot?: Korean Americans and “Sa-I-Gu”

May 8	Final Organization of Group Presentations
May 10	Interracial Marriage and Children of Mixed Race Heritage; Immigration Group Outline Due
May 12	Group Presentation on Immigrant Rights; Cultural Defense Group Outline Due

May 15	Discussion of Immigrant Rights; Affirmative Action Group Outline Due
May 17	Group Presentation on Cultural Defense Claims

May 24	Discussion of Affirmative Action; Student Proposals for Final Exam Questions Due
May 26	Group Presentation on Asian American Writers; Possible Final Exam Questions distributed

May 29	Holiday—No Class
May 31	Group Discussion on Asian American Writers
June 2	Course Review and Course Evaluations
June 5	Final Exam, 4-7 PM