Spring 2023 Courses :: Department of History | The University of New Mexico

Smith | Online | ONL ONL | | CRN 58793

HIST 1120-001:

This course surveys the history of the United States from the end of Reconstruction in 1877 to the present. Thematically, the course will focus on political, economic, social, and cultural changes during this period. We will pay particular attention to how democratic political institutions coped with often violent swings in the economy, to the changing nature of citizenship and its relation to racial categories, and to the changing fortunes of conservatism and liberalism, among other subjects. As James Baldwin put it, “American history is longer, larger, more various, more beautiful, and more terrible than anything anyone has ever said about it.”

Hutton | | TR 12:30-1:45 | | CRN 59105

HIST 1120-002:

This Course is a survey of United States history from the end of the Civil War in 1865 to the present. Political and social developments will be given equal emphasis, along with foreign and military affairs. There will be a textbook and several short books for collateral reading. There will be three hourly exams.

Maska | | TR 4:30-5:45 | | CRN 59106

HIST 1120-003:

This course is a survey history of the United States from the Reconstruction era to the present day. Throughout the semester, students will learn how the U.S. emerged from the violence and disunity of the Civil War and Reconstruction, asserted itself across a continent in the ensuing decades, and entered the world stage as a dominant power during the twentieth century. The course is organized around three themes: subaltern stories, the U.S. in the world, and interconnectivity. By subaltern, we mean marginalized peoples who, despite facing oppression and injustice, shaped theirs and their country’s destinies such as Native Americans, African Americans, women, immigrant and ethnic groups, and other marginalized peoples. The second theme, the U.S. in the world, calls for a greater appreciation for the global context in which the U.S. is situated. Breaking with popular notions about the “exceptional” nature of U.S. history, this class will highlight the connections and commonalities between the U.S. and other places and peoples throughout the world. Acknowledging the place of the U.S. in the world leads us to the class’s third theme, interconnectivity, or the links joining people, places, things, and ideas across time and space. Focusing on interconnectivity allows us to understand how events beyond our shores impacted the social and political life of the United States and vice versa. Interconnectivity also means highlighting the ways events in the past influence and relate to life in the present day. Through our exploration of these themes, this class aims to present a nuanced picture of U.S. history, its place in the world, and its relevance today.

Steen | Online | ONL ONL | | CRN 60184

HIST 1150-001 2H:

The course will follow a traditional pattern of exploring the development of political, religious and social institutions from the time of the Greeks to seventeenth century Europe, but will also emphasize cultural life as a unifying force in human affairs. Consequently, the art, architecture, literature and customs of each period will receive considerable attention, and students will be encouraged to explore the music as well. The enormous range of time and different peoples involved make a comprehensive treatment impossible, but the course will highlight major figures and developments trying to provide students with glimpses of the past.

Sanabria | | MWF 9:00-9:50 | | CRN 50935

HIST 1160-001:

This course emphasizes the historical development of Western European and North American culture, politics, economics, and society from the middle of the 17th century to modern times. Though Western Civilization has come under fire recently for its narrow focus, this course will not neglect important developments in the non-western world, especially when these impacted the West. Among the topics we will cover are the Enlightenment’s revisions of traditional thought and politics; the rise of classical liberalism; the era of the first modern industrial and political revolutions; romantic ideas of nature and human life; the challenges to liberalism posed by socialism, imperialism, feminism, nationalism, and fascism; the growth of new forms of self-expression and new conceptions of individual psychology; and the emergence of the United States of America as a hegemonic power after 1945. Students will be required to read a number of primary and secondary sources, take three examinations (including the final exam), write two short essays, and attendance and participation in lectures and discussions is strongly encouraged. The course goals include most importantly but are not limited to: 1) students will learn to apply course material to improve thinking, problem solving, or decisions; 2) students will learn skill in expressing themselves orally and in writing; and 3) students will learn to analyze and critically evaluate ideas, arguments, and points of view.

Powell | | MWF 10:00-10:50 | | CRN 50964

HIST 1180-001:

A textbook will provide a brief overview of the periods covered and there will be other readings drawn from primary literature and documents. Laws, treaties and some literary works will offer students the opportunity to develop their own interpretation of events and people covered in the course. There will be one take home essay assignment and two exams, a mid-term and a final, both of which will also follow essay format.

Connell-Szasz | | TR 12:30-1:45 | | CRN 45586

HIST 300-001:

What does it mean to be “Celtic”? Does it imply a common ethnicity? A common linguistic heritage? A common fondness for singing depressing songs about exile, drinking whiskey (or “whisky”), and cursing the English? The term is widely disputed, yet the histories of the Celtic nations of the British Isles—Scotland, Ireland, and Wales—reveal some shared experiences. This course, team-taught by experts in Scottish and Irish history with occasional guest lectures by a specialist in Welsh history, will explore the modern histories of Scotland, Ireland and Wales through the context of five themes: “Culture (Language, Religion, et al),” “Empire,” “Resistance,” “Devolution,” and “Brexit and the Celtic Nations of Britain and Ireland.” The term “Celtic” may be opaque, but the stories of the nations that identify with the term illuminate some of the most important topics in modern history

Herran-Avila | | TR 9:30-10:45 | | CRN 47325

HIST 300-002:

What does a revolution look like? What brought Latin Americans to participate in processes of deep social and political change, or to reject them altogether? How did revolutions in Latin America impact the societies in which they took place and the world around them? In this course, we will explore answers to these questions based on the analysis of the origins, trajectory, achievements, contradictions, and legacies of major revolutionary upheavals in Latin American history, from early cases such as the late eighteenth-century rebellion of Tupac Amaru II in the Andes and Haiti’s world-changing “Black Republic”, to episodes of social and political transformation in Mexico, Cuba, Chile, and Nicaragua during the 20th century.

Richardson | | MWF 10:00-10:50 | | CRN 49329

HIST 300-003:

What if the best way to learn history is to play it? In this course, you will take part in a series of role-playing games set in the ancient world. Instead of just reading about the Crusades or the struggle between Crown and Parliament, you will play the roles of actual knights, kings, queens, clerics, merchants, and sailors. Instead of listening to lectures, taking tests, and writing essays, you will participate in debates, write speeches, and negotiate with other players, competing and collaborating to achieve your goals. After “Playing the Medieval Past,” you will never think about history the same way again.

Ray | | MWF 11:00-11:50 | | CRN 56522

HIST 300-006:

This course is meant to serve as an introduction to Contemporary Asian History. By the nineteenth century, almost all parts of Asia had come under the sway of European territorial conquests, in one way or another. There were different forms of direct and indirect rule that characterized political sovreignty in Asia. However, by the twentieth century all parts of Asia were under the sway of anti-colonial nationalist struggles. These struggles had their own peculiarity, their own charismatic leaders and modes of resistance; each one determining the course of what came before. By intensifying right to self-determination in an increasingly internationalist context, these movements were able to win their freedoms and put themselves on different courses of post independence reconstruction. Beginning from the end of the devastating Second World War, a war fought primarily by soldiers conscripted in the colonies, this course focusses on the early independent states of Asia and their subsequent trajectories. By focusing on postcolonial continuities, questions of economic autonomy and shifting sands of political claims, this course will help students understand Third World Nationalism(s) within the context of the Cold War. What has been the genealogy of some of Asia's more celebrated rising economies such as India, China and Japan. How far has their culture, ecology and society been affected by their respective colonial experiences? Can the territorial conflicts, ranging from Palestine to Kashmir and Hong Kong be seen in a long history of colonial encounters and invented identities? How does one explain the deep roots that democracy took in some parts while others became vulnerable to cycles of military coups. And who have been the most prominent figures in this history of Asia. By taking an approach that is sympathetic to both local as well as trans regional histories, this course will attempt to make students familiar with the continued and lived experiences of colonialism, till this day.

Ray | | MW 4:00-5:15 | | CRN 59519

HIST 300-011:

Traditional histories were told through the lens of “great men” and their lives. With growing democratization of the field and diversification of sources, histories have moved decidedly away from such personality- centric narratives. Greater focus is given to processes, structures, collective lived experiences and in our times, environments. Despite these discernible shifts, individuals continue to remain central to historical narratives. This course is intended as an introduction to Indian history, across the expanse of 5000 years, with each week dedicated to one biography. These biographies are unconventional though. In some instances, we will learn about an archeological object, other times it could be human or non-human species and sometimes, it might not even be a “real” person! However, we will think about these individual lives within the larger context of forces and events that have shaped them, and in the process, the history of modern India itself. What made these twelve lives so significant to Indian history? What makes them relevant till this day? And is there a common approach to history that can be instructive to other parts and epochs of the world? We will consider these and other questions in a newly offered, innovative and interdisciplinary course from the History Department!

Prior | Online | ONL ONL | | CRN 58791

HIST 334-001: U.S. Civil War Era

This online course will address the Civil War Era in all its complexity. We will explore the causes, meanings, and consequences of the war by reading sources by and about soldiers, politicians, slaves, freedpeople, slaveowners, men and women on the home front, diplomats, suffragists, immigrants, journalists, foreign visitors, and others. We will examine why and how Unionists and Confederates fought as well as the political issues, cultural values, and social relationships that gave the war its contours.

Hutton | | TR 2:00-3:15 | | CRN 58267

HIST 349-001: Military History of US to 1900

This course is a survey of the origins and development of American military institutions, traditions, and practices. While blood will indeed flow freely as we slog across numerous battlefields, the development of military technology and administration will also be emphasized. We will also deal with questions regarding the nature of war and our warlike or non-warlike character as a nation.

Bokovoy | | MWF 11:00-11:50 | | CRN 44805

HIST 395-001: T: Women, War and Revolution

This course examines women’s experiences and their meaning during and after war, revolution, and genocide in Modern Europe, including its imperial possessions. We will examine the complex role that gender plays in war, revolution, and genocide. Gender is defined as the “socially constructed roles, behaviors, activities, and attributes that a given society considers appropriate for men and women”[1]. The emphasis is placed on understanding gender’s explanatory value in relation to participation in war; the differential patterns of suffering and violence; the consequences for men and women in conflict; and how women give meaning and significance to the experiences.

Davis-Secord | | MW 2:00-4:30 | 2H | CRN 57353

HIST 395-002: T: Muslim-Christian Encounters

What did medieval Christians and Muslims think about each other? How did they interact with each other, in both peacetime and in war? This course will cover a wide range of relations between Christians and Muslims during the Middle Ages, from political and military conflicts to commercial and cultural exchanges. In addition to theological and cultural differences between the two civilizations, we will focus on four major geographical areas of contact: the Mediterranean Sea, Spain, Sicily and Southern Italy, and the Middle East during the time of the Crusades. Topics running throughout the course will include the following: creation, maintenance, and crossing of borders, boundaries, and frontiers; the balance between violence and cooperation; relationships between religious minorities and their dominant society; and commercial and cultural exchanges between societies. The course materials and assignments will ask students to grapple with the larger questions of how we should view the interactions of medieval Muslims and Christians and how this is related to our understanding of the Middle Ages as a whole.

Garcia y Griego | | TR 11:00-12:15 | | CRN 55748

HIST 396-001: T: Chicano History

The history of the Mexican people in the United States and its Chicanx descendants is singular yet has much in common with other ethnoracial groups. Because that history begins with the wresting of Mexico's northern territory and its population by the United States in a war at mid-nineteenth century, Mexicans also are a territorial minority, similar in this respect with Native American groups. Because Mexicans in the Southwest were segregated, lynched, and discriminated against in an era of virulent of White supremacy, their resistance and civil rights struggles share much in common with African and Asian Americans. The twentieth century's Chicanx population is largely the product of mass migration, repatriation, and immigration-related enforcement. Like other immigrant groups they faced assimilation pressures, but their incorporation differed significantly from Europeans. This course analyzes Chicano-related court decisions, the movements led by César Chávez, Dolores Huerta, Reies López Tijerina and others, and the more recent resistance and identity-related efforts by feminists, adherents of Critical Race Theory and intersectionality, and DACA immigrants. The graduate section of this course will include a research paper option

Zachary | | TR 2:00-3:15 | | CRN 59107

HIST 396-002: T: United States of Fashion

A pair of beaded moccasins, a beaver hat, a whale-boned corset, indigo dyed blue jeans—how often do we consider the societal, cultural, and historical significance of the clothes we wear? This course will examine the central role that fashion—as clothing, industry and embodied practice—played in shaping the history of the United States and the lives of its inhabitants. From pre-contact Indigenous dress practices to the environmental and human costs of fast fashion today, students will be invited to think critically about the ways in which fashion intersects with such complex categories as race and identity, gender and sexuality, revolution and resistance, trade and commerce, class, politics, and more in the history of the United States. Covering such diverse topics as anti-crossdressing legislation, the Zoot Suit Riots, and “Murderous Millinery,” this course invites students to consider fashion as not just a part of American history, but fundamental to it.

Gauderman | | TR 12:30-1:45 | | CRN 58269

HIST 397-001: T: History of Early Mexico

The history of early Mexico, or New Spain, witnessed the painful transformation from sophisticated Indigenous civilizations to a complex multi-racial society. In the thirteenth century, when the Mexica migrated to Lake Texcoco in the Valley of Mexico, the region was dominated by Nahua altepetls (city states). By the sixteenth century, when Spaniards invaded the region, the Mexica dominated from their island metropolis, Tenochtitlan, which was one of the largest cities in the world with a population of over 200,000 inhabitants. The fall of Tenochtitlan was hard fought and did not guarantee Spanish control over the region. Indigenous political, economic, and social institutions and practices continued to determine many aspects of life in early Mexico. This course provides an introduction to the Indigenous cultures of Mesoamerica and examines Mexico’s political, economic, and social development up to Mexican Independence from Spain in 1821. Special attention will be given to the social and cultural interaction between early Mexico’s Indigenous, European, and African populations. We will examine this period through historical research and translated Spanish and Indigenous language accounts produced by women and men. Latin American Studies Thematic Concentrations: Conflict, Peace, & Rights History & Society Indigeneity in the Americas

Hutchison | | TR 11:00-12:15 | | CRN 58270

HIST 397-002: T: Human Rights in Latin America

This course will offer an historical perspective on the violation, defense, and institutionalization of human rights norms in Latin America in the twentieth century. This history begins not with the 1948 Universal Declaration of Human Rights and the systematic state violence that infamously characterized Cold War Latin America, but rather with the longer history of political activism, legislative debate, and political conflict over labor, indigenous, and gender rights since the early twentieth century. The course will be organized around two key themes – the transformation of rights-based discourse across time and interest groups, and the influence of international actors – which will unify our examination of a variety of distinct human rights movements and national cases. Although a considerable part of the course will be devoted to the Cold War military regimes, civil wars, and drug-related violence that contributed to the massive violation of civil rights throughout the region, this longer periodization will provide students with the historical context necessary for understanding both the scale of state violence and the nature of civilian response. We will also examine human rights in Latin America from a global perspective, considering how international organizations and agreements, as well as foreign governments, shape the violation and defense of human rights in Latin America. Finally, in the last section of the course, we will take a closer look at the diverse and changing definition of human rights in late 20th and early 21st century Latin America, including sexuality and indigenous rights.

Chavez | | TR 2:00-3:15 | | CRN 59108

HIST 397-003: T: Cold War Latin America

The Cold War was anything but “cold” in Latin America, where ideological battles were often fought with guns and torture as well as wage rates and consumer products. Globally, the years following the second world war saw the end of colonialism and the replacement of modernization with dependency and development. The rhetoric of democracy was not limited to politicians and governments, but also used by workers, students, and women to fight for social equality as well as political and economic inclusion. This course will look at the politics and economic policies of the Cold War in Latin America with an emphasis on gender and labor. The focus will be on the ideas and practices of Peronism in Argentina, communism in Cuba, neoliberalism in Chile, the origins and outsized role of dependency theory in Latin America, how exile influenced ideology and behavior, and the impacts of the creation of economic development as part of the ideological battlefield of the Cold War.

Graham | | TR 11:00-12:15 | | CRN 58271

HIST 401-001: Anglo-Saxon England, 450-1066

This course will offer an overview of the history and culture of England from the arrival of the Angles, Saxons, and other Germanic invaders in the fifth century until the Battle of Hastings of 1066. These six centuries form one of the most vibrant and innovative periods of English history, with major transformations in politics, society, religion, and culture that established the foundations for subsequent developments. We will cover such diverse topics as the initial pagan culture of the Germanic invaders, the Christian conversion accomplished by a combination of Roman and Celtic missionaries, the Sutton Hoo Ship Burial, the Viking invasions, the military and educational campaigns of King Alfred the Great, early English book production, and the Bayeux Tapestry. The course will center upon the interpretive study of such primary sources as the Beowulf poem, Bede’s Ecclesiastical History of the English People, and the Anglo-Saxon Chronicle. There will be two papers, three in-class quizzes, and a final examination.

Smith | | MWF 11:00-11:50 | | CRN 58275

HIST 434-001: History of American Capitalism

This upper-division course focuses on the roles played by business and labor in the history of the United States. Topics to be covered include the rise of big business (the “robber barons”) in American history, the growth and decline of the labor movement, the changing nature of work, and the history of unemployment, poverty, and wealth in American culture, among others. Our goal is to comprehend the changing nature of capitalism in the United States, what economist Joseph Schumpeter once termed “a perennial gale of creative destruction.”

Truett | | TR 12:30-1:45 | | CRN 58276

HIST 464-001: US-Mexico Borderlands

This course focuses on the shared historical legacies of the U.S. Southwest and northern Mexico, with an emphasis on the nineteenth- and early twentieth-century intercultural relationships that gave shape to the modern U.S.-Mexico border region. In traditional U.S. and Mexican histories, the U.S. Southwest and Mexican North fall to the margins of discrete national tales. In contrast, we will view them as entangled regions in a broader transnational story of the continent—a story in which borderlands, border people, and border crossings play a central role. We will start with an overview of early American borderlands among empires and native peoples before the U.S. and Mexico became nations. We will then move to early U.S. national expansion west in the late eighteenth century, focusing on early U.S. borderlands first with Spain and then, after 1821, with newly-independent Mexico. As new borders emerged on the map of continental North America, so too did new webs of migration, cross-cultural exchange, social resistance, and economic development. We will see how a new border was mapped in the aftermath of the U.S.-Mexican War, and how its national and racial markers of difference began to take more tangible shape moving into the early twentieth century. Along the way, we will address the larger themes of conquest and resistance, the rise of cross-border markets, the rise of romantic views of border communities, the counter-rise of new forms of xenophobia (tied up in part with border battles of the Mexican Revolution), and how all of this shaped both the border itself and the transnational communities of Native Americans, Mexicans and Mexican-Americans, Anglo-Americans, Asian-Americans, and others who called the borderlands home. We look now to the notion of a border wall, with little sense of how the borderlands were both divided and interwoven in the past. This class seeks to fill in this traditionally blank space on the historical map.

Ray | | MW 1:00-2:15 | | CRN 56521

HIST 491-001: Historiography

This course is a capstone seminar designed specifically for, though not limited to, History Majors. As the name suggests, this course is preoccupied with the business of doing history. How does one understand the craft of a historian? Starting with early historical traditions, this course will primarily move in a chronological way to map the different moments and impulses that have shaped the historian's quill. In doing so, the course will introduce students with some of the most prominent theoretical approaches of historical writing, primarily in the twentieth century, as well as reflect on the question of how different moments have influenced a new methodology and subject of historical narrative. It is near impossible to cover the whole constellation of historiography over the course of a semester, and hence students will be acquainted to some of the primary approaches and subsequently, modes of intersection that have shaped historical tradition. This is intended to be a very reading-intensive and rigorous course.

Graham | | TR 2:00-3:15 | | CRN 44828

HIST 492-001: Senior Sem: Bede and the Northumbrian Ren.

The Venerable Bede (673–735) was the greatest of all early medieval historians and the author of saints’ lives, commentaries on the Bible, and works on the calculation of time. He lived during the major cultural movement known as the Northumbrian Renaissance, which saw the production of such extraordinary artifacts as the Franks Casket (a whalebone box intricately carved with scenes derived from pagan Germanic, Christian, Roman, and Jewish traditions), the Ruthwell Cross (a stone monument carved with a runic poem in which the Cross of Jesus’s Crucifixion speaks about its experiences), the Lindisfarne Gospels (a copy of the first four books of the New Testament decorated with remarkable artwork in the Celtic style), and the Codex Amiatinus (the earliest surviving complete copy of the Vulgate Latin Bible). These are all world-class cultural monuments. Students will immerse themselves in the different aspects of Bede’s writings and will explore the riches of the cultural products. Each student will deliver an in-class presentation on a topic of particular interest to them and will complete a research project on a subject of their choice, producing a research proposal, an annotated bibliography of relevant primary and secondary sources, and a formal paper to be submitted at the end of the semester. There will also be three take-home quizzes that will enable students to consolidate the information imparted in class sessions. The primary goal of the class is to facilitate students in developing the key skills associated with the historical discipline.

Herran-Avila | | TR 9:30-10:45 | | CRN 56519

HIST 500-001: T: Latin American Revolutions

What does a revolution look like? What brought Latin Americans to participate in processes of deep social and political change, or to reject them altogether? How did revolutions in Latin America impact the societies in which they took place and the world around them? In this course, we will explore answers to these questions based on the analysis of the origins, trajectory, achievements, contradictions, and legacies of major revolutionary upheavals in Latin American history, from early cases such as the late eighteenth-century rebellion of Tupac Amaru II in the Andes and Haiti’s world-changing “Black Republic”, to episodes of social and political transformation in Mexico, Cuba, Chile, and Nicaragua during the 20th century.

Bokovoy | | MWF 11:00-11:50 | | CRN 44831

HIST 595-001: T: Women, War and Revolution

This course examines women’s experiences and their meaning during and after war, revolution, and genocide in Modern Europe, including its imperial possessions. We will examine the complex role that gender plays in war, revolution, and genocide. Gender is defined as the “socially constructed roles, behaviors, activities, and attributes that a given society considers appropriate for men and women”[1]. The emphasis is placed on understanding gender’s explanatory value in relation to participation in war; the differential patterns of suffering and violence; the consequences for men and women in conflict; and how women give meaning and significance to the experiences.

Garcia y Griego | | TR 11:00-12:15 | | CRN 55749

HIST 596-001: T: Chicano History

The history of the Mexican people in the United States and its Chicanx descendants is singular yet has much in common with other ethnoracial groups. Because that history begins with the wresting of Mexico's northern territory and its population by the United States in a war at mid-nineteenth century, Mexicans also are a territorial minority, similar in this respect with Native American groups. Because Mexicans in the Southwest were segregated, lynched, and discriminated against in an era of virulent of White supremacy, their resistance and civil rights struggles share much in common with African and Asian Americans. The twentieth century's Chicanx population is largely the product of mass migration, repatriation, and immigration-related enforcement. Like other immigrant groups they faced assimilation pressures, but their incorporation differed significantly from Europeans. This course analyzes Chicano-related court decisions, the movements led by César Chávez, Dolores Huerta, Reies López Tijerina and others, and the more recent resistance and identity-related efforts by feminists, adherents of Critical Race Theory and intersectionality, and DACA immigrants. The graduate section of this course will include a research paper option

Gauderman | | TR 12:30-1:45 | | CRN 58279

HIST 597-001: T: History of Early Mexico

The history of early Mexico, or New Spain, witnessed the painful transformation from sophisticated Indigenous civilizations to a complex multi-racial society. In the thirteenth century, when the Mexica migrated to Lake Texcoco in the Valley of Mexico, the region was dominated by Nahua altepetls (city states). By the sixteenth century, when Spaniards invaded the region, the Mexica dominated from their island metropolis, Tenochtitlan, which was one of the largest cities in the world with a population of over 200,000 inhabitants. The fall of Tenochtitlan was hard fought and did not guarantee Spanish control over the region. Indigenous political, economic, and social institutions and practices continued to determine many aspects of life in early Mexico. This course provides an introduction to the Indigenous cultures of Mesoamerica and examines Mexico’s political, economic, and social development up to Mexican Independence from Spain in 1821. Special attention will be given to the social and cultural interaction between early Mexico’s Indigenous, European, and African populations. We will examine this period through historical research and translated Spanish and Indigenous language accounts produced by women and men.

Hutchison | | TR 11:00-12:15 | | CRN 56919

HIST 597-002: T: Human Rights in Latin America

This course will offer an historical perspective on the violation, defense, and institutionalization of human rights norms in Latin America in the twentieth century. This history begins not with the 1948 Universal Declaration of Human Rights and the systematic state violence that infamously characterized Cold War Latin America, but rather with the longer history of political activism, legislative debate, and political conflict over labor, indigenous, and gender rights since the early twentieth century. The course will be organized around two key themes – the transformation of rights-based discourse across time and interest groups, and the influence of international actors – which will unify our examination of a variety of distinct human rights movements and national cases. Although a considerable part of the course will be devoted to the Cold War military regimes, civil wars, and drug-related violence that contributed to the massive violation of civil rights throughout the region, this longer periodization will provide students with the historical context necessary for understanding both the scale of state violence and the nature of civilian response. We will also examine human rights in Latin America from a global perspective, considering how international organizations and agreements, as well as foreign governments, shape the violation and defense of human rights in Latin America. Finally, in the last section of the course, we will take a closer look at the diverse and changing definition of human rights in late 20th and early 21st century Latin America, including sexuality and indigenous rights.

Graham | | TR 11:00-12:15 | | CRN 58280

HIST 601-001: Anglo-Saxon England, 450-1066

This course will offer an overview of the history and culture of England from the arrival of the Angles, Saxons, and other Germanic invaders in the fifth century until the Battle of Hastings of 1066. These six centuries form one of the most vibrant and innovative periods of English history, with major transformations in politics, society, religion, and culture that established the foundations for subsequent developments. We will cover such diverse topics as the initial pagan culture of the Germanic invaders, the Christian conversion accomplished by a combination of Roman and Celtic missionaries, the Sutton Hoo Ship Burial, the Viking invasions, the military and educational campaigns of King Alfred the Great, early English book production, and the Bayeux Tapestry. The course will center upon the interpretive study of such primary sources as the Beowulf poem, Bede’s Ecclesiastical History of the English People, and the Anglo-Saxon Chronicle. There will be two papers, three in-class quizzes, and a final examination.

Smith | | MWF 11:00-11:50 | | CRN

HIST 634-001: History of American Capitalism

This upper-division course focuses on the roles played by business and labor in the history of the United States. Topics to be covered include the rise of big business (the “robber barons”) in American history, the growth and decline of the labor movement, the changing nature of work, and the history of unemployment, poverty, and wealth in American culture, among others. Our goal is to comprehend the changing nature of capitalism in the United States, what economist Joseph Schumpeter once termed “a perennial gale of creative destruction.”

Truett | | TR 12:30-1:45 | | CRN 59220

HIST 644-001: US-Mexico Borderlands

This course focuses on the shared historical legacies of the U.S. Southwest and northern Mexico, with an emphasis on the nineteenth- and early twentieth-century intercultural relationships that gave shape to the modern U.S.-Mexico border region. In traditional U.S. and Mexican histories, the U.S. Southwest and Mexican North fall to the margins of discrete national tales. In contrast, we will view them as entangled regions in a broader transnational story of the continent—a story in which borderlands, border people, and border crossings play a central role. We will start with an overview of early American borderlands among empires and native peoples before the U.S. and Mexico became nations. We will then move to early U.S. national expansion west in the late eighteenth century, focusing on early U.S. borderlands first with Spain and then, after 1821, with newly-independent Mexico. As new borders emerged on the map of continental North America, so too did new webs of migration, cross-cultural exchange, social resistance, and economic development. We will see how a new border was mapped in the aftermath of the U.S.-Mexican War, and how its national and racial markers of difference began to take more tangible shape moving into the early twentieth century. Along the way, we will address the larger themes of conquest and resistance, the rise of cross-border markets, the rise of romantic views of border communities, the counter-rise of new forms of xenophobia (tied up in part with border battles of the Mexican Revolution), and how all of this shaped both the border itself and the transnational communities of Native Americans, Mexicans and Mexican-Americans, Anglo-Americans, Asian-Americans, and others who called the borderlands home. We look now to the notion of a border wall, with little sense of how the borderlands were both divided and interwoven in the past. This class seeks to fill in this traditionally blank space on the historical map.

Richardson | | MW 1:00-2:15 | | CRN 42972

HIST 665-001: Sem: Historical Research Methods

So, you’ve got a great idea for a project: now what? In this course, graduate students will learn the skills required to perform advanced historical research. Topics will include developing research questions, identifying archives, collecting and organizing data, minimizing bias (your own and your algorithm’s,) and deciding how and where to disseminate your findings (it’s not just about books anymore.) Finally, although many historical research methods are as old as, well, history, we will pay particular attention to some of the digital tools that have transformed historical research in the past few decades. Concepts such as “machine learning,” “automated text recognition,” and “metadata” may sound intimidating, but they’re more accessible than ever. And they can help the modern historical researcher achieve things that their predecessors would have thought impossible.

Ryan | | T 4:00-6:30 | | CRN 52478

HIST 668-001: Sem: Premodern Cities

Cities in the premodern era, much like today, were nodes of concentrated cultural innovation, economic development, political power, and social dynamism. As such, they were vibrant, complex, contested spaces, defined and made by those who dwelled within them. Extensive maritime and terrestrial trade routes connected cities across Europe, Asia, and Africa in the premodern era, allowing the exchange of ideas, natural and man-made objects, flora and fauna, and pathogens. In this graduate-level readings/research seminar, we shall study the history of cities in premodernity. We shall analyze cities within these and other contexts and see to what degree they effected changes of various types in the premodern world. The bulk of our readings will focus on premodern cities in Europe and the Mediterranean, but we shall read about the history of cities in other parts of the premodern world. Written work will include weekly book reviews of scholars and a larger project involving premodern urban history. By encountering the many manifestations of what made the premodern city, students will come away with a more nuanced understanding of the history of these urban centers and what that can tell us about cities today.

Ball | | W 4:00-6:30 | | CRN 52480

HIST 682-001: Sem: USWest

This research seminar will introduce students to the process of conceiving, planning, researching, writing, and documenting an article-length monograph on frontier or western history. During the first five weeks, seminarians will read, analyze, and discuss a series of published articles first to receive some exposure to western historiography and second to isolate the scholarly elements required in a compelling historical monograph: topic; thesis; historiographic positioning and departure; historical questions; framework; methodology; narrative and analysis; conclusions; and documentation (footnoting). At the same time, the seminar will introduce students to finding aids—hard copy and digital—in frontier and western history, and seminarians will confirm their paper topic, identify the core of their primary sources, and begin researching them. The seminar leader will structure the course, week by week, to guide students through the specific steps of monograph conception, planning, research, and writing. I will also bang on about good writing, devoting a session to Dr. Durwood’s basic principles of clear, concise, and effective writing, the most basic methodology that any historian applies to scholarship. A session will also focus on proper footnote citation styles, which are always a challenge to students and professionals. The Chicago Manual of Style, 17th edition, will be the seminar’s basic style guide during the semester. He will read and edit your draft and final papers in the way that he vets manuscripts submitted to the New Mexico Historical Review for consideration, review, and publication.

Garcia y Griego | | R 4:00-6:30 | | CRN 58283

HIST 682-002: Sem: Land, People and Gov in US West

This is a hybrid seminar that begins with the analysis of course readings on Spanish and Mexican management of community lands and waters before 1848, the post-Louisiana Purchase regulation of U.S. public lands, and the development of a set of U.S. policies for the incorporation of Native peoples, from removal to the establishment of federal reservations and the privatization of Native lands. Readings also focus on 20th century topics including the return of some Native lands through the Pueblo Lands Act, compensation for land loss through the Indian Claims Commission, access to Native and land grant peoples to federal lands as a result of litigation and more recently U.S. Forest Service Plan revisions and actions by the Bureau of Land Management. Students will be asked to write a research paper on a topic relating to the broad themes of the course utilizing primary sources. Preliminary drafts will be circulated for peer review and comments.

Herrán Ávila | | T 4:00-6:30 | | CRN 58282

HIST 687-001: Sem: Violence in Latin America

Can violence be historicized? This seminar will tackle recent scholarship on violence in Latin America with the aim of building a basic conceptual and interpretive toolkit to study and understand violence from a historical perspective, and review the approaches that historians and other students of Latin America have used to tackle different modalities of violence across time and space. The main premise of the seminar is to treat violence as an entry point to discern social relations and power dynamics, and to examine how historical actors have related to the exertion, threat or experience of violence, endowing it with various meanings that helped them make sense of the social worlds they inhabited and the history that shaped them. Students will engage with historical and interdisciplinary scholarship of 20th century Latin America tackling the links between violence, war, nationalism, and nation-making; instances of revolutionary violence, state repression, and criminality; the role of religion and notions of “the sacred” in legitimizing violence; the racialization, gendering, and sexualization of violence; and the connection between violence, law, punishment and justice.

Gauderman | | R 4:00-6:30 | | CRN 55760

HIST 690-001: Sem: Latin American Immig & Asylum

The 2016 presidential election brought a great deal of attention to immigration and immigrants from Latin America to U.S. society. Much of this debate perpetuated harmful stereotypes, dangerously stoked fears of outsiders, and echoed a nativist rhetoric that is deeply rooted in historic conversations over citizenship. While anti-immigrant rhetoric and immigrant surveillance, detention, and deportation have been defining features of U.S. politics and state and federal policy since the 19th century, discussions over what constitutes a “good” or “bad” immigrant and arguments over who would be included or excluded from community membership are historically embedded in Latin America as well. This seminar attempts to provide a historical context to current debates over immigration reform, integration, and citizenship in the context of Latin America and the U.S. Drawing on the experience of the professor as an expert witness on country conditions in Latin America, this seminar will explore the impact of U.S. asylum law on Latin American refugees who are fleeing persecution because of gender-based, sexual, and gang violence. We will focus on the situation of and protection issues relating to women, children, members of LGBTQ+ communities, and Indigenous peoples. Thematically, the seminar includes human rights, Indigenous peoples, and gender/sexuality. Latin American Studies Thematic Concentrations: Conflict, Peace, & Rights History & Society Indigeneity in the Americas

Spring 2023 Courses