Arch Dalrymple III Department of History

University of Mississippi

Undergraduate Course Descriptions for Spring 2013

Undergraduate Course Descriptions for Spring 2013 


HIS 302‐1 America/Age of Revolution, 1740‐1789
Dr. Sheila Skemp
MWF 2:00‐2:50
Bishop 103

In 1740, the American colonies were no longer the provincial and isolated outposts that they had been throughout most of the seventeenth century. All but Georgia had developed mature political and religious institutions. Their societies were becoming more stratified and more orderly. Most importantly, the vast majority (especially the colonial decision‐makers) were proud to call themselves “Englishmen.” They tried to imitate English ways, appreciated English political and legal philosophy, read English books, and eagerly consumed English goods. No one would have predicted that just a few decades later, the colonists would declare their independence from a country they both admired and loved. This course traces the movement of those proud English‐Americans as a majority of them became increasingly unhappy with the policies of the Mother Country throughout the mid‐eighteenth century. It will begin by painting a picture of the colonies as they appeared in 1740, examining the religious and secular beliefs of the colonists, and describing the social and demographic structure of the colonies. It will then discuss the events that led to the Revolution. A third (shorter) section of the course will deal with the War for Independence, itself. Finally, the course will analyze the results of the war in an effort to determine what—if anything—was truly “revolutionary” about the American Revolution. The war and its aftermath affected the lives of all Americans—Indians, African‐Americans, European‐Americans, rich and poor, men and women—in fundamental and unpredictable ways. This, then, will be the story of all Americans—not just those who declared independence, fought the British, and wrote the state and federal constitutions.

Required Reading:
Francis D. Cogliano, Revolutionary America, 1763‐1815 (2009)
Peter Charles Hoffer, When Benjamin Franklin Met the Reverend Whitefield: Enlightenment, Revival and the Power of the Printed Word (2011)
Colin Calloway, The Scratch of a Pen: 1763 and the Transformation of North America (2006)
Neil L. York, The Boston Massacre: A History with Documents (2010)
Carol Berkin, A Brilliant Solution: Inventing the American Constitution (2003)
Plus a variety of primary sources on Blackboard.

Course Requirements:
Two hour exams; one final (cumulative) exam
Four book quizzes
Four “reaction papers” based on the material on Blackboard
One ten page research paper

HIS 303‐1 U.S. History, 1789‐1850: Emerging Nation
Dr. John Neff
TTH 4:00‐5:15
Bishop 103

This course introduces the major themes and events in the history of the United States from its constitutional founding to the Mexican‐American War. Having won their independence, Americans of the late Eighteenth Century then faced the difficult task of creating the nation they had secured. From their perspective, they faced the unique opportunity of creating a wholly new nation. This process of nation building was not easily accomplished, nor was it a matter of obvious choices. Our course will focus primarily on the process of creating the United States, and more importantly their struggle to invent what it meant to be an American. We will examine the first half of the American Nineteenth Century – a time of unusual energy and dynamism encompassing the struggles over citizenship and democracy, the maturation of the institution of slavery, economic booms and depressions, westward migration, religious enthusiasms, conflicts with Native peoples, movements of social reform and renewal (including abolitionism and feminism), and the sectional tensions that would later blossom into civil war.

Our readings will be drawn almost exclusively from primary sources, including autobiographies, essays, articles and political documents, and the Great American Novel, all of which allows us to explore the events as they were lived by the men and women of the day, who lived in a time when all alternatives seemed possible in the formation of a new nation.

David Brion Davis, Antebellum American Culture
Frances Trollope, Domestic Manners of the Americans
Harriet A. Jacobs, Incidents in the Life of a Slave Girl
Herman Melville, Moby‐Dick

HIS 306‐1 The United States Since 1945
Dr. William Hustwit
MWF 12:00‐12:50
Bishop 101

The purpose of this class is to confront and challenge students with the main political, social, cultural, and foreign policy developments in American history after 1945. Students will hopefully acquire a clear understanding of the important people, ideas, and turning points that shaped this era. The class aims to improve critical thinking and reading and writing skills as well.

HIS 306-2 The United States Since 1945
Mr. Gregory Richard
MW 4:00-5:15
Hume 101

In this course, we will explore a time period of just under seventy years. But unlike freshmen survey classes, we will go into more depth and examine a time period that helped redefine a nation. We will examine, among other things, America’s rise to superpower status after World War II, the social and political ramifications of the Cold War, the struggles for equality from a number of different groups, and the role of popular culture in the twentieth century. Some events of this time period, such as the Korean War, the Vietnam War and the counterculture it helped produce, the Civil Rights Movement, the Great Society, the struggle for gender and LGBT equality, Nixon and Watergate, and the conservative response of the Reagan Era to New Deal liberalism that not only changed America forever but directly molded the nation we live in today.

We will explore and examine this period through lectures, class discussion, written work, and examination of documentary evidence and primary sources. Students will also review extensive sound and film artifacts from the period and consider the role of history in a multimedia world.

HIS 308‐1/AAS 326‐1 African American History since 1865
Ms. T. Dionne Bailey
MW 4:00‐5:15
Bishop 107

This course serves as a survey to the study of African American life from the 1877 through the present.  Using a chronological framework, we will explore a wide range of themes in African American culture involving politics, culture, sexuality, films, essays, articles, polemics, memoirs, stories, poetry, and music.  While exploring the dynamic role that African Americans played in U.S. culture, we will cover topics including, but not limited to, we will cover topics including, but not limited to, Reconstruction, long-term resistance to Jim Crow, the Harlem Renaissance, the impact of World War I, World War II, the Civil Rights Movement, the urban crisis, a historical perspective on African American Women, feminism, and African Americans in the twenty-first century.  Major themes will include the dynamics of racism, racial identity, and intra-racial conflict around class, color, and sex as well as the organizing themes of racial destiny, integration, and cultural expression.  We will emphasize the diversity of perspectives and experiences among African Americans and the relationship between the past and the present.  Students will be involved in lectures and discussions and will engage secondary and primary sources as part of their exploration, including sound, film, and digital resources.

HIS 308‐2/AAS 326‐2 African American History since 1865
Ms. T. Dionne Bailey
MWF 10:00‐10:50
South Residential College 113

This course serves as a survey to the study of African American life from the 1877 through the present.  Using a chronological framework, we will explore a wide range of themes in African American culture involving politics, culture, sexuality, films, essays, articles, polemics, memoirs, stories, poetry, and music.  While exploring the dynamic role that African Americans played in U.S. culture, we will cover topics including, but not limited to, we will cover topics including, but not limited to, Reconstruction, long-term resistance to Jim Crow, the Harlem Renaissance, the impact of World War I, World War II, the Civil Rights Movement, the urban crisis, a historical perspective on African American Women, feminism, and African Americans in the twenty-first century.  Major themes will include the dynamics of racism, racial identity, and intra-racial conflict around class, color, and sex as well as the organizing themes of racial destiny, integration, and cultural expression.  We will emphasize the diversity of perspectives and experiences among African Americans and the relationship between the past and the present.  Students will be involved in lectures and discussions and will engage secondary and primary sources as part of their exploration, including sound, film, and digital resources.


HIS 314‐1 Survey of Native America since 1850
Dr. Mikaëla Adams
TTH 9:30‐10:45
Bishop 105

This course surveys American Indian history from the 1850s to the present, focusing on how the continent’s indigenous people negotiated dramatic changes in their lives. Using an ethnohistorical methodology, which considers the writings of anthropologists and archaeologists as well as historians, students will develop an understanding and appreciation for Native and non‐Native cultures, federal policies and local adaptations, systems of domination, and efforts at resistance.

The major objectives of this course are for students to (1) learn about the indigenous people of North America, (2) develop an understanding of ethnohistory as a methodology, (3) hone critical thinking and analytical skills, (4) learn how to read and analyze primary and secondary sources, and (5) improve writing skills.

Calloway, Colin G. First Peoples: A Document Survey of American Indian History, 4th Edition. Boston: Bedford/St. Martin’s, 2011. ISBN: 0‐31265‐362‐X.
Eastman, Charles A. From the Deep Woods to Civilization: Chapters in the Autobiography of an Indian. Boston: Little, Brown, and Company, 1916. ISBN: 1‐58218‐616‐2.
Crow Dog, Mary, and Richard Erdoes. Lakota Woman. New York: HarperCollins, 1990. ISBN: 0‐80214‐542‐0.
McNickle, D’Arcy. The Surrounded. Albuquerque: The University of New Mexico Press, 1978. ISBN: 0‐82630‐469‐9.

HIS 315‐1 The American Dream
Dr. Sheila Skemp
MWF 11:00‐11:50
Bishop 101

Course Description:
This course will examine the various understandings of the concept of the “American Dream.” Partly chronological, partly topical, it will utilize a variety of sources—essays, novels, autobiographies, short stories, poems, and plays—in an effort to trace and explain the changes in that dream over time. It will also examine the ways in which certain Americans at certain times were excluded from participation in “the dream.”

Required Reading:
Benjamin Franklin, Autobiography
Horatio Alger, Ragged Dick and Mark the Match Boy
Anzia Yezierska, Breadgivers
Hamlin Garland, Main Traveled Roads
Sinclair Lewis, Babbitt
Richard Wright, Black Boy
Plus a variety of primary sources on Blackboard

Course Requirements:
Two, hour exams; one final (comprehensive) exam
Four short (4‐5 pages) “reaction papers” based on the reading
One ten page research paper

HIS 327‐1/AAS 438‐1 Historical Perspectives: Slavery America
Dr. Anne Twitty
TTH 2:30‐3:45
Turner 241

This course will explore the rise and fall of American slavery from its colonial origins in 1619 through the end of Reconstruction in 1877, with an eye toward placing American slavery in a broader Atlantic context. We will examine the economic, racial, religious, cultural, legal, and political underpinnings of the institution, and evaluate the profound ways in which it shaped—and continues to shape—American society. We will analyze how American slavery was understood and experienced by both blacks and whites and consider the ways in which the stories we tell ourselves about American slaves and slavery have evolved over time.

Students in this course will learn about the historiography of American slavery, participate in class discussions, complete a series of brief essays on assigned readings, produce a 10‐page research paper that analyzes how those who shared some of their own ancestors’ demographic characteristics encountered and experienced slavery, and sit for a final, comprehensive exam.

The following texts will be assigned:
Edward Countryman, ed. How Did American Slavery Begin?
Eric Foner, Nothing But Freedom: Emancipation and its Legacy
Eugene Genovese, From Rebellion to Revolution: Afro‐American Slave Revolts in the Making of the Modern World
Peter Kolchin, American Slavery, 1619‐1877
Solomon Northup, Twelve Years a Slave
James Oakes, The Ruling Race: A History of American Slaveholders

HIS 328-1/AAS 440-1 History of African Americans in Sports
Dr. Matthew Bailey
T 6:30-9:00
Bishop 105

This course is a historical survey of African Americans and their roles in various sports beginning with black participation in the late nineteenth century and chronicling that involvement through the twenty-first century. Some of the topics that will be covered include: African American sports and leisure during slavery; African American jockeys, cyclists and baseball players during the late nineteenth century; the implementation of segregation; African American sports during the age of segregation; resistance to, and the demise, of segregation on playing fields; and African Americans in sports after the Civil Rights Movement. Grades will be determined by three book reviews over the assigned readings, a mid-term, and a final exam covering material presented during course lectures.

HIS 330‐1 The History of Mississippi
Dr. Michael Namorato
TTH 1:00‐2:15
Bishop 101

This class will study and analyze the history of Mississippi from its earliest founding to the present day. The course will focus on a variety of topics ranging from the colonial period through the antebellum era through the Civil War. It will also examine how Mississippi fared during Reconstruction, the rising era of Jim Crow, the “Revolt of the Rednecks,” and how the state survived the Great Depression and World War II. Finally, the post‐1945 period will be looked at especially from the perspective of civil rights and Mississippi politics, ending with how the state has survived the terrible impact of natural disasters such as hurricane Katrina. The class, finally, will analyze the relevant readings on a variety of topics.

Course Textbooks
Each student is advised to purchase the following textbooks:
W. Busbee, Mississippi: A History
B. Wynne, Mississippi’s Civil War
D. Oshinsky, Worse than Slavery
Anne Moody, Coming of Age in Mississippi

HIS 332‐2 The South in the 20th Century
Dr. Ted Ownby
TTH 11:00‐12:15
South Residential College

The History of the South since 1900 will address topics including politics, economic and social life, religious and intellectual life, violence, gender, agriculture, labor, civil rights and responses to the civil rights movement, and the Sun Belt South. Assignments will combine conventional exams with three papers, including one paper that will require students to make good use of online census information.

Readings will include the following:
W.E.B. DuBois, The Souls of Black Folk
Gary Mormino, Land of Sunshine, State of Dreams
Joseph Crespino, Strom Thurmond’s America
Adam Fairclough, Race and Democracy.

HIS 333‐1 The Era of the Civil War, 1850‐1877
Dr. April Holm
MWF 11:00‐11:50
Barnard Observatory 105

The Civil War was a pivotal moment in American political history and a central experience in the lives of people who lived through it. The war and its aftermath resolved unanswered questions about the nation’s future, set the United States on course to becoming a modern state, and redrew the boundaries of American citizenship. It also defined a generation, changed countless ordinary lives, and bequeathed a new set of unresolved questions to subsequent generations. This course begins with the aftermath of the Mexican‐American War in 1848 and the conflicts over slavery, abolition, and westward expansion that brought the nation to war in 1861. We will focus on the experience of the war itself for Americans both North and South, and enslaved and free—on the home front, on the battlefield, and during emancipation. We will then examine the profound challenges that faced Americans as they sought to rebuild and reshape the nation during the years of Reconstruction.

The course ends with an evaluation of the political and cultural reunion of the North and South: how it was accomplished, what it resolved, and what questions remained unanswered as Americans entered a new age shaped by the Civil War and Reconstruction.

HIS 337‐1 History of Religion in the South
Mr. Ryan Fletcher
TTH 1:00‐2:15
Bishop 112

This course examines the religious history of the American South. Major topics will include: Native American traditions, the arrival of European religions to the region during colonization, the emergence of evangelicalism, revivalism, slave religion, religious interpretations of the Civil War, controversies over fundamentalism in the early twentieth century, the role of religion in the civil rights movement, and the electoral evangelism of religious conservatives in the contemporary South. Our lectures and assigned readings will accentuate how both economic realities and politics defined the religiosity of the South throughout its history. The course also analyzes how the South’s religious cultures interacted with constructions of social class, race, and gender to foment a pluralistic array of southern identities.

Students should expect to complete the following course requirements: weekly readings, quizzes on the assigned readings, brief papers on the assigned readings, a midterm exam, a research paper (project must be approved by the instructor), and a final exam.

HIS 343‐1 Latin America and the Cold War
Dr. Oliver Dinius
MWF 1:00‐1:50
Croft 107

This course examines the history of Latin America’s role in the “Cold War” (1947‐1991). A central objective is to understand why the Cold War affected Latin America so profoundly even though the Soviet Union never posed a military threat in the region (outside the island of Cuba). The course will explore the motives and consequences of the U.S. government’s actions to counter the perceived Communist threat, as successive administrations expanded intelligence gathering, increased military and economic aid, backed anti‐communist governments in Latin America, and used U.S. troops in direct military interventions. The focus will be on key conflicts that highlight the logic of U.S. overt and covert action: (1) the overthrow of the Arbenz government in Guatemala in 1954; (2) the Cuban Missile Crisis in 1962; (3) the anti‐communist repression by military dictatorships in the Southern Cone; (4) the counterinsurgency wars in Central America (1980‐1986); (5) Cuba’s military engagement in Africa (1960s and 1970s), which was the only case of a Latin American country becoming a Cold War player outside the sub‐continent.

Readings may include:
Nick Cullather. Secret History: The CIA’s Classified Account of its Operations in Guatemala, 1952‐54.
J. Patrice McSherry. Predatory States: Operation Condor and Covert War in Latin America.
Piero Gleijeses. Conflicting Missions: Havana, Washington, and Africa, 1959‐1976.
Peter Dale Scott and Jonathan Marshall. Cocaine Politics: Drugs, Armies, and the CIA in Central America.

HIS 352‐1/CLC 313‐1 Roman Republic
Dr. John Lobur
TTH 11:00‐12:15
Anderson 21

This course is a survey of the Roman Republic from the founding of the city in 735 B.C. to the end of the Second Triumvirate in 31 B.C.

HIS 355‐1 Eur‐Late Middle Ages and Renaissance
Dr. Jeffrey Watt
MWF 9:00‐9:50
Bishop 107

This course will deal with the major trends in political, social, intellectual, and religious history for the period 1300‐1517. Special attention will be given to the cultural movement known as the Renaissance, especially in Italy, with several lectures dedicated to the art and literature of the Renaissance.

One mid‐term exam and a final examination. Either two shorter papers (about 5‐6 pages each) or one longer paper (10‐12 pages).

Tentative readings:
Castiglione, The Book of the Courtier
Christopher Columbus and the Enterprise of the Indies: A Brief History with Documents, ed. Geoffrey
Symcox and Blair Sullivan
Dante, Divine Comedy: Inferno
Robert S. Gottfried, The Black Death: Natural and Human Disaster in Medieval Europe
Margaret L. King, Women of the Renaissance
Niccolo Machiavelli, The Prince
Lauro Martines, Fire in the City: Savonarola and the Struggle for the Soul of Renaissance Florence

HIS 362‐1 World War II
Dr. Susan Grayzel
MWF 10:00‐10:50
Bishop 209
HIS 362‐2 World War II
Dr. Noell Wilson
MWF 10:00‐10:50
Bishop 105

The Second World War was a cataclysm. It was a truly global and modern conflict that led to unprecedented devastation and loss of life. This course will provide students with an opportunity to examine this conflict in detail. It will pay equal attention to the combatant and civilian experiences of this war, and to the war in all its major theatres: Asia and the Pacific, Europe—both East and West; the North Atlantic; North Africa and the Middle East. Along with studying the origins and legacy of this war, students will be able to gain a critical understanding of just what it meant to wage total war on this scale. This is not a course merely in military history as readings, lectures, and assignments will spend as much time examining the war from the perspective of its impact on participant nations’ politics, economies, societies, and cultures.

In addition to acquiring a command of basic facts concerning the subject and deepening their ability to analyze and comprehend a variety historical evidence, including the ability to distinguish between primary and secondary accounts, students will also be given ample opportunities to develop their communication and writing skills and their powers of critical thinking.

Special Note: Much of the time, this will be a team‐taught class where the two sections will meet together so that students can benefit from lectures that draw upon the expertise of each professor; the two instructors will share responsibility for course content and assessment.

HIS 365‐1 History of Germany, 1918 to the Present

Dr. John Ondrovcik
MWF 1:00‐1:50
Barnard Observatory 105

Twentieth‐century Germany has been referred to as the “dark heart” of Europe. From the political and economic crises of 1918‐1923, the depression of 1929, the depredations of the Nazi period, to the experiences of the Cold War and the terrorism of the 1970s, there is much to support this assessment.

This course will examine the historical processes behind these developments, and seek to understand what lay behind the patterns of German history after World War One.

HIS 367‐1 Soviet Russia
Dr. Joshua First
MWF 2:00‐2:50
Bishop 101

This course examines Russia’s short 20th century, beginning with the Russian Revolution of 1917 and ending with the collapse of the Soviet Union in 1991. We will grapple with the complexities of how the Russian Empire disintegrated during 1917‐1921, and how it essentially re‐formed during the following years as a socialist “multinational federation.” In our look at the 1920s and 1930s, we will examine how the creators of this Union of Soviet Socialist Republics attempted to solve the problems of the old imperial state, along with the new problems that emerged from the massive upheavals of World War I, Revolution and Civil War. We attempt to understand how individuals and social and ethnic groups responded to, made sense of, and participated in, this new political formation, and how they reacted to a new series of violent transformations ‐ the collectivization of agriculture, industrialization, the Terror of 1936‐38, and finally World War II. In the period after Stalin’s death, we will examine the multiple attempts to reform, re‐create, maintain, and eliminate the system that he had established. Once again, we will look at seemingly “old” problems, tempered by “new” circumstances. When Gorbachev attempted to eliminate the Stalinist system entirely during the late 1980s, it was the loss of a patriotic, some would say, “imperial,” identity that then made him one of the most hated political leaders in Russian history.

HIS 374‐1 Medieval Church and Empire

Dr. Lester Field
TTH 8:00‐9:15
Bishop 101

In seminar and lecture format, this course examines major events and trends in the development of the two dominant institutions of the Early and High Middle Ages. Since the medieval Church and the Holy Roman Empire respectively claimed descent from the ancient Church and Roman Empire, this course will study their institutional continuity (or perceived continuity), change, and relationship from Antiquity‐‐especially from Constantine’s conversion (312)‐‐to the Late Middle Ages. Students who successfully complete this course will have gained an elementary knowledge of the constitutional, legal, canonical, and regional dimensions of medieval Church and empire.

Arnold, Medieval Germany (Blackboard & Library Reserve)
Hillgarth, Christianity and Paganism (1986)
Lynch, The Medieval Church (1992)
O’Donovan, From Irenaeus to Grotius (1999)
Tierney, The Crisis of Church and State (1988)

HIS 376‐1/ENGL 376‐1 Renaissance and Early Modern Europe
Dr. Courtney Kneupper
MWF 2:00‐2:50
Bishop 105
This class is an interdisciplinary approach to this era in European history through a study of its literature, religion, economic conditions, artistic and scientific achievements, as well as its politics, geographical exploration, colonization, and slave trade.

HIS 377‐1 The French Revolution, 1789‐1815
Dr. Marc Lerner
MWF 3:00‐3:50
Bishop 107

This class will examine the French Revolutionary and Napoleonic era, its causes and impact on European political culture. Massive political, economic and cultural changes occurred during this quarter century and the student is encouraged to view these developments as part of a common whole. We will start with the nature of the Old Regime and its crisis while concentrating particularly on themes of reform and the developing nature of modern conceptions of sovereignty. We will examine how successive revolutionary regimes attempt to establish political stability only to be replaced by Napoleon.

HIS 381‐1 The Middle East Since 1914
Dr. Vivian Ibrahim
TTH 1:00‐2:15
Bishop 103

This course deals with the history of the Middle East from the First World War to the Gulf War 1990‐1. It explores the transition from empires to nation states in the Arab world, Israel, Turkey and Iran through processes of modernization in the political, social and cultural realm.

The course is divided into two main sections, which are organized chronologically and thematically. The first part of the course deals the emergence of a state system after the First World War, the definition of colonial societies in the interwar period, and the consolidation of Arab, Turkish and Iranian Nationalism in the first half of the 20th century. The second part of the course analyzes modernization and state formation through the study of revolutions in the Arab world and Iran, in the 1950s and in 1979 respectively.

Learning and teaching methods: A lecture during the Monday session will be followed by a mixture of class discussions, presentation and informal lectures on Wednesday and Friday. It is expected that all students participate actively in discussions which is a crucial element of the course. Students are expected to make their contribution through regular class participation critically assessing the reading assignments, responding to peer comments and presentations, and discussing the ideas and arguments presented in class.

Each student will make at least one oral presentation based on tutorial topics and readings. The aim is to encourage and facilitate debate. The oral presentation will be assigned in advance, and students are expected to make use of the required readings for that week. The presentation has to maintain a clear focus on the selected topic and offer a discussion of the relevant literature.

HIS 386‐1 Muslim World: Middle Ages to World War I
Dr. Nicolas Trépanier
MWF 1:00‐1:50
Bishop 107

This course offers a survey of the history of the Muslim world, from the thirteenth century to World War I. We will pay particular attention to the transformative effects of the Mongol invasions, the rise and expansion of the “gunpowder empires” (Ottoman, Safavid and Mughal), the appearance of modernity and of the decline discourse, the Wahhabi movement, the development of nationalism in Muslim‐ruled areas and the transformation of the Muslim World that came about with World War I.

The course will follow a chronological approach to the main events in the history of the Muslim peoples while, in parallel, exploring a number of key themes in the social, intellectual and artistic history of the region. Themes discussed will include gender, religious minorities under Muslim rule, Islamic architecture, the place of the Muslim world in international trade networks and in the Age of Exploration, and early fundamentalist movements.

This course constitutes the continuation of HIS 383 (History of the Muslim World: From the Origins to the Middle Ages), although HIS 383 is not a prerequisite.

HIS 387‐1/AAS 392 Modern Africa
Dr. M. Bashir Salau
MWF 11:00‐11:50
Bishop 103

This course surveys African history from the nineteenth century to the present. Significant political, economic and cultural developments will be analyzed. Some of the major topics to be considered include the early nineteenth century political mutations, the abolition of slave trade, the partition of Africa, African responses to European expansion, colonial rule, apartheid, and the political economy of the post‐colonial era. Attention will also be given to exploring the nature of relationship between the United States and Africa. After completing this course, students should: have gained a sound knowledge of major controversies in modern African history, have a better appreciation of the processes which shaped modern Africa, be more critical in interpreting information, and be able to effectively communicate history through writing and verbal statements. The format will be lecture and discussion.

HIS 392‐1 Conquest & Resist. in Latin Am. 1450‐1800
Dr. Jesse Cromwell
MWF 9:00‐9:50
Bishop 103

This course surveys the colonial history of Latin America from 1492 to the formation of independent nations in the first decades of the nineteenth century. Over the term, we will examine how Europeans, Africans, and Native Americans came into contact with one another and created two of the most culturally‐diverse and integrated empires in the early modern world. Simultaneously we will investigate changes taking place in the Spanish and Portuguese empires as they evolved from the proving grounds of explorers and adventurers into mature colonial societies and eventually into a multitude of autonomous and culturally‐distinct nations. Along the way, we will analyze historically significant topics such as European exploration and expansion, indigenous belief structures, slavery, racial intermixture, piracy, imperial rivalry, the development of American identities, cultural clash, religious syncretism, epidemic disease, gender and family politics, and colonial revolutions.

Major course readings may include:

Camila Townsend, Malintzin’s Choices: An Indian Woman in the Conquest of Mexico
Noble David Cook and Alexandra Parma Cook, Good Faith and Truthful Ignorance: A Case of Transatlantic Bigamy
Richard Boyer and Geoffrey Spurling, Colonial Lives: Documents on Latin American History 1550‐1850
Karen Racine, Francisco de Miranda: A Transatlantic Life in the Age of Revolution

HIS 400‐1 History of Lafayette County and Burns Chapel
Dr. Elizabeth Payne
W 4:00‐6:30 Bishop 333

This course introduces students to concepts and methods basic to historical research through looking at and writing about the historical experiences of African Americans in Lafayette County, especially those associated with Burns Chapel. Students will gain competence in using the Internet, archival documents, and oral interviews as basic research tools. As a result of taking this course, students will become familiar with the methodological and historiographical issues necessary for doing original research.

Students will write a thirty page paper about a topic relating to the local history of African Americans in the Oxford area. Topics might, for example, include Freedman’s town, Burns Chapel, the Rosenwald School, or Second Baptist Church.

HIS 400‐2 The Civil Rights Movement in Mississippi
Dr. Charles Eagles
M 4:00‐6:30
Bishop 326

The major requirement of the course will be a twenty‐page original research paper on some aspect of the civil rights movement in America. The instructor must approve each topic. The core reading will be John Dittmer’s prize‐winning Local People: The Struggle for Civil Rights In Mississippi (1994). Initial classes will discuss Dittmer’s book, the methods of historical research, and the elements of good writing.

HIS 400‐3 Heroes and Villains in Modern American Baseball
Dr. Michael Namorato
TH 4:00‐6:30 Bishop 333

We all know who they are. We cheer for them or jeer at them. No matter what team they play on, these athletes incur our affection or dislike. We treat them as heroes that we love or villains that we despise. Modern American baseball, our national pastime, could not and would not survive without them.

This seminar will study a number of modern baseball players who have not only impacted the game, but have also affected us as fans. Their actions on and off the field are almost obsessions for us. Undoubtedly, they are all well‐known figures and their playing careers have become a part of America’s national memory. This course will study the lives, baseball careers, and the final days of these heroes and villains. Students will study in detail Babe Ruth, Ty Cobb, Joe DiMaggio, Mickey Mantle, Billy Martin, George Steinbrenner, Jose Canseco, Roger Clemens, Barry Bonds, and Derek Jeter.

By studying these individuals and the times in which they played, the course will examine how they reflected America’s national character. These heroes and villains will also allow us to analyze how Americans reacted to these individuals and what consequences such actions had in the long‐run.

Each student will be expected to do the weekly readings, participate in class discussions, complete 2 short group projects, and write a 20‐page paper on a topic approved by the instructor.

Readings for the course will include the following:
R. Creamer, Babe Ruth
C. Alexander, Ty Cobb
M.Engelberg, Joe DiMaggio
D. Falkner, The Last Yankee
J. Canseco, Juiced
M. Wada, Game of Shadows
Bill Madden, Steinbrenner: The Last Lion
Ian O’Connor, The Captain

HIS 400‐4 Remembering the American Civil War
Dr. John Neff
TH 1:00‐3:30
Bishop 333

We are in the midst of the sesquicentennial of the American Civil War. That conflict has been remembered and memorialized, in statues, national parks, national cemeteries, and veterans associations and much more. Its symbols have proliferated over the decades, and continue to be politically and socially significant. These things have been done for other events in American history, but no other event has inspired so much contention about this war’s meaning. The Civil War fundamentally recast our sense of national identity, and we have been arguing about that identity ever since.

This seminar offers students the opportunity to think about the Civil War in a new light, through the methodology of historical memory. We will learn of the benefits and limits of memory as a means of historical interpretation and read current perspectives on Civil War memory. Students will write a substantial research paper exploring an aspect of Civil War commemoration and remembrance.

Students are required to read the assigned texts carefully and thoughtfully, to attend and participate meaningfully in class, and to fulfill diligently the schedule of writing requirements and deadlines as stipulated in the syllabus.

HIS 450‐1 Death in the Early Modern World
Dr. Antoinette Sutto
T 4:00‐6:30
Bishop 326

Death is the great human universal. Attitudes toward death, however, and the customs that surround it, vary greatly across cultures and over time. This course will look at death from the Reformation through the eighteenth century. Potential topics include changing religious beliefs about death and the afterlife, ghosts, executions, the idea of a “good death”, violent deaths, funeral and mourning customs, developing medical definitions of death and, ultimately, views about the meaning of human life.

This class is also a seminar on the art and technique of historical research. Over the course of the semester, you will engage in a substantial research project on a topic related to the material of the course.

HIS 490‐1 Research seminar: US-China relations
Dr. Joshua Howard
W 1:00‐3:30
Bishop 333

This research seminar deals with the history of relations between China and the United States from 1784 to the present, with emphasis on the 20th century. The course examines the China‐US relationship in the widest possible perspective. It includes the usual contacts between governments—diplomacy, trade, geopolitical issues, immigration, cultural exchanges, etc.—but also the activities of private individuals and groups such as American missionaries and other who went to China and Chinese workers and students who have come to the United States. The experience of Chinese in the Mississippi Delta, the role played by Christian missionaries during the Boxer Uprising of 1900, the Red Scare and Yellow Peril, and US media representations of the 1989 Tiananmen “massacre” are just a few examples of topics students might choose to research.

We will meet as a class the first half of the semester to discuss research methods, primary sources as well as broader historical issue raised by reading Michael Schaller’s overview, The United States and China: Into the Twenty‐First Century,3rd ed. During the second half of the semester, we will meet in smaller groups and also have individual meetings with the instructor. Students should expect intermediary deadlines of a prospectus, a short (2‐3 pg.) analysis of a primary document, and a five‐page excerpt from their first draft. First drafts will be due approximately one month before the end of the semester and will be critiqued by other members of the seminar. First and final drafts should be approximately 20 pages (double spaced, size 12 font), not including bibliography.