WINTER 2001
This information effective for Winter 2001.
Check with instructor the first day of class for any changes.
WINTER 2001
This information effective for Winter 2001.
Check with instructor the first day of class for any changes.
[HIS-025B] [HIS-080C] [HIS-134A] [HIS-147A] [HIS-182] [HIS-196M] [HIS-196Y]
Winter 2001
Instructor: Alexandra Minna Stern
Go to: http://ic.ucsc.edu/~amstern/hist25b
Winter 2001
Instructor: Edmund ("Terry") Burke, III
I have been teaching modern Middle Eastern history and World History at UCSC since 1968. My research specialty is the colonial and post-colonial history of the Arab world, especially Arab North Africa. I have written on social movements (urban protests, peasant movements, anti-colonial movements) in the modern Middle East, ordinary people's lives, and questions of representation of Middle Easterners in Western discourse. I have traveled extensively in North Africa and visited Egypt, Turkey, Jordan, Israel and Palestine. I speak Arabic and French. I enjoy teaching this course.
The "Making of the Modern Middle East" is an introduction to the history of the Middle East from the rise of Islam to 1980. It provides a basic overview of the development of Islamic civilization and origins of modern Middle East in the 19th and 20th centuries - including Ottoman self-strengthening, nationalism, imperialism and modern politics. Approximately seven weeks are devoted to the post-1800 Middle East.
Two short papers on topics to be assigned, plus a final exam (in class). There will also be weekly quizzes on the readings and a map quiz.
The following required books have been ordered by the Bay Tree Bookstore. All are in paperback. There may also be a required course reader (stay tuned).
William Cleveland, A History of the Modern Middle East (Westview) ISBN: 0-8133-0563-2.
Edmund Burke, III, Struggle and Survival in the Modern Middle East (University of California Press) ISBN: 0-520-07988-4.
October 24, 2000
Instructor: Philip Whalen
This course provides an overview of French history from the late Middle Ages through the French Revolution. Themes and topics addressed will include enduring political and social structures, the daily life of different social classes, traditions of popular and elite revolt, the rise and fall of absolute monarchy, patterns of consumption, the impact of Enlightenment thought, the nature of early colonial interests, the relations between Paris and the provinces as well as the colonial empire, and the origins and significance of the French Revolution. This will be accomplished through a collection of lectures, readings and discussions that focus on the political, social, economic, gender and cultural history of France during this period. Some additional readings are provided in the reader for the purpose of helping students get oriented for their research assignment.
Course Requirements: regular attendance; close reading skills; write 2 two-page book reviews; complete take-home midterm essay exam; write a 10-12 page research paper on a theme or topic addressed in this course; and - for those who miss 3 or more lectures - complete a take home final exam as scheduled.
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Lectures: |
Tues. |
Royal Structures and Institutions |
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Thur. |
The Manorial and Seigniorial Systems |
2: Human Geography
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Lectures: |
Tues. |
Towns and Villages |
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Thur. |
Peasant Society and Culture |
3: Worlds of Privilege
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Lectures: |
Tues. |
The Nobility |
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Thur. |
The Bourgeoisie. Book reviews due today! |
4: The Early-Modern State
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Lectures: |
Tues. |
The Wars of Religion. (film clip - "Queen Margot") |
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Thur. |
The Revolt of the Nobility: The Fronde |
5: Colonialism and Trade
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Lectures: |
Tues. |
New France and Colonies |
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Thur. |
Slavery and Trade. Mid-term handed out today. |
6: Urban Popular Culture
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Lectures: |
Tues. |
Artisans and Workers. Mid-term essays due today. |
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Thur. |
Popular Beliefs and Resistance |
7: Literature, Arts, and Propaganda
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Lectures: |
Tues. |
Film, "Beaumarchais" |
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Thur. |
Street Theatre and Grub Street |
8: Enlightenment and Reform
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Lectures: |
Tues. |
Philosophes and Physiocrats |
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Thur. |
Economy and Political Crises |
9: The French Revolution I
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Lectures: |
Tues. |
The Causes of the French Revolution |
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Thur. |
From Constitutional Monarchy to Republic |
10: The French Revolution II
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Lectures: |
Tues. |
Revolutionary Dictatorship and Terror |
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Thur. |
Napoleon and the Legacy of the French Revolution |
Winter 2001
Instructor: Willie Yaryan
Thirty-five years ago, Raymond Dasmann, professor emeritus of environmental studies at UCSC, wrote that "in California one sees not only the consequence of unplanned, careless, or deliberately destructive past activity; one also gets the feelings that the worst is yet to come." Dasmann's classic book, The Destruction of California, is more relevant today than in 1965. Then the population was 19 million; today it stands at 34 million. The state's air, soil, and water resources are polluted, degraded, or in short supply; plant and animal biodiversity is declining at an alarming rate; toxic waste dumps are sited in the back yards of the poor and people of color; farms are paved over for housing developments; and old-growth trees are cut and milled for overseas consumption. The war between nature and culture in California is claiming casualties on both sides.
This course will make use of the insights and methodology of environmental historians, who study the changing relationship between humans and their environment, to help understood the roots and history of our present environmental crisis. It was in California where the 19th century "wild west" economy of resource extraction produced its worst abuses, and it was in California that the early conservation movement achieved its first successes in Yosemite and Big Basin, as well as its first failure at Hetch Hetchy. Smog in Los Angeles exemplifies the worst pollutive effects of urbanism, and the battles to stop the Diablo Canyon nuclear power plant and to preserve Mono Lake were high points in the early environmental movement. We will examine a variety of primary and secondary documents, read critical essays, and view videos on California's diverse and spectacular environment in order to develop an informed perspective on the history of its use and misuse.
Regular attendance in class and informed participation in discussions, careful reading of the course materials, one critical book review (a list of books will be provided), a take-home midterm to test comprehension of the reading, and a 10-12 page research paper on the history of a California environmental problem.
Carolyn Merchant, ed., Green Versus Gold: Sources in California's Environmental History (Island Press, 1998)
Robert Dawson and Gray Brechin, Farewell, Promised Land: Waking from the California Dream (University of California Press, 1999)
Steven Gilbar, ed., Natural State: A Literary Anthology of California Nature Writing (University of California Press, 1998)
Go to: http://ic.ucsc.edu/~wyaryan/hist147a/syllabus.html
November 6, 2000
Instructor: Bruce Levine
Office: Stevenson 278
This course treats the period of civil war and reconstruction as the United States' second revolution. Much about the country's history for the next century and beyond was decided during these decisive years. We will begin by tracing how the decades-long political struggle over slavery during the first half of the nineteenth century erupted into military conflict in 1861. In the course of studying the war, three related themes will be emphasized: (1) what factors determined the war's outcome; (2) how the methods and goals of both sides changed in the course of the fighting; and (3) how the war altered life in both the North and the South. Although the Confederacy's defeat ended the war, the struggle over the shape of the post-slavery South continued long after Appomattox. In studying this subject, we will focus on the distinct and conflicting ways in which different groups of Americans approached the issues of reconstructing the South and the nation during the war and postwar years.
James M. McPherson, Battle Cry of Freedom (Oxford, 1988)
Eric Foner, A Short History of Reconstruction (HarperCollins, 1990)
Michael Perman, ed., Major Problems in the Civil War and Reconstruction (Heath, 2d ed., 1998)
Ira Berlin, et al., eds., Free at Last: A Documentary History of Slavery, Freedom, and the Civil War (The New Press, 1992)
Faust, Mothers of Invention: Women of the Slaveholding South in the American Civil War (Vintage, 1996)
All students are expected to attend all lectures and to complete all reading and writing assignments on schedule. Attendance and active participation in section meetings is also mandatory. There will be three two essay-type exams, each of which will be based upon both readings and lectures. Each exam will be given as a take-home assignment.
Instructor: Bruce Levine
Office: Stevenson 278
Winter 2001
This course sets the United States' experience with slavery and its elimination in comparative perspective. More specifically, it compares the historical trajectory of slavery in the United States with the rise and decline of this and other forms of bound labor elsewhere in the western hemisphere, Europe, and southern Africa. Class discussion will focus upon readings that address one or another general or locally specific aspect of the international comparison.
Among other subjects, we will investigate the origins of and differences between serfdom and slavery. We will inquire into the relationship between rights and power in slave societies, on the one hand, and differences in national origin and race, on the other. We will ask why in some cases emancipation occurred in a violent and revolutionary manner,but, in others, occurred peacefully and gradually. We will ask how the experience of emancipation in one country influenced developments in others. Finally, we will inquire into the long-term impact that different types of emancipation had on upon post-emancipation life in different countries.
Each student will write one short paper (approx. 5-8 pages) every other week discussing the readings assigned for that week. Students will be graded and/or evaluated on the basis of these essays and their contribution to classroom discussion. Readings will include selections from works such as the following: Raymond Grew, "The Case for Comparing Histories;" Evsey D. Domar, "The Causes of Slavery or Serfdom: A Hypothesis;" Barrington Moore, Jr., Social Origins of Dictatorship and Democracy; Robin Blackburn, The Overthrow of Colonial Slavery, 1776-1848; George M. Fredrickson, White Supremacy: A Comparative Study of American and South African History; Herbert S. Klein, African Slavery in Latin America and the Caribbean; Thomas C. Holt, "'An Empire Over the Mind': Emancipation, Race, and Ideology in the British West Indies and the American South;" Eric Foner, "The Anatomy of Emancipation;" Barbara J. Field, "Who Freed the Slaves?" Barbara Jeanne Fields, "The Advent of Capitalist Agriculture: The New South in a Bourgeois World"; George Lefebvre, The Coming of the French Revolution; Hans Rosenberg, Bureaucracy, Aristocracy and Autocracy: The Prussian Experience, 1660-1815; Theodore S. Hamerow, Restoration, Revolution, Reaction: Economics and Politics in Germany, 1815-1871; Jerome Blum, The End of the Old Order in Rural Europe.
Instructor: Alice Yang Murray
Call number: 60508
Meetings: Thursdays 4-7 PM; Social Science 2 Room 171
Winter 2001
For more information on this class, please go to http://humwww.ucsc.edu/history/history196y