Fall, 2002

History 700C - D. Littlefield TTH 12:30-1:45 Gamb. 141
"The Development of Plantation Society in the Americas"
   (Meets requirements for fields in "History of Culture, Identity, and Economic    Development," and "US to 1877.")
COURSE DESCRIPTION
   This course is a comparative and somewhat interdisciplinary look at various plantation societies in the New World. It will consider the antecedents of New World plantations in the Old World, making reference to the Mediterranean and Portuguese settlements in the Gulf of Guinea. It will contrast the societies that grew up in the Caribbean with those on the American mainland, and those in North with those in South America, outlining social, cultural, demographic, agricultural and other environmental determinants of distinction. It will consider the character of race relations, including the quality of miscegenation, in these societies and consider factors that united and divided them; and it will look at changes in these societies over time.

History 700H - Maney W 9:00-11:30, Gamb 150
"The Study of History"
COURSE DESCRIPTION
   This is a graduate introduction to the study of history designed for students who intend to become professional historians. The course has two principal objectives. First, students will learn how historians have debated the task of writing history and the role of the professional historian since the creation of university history departments in the 1890s - with the focus on methodological and theoretical debates since 1970. We will begin with Peter Novick's history of the American historical profession and the argument that it has raised, then move on to a series of specific problems of documentation and interpretation in political, social, and cultural history. Students should emerge from the readings with a firm understanding of how professional historians currently view history - or, conversely, of how they have rendered themselves hopelessly divided and confused. The course will conclude with an intensive exercised in the problems of documenting and interpreting a single event and of situation that event within a historiographical and theoretical framework.
   Second, this is a course in the development of fundamental academic and professional skills. Each week's readings are designed as exercises in how to read for interpretation as well as detail, and how to do so efficiently and - when it is appropriate - quickly. Finally, members of the USC history department will visit the seminar periodically to discus such questions as how to choose a research topic, how to prepare a conference paper, how to get published, how to find employment, and how to design a survey course for undergraduates.

History 700T - Hendricks Th 2:00-4:30, Fl 101
"Race, Gender, and Identity: Black Women's Auto/Biography"
COURSE DESCRIPTION
   This course is designed to acquaint students with the lives of several African American women in slavery to freedom. Students will examine the ways in which the gendered and racial construction of black womanhood emerged in slavery and defined and confined black women's lives in freedom. Autobiographical narrative and biographical interpretation and analysis will illuminate the methods employed by black women to deconstruct and inhibit the dominant negative perception and manipulation of their claim to selfhood.

History 700Y - Atkinson Th 5:00-7:30, Gamb. 149
"Ethnicity and History in Africa and Elsewhere"
   (Meets requirements for field in "History of Culture, Identity, and Economic    Development.")
COURSE DESCRIPTION
   As the twenty-first century dawns, ethnicity seems entrenched as a powerful presence throughout much of the world - as political idiom and mobilizing ideology, as an incresingly significant part of popular consciousness and culture, and as a major focus of academic discourse, within and across disciplines of anthropology, political science, sociology, and history. This course takes as a starting point the centrality of ethnicity in Africa (and elsewhere), both as phenomenon in the real world - however "imaginary" it might also be - and as a topic for analysis and debate. Primarily within the context of sub-Saharan Africa, I propose in this course to attempt to come to some understanding concerning the complex issues surrounding collective identities in general, and ethnicity in particular. Although the readings have primarily an African focus, the theoretical issues and sociohistorical dynamics covered by these readings have direct relevance for other parts of the world.

History 700W - Lekan Th 2:00-4:30 Gamb. 150
"Envisioning Landscapes: Environmental History and the Ecological Imagination"
   (Meets requirements for fields in "US Since 1789," "Modern Europe," "History of
   Culture, Identity, and Economic Development.")
COURSE DESCRIPTION
   Landscapes are products of human interaction with the natural environment over time, yet until recently historians have left the study of this interaction to other scholarly disciplines, such as geography, ecology, and anthropology. In the past few decades, however, environmental history has emerged as a new field of inquiry that explores the role and place of natur in human life. Environmental historians seek to understand how nature has enabled and set limits for human actions; how people have modified the ecosystems they inhabit over time; and how different representations of the organic world have shaped beliefs, values, economies, politics, and cultures. Recently, American environmental historians have questioned the concept of "wilderness," arguing that all landscapes, even the supposedly untouched expanses of the American West, are cultural artifacts that embody historically specific social values and ideological assumptions. Landscape is thus a crucial site for investigating the dynamic interplay between nature and culture.
   This seminar is designed to introduce students to recent works in landscape and environmental history, drawing on the American and European experience since 1700. This period witnessed the rise of capitalism and the transition from an agricultural society to an urban and industrial one, processes that had profound consequences for Western societies' relationship to the natural environment. Rather than surveying the entire scope of environmental history in the modern era, we will analyze an array of historical case studies and methodological approaches to landscape history.

History 701 - Kross T 2:00-4:30 Gamb 149

History 702 - Johnson T 2:00-4:30 Gamb 150

History 707 - MS Smith M 2:30-5:00 Gamb. 150

History 764 - Synnott Th 5:00-7:30 Gamb 149

History 787 - Grier W 5:30-8:00 Gamb. 150

History 788 - Schulz T 2:00-4:30 Gamb 104

History 790 - Schulz M 5:30-8:00 Gamb. 150

History 792 - Weyeneth M 2:30-5:00 Gamb. 149

History 796 - Connelly W 2:30-5:00 Gamb. 150

History 851 - D. Littlefield T 5:00-7:30 Gamb. 150

History 852 - Johnson W 2:30-5:00 Gamb 149

Spring, 2003 (Tentative)

History 700A - Glickman
"Consumer Society in Comparative Perspective"
   (Meets requirements for fields in "US Since 1789," "Modern Europe," "History of
   Culture, Identity, and Economic Development.")
COURSE DESCRIPTION

History 700S - Krylova
"Problems in Women's and Gender History"
   (Meets requirements for fields in "US Since 1789," "Modern Europe," "History of
   Culture, Identity, and Economic Development.")
COURSE DESCRIPTION
   The course covers contemporary topics in Women's and Gender History and investigates theoretical approaches worked out by gender and women's historians. Through the prism of gender, it investigates both the categories of historical analysis such as class, race, and identity and their history in the field of women's studies. It offers a broad overview of European and american history since the sixteenth century to the present. Reading include both secondary sources and primary documents.

History 702 - Ford

History 703 - Maney

History 706 - Edwards
Course Subtitle - "Ritual in Early Modern Europe"
   (Meets Requirements for fields in "History of Culture, Identity, and Economic
   Development;" and "Early Modern Europe")
COURSE DESCRIPTION
   This course will explore the integration of ritual into various aspects of early modern life. Topics will range from rituals of birth, death, and government to the ritual nature of time, violence, and masculinity. Ritual permeated life throughout early modern Europe. Priests blessed fields by processing around them with the Eucharist, courtiers followed elaborate protocols (including the use of dinner forks), and time itself was structured according to ecclesiastical and civic rituals. Yet the structure and meaning of ritual was also was also highly contested, particularly with European expansion and the Reformations. By questioning the value and "naturalness" of ritual, Europeans would reform not only the appearance of their society but the meanings they attached to their world. Readings reflect the interdisciplinary nature of the topic; authors include historians, sociologists, anthropologists, philosophers, and literary scholars. This course, thus, provides a graduate level introduction to themes in early modern European history and to socio-cultural and intellectual methodology which would be applicable to various fields.

History 712 - Page Putnam Miller
Historic Preservation Practicum
   (Meets requirements for field in "Public History.)
COURSE DESCRIPTION
   Students in the historic preservation practicum course undertake a semester-length team project under faculty supervision. Projects vary fromyear to year. This semester the class will participate in the effort inBeaufort County to promote the establishment of a new unit of the National Park Service devoted to the preservation and interpretation of historic sites associated with the Reconstruction Era. Although the National Park Service has many parks and historic sites and monuments that interpret the Civil War, there are none that focus primarily on the Reconstruction era, which was a major transforming event in our national history. Beaufort County retains significant historical and archeological sites associated with Reconstruction, including: the Penn School for former slaves founded in 1862 and located on St. Helena Island, the Old Fort Plantation on the Beaufort River where the first African-Americans assembled on January 1, 1863 to hear the reading of Abraham Lincoln's Emancipation Proclamation which set them free, the Freedmen's Bureau housed in the recently restored Beaufort College, the Beaufort Arsenal where African Americans in Beaufort voted for the first time, the first Freedmen's Village of Mitchellville on Hilton Head Island, as well as many noteworthy historic buildings and archeological sites associated with the Civil War hero and Reconstruction leader, Robert Smalls. Prior to considering an area for inclusion in the National Park System, Congress requires the completion of a special resource study that includes an in depth examination of the historic resources and an analysis of the interpretive and educational potential of the area. The class will become familiar with the process of how new units are added to the National Park System and will undertake a team project focused on one element of the special resource study.

History 733 - Herzstein

History 762 - Carter

History 783 - Frazier
   (Meets requirements for field of "History of Culture, Identity, and Economic    Development")

History 785 - MM Smith
   (Meets requirements for field of "History of Culture, Identity, and Economic    Development")

History 803 - Clements

History 807 -Augustinos

History 815 - Lekan