History - Winter 1998

This course is intended to provide an introductory overview of Roman history from 753 BCE, the legendary date of the city's founding, to 476 CE, the date traditionally marking the collapse of central administration in the western Roman Empire. The course will focus on social and cultural history, but will also provide exposure to other aspects of ancient history and associated methodologies such as archaeology and art history. While material remains such as architectural ruins, works of art, and inscriptions are invaluable, their interpretation depends heavily on literary works, which remain our principle sources for understanding virtually all aspects of Classical antiquity. Consequently, course readings will focus on ancient literary works in translation.

Office hours:
tba, 218 Cowell, and by appointment Tel. 459-2487, msgs. 459-2609, email: miles@cats

Discussion Sections: tba

1) You will be expected to attend lectures (3 per week) and discussion meetings (1 per week) regularly. If you don't think that you're likely to be comfortable with this requirement, do not take this course.

2) You will be required to take daily quizzes beginning with the fourth class meeting. These quizzes will be based on the previous class lecture and on the reading assigned for that day in the syllabus. Each quiz will consist of four questions of which you will be expected to answer two. Each of the two answers will be scored on a scale of 0 to 2. You will have to average a score of 2 on each quiz to pass the course. You get two free misses. Otherwise a missed quiz will be graded as zero. There will be no make-up quizzes in the case of missed classes, except in the case of special circumstances (conflicting job interview, etc.), in which case you must make an arrangement with me before the date of the original exam that you expect to miss, or in the case of a family emergency or a formal medical excuse.

3) You will be required to write three five-page papers based on assigned readings discussed in discussion meetings. These papers will be due most likely during the 3rd, 7th, and 10th weeks of the course; the exact day will depend on what section you attend. The papers, like the quizzes, will be graded on a scale of 0 to 2. You will have to achieve a grade of 1 on each paper to pass the course.

4) If you've opted for a grade, it will be determined on the basis of your over-all averages for the quizzes and the papers.

Note: Papers are due at the beginning of class on the dates assigned. They will be accepted as late papers up to 24 hours later. Thereafter they will not be accepted and you will automatically be dropped from the course, except in the case of a family emergency or of a formal medical excuse.

(on sale at Bay Tree and on reserve at McHenry; listed in the order to be assigned)

Livy, trans. DeSelincourt, The Early History of Rome (Baltimore, Md.: Penguin).

Thomas W. Africa, The Immense Majesty (Thomas Y. Crowell, 1974).

Robert B. Kebric, Roman People (Mayfield Publishing: Mountain View, CA. 1993).

Plautus, trans. Watling, The Pot of Gold and Other Plays (Penguin, 1965)

Virgil, trans., Mandlebaum, The Aeneid (New York: Bantam, 1972).

Apuleius, trans. Lindsay, The Golden Ass (Bloomington, Ind.: Indiana University, 1962).

L'Orange, H. P., Art Forms and Civic Life in the Late Roman Empire (Princeton, N.J.: Princeton University, 1965).

(Assignments are due on the days that they are listed)

January 7 Introduction to the Course Subject and Requirements, History repeats, pre-industrial (life expect, transport, etc), littoral, urban-vs-rural

January 9 Early Rome: Religion and Society, Livy, bk. 1 to "Roman Brothers Victorious."; Jones, pp. 212-15

Jamuary 12 The Roman Constitution: Etruscan Influence; government of the Kings; Livy bk. 1 to "Rebellion Against Tarquin's Tyranny"

January 14 The Roman Constitution: The Struggle of the Orders,;Livy bk. 1 to end and bk. 2 to "Porsena on the Janiculum"; Jones, pp. 212-221; People, chart, p. 9

January 16 The Roman Constitution: The Struggle of the Orders; Livy bk. 2 to "Revolt of the Debtors"; bk. 3 beginning to "Mob Riots"

January 19 Martin Luther King Day

January 21 Roman Imperialism: Motivation or narrative??; Livy, bk. 3 to"Electoral Tactics of Appius"; People, pp. 8, 12-27

January 23 Roman Imperialism: Economic Consequences; Plautus, The Prisoners, pp. 33-95

January 24 Roman Imperialism and the Origins of Latin Literature; Livy bk. 3, to "Appius Imprisoned"; Jones, pp. 221-27

January 26 Roman Imperialism: Political Consequences

January 28 The Civil Wars, Jones, pp. 227-35; People, pp. 29-48

January 30 Caesar's Heir, Aeneid, bk, 1

February 2 Greek Culture and Roman Identity, Aeneid, bk. 2; Jones, pp. 251-56

February 4 Age of Agugustus constitution; People, pp. 49-99; Jones, pp. 236-41

February 6 Veristic Portraiture and gladiators? Aeneid, bk. 4; People, pp. 70-82

February 9 Age of Augustus Prima Porta; People, pp. 100-102, 154-70

February 11 The Roman Family Aeneid, Bk. 6; Jones, pp. 241-51

February 13 Aeneid, bk. 7; Jones, pp. 257-62

February 16 Presidents' Day

February 17 EXCHANGE DAY Aeneid, bks 8 & 10

February 18 The Aeneid and Roman History; Aeneid, bks. 11 & 12

February 20 Religions of the Roman Empire, I Apuleius, Intro, bk. 1; People, pp. 104-127; Jones, pp. 263-70

February 23 Religions of the Roman Empire, II Apuleius, bks. 2 & 3

February 25 Julio-Claudians Apuleius, bk. 4; People, pp. 128-153; Jones, pp. 270-78

February 27 Art and Architecture of the Empire Apuleius, bk. 5-6; Jones, pp. 279-83, 299-303

March 2 The Roman Army Guest Lecture; Apuleius, bks. 7-8

March 4 The Roman Provinces; Apuleius, bk. 9

March 6 The World of Apuleius' Golden Ass; Apuleius, bks.10-11

March 9 Crisis of the Third Century Jones, pp. 284-92; 304-21; People, ch. 8

March 11 CHRISTIANITY L'Orange, section, "Structural Changes," pp. 3-68; People, ch. 9

March 13 The Dominate L'Orange, section, "The Great Crisis," pp. 69-131

March 16 Collapse and Survivals; Jones, pp. 322-29; People, pp. 251-54

For more information about Gary Miles and the Classics Program, please see our website at: http://humwww.ucsc.edu/classics/clhome.html.

This course examines a range of popular movements in nineteenth- and twentieth-century China as a way of exploring continuity and rupture in history. Movements include the Taiping Rebellion, the Boxer uprising, the 1950s land reform, the Cultural Revolution, and the 1989 Tiananmen demonstrations. This course has no prerequisites and does not require a background knowledge of Chinese history. It emphasizes the critical analysis of historical sources, asking questions such as these: what if we learn about a popular movement from those who suppressed it? from those who carried it out? from international news media whose presence was partly responsible for creating the movement?

The following books have been ordered at the Bay Tree Bookstore:

• Spence, *God's Chinese Son*
• Hinton, *Fanshen*
• Gao, *Born Red*
• Calhoun, *Neither Gods Nor Emperors*

These books will also be on reserve in McHenry Library. In addition, a required course reader will be available in class.

• Mindful reading and wakeful attendance. The assigned reading traces popular movements through a variety of means, including monographs, memoirs, and original documents. Class sessions will be devoted to contextualizing as well as analyzing these readings. We will cover material in class that enhances but does not duplicate the course reading; therefore attendance and selective (not slavish) note-taking is essential.
• Writing. You will be asked to write two critical reviews of materials we read in the course, to complete a midterm, and to help research and write a collective final paper on either the Cultural Revolution or the 1989 popular movement.
• Talking. The class meets three times a week, and students will meet once a week in discussion section with teaching assistant Hilde Becker. Most class sessions will be divided between lecture and discussion, and a few classes will be devoted entirely to student debate and discussion. Sections will meet weekly. A historical simulation exercise will require students to prepare and act the part of a Chinese villager during the land reform movement. At several points during the last half of the quarter, students will present a short report on their collective papers. Prepare to question, opine, and defend!

This course examines everyday life in four nineteenth-century European societies, using a unique type of historical resource: autobiographical texts written by ordinary workers. Lectures will provide essential contextual information. In-class discussions will explore the comparative dimension of workers' experiences and examine the parallels and contrasts with our own. Course readings will acquaint students with a wide variety of individual stories, which shed light on how life and labor changed in the course of the nineteenth century.

The objectives of this course include the following:

• to acquaint students with the social history of the early industrial era
• to provide an overview of the dramatic transformations that overtook European societies in that period
• to cultivate students' skills of historical observation and contextualization
• to encourage students to apply what they have learned in the form of written work that aims at comparative analysis
• to leave students with a better grounded and more comprehensive sense of how life has changed for the members of modern societies, particularly the working class

The core of this class consists of four two-week substantive segments, each associated with one of the most populous European nations (England, France, Germany, and Russia.) These segments will be preceded by one week of introductory material and followed by a final week in which we try to pull together the strands of the course.

There are two kinds of readings in this course: readings in common, tied to class lectures and discussions; and individual readings, tied to students' own papers. To succeed in this course, you must be organized and disciplined enough to keep current on both these fronts.

Assignments for each substantive segment consist of several shorter, or a few longer, autobiographical texts. To ensure that these are completed well in advance of in-class discussion, a brief quiz, based on readings and lecture material, will be given toward the middle of each substantive segment. In addition, students should choose, at an early point in the quarter, an autobiographical text on which to base their papers. (See below.)

The autobiographies of English workers will be available as a reader from the campus Copy Center. The texts by French, German, and Russian workers will be taken from the required books that students will find in paperback editions at the Baytree Bookstore. I have also asked the reserve desk in McHenry Library to place all of these works on two-hour reserve. The following are the readings in common for each of the four substantive segments.

I. England, 1820-1880

Selections from John Burnett, ed., The Annals of Labor. (See course reader.)

1. "Anonymous Navvy", pp. 55-63

2. "Lucy Luck, straw-plait worker," pp. 67-77

3. "John Ward (O'Neil), weaver", pp. 77-89

4. "William Tayler, footman", pp. 175-85

5. "Charles Newnham, carpenter and builder," pp. 283-289

6. "Emanuel Lovekin, mining 'buty' (contractor)", pp. 289-96

II. France, 1784-1899

Selections from Mark Traugott, ed., The French Worker:

1. Etienne Bédé, A Worker in 1820, pp. 47-91

2. Agricol Perdiguier, Memoirs of a Compagnon, pp. 116-182

3. Jeanne Bouvier, My Memoirs, pp. 336-382

III. Germany, 1860-1914

Selections from Alfred Kelly, ed., The German Worker:

"Ottilie Baader, seamstress," pp. 64-74

"Adelheid Popp, factory worker," pp. 121-34

"Doris Viersbeck, cook and house maid," pp. 135-159

"Moritz Bromme, woodworker and metalworker," pp. 230-51

"A Barmaid," pp. 252-68

"Fritz Pauk, cigar maker," pp. 399-427

IV. Russia, 1895-1914

Selections from Victoria Bonnell, ed., The Russian Worker:

1. S. I. Kanatchikov, From the Story of My Life, pp. 36-71

2. F. P. Pavlov, Ten Years of Experience, pp. 114-52

In addition, each student is expected to select an autobiographical text or texts on which to base the term paper. The text should date from the period covered by the course, i.e., the long nineteenth century, 1780-1914. The instructor may be able to provide bibliographical assistance if you are having difficulty locating suitable texts. It is important that you choose your sources early in the quarter! It will obviously be easier to write an effective term paper if you are careful to choose a text that gives in-depth coverage to the issue or issues on which you intend to focus. (See below.)

To provide a more vivid and visual sense of the historical period represented in the autobiographical texts, the first segment of the course will be accompanied by a film version of Dickens' Oliver Twist; and the second segment by an in-class slide presentation.

In additional to the previously mentioned quizzes, the written course requirements consist of two papers.

1. The first essay is due at the beginning of class on Tuesday, ??. This paper is strictly limited to a maximum of 1000 words. (Indicate the exact word count on the front page of your paper.) It should be typewritten, page-numbered, and should use full double spacing with generous margins. Your paper should include references, if appropriate, and a bibliography which lists the sources you have consulted. (The bibliography need not be counted within the 1000-word limit.) Students will be asked to select some aspect of daily life (e.g., diet, manner of dress, personal hygiene, reading habits, etc.) and to describe, in as much detail as possible, the typical practices or experiences of the workers of the era in question, based on their direct reports. In this paper (as opposed to the term paper) your task is essentially descriptive. Your primary objective should be to ground your description in the texts and to tie your assertions back to the statements and experiences of the authors wherever possible. Where appropriate, students may wish to include a parallel compilation of their own practices and experiences, based upon a diary or journal of personal observations created for this purpose.

2. The term paper (for which the length limitation is raised to 2500 words, same format) is due at the beginning of class on ??. Students are asked to choose one or more autobiographical sources, which may be drawn in part from among the regular class readings. The events which these sources recount should date from the period covered by the course. In order to make most effective use of the themes developed in class, most students will want to select European sources, but sources from other regions or cultures may be appropriate if you have a clear rationale and a strategy for tying your paper to the subject matter of the course. Although you may wish to spend a modest portion of your essay describing the content and significance autobiographical materials you have chosen, your ultimate objective is to present an analytic argument that teaches the reader something about the historical period or the social context in which the author lived in a way that transcends the personal experiences of the author. You should make appropriate use of the knowledge, insights, and principles of analysis you have acquired from readings and class discussions over the course of the quarter. A typical essay might pose the following questions as points of departure: 1) What were the author's motives or intentions in writing and publishing his or her life story? 2) What was the author's audience, intended or actual? 3) What narrative strategies does the author employ in telling his or her story and how should they be taken into account in interpreting its meaning? 4) What does this autobiographical account tell us about the historical and social environment in which the author lived (and vice versa)? 5) How representative are the author's experiences relative to those social categories (class, gender, culture, age, nationality, language, ethnicity, etc.) to which he or she belonged?

Students should note that late papers will not be accepted and that the grade of incomplete is not available for failure to complete the course requirements on time. Students will be expected to hand in the corrected version of their first paper with the term paper on ?? so that all written work in the course is available to me at the time that narrative evaluations are prepared.

This course is the second in a two-quarter sequence on the history of the world and its interactions with the West. It explores the origins of the modern world from a new perspective. By 1750, Europe was on the verge of global hegemony as a result of far-reaching changes deriving from the industrial and democratic revolutions. The 19th and 20th centuries witnessed the export of this dual revolution to the rest of the world.

One result, despite continual resistance, was the establishment of an international division of labor and the incorporation of most world societies into the world economy. A second result was the division of the globe by the chief European states into spheres of influence, and formal and informal empires, and the unprecedented expansion of white settlement in the Americas, Southern Africa, and Australia. How this occurred, and to what effect, forms the subject matter of this course.

Two concepts, nationalism and imperialism, will provide us with a way of discussing the interaction of the world and the West during the past two centuries. What is imperialism? What was its impact upon the old societies of Asia and Africa? What is nationalism? How did world societies seek to resist Western domination, and how were they eventually able to achieve independence?

Two short papers, a midterm and choice of either a final exam or a term paper on an approved topic. (Term papers must go through two drafts.)

The following required books have been ordered by the Bay Tree Bookstore. All are in paperback. There will also be a Required Course Reader.

1. Benedict Anderson, Imagined Communities (Verso)

2. Eric Foner, Nothing But Freedom (Louisiana State University Press)

3. George Frederickson, White Supremacy (Oxford)

4. Kenneth Pyle, The Making of Modern Japan 2nd edition. (D.C. Heath)

5. Peter Stearns, Stuart Schwartz, Michael Adas, World Civilizations,

Vol. 2. (Harper-Collins)

a/o October 16, 1997

History 133 is an upper-division lecture course. It offers an overview of the political, military, diplomatic, social, economic, and intellectual developments of nineteenth- and twentieth-century Germany (and to a lesser extent Austria). Students are expected to attend the lectures, read the books, and pass three written exams. Each exam will cover a distinct period of history; there will be no comprehensive "final" exam. The exam dates are currently set for February 4, February 25. These dates are tentative, so I do not advise you to plan your weekends and vacations around them.

Below are a list of the required books. All can be purchased at the Literary Guillotine (204 Locust Street in downtown Santa Cruz). Please note: the reading assignments supplement the lectures (or vice versa, depending on your perspective). In order to do well on the exams, you will have to attend class and read the books. In other words, set aside reading time this quarter, or you might end up regretting that you took this course (well, you may be sorry anyway, given the dismal legacy of the Germans, but that is another story).

Schulze, COURSE OF GERMAN NATIONALISM

Bruce Waller, BISMARCK

V.R. Berghahn, GERMANY AND THE APPROACH OF WAR IN 1914

John Hiden, THE WEIMAR REPUBLIC

Richard Overy, PENGUIN HISTORICAL ATLAS OF THIRD REICH

Otto Friedrich, THE KINGDOM OF AUSCHWITZ

Heinrich Bîll, THE CLOWN

Raymond Carr, A HISTORY OF GERMANY 1815-1990

Week 1 (Jan 7): Introduction to German History

Week 2 (Jan 12-14): Germany and Prussia before Bismarck. Assignment: Schulze, COURSE OF GERMAN NATIONALISM, pp. 43-101, 111-14, 131-38.

Week 3 (Jan 21): The Second Reich under Bismarck (1871-1890). Assignment: Waller, BISMARCK (entire)

Week 4 (Jan 26-28): The Second Reich under William II (1890-1918). Assignment: V.R. Berghahn, GERMAN AND THE APPROACH OF WAR, pp. 15-219

Week 5 (Feb 2-4): World War I. First Exam on Wednesday (February 4)

Week 6 (Feb 9-11): Weimar Germany (1919-1933). Assignment: Hiden, WEIMAR REPUBLIC (entire book plus Documents 1-3, 7-8, 14-16)

Week 7 (Feb 17-18): From Weimar to Nazi Germany (1930-1938). Assignment: Overy, HISTORICAL ATLAS OF THIRD REICH, pp. 22-115

Week 8 (Feb 23-25): Nazi Germany (1939-1945)/World War II. Second Exam on Wednesday (February 25)

Week 9 (Mar 2-4): World War II/Postwar Germany. Assignment: Bîll, THE CLOWN

Week 10 (Mar 9-11): The Two Germanies (1949-1990)

Week 11 (Mar 16): Third Exam

This course traces the development of British North America from the first European-Indian contacts in the early seventeenth century through to the American Revolution. Using an interdisciplinary approach, students will work towards an integrated understanding of early American culture and society that includes political structures, the economy, religious and scientific beliefs, and social patterns and conflicts.

James Axtell, The Invasion Within (on Europeans and Native Americansin the Northeast)

Carol Karlsen, Devil in the Shape of a Woman (on Witchcraft in New England)

Richard S. Dunn, Sugar and Slaves (on the Caribbean)

Daniel Unser, Indians, Settlers, and Slaves in a Frontier Economy (on Native Americans, Africans, and Europeans in the South during the eighteenth century)

Gary Nash, Urban Crucible (on Boston, New York City, and Philadelphia, 1690-1776)

Mechal Sobel, The World They Made Together (on Virginia, eighteenth century)

Charles Royster, A Revolutionary People At War (on the Continental Army)

There will also be a reader for the class available at the copy center.