2024-2025 Catalog

HIST 395 Special Topics in History

The Democrats, Jefferson to Biden

This course proceeds from the assumption that the history of a political party still matters to the course of the United States of America in the 2020s. As such, we will investigate the key lives, events, and movements that have shaped the Democratic Party, from its founding in the 1790s through the present day. At the same time, given the Democratic Party’s troubled legacy on questions of race, gender, sexuality, and class, the usefulness of the party as a vehicle for societal change must be questioned. The course will attend to these concerns by studying the party’s most important leaders, conventions, elections, and movements. Together we will learn how a history of a political party—and especially of who is included and who is excluded—reveals the contours of American democracy itself.

Core Requirement Met: United States Diversity

American History According to Hollywood

This class investigates the way movies have shaped Americans’ understanding of their history. Surveying major developments across the twentieth century and into our own, we will examine films as imaginative primary sources that reveal the attitudes and anxieties of past eras (e.g. concerns about race and ethnicity, global power, gender and sexuality). The last third of the class will turn to a more intensive focus on the way movies have functioned as secondary sources, offering powerful (if partial) interpretations of earlier eras. Here students will focus on a select number of topics or events (e.g. the immigrant experience, WWII, “the West”) and trace the changing historical interpretations the films present. Ultimately, we will evaluate how “cinematic history” compares to “written history” and by what interpretive or evidentiary standards or criteria we should evaluate it.

Core Requirement Met: United States Diversity

Disneyland and Los Angeles

In the summer of 1955, amidst the orange groves of Southern California and next to a brand-new freeway, Disneyland Park appeared. Broadcast across the country through a hit television program that premiered the previous year, the new theme park became an instant national media sensation, drawing on a long and varied tradition of American popular amusements. But, it was also an institution with deep roots in the specific culture and history of greater Los Angeles itself. In this course, we will trace the complex dialogue between the iconic amusement park and its urban environment in Southern California over the last half of the 20th century, carefully analyzing urban and social history, film, and literature to discover what Disneyland can teach us about the history, built environment, and culture of the strange, sprawling megalopolis that surrounds it.

Core Requirement Met: United States Diversity


National Parks/Native Land
This course examines a fundamental paradox in American society: That every National Park, National Forest, National Monument, or other form of federally protected land is Native land, and in almost all of those cases, it was acquired by the United States government through less than fully legal means, if not outright theft. At the same time, the National Park System is a national treasure. Perhaps both can be true, but certainly not without problematizing the claim made by Ken Burns that the park system was “America’s Greatest Idea.” To do this, we will explore the origins of the National Park system in nineteenth-century conservation and wilderness preservation movements, which were themselves deeply embedded in the ongoing dispossession and erasure of Native People endemic to settler colonial societies. We will also look at the various ways the NPS has struggled to honor its original mandate: “to conserve the scenery and the natural and historic objects and wildlife... and to provide for the enjoyment of the same in such manner and by such means as will leave them unimpaired for the enjoyment of future generations.” Providing access to parks, while conserving them in a manufactured state of “nature” is both challenging and false. These spaces were not empty, but emptied. Some have now become crowded again with tourists, creating additional difficulties for the NPS. Course readings will highlight a few of the efforts to address this tension. Additionally, our readings will highlight ways in which Native activists, allies, and the federal government itself have begun to challenge that erasure.





Credits

4 units

Prerequisite

One History course

Core Requirements Met

  • United States Diversity