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[HIS-020A-01][HIS-030B-01][HIS-080I-01][HIS-080J01][HIS-113-01][HIS-124-01] [HIS-140A-01][HIS-159B-01][HIS-194V-01][HIS-196Q-01][HIS-196R-01]
HISTORY 20A-THE CLASSICAL WORLD: GREECE TENTATIVE SYLLABUS This course offers a survey of ancient Greek history and culture from the Greek Bronze Age through the Archaic, Classical, and Hellenistic Ages, that is from the age of Troy and Mycenae through that of Alexander the Great, roughly 3,000 to 300 BC. It will touch on a variety of different aspects of ancient Greece and its study including archaeology, art, literature, society, and politics. Readings will concentrate on ancient works in translation. Its chief aim is to make students familiar with basic terms and concepts so that they will be equipped to read the literature of Greek antiquity or modern studies of it or to undertake more advanced course work with confidence. REQUIREMENTS There will be a brief short answer quiz each week beginning the second week of the quarter. There will be a total of nine of these short quizzes, and you will have to achieve a passing average based on eight of them (that is, you get to miss one with no penalty, but must have a passing average on all the rest). There is one exception to this: the first quiz is on the Greek alphabet, and you must pass that by the fourth week (you may retake it, if necessary). Each of these exams will be based on the three previous class lectures and on the reading assigned for the previous two classes and for the day of the exam itself. The purpose of these exams is to provide you with an incentive to review lecture material while it is still fresh and to keep up with the assigned readings, so that you are appropriately informed for the lectures. Missed exams will be graded as zeros except in cases of genuine emergencies. In addition to the three weekly lectures, you will be required to attend one discussion section each week beginning with the second week. For these sections you will write three 5-10 page papers based on assigned class readings. Two of these papers will be based upon readings assigned for the course; the third will be a research paper based on information in Perseus, an electronic database of texts and images for ancient Greece (Perseus is available at UCSC computer labs). Each of your papers must be of passing quality in order to pass the course. 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. There will be no mid-term or final exams and no writing assignments that require research or reading beyond the readings assigned in the course syllabus and the Perseus data base. REQUIRED TEXTS, TENTATIVE (on sale at Bay Tree, and on reserve at McHenry - listed in order to be read): M. I. Finley, Early Greece: the Bronze and Archaic Ages 2nd ed. (Ancient Culture and Society Series) (Norton, 1982). Homer, trans. Stanley Lombardo, The Iliad (Hackett, 1997) ISBN o-87220-352-2. Hesiod, trans. R. M Frazer. The Poems of Hesiod (Norman, Oklahoma: University of Oklahoma, no date). Lattimore, R., The Greek Lyrics (Chicago: University of Chicago, 1960). Freeman, Kathleen, tr., The Murder of Herodes, (Norton, 1963, repr. and distributed by Hackett). Sophocles, trans.Steven Berg and Diskin Clay, Oedipus The King (Greek Tragedies in New Translation Series) (Oxford University Press, 1994). Thucydides, Richard Crawley, The Peloponnesian War (Modern Library, Random, 1981). Theocritus, trans. Robert Wells, The Idylls (Penguin Classics, 1989). DISCUSSION SECTIONS TBA OFFICE HOURS: TBA, Cowell 218 Telephone: 459-2487; msgs. 459-2609; email: miles@cats
January 4 Introduction 6 Discovery of the Greek Bronze Age 8 Introduction to Homer The Iliad, bk. 1; Finley, chs. 1-2 11 Homer and Rap The Iliad, bk. 2; Finley, ch. 3 13 Minoan Civilization The Iliad, bk. 3; Finley, chs. 4-5 15 Mycenaean Civilization The Iliad, bks. 6&9 18 Holiday 20 Minoan and Mycenaean Art The Iliad, bk. 16 22 End of the Bronze Age; Dark Ages The Iliad, bk. 22; Finley, ch. 6 25 Homer and the Dark Ages The Iliad, bk. 24; Finley, ch. 7 27 Homer, Religion, and Society Hesiod, Theogony 29 End of the Dark Ages; Archaic Greece; Sparta Finley, chs. 8& 9 February 1 Archaic Greece: Hoplite Warfare Greek Lyrics, Tyrtaeus 3 Archaic Greece: Athens Finley, ch. 10 5 Archaic Greece: Art Finley, ch. 11 8 Archaic Greece: Art Hesiod, Works and Days 10 Archaic Greece: Culture Greek Lyrics, Archilocus, Sappho 12 Emergence of Athenian Democracy Thucydides, chs. I&II 15 Holiday 16 Exchange Day Operation of Athenian Democracy Thucydides, ch. III; Freeman, "Claim to Citizen Rights" 17 The Persian Wars and the Athenian Empire Thucydides, chs. IV&V: Greek Lyrics, Anakreon 19 Athenian Culture Thucydides, chs. VI&VII; Greek Lyrics: Theognis, Xenophanes 22 Women in Athenian Society Freeman, "On the Killing of Eratosthenes the Seducer;" "An Illegal Union" 24 Athenian Art Thucydides, chs. VIII&IX 26 Peloponnesian War Thucydides, chs. X&XI March 1 Oedipus the King Oedipus the King 3 Greek Education Thucydides, chs. XVII-XVIII; XXI.36 (p. 420)-XXII 5 Alexander the Great Thucydides, chs. XXIII-XXIV.7 (p. 458) 8 Political Organization of the Hellenistic World Theocritus, # 17 10 Culture of the Hellenistic World Theocritus, # 2, 5, 7, 15 12 Hellenistic Philosophies For more information about me, see my website: http://humwww.ucsc.edu/classics/Miles.html For more information about Classics at UCSC, see: http://humwww.ucsc.edu/classics/clhome.html
HISTORY 30B: MODERN EUROPEAN HISTORY 1789-1914 Instructor: Bruce Thompson History 30B offers a survey of European history from the French Revolution to the outbreak of the First World War. It examines the impacts of demographic expansion and technological innovation, the origins of modern ideologies (conservatism, liberalism, socialism, anarchism, populism, feminism, nationalism, imperialism), the formation of classes and states, the persistence of poverty in a period of unprecedented productivity, and the causes and consequences of wars and revolutions. Readings will include speeches, essays, memoirs, poems, plays and novels, and lectures will be illustrated by music, paintings, photographs, and films. Requirements: midterm and final examinations, a 6-page paper, and participation in weekly discussion sections. 1. Jan. 7-9 THE OLD REGIME AND THE FRENCH REVOLUTION Topics: Crowds and Masses, Estates and Classes--Bread and Wine--Crisis and Escalation: The Revolutionary Bandwagon--Virtue and Terror: The Avalanche Effect Reading: Mark Kishlansky, Patrick Geary & Patricia O'Brien, Civilization in the West, vol. C, pp.608-634 Speeches by Sieyes, Marat, and Saint-Just 2. Jan. 14-16 WAR AND PEACE Topics: Napoleon and the Revolution in Warfare--Spain, Russia and the Disasters of War-- The Congress of Vienna--The Rhetoric of Conservatism Reading: Kishlansky, pp. 634-639, 680-688 Jakob Walter, Diary of a Napoleonic Footsoldier 3. Jan. 21-23 WORK AND INDUSTRY Topics: The Industrial Revolution in England--Labor and Sociability in France-- The Rhetoric of Liberalism--The Rhetoric of Socialism Reading: Kishlansky, pp. 642-677 Memoirs by Suzanne Voilquin, Agricol Perdiguier, and Martin Nadaud in The French Worker, ed., Mark Traugott 4. Jan. 28-30 THE COUNTRY AND THE CITY Topics: Rural Misery: Silesia and Ireland--Urban Misery: London and Manchester-- Urban Fantasy: St. Petersburg--The Railroad Reading: Kishlansky, pp. 694-708 Gerhardt Hauptmann, The Weavers Charles Dickens, A Walk in a Workhouse" Nikolai Gogol, "Nevsky Prospect" 5. Feb. 4-6 1848 Topics: Paris: February and June--Central Europe: Springtime of Peoples? Reading: Kishlansky, pp. 709-715 Alexis de Tocqueville, Recollections Karl Marx and Friedrich Engels, The Communist Manifesto MIDTERM EXAMINATION, THURSDAY, FEBRUARY 6 6. Feb. 11-13 NATIONS AND STATES: ITALY AND POLAND Topics: The Rhetoric of Nationalism--Italy, North and South--Cavour and Garibaldi-- Poland and the Nation in Exile Reading: Kishlansky, pp. 720-727 Giuseppe di Lampedusa, The Leopard 7. Feb. 18-20 BLOOD AND IRON: GERMANY Topics: Prussia and Germany--Bismarck and Realpolitik--Aristocracy and Middle Classes in Germany--Boom and Depression Reading: Kishlansky, pp. 727-734 The German Worker, ed., Owen 8. Feb. 25-27 DAYDREAMS AND NIGHTMARES OF THE BOURGEOISIE Topics: Spectres Haunting Europe--The New Woman--The Second Empire of Louis Napoleon--Impressionism: Leisure and Modernity Reading: Kishlansky, pp. 750-779 Henrik Ibsen, A Doll's House Memoir by Jeanne Bouvier in The French Worker Charles Baudelaire, "The Eyes of the Poor" 9. March 4-6 POLITICS AND PATRICIDE: RUSSIA Topics: The Russian Empire--Populists, Nihilists, Anarchists--Autocracy and Terrorism-- A Tour of Europe in 1890 Reading: Kishlansky, pp. 735-739 Memoirs by Vera Figner, Vera Zasulich, Praskovia Ivanovskaia, Olga Liubatovich, and Elizaveta Kovalskaia in Five Sisters, ed., Barbara Engel PAPER DUE: THURSDAY, MARCH 6 10. Mar.11-13 THE AGE OF EMPIRE Topics: The Scramble for Africa--The Rhetoric of Imperialism--Colonialism and Migration --From the Dreyfus Affair to the First World War Reading: Kishlansky, pp. 780-809 Winston Churchill, My Early Life, Chapters VIII, X-XI, XIV-XV, XVIII-XXII, XXVII-XXIX Bruce Thompson 276 Stevenson, X3467 or 2555 (message) brucet@ucsc.edu
History 80I: Hollywood and the History of Asian Americans Lectures: MWF 2-3:10 PM Location: Merrill 102 Sections: TBA Instructor: Alice Yang-Murray Office Hours: MW 12:30-1:30 & by appt Office Location: Merrill Rm 31 (across from the History Department office) Phone: (408) 459-3967 E-mail: ayang@ucsc.edu Course Description This course examines Hollywood representations of the history of Asian Americans. Students will view and discuss past and recent popular films. Topics include depictions of the "yellow peril," "yellow-faced" actors, gender and sexuality, war, interracialrelationships, and community responses to Hollywood films. General Education Requirements This course fulfills a "humanities and arts topical course" requirement and an "ethnic studies/third world course" requirement. Reading List Available at the Slug Books Co-Op (224 Cardiff Place - next to the 7-11 at the base of campus) and on electronic reserve: Gina Marchetti, Romance and the "Yellow Peril": Race, Sex, and Discursive Strategies in Hollywood Fiction Course Reader Evaluation Criteria 20% Attendance and participation in class discussions 20% in-class midterm 20% short paper 4-6 pages 40% in-class final exam Discussion Topics The "Yellow Peril," Orientalism, and the Power of Popular Images Charlie Chan, Fu Manchu and Yellow-faced Actors: Early Images of Asia and Asian America "China Dolls" and "Exotic Temptresses": Representations of Asian American Women "Ruthless Gangsters," "Treacherous Businessmen" and "Geeks": Depictions of Asian American Men Pleas for Tolerance and Hollywood Accounts of American Racism The "Vietnam War" and Portrayals of Southeast Asian Americans Bestselling Novels and "Successful" Films on Asian American Family Life From Bruce Lee to Jackie Chan: the Martial Artist Hero Breaking Taboos or Reinforcing Stereotypes? Asian American Homosexuality in Films Race, Class, Gender, and New Asian American Images Partial Selection of Film Screenings and Film Clips The Mask of Fu Manchu Charlie Chan's Greatest Case The Hatchet Man Broken Blossoms Flower Drum Song Year of the Dragon Farewell to Manzanar Come See the Paradise Rising Sun Rambo: First Blood Killing Fields Heaven and Earth Joy Luck Club Do the Right Thing Falling Down Dragon Rush Hour Wedding Banquet Mississippi Masala
History 80J: Asian American History, 1941-present Class Meetings: MWF 11-12:10 Location: Porter 144 Instructor: Alice Yang-Murray Office Hours: MW 12:30-1:30 & by appt Office Location: Merrill Rm 31 (across from the History Department office) Phone: (408) 459-3967 E-mail: ayang@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. General Education Requirements This course fulfills a "humanities and arts topical course" requirement and an "ethnic studies/third world course" requirement. Reading List Available at the Slug Books Co-Op (224 Cardiff Place - next to the 7-11 at the base of campus) and on electronic reserve: William Dudley, Asian Americans: Opposing Viewpoints Yen Le Espiritu, Asian American Panethnicity The State of Asian America: Activism and Resistance in the 1990s, ed. Karin Aguilar-San Juan Course Reader Evaluation Criteria 20% Attendance and participation in class discussions 20% in-class midterm 20% group research and presentation on one of the following 4 topics 1) Illegal Immigration and Proposition 187 2) "Cultural Defense" Historical Claims and the Law 3) Asian Americans and the History of Affirmative Action or 4) the Responsibility of Asian American Writers to Promote Positive Histories of the Ethnic Community 40% in-class final exam Schedule of Lectures, Films and Reading Assignments: Week 1 January 4 Introduction to the Course, Syllabus Review, and Popular Representations of Asian American History January 6 Debates about the Definition of an "Asian American" and the Study of Asian American History Reading: 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 January 8 Discussion Topic: What Does It Mean to Be "Asian American"? 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 Week 2 January 11 American-Style "Concentration Camps" & The Internment of Japanese Americans Reading: Prisoners Without Trial selection, Asian Americans Opposing Viewpoints, chapter 3 January 13 Japanese American Accommodation and Protest: From World War II to the Redress Movement film: "Family Gathering" January 15 Discussion Topic: Why do you think it took 40 years for the redress movement to gain momentum? Reading: Redress handout, pp. 1-3, testimony from the Commission on Wartime Relocation and Internment of Civilians, Amerasia, pp 53-105; Redress news articles; Week 3 January 20 War in Southeast Asia, Resettlement, and Refugee Experiences in America Reading: When Heaven and Earth Changed Places selections, Vietnamese American Community and Le Ly Hayslip News Articles, pp. 1-12 January 22 Discussion Topic: 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? Reading: 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 Week 4 January 25 The Model Minority Myth and the Asian American Movement Reading: Asian Americans: Opposing Viewpoints, chapter 4 January 27: Lotus Blossom, Dragon Lady, and Suzie Wong": Gender, Sexuality and the Asian American Women's Movement; Sign-Up Sheet for Group Presentation Additional Sources Reading: "Special Feature: Essays on Asian American Women's Liberation," East Wind, pp. 31- 41. January 29: Discussion Topic: Success, Compromise or Failure of the Asian American Movement? Reading: Asian American Panethnicity selections Week 5 February 1: Violence Against Asian Americans, Violence Within the Asian American Community film: "Who Killed Vincent Chin?" bring copies of your group presentation reading analysis for the rest of your group Reading: Groups Presentation Reading in the course reader and on Reserve State of Asian America, pp. 321-334 February 3: Group Presentation Organizational Meetings February 5: Discussion Topic: 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? Reading: The State of Asian America selections Week 6 February 8 In-class midterm February 10 The Los Angeles Uprising; film: "Sa-I-Gu" Reading: The State of Asian America, pp. 71-117 February 12 Discussion Topic: Do you think Korean Americans were targetted 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? 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. Week 7 February 16 Final Organization of Group Presentations February 17 Interracial Marriage - Progressive Assimilation, Cultural Genocide or Something Else? Illegal Immigration Group Outline Due Reading: Joan Walsh, "Asian Women, Caucasian Men," Image Magazine, December 2, 1990, pp. 11-14. 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 February 19 Discussion Topic: Should Asian Americans Support the Notion of a Multiracial Identity? How would this Affect the Asian American Community? Reading: No Passing Zone: The Artistic and Discursive Voices of Asian-Descent Multiracials selections Week 8 February 22 Group Presentation on Illegal Immigration and Prop. 187; Cultural Defense Group Outline Due Reading: Asian Americans: Opposing Viewpoints, chapter 1 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. 127-139 Proposition 187 News Articles, pp. 1-16 "California Illegal Immigrants Handout" February 24 Discussion of Illegal Immigration and Prop. 187; Affirmative Action Group Outline Due February 26 Group Presentation on Cultural Defense Claims Reading: Cultural Defense News Articles, pp. 1-15 Week 9 March 1 Discussion of Cultural Defense Claims; Asian American Writers Group Outline Due March 3 Group Presentation on Affirmative Action Reading: "Rethinking Affirmative Action," CQ Researcher, pp. 369-391 Affirmative Action and College Admissions News Articles, pp. 1-20 "Trends Affecting Affirmative Action" Handout Dana Y. Takagi, "We Should Not Make Class a Proxy for Race," Higher Bounds, p.3 March 5 Discussion of Affirmative Action;Student Proposals for Final Exam Questions Due Week 10 March 8 Group Presentation on Asian American Writers Reading: 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. Blu's Hanging selections news articles on Blu's Hanging March 10 Discussion of Asian American Writers March 12 The Relevance of Asian American History to the Lives of Asian Americans Today; Course Evaluations
History 113 - Peasants in Early Modern Europe Instructor: Philip Whalen Times: Tuesdays and Thursdays: 2- 3:45. This course provides a comprehensive overview of western European peasants (ninety-five percent of the population) from the late Middle Ages to the eighteenth century. This will be accomplished through a collection of lectures, readings and discussions which focus on the material, social, gendered, economic, and cultural aspects of peasant existence. These readings will also introduce students to different methodological approaches to early modern European history. Themes and topics addressed will include: the links between agricultural, biological and astrological cycles in creating individual and community rhythms and patterns; the benefits and constraints of traditional agricultural and artisanal economic systems; the social and cultural world of rural villages; the existence and consequences of multiple and competing belief systems; the material and physical realities of daily life; as well as the shape of common and unusual lifestyles led by peasants seeking security in an unpredictable and often hostile environment. Course Requirements: regular attendance, close reading skills; writetwo brief book-review articles, a paper prospectus accompanied by an annotated bibliography, and a 10-15 page final paper on a topic selected in consultation with the instructor. Required Texts:Mary Abbott, Life Cycles (Routeledge, 1997). Piero Camporesi, Bread of Dreams (Polity, 1989). Jacques GÈlis, History of Childbirth (Polity, 1991). Pierre Goubert, The French Peasantry in Seventeenth Century France,(Cambridge, 1986). George Huppert, After the Black Death (Indiana, 1986). Mary Kilbourne Matossian, Poisons of the Past (Yale, 1989). Kieth Thomas, Religion and the Decline of Magic (Charles Scribners &Sons, 1971). Susan Amussen, An Ordered Society: Gender and Class in Early Modern England (Blackwell, 1988). Available on Reserve at McHenry Library: John Cashmere, "Sisters Together: women without men . . . ." Robert Darnton, The Great Cat Massacre, (Basic Books, 1984). Natalie Zemon-Davis, "Reasons of Misrule," and "Women on Top." David Vassberg, The Village and the Outside World in Old World Castille. Week 1: The Medieval Legacy, a bird's eye view. Read: Goubert, chs. 1, 2; Darnton, selected chs.; Huppert, chs. 1, 2, 3; Vassberg, chs. 1, 6. Introduction, Landscapes and Villages. The Manorial and Seigniorial Systems. The Mechanisms of Law and Order. Week 2: Material Culture of Daily Life. Read: Camporesi, chs. 12-15; Goubert, ch. 7; Matossain, chs. 1, 3-4. Houses, Furnishings and Clothing.Food-ways: production, preservation and preparation. Techniques of Power. (Sample Bibliographic Entries Due) Week 3: Labor and Production. Read: Goubert, chs. 8-11, 13-15; Huppert, chs. 4, 5; Vassberg, chs. 2,3; Camporesi, chs. 4, 6, 17, 19. Agriculture and Animal Husbandry Specialty Trades and Alternatives. Regional Diversity and Poverty. (First Book Review Due) Week 4: Rhythms, Cycles and Time. Read: Goubert, ch. 17; GÈlis, chs. 1-4; Camporesi, ch. 8; Thomas, selected chs The Agricultural Year. The Astrological Year. The Biological Year. Week 5: Belief Systems. Read: Goubert, ch. 12; Darnton, selected chs.; Camporesi, ch. 9; Thomas, selected chs., Matossain, ch. 5; Huppert, ch. 10; Amussen, ch. 2. A Christianized World? Traditional and Unorthodox Beliefs/ Mechanisms of Dispersal. Reforms and Persecutions. (Second Book Review Due Today) Week 6: Family Life. Read: Life Cycles, chs. 3-6; Goubert, chs. 4-6; GÈlis, chs 5-13; Huppert, ch. 9; Amussen, ch. 3. Birth and Childhood. Youth and Adolescence. Bethrodal and Marriage. Week 7: Family Life. Read: Life Cycles, chs. 2, 7-8; Cashmere, "Women Without Men;" Goubert, ch. 18; GÈlis, chs. 14-20; Vassberg, ch. 5; Amussen, ch. 4. Adulthood and Parenting. Old Age and Death. Alternatives: Celibacy and Service. Week 8: Sociability and Village Life. Read: Vassberg, chs. 7-8; Zemon-Davis, both essays; Matossain, ch. 6; Huppert, ch. 8; Amussen, chs. 5-6. Organizations, associations and hierarchies. Games, Sociability and Interpersonal Violence. Neighbors and Vagrants. (Prospectus and Annotated Bib. due) Week 9: In Sickness and Health. Read: Camporesi, chs. 1-3, 5; Matossian, ch. 12; GÈlis, selected chs.. Natural Calamities, Epidemics, Famines and Warfare. Health, Remedies, and Folkways. Epidemiology, Mortality and Demography. Week 10: Social and Economic Conjunctures. Goubert, ch. 16; Matossain, chs. 6, 7-11; Huppert, chs. 6, 7, 11; Vassberg, 4. The Scissors Effect. Social Consequences: Rebellion, Migration and Misery. Conclusion. Final Papers Due on Tuesday of Exam Week.
HISTORY 124 http://catsic.ucsc.edu/~hist124/
HISTORY 140A: History of Colonial America Instructor: L. Westerkamp This course traces the development of British North America from the first European-Indian contacts in the sixteenth century through to the rise of a provincial community in 1750. 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. The following books have been assigned before, and these, or books covering the same questions, are likely to be used for the class. James Axtell, The Invasion Within A comparative examination of French and English interactions with native American peoples in the northeastern regions of North America. Edmund S. Morgan, American Slavery, American Freedom An exploration of the social history of colonial Virginia, from the founding of Jamestown in 1607 until the American Revolution. This book also includes some excellent material on early English experimentation in colonization. Carol Karlsen, Devil in the Shape of a Woman Witchcraft in colonial New England Daniel Richter, The Ordeal of the Longhouse History of the Iroquois People, sixteenth through the mid-eighteenth century. Joyce Goodfriend, Before the Melting Pot History of New York City, from the English take-over of the Dutch colony in 1664 until 1730. Peter Wood, Black Majority History of Colonial South Carolina and the African and African-American community from the founding of the colony until the Stono Slave Rebellion of 1739. Course requirements include the following: Reading and Class participation Three brief book reviews (3-4 pages each) A take home final examination (about 5 pages) A document analysis (about 5 pages) A historical essay based upon five documents (10-12 pages) IMPORTANT: There are no separate sections for this class--the winter schedule is wrong. Students will meet once a week in lecture and once a week in seminar discussion. On seminar day, the class will split, and half will meet at the regular class time, and half will meet at another time. LECTURE TOPICS INCLUDE: North American Indians Before Colonization Europe and the age of Exploration Ireland, Colonization and Conquest Virginia and the Plantation System Puritans, Witches and the Building of New England Africa and the Atlantic World Slavery Under British Rule The Caribbean Nexus Quakers and Middle Atlantic Diversity The Religious Awakening of the Eighteenth Century Women, the Law, and the Domestic Economy Cities and Provincial Culture Native Americans and the Struggle for Empire HISTORY 159B: Modern/Contemporary Japan Instructor: Noriko Aso Class: MWF 11:00-12:10 Cowell 134 Office: Merrill 108 Telephone: 459-5371 E-mail: naso@ucsc.edu
Description Selected topics in nineteenth and twentieth century Japanese history, including modernization and debates regarding its direction; urban and rural culture; changing notions of class and gender; the modern emperor system; protest movements; the rise of Japanese imperialism; the U.S. Occupation; high growth economics; and popular culture. The guiding theme will be uneven development in the course of modernization, with ongoing attention to the way in which histories told from "above" or "below" can vary greatly. Requirements 1. Attendance and participation The writing assignments will generally focus on analysis of primary source materials. Books Required Kenneth Pyle, The Making of Modern Japan
History 194V: Modern Irish History Instructor: Bruce Thompson This seminar offers a survey of Irish history from the late 18th century to the present. Among its themes are: the tangled relations between Ireland and Britain, cultural diversity in Ireland, the impact of the Famine, the vicissitudes of Irish nationalism, the sources of violence and civil war in modern Irish history, and the politics of memory. Particular emphasis will be placed on literary sources. (Edgeworth, Somerville and Ross, Joyce, Synge, Yeats, O'Casey, O'Connor, Heaney, Boland). 1. IDENTITYV.S. Pritchett, "The Irish Character," At Home and Abroad Roy Foster, "The Emerald Image," TLS, 4 June 1976 J.J. Lee, "Aspects of Irish Identity," Ireland/Britain; A Microcosm of International Misunderstanding 2. ASCENDANCY Robert Kee, "Two Nations?" Maria Edgeworth, Castle Rackrent 3. FAMINE Robert Kee, "Famine" James S. Donnelly, Jr., "The Great Famine: Its Interpreters Old and New," History Ireland (Autumn 1973) David Thomson and Mayra McGusty (eds.), The Irish Journals of Elizabeth Smith 1840-1850 4. DECLINE Edith Somerville & Martin Ross, The Real Charlotte J.M. Synge, "A Landlord's Garden in County Wicklow" 5. NATIONALISM Robert Kee, "Bold Fenian Men," and "Parnell" Conor Cruise O'Brien, "The Fall of Parnell" and "Songs of the Irish Race," States of Ireland James Joyce, "Ivy Day in the Committee Room," Dubliners 6. PARALYSIS Robert Kee, "We Will Not Have Home Rule!" James Joyce, "Two Gallants," "After the Race," "The Dead" Paul Delany, "Political Development and the Aesthetic of Dubliners" J.M. Synge, The Playboy of the Western World 7. REBELLION Robert Kee, "1916" and "Michael Collins and the Black and Tans" Conor Cruise O'Brien, "The Embers of Easter," 1916, ed. Owen Dudley Edwards Sean O'Casey, The Plough and the Stars 8. WAR Robert Kee, "Civil War" Terence Des Pres, "Yeats and the Rat-Rhymers" and "Yeats and Hysterica Passio," Praises and Dispraises 9. STATES Robert Kee, "Free State to Republic" F.S.L. Lyons, "Symbol of the Era He Bestrode," Irish Times, Eamon de Valera 1882-1975 Conor Cruise O'Brien, Ancestral Voices: Religion and Nationalism in Ireland 10. TROUBLES Robert Kee, "Stourmont" Frank O'Connor, "A Guest of the Nation" Tim Pat Coogan, The IRA 11. RENEWAL John Ardagh, Ireland and the Irish: Portrait of a Changing Society Eavan Boland, "A Kind of Scar: The Woman Poet in a National Tradition," A Dozen Lips Seamus Deane, "Remembering the Irish Future," The Crane Bag VIII, 2 (1984), 81-92 Seamus Heaney, Nobel Lecture Course requirements: participation in class discussions, 2 five-page papers, 1 fifteen-page paper (a writing-intensive course) Submitted by Bruce Thompson, Lecturer in History brucet@ucsc.edu HISTORY 196Q-Dining in a Classical Context: Food,Wine and Sociability in Greece and Rome. Janina K. Darling. D205 Porter College x92763 JaninaKD@aol.com Description: Seminar style course which examines the cultural, social, political, literary, ritual, aesthetic and gastronomic aspects of feasting and drinking in ancient Greece and Rome. The first four weeks will address readings of primary and secondary sources. During this period, students will select paper topics in close consultation with the instructor and begin the necessary research. Weeks 5 through 10 will feature student reports on their topics. These will be presented to the group and critical discussion will follow. The completed papers will be submitted to the instructor at the final class meeting. Required Reading: F. Lissarrague, The Aesthetics of the Greek Banquet (Princeton: 1990) Evaluations: Students will be evaluated on the basis of class participation, preparation for discussion, consultation with the instructor, an oral presentation and a research paper (which includes submission of a proposal, a bibliography, and the finished draft). Remarks: This class will be interdisciplinary in scope and the self-selected research topics should cover a wide range of information about: the types of food and drink produced and consumed, the literature of the symposium and convivium, manners, architecture of the banquet, entertainment, utensils necessary for eating and drinking, Dionysiac themes, decoration of dining rooms, social aspects of group consumption, gender at dinner, militarism and drinking, eroticism at the symposium, etc. Prospective participants in the class should be highly motivated and have the self-discipline to complete all the assigned readings and necessary research/writing. Feel free to send questions you have about this course to JaninaKD@aol.com. History 196R: Women in Japanese History Instructor: Noriko Aso Description: We will examine through both primary and secondary sources such issues as work, sexuality, education, class and ethnicity in relation to constructions of female gender in Japanese society over the past several centuries, with a particular focus on the modern era. Topics: Week One: Perceptions of Japanese Women Week Two: Women and the Aristocratic Arts in Heian Japan Week Three: Women and Religion in Medieval Japan Week Four: Samurai Class Women in Tokugawa Japan Week Five: Rural Women in Tokugawa and Meiji Japan Week Six: Defining Women in Prewar Japan Week Seven: Defiant Women in Prewar Japan Week Eight: Contemporary Japanese Feminism Week Nine: Motherhood in Japan Week Ten: Girlhood in Japan
Requirements: 1. Attendance and participation
Potential Readings: Gail Bernstein, ed., Recreating Japanese Women, 1600-1945
Revised 7/26/04. |
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