Spring 2013
Department of History
GRADUATE
Course Description Guide
University of Massachusetts
Department of History
Graduate Course Description Guide
Spring 2013
601
European Historiography
J. Olsen
603
American Historiography: 1865-Now
F. Couvares
649
Topics-Civil War
M. Sinha
662
Museum and Historical Site Interpretation
D. Glassberg
691W/791W
Writing History
M. Miller
692B
Topics in African American History
B. Krauthamer
692D
Indigenous Peoples in Museums and Archives
A. Nash
692T/792T
Trade & Society in the W. Hemisphere/1776-NAFTA
J. Wolfe
693D
Colonialism & Imperialism
H. Scott
NOTE: Advanced undergraduates are invited to inquire about enrolling in graduate courses.
Such enrollment depends on the permission of individual instructors who should be contacted
directly. Questions can also be directed to the Graduate Program Director, Marla Miller, at
mmiller@history.umass.edu.
The following courses are undergraduate courses in which seats have also been reserved for
graduate students with an interest in these topics. Graduate enrollment is capped at 5 for these
courses.
691C
Chinese Cultural Revolution
S. Schmalzer
691N
Conservation of Nature & Culture
D. Glassberg
692W
Witchcraft, Magic & Science
B. Ogilvie
History 597
Under the University Numbering System, M.A. students wishing to enroll in an upper-level
undergraduate course (at UMass or on one of the Give College campuses) may do so under the
special topics number, History 597, with permission from the instructor and also with the
understanding that instructors will require additional work of graduate students in those courses.
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signed by the faculty member teaching the course (turn this in to Mary Lashway in Herter 612).
Check SPIRE for the listings of undergraduate courses.
There are forms available in Herter 612 describing the additional work to be bperfromed for
graduate credit; these must be signed by the instructor. Students will be responsible for
discussing the course requirements with instructors. Please see the Graduate Program Assistant
about registration to ensure that a grade will be submitted for you at the end of the semester.
Only two 597 courses may count as topics courses towards completion of the M.A. degree.
History 696 or 796 (Independent Study)
Students may enroll in independent studies as either History 696 (reading independent study) or
History 796 (research/writing independent study) with a faculty member overseeing the plan of
study.
To enroll in History 696 or 796 pick up an independent study form from Mary Lashway in
Herter 612. This form must be filled out including name, student number, course number (696 or
796), credits, a detailed description of the plan of work for the independent study (e.g. research
paper, book reviews, historiography, essays, etc.), and signed by the professor overseeing the
independent study. After it has been filled out and signed it needs to be returned to Mary
Lashway to be entered on Spire. Only two independent studies may be counted towards
completion of the M.A. degree.
Scheduled Courses:
601
European Historiography
Jon Olsen
Thursday, 2:30pm-5:00pm
This course is designed to introduce students to diverse trends in the twentieth century historiography of
Europe. The course attempts to provide students an introduction to the wide varieties of ways of
approaching European history and to cultivate in students an openness to different methodological and
theoretical approaches as well as the necessary skills to read and evaluate such writing at the graduate
level.
As an organizing theme, we will look at the relationship between individual, regional, and national
identities within the context of broader historical processes and structures. At the heart of this exploration
is the consideration of multiple narratives, perspectives, and interpretations that comprise any historical
account. We will explore topics that range from the nature of the French Revolution to the German
"Historians' Debate" over whether or not Germany developed along a "special path." To do so, we will
examine competing models of social and cultural history, microstoria, consumer society, imperialism,
gender, and culture. This course meets the historiography requirement.
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603
American Historiography:1865-Now
Frances Couvares
Monday, 2:00pm-4:30pm
This course, which will meet on the Amherst College campus, will a) introduce students to the
art and science of historical interpretation and explanation as practiced and discussed by the
historical profession since the nineteenth century; b) acquaint student with the main currents in
the writing of U.S. History over that span of time. Topics may include the
Revolutionary/Constitutional era, Women’s History, Slavery, the Civil War, and Reconstruction,
Populism and Progressivism, the New Deal, the Cold War, Left and Right mobilizations in the
period from the 1960s-1990s, Environmental History, and “Global” or “Transnational” History.
Over the semester, students will write several short historiographical essays (and orally report on
them), before completing a longer and more comprehensive historiographical essay at the end.
Students wanting to get a head start on the readings should begin with Peter Novick, That Noble
Dream: The Objectivity Question and the American Historical Profession, and the introduction
to Francis G. Couvares and Martha Saxton, Interpretations of American History, 8th ed. This
course meets the historiography requirement.
649
Topics-The Civil War
Manisha Sinha
Monday, 12:00pm-2:30pm
This course examines the revolutionary significance of the Civil War and Reconstruction Era in
United States history. While not ignoring military history, it will focus on the demise of slavery
during the war and contests over the meaning of freedom, citizenship, and the powers of the
state. It will also look at African American political mobilization, constitutional issues, and
vigilante violence during Reconstruction. Other topics include the role of Lincoln, the
Confederate experiment, gender and Reconstruction, the transition from slavery to free labor,
and the fall and aftermath of Reconstruction. Recent historical literature will constitute the bulk
of the reading. Students will have the option of writing a historiographical paper on a topic of
their choice or a more substantial research paper based on primary sources.
662
Museum & Historical Site Interpretation
David Glassberg
Wednesday, 1:25pm-3:55pm
This course is designed to engage theory and practice in equal parts. Seminar discussion will
explore issues involved in the interpretation of objects and landscapes in museum and historic
site settings, while visits from area professionals and field trips to sites in the region will sharpen
our ability to understand and evaluate interpretive practice. Over the course of the semester
students will develop hands-on skill as they devote their energies to a field project for a local
institution. By the end of the semester, students will be familiar with the literature of museum
and historic site interpretation, including comprehensive and long-term interpretive planning,
formative and summative evaluation, and exhibition design and assessment; they will also have
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cultivated specific skills necessary for the effective interpretation of objects, buildings and
landscapes.
691W / 791W
Writing History
Marla Miller
Monday, 1:25-3:55
This course combines a passion for history and a dedication to writing for broad public
audiences. It will explore ways in which historians and others with a reverence for the past write
well for their particular, chosen audiences. We will cover magazine writing and op-eds, blogs,
book-length projects and writing for the arts. Featured will be visits by writers who have had
success in bringing history to “publics” outside the academy — including Robin D.G. Kalley
(the 2013 Writer in Residence), Cathy Stanton (blogger and editor of History@Work); and Clark
Dougan (acquisitions editor at UMass Press). The course is designed to meet the requirements of
a 600-level seminar, but some students, with consent of instructor, will be able to enroll in the
course at the 700 level, depending on the nature of their proposed semester-long project.
692B
Topics in African American History
Barbara Krauthamer
Tuesday, 2:30pm-5:00pm
This reading seminar will introduce students to key texts and themes in the study of 19th and
20th-century African American history. Assigned readings will provide students with a
comprehensive overview of the historiography and will address issues such as research methods,
current debates, and new directions in the field. Topics covered in the class include: Middle
Passage and Diaspora; slavery, resistance and rebellion; colonialism; family and kinship;
citizenship and political activism; literary, artistic and cultural productions; gender and sexuality;
class and labor; and, identity and nationalism. Course requirements include: weekly readings,
short book reviews, and a final historiographic essay.
692D
Indigenous Peoples in Museums and Archives
Alice Nash
Thursday, 2:30pm-5:00pm
This course examines the history of Indigenous peoples “in” museums and archives as both
subjects of study and display and as curators, researchers, donors, artists, activists, and Tribal
Historic Preservation Officers. Our scope moves from local to global, including a consideration
of how the U.N. Declaration on the Rights of Indigenous Peoples may affect current practices.
Coursework includes two 7-8 page papers based on assigned readings and a research project with
an option for a group project.
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692T/792T Trade & Society in the W. Hemisphere:
1776-NAFTA
Joel Wolfe
Monday, 6:30pm-9:00pm
This 600/700-level seminar examines the Western Hemisphere from the late 18th century to the
present through the lenses of trade, land settlement, and state making. Students will read works
on a number of Latin American countries, the United States, and Canada. They may choose to
focus on one country or region for a research paper (the 700-level option) or they may maintain
and broad and comparative focus. All of the assigned readings are in English, but there will be
readings available in French, Portuguese, and Spanish for those with proficiency in these
languages.
693D
Colonialism & Imperialism in the Modern World
Heidi Scott
Tuesday, 2:30pm-5:00pm
This course introduces students to key contemporary scholarship on the histories and
historiography of colonial and imperial ventures since 1492 and aims to develop students’
critical understanding of the concepts of colonialism and imperialism through the comparison of
varied colonial societies as well as of varied approaches to their study. The first section of the
course is organized chronologically and geographically around key studies relating to colonial
cultures in particular regions of the world, beginning with the Iberian conquest and colonization
of the Americas. The second section is organized thematically and explores a variety of themes
(for example, environmental history and empire, space, gender) that are prominent in
contemporary scholarship of colonialism and imperialism. The third section focuses on recent
scholarship in history and historical geography that explores the geographies and networks of
particular imperial formations. A concluding seminar will consider the theoretical and
methodological challenges of ‘reading’ the imperial archive.
Students will be expected to read one book and a small selection of supporting articles for each
seminar. Assessment is based on three elements: one extended essay and two written critical
reviews of the week’s reading.
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The following courses are undergraduate courses in which seats have also been reserved for graduate students with
an interest in these topics. Graduate enrollment is capped at 5 for these courses
The following courses are undergraduate courses in which seats have also been reserved for graduate students with
691C
Cultural enrollment
Revolution
an interest in theseChinese
topics. Graduate
is capped at 5 for these courses.
Sigrid Schmalzer
Thursday,
2:30pm-5:00pm
691C
Chinese Cultural Revolution
Sigrid Schmalzer
Thursday,
This
course2:30pm-5:00pm
will be an in-depth investigation of China's Cultural Revolution (1966-1976), in which Mao Zedong
urged the people to wrest control away from Communist Party leaders and recreate Chinese culture and society
This course
will be an in-depth
investigation
of China's people,
Cultural and
Revolution
(1966-1976),
Mao Zedong
urged that
the people
based
on revolutionary
principles.
What motivated
particularly
youth, in
to which
participate
in activities
to wrest control away from Communist Party leaders and recreate Chinese culture and society based on revolutionary principles.
often brought suffering to themselves and their families and destruction to China's cherished cultural sites? What
What motivated people, and particularly youth, to participate in activities that often brought suffering to themselves and their
were
the and
ideals
they strove
to realize,
and cultural
to whatsites?
extentWhat
can were
theirthe
actions
considered
in positive
How has
families
destruction
to China's
cherished
idealsbe
they
strove to realize,
and tolight?
what extent
can
the
Cultural
remembered
in years
since?
In order
to encourage
empathyinfor
historical
actors
their
actions Revolution
be consideredbeen
in positive
light? How
has the
Cultural
Revolution
been remembered
years
since? In
order and
to
critical
evaluation
way the
Cultural
Revolution
has of
been
we will
begin with
the most
primary
of
encourage
empathyof
forthe
historical
actors
and critical
evaluation
the portrayed,
way the Cultural
Revolution
has been
portrayed,
we will
sources
and
move
progressively
"outward"
until
we
arrive
at
recent
scholarly
analysis.
The
character
and
context
begin with the most primary of sources and move progressively "outward" until we arrive at recent scholarly analysis. The of
characterwill
andbe
context
of sources
will be a Students
consistentwill
emphasis.
Students
will havetothe
opportunity
to pursue
a substantial
sources
a consistent
emphasis.
have the
opportunity
pursue
a substantial
final
project final
project tailored
theirinterests.
own interests.
tailored
to theirtoown
691N
Conservation of
691N
Conservation
ofNature
Nature&&Culture
Culture
David Glassberg
David Glassberg
Tuesday and Thursday, 9:30am-10:45am
Tuesday and Thursday, 9:30am-10:45am
This course will explore the history of various efforts over the past 200 years to conserve nature and culture. Primarily, it's a
This
course
explore the
history in
ofNorth
various
effortsbut
over
the past
to conserve
nature
and culture.
history
of thewill
conservation
movement
America,
students
will200
alsoyears
be encouraged
to think
broadly
about what the
Primarily,
it's
a
history
of
the
conservation
movement
in
North
America,
but
students
will
also
be
encouraged
to
idea of "conservation" means in archeology, folklore, historic preservation, and the fine arts, both here and around
the
think
the idea
of "conservation"
meansofinnature
archeology,
folklore,
preservation,
and the
world.broadly
While about
we willwhat
encounter
examples
of the conservation
without culture,
andhistoric
the conservation
of culture
without
nature,
fundamental
course While
is that the
of nature
and culture
inextricably of
intertwined;
nature
fine
arts,theboth
here andpremise
aroundof
thetheworld.
weconservation
will encounter
examples
of theare
conservation
nature without
cannot truly
without
also conserving
culturethe
thatfundamental
has shaped it,premise
and culture
cannot
trulyisbethat
conserved
without
culture,
and be
theconserved
conservation
of culture
withoutthe
nature,
of the
course
the
also conserving
natural
in which
it rests.
conservation
of the
nature
andworld
culture
are inextricably
intertwined; nature cannot truly be conserved without also
conserving the culture that has shaped it, and culture cannot truly be conserved without also conserving the natural
692Win which it rests.
Witchcraft, Magic & Science
world
Brian Ogilvie
Tuesday and Thursday, 4:00pm-5:15
692W
Witchcraft, Magic & Science
The foundations of modern science and scientific method were laid in the Scientific Revolution of the late sixteenth and
Brian
Ogilvie
seventeenth century. This period would be seen as a golden age by the philosophes of the eighteenth-century Enlightenment and
Tuesday
and of
Thursday,
the founders
the history4:00pm-5:15
of science in the twentieth century. Yet the period from 1550 to 1650 also saw widespread interest in
occult powers and natural magic, and it was the height of the "witch craze" in Europe, a period in which about fifty thousand
Europeans,
most of
women,
wereand
triedscientific
and executed
for the
crime
ofin
diabolical
witchcraft.
The
foundations
ofthem
modern
science
method
were
laid
the Scientific
Revolution of the late sixteenth
Are these century.
trends contradictory
or would
complementary?
vehementlyof
about
the Scientific
and seventeenth
This period
be seen asHistorians
a goldenhave
age disagreed
by the philosophes
the whether
eighteenth-century
Revolution, a triumph
rational thought,
was opposed
to the Renaissance
interest
in the occult,
demonology,
natural
and
Enlightenment
and theoffounders
of the history
of science
in the twentieth
century.
Yet the
period from
1550magic,
to 1650
witchcraft,
or whether interest
these aspects
were powers
part and and
parcel
of the magic,
intense study
the the
natural
world
also
saw widespread
in occult
natural
and itofwas
height
of that
the characterized
"witch craze"early
in modern
science. For example, Isaac Newton was both the founder of modern physics and a dedicated alchemical adept. Were these
Europe,
a period in which about fifty thousand Europeans, most of them women, were tried and executed for the
aspects of his life compatible? Or did they coexist in an uneasy tension, reflected in the fact that Newton never published his
crime
of
diabolical
alchemical
writings?witchcraft.
Are
contradictory
or complementary?
Historians
have
about whether
This these
coursetrends
will address
these questions
on the basis of intensive
study
of disagreed
the primaryvehemently
sources and selected
readingsthe
from
Scientific
Revolution,
a triumph
of rational
was
opposedThough
to the Renaissance
in the
occult,
modern historians
of science,
European
culture,thought,
and occult
knowledge.
our focus willinterest
be on early
modern
Europe, we
demonology,
magic,Ages
and for
witchcraft,
these aspects
were
part andand
parcel
ofpowers
the intense
study
of the
will look to thenatural
High Middle
the originsorofwhether
many European
concepts
of demonic
occult
and the
origins
of
modernworld
notionsthat
of scientific
explanation.
On the most
fundamental
level, this
course
is about
theboth
history
reason and
rationality:
natural
characterized
early modern
science.
For example,
Isaac
Newton
was
theoffounder
of modern
what didand
it mean
to approach
a problemadept.
reasonably,
what--if
anything--did
modern science
the ways
in which
physics
a dedicated
alchemical
Were and
these
aspects
of his life compatible?
Oradd
didtothey
coexist
in an human
beings justify
their
claims to
something?
uneasy
tension,
reflected
inknow
the fact
that Newton never published his alchemical writings?
This course
being
offeredthese
as a joint
undergraduate
honorsofand
graduatestudy
course.
students
will and
be expected
This
courseiswill
address
questions
on the basis
intensive
of Graduate
the primary
sources
selectedto
delve more deeply into the historiography of the subjects in essays and annotated bibliographies.
readings from modern historians of science, European culture, and occult knowledge. Though our focus will be on
early modern Europe, we will look to the High Middle Ages for the origins of many European concepts of demonic
and occult powers and the origins of modern notions of scientific explanation. On the most fundamental level, this
course is about the history of reason and rationality: what did it mean to approach a problem reasonably, and what-if anything--did modern science add to the ways in which human beings justify their claims to know something?
This course is being offered as a joint undergraduate honors and graduate course. Graduate students will be
expected to delve more deeply into the historiography of the subjects in essays and annotated bibliographies.
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