Spring 2016 History courses - USF :: Department of History

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Here are all the upper level course descriptions following the order in which they appear in the ... Science Education (
Spring 2016 History courses

HISTORY COURSE DESCRIPTIONS Here are all the upper level course descriptions following the order in which they appear in the OASIS. For up to the minute information about times, CRNs, scheduling, etc., make sure to check the OASIS search schedule. You may repeat HIS 3930 as many times as you like as long as the course has a different title. If you need information about HIS 3938 and your catalog year in the history major, contact [email protected].

AMH 3140: THE AGE OF JEFFERSON

Hamilton was clueless!

Instructor: J. Belohlavek Email: [email protected]

This course covers the dynamic half century of the Founding Fathers and the American Revolution to the Age of Jackson (17761828). The course will interest, inform, and perhaps even excite you about the men and women who made American history in this period. We will examine the rise of constitutional democracy and political parties, conflict with European powers, evolution of American society and culture, and territorial expansion. We will talk about Jefferson and Hamilton, Indian wars and the War of 1812, canals and utopian communities, Louisiana and Florida. A healthy mix of videos, music and art in addition to lecture / discussion will illustrate the complexity and marvelous personalities, ideas, and events of the age. AMH 3341: AMERICAN FOOD AND DRINK HISTORY

Instructor: J. Irwin Email: [email protected] This course explores the history of American food and beverages, from the pre-contact period to the present. Students will learn about the history of specific foods and drinks, but this is just the beginning. Course themes include ways that both immigrants and different racial and ethnic groups have influenced American cuisines; relationships between the United States and global commodity chains; international food aid and assistance; the history of agricultural and food-service labor sectors; changing roles of women and gender as reflected through food preparation; evolution of cooking, agricultural, and food production technologies; relationships between food, health, nutrition, and body

image; and the history of restaurants and the fast-food industry. In the final unit of the course, students will conduct research on southern and Floridian “foodways,” or intersections between food and culture, traditions, and history. AMH 3423: MODERN FLORIDA

Instructor: R. Alicea Email: [email protected] The story of Florida since entering the Union is presented within a national and regional context. We will examine Florida’s social, economic, and political evolution. We will also engage in a conversation regarding the impact of both growth and development upon the cultural and physical environment. Historical thinking and methods will improve analysis and the ability to express ideas orally and in writing. Florida tourism poster (1970s)

Course counts for Florida history requirement for majors in Social Science Education (B.S.).

EUH 3185: VIKING HISTORY

Instructor: J. Dukes-Knight Email: [email protected] This course examines Scandinavian peoples in the so-called “Viking Age,” c. 800-1050. While the violence and piracy of their expansion typically dominate our conceptions of the “Vikings,” most Scandinavians in this period were not pirates. Evidence survives of a culture rich in social, religious, legal, and An Anglo-Saxon chronicler depicts a Viking ship as it appeared to him in the oral storytelling traditions. tenth century Still, military expansion carried Scandinavians across the globe, with a sphere of influence that spanned from North America to the Byzantine Empire, from the Arctic Circle to northern Africa. This course examines both the culture of Viking Age Scandinavia and the influence of traveling Scandinavian bands bent on piracy and military conquest on their targets around the world. We will gain a more complex understanding of this highly influential, too often misunderstood, group.

EUH 3206: TWENTIETH CENTURY EUROPE

Instructor: B. Merritt Email: [email protected]

Munich women clear up rubble from the war, Summer 1946.

This course explores themes in the history of twentiethcentury Europe, including European identity and Europe’s role in the world. We will observe the period from perspectives including both important events like the world wars and Europeans’ everyday lives. We will focus on the cultural, social, and political history of Europe, including shifts in understandings of gender, race, and class throughout the century, nationalism and transnational movements, colonization and decolonization, immigration and citizenship, genocide and war, among others. Several films will intersect with our readings, which include novels, journalism, and primary source documents from this dramatic century.

EUH 3402: AGE OF ALEXANDER

Instructor: W. Murray Email: [email protected] This course examines the career of Alexander III of Macedonia, better known as Alexander the Great. The legacy he left as an ancient superman is well known. In his short reign of 13 years (336-23 BCE), he led an army of Hellenic soldiers from Greece to India and back to Babylon, creating the largest empire then known to the western world. He managed this through the sheer force of his personality, his considerable intellect and superior managerial skills – a Alexander at the Battle of Issus, profound success that still amazes us, thousands of years from the Alexander Mosaic (100 later. We will begin our study half a century before BCE), National Archaeological Alexander's birth, and consider how events following the Museum, Naples Peloponnesian War led to the emergence of a strong Macedonia under Alexander's father, Philip II, an impressive ruler in his own right. We will then focus on Alexander and his reign, during which he destroyed the Persian Empire and set the stage for a three century period of cultural interaction called the Hellenistic Age (323-30 BCE). We will examine the ancient source record that survives to inform us about Alexander, his accomplishments and his motives. We will compare and contrast competing stories, interpret his actions in the light of contemporary modes of thought, consider distortions that Alexander himself introduced into the record, and come up with our own "personal" view of the king. We will seek to understand what made Alexander the Great so compelling to his contemporaries and to succeeding generations.

EUH 3413: ROMAN EMPIRE

Instructor: J. Langford Email: [email protected] Hollywood depicts the Roman Empire as decadent and vicious, ruled by cruel and sometimes mad emperors married to sexually insatiable women. Both delighted in oppressing their subjects, especially morally upright Christians who suffered horrible persecutions and ultimately died for their beliefs, singing hymns as they entered the arena to be mauled by lions, tigers and bears, oh my! We will critique these depictions, beginning with the basic political and military Remains of a victim at Pompeii (79 narrative of the period between the fall of the Roman BCE) Republic (30 BCE) and the death of the first Christian emperor (337 CE). We'll examine "mad" emperors such as Caligula, Nero or Commodus as well as "good" emperors (Augustus, Trajan and Marcus Aurelius), asking who evaluated emperors and exploring their relationships with the Senate, military, and populations in Rome and the provinces. We will explore the following themes: orgies, vice, and sexuality; constructions of gender (what does it mean to be a man?); citizens, slaves and barbarians; gladiatorial games; imperial women and succession; military life; and natural disasters (the eruption of Vesuvius that destroyed Pompeii in 79 CE). Finally, we'll consider the range of religious expressions in the Empire, from emperor worship to oracles to pagan cults to Christianity and Judaism. EUH 3451: MODERN FRANCE AND ITS EMPIRE

Instructor: D. Fontaine Email: [email protected] This course surveys France and its empire from the 18th-century Age of Revolutions to the present. The French Revolution (1789) and subsequent 19th-century revolutions and social movements have global significance, both in terms of their ideas and the revolutionary tradition they sparked. We will examine the origins and legacies of this tradition in France, including contradictions between the acquisition of rights and the use of violence to attain them; the idea of republicanism; church/state conflicts; diverging views of the role of government; new social and political models. We will examine these concepts and the history of France in global context and evaluate France’s position in Europe and the world, from its pursuit of a global empire and engagement with non-European peoples and ideas to the collapse of its empire and the long-term consequences of its global commitments. We will consider the importance of historical memory in contemporary debates around politics, citizenship, secularism, and the construction of French national identity. Through novels, films, and primary sources, we will examine how the French have impacted world history in the modern era.

EUH 3501: BRITISH HISTORY TO 1688

Instructor: K. Boterbloem Email: [email protected] This course will explore the manner in which England and Scotland became Great Britain from the late fifteenth century onwards. Topics that may be addressed are: How did a European backwater become an overseas empire and the world's Title page of a seventeenth-century English broadsheet describing the leading seafaring power in this attempt to blow up the Houses of Parliament. era? Why did Great Britain evolve into a parliamentary rather than an absolute monarchy? What explains the violence of the Reformation and religious conflicts in Britain and Ireland, or the cruelty of witchcraft trials and the judicial system in general? Was Henry VIII England's all-time worst monarch and his daughter Elizabeth I the best, as a recent survey of experts suggests? What is the historical context of Shakespeare's work? What are Ranters, Levellers and Diggers? Who was John Dee? HIS 3930: ARCHAEOLOGY OF GREECE

Instructor: S. Murray Email: [email protected] This course examines Greek civilization through material evidence—grand and imposing temples and palaces; striking images of gods and heroes; humbler evidence of the Greeks at work, at play, at war. We will learn about their sophistication as architects, sculptors, and painters, and their technical achievements as metalworkers, manufacturers of pottery, and builders of temples. Studying structures, monuments and artifacts will reveal how ancient peoples lived and what they believed in—where and who they worshipped, how they traded, where they shopped, what they used for money, how they interacted with their environment and their neighbors, how war influenced their technology, how gender roles were expressed. Our study will be largely chronological, beginning Minoan snake goddess figurine, 4000 years ago with the mysterious Bronze Age civilizations 1600 BCE, from the collection of the Historical Museum in Heraklion of the Minoans and Mycenaeans, and culminating four millennia later with the lavish Hellenistic Age, rich from Alexander the Great’s conquests. We will examine antiquities and accurate replicas in class via workshops on pottery and coins.

HIS 3930: FLORIDA LITERATURE AND CULTURE

Instructor: L. Runge; Email: [email protected] This course features the literature and culture of our home place, Florida. We will read place theory alongside poetry, fiction and essays of Florida with a heavy focus on twentieth century. Students will conduct primary and secondary source research prompted by these questions: how do we understand and construct ideas of place in Florida? How have constructions of place changed over the course of the twentieth century? How do we create place attachment in a culture of high mobility? What role does nature play in Florida places? The course features works by Jose Yglesias, Marjorie Kinnan Rawlings, Zora Neale Hurston, Stephen Crane, Carl Hiassen, nature writers and poets, and many others. We will work in the Special Collections Hampton Dunn Florida Postcard Collection and the Florida Digital Postcard Environment to conduct multi-modal research projects. Students will engage in the study of place attachment by visiting local places and through contemplative, critical, and creative exercises. As part of the CREATTE program through the Office of Undergraduate Research, students will be able to get research credit and present their work at the OUR colloquium. Note: crosslisted with LIT 4930. History majors take the history section (21651) for major credit or LIT section for non-major credit (13957). Does not fulfill Florida teacher’s education history requirement.

HIS 3930: DIGITAL INVESTIGATION

Instructor: D. Thomas Email: [email protected] Learn the skills to conduct digitally driven research in the social sciences and humanities. This course assumes no extensive prior technological experience. Discover previously untapped sources of information, use time-saving tools, and visualize your arguments. Digital scholarship allows you to understand your own field more completely and ask questions of your evidence that were previously unthinkable. We will scan library book barcodes with smartphones, syncing the information with your computer. We will insert it in a document to produce instant citations and bibliographies formatted to any academic style. We will use open-source digital tools to analyze thousands of texts at once. We will find and visualize online data sets. We will use network analysis tools to comprehend and explore patterns of interaction far too complex for the human brain to imagine unaided. All of this is possible using free user-friendly tools that do not require a technical background. As tools become more popular and accessible, digital scholarship is one of the fastest growing areas of research. At the same time, there have been misapplications. We will explore how to think critically about the appropriate application of digital methods, asking: what can data really teach us?

HIS 3930: GAY & LESBIAN US HISTORY

Instructor: D. Johnson Email: [email protected] Using the method of social history and cultural studies, this course looks at the changing social organization and cultural meaning of same-sex relations in the United States. Starting with the native American notion of two-spirited individuals, we will examine same-sex relations before and after the development of the concept of a homosexual identity. Moving into the twentieth century, we will look at what economic, social, and discursive factors led men and women attracted to members of their own sex to begin to think of themselves as constituting a distinct minority. We’ll look at the rise of urban gay neighborhoods, the history of gay political organizing, media representations of the community, and the impact of the AIDS epidemic. Students will be evaluated through several short papers and in-class essay exams. They will get an opportunity to use the growing LGBT archival collection in the USF Library’s Special Collections. HIS 3938: THE HOLOCAUST (MAJOR ISSUES IN HISTORY)

Instructor: J. Rodgers Email: [email protected] What factors led to the mechanized mass murder of millions of Europeans and why does the subject continue to engage scholars and the general public alike? Often considered a watershed of the twentieth century, the Holocaust remains a central event in the politics and culture of the post-WWII world. This course approaches the Holocaust from a longterm perspective and examines it within Picture taken in the Warsaw Ghetto, 1944 its global contexts. We will explore the 19th-century origins of Nazi Germany and its racial policies and the promulgation and application of those programs during the period 1933-45. We will consider the persecution and extermination of Europe’s Jewish populations and other minority groups, the development of concentration and extermination camps, and the divergent perspectives of the victims and perpetrators. We will discuss the aftermath of the Holocaust: displaced persons and refugees, postwar justice, memory (especially the explosion of Holocaust memory in the 1990s) and the relationship of the Holocaust to the rise of human rights.

HIS 3938: THE IRISH IN AMERICA (MAJOR ISSUES IN HISTORY)

Instructor: J. Dukes-Knight Email: [email protected] This course examines the origins of Irish migration, the history of Irish people and their descendants in America, and the connections and interactions between the Irish at home and abroad. Principal themes include the process of migration and settlement, labor and class, race and gender, religion, politics, nationalism and, encompassing all of these, the Famine memorial, Dublin, Ireland evolution of ethnic identity. This course will introduce public history themes and practical skills such as developing displays, database use and construction, and the importance and collection of oral histories. HIS 3938: WWII (MAJOR ISSUES IN HISTORY)

Instructor: G. Tunstall Email: [email protected] This course offers a broad survey of the entire war, including its precedents, causes, social and cultural effects, and consequences. We will look at the roots of the war in World War I, the rise of Hitler, Stalin, and Mussolini, the outbreak of the Soviet soldiers stand astride the Reichstag, May 2, 1945. Publicity photo taken by Yuri Khaldei, a Red Army photographer. Pacific War in 1937, Hitler’s conquest of Poland, Scandinavia and Western Europe, and the brutal Total War of the Eastern Front. We will examine the Holocaust, the Soviet experience, the Cold War, and the implications of technological developments such as atomic weapons for the postwar world are examined, as are the continuing effects of World War II on the contemporary world.

LAH 3130: COLONIAL LATIN AMERICA

Instructor: F. Ramos Email: [email protected] What role did religion play in the conquest of colonial Spanish America? How did the Spanish state maintain its authority? What role did gender play in perpetuating social station (“class”)? How did subordinate people (Indians, African slaves, Jews, mestizos, women) accommodate the dictates of colonialism and in what ways did they resist? By examining different sources and participating in classroom discussions, students will evaluate the importance of race, class, gender and religion to colonial authority and daily life. This course will focus on the many ways these Two centuries after conquest, Spanish colonial elites enforced a factors shaped the culture, politics and system of racial hierarchy that influenced everything from social economies of colonial Spanish status and marital prospects to tax obligations. A 1763 casta painting by Miguel Cabrera of New Spain (present-day Mexico) America. Additional topics of focus illustrates a mestizo (man of European – Indian heritage) and an include conquest, witchcraft, and the Indian woman and in the background, their child (“coyote” was a contemporary term for an individual of one quarter European influence of the Spanish Inquisition. and three quarters Amerindian heritage). Final grades will be based on class participation, three in-class exams, and three take-home primary source exercises.