History 198 Museums and Memorials: Searching for the Past in Washington D.C.
UCDC, Fall of 2013
Wed, 6:00-9:00, room
Professor Emily S. Rosenberg (erosenbe@uci.edu): office hours Wed. 4:00-5:00 in office #
Washington is a city full of museums and memorials, and this class will take advantage of the D.C. setting to
consider questions related to historical memory and memorialization. Enriched by our readings related to
the politics of "remembering" the past through museums and memorials, we will visit and analyze selected
sites on the National Mall. The class will focus on meanings and controversies especially related to 1. the
major war memorials (Civil War, Korea, Vietnam, World War II), and 2. specific exhibits from the Air and
Space Museum, the Museum of American History, and others. You will generally visit the various sites on
your own, fitting visits into your own schedule during the week they are assigned. Assignments also will
include two essays, two classroom presentations, and a journal with analysis of the readings and activities
you did for the class. There may be some small cost involving transportation and museum admission.
REQUIREMENTS
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Do all assigned readings and activities for participation in discussion each week. (200 pts)
Write two essays to hand in, and do two presentations to class that are based on these essays.
(50 pts for each essay; 50 pts for each presentation; 200 pts total)
Keep a journal of the readings and activities you did for this class. This journal should consist of
notes on what you read and what you observed on your trips, as well as your notes/reflections from
each reading and class discussion. To be submitted three times during the quarter as indicated
(200 pts total)
Note: There will be some cost involving transportation and admission to the museums.
GRADING
There are a total of 600 points for the seminar, and letter grades will be awarded within specific ranges of
points accumulated as follows:
A range=600-540 points; B range=539-480 points; C range=479-420 points; D range=419-360 points
READINGS
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Drew Gilpin Faust, This Republic of Suffering: Death and the American Civil War (Knopf, 2008)
Patrick Hagopian, The Vietnam War in American memory : Veterans, Memorials, and the Politics of
Healing (University of Massachusetts Press, 2009)
Articles each week as listed below
ASSIGNMENT SCHEDULE
WEEK 0: Hello! Background on Museums, Monuments, “Sacred Space,” and Historical
Memory [Sept. 25]
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Activities:
Please use your first few days to orient yourself to the National Mall, where all of the monuments
and museums we will visit are located. Also visit the website for the newest museum under
construction: http://nmaahc.si.edu/
This class will explain topics, assignments and procedures of the course.
WEEK 1: The Politics of War Memorials: Lincoln Memorial and Civil War [Oct. 2]
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Readings:
Drew Gilpin Faust, This Republic of Suffering: Death and the American Civil War (Knopf, 2008)
Interview with Jim Downs: http://hnn.us/articles/jim-downs-civil-war-and-emancipation%EF%BB%BFgreatest-biological-catastrophe-nineteenth-century
Activities:
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Read the assigned book and interview and visit the Lincoln Memorial in preparation for our
discussion this week. Come to class with a written sentence stating what you took to be the central
point of Faust’s book.
Before coming to class, consider some of these questions related to “historical memory”: Why do
people build monuments and museums? What gets remembered and why? Is there a “politics” to
memorialization? Come prepared to present examples of the politics of memorialization from your
own experience and/or locality.
Also be prepared to discuss: What is the “historical memory” you take from the Lincoln Memorial?
How do the readings this week influence the “historical memory” you have about the Civil War?
Why might remembrance of the Civil War be multiple and contested? How did the memory of the
Civil War change American practices of war memorialization?
WEEK 2: Vietnam War Memorial [Oct 9]
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Reading:
Patrick Hagopian, The Vietnam War in American Memory
Activities:
Read the assigned book and, thoughtfully, visit the Vietnam War Memorial site (with its three very
different memorials) in preparation for our discussion. Consider all three memorials: Why are
there three? How do they work together (or not) as memorialization?
Come to class with a written sentence stating what you took to be the central point of Hagopian’s
book.
WEEK 3: The Korean War Memorial and the World War II Memorial [Oct. 16]
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Reading:
Nicolaus Mills, “Introduction” to Their Last Battle: The Fight for the National World War II Memorial
(Basic Books, 2004), online at http://www.worldwar2history.info/World-War-II-Memorial.html
Activities:
Read the assigned article and, thoughtfully, visit the Korean War Memorial and World War II
Memorial in preparation for our discussion.
Consider: What issues about memorialization does this article raise? Why do you think the World
War II Memorial was built so recently? Why was the design of this memorial so controversial and
what is your view of it?
Hand in Journal #1
WEEK 4: Presentations, Part I (1/2 of class will present) [Oct. 23]
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Writing/ Presentation Assignment:
After thinking about the various war memorials we have discussed, do you think there should be a
memorial to the Iraq War? Write a two-page essay on the topic: “Should the Iraq/Afghanistan
Wars be memorialized on the National Mall? If not, why? If so, present a proposal for a memorial
that you would consider appropriate. Use standard essay form, with a thesis statement that is
clearly developed and supported in the subsequent paragraphs. Draw explicitly upon our readings
and display your understanding of the issues they raise. [See grading rubric at end of syllabus]
This Paper #1 is due today.
Prepare a 5-7- minute Presentation # 1 of your position to deliver in class (this week or next).
You may want to use images (in powerpoint or otherwise) to make your presentation interesting
and focused. Please time yourself in advance; we will be strict about the 7 minute limit! ½ of class
will present today.
WEEK 5: Presentations, Part II (1/2 of class will present) [Oct. 30]
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Second ½ of class will Presentation # 1 today. We will also organize groups for next week’s
assignment.
WEEK 6: The Politics of Museums: The Museum of American History [Nov. 7]
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Readings:
Tony Bennett, “The Exhibitionary Complex,” new formations 4 (Spring I 988) at
http://www.londonconsortium.com/uploads/The%20Exhibitionary%20Complex.pdf
Martita Sturken, Tourists of History: Memory, Kitsch, and Consumerism from Oklahoma City to
Ground Zero (Duke University Press, 2007), introduction (pp. 1-34). (will send through e-mail)
Activities:
Come to class with a few sentences that summarize the central point of each reading.
After browsing the website of the Museum of American History,
http://americanhistory.si.edu/exhibitions/onview, your 2-4 person group should visit your chosen
exhibit and come to class ready to discuss each reading in light of your museum experience. How
might the exhibit you analyzed confirm, amend, or challenge the interpretations of each reading?
Hand in Journal #2 by Nov. 11
WEEK 7: The Air and Space Museum and the Enola Gay Controversy [Nov. 13]
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Reading:
Richard H. Kohn, "History at Risk: The Case of the Enola Gay," in Edward T. Linenthal and Tom
Engelhardt, eds., History Wars: The Enola Gay and Other Battles for the American Past (NY,
1996), pp. 140-170.
Activities:
Read the assigned article and, thoughtfully, visit the Air and Space Museum on the Mall (if you
have time, also visit the Udvar-Hazy Museum-- see http://www.nasm.si.edu/udvarhazy/ ) in
preparation for a discussion in class today with Martin J. Collins, Curator and Head of Oral History
Project, Division of Space History, National Air and Space Museum. Collins will discuss the Enola
Gay controversy of 1994 and the long-term impact it had on museums and memorialization.
Come to class with one sentence that summarizes the central point of Kohn’s article. Also come
to class with some reactions to Kohn’s central point, and with some thoughts about why this
proposed exhibit was so controversial. Be prepared to ask Collins questions you may have about
the Enola Gay controversy and about doing “public history” at the Air and Space Museum.
WEEK 8: Thinking More about Museums: Presentations, Part I (1/2 of class) [Nov. 20]
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Activities:
Visit a section or a special exhibit of your choosing at the Museum of American History, the
Museum of the American Indian, or at any other museum. Analyze your exhibit and prepare to
present your analysis in both a written and an oral presentation.
Writing/Presentation Assignment:
Tony Bennett, drawing on theorists Foucault and Gramsci, provided some perspective on the
historical development of museums. Marita Sturken argued that many museums allow viewers to
become “tourists of history.” This assignment asks you to consider how either or both of these
readings contribute to an analysis of the exhibit you chose to visit this week.
Specifically, you are to write a well-organized 3-page essay taking off from the following form: “The
exhibit I analyzed this week (specify and describe) [confirms, challenges, amends—whichever
applies] some of the claims in these readings because . . . . “ Support your central premise with
specific examples and logical development of your thoughts.
This Paper # 2 is due on Dec. 4.
Prepare a 7-minute Presentation # 2 of your analysis, ½ will present this week and ½ on Dec. 4.
You may want to use visuals to enliven your presentation.
WEEK 9: Thinking More about Museums [Nov. 27]
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Activities:
This is the day before Thanksgiving Break. Many people may be absent, so we will work
independently this week. I will be in class during this seminar time and by appointment throughout
the day for consultations about your upcoming assignment if you wish to stop by.
Review the readings related to the politics of museums (the past two weeks) and work on your
writing assignment due in week 10.
WEEK 10: Thinking More about Museums: Presentations, Part II (1/2 of class) [Dec. 4]
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Writing/Presentation Assignment:
Continuation of Week 8; second ½ of class will present today.
Paper #2 is due today
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Hand in Journal # 3
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Grading Rubric for Papers
All written assignments must be submitted by the beginning of class on the due date. Written work that is
late or that has typos, spelling and grammar errors will lose points.
All papers should be double-spaced, in 12-point font with one-inch margins.
Remember that plagiarism is a serious offense that will result in a grade of F.
Your papers must present your analysis and argument in response to the assignment. They should clearly
state the THESIS that you will be arguing in the first couple of sentences of the first paragraph. They
will be graded on the following criteria. Grade yourself on each of these criteria (or ask a friend to do this!) in
advance and then revise, revise. Revision is the key to a successful paper
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CLEAR THESIS: Does my paper begin with a clear and interesting thesis statement indicating what
I am arguing?
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ARGUMENT: Have I substantiated my thesis with a clear argument that is supported by sound
logic and evidence (primarily from observations and excursions, recommended web sites, and
assigned readings)?
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CONSTRUCTION: Do I have proper paragraphs, each with a clear topic sentence?
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ACCURACY: Is the information in my paper accurate?
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SYNTAX AND WORDING: Have I used proper grammar, punctuation, and spelling? Is my writing
clear and straightforward, with mostly active voice and active verbs?