HIS 102 B HISTORY OF THE UNITED STATES, II
MWF 9:05am-9:55am
MAX FRASER
THIS COURSE REQUIRES A DISCUSSION SECTION
This course introduces students to the major events and debates in American history, from the end of Reconstruction through to the (near) present. Topics covered include industrialization, urbanization, and immigration; the rise of Jim Crow and the long struggle for civil rights; the new reform movements of the twentieth century; the Cold War; economic decline and transformation; and the culture wars.
HIS 102 7C HISTORY OF THE UNITED STATES, II
DISCUSSION SECTION FOR HIS 102 B
F 10:10am11:00AM
MAX FRASER
HIS 102 7G HISTORY OF THE UNITED STATES, II
DISCUSSION SECTION FOR HIS 102 B
F 2:30pm-3:20pm
MAX FRASER
HIS 121 EF EMPERORS, SHOGUNS, AND CONCUBINES: EAST ASIA, ORIGINS 1800
CONNECTIONS: THE MAKING OF EAST ASIAN WORLD TO 1800
MW 12:20pm-1:35pm
STEPHEN HALSEY
Would you like to learn about fierce samurai warriors, glamorous imperial princesses, mad Mongol khans, learned Confucian scholars, and dangerous sea pirates? To understand what Buddhists, Confucians, Daoists, and Shintoists believe? This introductory survey traces the history of East Asia from its beginnings to 1800, examining the lived experiences of these colorful actors and many more. The course emphasizes the connections that define East Asian societies—language, religion, philosophy, material culture, commerce, and political institutions. The crucial historical watershed in this class comes during the seventh to the eleventh centuries CE, when the three societies of China, Korea, and Japan engaged in an intensive exchange that created a distinctive East Asian “world.” Afterward the histories of these countries were irrevocably intertwined and remain so even today in the twenty-first century.
HIS 202 CD HISTORY OF AFRICA, II (SINCE 1800)
MW 10:10am-11:25am
ETANA DINKA
This course examines selected critical themes in the history of modern Africa. It explores historical transitions and challenges in making and unmaking societies, economies, and political transformations in the 19 th and 20 th centuries. The course's thematic focus transcends the traditional chronological boundaries to enable students to pursue continuities and changes and understand the historical trajectories out of which Africa's complex situations and its position in the world emerged. The course is organized chronologically and thematically, providing students with a broad knowledge of modern Africa that will prepare them for further in-depth learning of the contemporary history of the continent. Lectures, class discussions, films, and issues of historical significance in selected African countries from the different geographical zones will be employed to illustrate the key themes of discussions in the course.
HIS 203 GH THE AFRICAN DIASPORA IN SOUTH FLORIDA
MW 2:30pm-3:45pm
EDMUND ABAKA
This course examines the historical experiences of the African Diaspora in South Florida through a close analyses of three junctures in the history of the Black experience: the slave trade, abolition and emancipation; the migration of various African-descended peoples from the Caribbean, Latin America, and Central America to South Florida; and the increasingly more recent addition of people from the African continent and other Africans from other parts of the United States. The major themes to be tackled in the time frame include, among others, migration, culture contact, creation of «new cultures,» political activism, including civil rights activism, and the émergence of «new» communities that have enriched the political, economic and social landscape in South Florida.
In various parts of the state of Florida, the presence of African-descended peoples in South Florida stands out because of the range of diversity: from the enslaved Africans who fled Georgia and Mississippi to come to Miami and, thence, to the Bahamas, or who joined South Florida Indians and became the Black Seminoles. This group formed the vanguard of the African presence in South Florida, to be followed by enslaved Africans from St. Augustine who were instrumental in clearing the land around what is now Bayfront Park, Bayside. This group was joined by Bahamians whose work in the Bayside area (clearing the land for Flagler’s railroad), garnered them land in Coconut Grove. Other Bahamians migrated to the Florida Keys in the 1880s when the Bahamian economy collapsed. Since the 1960s, Jamaicans, Barbadians, Antiguans, Grenadians, Cubans, and Haitians have migrated in large numbers across the Florida Straits to South Florida due to political and economic challenges in the Caribbean region. This particular wave of migration particularly changed the composition of the African diaspora in South Florida. Finally, an increasingly large number of continental Africans from Angola to Zimbabwe have entered the mix as students and professionals who go to school or work in South Florida.
In this course, however, we shall put a lot of emphasis on the African Diaspora at the University of Miami and utilize the rich collection of information on the Trailblazers, Black Faculty, Black alumni, administrators, and students.
HIS 210 1U AFRICAN-AMERICAN HISTORY, 1877-PRESENT
T 6:35pm-9:20pm
DONALD SPIVEY
History 210 is a spirited exploration of those factors that have shaped and been shaped by people of African descent in the United States from the end of Reconstruction to the present. Some of the critical issues we will examine are: black life under Jim Crow, the impact of industrial and technological development on black Americans, the African-American educational experience and the rise of HBCUs, leadership in the black community, the evolution and impact of ideologies from accommodatiomism and integration to Black Nationalism, the African-American exodus and urban experience, the cultural life of the community in the era of the Harlem Renaissance, the modern Civil Rights Movement and its aftermath, and the current state of African America.
The student’s grade for the course will be based on the following:
- Four book analyses of three pages each (12.5% each; 50%).
- Participation in class discussion of required readings will count for extra credit.
- No midterm examination.
- A comprehensive in-class essay final examination (50%) based upon lectures, readings, and documentaries.
Please make special note that under no circumstances will late work be accepted nor the grade of incomplete (I) given. Electronic submissions (email attachments and faxes) are not acceptable.
*A service-learning project may be done in lieu of two (2) of the book analyses or for extra credit. This option does not alter the student’s responsibility to do all of the required reading.
HIS 212 CD THE MUGHALS AND THE BRITISH (1526-1947)
MW10:1010am-11:25am
SUMITA CHATTERJEE
India, home to over a billion people is a sub-continent of diverse languages, religions, and peoples. Drawing on primary and secondary historical sources, we will explore the rich history, culture, and political economy of the Indian sub-continent and its people (focusing on what today are the modern states of India, Pakistan, and Bangladesh). Straddling broadly the period of the two empires (1526-1947), namely the Mughal and the British, we will look at the early modern and colonial periods to examine social and religious identities, the economy and polity under the Mughals, debates around modernity and tradition, “the women’s question” and deindustrialization under British colonial rule. We will end with studying the rise of nationalism, sectarian violence, partition, and independence of the sub-continent. With the aid of visual media and textual sources we will explore the diversity and complexity of a people’s history and the making of modern South Asia – through historical texts, primary sources, art, architecture, literature, film, intellectual and philosophical treatises.
This introductory course will allow students to see beyond prevailing stereotypes of fanatical religions and backbreaking poverty to appreciate instead, the complex and often contradictory paths in this region’s history – grappling with modernity and tradition, democracy and authoritarianism, religious sectarianism and secular achievements.
HIS 254 S HISTORY OF THE COLD WAR IN THE AMERICAS
TR 3:30pm-4:45pm
EDUARDO ELENA
Although the Cold War is commonly thought of as a bloodless standoff between the United States and the Soviet Union, it was a period of violently “hot” conflict throughout much of the world. In the Americas, the Cold War brought great social upheaval and political turmoil. Focusing on the period from the late 1940s to the 1990s, this course will examine the origins, evolution, and enduring consequences of the Cold War in the region. The lectures and readings explore key issues such as the emergence of new nationalist currents, the impact of U.S. intervention, competing visions of revolution and counter-revolution, and shifting definitions of democracy. In exploring U.S. and Latin American relations, we will focus attention several case studies: among them, Guatemala, Cuba, Chile, and El Salvador. The emphasis throughout will be on balancing an appreciation for the domestic dynamics and international forces behind Cold War conflicts. The course provides tools for understanding present-day controversies in the Americas – including those concerning human rights, development, inequality, and migration – from a broader historical perspective.
HIS 312 EF FEMININITY, MASCULINITY, AND SEXUAL POLITICS IN INDIAN HISTORY
MW 12:20pm-1:35pm
SUMITA CHATTERJEE
This course will be a thematic rather than chronological study of issues relating to gender, sex, and sexuality and the ways in which they have shaped the history of people’s lived experiences in India. We will focus on constructions of the “feminine” and “masculine”, sexual politics in divergent narratives and contested histories of Indian womanhood as imagined and lived – the “Devi” (Goddess) or the “Dasi” (slave), the changing and dynamic nature of the roles and statuses in the spheres of politics, law, society, economy, and culture. We will look at both formal structures (inscribed in religious and legal texts) as well the customary lived experiences that often did not conform closely to formal dictates in people’s lives. To understand both formal social structure as well as experience and lived customs we will read a variety of multidisciplinary texts – primary historical documents, religious texts (Hindu, Muslim, Buddhist), selections from legal treatises, folktales, fiction, plays, autobiographies, memoirs, visuals, and films. Themes will be selected from ancient, medieval, and modern periods of Indian history, with primary focus on modern and contemporary developments. We will explore themes from an intersectional and historical lens, contextualizing them through the lens of gender, caste, class, and religion. This is a writing credit course.
HIS 326 P THE HIGH AND LATE MIDDLE AGES: EUROPE 1095-1500
TR 11:00am-12:15pm
HUGH THOMAS
This course covers Western Europe from 1095 to approximately 1500, a period traditionally defined as the High and Late Middle Ages. It will deal with a variety of subjects, including the Crusades, Islamic influence on Western Europe, the cultural revival of the central Middle Ages, economic expansion, warfare, the development of nations, chivalry and courtly love, religious life, and the Black Death. There will, of course, be a fair amount of sex and violence too. Readings will include parts of two textbooks and four other books, most of them sources from the period. Grades will be based on participation in discussion, papers, a midterm, and a final.
HIS 334 C BRITAIN AND THE COMMONWEALTH IN THE TWENTIETH CENTURY
MWF 10:10am-11:00am
PHILIP HARLING
Britain’s 20 th century was a century of massive political, social, and cultural changes. We’ll explore those changes as they relate to several prominent themes: The impact of two World Wars on soldiers and civilians alike, each of hitherto unimaginable scale and scope; the rise and decline(?) of the welfare state; the dismantling of the British empire and the (closely related) rise of a truly multi-racial and multi-ethnic Britain; the social and cultural revolutions of the 1960s; the political and economic tumult of the 1970s; the rise and consolidation of Thatcherite neoliberalism; the long but certain decline of Britain’s great-power status; the complicated relationship between Britain and the European Union – before, during, and after Britain’s membership in it; and the complex and often contested relationship among the four nations within the United Kingdom – Northern Ireland, Wales, Scotland, and England.
HIS 346 S IMPERIAL RUSSIA
TR 3:30pm-4:45pm
KRISTA GOFF
This course is a survey of the Russian Empire from the sixteenth century to the dawn of the 1917 Russian Revolution. How did the Russian Empire become the world’s largest land empire, and how did it stay together for centuries? We will integrate local histories of imperial peripheries (including Siberia, Central Asia, Crimea, and the Caucasus) into the major themes that have defined Russian history. Topics covered will include: the politics, technologies, and practices of imperial expansion and rule; debates about “westernization” and Russian identity; serfdom and peasant life; industrialization and modernization; revolutionary and reactionary currents in the nineteenth century; state reforms; and the atmosphere leading up to the Russian Revolution.
HIS 356 Q HISTORY OF ARGENTINA’S CIVILIZATION, BARBARISM, AND POWER
TR 12:30pm-1:45pm
EDUARDO ELENA
How did a country that was supposedly so prosperous and advanced become a land of perennial economic crisis, political instability, and widening poverty? Countless observers have posed variations on this question in seeking to make sense of the “Argentine riddle.” This class will provide students with an introduction to the fascinating history of Argentina. We will reject pat explanations of the “riddle” to examine instead the array of cultural, political, and economic forces that have shaped Argentine society. The course begins by examining the struggle for liberation from Spanish colonialism and the ensuring civil wars that dominated the early nineteenth century. Most of the readings will focus on the century between the consolidation of a national order in the 1880s to the 1980s. In particular, we will investigate the changing meanings of national progress and citizenship over the last century. Through weekly discussions, essays, and examinations, students will hone their talents for historical interpretation, including their critical thinking and writing skills.
HIS 363 O THE EARLY REPUBLIC
TR 9:30am-10:45am
ASHLI WHITE
Beginning with the end of the American Revolution and concluding with the War of 1812, this course examines the earliest years of U.S. republic. We explore both internal and international influences on the making of the United States: everything from the wrangling over the Constitution, the rise of the first political parties, and constant challenges from Indigenous and enslaved peoples, to the impact of the French and Haitian revolutions, relations with the Caribbean, and the ever-present specter of Britain. During our consideration, we pay close attention not only to political and economic developments, but to cultural and social changes as well.
HIS 379 R HISTORY OF THE OLD SOUTH (1607-1861)
TR 2:00pm-3:15pm
MICHAEL BERNATH
This course examines the history of the Old South. We will discuss antebellum southern economic, social, and cultural development including the Cotton Boom, the growth and maturation of the plantation slave system, the southern defense of slavery, the growing political controversies with the North, and the development of a separate southern identity. We will look at the experiences of many different groups of southerners – male and female, black and white, slave and free, slaveholder and nonslaveholder. From these perspectives, we will attempt to discover what made this massive and diverse region into “The South,” and how this unifying concept of “southern-ness” came to be accepted by outsiders and southerners alike. By 1861, this notion of southern distinctiveness would prove strong enough to overcome even the bonds of nationhood, pulling white southerners down the road to independence, war, and ultimately the destruction of the Old South.
HIS 384 P MODERN LGBTQ+HISTORY
TR 11:00am-12:15pm
MARTIN NESVIG
This course offers an overview of modern LGBTQ+ history. It complements a different course, HIS269: Homoeroticism: A Global History of Queer Men, offered in different semesters and which examines non-Western and non-U.S. history in the pre-modern era. This course, as a complement, examines the history of LGBTQ+ peoples in the 19th and 20th centuries, primarily in the United States. The course begins in Western Europe in the 19th century with the so-called invention of homosexuality as a specific category. The term homosexuality was created in the 1860s by German theorists of sex and elaborated by one of the first gay-rights activists, Karl Ulrichs. This course begins with 19th and early 20th century cultural, political, and social histories of queer London, Berlin, Paris, and St. Petersburg as this new category of analysis came into vogue. The rest of the course focuses on queer history in the United States, with an emphasis on the 20th century. The class examines a variety of topics and narrative histories. These may include (but not exclusive to): indigenous peoples and the berdache/third spirit; Gay New York before WWII; early Lesbian hangouts; the Harlem Renaissance; African-American house parties and queer spaces; black and lesbian intersectionality or lack thereof; immigration and “old world” sex-role homosexuality; homosexual and homosocial behavior in rural America; divas like Mae West, Elizabeth Taylor, Bette Davis, and Lady Gaga; gay icons like Cary Grant, Tennessee Williams, and Luke Evans; the WWII effect; the Lavender Scare of the 1950s; gay and lesbian rights movements; Mattachine; Frank Kameny; Daughters of Bilitis; feminism; Audre Lorde; San Francisco, the Beats, and the Love Generation; Marsha Johnson, Sylvia Rivera, Stormé DeLarverie and POC and trans activists; Stonewall; the Damron Guide; Main Street, U.S.A.; Kinsey and the Kinsey Report; Chicago, Detroit, and the Midwest; the U.S. South and “Men like that;” the 1970s; sexual cultures of the pre-AIDS era; disco and clubs; NYC’s Lower Manhattan and counterculture; John Waters, Marlon Riggs, and underground cinema; Castro Street; racial politics; Hispanics and Hispanic cultures; borderlands and Mexican influence on queer culture of the Southwest/West; Ballroom Houses and voguing; trans peoples and rights; drag queens and kings; bathhouses; HIV and the impact of the AIDS epidemic; ActUp! and Queer Nation; LGBTQ rights and political strategies; political intersectionality; Constitutional Law and LGBTQ issues/rights; Protease Inhibitors and HIV treatment; One, The Ladder, Bay Area Reporter, Habari-Daftari, and LGBTQ community publications; Atlanta’s “forgotten” gay rights movement; Latinos and gay culture; fashion; more…
HIS 397 01 INTERNSHIP
MARTIN NESVIG
HIS 400 & HIS 500 DIRECTED READINGS
All 400and 500 level directed readings require permission of instructor before signing up for course.
HIS 501/602 5R STUDIES IN AFRICAN HISTORY : MILITARY AND MILITARISM IN AFRICAN HISTORY
R 2:00pm-4:45pm
ETANA DINKA
This seminar examines the historical roles of military and militarism in shaping African states, societies, economies, and cultures. The course has been organized thematically without ignoring the significance of the chronological boundaries of events in the history of Africa. The seminar discussions draw on selected themes in the entire sweep of African history and aim to open up opportunities for a longue durée approach to help students examine interconnectedness, continuities, and transformations across the traditional periodization. Key themes of scholarly debate about the role of the military and militarism in the history of Africa will inform the seminar discussions, activities, and the nature of assignments.
HIS 511/611 GH STUDIES IN ASIAN HISTORY : COLONIALISM, IDENTITY, AND DEVELOPMENT
MW 2:30pm-3:45pm
STEPHEN HALSEY
This research seminar uses works of history and literature to explore the origins, development, and collapse of European empires from 1500 to the present. We will focus primarily on South Asia, sub-Saharan Africa, and the Caribbean but also draw comparisons with Latin America, East Asia, and Southeast Asia. The course will develop a grand narrative that links overseas expansion in the early modern period (c. 1500-1800) to global capitalism but rejects economics as central to the establishment of formal political and territorial empires after 1800. Instead, we will argue that the primary significance of “modern” or territorial imperialism lay in the realm of culture, discourse, and identity formation for both Europeans and their colonial subjects. The first section of the course will evaluate the growth of plantations and trading posts from the sixteenth through the eighteenth centuries and examine the important changes in consumption, production, and finance that they inspired in European societies. We will then trace the emergence of territorial colonies in the late eighteenth and nineteenth centuries and appraise the creation of colonial subjects on one hand and a European “civilizational” identity on the other. During the final part of the course, we will assess the process of decolonization in the 1950s and 60s and conclude with the challenges of economic development and the post-colonial condition since independence.
HIS 536/636 1R STUDIES IN MEDIEVAL HISTORY : THE CRUSADES
T 2:00pm-4:45pm
HUGH THOMAS
This course investigates the theory and practice of Christian holy war in the Middle Ages. It covers the scriptural passages used to justify the wars, the background to the ideology of crusading, and accounts of the wars themselves. Christian, Muslim, and Jewish sources from the Middle Ages will be used as well as more modern works. Though the main focus will be on crusades to the Holy Lands, the readings will also cover crusades against heretics, the Reconquista, and attacks on pagans in northeastern Europe. 40% of the grade will be based on weekly discussions of the assigned readings, 10% will be based on a short paper on an assigned topic, and 50% on a longer research paper on a topic of the student’s choice.
HIS 561/662 1G STUDIES IN UNITED STATES HISTORY : IMMIGRATION IN THE US
M 2:300pm-5:15pm
MICHAEL BUSTAMANTE
“Give me your tired, your poor,” reads Emma Lazarus’s famous poem “The New Colossus,” marking the Statue of Liberty as the quintessential immigrant gateway to the United States (from Europe at least). But if the United States is unquestionably a nation of immigrants, our mythology of openness hides a deeply conflicted relationship with immigration and immigrants historically—particularly from regions outside northwest Europe, and given the long, evolving shadow of white supremacy over U.S. immigration policy.
This seminar offers students an opportunity to explore similarities and differences in immigrant experiences in U.S. history, reactions to those immigrant experiences, and the laws and practices that have sought to facilitate, manage, and/or restrict immigration to the United States over time. Readings will take us from the 19th century through our contemporary moment, wherein intensified forms of nativism, cyclical migration crises, and new regimes of border control have seriously tested whether Lazarus’s welcoming imperative describes the United States at all.
HIS 561/662 4G STUDIES IN UNITED STATES HISTORY : CITIES IN AMIERCAN HISTORY
W 2:30pm-5:15pm
ROBIN BACHIN
This course will examine the rise of cities throughout American history, with an emphasis on growth and development in the 19th and 20th centuries. We will focus on the layout of cities; the role of architectural styles in shaping both national and regional identities; the rise of urban segregation; the growth of suburbs and edge cities; and the impact of urban growth on the environment. The course will address a variety of factors that have helped shape American cities, including landscape, economics, class, race, gender, and public policy. Thus, we will relate discussions of the built and natural environments with broader concerns about creating democratic public spheres, providing adequate shelter and transportation for residents, promoting capitalist growth, shaping (in)equitable in community development, and establishing a sense of place.
HIS 602 1D STUDIES IN AFRICAN HISTORY : EUROPEAN EXPANSION IN AFRICA C. 1874 – 1960
M 11:15am-2:00pm
EDMUND ABAKA
This course deals with the European conquest, partition, and consolidation of spheres of influence in Africa from about 1880-1950. It examines the rationale for the European conquest of Africa, African responses to colonialism, the overthrow of colonialism, independence, and the post-independence period. We will investigate specific issues such as the scramble and partition of Africa, the establishment of Indirect Rule (British), Assimilation and Association (French), and other administrative systems of the colonial period. In addition, we will take an in-depth look at the political economy of colonialism, the rise of nationalism, the formation of nationalist movements, and the struggle for independence. Why is the post-independence period characterized by civil wars, genocide, political and economic instability and why have many professionals left Africa for Europe and North America? These questions will be answered in the last segment of the course.
HIS 701 5P RESEARCH SEMINAR 1
R 11:00am-1:45pm
MICHAEL BERNATH
HIS 708 1P DIRECTED READINGS IN COMPARATIVE HISTORY : ORAL HISTORY PRACTICE AND METHODOLOGY
T 11:00am-1:45pm
KRISTA GOFF
This course will introduce students to oral history methodology and provide a foundational training in this practice. How do historians express and craft historical narratives? How are sources made, selected, and reframed in these narrations? What questions do we confront about the nexus of memory, power, ethics, and history when we study oral history? As we investigate these questions, we will work our way through stories “from the field” and through the vast body of meta-commentary about oral historical narratives and practices.
HIS 762 4D HISTORY AS A PROFESSION
W 11:15am-2:00pm
MAX FRASER
This graduate seminar is designed to help Ph.D. students in the department prepare for professional careers in academia and related fields.
HIS 810 01 MASTER’S THESIS
The student working on his/her master’s thesis enrolls for credit, in most departments not to exceed six, as determined by his/her advisor. Credit is not awarded until the thesis has been accepted.
HIS 825 01 MASTER’S STUDY
To establish residence for non-thesis master’s students who are preparing for major examinations. Credit not granted. Regarded as full time residence.
HIS 830 01 DOCTORAL DISSERTATION
Required of all candidates for the Ph.D. The student will enroll for credit as determined by his/her advisor, but for not less than a total of 12 hours. Up to 12 hours may be taken in a regular semester, but not more than six in a summer session.
HIS 840 01 POST CAND DOC DISS
HIS 850 01 RESEARCH IN RESIDENCE
Use to establish research in residence for the Ph.D. after the student has been enrolled for the permissible cumulative total in appropriate doctoral research. Credit not granted. May be regarded as full-time residence as determined by the Dean of the Graduate School.
