American Studies

Associate Professor Gac, Director; Paul E. Raether Distinguished Professor of American Studies Baldwin, Paul E. Raether Distinguished Professor of History Greenberg, Charles A. Dana Professor of History Hedrick; Associate Professors Paulin and Hager; Assistant Professors Gieseking, Heatherton and Wickman; Visiting Associate Professor Couch; Visiting Lecturer Conway

The American studies major offers an interdisciplinary approach to the study of American culture and society. Drawing on the methods and approaches of several disciplines, courses in the field emphasize deep readings of primary sources and engagement with the various materials that help us understand the making and meaning of America here and abroad. Students have the opportunity to take courses covering American subject matter offered by many departments and programs at Trinity, exposing them to a variety of disciplinary and interdisciplinary perspectives on the United States. To integrate their knowledge of American culture and society and to master a variety of methodological approaches to American studies, students participate in a required series of American studies courses and seminars.

Students who are considering a major in American studies should consult with the program director as early in their undergraduate career as possible. In addition, it is strongly recommended that students prepare themselves for the major by selecting at least one of the following survey courses: ENGL 204. Introduction to American Literature I; ENGL 205. Introduction to American Literature II; HIST 201. The United States from the Colonial Period through the Civil War; HIST 202. The United States from Reconstruction to the Present. Students also are advised to plan their schedules so that they take AMST 203/AMST 210 in their sophomore year and AMST 301 in their junior year. A course will not count for the major if the grade is below C-.

The American studies major—The American studies major requires 12 courses, as follows.

Honors—To receive honors in American studies a student must complete a thesis or project with a grade of A- or better and earn a GPA of at least 3.5 in courses counted toward the major.

Fall Term

203. Conflicts and Cultures in American Society— Focusing on a key decade in American life—the 1890s, for example, or the 1850s—this course will examine the dynamics of race, class, gender, and ethnicity as forces that have shaped, and been shaped by, American culture. How did various groups define themselves at particular historical moments? How did they interact with each other and with American society? Why did some groups achieve hegemony and not others, and what were—and are—the implications of these dynamics for our understanding of American culture? By examining both interpretive and primary documents—novels, autobiographies, works of art, and popular culture—we will consider these and other questions concerning the production of American culture. (HUM) (Enrollment limited) –Gieseking, Heatherton

[220. The Child in American Culture]— We will examine representations of “the Child” in American culture from the Puritan period to the present. How have conceptions of childhood changed over time? How do economic status and labor influence depictions of children? What are some symbolic roles of the Child in our culture? Our course will focus on literary texts, archival materials, and visual culture, including art, photographs, and other media. (HUM) (Enrollment limited)

285. Born in Blood: Violence and the Making of America— This course explains how violence has made modern America and belongs alongside liberty, democracy, freedom, and equality in the pantheon of American political and cultural ideals. Using figures such as George Washington, Abraham Lincoln, and Dwight Eisenhower, and events from the American Revolution to the era of Civil Rights, “Born in Blood” situates state sanctioned violence against American citizens as a definitive force in American life. (HUM) (Enrollment limited) –Gac

[291. Protest Movements in Modern America]— This course will examine the culture of American protest movements. We will use a variety of primary source texts speeches, images, literature, platforms, films to explore the connections between protest movements and American culture and society. We will see how people, when organized and mobilized, have changed history and re-shaped the cultural and political meanings of ideas like freedom, justice, and democracy. Some of the movements we will examine include Populism, Progressivism, First- and Second-Wave Feminism, Labor and the New Deal, the Black Freedom Struggle, Gay Rights, the Vietnam antiwar movement, the Conservative ascendency, immigrant rights, and Occupy Wall Street. (HUM) (Enrollment limited)

298. Introduction to Hip Hop Music and Culture— This course will examine the evolution of hip hop music and culture (Graffiti art, B-boying [break-dancing], DJ-ing, and MC-ing) from its birth in 1970s New York to its global and commercial explosion during the late 1990s. Students learn to think critically about both hip hop culture, and about the historical, commercial, and political contexts in which hip hop culture took, and continues to take, shape. Particular attention is paid to questions of race, masculinity, authenticity, consumption, commodification, globalization, and good, old-fashioned funkiness. (HUM) (Enrollment limited) –Conway

[301. Junior Seminar: American Texts]— This course, required for the American studies major and ordinarily taken in the fall of the junior year, examines central texts in American history and culture. Through intensive discussion and writing, the class will explore the contexts of these works as well as the works themselves, paying particular attention to the interrelated issues of race, class, gender, and other similarly pivotal social constructs. Course is open only to American studies majors. Prerequisite: C- or better in American Studies 203 or AMST 210 or concurrent enrollment. (WEB) (Enrollment limited)

[329. Viewing The Wire Through a Critical Lens]— Through analysis and dissection of David Simon’s The Wire, this course seeks to equip students with the tools necessary to examine our postmodern society. The Wire seamlessly juxtaposes aesthetics with socio-economic issues, offering up a powerful lens for investigating our surroundings. Whether issues of unregulated free market capitalism, the bureaucracy of our school systems, politics of the media, false notions of equal opportunity, devaluation of human life, or a failed war on drugs, The Wire addresses the complexities of American urban life. Through a socio-political and cultural reading of the five individual seasons, students will be able to explore a multitude of contemporary problems. (HUM) (Enrollment limited)

336. Globalization(s): “America” in the Modern World— Our current moment of global crisis forces us to reckon with the contradictions of globalization. What does globalization mean? How can we trace its history? This course examines the roots of globalization through the twentieth century: from liberal democracy and communist internationalism to Bandung humanism, fascism, and global capitalism. It explores U.S. social movements, their organization and interpretations, as a site to uncover how America was depicted and understood throughout the world. These movements developed and subsequently imagined visions of freedom, governance, justice, and progress that could themselves be globalized. Through literature, film, poetry, and more, this course examines the transnational interaction of social movements within a global sphere. (GLB2) (Enrollment limited) –Heatherton

[341. Spectacle of Disability in American Culture]— This course examines how people with disabilities are represented in American literature and culture. Whether it is the exceptional savant who is heralded as a hero because of her “special” abilities or the critically injured person whose disability relegates him to the sidelines of society even though his ability to overcome everyday challenges is applauded from a distance, definitions of disabilities (both generally and explicitly) tell us a great deal about the concept of normalcy and the expectations that we attach to this term. In addition, the various narratives associated with different disabilities and their origins are shaped by other aspects of identity, such as socio-economic class, race, ethnicity, sexuality, and gender. We will look at a variety of mediums including fiction, non-fiction, film, television, and memoirs in order to examine how these representations, along with the material realities of disabled people, frame our society’s understanding of disability and the consequences of these formulations. We look at texts and cases such as Million Dollar Baby, the Terry Sciavo case, Born on a Blue Day, Forrest Gump, the American Disabilites Act, the Christopher Reeves story, and Radio. (HUM) (Enrollment limited)

357. Race and Urban Space— Scholars and now even the larger public have conceded that race is a social construct. However, many are just beginning to fully explore how the specific dimensions and use of space is mediated by the politics of racial difference and racial identification. Therefore, this course seeks to explore how racism and race relations shape urban spatial relations, city politics, and the built environment and how the historical development of cities has shaped racial identity as lived experience. Covering the 20th century, the course examines three critical junctures: Ghettoization (1890s-1940s); Metropolitan Formation (1940s-1990s); and Neo-Liberal Gentrification (present). (HUM) (Enrollment limited) –Baldwin

[380. The Vietnam War and American Culture]— The Domino Theory. Ho Chi Minh. Grunts. Hippies. Protesters. The Tet Offensive. Muhammad Ali. LBJ. Nixon. My Lai. POW/MIA. Apocalypse Now. Full Metal Jacket. Perhaps no modern war has impacted American culture and identity as broadly and deeply as the Vietnam War (or the American War, as the Vietnamese call it). We will use primary-source cultural texts memoirs, images, songs, films, documents to make sense of this history. We will examine the larger forces that played out through the war global decolonization, the Cold War, the “sixties” protest movements, racial politics, the meaning of patriotism, and more as well as how the struggle to define the war’s legacies ensued afterwards in films, cultural memory, and politics. (HUM) (Enrollment limited)

399. Independent Study— Submission of the special registration form, available in the Registrar’s Office, and the approval of the instructor are required for enrollment. (1 - 2 course credits) –Staff

409. Senior Seminar: American Empire— Thomas Jefferson once boldly described the United States as an “empire of liberty.” But whether or not America has ever taken on the identity, ever functioned, as an empire has been one of the most hotly debated topics of our current global times. In this senior seminar we want to take both a historical and contemporary look at what happens when the foreign policy of the United States converges with the general practices of military engagement, occupation, nation-building, commercial market control, and/or annexation of “foreign lands.” Do such foreign relations constitute an empire? In this course we will examine a number of critical moments including the internal U.S. expansion into native American and Mexican lands, “Manifest Destiny” projects in the turn-of-the-twentieth century Caribbean and Asian Pacific, Marshall Plan policies in Cold War Europe, and “War on Terror” initiatives in the present day Middle East. What have been the aspirations of U.S. foreign policy, what have been the consequences, how do they affect the policies and practices “back home.” Have any of these experiences constituted an American Empire? (HUM) (Enrollment limited) –Baldwin

[409. Senior Seminar: The Spectacle of Disability]— This course examines how people with disabilities are represented in American literature and culture. Whether it is the exceptional savant who is heralded as a hero because of her “special” abilities or the critically injured person whose disability relegates him to the sidelines of society even though his ability to overcome everyday challenges is applauded from a distance, definitions of disabilities (both generally and explicitly) tell us a great deal about the concept of normalcy and the expectations that we attach to this term. In addition, the various narratives associated with different disabilities and their origins are shaped by other aspects of identity, such as socio-economic class, race, ethnicity, sexuality, and gender. We will look at a variety of mediums including fiction, non-fiction, film, television, and memoirs in order to examine how these representations, along with the material realities of disabled people, frame our society’s understanding of disability and the consequences of these formulations. We look at texts and cases such as Million Dollar Baby, the Terry Schiavo case, Born on a Blue Day, Forrest Gump, the American Disabilities Act, the Christopher Reeves story, and Radio. This course is open only to American Studies majors, or by permission of instructor. (HUM) (Enrollment limited)

[409. Senior Seminar: Technology and American Culture]— Mark Twain was among the first to install a home phone in Hartford and he was amused by others’ uncertain handling of new devices. He approached technology with great interest, skepticism, and of course, humor. Many Americans shared Twain’s responses, and in this course we will examine the social impacts, cultural representations, and political significance of select technological developments. We will begin with the nineteenth century as clocks and bells came to govern lives and we will conclude with our relationships with technology today. Each unit will focus on technology and an aspect of American life, such as domesticity, work, war, production, literature, health, and communication. This course is open only to American Studies majors, or by permission of instructor. (HUM) (Enrollment limited)

409. The Digital Image of the City— With half the world’s population now in cities, policymakers and activists are focused on the promise of smart urbanism. Smart urbanism deploys technology and data to tackle issues from gentrification and pollution to access to public spaces and improved walkability. How does this focus affect the growth of equal and just cities? Focused on US cities, namely Hartford and New York, this course connects global and national issues to the intimate experiences of everyday urban life. It pairs specific technical skills such as social science data collection and geographic information systems (GIS) mapping with urban theory and urban studies. The course project will bring together the theory, literature, and your own research, data analysis, and maps into a smart city recommendation for the city. This course is open only to senior American Studies majors, or by permission of instructor. (HUM) (Enrollment limited) –Gieseking

[421. Nature and Health in American Culture]— Since the industrial revolution, Americans have debated the proper balance of nature and health in an increasingly polluted country. This debate has been charged with competing discourses of nature and the environment, changing views of health and embodiment, and fraught notions of profit, interests, rights, and social justice in capitalist society. This course will explore that nexus, using such examples as nature cures, social Darwinist and nativist fear of contagion from immigrants and the poor, and contested standards of industrial and environmental health in twentieth- and twenty-first-century America. (Enrollment limited)

[423. The History of American Sports]— This course will examine American sports from their beginnings in Puritan-era games to the multi-billion-dollar industries of today. We will begin by looking at the relationship between work, play, and religion in the colonies. We will trace the beginnings of horseracing, baseball, and boxing, and their connections to saloons, gambling, and the bachelor subculture of the Victorian underworld. We will study the rise of respectable sports in the mid- and late 19th century; follow baseball as it became the national pastime; see how college football took over higher education; and account for the rise of basketball. We will look at sports and war, sports and moral uplift, and sports and the culture of consumption. Finally, we will examine the rise of mass leisure, the impact of radio and television, racial segregation and integration, the rise of women’s sports, battles between players and owners in the last 25 years, and the entrance of truly big money into professional sports. Readings in primary and secondary sources will emphasize the historical experience of sports in the United States so that students can develop a framework for understanding current events, including the NHL lockout, the Kobe Bryant affair, and the controversies over steroids. (HUM) (Enrollment limited)

424. Comic Art in America 1895-Present— This course provides an introduction to Comic Art in North America, from the beginnings of the newspaper comic strip through the development of comic books, the growth of graphic novels, and current developments in electronic media. It focuses on the history and aesthetics of the medium, comparison between developments in the United States, Mexico, and French Canada, and the social and cultural contexts in which comic art is created and consumed. The first half of the semester concentrates on early and 20th-century comic strips and the development of the comic book form through the 1940s; the second on the social changes affecting comic art in the 1950s and 1960s, the development of a comic book subculture from the 1970s to the 21st century, the growth of independently published graphic novels and the independent comics, and contemporary electronic media developments. (HUM) (Enrollment limited) –Couch

426. Nuclear America— In this course we will explore large- and small-scale cultural landscapes as they have been shaped by nuclear power, weapons, transportation, and waste. Among these landscapes are towns created for making nuclear weapons; open-air testing sites; military complexes, such as ports, bases, airfields, and silos; the West’s uranium mines, and the land, water, and Native American territory polluted by radioactive tailings; nuclear reactor sites, from New England’s regional power plants to those in metropolitan areas; and land and offshore storage sites for nuclear waste. Besides the physical changes to the American landscape, nuclear sites involve extensive secrecy, exclusion, and policing, and they are invested with fraught meanings. We will explore nuclear America through history, geography, art, literature, and film. (Enrollment limited) –Southern

[428. New England and the Black Atlantic]— This course will explore the trans-Atlantic cultural, economic, and political constellation that has linked Africa, Europe, and the Americas from the 15th century to the present. In particular, we will investigate some key aspects of New England’s part in the Black Atlantic, including slavery and the slave trade; literature, public speaking, and the arts; commerce and industry; and travel and migration. We will ground this study in past and present geographic sites of diaspora, racialization, and contestation, including ships and ports, the home, church, workplace, market, and performance spaces. (Enrollment limited)

435. Museum Exhibition— One of the most engaging ways to promote collections and explore a subject or theme is to create an exhibition, which is a genre in and of itself—telling a story with artifacts. Through critical readings students will explore the cultural and educational goals of exhibits, visitor needs and accessibility, design elements (including technology), and audience evaluation methods utilized at libraries, historic houses and historical sites, and history and cultural museums. Drawing from the extensive and wide-ranging collections in the Watkinson Library, students will conceive, write, and install an exhibition, design and publish a catalogue, and plan and implement an opening event to take place at the end of the semester in the Watkinson. (HUM) (Enrollment limited) –Ring

[443. Spectacle, Social Control, and the Spaces of Display]— This course will analyze a range of built spaces, elite ones like museums and vernacular ones like shopping malls and casinos, to see how they reflect and shape our changing ideas of spectacle and display. Beginning with an examination of the 1893 World’s Columbian Exposition and the 1939 World’s Fair, we will examine how buildings exercise authority and shape our behavior. We will consider how displays of culture and commerce encode the agendas of capitalism, both literal and cultural, by looking at the packaging of commodities and of the materials within museums; retail entertainment architecture like those of Las Vegas and Disney and its fusion with the museum; and memorial museums and structures, particularly the Holocaust Museum. (Enrollment limited)

449. The Culture of Americanism in the 20th Century— In 1894, Teddy Roosevelt published “True Americanism” in Forum Magazine, declaring the absolute necessity of applying a “fervid Americanism” to the solution of every problem and evil facing the country, including “Americanizing” newcomers to our shore. Nearly 50 years later, the rhetoric of Americanism proposed by Time publisher Henry Luce in his February 1941 editorial in Life Magazine, “The American Century,” aimed to persuade Americans that the country’s involvement in World War II and in the post-war world were not only necessary but inevitable. The Luce publications after the war publicized the culture of Americanism that was an essential part of the anti-communism that supported the Cold War for over half a century. Leaving aside the idea of American exceptionalism—“the notion that the United States has had a special mission and virtue that makes it unique among nations”—our focus will be on the culture of Americanism as it was promulgated in the Luce publications and other media outlets during and after World War II, and the extent to which it encouraged postwar homogeneity while discouraging the expression of dissent and non-conformist ideas. (HUM) (Enrollment limited) –Cohn

466. Teaching Assistantship— Submission of the special registration form, available in the Registrar’s Office, and the approval of the instructor are required for enrollment. (0.5 - 1 course credit) –Staff

474. From Poe to Game of Thrones: Fantasy and American Culture— While modern American fantasy literature experienced sudden growth after the enormous popularity of J.R.R. Tolkien’s Lord of the Rings in the 1960s, American fantasy fiction has an extensive and separate tradition beginning in the nineteenth century with the works of Edgar Alan Poe. Moreover, it engaged social and environmental issues, from Henry George’s Looking Backward to Andre Norton’s Beastmaster. Women writers of fantasy since the 1930s, including C. L. Moore and Leigh Brackett, engaged issues of gender and equality. American traditions of humor and irreverence derived from Twain and Ade and folk traditions inform mid-century fantasy, while the social realism of Dos Passos finds rebirth in the darker stories of George R. R. Martin’s Song of Ice and Fire series. (Enrollment limited) –Couch

475. Made in New England— Commodities—things produced, exchanged, and consumed—link places to the larger world. In this course, we will examine how natural resources and material goods have become marketable commodities through social, economic, political, technological, environmental, and cultural processes. Looking especially at things grown and made in past and present New England for capitalist exchange, we will explore how they have shaped and signified local communities while connecting them to global geographies of markets, power, and meaning. (Enrollment limited) –Southern

490. Research Assistantship— (HUM) –Staff

498. Senior Thesis Part 1— Submission of the special registration form, available in the Registrar’s Office, and the approval of the thesis adviser and the director are required for enrollment. The registration form is required for each semester of this year-long thesis. (The two course credits are considered pending in Part I of the thesis; they will be awarded with the completion of Part II.) (2 course credits) (HUM) –Staff

Graduate Courses

801. Approaches to American Studies— This seminar, which is required of all American studies graduate students, examines a variety of approaches to the field. Readings may include several “classic” texts of 18th- and 19th-century American culture and several key works of American studies scholarship from the formative period of the field after World War II, as well as more recent contributions to the study of the United States. Topics will include changing ideas about the content, production, and consumption of American culture; patterns of ethnic identification and definition; the construction of categories like “race” and “gender”; and the bearing of class, race, gender, and sexuality on individuals’ participation in American society and culture. Undergraduates who wish to enroll in this course must obtain permission of their adviser and the instructor. –Miller

[821. Nature and Health in American Culture]— Since the industrial revolution, Americans have debated the proper balance of nature and health in an increasingly polluted country. This debate has been charged with competing discourses of nature and the environment, changing views of health and embodiment, and fraught notions of profit, interests, rights, and social justice in capitalist society. This course will explore that nexus, using such examples as nature cures, social Darwinist and nativist fear of contagion from immigrants and the poor, and contested standards of industrial and environmental health in twentieth- and twenty-first-century America.

[823. The History of American Sports]— This course will examine American sports from their beginnings in Puritan-era games to the multi-billion-dollar industries of today. We will begin by looking at the relationship between work, play, and religion in the colonies. We will trace the beginnings of horseracing, baseball, and boxing, and their connections to saloons, gambling, and the bachelor subculture of the Victorian underworld. We will study the rise of respectable sports in the mid- and late 19th century; follow baseball as it became the national pastime; see how college football took over higher education; and account for the rise of basketball. We will look at sports and war, sports and moral uplift, and sports and the culture of consumption. Finally, we will examine the rise of mass leisure, the impact of radio and television, racial segregation and integration, the rise of women’s sports, battles between players and owners in the last 25 years, and the entrance of truly big money into professional sports. Readings in primary and secondary sources will emphasize the historical experience of sports in the United States so that students can develop a framework for understanding current events, including the NHL lockout, the Kobe Bryant affair, and the controversies over steroids. (HUM)

[824. Comic Art in America 1895-Present]— This course provides an introduction to Comic Art in North America, from the beginnings of the newspaper comic strip through the development of comic books, the growth of graphic novels, and current developments in electronic media. It focuses on the history and aesthetics of the medium, comparison between developments in the United States, Mexico, and French Canada, and the social and cultural contexts in which comic art is created and consumed. The first half of the semester concentrates on early and 20th-century comic strips and the development of the comic book form through the 1940s; the second on the social changes affecting comic art in the 1950s and 1960s, the development of a comic book subculture from the 1970s to the 21st century, the growth of independently published graphic novels and the independent comics, and contemporary electronic media developments. (HUM)

826. Nuclear America— In this course we will explore large- and small-scale cultural landscapes as they have been shaped by nuclear power, weapons, transportation, and waste. Among these landscapes are towns created for making nuclear weapons; open-air testing sites; military complexes, such as ports, bases, airfields, and silos; the West’s uranium mines, and the land, water, and Native American territory polluted by radioactive tailings; nuclear reactor sites, from New England’s regional power plants to those in metropolitan areas; and land and offshore storage sites for nuclear waste. Besides the physical changes to the American landscape, nuclear sites involve extensive secrecy, exclusion, and policing, and they are invested with fraught meanings. We will explore nuclear America through history, geography, art, literature, and film. –Southern

[828. New England and the Black Atlantic]— This course will explore the trans-Atlantic cultural, economic, and political constellation that has linked Africa, Europe, and the Americas from the 15th century to the present. In particular, we will investigate some key aspects of New England’s part in the Black Atlantic, including slavery and the slave trade; literature, public speaking, and the arts; commerce and industry; and travel and migration. We will ground this study in past and present geographic sites of diaspora, racialization, and contestation, including ships and ports, the home, church, workplace, market, and performance spaces.

835. Museum Exhibition— One of the most engaging ways to promote collections and explore a subject or theme is to create an exhibition, which is a genre in and of itself—telling a story with artifacts. Through critical readings students will explore the cultural and educational goals of exhibits, visitor needs and accessibility, design elements (including technology), and audience evaluation methods utilized at libraries, historic houses and historical sites, and history and cultural museums. Drawing from the extensive and wide-ranging collections in the Watkinson Library, students will conceive, write, and install an exhibition, design and publish a catalogue, and plan and implement an opening event to take place at the end of the semester in the Watkinson. (HUM) –Ring

[843. Spectacle, Social Control, and the Spaces of Display]— This course will analyze a range of built spaces, elite ones like museums and vernacular ones like shopping malls and casinos, to see how they reflect and shape our changing ideas of spectacle and display. Beginning with an examination of the 1893 World’s Columbian Exposition and the 1939 World’s Fair, we will examine how buildings exercise authority and shape our behavior. We will consider how displays of culture and commerce encode the agendas of capitalism, both literal and cultural, by looking at the packaging of commodities and of the materials within museums; retail entertainment architecture like those of Las Vegas and Disney and its fusion with the museum; and memorial museums and structures, particularly the Holocaust Museum.

849. The Culture of Americanism in the 20th Century— In 1894, Teddy Roosevelt published “True Americanism” in Forum Magazine, declaring the absolute necessity of applying a “fervid Americanism” to the solution of every problem and evil facing the country, including “Americanizing” newcomers to our shore. Nearly 50 years later, the rhetoric of Americanism proposed by Time publisher Henry Luce in his February 1941 editorial in Life Magazine, “The American Century,” aimed to persuade Americans that the country’s involvement in World War II and in the post-war world were not only necessary but inevitable. The Luce publications after the war publicized the culture of Americanism that was an essential part of the anti-communism that supported the Cold War for over half a century. Leaving aside the idea of American exceptionalism—“the notion that the United States has had a special mission and virtue that makes it unique among nations”—our focus will be on the culture of Americanism as it was promulgated in the Luce publications and other media outlets during and after World War II, and the extent to which it encouraged postwar homogeneity while discouraging the expression of dissent and non-conformist ideas. –Cohn

874. From Poe to Game of Thrones: Fantasy and American Culture— While modern American fantasy literature experienced sudden growth after the enormous popularity of J.R.R. Tolkien’s Lord of the Rings in the 1960s, American fantasy fiction has an extensive and separate tradition beginning in the nineteenth century with the works of Edgar Alan Poe. Moreover, it engaged social and environmental issues, from Henry George’s Looking Backward to Andre Norton’s Beastmaster. Women writers of fantasy since the 1930s, including C. L. Moore and Leigh Brackett, engaged issues of gender and equality. American traditions of humor and irreverence derived from Twain and Ade and folk traditions inform mid-century fantasy, while the social realism of Dos Passos finds rebirth in the darker stories of George R. R. Martin’s Song of Ice and Fire series. –Couch

875. Made in New England— Commodities—things produced, exchanged, and consumed—link places to the larger world. In this course, we will examine how natural resources and material goods have become marketable commodities through social, economic, political, technological, environmental, and cultural processes. Looking especially at things grown and made in past and present New England for capitalist exchange, we will explore how they have shaped and signified local communities while connecting them to global geographies of markets, power, and meaning. –Southern

894. Museums and Communities Internship— Matriculated American studies students have the opportunity to engage in an academic internship at an area museum or archive for credit toward the American studies degree. Interested students should contact the Office of Graduate Studies for more information. –Staff

940. Independent Study— Selected topics in special areas are available by arrangement with the instructor and written approval of the graduate adviser and program director. Contact the Office of Graduate Studies for the special approval form. –Staff

953. Research Project— Under the guidance of a faculty member, graduate students may do an independent research project on a topic in American studies. Written approval of the graduate adviser and the program director are required. Contact the Office of Graduate Studies for the special approval form. –Staff

954. Thesis Part I— (The two course credits are considered pending in Part I of the thesis; they will be awarded with the completion of Part II.) –Staff

955. Thesis Part II— (Continuation of American Studies 954.) –Staff

956. Thesis— (Completion of two course credits in one semester). (2 course credits) –Staff

Courses Originating in Other Departments

[Art History 271. The Arts of America]— View course description in department listing on p. 477.

[Economics 321. American Economic History]— View course description in department listing on p. 375. Prerequisite: C or better in Economics 101.

English 105. Introduction to American Literature II— View course description in department listing on p. 422. –Mrozowski

[English 205. Introduction to American Literature II]— View course description in department listing on p. 423.

English 265. Introduction to Film Studies— View course description in department listing on p. 424. –Younger

[English 355. Narratives of Disability in U.S. Literature and Culture]— View course description in department listing on p. 426.

[English 439. Special Topics in Film: The Documentary]— View course description in department listing on p. 428.

English 456. The Puritan Supernatural— View course description in department listing on p. 428. –Henton

[English 477. The Sixties in Film, Fiction and Poetry]— View course description in department listing on p. 429. Prerequisite: C- or better in English 260 and junior or senior status.

[Film Studies 302. Horror and the Culture of Excess]— View course description in department listing on p. ??.

[History 208. North American Environmental History]— View course description in department listing on p. 526.

History 209. African-American History— View course description in department listing on p. 526. –Greenberg

[History 247. Latinos/Latinas in the United States]— View course description in department listing on p. 528.

History 354. The Civil War and Reconstruction, 1861-1877— View course description in department listing on p. 530. –Gac

[International Studies 234. Gender and Education]— View course description in department listing on p. 577.

[International Studies 249. Immigrants and Refugees: Strangers in Strange Lands]— View course description in department listing on p. 577.

[Music 272. Contemporary Musical Theater]— View course description in department listing on p. 689.

Philosophy 241. Race, Racism, and Philosophy— View course description in department listing on p. 717. –Marcano

Political Science 102. American National Government— View course description in department listing on p. 752. This course is not open to seniors. –Dudas, Laws

Political Science 301. American Political Parties— View course description in department listing on p. 754. Prerequisite: C- or better in Political Science 102. –Evans

[Political Science 316. Constitutional Law II: Civil Rights and Civil Liberties]— View course description in department listing on p. 754. Prerequisite: C- or better in Public Policy 201, Public Policy 202, or Political Science102, and permission of instructor.

Political Science 317. American Political Thought— View course description in department listing on p. 754. –Dudas

[Political Science 355. Urban Politics]— View course description in department listing on p. 756. Prerequisite: C- or better in Political Science 102 or permission of instructor.

[Political Science 373. Law, Politics, and Society]— View course description in department listing on p. 756.

Political Science 379. American Foreign Policy— View course description in department listing on p. 756. –Flibbert

Religion 267. Religion and the Media— View course description in department listing on p. 811. –Silk

[Sociology 214. Racism]— View course description in department listing on p. 829.

[Theater & Dance 302. Horror and the Culture of Excess]— View course description in department listing on p. 843.

Women, Gender, and Sexuality 315. Women in America— View course description in department listing on p. 861. –Hedrick

[Women, Gender, and Sexuality 318. Hollywood Stars]— View course description in department listing on p. ??. Prerequisite: C- or better in one film studies course, or permission of instructor.

Women, Gender, and Sexuality 319. The Woman’s Film— View course description in department listing on p. 861. –Corber

[Women, Gender, and Sexuality 335. Mapping American Masculinities]— View course description in department listing on p. 861.

[Women, Gender, and Sexuality 345. Film Noir]— View course description in department listing on p. 862.

Spring Term

203. Conflicts and Cultures in American Society— Focusing on a key decade in American life—the 1890s, for example, or the 1850s—this course will examine the dynamics of race, class, gender, and ethnicity as forces that have shaped, and been shaped by, American culture. How did various groups define themselves at particular historical moments? How did they interact with each other and with American society? Why did some groups achieve hegemony and not others, and what were—and are—the implications of these dynamics for our understanding of American culture? By examining both interpretive and primary documents—novels, autobiographies, works of art, and popular culture—we will consider these and other questions concerning the production of American culture. (HUM) (Enrollment limited) –Wickman

210. Doing Culture: Methods in Cultural Analysis— Culture is not something we simply consume, inhabit or even create. Culture is serious business: pun both intended and upended. We have a dynamic relationship with the world around us and in this class we will use culture, both elite and popular, to help bridge the gap between what we do here in the “ivory tower” and how we live out there in the “real world,” hopefully changing both in the process. Here we will not take culture for granted but engage culture as a method, a tool by which to engage, analyze and critique both historical narratives and contemporary events. In this course, street life, advertisements, popular media, and clothing are interrogated as archives of dynamic meaning, arenas of social interaction, acts of personal pleasure, and sites of struggle. We will also explore what happens when a diversity of forces converge at the intersection of commerce and culture. Present day notions of popular culture, and topics such as authenticity and selling out, will be interrogated both socially and historically. (HUM) (Enrollment limited) –Baldwin

254. Ellison’s Invisible Man and the Black Modern Experience— This class interrogates the text and contexts of Ralph Ellison’s iconic novel Invisible Man. Specifically, bringing historical and cultural analysis to bear on a single work of fiction, this course surveys key themes in the Black modern experience from 1899 to 1950 including migration, urbanization, the black modern aesthetic, black radicalism, and black nationalism. Ultimately, Ellison crafted a text of profound social commentary through experimentation with archival evidence and literary form. This class reconstructs the intellectual, aesthetic, and historical production of an American classic. (HUM) (Enrollment limited) –Baldwin

[263. The American Civil Rights Movement]— African Americans and their allies have long struggled to win equal rights and equal opportunities in America. We will examine the course of that struggle in the twentieth century, focusing primarily on the period 1950-1968. We will consider questions of urbanization, employment, racism, politics, violence, non-violence, Black Power and the notion of “race blindness.” The end of the course will be spent considering the present day. What has been resolved, and what issues remain? Are there new challenges to achieving racial equality in the U.S? Have we become “post-racial” yet, and do we want to be? (HUM) (Enrollment limited)

[275. The West in American Culture: Symbols, Myths, and Realities]— This course investigates the cultural meanings and the lived experiences associated with the American West. Themes for the course include Frederick Jackson Turner’s notion of the frontier and American exceptionalism, the use of Western myths and symbols in American culture, race relations and the historical experiences of racial minorities, regional development and its relationship to federal power, and political movements such as women’s suffrage, environmentalism, and conservatism. (HUM) (Enrollment limited)

[284. Food and American Culture]— What we eat and how we eat reflect more than basic physical needs, and food has long played influential roles in defining and representing American culture, identities, and nationalism. Our course will begin by examining the history of the Thanksgiving feast and conclude with contemporary movements in organic and farm-to-table eating. As we explore foods’ implications for Americanism, gender, class, and age, our topics of study will include defining edibles and non-edibles, immigrant influences, food and technology, American farming, diet fads, school lunches and gardens, hunger in America and food regulations. Our class will work with the nearby Billings Forge community to learn more about food’s roles in family life and social reforms, including urban renewal. (HUM) (Enrollment limited)

301. Junior Seminar: American Texts— This course, required for the American studies major and ordinarily taken in the fall of the junior year, examines central texts in American history and culture. Through intensive discussion and writing, the class will explore the contexts of these works as well as the works themselves, paying particular attention to the interrelated issues of race, class, gender, and other similarly pivotal social constructs. Course is open only to American studies majors. Prerequisite: C- or better in American Studies 203 or AMST 210 or concurrent enrollment. (WEB) (Enrollment limited) –Gac

[326. Representations of Miscegenations]— The course examines the notion of miscegenation (interracial relations), including how the term was coined and defined. Using an interdisciplinary approach, we will consider the different and conflicting ways that interracial relations have been represented, historically and contemporaneously, as well as the implications of those varied representations. Examining both primary and secondary texts, including fiction, film, legal cases, historical criticism, and drama, we will explore how instances of interracial contact both threaten and expand formulations of race and “Americanness” in the U.S. and beyond. How is miscegenation emblematic of other issues invoked, such as gender, nation, and sexuality? How do enactments of interracial contact complicate the subjects that they “stage”? (HUM) (Enrollment limited)

332. Credit and Crisis— This course explores the concepts of credit and crisis amid the global expansion of U.S. capitalism. From intimate struggles with indebtedness to grand projects of nation building, we will interrogate how discourses of debt have informed our commonplace social categories across scales. Readings will trace the historical and geographical transformation of the U.S., from its role as a debtor to its emergence as a creditor nation. It will consider how the vexed notion of American “inheritance” has related to the expansion of credit and deepening of economic crises. Through film, literature, and scholarly analysis it will trace how economic crisis and the concept of “failure” can be seen through the lens of personal identities; separating those who could assume risk from those deemed “at risk.” (HUM) (Enrollment limited) –Heatherton

340. The Body in 19th Century American Culture— We will explore representations of the body in relation to American identities, including controlling ethnic bodies through slavery and exotic exhibits, as well as defining gender ideals by conflating the female body with corsets and hysteria and the male with the “strong man” aesthetic. Although anxious about ill bodies in the tenements and disfigured ones in factories, Americans were also fascinated by the extremes of the human body as indicated by the popularity of sideshows, magicians, and miracle cures. Our materials will include literary texts, art studies, and popular media. We will discuss such writers and artists as Louisa May Alcott, Nathaniel Hawthorne, Herman Melville, Mark Twain, Catherine Beecher, William Sydney Mount, John Gadsby Chapman, and Lily Martin Spencer. (HUM) (Enrollment limited) –Gieseking

[346. Sexuality, Nation, Race, and Gender]— This course examines how cultural production generates and sustains “normalcy” and abnormality in a variety of representational arenas in the U.S., such as sites of cultural production (literature, drama, film, television, music, etc.), medical and educational institutions, and familial structures. It also considers how individual and intersecting diversities, such as sex, race, gender, and class, inform both representations and lived experience. To do this is to destabilize the line that separates normalcy from abnormalcy. In doing so we will denaturalize and critique the often invisible processes that determine who and what gets classified as “normal.” Where is the line drawn between inclusion and exclusion? Texts include: Helen Oyeyemi’s Boy, Snow, Bird and Rosemarie Garland-Thomson’s Staring: How We Look. (HUM) (Enrollment limited)

370. American Slavery in Society and Culture— To a large extent, slaves built America. This course examines the history of the institution of slavery in North America while exploring its cultural impact, including during the 150 years since its destruction in the Civil War. Slavery has had a lasting impact on the American imagination, expressed in histories, literature, film, and music. Some scholars attempted to deny the inherent violence of slavery while others rediscovered the culture of African American slaves; some films presented slavery as a benign institution while others offered graphic recreations of its horror. Relying on source documents, students will encounter the experience of the enslaved people, allowing the men and women too often forgotten by history to speak for themselves. Race, gender, and cultural conflict figure prominently in this course. (Enrollment limited) –Staff

[380. The Vietnam War and American Culture]— The Domino Theory. Ho Chi Minh. Grunts. Hippies. Protesters. The Tet Offensive. Muhammad Ali. LBJ. Nixon. My Lai. POW/MIA. Apocalypse Now. Full Metal Jacket. Perhaps no modern war has impacted American culture and identity as broadly and deeply as the Vietnam War (or the American War, as the Vietnamese call it). We will use primary-source cultural texts memoirs, images, songs, films, documents to make sense of this history. We will examine the larger forces that played out through the war global decolonization, the Cold War, the “sixties” protest movements, racial politics, the meaning of patriotism, and more as well as how the struggle to define the war’s legacies ensued afterwards in films, cultural memory, and politics. (HUM) (Enrollment limited)

[390. Born This Way: The Science of Sexual Orientation and Gender Identity, 1860s to the Present]— What role have science and medicine played in the development of homosexuality and transgender? What have science and medicine had to say about sexual orientation and gender identity in the past, and how have those theories been articulated in relation to a larger cultural and political envelope? This course answers such questions through an introduction to scientific theories of sexual orientation and gender identity from the mid-nineteenth century to the present. Through a wide array of texts from Freud to Foucalt, the course readings feature primary sources from across the disciplines of psychology and psychiatry, biology, endocrinology, history, and anthropology. In the end, students explore how science shaped American understandings of sex/sexual orientation and how American culture shaped the science behind such understandings. (HUM) (Enrollment limited)

399. Independent Study— Submission of the special registration form, available in the Registrar’s Office, and the approval of the instructor are required for enrollment. (1 - 2 course credits) –Staff

402. Senior Project— Students undertake projects on American studies topics of their own choosing. The projects will be supervised by a faculty member in an American studies-related field. Submission of the special registration form, available in the Registrar’s Office, and the approval of the project adviser and director, are required for enrollment. (HUM) –Staff

409. Senior Seminar: Race, Gender, and Global Security— Recent events have focused attention on questions of race, gender, social justice, and the militarization of police. This course will consider how notions of race and security that evolved in the late 20th and early 21st century U.S., have shaped political discourse, and how in turn, those ideas have circulated around the world. Through analyses of American Studies texts, documentaries, and popular culture, we will consider both emerging and prevailing definitions of security. By examining case studies in major global cities, including Los Angeles, we will explore how space has been organized around the logics of racialized threats and gendered notions of safety. For a cumulative paper, students will select a global city and offer history, context, and analysis of the production of insecure spaces. This course is open only to American Studies majors, or by permission of instructor. (GLB2) (Enrollment limited) –Heatherton

[409. Senior Seminar: The Teen in America]— By analyzing representations of teens in literature, films, images, music, and fashion, this course investigates the significance of Americans’ fascination with teenagers, a group that has shaped and has been shaped by American society. “The Teen in America” explores “teens” as: 1) persons in a developmental stage between childhood and adulthood, 2) a social category characterized by angst, rebellion, leisure, and experimentation, and 3) agents of global change. Beginning with the Little Rock Nine, Elvis, and James Dean, this study of teens is anchored in key historical moments and icons from the 1950s to the present. This course is open only to American Studies majors, or by permission of instructor. (WEB) (Enrollment limited)

[409. Senior Seminar: Equality and its Discontents]— From its initial formulation into the 21st Century, the self-evident truth that all men are created equal has been bitterly contested and routinely denied, including by the author of this foundational phrase (Thomas Jefferson). This course will explore America’s ambiguous relationship with the concept of human equality in cultural, intellectual, political, and legal terms. Beginning with the Declaration of Independence and moving through the numerous battles for civil rights as well as the contrary constructions by Social Darwinists and adherents of Ayn Rand, we will examine the ideas and actions of both those who insisted on the necessity and justice of equality, and those who rejected the validity and utility of this ideal. This course is open only to American Studies majors, or by permission of instructor. (HUM) (Enrollment limited)

409. Senior Seminar: The Spectacle of Disability— This course examines how people with disabilities are represented in American literature and culture. Whether it is the exceptional savant who is heralded as a hero because of her “special” abilities or the critically injured person whose disability relegates him to the sidelines of society even though his ability to overcome everyday challenges is applauded from a distance, definitions of disabilities (both generally and explicitly) tell us a great deal about the concept of normalcy and the expectations that we attach to this term. In addition, the various narratives associated with different disabilities and their origins are shaped by other aspects of identity, such as socio-economic class, race, ethnicity, sexuality, and gender. We will look at a variety of mediums including fiction, non-fiction, film, television, and memoirs in order to examine how these representations, along with the material realities of disabled people, frame our society’s understanding of disability and the consequences of these formulations. We look at texts and cases such as Million Dollar Baby, the Terry Schiavo case, Born on a Blue Day, Forrest Gump, the American Disabilities Act, the Christopher Reeves story, and Radio. This course is open only to American Studies majors, or by permission of instructor. (HUM) (Enrollment limited) –Gieseking

[420. The Prosperous Years 1900-1929]— Topics in the culture and political economy of the years 1900-1929, including progressive movements, the rise and fall of organized labor and the Left, the women’s suffrage campaign and its aftermath, immigration and Americanization, the World War home front, migrations and communities of African-Americans, and the gathering impacts of the new mass media of movies and radio. (HUM) (Enrollment limited)

[423. The History of American Sports]— This course will examine American sports from their beginnings in Puritan-era games to the multi-billion-dollar industries of today. We will begin by looking at the relationship between work, play, and religion in the colonies. We will trace the beginnings of horseracing, baseball, and boxing, and their connections to saloons, gambling, and the bachelor subculture of the Victorian underworld. We will study the rise of respectable sports in the mid- and late 19th century; follow baseball as it became the national pastime; see how college football took over higher education; and account for the rise of basketball. We will look at sports and war, sports and moral uplift, and sports and the culture of consumption. Finally, we will examine the rise of mass leisure, the impact of radio and television, racial segregation and integration, the rise of women’s sports, battles between players and owners in the last 25 years, and the entrance of truly big money into professional sports. Readings in primary and secondary sources will emphasize the historical experience of sports in the United States so that students can develop a framework for understanding current events, including the NHL lockout, the Kobe Bryant affair, and the controversies over steroids. (HUM) (Enrollment limited)

425. Museums, Visual Culture, and Critical Theory— This course aims to examine the issues brought up in key theoretical readings by applying their insights to case studies, particularly cases of museum exhibitions and programs. Issues to be addressed include: reproduction and spectacle; gender and display; ethnicity, ’primitivism,’ and race; and sexuality, sexual practice, and censorship. Case studies will vary each year and will range from exhibitions focusing on consumption, to ethnicity and race (such as the Holocaust Memorial Museum and the Pequot Museum), and sexuality (The Museum of Sex; the Robert Mapplethorpe exhibitions). Each class will combine theoretical readings with considerations of museum practice. By the end of the semester, students shall be able to analyze exhibitions using both the tools of postmodern theory and practical observation and history. (Enrollment limited) –Miller

[438. America Collects Itself]— Collecting American history is as alive and well in America today as it was soon after the republic was constituted. In the late 18th-century Americans became enamored of “writing” the new nation’s history, both in the literal sense of creating narratives, and the figurative sense of collecting the books and documents which would inform and underpin those narratives. The first institution created specifically to collect and preserve American history was the Massachusetts Historical Society, founded in 1791, during George Washington’s presidency. This course will trace the conscious collecting (by both individuals and institutions) of documents and artifacts from the 18th century to the present day relating to “America,” as that term was variously defined over time. (Enrollment limited)

466. Teaching Assistantship— Submission of the special registration form, available in the Registrar’s Office, and the approval of the instructor are required for enrollment. (0.5 - 1 course credit) –Staff

468. American Labor and Cultural Politics— This course will address the importance of the American labor movement in producing, contesting, and amplifying meaning within larger contexts of class, knowledge, and power. Although many such meanings arise within the expected domains of work, pay, and workers, and serve as crucial resources for communities and unions, they also are closely related to projects of achieving justice for larger imagined communities (e.g., “the people”). Readings will provide a broad overview of labor movements since the Civil War as well as close study of selected cultural work, such as challenging class subordination, shaping and contesting racialization, engendering and valorizing work, interrogating the wage relation, pursuing contradictory visions of authority and modernization, and seeking reform within today’s increasingly hostile political climates and structures. (Enrollment limited) –Southern

[470. Native American Pictorial Narrative]— This seminar examines Native American Indian narrative artistic, pictorial, and literary traditions from North and Central America.Such traditions are inseparable from culture and performance, community and nation, human life and the physical world. The visual and tactile media considered include pictorial manuscripts, ceramics, bead- and shellwork, textiles, photographs, and paintings. The seminar will be interdisciplinary, with each unit including analyses of texts and visual materials and readings on aesthetics, translation, memory, and appropriation. (HUM) (Enrollment limited)

480. New England Landscapes— This course concerns historical geographies of New England, or the meeting of nature and human agency in “developing” the land and waters of the region. It explores such iconic landscapes as Native American fields and villages; New England’s villages and commons; farms, fields, factories, and forests; free-flowing and dammed rivers; seaports; cities; and tourist destinations. We will attempt to understand both how this region has been imagined and how its changing, often contested landscapes have been related to the political economy, social identities (such as class, race, and gender), and cultural values, metrics, and desires. (Enrollment limited) –Southern

490. Research Assistantship— (HUM) –Staff

499. Senior Thesis Part 2— Submission of the special registration form, available in the Registrar’s Office, and the approval of the thesis adviser and the director, are required for each semester of this year-long thesis. (The two course credits are considered pending in Part I of the thesis; they will be awarded with the completion of Part II.) (2 course credits) (HUM) –Staff

Graduate Courses

802. Primary Research Materials— This seminar is designed to enable students to identify, evaluate, and use a range of primary sources, from personal letters, vital records, and the census to photographs, oral history, and newspapers. Students will critically read secondary literature to explore how other scholars have used primary sources, and will develop research projects on topics of their own choosing, based on primary sources available in local archives and repositories. Course not open to undergraduates. –Southern

803. Historiography and Historical Research— New England has had a sense of its boundaries, identity, and larger purposes since the mid-17th century and it began producing historical literature about itself earlier than other regions of what would become the United States. This course has a dual agenda—to study the evolution of historical consciousness in and about New England and to use the region’s rich and varied historical literature to prepare students for their own historical research on the region. –Walsh

[820. The Prosperous Years 1900-1929]— Topics in the culture and political economy of the years 1900-1929, including progressive movements, the rise and fall of organized labor and the Left, the women’s suffrage campaign and its aftermath, immigration and Americanization, the World War home front, migrations and communities of African-Americans, and the gathering impacts of the new mass media of movies and radio. (HUM)

[823. The History of American Sports]— This course will examine American sports from their beginnings in Puritan-era games to the multi-billion-dollar industries of today. We will begin by looking at the relationship between work, play, and religion in the colonies. We will trace the beginnings of horseracing, baseball, and boxing, and their connections to saloons, gambling, and the bachelor subculture of the Victorian underworld. We will study the rise of respectable sports in the mid- and late 19th century; follow baseball as it became the national pastime; see how college football took over higher education; and account for the rise of basketball. We will look at sports and war, sports and moral uplift, and sports and the culture of consumption. Finally, we will examine the rise of mass leisure, the impact of radio and television, racial segregation and integration, the rise of women’s sports, battles between players and owners in the last 25 years, and the entrance of truly big money into professional sports. Readings in primary and secondary sources will emphasize the historical experience of sports in the United States so that students can develop a framework for understanding current events, including the NHL lockout, the Kobe Bryant affair, and the controversies over steroids. (HUM)

825. Museums, Visual Culture, and Critical Theory— This course aims to examine the issues brought up in key theoretical readings by applying their insights to case studies, particularly cases of museum exhibitions and programs. Issues to be addressed include: reproduction and spectacle; gender and display; ethnicity, ’primitivism,’ and race; and sexuality, sexual practice, and censorship. Case studies will vary each year and will range from exhibitions focusing on consumption, to ethnicity and race (such as the Holocaust Memorial Museum and the Pequot Museum), and sexuality (The Museum of Sex; the Robert Mapplethorpe exhibitions). Each class will combine theoretical readings with considerations of museum practice. By the end of the semester, students shall be able to analyze exhibitions using both the tools of postmodern theory and practical observation and history. –Miller

[838. America Collects Itself]— Collecting American history is as alive and well in America today as it was soon after the republic was constituted. In the late 18th-century Americans became enamored of “writing” the new nation’s history, both in the literal sense of creating narratives, and the figurative sense of collecting the books and documents which would inform and underpin those narratives. The first institution created specifically to collect and preserve American history was the Massachusetts Historical Society, founded in 1791, during George Washington’s presidency. This course will trace the conscious collecting (by both individuals and institutions) of documents and artifacts from the 18th century to the present day relating to “America,” as that term was variously defined over time.

844. The Gilded Age: 1865-1900— The transformation of the United States into an urban industrial nation, with special attention to the social and cultural effects of industrialization. The course will begin by examining Reconstruction, but will concentrate on the years after 1877. Extensive readings in original source materials, including several novels, as well as in analytic histories. (HUM) –Leach

[868. American Labor and Cultural Politics]— This course will address the importance of the American labor movement in producing, contesting, and amplifying meaning within larger contexts of class, knowledge, and power. Although many such meanings arise within the expected domains of work, pay, and workers, and serve as crucial resources for communities and unions, they also are closely related to projects of achieving justice for larger imagined communities (e.g., “the people”). Readings will provide a broad overview of labor movements since the Civil War as well as close study of selected cultural work, such as challenging class subordination, shaping and contesting racialization, engendering and valorizing work, interrogating the wage relation, pursuing contradictory visions of authority and modernization, and seeking reform within today’s increasingly hostile political climates and structures.

870. Native American Pictorial Narrative— This seminar examines Native American Indian narrative artistic, pictorial, and literary traditions from North and Central America.Such traditions are inseparable from culture and performance, community and nation, human life and the physical world. The visual and tactile media considered include pictorial manuscripts, ceramics, bead- and shellwork, textiles, photographs, and paintings. The seminar will be interdisciplinary, with each unit including analyses of texts and visual materials and readings on aesthetics, translation, memory, and appropriation. (HUM) –Couch

[872. Museum Education]— This course will explore the philosophical and practical issues of educational program development at American history museums, and in particular, at the Mark Twain House & Museum. Course readings and class discussions will focus on various aspects of the often contradictory demands made by teachers or the general public for a history museum experience that both “educates” and “entertains”, with special attention given to the professional realities of fulfilling the mission goals of a non-profit institution that seeks to serve the “community”. Students in this course will be required to make a scholarly inquiry into the mission and operation of a history museum and create two new education programs for that museum - one that addresses the needs of K-12 students and their teachers according to the new mandate of the “Common Core Standards,” and one that addresses the interests of the general public who choose to visit the museum.

880. New England Landscapes— This course concerns historical geographies of New England, or the meeting of nature and human agency in “developing” the land and waters of the region. It explores such iconic landscapes as Native American fields and villages; New England’s villages and commons; farms, fields, factories, and forests; free-flowing and dammed rivers; seaports; cities; and tourist destinations. We will attempt to understand both how this region has been imagined and how its changing, often contested landscapes have been related to the political economy, social identities (such as class, race, and gender), and cultural values, metrics, and desires. –Southern

894. Museums and Communities Internship— Matriculated American studies students have the opportunity to engage in an academic internship at an area museum or archive for credit toward the American studies degree. Interested students should contact the Office of Graduate Studies for more information. –Staff

940. Independent Study— Selected topics in special areas are available by arrangement with the instructor and written approval of the graduate adviser and program director. Contact the Office of Graduate Studies for the special approval form. –Staff

953. Research Project— Under the guidance of a faculty member, graduate students may do an independent research project on a topic in American studies. Written approval of the graduate adviser and the program director are required. Contact the Office of Graduate Studies for the special approval form. –Staff

954. Thesis Part I— (The two course credits are considered pending in Part I of the thesis; they will be awarded with the completion of Part II.) –Staff

955. Thesis Part II— (Continuation of American Studies 954.) –Staff

956. Thesis— (Completion of two course credits in one semester). (2 course credits) –Staff

Courses Originating in Other Departments

Art History 271. The Arts of America— View course description in department listing on p. 480. –Curran

Economics 214. Business and Entrepreneurial History— View course description in department listing on p. 379. Prerequisite: C- or better in Economics 101. –Gunderson

Educational Studies 300. Education Reform: Past and Present— View course description in department listing on p. 397. Prerequisite: C- or better in EDUC200, or American Studies major or Public Policy and Law major. –Dougherty

Educational Studies 307. Latinos in Education: Local Realities, Transnational Perspectives— View course description in department listing on p. 397. Prerequisite: C- or better in Educational Studies 200 or International Studies, Language and Culture Studies, Hispanic Studies, or Anthropology major, or permission of instructor. –Dyrness

English 104. Introduction to American Literature I— View course description in department listing on p. 436. –Henton

[English 117. Introduction to African American Literature Part II]— View course description in department listing on p. 436.

[English 204. Introduction to American Literature I]— View course description in department listing on p. 436.

[English 216. Introduction to African American Literature, Part I]— View course description in department listing on p. 437.

[English 233. Evolution of the Western Film]— View course description in department listing on p. 437.

[English 318. Literacy and Literature]— View course description in department listing on p. 439. Prerequisite: C- or better in English 260 or permission of instructor.

English 341. American Literary Modernism and the Great War— View course description in department listing on p. 440. –Mrozowski

[English 377. The Revolutionary Generations: American Literature from 1740 to 1820]— View course description in department listing on p. 442.

[English 379. Melville]— View course description in department listing on p. 442.

[English 435. Reading Films: Style, Genre, and Historical Context]— View course description in department listing on p. 444.

[English 496. Senior Seminar: American Auteurs]— View course description in department listing on p. 445.

[French 325. Americans in Paris/Parisians in America]— View course description in department listing on p. 631.

[Hispanic Studies 233. Latin American Literature and Film in Translation]— View course description in department listing on p. 649.

[History 201. The United States from the Colonial Period through the Civil War]— View course description in department listing on p. 535.

[History 209. African-American History]— View course description in department listing on p. 535.

History 218. United States Since 1945— View course description in department listing on p. 536. –Greenberg

History 233. (Re)Connecting the Black Atlantic: Comparing Afro-Brazilian and African-Am. Hist til the 19th Cent— View course description in department listing on p. 537. –Staff

History 247. Latinos/Latinas in the United States— View course description in department listing on p. 538. –

[History 311. Sense of Place in the Native Northeast]— View course description in department listing on p. 540.

History 344. America’s Most Wanted: True Crime and the American Imagination— View course description in department listing on p. 542. –Greenberg

[Jewish Studies 223. American Jewish Literature Since 1865]— View course description in department listing on p. 610.

[Language & Cultural Studies 325. Americans in Paris/Parisians in America]— View course description in department listing on p. 621.

Music 218. American Popular Music— View course description in department listing on p. 692. –Woldu

Music 252. The Beatles and Rock ’n’ Roll in the ’60s— View course description in department listing on p. 692. –Platoff

[Music 274. Jazz: 1900 to the Present]— View course description in department listing on p. 693.

[Philosophy 239. African-American Feminism]— View course description in department listing on p. 723.

Political Science 102. American National Government— View course description in department listing on p. 758. This course is not open to seniors. –Dudas

[Political Science 307. Constitutional Law I: The Federal System and Separation of Powers]— View course description in department listing on p. 760. Prerequisite: C- or better in Political Science 102.

[Political Science 317. American Political Thought]— View course description in department listing on p. 760.

[Political Science 326. Women and Politics]— View course description in department listing on p. 761. Prerequisite: C- or better in Political Science 102 or permission of instructor.

[Political Science 373. Law, Politics, and Society]— View course description in department listing on p. 763.

[Psychology 223. Intersecting Identities: The Asian American Experience]— View course description in department listing on p. 781.

[Religion 214. Jews in America]— View course description in department listing on p. 814.

Religion 262. Religion in America— View course description in department listing on p. 815. –Kirkpatrick

Religion 286. Islam in America— View course description in department listing on p. 815. –Koertner

Sociology 241. Mass Media, Popular Culture, and Social Reality— View course description in department listing on p. 832. Prerequisite: C- or better in a prior Sociology course or permission of instructor. –Williams

[Women, Gender, and Sexuality 215. Drink and Disorder in America]— View course description in department listing on p. 864.

[Women, Gender, and Sexuality 245. The Hollywood Musical]— View course description in department listing on p. 864.

[Women, Gender, and Sexuality 301. Western Feminist Thought]— View course description in department listing on p. 864. Prerequisite: C- or better in one other course in Women Gender and Sexuality.

[Women, Gender, and Sexuality 315. Women in America]— View course description in department listing on p. 864.

[Women, Gender, and Sexuality 319. The Woman’s Film]— View course description in department listing on p. 864.

Women, Gender, and Sexuality 345. Film Noir— View course description in department listing on p. 864. –Corber

Women, Gender, and Sexuality 369. Queer Studies: Issues and Controversies— View course description in department listing on p. 865. –Corber