language, philosophy and culture...variety of disciplines in the social sciences and humanities. be...

Language, Philosophy

and Culture (UPPER, #2)

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2.

4.

Texas A&M University

Core Curriculum Initial Request for a lower division course included in the current Core Curriculum

to be considered for the Fall 2014 Core Curriculum

This request is submitted by {department name): History/ African a Studies

Course prefix and number: HIST/AFST 344 3. Texas Common Course Number: N/A

Complete course title: History of Africa to 1800 5. Semester credit hours: 3 -=-------6. This request is for consideration in the following Foundational Component Area :

Communication

Mathematics

Life and Physical Sciences

Language, Philosophy and Culture

Creative Arts

American History

Government/Political Science

Social and Behavioral Sciences

7. This course should also be considered for International and Cultural Diversity {lCD) designation:

__(J_ Yes _0_ No N/A 8. How frequently will the class be offered? -=-a.:..t .:...:le.:..a.:..st::....o::....n.:..c:..:e::....a::....!...ye.:..a.:...:r _ _______________ ____ _

9. Number of class sections per semester: ---=1- --- -----------------------

10. Number of students per semester: ___:4.:..5 ___________________ _ _ _____ _

11. Historic annual enrollment for the last three years: -=.20::....1:..:2=---.::.20::....1:..:3=--=--=1.:..7 __ ___:2::...:0--=1.::.1.:...:-2::...:0:..:1.::.2_=::....29=----=-20:..:1:..:0:..._-=-20:..:1:..:1:..._=-=2..:.9 _ _ _

12.

13.

14.

15.

This completed form must be attached to a course syllabus that sufficiently and specifically details the appropriate core objectives through multiple lectures, outside activities, assignments, etc. Representative from department submitting request should be in attendance when considered blr'J.!le Core Curriculum Council.

~ I

D•~(OJ/1) Date

For additional information regarding core curriculum, visit the Texas Higher Education Coordinating Board website at

www.thecb.state.tx.us/corecurriculum2014

See form instructions for submission/approval process.


Core Curriculum Initial Request for a Course Addition to the Fall 2014 Core Curriculum

Foundational Component Area: Language, Philosophy and Culture

In the box below, describe how this course meets the Foundational Component Area description for Language, Philosophy and Culture . Courses in this category focus on how ideas, values, beliefs, and other aspects of cultu re

express and affect human experience . Courses involve the exploration of ideas that foster aesthetic and intellectual creation in order to understand the human condition across cultures .

The proposed course must contain all elements of the Foundational Component Area. How does the proposed course specifically address the Foundational Component Area definition above?

HIST 344/AFST 344 examines selected topics in the history of the African peoples from the earl iest times up to

about 1800. The principal topics include: the origins of humankind in Africa (we are, on the best scient ific evidence available, all Africans by descent); the development and spread of food production and metallurgy; t he

rise of long-distance trade and the formation of states and empires; the sprea d and impact of Christianity and Islam; and the rise of the Atlantic t rade in commodit ies and enslaved Africans and the resultant modern African diaspora. The primary purpose of this course is to provide the student with a foundation for understanding modern Africa through the study of its peoples' early economic, social and political history, and an appreciation of their forms of cultural expression: art, architecture, literature (oral and written), and ritual. This course takes both a continental and multidisciplinary approach to the past, making use of methods and analyses taken from a variety of disciplines in the social sciences and humanities.

Core Objectives

Describe how the proposed course develops the required core objectives below by indicating how each learning

objective will be addressed, what specific strategies will be used for each objective and how student learning of each objective will be evaluated.

The proposed course is required to contain each element of the Core Objective.

Critical Thinking (to include creative t hinking, innovation, inquiry, and analysis, evaluation and synthesis of information):

This course develops the core objective of critical thinking by asking students to interpret, discuss and connect course lecture and reading materials, Including maps and material culture, and to craft written arguments on topics such as the origins of humankind in Africa, the development and spread of food production and metallurgy and the rise of long-distance trade and the formation of states and empires in Africa. Students learning w ill be evaluated through a map quiz, midterm exams, an analytical written essay and a final exam.

Communication (to include effective development, interpretation and expression of ideas through written, oral and visual communication):

This course develops the core objective of communication by asking students to evaluate and synthesize lecture and reading materials (including material artifacts such as Akan cloth), to discuss their relationships, and to write responses to essay questions about topics such as the spread and impact of Christianity and Islam; and the rise of the Atlantic trade in commodities and enslaved Africans and the resultant modern Afr ican diaspora. Students learning will be eva luated through discussion, a map quiz, midterm exams, an analytical written essay and a final exam.


Core Curriculum Initial Request foro Course Addition to the Fa/12014 Core Curriculum

Social Responsibility (to include intercultural competence, knowledge of civic responsibility, and the ability to engage effectively in regional, national, and global communities):

This course will address social responsibility by requiring students to develop a foundation for understanding modern Africa through the study of its peoples' early economic, social and political history, and an appreciation of their forms of cultural expression: art, architecture, literature (oral and written), and ritual. Students learning will be evaluated through a map quiz, midterm exams, an analytical written essay and a final exam.

Personal Responsibility (to include the ability to connect choices, actions and consequences to ethical decision- making):

This course will address personal responsibility by requiring students to recognize (in lectures and reading materials) and articulate (through quizzes and essay exams) how ethnocentric and racist American images of Africa and Africans have developed historically and assess critically their impact on their own, and more generally held, American conceptions of African history. Students learning will be evaluated through discussion, midterm exams1 an

analytical written essay and a final exam.

Please be aware that instructors should be prepared to submit samples/examples of student work as part of the future course recertification process.

HIST/AFST 344.500: Africa to 1800 MILS 110, Fall Semester 2012

Dr. LarryW. Yarak Office: 106A History Building (located opposite the main entrance to Evans Library) Office Hours: MW 1:30-3:00 PM; or by appointment-phone or email to schedule History Department Phone: 845-7151 E-mail: [email protected] Course Website: http:/ fpeople.tamu.eduf~yarak/344/hist344.html

Course Description. This course will examine selected topics in the history of the African peoples from the earliest times up to about 1800. The principal topics include: the origins of humankind in Africa (we are, on the best scientific evidence available, all Africans by descent); the development and spread of food production and metallurgy; the rise of longdistance trade and the formation of states and empires; the spread and impact of Christianity and Islam; and the rise of the Atlantic trade in commodities and enslaved Africans and the resultant modern African diaspora. The primary purpose of this course is to provide the student with a foundation for understanding modern Africa through the study of its peoples' early economic, social and political history, and an appreciation of their forms of cultural expression: art, architecture, literature (oral and written), and ritual. This course takes both a continental and multidisciplinary approach to the past, making use of methods and analyses taken from a variety of disciplines in the social sciences and humanities. Be prepared to learn about new approaches to the study of history and new ways of thinking about Africa!

Prerequisites. junior or senior classification.

Core Objectives for Language, Philosophy and Culture Foundational Component Area

Critical Thinking (to include creative thinking, innovation, inquiry, analysis, evaluation and synthesis of information).

Communication (to include effective development, interpretation and expression of ideas through written, oral and visual communication)

Social Responsibility (to include intercultural competence, knowledge of civic responsibility, and the ability to engage effectively in regional, national and global communities)

Personal Responsibility (to include the ability to connect choices, actions and consequences to ethical decision-making)

Student Learning Outcomes:

Through this course, students will be able to:

1

1) evaluate and synthesize primary and secondary historical writings related to the history of Africa to 1800.

2) express their own ideas effectively in written and oral form.

3) identify historical and social contexts that created diversity in the African past and in human cultures more generally.

4) identify ethnocentric and racist American images of Africa and Africans and assess critically their impact on popular American conceptions of African history.

5) apply knowledge about the human condition- in Africa's past and present- to their personal lives and studies.

Texts. The following paperbacks are required and should be available for purchase at various bookstores on campus, in the community, and online:

C. Ehret, The Civilizations of Africa: A History to 1800, Charlottesville, 2002. D.T. Niane, Sundiata, revised edition, Harlow, UK, 2006. D. Northrup, Africa's Discovery of Europe, 1450-1850, second edition, New York, 2009. L. Lindsay, Captives as Commodities: The Transatlantic Slave Trade, Upper Saddle River, Nj, 2008.

In addition, several articles and documents have been assembled for this course. They are available for download on the course website (see url above). These materials are required reading and will be covered in the scheduled examinations and class discussions.

Evaluation. Student performance will be assessed on the basis of the following: • A 10-15 minute map quiz, comprising 5% of the final grade, scheduled for September 14. • A reading/lecture exam, 20% of final grade, scheduled for October 1. • A second readingjlecture exam, 20% of final grade, scheduled for November 5. • A 5-7 page analytical essay, 30% of final grade, due on November 26. • A non-cumulative final exam, 25% of final grade, scheduled for December 12.

Specific information regarding the map quiz and analytical essay will be provided later in class. The examinations will include terms for identification, short answer questions, and an essay question. Please bring a blue book to the three examinations (but not to the map quiz). Success in the course depends on careful study of all assigned reading. The grading scale (based on percentages) is as follows: 90-100- A; 80-89- B; 70-79- C; 60-69- D; 59 and lower- F.

Attendance Policy. Attendance in class is strongly encouraged. Students will be penalized after more than three absences, except in the case of university-excused absences. For each

2

unexcused absence in excess of three, your final grade will be reduced by two percentage points. Assignments that are submitted late, except in the case of university-excused absences, will be penalized by a grade reduction of 10% for every 24 hour period. I will handle all absences and work related to them in accordance with the current policy on university-excused absences: <http:/ jstudent-rules.tamu.edujrule07>

Classroom Etiquette and Student Conduct. The classroom is a space of intellectual engagement which has as its goal the production and acquisition of knowledge. Students must conduct themselves in a manner that enhances active participation in a learning community. Recording of lecture and discussion is not permitted. Computers may be used only for note- taking. In order to avoid disruption, cell phones must be switched off and stored off the desk prior to the start of class. No eating is allowed during class. Physical or verbal abuse, sexual misconduct or harassment will not be tolerated.

Reading and Lecture Schedule. With the exception of Week 1, reading assignments should be done by the Monday of the week for which they are assigned.

Week 1. Studying Africa in 21st century America. Reading: C. Ehret, Civilizations of Africa, pp. 1-17; C. Keirn, "Changing Our Mind about Africa" (posted to the course website).

Week 2. Human origins in Africa. Reading: Ehret, pp. 17-25; Keirn, "Our Living Ancestors" (course website); watch PBS program, "Becoming Human," Part 1; available online at: <http:/ jwww.pbs.orgjwgbh/novafevolutionfbecoming-human.html>.

Week 3. Africa's earliest civilizations. Reading: Ehret, ch. 2; "Talking about 'Tribe'," uri: <http:/ jwww.africaaction.org/talking-about-tribe.html>. Map Quiz: Friday, Sept. 14.

Week 4. New forms of subsistence. Reading: Ehret, ch. 3 (pay particular attention to Tables 1 and 2 on pp. 102-6).

Week 5. Cultural diversification; Ancient Egypt and Nubia. Reading: Ehret, ch. 4; D. Brewer and E. Teeter, "The Government and the Governed" and A. G. McDowell, "Family and Friends" (course website).

Week 6. Iron and the Commercial Revolution in Africa. Reading: Ehret, ch. 5; A.F.C. Hall, "Early West African Metallurgies: New Data and Old Orthodoxy" (course website). First Examination: Monday, Oct. 1.

Week 7. Great Zimbabwe, the Swahili city-states. Reading: Ehret, ch. 6; N.C. Kim and C.M. Kusimba, "Pathways to Social Complexity and State Formation in the Southern Zambezian Region" (course website).

Weeks 8 and 9. Christianity, Islam and Africa. Reading: Ehret, ch. 7; D. Robinson, chaps. 1-4 of his Muslim Societies in African History (course website).

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Week 10. The Empire of Mali. Reading: D.T. Niane, Sundiata, entire (short) book

Week 11. Africa and European overseas expansion. Reading: Ehret, ch. 8; D. Northrup, Africa's Discovery of Europe, ch.1-2. Second Examination: Monday, Nov. 5.

Weeks 12 and 13. The early Atlantic world and Africa. Reading: Ehret, ch. 9; Northrup, ch. 3-4; L. Lindsay, Captives as Commodities, intra, ch. 1-2.

Week 14. The Atlantic slave trade and Africa. Reading: Northrup, ch. 5-6; Lindsay, ch. 3-end. Analytical Essay Due: Monday, Nov. 26.

Week 15. Concluding remarks: Africa in the "modern" world.

Third (Final) Examination: Wednesday, Dec. 12, 10:30 AM-12:30 PM.

Please Note. 1) The handouts and presentations in this course are copyrighted. By "handouts and presentations" I mean all instructional materials generated for this class, including, but not limited to, syllabi, quizzes, exams, in-class materials (such as computer presentations), and review sheets. Because these materials are copyrighted, you do not have the right to copy them for any purpose other than your individual use in this class, unless l expressly grant permission, and under no circumstances are you to give copies to persons who are not students in this class. 2) Disabilities. The Americans with Disabilities Act (ADA) is a federal anti-discrimination statute that provides comprehensive civil rights protection for persons with disabilities. Among other things, this legislation requires that all students with disabilities be guaranteed a learning environment that provides for reasonable accommodation of their disabilities. If you believe you have a disability requiring an accommodation, please contact Disability Services, in Cain Hall, Room B118, or call 845- 1637. For additional information visit <http:/ fdisability.tamu.edu>. 3) Academic integrity. "An Aggie does not lie, cheat, or steal, or tolerate those who do." You are expected to be aware of the Aggie Honor Code and the Honor Council Rules and Procedures, stated at <http:/ jaggiehonor.tamu.edu>. 4) Careers in History. History majors who wish to explore career ideas, please contact Dr. Philip Smith in the History Department's advising office, Room 105, Glasscock Building, 862-2061; e-mail: [email protected].



to be considered for the Fa/12014 Core Curriculum

1. This request is submitted by (department name): History/ African a Studies

2. Course prefix and number: HIST/AFST 345 3. Texas Common Course Number: N/A

4. Complete course title: Modern Africa 5. Semester credit hours: 3 -------------------------------- --------------6. This request is for consideration in the following Foundational Component Area:

_D_ Communication

_D_ Mathematics

_D_ Life and Physical Sciences

J8L Language, Philosophy and Culture

__.D_ Creative Arts Q.uK..il.f,.JI Lao/tb : .lj bS _0__ American History {a! Af&\ J __.D_ Government/Political Science C:UtU.L-'l\J\ J ef) ; ~f:S __.D_ Social and Behavioral Sciences

7. This course should also be considered for International and Cultural Diversity (lCD) designation:

_D_ Yes _D_ No N/A 8. How frequently will the class be offered? at least once a year

~~~~~~------------------------------------------

9. Number of class sections per semester: 1 ------------------------------------------------------10. Number of students per semester: 45

------------------------------------------------------11. Historic annual enrollment for the last three years: 2012-2013=30 2011-2012=44 2010-2011=20

12.

14.

15.

-----------------------------------------------This completed form must be attached to a course syllabus that sufficiently and specifically details the appropriate

core objectives through multiple lectures, outside activities, assignments, etc. Representative from ~~artment submitting request should be in attendance when considered by the Core Curriculum Council.

I Date

~~~/ !? Date


www .thecb. s_!:ate. t x. us/ co recu rricu lu m 2014



Core Curriculum Initial Request for a Course Addition to the Fal/2014 Core Curriculum


In the box below, describe how this course meets the Foundational Component Area description for Language, Philosophy and Culture. Courses in this category focus on how ideas, values, beliefs, and other aspects of culture express and affect human experience. Courses involve the exploration of ideas that foster aesthetic and intellectual creation in order to understand the human condition across cultures .


HIST 345/AFST 345 examines selected topics in the history of Africa since 1800. The principal aim of the course is to provide students with a historical foundation for understanding contemporary Africa. Much of what is reported in the popular media about events and trends in Africa today lacks historical context. In an effort to correct these misperceptions and to expand our knowledge of the people of this fascinating continent, we will examine Africa's history during three crucial periods: the 19th century up to about 1880 (that is, the period prior to the European conquest and "partition" of Africa); the colonial period (roughly 1880 to 1960); and the postcolonial or "national" period (1960 to the present). Throughout the course, emphasis will be placed on the great diversity of Africa's historical experiences over the last two centuries.

Core Objectives

Describe how the proposed course develops the required core objectives below by indicating how each learning objective will be addressed, what specif ic strategies will be used for each objective and how student learn ing of each objective will be evaluated.


Critical Thinking (to include creative thinking, innovation, inquiry, and analysis, evaluation and synthesis of information):

This course develops the core objective of critical thinking by asking students to interpret, discuss and connect course lecture and reading materials, including maps and material culture, and to craft written arguments on topics such as the social and economic diversity of the continent prior to European conquest and "partition" in the 1880s and the reworking of social and political structures during the period of European colonialism from 1880 through the 1960s. Student learning will be evaluated through a map quiz, mid-course essay exams, a short analytical essay and a final essay exam.


This course develops the core objective of communication by asking students to evaluate and synthesize lecture and reading materials (including material artifacts and paintings), to discuss their relationships, and to write responses to essay questions about topics such as the PanAfrican movement, decolonization in Africa and post-colonial politics. Student learning will be evaluated through a map quiz, mid-course essay exams, a short analytical essay and a final essay exam.



Core Curriculum Initial Request far a Course Addition to the Fall 2014 Core Curriculum

This course will address social responsibility by requiring students to identify the great diversity of Africa's historical experiences over the last two centuries through a study of its peoples' nineteenth and twentieth-century economic, social and political history. It also addresses social responsibility by exposing students to various forms of African cultural expression- art, architecture, literature (oral and written), and ritual- and discussing how these have shaped and been shaped by European colonialism. Students learning will be evaluated through a map quiz, mid-course essay exams, a short analytical essay and a final essay exam.


This course will address personal responsibility by requiring students to recognize (in lectures and reading materials) and articulate (through quizzes and essay exams) how ethnocentric and racist American images of Africa and Africans developed throughout the nineteenth and twentieth centuries and how they intertwined with and influenced current American conceptions of African history. Students will be asked to reflect on how these images influenced things like American policy toward African nations and how they might shape students own understandings of racial difference. Student learning will be evaluated through discussion, mid course essay exams, an analytical written essay and a final essay exam.


HIST/AFST 345 Syllabus Spring 2013: Page 1

HIST / AFST 345: Modern Africa GLAS 008, Spring Semester 2013,9:35-10:50 AM

Dr. LarryW. Yarak Office: 106A History Building (located opposite the entrance to Evans Library) Office Hours: T-Th 2:15-3:00 PM; or by appointment History Department phone: 845-7151 (nb: it's best to contact me by email) E-Mail: [email protected] Course Website: http_;ilgeoJ:Jle.tamu.edu/-yarakJ;i±5Lhis134;i,btml

Course Descrintion: This course will examine selected topics in the history of Africa since 1800. The principal aim of the course is to provide students with a historical foundation for understanding contemporary Africa. Much of what is reported in the popular media about events and trends in Africa today lacks historical context and is rooted in hoary American stereotypes about Africa and Africans. In an effort to correct these misperceptions and to expand our knowledge of the people of this fascinating continent, we will examine Africa's history during three crucial periods: the 19th century up to about 1880 (that is, the period prior to the European conquest and "partition" of Africa); the colonial period (roughly 1880 to 1960); and the postcolonial or "national" period (1960 to the present). Throughout the course, emphasis will be placed on the great diversity of Africa's historical experiences over the last two centuries.

Prerequisites: junior or senior classification.






Student Learning Outcomes:

Through this course, students will be able to:

1

HIST/AFST 345 Syllabus Spring 2013: Page2

1) evaluate and synthesize primary and secondary historical writings related to the history of Africa since 1800.

2) express their own ideas effectively in written and oral form.

3) identify historical and social contexts that created diversity in the African past and in human cultures more generally.

4) identify ethnocentric and racist American images of Africa and Africans and assess critically their impact on popular American conceptions of African history.

5) apply knowledge about the human condition- in Africa's past and present- to their personal lives and studies.

Texts: The following paperback books are required and are available for purchase at the campus bookstore, other bookstores in town, and online:

F. Cooper, Africa Since 1940 (Cambridge: Cambridge University Press, 2002). B. Mack and j. Boyd, One Woman's jihad: Nan a Asma'u, Scholar and Scribe (Bloomington: Indiana University Press, 2000). A. Adu Boahen, African Perspectives on Colonialism (Baltimore: johns Hopkins University Press, 1987). j. Vansina, Being Colonized: The Kuba Experience in Rural Congo, 1880-1960 (Madison: University of Wisconsin Press, 2010). S. Radelet, Emerging Africa: How 17 Countries Are Leading the Way (Washington: Center for Global Development, 2010)

In addition, several articles and documents have been assembled for this course. They are available for download on the course website. These materials are required reading and will be covered in the scheduled examinations and class discussions.

Evaluation: Grading in the course will be based on the following:

1. A map quiz, scheduled for january 31- 5% of the student's final grade. 2. An in-class examination, scheduled for February 19 - 20% of final grade. 3. A second in-class examination, scheduled for April 2- 25% of final grade. 4. A 5-8 page essay, due in class on April16- 25% of final grade. 5. A non-cumulative final examination, scheduled for May 3- 25% ofthe final grade.

Specific information regarding the map quiz and the essay assignment will be provided later in class. The examinations will include terms for identification, short answer questions and an essay question, which will be announced in the class meeting immediately preceding the exam date. Please bring a blue book to all three examinations

2


(but not to the map quiz). Success in the course depends on careful study of the assigned reading material. The grading scale (in percentages) is as follows: 90-100- A; 80-89- B; 70-79 - C; 60-69- D; 59 and lower- F.

Attendance Policy. Attendance in class is strongly encouraged. Students will be penalized after more than three absences, except in the case of university-excused absences. For each unexcused absencein excess of three, your final grade will be dropped by three percentage points. Assignments that are submitted late will be penalized by a grade reduction of 10% for every 24 hour period, except in the case of university-excused absences or by prior arrangement with the instructor. Please see <hJ:1:Qj}.§J;!I!:Ign.tcn!lf~~a_mu.edu/ru)e0Z> for current policy on university-excused absences. I will handle all absences and work related to them in accordance with this policy.

Classroom Etiguette and Student Conduct. The classroom is a space of intellectual engagement which has as its goal the production and acquisition of knowledge. Students must conduct themselves in a manner that enhances active participation in a learning community. Recording of lecture and discussion is not permitted. Computers may be used only for note- taking. In order to avoid disruption, cell phones must be switched off and stored off the desk prior to the start of class. No eating is allowed during class. Physical or verbal abuse, sexual misconduct or harassment will not be tolerated.

Schedule of Course Readings and Lectures: Reading assignments should be done as much as possible before the Tuesday of the week for which they are assigned.

Week 1: Introduction: American misperceptions of Africa. Reading: Keirn, "Changing Our Mind about Africa" and "Our Living Ancestors" (download from course website).

Week 2: Background: Africa at 1800. Reading: "Talking about 'Tribe"' <http:// ww_w.africaaction.org/talking-about-tribe.html>; ). Ajayi, "Africa at the Beginning of the Nineteenth Century: Issues and Prospects" (course website).

Week 3: Late precolonial Africa: Asante. Reading: B. Davidson, "The Road Not Taken," and I. Wilks, "She Who Blazed a Trail: Akyaawa Yikwan of Asante" (course website).

Map Quiz: Thursday, January 31.

Week 4: Late precolonial Africa: Islamic reform and revolution. Reading: B. Mack and j. Boyd, One Woman's]ihad; "Usman dan Fodiyo explains the reasons for jihad," (course website).

3


Week 5: Late precolonial Africa: new trends. Reading: A. Boahen, African Perspectives on Colonialism, ch. 1; james A. B. Horton, "African us Horton on an Autonomous Africa" and E. Blyden, "A University for Africa" (course website).

Week 6: European imperialism and the partition of Africa. Reading: Boahen, ch. 2; view videos, "Africa," Program 6: "This Magnificent African Cake" and "King Leopold's Ghost," both available online through mediamatrix or in Evans Library EDMS.

First Exam: Tuesday, February 19.

Week 7: Colonial rule in Africa: an overview. Reading: Boahen, ch. 3-4; F. Cooper, Africa Since 1940, ch. 1.

Week 8: The experience of colonialism on the ground. Reading: ). Vansina, Being Colonized.

Spring Break: March 1-15.

Week 9: Freedom regained: varieties of African decolonization. Reading: Cooper, ch. 2-4; view video, "Africa," Program 7 "The Rise of Nationalism," available online through mediamatrix or in EDMS.

Week 10: Southern Africa's late "decolonization." Reading: Cooper, ch. 6; j. Herbst, "South Africa After the Age of Heroes" (course website).

Wee I< 11: Postcolonial Africa: social and economic change. Reading: Cooper, pp. 85-90 and ch. 5; T. Callaghy, "Africa and the World Political Economy" (course website).

Second Exam: Tuesday, April 2.

Week 12: Addressing Africa's postcolonial development dilemma: evidence of some recent success. Reading: S. Radelet, Emerging Africa.

Week 13: Postcolonial Africa: problems of political stability. Reading: Cooper, ch. 7-8.

Essay due in class on Tuesday, Apri116.

Week 14: The HIV /AIDS pandemic; US policy. Reading:). lliffe, "Origins" and "Causation: A Synthesis" (ch. 1 & 7 from The African AIDS Epidemic);]. Piombo, "US Africa Policy: Rhetoric Versus Reality" (course website).

Third (Final) Exam: Friday, May 3, 12:30-2 PM.

Please Note:

4

HIST/AFST 345 Syllabus Spring 2013: PageS

1) The handouts and presentations in this course are copyrighted. By "handouts and presentations" I mean all instructional materials generated for this class, including, but not limited to, syllabi, quizzes, exams, in-class materials (such as computer presentations), and review sheets. Because these materials are copyrighted, you do not have the right to copy them for any purpose other than your individual use in this class, unless I expressly grant permission, and under no circumstances are you to give copies to persons who are not students in this class.

2) Disabilities: The Americans with Disabilities Act (ADA) is a federal anti-discrimination statute that provides comprehensive civil rights protection for persons with disabilities. Among other things, this legislation requires that all students with disabilities be guaranteed a learning environment that provides for reasonable accommodation of their disabilities. If you believe you have a disability requiring an accommodation, please contact Disability Services, in Cain Hall, Room B118, or call845-1637. For additional information visit <h\lp:J jgjsability.tamu.edu>.

3) Academic integrity: "An Aggie does not lie, cheat, or steal, or tolerate those who do." You are expected to be aware of the Aggie Honor Code and the Honor Council Rules and Procedures, stated at <httQ://aggiehonor.tamu.edu>.

4) Careers in History: History majors who wish to explore career ideas are encouraged to contact the History Department Undergraduate Advisors, Dr. Philip Smith ([email protected]) or Ms. Robyn Konrad ([email protected]!), in Room 105, Glasscock Building, or the Career Advisor for Liberal Arts, Tricia Barron ([email protected]) in 209 Koldus for more information.

5

Texas A&M Univers ity



1. This request is submitted by (department name) : History

2. Course prefix and number: HIST 348 3. Texas Common Course Number: N/A --------------------

4. Complete course t itle: Modern Middle East 5. Semester credit hours: 3 -------------------------------- - -------------

6. This request is for consideration in the following Foundational Component Area :

_Q_ Communication

_Q_ Mathematics

0 life and Physical Sciences


_U__ Creat ive Arts

_Q__ American History

_il__ Government/Political Science

_Q_ Social and Behavioral Sciences


_o__ Yes _o__ No N/A

~L(\U6N1 ~Y26: JUO

&tt.MN-r Je-o .. vcs

8. How frequently will the class be offered? at least once a year ----------~------------------------------------------

9. Number of class sections per semester: 1 ~--------------------------------------------

10. Number of students per semester: 45 ------------------------------------------------------11. Histo ric annual enrollment for the la st t hree years: 2012-2013=0 2011-2012=35 2010-2011=0

-----------------------------------------------

This completed form must be attached to a course syllabus that sufficiently and specifica lly details the appropriate core objectives through multiple lectures, outside activities, assignment s, etc. Representative from department

12. submitting request should be in atte!ldance when considered by t he Core Curriculum Council.

Date I

For additional information regarding core curriculum, visit the Texas Higher Education Coordinating Board websit e at


See fo rm instructions for submission/approval process.


COf@ C:UfflllYII:Im IFlWBIIi!!flll!!sUBF fi fZBilf§!! Af!fiifiBFl fB th!! Ffill iH1H f'iBF!! f'iUFFieUIUm


In the box below, describe how this course meets the Foundational Component Area description for Language, Philosophy and Culture. Courses in this category focus on how ideas, values, beliefs, and other aspects of culture express and affect human experience. Courses involve the exploration of ideas that foster aesthetic and intellectual creation in order to understand the human condition across cultures.


HIST 348: The Modern Middle East examines selected topics in the history of the Middle East since 1800. The principal aim of the course is provide students with a historical foundation for understanding the contemporary Middle East. It seeks to expand student knowledge of key topics such as: the decline of the Ottoman Empire and the growing impact of Europe during the 19'h century; state-directed "defensive developmentalism"; the rise of a variety of mass-based nationalist movements; the emergence of new states, including Israel, in consequence of European imperialism; the Iranian revolution of 1979; the recent growth and impact of political Islam; and the significance of the 2003 American-led invasion of Iraq.

Core Objectives

Describe how the proposed course develops the required core objectives below by indicating how each learning objective will be addressed, what specific strategies will be used for each objective and how student learning of each objective will be evaluated.



This course develops the core objective of critical thinking by asking students to interpret, discuss and connect course lecture and reading materials, including maps, and to craft written arguments on topics such as the decline of the

Ottoman Empire and the growing impact of Europe during the 19'h century, state-directed "defensive developmentalism" and the rise of a variety of mass-based nationalist movements. Student learning will be evaluated through discussion, a map quiz1 essay examinations and an analytical book review essay.


This course develops the core objective of communication by asking students to evaluate and synthesize lecture and reading materials (including mapsL to discuss their relationships, to write an essay and to respond to questions about topics such as the emergence of new Middle Easten nation states1 including lsrael1 in consequence of European imperialism; the Iranian revolution of 1979; and the recent growth and impact of political Islam. Student learning will be evaluated through discussion, a map quiz, essay examinations and an analytical book review essay.


This course will address social responsibility by requiring students to develop a foundation for understanding the modern Middle East through the study of its peoples' and its varied economic, social and political history since


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1800. It also will expose students to varied forms of cultural expression throughout this region bordering the Mediterranean, Red and Arabian Seas, in particular art, architecture, literature (oral and written), and music. Student learning will be evaluated through discussion, a map quiz, essay examinations and an analytical book review essay.


This course will address personal responsibility by requiring students to recognize (in lectures and reading materials) and articulate (in discussion and essays) how differences in the religious, political, economic and legal structures throughout the area we know as the Middle East are shaped by things like the decline of the Ottoman Empire and the increase in European colonialism in the nineteenth-century and the development of mass based nationalist movements in the twentieth century. Students will be asked to consider how these differences influence their own and popularly held American characterizations of the Middle East, its inhabitants, and its religions.


HIST 348: Modern Middle East Fall2009 TR 12:45-Z:OOPM MILS216

Dr. LarryW. Yarak Office: 106A History Building (located opposite the entrance to Evans Library) Office Hours: MW 1:30-3:00 PM, or by appointment-phone or email to schedule Office Phone: 845-1736 (direct line); History Department Phone: 845-7151 E-mail: [email protected] Course Web Site: http:/ f165.91.165.141/hist348.html (access restricted to campus network)

Course Description. This course will examine selected topics in the history of the Middle East since 1800. The principal aim of the course is provide students with a historical foundation for understanding the contemporary Middle East. Much of what is today reported in the popular media and asserted by American politicians about recent events and trends in the Middle East lacks historical context and is often rooted in Western stereotypes about the peoples, cultures and states of the region. In an effort to correct these misperceptions and to expand our knowledge we will explore key topics such as: the decline of the Ottoman Empire and the growing impact of Europe during the 19'h century; state-directed "defensive developmentalism"; the rise of a variety of mass-based nationalist movements; the emergence of new states, including Israel, in consequence of European imperialism; the Iranian revolution of 1979; the recent growth and impact of political islam; and the significance of the 2003 American-led invasion of Iraq.

Prerequisites. junior or senior classification.

Core Objectives for Language, Philosophy and Culture component area





1

Student Learning Outcomes

Upon completion of this course, students will be able to:

1. identify the struggles and controversies that shaped Middle Eastern history and society since 1810.

2. express a historical understanding of cultural groups and issues that have shaped Middle Eastern history

3. assess the role of interpretation in the creation of Middle Eastern history.

4.consider the relationship between their lives and Middle Eastern history.

Required Texts:

The following paperback books are required and should be available for purchase at various bookstores in the community and online: J. Gelvin, The Modern Middle East, 2nd ed. (New York: Oxford University Pres, 2008). D. Quataert, The Ottoman Empire, 1700-1922, 2nd ed. (New York: Cambridge University Press, 2005). E. Abrahamian, A History of Modern Iran (New York: Cambridge University Press, 2008). N. Mahfouz, Midaq Alley, reprinted. (New York: Anchor, 1991). R. Khalidi, The Iron Cage: The Story of the Palestinian Struggle for Statehood (Boston: Beacon Press, 2006).

Several additional scholarly articles and documents have been assembled for this course. They will be available on the course web site. These materials are required reading and their content will be covered in the scheduled examinations. The course web site is accessible only from within the TAMU network, i.e. from labs and networks located on campus. Access from off- campus requires that you have a broadband Internet connection and VPN software installed on your computer.

Evaluation

Grading in the course will be based on the following:

1. A map quiz, scheduled for September 14= 5% of final grade. 2. An in-class examination, scheduled for October 2=25% of final grade. 3. A second in-class examination, scheduled for November 6=25% of final grade. 4. A 6-page (minimum 1500 words) analytical book review essay, due December 1=20% of final grade. 5. A non-cumulative final examination, scheduled for December 14-= 25% of the final grade.

2

Specific information regarding the map quiz and book review essay will be provided in class. The examinations will include terms for identification, short answer questions and an essay question. Please brine a blue book to the mid-term and final examinations (but not to the map quiz). Success in the course depends on careful study of the assigned reading material. Attendance is mandatory. Students will be penalized after more than three absences, except in the case of university-excused absences. For each unexcused absence after that, your final grade will be dropped by five percentage points.

Attendance

I will handle all absences and work related to them in accordance with current university policy. Please see httpJfl:tudent-rules.tamu.edu/ruleO?

The grading scale (in percentages) is as follows: 90-100- A; 80-89- B; 70-79- C; 60-69- D; 59 and lower- F.

Reading and Lecture Schedule

With the exception of Week 1, reading assignments should be done by the assigned class period.

Week 1: Deep background: geography and history to ca. 1500. Tuesday: Gelvin, The Modern Middle East, pp. 1-26. Thursday: Quataert, The Ottoman Empire, preface and ch. 1.

Week 2: "Gunpowder Empires"-the Ottomans and Safavids. Tuesday: Quataert, ch. 2-4. Thursday: Gelvin, pp. 2 7-65.

Week 3: The challenge of Europe and the notion of "modernity." Tuesday: Gelvin, pp. 69-99. Thursday: Discussion & Map Quiz

Week 4: Defensive developmentalism, 1: Ottoman reform efforts. Tuesday: Quataert, ch. 5-10 Thursday: Gelvin, pp. 139-154; Abrahamian, A History of Modern Iran, introduction and ch. 1.

Week 5: Defensive developmentalism, II: Iran under the Qajars. Tuesday: Gelvin, pp. 154-156, 164-167; Abrahamian, A History of Modern Iran, ch. 2 Thursday: First Exam

Week 6: Religion and social change. Tuesday: Gelvin, pp.100-138, 157-164 Thursday:). Tucker, "Women in the Middle East and North Africa" (download from course web site).

3

Week 7: Nationalism and World War l. Tuesday: Gelvin, pp. 171-189 Thursday: Gelvin, 197-205,215-217.

Week 8: Mustafa Kemal and the rise of modern Turkey. Tuesday: Gelvin, pp. 189-192 Thursday: S. Mardin, "Religion and Secularism in Turkey" (download from course web site).

Week 9: Reza Shah and Mossadeq (Mossadegh). Tuesday: Gelvin, pp.192-196; Abrahamian, ch. 3. Thursday: Abrahamian, ch. 4.

Week 10: Palestinian society and the Yeshuv. Tuesday: Gelvin, pp. 206-215, 217-220; Thursday: Khalidi, The Iron Cage, ch. 1-3,4 (top. 125).

Week 11: Tuesday: Second Exam Thursday: The Middle East since 1945: oil, "modernization" and the USA. Gelvin, pp. 223-266, 312-316; Mahfouz, Midaq Alley (entire novel).

Week 12: The Shah, the Iranian revolution, and the Islamic Republic. Tuesday: Gelvin, pp. 282-293,317-320 Thursday: Abrahamian, ch. 5-6.

Week 13: The founding of Israel and the continuing Israel-Palestine conflict. Tuesday: Gelvin, pp. 271-281, 316-317; Khalidi, ch. 4 (from p. 125), 5-6. Thursday: Thanksgiving

Week 14: Political Islam. Tuesday: Gelvin, pp. 294-303, 320-322. Thursday: Book Review Essay Due

Week 15: The Middle East and the Bush and Obama Administrations. Tuesday: Gelvin, pp. 266- 270, 304-312; Pres. Obama's speech at Cairo University, june 4, 2009, at <http:ffwww.whitehouse.gov /the_press_office/Remarks-by-the-President-atCairo- University-6-04-09/>

Final Examination: December 14,8-10 AM.

Please Note:

4

1) The handouts and presentations in this course are copyrighted. By "handouts and presentations" I mean all instructional materials generated for this class, including, but not limited to, syllabi, quizzes, exams, in-class materials (such as computer presentations}, and review sheets. Because these materials are copyrighted, you do not have the right to copy them for any purpose other than your individual use in this class, unless I expressly grant permission, and under no circumstances are you to give copies to persons who are not students in this class. 2) Disabilities: The Americans with Disabilities Act (ADA) is a federal antidiscrimination statute that provides comprehensive civil rights protection for persons with disabilities. Among other things, this legislation requires that all students with disabilities be guaranteed a learning environment that provides for reasonable accommodation of their disabilities. If you believe you have a disability requiring an accommodation, please contact the Office of Support Services for Students with Disabilities in Room B-118 Cain Hall (845-1637). 3) Academic integrity: "An Aggie does not lie, cheat, or steal, or tolerate those who· do." You are expected to be aware of the Aggie Honor Code and the Honor Council Rules and Procedures, stated at httgjL<Jggiell(JllOr.tamu.edu

5




1. This request is submitted by (department name): History / International Studies

2. Course prefix and number: HIST/ASIA 352 3. Texas Common Course Number: N/A

4. Complete course title: Modern East As ia 5. Semester credit hours: 3 --~~-------------------------- --------------

6. This request is for consideration in the following Foundational Component Area:

_0_ Communication

_0_ Mathematics

_0_ life and Physical Sciences

J8L language, Philosophy and Culture

_[]_ Creative Arts

_0_ American History

_[]_ Government/Political Science

_[]_ Socia l and Behavioral Sciences

Cu~rCcttt : iJ o ~llltt'N,. 4C.O: l/tS


_D_ Yes _D_ No tJ {I\ 8. How frequently will the class be offered? every third semester

----~------------------------------------------------

9. Number of class sections per semester: --=-1---------------------------------------------------

10. Number of students per semester: 45 ------------------------------------------------------11. Historic annual enrollment for the last three yea rs: 2012-2013=27 2011-2012=34 2010-2011=0 ------------------------------------------

This completed form must be attached to a course syllabus that sufficiently and specifically details the appropriate core objectives through multiple lectures, outside activities, assignments, etc. Representative from department

12. submitting request should be in attendance when considered by the Core CurricuJum Council.

14.

15.

DotU.?i/1 Date , )

For additional information regarding core curriculum, visit the Texas Higher Education Coordinating Board website at W'!JW. thecb .state. tx. us/ corecurric u I u m20 14



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Foundational Component Area: language, Philosophy and Culture



HJST/ASJA 352 examines the development of modern East Asia from an interdisciplinary perspective. It is

designed to help students acquire a preliminary acquaintance with China, Japan, l<orea, and Vietnam.

The course begins with a discussion of the traditional societies, the opening of East Asia to the West,

Western imperialism, and its implications. It then examines the state of the East Asian countries in

the present time and perspectives on their development.

Core Objectives




This course develops the core objective of critical thinking by asking students to interpret, discuss and connect course lecture and reading materials, (including maps and music), and to craft written arguments on topics such as the differences between the political, socia l and economic structures of traditional China and Korea and the varied responses to European colonialism in Japan and Vietnam. Student learning will be evaluated through class discussion, quizzes, written analytical essays and a final essay exam.

Communication (to include effective development, interpretation and expression of ideas through written, oral and visua l communication):

This course develops the core objective of communication by asking students to evaluate and synthesize lecture and reading materials (including maps and music), to discuss their relationships, and to write responses to essay questions about topics such as the emergence of modernity in Japan and Korea, the rise of nationalism in China and gendered responses to French imperialism in Vietnam. Student learning will be evaluated through class discussion, quizzes, written analytical essays and a final essay exam.


This course will address social responsibility by requiring students to identify the great diversity of language, culture and politics in modern East Asia (China, Japan, Korea and Vietnam). Through discussions of, among other things, short stories, autobiographies and contemporary newspapers, students will be asked to discuss topics such as the way


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culture influences political and economic structures in different East Asian nation-states. Student learning will be evaluated through class discussion, quizzes, written analytical essays and a final essay exam.


This course will address personal responsibility by requiring students to recognize (in lectures and reading materials) and articulate (through quizzes and essay exams) how, for example, the decisions made by Chinese and Japanese leaders influenced post-World War II societies in those regions and American responses to them. They also will be asked to reflect on how those choices shape current American, and perhaps their own 1 understandings of these East

Asian countries. Student learning will be evaluated through class discussion, quizzes, written analytical essays and a final essay exam.


Modern East Asia HIST 352-500/ASIA 352-500 Fall2012-TAMU

MODERN EAST ASIA Fall2012-TAMU

!-liST 352-500/ ASIA 3 52-500

MWF 9:10-10:00 a.m.//ZACI-l227A

Olga Dror Office: I 03D Glasscock Bid. Phone: (979) 845-7151 (!-list. Dept.'s Office) Office hours: MW II :20-12:20 and by appointment E-mail: [email protected]

Course Description: East Asia comprises the most populous region of the world. Its countries boast distinctive and ancient cultures. This course explores the development of modem East Asia from an interdisciplinary perspective. It will help students to acquire a preliminary acquaintance with China, Japan, Korea, and Vietnam. Starting the course with the traditional societies, we will discuss the opening of East Asia to the West, Western imperialism, and its implications. We will examine the state of the East Asian countries in the present time and perspectives on their development. The course is designed to help students experience a historical tradition outside the Western experience through primary sources in translation, literary works, films of each of the four countries, and vigorous discussions.

Course Format: The course will consist of interactive lectures where I will be lecturing for part of the time and we will have a discussion for the rest of the time.

Prerequisites for the course: Junior or Senior classification.


Critical Thinking (to include creative thinking, irmovation, inquiry, analysis, evaluation and synthesis of information).


Social Responsibility (to include intercultural competence, knowledge of civic responsibility, and the ability to engage effectively in regional, national and global conm111nities)


. , . HIST 35;2-500/ASIA 352-~00 Personal Respons1b1hty (to include the ability to connect chmces, actions and consequences to ethical decision-making)

Student Learning Outcomes;

By the end of the semester, students will be able:

I. to identify main historical and cultmal differences and similarities among East Asian countries.

2. to analyze the ideas of tradition, modernity, gender, and nationalism as applied to the countries of the area.

3. to apply their own critical analysis skills~thinking, reading, listening, speaking, and writing.

4. to evaluate history as both a field of knowledge and a creative process.

Required Texts:

1. John Miller, Modern East Asia: An Introductory Hist01y (East Gate Book:2007) 2. Yukichi Fukuzawa, The Autobiography o(Yukichi Fukuzawa (Columbia UP: 2006) 3. Vu Trong Phung, Dumb Luck (University of Michigan Press: 2002) 4. Duong Thu Huong, Novel without a Name (Penguin: 1996) 5. Hwang Sok-Yong, The Guest (Seven Stories Press: 2008) 6. Yu Hua, To Live: A Novel (Anchor: 2003) 7. Richard E. Kim, Lost Names: Scenesfi'om a Korean Boyhood (University of California Press: 1998) 8. Jasper Becker, Dragon Rising: An Inside Look At China Today (National Geographic: 2007) 9. Haruki Murakami, Underground: The Tokyo Gas Attack and the Japanese Psyche

(Vintage: 2001)

Course Expectations and Requjrcmcnts;

1. Attendance Attendance is strongly encouraged. Each student is allowed 2 (two) unexcused absences without penalty for all class meetings, including lectures, discussions. For 3 or 4 (three or four) unexcused absences your final grade will be reduced by a full grade (if you grade for the class is an "A" it will be reduced to a "B"). 5 (five) unexcused absences will result in your failing the course. It is YOUR responsibility to follow the number of your absences. I will handle all absences and work related to them according to Student Rule 7: h.\JQ://studeq!::[LJ]s:s.tam u~egu/rule7. hlnl

2

2. Class Participation


l-UST 352-500/ASIA 352-500

Students' participation is an integral and important part of the class. The exchange and discussion of ideas is indispensable in the academic environment. Each student is expected to contribute to this process through informed and active participation in the discussions based on the readings. This assignment addresses the following core objectives: critical thinking, oral communication, social responsibility and personal responsibility.

3. Quizzes There will be quizzes based on the books assigned for this class. You are not expected to demonstrate knowledge of every minute detail of the readings assigned for the day of the quiz but to provide me with a clear indication that you have read the book under discussion. These quizzes are very short consisting of 2-3 questions and do not last more than 5-7 minutes. This assignment addresses the following core objectives: critical thinking, written and visual communication, and social responsibility.

4. Papers You will be required to write two papers. Papers should be typed, double-spaced, font size 12 (Times or Time New Roman). They should have proper foot- or endnotes. NO EMAIL SUBMISSIONS! This assignment addresses the following core objectives: critical thinking, written communication, and social responsibility.

Paper #1 (3-4 pages- 750-1000 words) will be the analysis of Yukichi Fukuzawa's Autobiography Paper #2 (5-6 pages - 1250-1500 words) will be a comparative paper comparing/contrasting any two aspects in the history of the same country or in the history of two different countries. THIS PAPER DOES NOT REQUIRE ANY ADDITIONAL RESEARCH!. The paper should be submitted at any point of the course, BUT NO LATER TI-IAN THE LAST DAY OF CLASSES, DECEMBER 6.

Due Dates: Assignments must be completed by the deadlines given, unless you have a university approved excuse (see Attendance above). Unexcused late work will be penalized by a letter grade for each day (late day starts 10 minutes after the class when you were to submit your assignment ended).

5. Final Exam

There will be a final exam (essay-format). I will give you exam questions by the middle of October. On the day of the exam, 4 questions, out of the pool I give you in October, will be drawn in class and you will have to respond to 3 of your choosing. This assignment addresses the following core objectives: critical thinking, written and visual communication, and social responsibility.

Grading:

3

Participation in class- I 0% Quizzes- 25% Papers: # 1-15% #2-20% Final exam - 30%

Grading Scale lncrcentages)

90-100 A 80-89 B 70-79 c 60-69 D 59 and below F


HIST 352-500/ASIA 352-500

The Americans with Disabilities Act (ADA) The Americans with Disabilities Act (ADA) is a federal anti-discrimination statute that provides comprehensive civil rights protection for persons with disabilities. Among other things, this legislation requires that all students with disabilities be guaranteed a learning environment that provides for reasonable accommodation of their disabilities. If you believe you have a disability requiring an accommodation, please contact Disability Services, in Cain Hall, Room B 118, or call 845-1637. For additional information visit http://disability.tamu.edu.

l'lagiarism "An Aggie does not lie, cheat, or steal, or tolerate those who do." You are expected to be aware of the Aggie Honor Code and the Honor Council Rules and Procedures, stated at l1ltp://ww-.y~nu.edu/aggiehonor.

***History Majors who wish to explore career ideas, please contact Dr. Philip Smith in the History Department's advising office, Room 105, Glasscock Building, 862-2061, [email protected]***

CALL, E-MAIL ME, OR STOP BY ANY TIME YOU HAVE QUESTIONS OR PROBLEMS

,<;:ourse Schedule: Day:

I. August 27, M- Introduction to the course 2. August 29, W- Religious and Philosophical Cunents of Thought in East Asia

• Miller, 3-22 3. August 31, F - Discussion Session # 1; Religious Traditions - Ouiz

Finish reading Miller, 3-22 4. September 3, M- Qing China

Miller, 23-28

4


HIST 352-500/ASIA 352-500 5. September 5, W- Traditional Korea and Vietnam

• Miller, 32-38;

6. September 7, F- Traditional Japan

• Miller, 28-32;

7. September 10, M- European Intrusion

• Miller, 41-59

8. September 12, W- China: Loss oflndependence

Miller, 59-71;

"The Treaty of Nanking, 1842" at http:// web.jjay.cuny.edu/-jobrien/reference/ob24.html;

"Lin Zexu: Letter to Queen Victoria (1839)" at http://www.ccnywciv.com/reader/opium.htm

OR ANY OTHER WEB SITES

9. September 14, F- Japan: Emerging fi·om Isolation • Miller, 71-76; • Start reading Yukichi Fukuzawa, Autobiography

10. September 17, M- Japan: Meiji Restoration • Miller, 84-103 • Keep reading Yukichi Fukuzawa, Autobiography

II. September 19, W- Japan: The Emergence of Modernity • Keep reading Yukichi Fukuzawa, Autobiography

12. September 21, F - Discussion Session # 2 - Quiz Finish reading Yukichi Fukuzawa, Autobiography FIRST PAPER DliE IN CLASS: CRITICAL REVII'.W 01' YLIKICHI FUKUZAWA'S AUTOBIOGRAPHY

13. September 24, M- Self-Strengthening and Fall oflmperial China Miller, 76-81;

14. September 26, W- Nationalism in China and Japan • Lu Xun, "The Diary of a Madman," in Lu Xun, Silent China. Gladys

Yang, trans. (London: Oxford University Press, 1973), pp. 3-13; (*); Lu Xun, "Have the Chinese Lost Their Self-Confidence?" ibid., pp.183-184 (*); Lu Xun, Preface to the First Collection of Short Stories, Call to Arms, Joseph S. M. Lau and Howard Goldblatt, eds., The Columbia Anthology of Modern Chinese Literature, (New York: Columbia University Press, 1995), pp. 3-6; Kita Ikki, "Agitation for Military Fascism," pp. 411-7 in Lu, Japan. A Document my Histmy (all the sources will be distributed electronically)

15. September 28, F- Discussion Session # 3; Nationalism -Quiz Finish readings!!!!

16. October I, M- Korea Colonized Miller, 82-83 Richard E. Kim, Lost Names: Scenes from a Korean Boyhood, 22-114

17. October 3, W- Vietnam: French Come to Indochina

5


HIST 352-500/ ASIA 352-500 • Start reading Vu Trong Phung, Dumb Luck (INCLUDING the introduction)

18. October 5, F- Development ofNationalism in Indochina Keep reading Vu Trong Phung, Dumb Luck

19. October 8, M- Uiscussion Session# 4- Ouiz Finish reading Vu Trong Phung, Dumb Luck

20. October 10, W- Japan: On the Road to War • Miller, I 04-120

21. October 12, F- Pacific War Miller, 120-144;

• Richard E. Kim, Lost Names: Scenesfi"om a Korean Boyhood, 116-195 22. October 15, M- Discussion Session# 5- Quiz on Kjm's Lost Names

Research a website on the Nanjing Massacre http://www.!Jl111_king_atrocities.net/

• Finish Richard E. Kim, Lost Names: Scenesji·om a Korean Boyhood, pp. 116-195 23. October 17, W- Aftermath of the Pacific War: Japan

• Miller, 145-162;

• Start reading Hwang Sok-Yong, The Guest 24. October 19, F- Korean War

• Keep reading Hwang Sok-Yong, The Guest 25. October 22, M- Korea Divided

• Keep reading Hwang Sok-Yong, The Guest

Miller, 17 4-177

26. October 24, W- Qiscussion Session # 6 - Quiz

• Finish reading Hwang Sok-Yong, The Guest

27. October 26, F- China: Civil War and Revolution • Miller, 169-174

• Start reading Yu Hua, To Live: A Novel 28. October 29, M- China: Great Leap Forward and Cultural Revolution

• Keep reading Yu Hua, To Live: A Novel

29. October 31, W Discussion Session # 7 Quiz

Finish reading Yu Hua, To Live: A Novel 30. November 2, F ... Vietnam: Revolution and War

Miller, 162-169;

Start reading Duong Tim Huang, Novel Without a Name 31. November 5, M- Vietnam/American War

Keep reading Duong Thu Huang, Novel Without a Name

32. November 7, W- Renovation and Post-Renovation Period in Vietnam • Keep reading Duong Tim 1-Iuong, Novel Without a Name

33. November 9, F- Discussion Session# 8- Quiz • Finish reading Duong Tim I-Iuong, Novel Without a Name

34. November 12, M- Modern Japan • Miller, 179-185;

Start reading Haruki Murakami, Underground: The Tokyo Gas A/lack

6


HIST 352-500/ ASIA 352-500 35. November 14, W- Women in Asia

Keep reading Haruki Murakami, Underground: The Tokyo Gas Attack

36. November 16, F- Discussion Sessjon # 9- Oujz • Finish reading Haruki Murakami, Underground· The Tokyo Gas Attack

37. November 19, M- China After Mao • Start reading Jasper Becker, Dragon Rising: An Inside Look At China Today

38. November 21, W- No class- Happy Thanksgiving! • Keep reading Jasper Becker, Dragon Rising: An Inside Look At China Today

39. November 26, M- Fun Class Keep reading Jasper Becker, Dragon Rising: An Inside Look At China Today

40. November 28, W- Discussion Session # ! 0 Ouiz • Finish reading Jasper Becker, Dragon Rising: An Inside Look AI China Today

41. November 30, F-East Asia's Present and Future Miller, 186-223

42. December 3, M -- REVEW SESSION- Last day to submit your second paper

FINAL EXAM: MONDAY, DECEMBER 10, 8-10 a.m.

7




1. This request is submitted by (department name): History

2. Course prefix and number: HIST/CLAS 426 3. Texas Common Course Number:

4. Complete course t itle: The Ancient Greeks 5. Semester credit hours: 3 -------------------------------- --------------6. This request is for consideration in the following Foundational Component Area:

_D_ Communication

_D_ Mathematics

_D_ life and Physical Sciences

..13l_ Language, Philosophy and Culture

__D_ Creative Arts

_0_ American History

CJAI(fttt·fi' C-o 'lin ~ &s {1s~)

_D_ Government/Political Science

__D_ Social and Behavioral Sciences


_D_ Yes ..13l_ No

8. How frequently will the class be offered? In rotation with CLAS/HIST 427, 428 and 429

9. Number of class sections per semester: F: 1; S: 1 [at least 1 section of 4 course rotation offered per semester)

10. Number of students per semester: F: 40; 5: 40 [at least 1 section of 4 course rotation offered per semester)

11. Historic annual enrollment for the last three years: '11-12: 40 '10-'11: 0 '09-'10: 38 -----------------------------------------------This completed form must be attached to a course syllabus that sufficiently and specifically details the appropriate core objectives through multiple lectures, outside activities, assignments, etc. Representative from department

12. submitting reguest should be in attendance when CO!lsidered by the Core Curriculum Council.

Date

D•te {?J I ~ (3

Date

For additional information regarding core curriculum, visit the Texas Higher Education Coordinating Board website at www .thecb.state .tx. us/ corecurriculum2014





In the box below, describe how this course meets the Foundational Component Area description for language, Philosophy and Cultu re. Courses in this category focus on how ideas, values, beliefs, and other aspects of culture express and affect human experience. Courses involve the exploration of ideas that foster aesthetic and intellectual creation in order to understand the human condition across cultures.

The proposed cou rse must contain all elements of t he Foundational Component Area. How does t he proposed course specif ically address the Foundat ional Component Area definition above?

The course (CLAS/HIST 426, The Ancient Greeks) is a survey of Greek History from the archaic age (81h century BC) to·

Alexander the Great (late 41h century BC), with focus on the development of both oligarchic and democratic forms of

government in various city-states (e.g., Argos, Athens, l<orinth, Sikyon, Sparta, Thebes) as well as other forms of political organization (e.g., Macedon, Thessaly), the re lations and eventual conflict between (the) Greeks and the powers of the ancient Near East {Egypt, Lydia, the Persian Empire), the rivalry between Athens and Sparta for political dominance of the Greek world, and the eventual decline of the city-states as power centers in the wake of Macedon's rise to pre-eminence. Students learn about some of the most important political, military, social, legal, re ligious, and cultural developments in Classical Antiquity, as well as about the geography of the ancient world. Topics to be covered include principles and institutions of Greek government (oligarchic or democratic), society, law, religion, and warfare, and how they cont rast with those of other cultures (e.g., Egyptians, lydians, Phoenicians, Persians) that interacted with the Greeks during this period. In tracing the growth and organization of Greek civilization in the Mediterranean, t he course examines questions of political and cultural cooperation and conflict.

Core Objectives




This course enhances critical thinking by requiring students to analyze, interpret, and synthesize materials from lectures, ancient historiographical and biographical sources (Herodotus, Thucydides, Xenophon, Plutarch), and modern scholarly literature dealing with the social, political, cultural, and military history of the period covered in this course. An important component of this course is introducing students to the methods of scholars who study the Classical Graeco-Roman world. Student development in this area is evaluated through class discussion, three written essay examinations, and a final exam that incorporates material from lectures and readings as well as

visual images and maps.


Core Curriculum Initial Request for a Course Addition to the Fo/12014 Core Curriculum


This course enhances communications skills by requiring students to summarize and explain the importance of assigned readings in class discussions and to investigate, defend, and critique ancient Greek values, attitudes, and practices with regard to a variety of issues. The geography and iconography of the Greel< world will be closely considered through visual images and maps, both on display during each lecture and made available to students as part of a course packet. Development of student interpretation and communication skills is evaluated through class discussion, three written essay examinations, and a final exam that incorporates material from lectures and readings as well as visual images and maps.


This course enhances social responsibility by requiring students to consider how historical experiences and cultural differences shaped the identity and self-expression of (the) Greeks, with regard both to the development of oligarchic and/or democratic government and to their interaction with others in Greece (e.g., Spartans vs. Argives and Arkadians; Athenians vs. Spartans and Thebans; Greeks vs. Macedon'1ans) and beyond (e.g., Egyptians, Lydians, Phoenicians, Persians). Students will examine Greek views on issues such as war, ethnicity, slavery, violence, gender, religion, and social welfare; consider how and why the belief systems of the ancient world differ from our own; and explain why some of these views are seen as foundational to our own while others have come to be considered abhorrent. Student development of this objective will be evaluated through class discussion, three written essay examinations, and a final exam that incorporates material from lectures and readings as well as visual images and maps.


This course offers students the opportunity to reflect on topics conducive to the promotion of personal responsibility, including but not limited to: how we form and defend ethical judgments, the degree to which persuasive speaking (a fundamental element in ancient political discourse and decision making) serves the interests of society, how different cultures define in different ways the responsibilities of the individual to the community, and how the study of ancient cultures and their alien belief systems puts our own beliefs in sharper perspective, thereby prompting personal reflection and growth. Students' active engagement with this objective will be evaluated through class discussion, three written essay examinations, and a final exam that incorporates material from lectures and readings as well as visual images and maps.


Spring 2014

Instructor: Office: Hours: Phone: e-mail:

CLAS/HIST 426-500: The Ancient Greeks

C. F. Konrad Academic 120

TR 3:55-5:10

TR 3:00-3:30 and by appointment 764-2802 (home) 845-2124 (department) [email protected]

Course Information and Syllabus

PETR 106

Subject: A survey of Greek History from the Archaic Age (8th century BC) to Alexander the Great (late 4th century), with emphasis on the classical period of the 5th and 4th centuries. Topics given special attention: Athenian Democracy and Imperialism; Spartan Government and Society; Greece and Persia; the rise of Macedon and the conquests of Alexander; Greek Religion, Law, and Culture; Greek Warfare; Geography of the Aegean World.

Prerequisites: Junior or Senior classification, or approval of instructor.

Learning Outcomes: On completion of this course, students will be able to:

1) Demonstrate expanded knowledge of the human condition and of human cultures in the context of the Ancient World;

2) Reason logically and respond critically, in speech and writing, to historical evidence, with regard both to ancient sources and modem scholarship;

3) Appreciate ancient Greek society, government, politics, and culture in their historical context, and demonstrate awareness of the scope and variety of historical issues and interpretations;

4) Discuss how the beliefs and values of the Greeks differed widely from our own on a variety of important topics (e.g., the role of religion in government and public life, the best form of government, the use of war as a means of conflict resolution, the role of women in law and society) and explain why these beliefs were so widely accepted.

Core Objectives:

Critical Thinking Skills: This course enhances critical thinking by requiring students to analyze, interpret, and synthesize materials from lectures, ancient historiographical and biographical sources, and modem scholarly literature dealing with the social, political, cultural, and military history of ancient Greece to the end of the 4th century BC. Class discussion as well as written work are exercises in which students demonstrate critical thinking skills.

Communication Skills: This course enhances communications skills by requiring students to summarize and explain the importance of assigned readings in class discussions and written work, and to investigate, defend, and critique Greek values, attitudes, and practices with regard to a variety of issues. The geography and iconography of the Greek world will be closely considered through visual images and maps, both on display during each lecture and made available to students as part of a course packet. Students will examine and explore visual representations of themes from Greek life (e.g., buildings, dress, portraits) and follow the geographic setting of historical events on maps of Athens, Sparta, Greece, the Mediterranean, and the Near East.

Social Responsibility: This course enhances social responsibility by requiring students to consider how historical experiences and cultural differences shaped the identity and self-expression of (the) Greeks, with regard both to the development of oligarchic and/or democratic government and to their interaction with others in Greece (e.g., Spartans vs. Argives and Arkadians; Athenians vs. Spartans and Thebans; Greeks vs. Macedonians) and beyond (e.g., Egyptians, Lydians, Phoenicians, Persians). This will allow and encourage students to examine Greek views on a number of vexing issues such as war, ethnicity, slavery, violence, gender, religion, and social welfare, and to explain why some of these views are seen as foundational to our own while others have come to be considered abhorrent.

Pers01wl Responsibility: This course offers students the opportunity to reflect on topics conducive to the promotion of personal responsibility, including but not limited to: how we form and defend ethical judgments, the degree to which persuasive speaking (a fundamental element in ancient political discourse and decision making) serves the interests of society, how different cultures define in different ways the responsibilities of the individual to the community, and how the study of ancient cultures and their alien belief systems puts our own beliefs in sharper perspective, thereby prompting personal reflection and growth.

Grading Policy: 3 Midterm Essays (take-home) = 60% Final Examination (comprehensive) = 40%

Essays will be judged a by letter grade converting to a Term Point value as follows:

A = 8 A-= 7

B = 6 B- = 5

c = 4 C- = 3

0 = 2 0- = 1

F = 0

The Final Examination will consist of ca. 80 short questions graded by percentage of correct answers, and converted to Term Points as follows:

100-95 =SA 89-85 = 6B 94-90 = 7 A- 84-80 = 5B-

79-75=4C 74-70 = 3C-

69-65 = 20 64-60 = 10-

59-0 =OF

Term Grade: A= 8.0-6.6; B = 6.5-4.6; C = 4.5-2.6; 0 = 2.5-0.6; F = 0.5 and less.

Term Grade Computation (e.:t:ample): ME1 B ~ 6, ME2 C- ~ 3, ME, B- ~ 5: M1 ~ 14 + 3 ~ 4.66 x .6 ~ Mr 2.8 Fcx 92 ~ A-~ 7 x .4 ~ 2.8

Term Score and Grade: MT + FEx = 5.6 = B

Attendance: Important. This course covers a large amount of unfamiliar material. Be advised that exams will include items discussed in class but not easily extracted from your readings alone. You are responsible for signing your name on the attendance sheet circulated during each class. You will be allowed 1 (one) unexcused absence. For each additional absence without a valid excuse, one-half (0_5) term point may be subtracted from your Term Score. A perfect attendance record (zero absences other than with documented University-approved excuse) will add one-half (0.5) term point to your Score. Please see http://student-rules.tamu.edu/rule07 for cmTent policy on University-excused absences. For illness- or injury-related absences of fewer than three days, an Explanatory Statement of Absence or a note from a health care professional confirming date and time of visit will be required in order to count the absence as University-excused; for absences of three days or more, a note containing a medical professional's confirmation that absence form class was necessary will be required (see Rule 7.1.6.1). Make-up tests will be given in accordance with University Regulations (7.3).

Disabilities: The Americans with Disabilities Act (ADA) is a federal anti-discrimination statute that provides comprehensive civil rights protection for persons with disabilities. Among other things, this legislation requires that all students with disabilities be guaranteed a learning environment that provides for reasonable accommodation of their disabilities. If you believe that you have a disability requiring an accommodation, please contact Disability Services, B-118 Cain Hall (845-1637). For additional information, visit http://disability.tamu.edu.

Academic Integrity: "All Aggie does 1101 lie, clreat, or steal, or tolerate those who do." You are expected to be aware of the Aggie Honor Code and the Honor Council Rules and Procedures, stated at <http://www. tamu.edulaggiehonor>.

Required Texts: You may use an electronic version of the texts below if it contains the same pagination or book/chapter/section division as the editions ordered for this class.

CP =Course Packet (w/ Syllabus). Will be posted on eLeami11g. SS = V. Ehrenberg, From Solon to Socrates. Herod. = Herodotus, The Histories. Assignments are by book and chapter numbers. Plut. =Plutarch, The Rise and Fall of Athens. Assignments by Life and chapter numbers. PlutSparta = Plutarch, On Sparta. Assignments by Life and chapter numbers. Thuc. = Thucydides, History of the Pe/oponnesian War. Assignments by book and chapter numbers. Xen. = Xenophon, A History of My Times. Assignments by book and chapter numbers.

Optional Reading:

Arrian = Arrian, The Campaigns o.f Alexander. Suggested assignments are by page numbers [corresponding book/chapter numbers in brackets]. Iliad= The Iliad of Homer. Suggested assignments by book numbers. J. D. Mikalson, Ancient Greek Religion. (Recommended for class period 2.) R. Sealey, Women and Law in Classical Greece. (Recommended for class period 16.)

Course Packet and Handouts: These are chiefly intended for review and exam preparation. Be advised that the material contained in them is selective and that a large amount of important information appears only in class lectures and assigned readings. Unless indicated otherwise, all items in bold or bold italics are expected to be known for a passing performance on exams. Terms in regular italics (mostly Greek words) are primarily for your information. Greek names and terms which appear in the Course Packet or in class handouts are to be learned. This includes their correct spelling.

The the Greek Alphabet in CP is for your information only; you will not have to reproduce it on an exam.

Maps: You are expected to study with care the maps contained in the Course Packet. Be prepared to answer geographical questions or fill in blank maps in exams.

Lectures: A considerable amount of names and terms will appear on the overhead projection screen or the blackboard during lectures. All items spelled in CAPITAL letters are expected to be known for a passing performance on exams; items written 'normally' are primarily for your information. Overhead text for each lecture will be posted on eLeaming, usually during the night before each class. The following color scheme will be employed to help you distinguish certain aspects of the material:

black: Items of a general nature that apply to Ancient Greece as a whole, rather than to a particular dialect or region. red: Names and terms associated with regions in which Attie-Imrie Greek is spoken. purple: Names and terms associated with regions in which Ionic Greek is spoken. blue: Names and terms associated with regions in which Doric Greek is spoken. orange: Names and terms associated with regions in which Aio/ic Greek is spoken. yellow: Names and terms associated with regions in which Arkadic Greek is spoken. green: Names and terms associated with regions in which Nortlr-West Greek, including Makedmrian, is spoken. brown: Non-Greek items, especially of the Near East, e.g., Persian, Phoenician, Egyptian. gray: Non-Greek items within Europe.

Part I. Cities and Laws: ca. 800-546 BC

I. T Jan. 14: The Coming of the Greeks, ca. 1600-700 BC The Bronze Age in the Aegean; Mycenaean Greece; Migrations and Dialects~ Archaic Hellas

2. R Jan. 16: Guidance from the Gods: SS 1-20; CP 6-27; Herod. Introduction (pp. ix-xxx). Greek religion; games and festivals; the great oracles Optional: Iliad, Introduction (pp. 7-55).

3. T Jan. 21: Men in Bronze: Herod. Bk I 1-85,95-140. Opt']: Iliad I, IV. Hop lite warfare; oligarchy and democracy

4. R Jan. 23: The Tyrants, ca. 700-550 BC: SS 20-27; CP 28-31; Herod. I 178-199; III 39-60, Pheidon of Argos; the Kypselids ofKorinth; Kleisthenes of Sikyon 120-125. Opt'l: Iliad V VI.

5. T Jan. 28: Lakedaimon, 754-600 BC: SS 28-41; CP 32-37; Herod. VI 56-59; Lakonia and Messenia; the Spartan state PlutSparta Lykourgos (all).

6. R Jan. 30: The Spartan Way, 600-546: SS 41-49; Herod. II 1-37, 124-129; IV 36-43; Spartan society; the army; the Peloponnesian League PlutSparta Sayings (all). Opt' I: Iliad IX.

7. T Febr. 4: Athena's City, 683-546 BC: SS 50-76; CP 38-43; Herod. III 61-95; Archaic Athens; Kylon, Drakon, and the laws of Solon Plut. Solon (all). Opt' I: Iliad XII, XIV.

Part II. Hellenes and Barbarians: 559-446 BC

8. R Febr. 6: The Persian Empire, 559-499 BC: CP 44-49; Herod. Ill 150-160; IV 1-4; V 1-54. The ancient Near East; Lydians, Medes, and Persians; the Akhaimenid Empire Opt'l: Iliad XV.

9. T Febr. I I: Tyranny and Democracy, 546-506 BC: SS 77-103; CP 50-53,65, 68-69; Herod. The Peisistratid tyranny; the Alkmeonidai and the reforms of Kleisthenes V 62-78, 96-126; VI 1-32.

10. R Febr. 13: Freedom for the Greeks! 499-490 BC: SS 103-133; CP 54-56; 1st Essay assigned Herod. VI 94-136;VII 1-43. Triremes and naval warfare: the Ionian Uprising

II. T Febr. 18: Marathon, 490-481 BC: SS 134-152; Herod. VII 55-99, 131-145; Battle of Marathon; ostracism; the Athenian naval build-up Plut. Themistokles (all).

12. R Febr. 20: Their Finest Hour, 480 BC: SS 152-165; Herod. VII 175-239; VIII 1-98. 1st Essay due Opt' I: VIII 133-144. The Great Persian War 1: Thermopylai and Salamis

13. T Febr. 25: This Hallowed Ground, 479 BC: SS 165-174; Herod. IX 1-85; Thuc. The Great Persian War II: Plataia and Mykale Introduction (pp. 9-32). Opt' I: Plut. Aristeides.

14. R Febr. 27: The Delian League, 478-465 BC: SS 192-209; Thuc. I 1-23, 89-102; Liberation of Greeks in Asia Minor; peace with Persia; the earthquake at Sparta Plut. Kimon (all).

15. T March 4: War and Peace, 465-446 BC: SS 209-232; CP 68-69; Thuc. I 103-117. The rise ofPerikles: Athens at war with Sparta. Thebes. and Persia; the JO~year peace

Part III. A School for Hellas: 446-404 BC

16. R March 6: Rule of the People, Rule of Law, 462-446 BC: SS 232-240; CP 57-67; Plut. Democracy, law, and society in Athens Perikles 1-23.

March10-March14: SPRING BREAK

17. T March 18: The Seaborne Empire, 446-433 BC: SS 240-258; Plut. Perikles 24-39. Perikles and Athenian imperialism; Akropolis and Parthenon; the Sam ian War

18. R March 20: Sowing the Whirlwind, 433-431 BC: SS 259-267; Thuc. I 24-88, 139-146; The unleashing of the Peloponnesian War II 1-14, 34-65.

19. T March 25: Casualties ofWar, 431-416 BC: SS 267-297; Thuc. IV 1-41; V 84-116; The Peloponnesian War 1: Plataia to the Peace ofNikias VI l-32, 42-61; Plut. A/kibiades l-22.

Opt'!: Thuc. lll1-50.

20. R March 27: The Enterprise of Sicily, 415-413 BC: SS 297-317; Thuc. VI 88 (p. 465)-93; 2nd Essay assigned VII 1-87; Xen. Introduction, pp. 7-17,33-46. The Peloponnesian War ll: The Sicilian Expedition

21. T April I: For All or Nothing, 413-404 BC: SS 317-332; Thuc. VIII 45-98; Plut. The Peloponnesian War Ill: Dekeleia to Aigospotamoi Alkibiades 23-39; Xen. 1.6.1-II.2.24.

Part IV. The Return ofthe King: 404-323 BC

22. R April3: The One, the Few, and the Many, 404-386 BC: SS 351-358, 371-384; 2nd Essay due Xen. IIJ.l.-11.4.43. Opt'!: Iliad XVI. The terror of the Thirty~ democracy restored; Sparta's hegemony and the Korinthian War

23. T AprilS: The Phalanx Oblique, 386-361 BC: CP 68-69; Xen. V.2.1-V.2.36; TheTheban Hegemony V.4.1-V.4.66; VI.3.1-VI.4.19. Opt'!: Iliad XVII.

24. R April 10: Herakles' Children, ca. 600-359 BC: CP 70-72; Xen. VI.5.1-VI.5.52; State and society ofMakedonia VII.5.1-VII.5.27. Opt'!: Arrian, Introduction (pp.

13-40); pp. 41-44, 54-77 [Bk. I 1-2, 7-17]; Iliad XVIII.

25. T April 15: Makedon Rising, 359-338 BC: Opt'!: Arrian 104-155 [II 3-III 5]; Philip II and the creation of Makedonian hegemony over He lias Iliad XIX-XX.

26. RApril17: Fire from Heaven, 338-336 BC: Opt'!: Arrian 187-198,212-226,232-254 3rd Essay assigned [III 23-30; IV 7-14, 18-30]; Iliad XXI-XXII. The accession of Alexander

27. T April22: "Father Zeus ... Give me Victory!" 336-331 BC: CP 52. Opt'!: Arrian 266-Aiexander's conquest of the Persian Empire 282, 291-319 [V 9-19, 25-29; VI 1-13]; Iliad XXIII.

28. R April24: The World Is Not Enough, 331-323 BC: Opt'!: Arrian 332-340,371-380, 3rd Essay due 389-398 [VI 22-27; VII 14-19, 23-30]; Iliad XXIV. Baklria and India; death at Babylon

Tuesday, May 6, 8:00am: FINAL EXAM IN AT I 0 N






4. Complete course title: The Roman Republic 1: The Empire S. Semester credit hours: 3 -------6. This request is for consideration in the following Foundational Component Area :

_D_ Communication

_D_ Mathematics

_Q_ Life and Physical Sciences


_o_ Creative Arts

_D_ American History

t~UlbJr C,Prtb : ~; cr (a\ CJ.Jtt)


_D_ Social and Behavioral Sciences


_Q_ Yes [8J No


9. Number of class sections per semester: F: 1; S: 1 [at least 1 section of 4 course rotation offered per semester)

10. Number of students per semester: F: 40; S: 40 [at least 1 section of 4 course rotation offered per semester)

11. Historic annual enrollment for the last three years: '12-13: 39 '11-'12: 0 '10-'11: 39 -------------------~----


:: ~ •hould be In ·:;~,~~~;;e•ed by the Co~ c;;;:~ Clu~ 11

Course Instructor Date r I

14.

15.

Date

Date

For additional information regarding core curriculum, vis it the Texas Higher Education Coordinating Board website at


See form instructions for submisslon/opproval process.




In the box below, describe how this course meets the Foundational Component Area description for Language, Philosophy and Culture. Courses in this category focus on how ideas, values, beliefs, and other aspects of culture express and affect human experience. Courses involve the exploration of ideas that foster aesthetic and intellectual creation in order to understand t he human condition across cultures.


The course {CLAS/HIST 427, The Roman Republic 1: The Empire Builders) is a survey of Roman History from the beginnings of the Republic (61h/5

1h century BC) to the end of the 2"d century BC, with focus on the development of a

republican form of government dominated by an exclusive elite, the Romans' establishment of power throughout Italy, the creation of the empire, and the origins of the destabilization of republican government. Students learn about some of the most important political, military, social, legal, re ligious, and cultural developments in Classical Antiquity, as well as about the geography of the ancient world. Topics to be covered include principles and institutions of Roman republican government, society, law, rel igion, and warfare, and how they contrast with those of other cultures (e.g., Etruscans, Samnites, Greeks, Gauls, and Phoenicians/Carthaginians) that interacted with the Romans during this period. In tracing the growth and organization of Roman power in Italy and the Mediterranean, the course examines questions of political and cu ltural cooperation and co nflict.

Core Objectives




This course enhances critical thinking by requiring students to analyze, interpret, and synthesize materials from lectures, ancient historiographical and biographical sources (Livy, Polybius, Plutarch), and modern scholarly literature dealing with the social, political, cultural, and military history of the period covered in this course. An important component of this course is introducing students to the methods of scholars who study the Classical Graeco-Roman world . Student deve lopment In this area is evaluated through class discussion, three written essay examinations, and a final exam that incorporates material from lectures and readings as well as visual images and maps.


Core Curriculum Initial Request far a Course Addition to the Fall 2014 Core Curriculum


This course enhances communications skills by requiring students to summarize and explain the importance of assigned readings in class discussions and to investigate, defend, and critique Roman values, attitudes, and practices with regard to a variety of issues. The geography and iconography of the Roman world will be closely considered through visual images and maps, both on display during each lecture and made available to students as part of a course packet. Development of student interpretation and communication skills is evaluated through class discussion, three written essay examinations, and a final exam that incorporates material from lectures and readings as well as visual images and maps.


This course enhances social responsibility by requiring students to consider how historical experiences and cultural differences shaped the identity and self-expression of (the) Romans, with regard both to the development of republican government dominated by an exclusive elite and to their interaction with others in Italy (e.g., Etruscans, Samnites, Greeks, Gauls) and beyond (Carthage, Spain, Greece) on their way to world power. Students will examine Roman views on issues such as war, ethnicity, slavery~ violence, gender1 religion, and social welfare; consider how and why the belief systems of the ancient world differ from our own; and explain why some of these views are seen as foundational to our own while others have come to be considered abhorrent. Student development of this objective will be evaluated through class discussion, three written essay examinations, and a final exam that incorporates material from lectures and readings as well as visual images and maps.


This course offers students the opportunity to reflect on topics conducive to the promotion of personal responsibility, including but not limited to: how we form and defend ethical judgments, the degree to which persuasive speaking (a fundamental element in ancient political discourse and decision making) serves the interests of society, how different cultures define in different ways the responsibilities of the individual to the community, and how the study of ancient cultures and their alien belief systems puts our own beliefs in sharper perspective, thereby prompting personal reflection and growth. Students' active engagement with this objective will be evaluated through class discussion, three written essay examinations, and a final exam that incorporates material from lectures and readings as well as visual images and maps.


CLAS/HIST 427-500: The Roman Republic 1: The Empire Builders

Fall 2014



TR 3:55-5:10



PETR 106

Subject: A survey of Roman History from the beginnings of the Republic (6th/5th century BC) to the late 2nd century BC, with emphasis on the development of a republican form of government dominated by an exclusive elite, the conquest ofltaly, the creation of the Empire, and the origins of the destabilization of republican government. Topics given special attention: Republican Government and Provincial Administration; Roman Imperialism; Religion, Law, and Society; the Army; Ancient Italy; Geography of the Empire.



I) Demonstrate expanded knowledge of the human condition and of human cultures in the context of the Ancient World;


3) Appreciate Roman society, government, politics, and culture in their historical context, and demonstrate awareness of the scope and variety of historical issues and interpretations;

4) Discuss how the beliefs and values of the Romans differed widely from our own on a variety of important topics (e.g., the role of religion in government and public life, the best form of government, the use of war as a means of conflict resolution, the role of women in law and society) and explain why these beliefs were so widely accepted.

Core Objectives:

Critical Thinking Skills: This course enhances critical thinking by requiring students to analyze, interpret, and synthesize materials from lectures, ancient historiographical and biographical sources, and modern scholarly literature dealing with the social, political, cultural, and military history of the Roman Republic to the end of the 2nd century BC. Class discussion as well as written work are exercises in which students demonstrate critical thinking skills.

Communication Skills: This course enhances communications skills by requiring students to summarize and explain the importance of assigned readings in class discussions and written work, and to investigate, defend, and critique Roman values, attitudes, and practices with regard to a variety of issues. The geography and iconography of the Roman world will be closely considered through visual images and maps, both on display during each lecture and made available to students as part of a course packet. Students will examine and explore visual representations of themes from Roman life (e.g., buildings, dress, portraits) and follow the geographic setting of historical events on maps of Rome, Italy, and the Mediterranean.

Social Responsibility: This course enhances social responsibility by requiring students to consider how historical experiences and cultural differences shaped the identity and self-expression of (the) Romans, with regard both to the development of republican government dominated by an exclusive elite and to their interaction with others in Italy (e.g., Etruscans, Samnites, Greeks, Gauls) and beyond (Carthage, Spain, Greece) on their way to world power. This will allow and encourage students to examine Roman views on a number of vexing issues such as war, ethnicity, slavery, violence, gender, religion, and social welfare, and to explain why some of these views are seen as foundational to our own while others have come to be considered abhorrent.

Personal Responsibility: This course offers students the opportunity to reflect on topics conducive to the promotion of personal responsibility, including but not limited to: how we form and defend ethical judgments, the degree to which persuasive speaking (a fundamental element in ancient political discourse and decision making) serves the interests of society, how different cultures define in different ways the responsibilities of the individual to the community, and how the study of ancient cultures and their alien belief systems puts our own beliefs in sharper perspective, thereby pwmpting personal reflection and growth.

Grading Policy: 3 Midtetm Essays (take-home) = 60% Final Examination (comprehensive) = 40%

Essays will be judged by a letter grade converting to a Term Point value as follows:

A = 8 A-= 7

B = 6 B- = 5

c = 4 C- = 3

D = 2 D- = 1

F = 0


100-95 = 8A 89-85 = 6B 94-90 = 7 A- 84-80 = 5B-

79-75 = 4C 74-70 = 3C-

69-65 = 20 64-60 = ID-

59-0 =OF

Term Grade: A= 8.0-6.6; B = 6.5-4.6; C = 4.5-2.6; D = 2.5-0.6; F = 0.5 and less.

Term Grade Computatio11 (e..,·tmrple): ME 1 B ~ 6, ME2 C-= 3, ME, B· ~ 5: Mr ~ 14 ~ 3 ~ 4.66 x .6 = Mr 2.8 FEx 92 = A- = 7 x .4 ~ 2.8

Term Score and Grade: Mr + Fr:x = 5.6 ~ B

Attendance: Important. This course covers a large amount of unfamiliar material. Be advised that exams will include items discussed in class but not easily extracted from your readings alone. You are responsible for signing your name on the attendance sheet circulated during each class. You will be allowed I (one) unexcused absence. For each additional absence without a valid excuse, one-half (0.5) term point may be subtracted from your Term Score. A perfect attendance record (zero absences other than with documented University-approved excuse) will add one-half (0.5) term point to your Score. Please see http://student-rules.tamu.edu/rule07 for current policy on University-excused absences. For illness- or injury-related absences of fewer than three days, an Explanatory Statement of Absence or a note from a health care professional confirming date and time of visit will be required in order to count the absence as University-excused; for absences of three days or more, a note containing a medical professional's confirmation that absence form class was necessary will be required (see Rule 7.1.6.1 ). Make-up tests will be given in accordance with University Regulations (7.3).

Disabilities: The Americans with Disabilities Act (ADA) is a federal anti-discrimination statute providing comprehensive civil rights protection for persons with disabilities. Among other things, this legislation requires that all students with disabilities be guaranteed a learning environment that provides for reasonable accommodation of their disabilities. If you believe that you have a disability requiring an accommodation, please contact Disability Services, B-118 Cain Hall (845-1637). For additional information, visit http://disability.tamu.edu.

Academic Integrity: "An Aggie does not lie, cheat, or steal, or tolerate those who do." You are expected to be aware of the Aggie Honor Code and the Honor Council Rules and Procedures, stated at http://www.tamu.edu/aggiehonor.


CP =Course Packet (wl Syllabus). Will be posted on eLeaming. Livy HR = Livy, The History of Rome, Books 1-5. Assignments are by book and chapter numbers (not page numbers). LivyR/ = Livy, Rome and Italy. Assignments by book and chapter numbers. Plut. = Plutarch, Makers of Rome. Assignments by Life and chapter numbers. Polyb. = Polybius, The Rise o.ftlte Roman Empire. Assignments by book and chapter numbers. RW =H. H. Scullard, A History of the Roman World, 753-146 B.C. 4th edition (1980 or later). TC = D. Hoyos, The Carthaginians.

Optional Reading: E. D' Am bra, Roman Women. (Recommended for class period 8.) J. F. Lazenby, Hannibal's War. (Recommended for class periods 17.-21.) J. A. North, Roman Religion. (Recommended for class periods 6.-7.)

Course Packet and Handouts: These are chiefly intended for review and exam preparation. Be advised that the material contained in them is selective and that a large amount of important information appears only in class lectures and assigned readings. Unless indicated otherwise, all items in bold or bold italics are expected to be known for a passing performance on exams. Terms in regular italics (mostly Latin words) are primarily for your information. Roman names and Latin terms which appear in the Course Packet or in class handouts are to be learned. This includes their correct spelling.

The battle diagrams in CP are for your information only; you will not have to reproduce them in an exam.


Lectures: A considerable amount of names and terms will appear on the overhead projection screen or the blackboard during lectures. All items spelled in CAPITAL letters are expected to be known for a passing performance on exams; items written 'normally' are primarily for your infmmation. Overhead text for each lecture will be posted on eLearning, usually during the night before each class. The following color scheme will be employed to help you distinguish certain aspects of the material:

red: Roman/Latin names, places, terms, and institutions; items of general significance; items relating to the Western Mediterranean and not otherwise characterized. blue: Roman Patrician individuals and exclusively patrician institutions. black: Roman Plebeian individuals and exclusively plebeian institutions. aqua (may be blue on maps): Items relating exclusively to Latin communities other than Rome; after 338 BC, towns and areas in Italy with Latin Status. gray (may be black on maps): Items (names, places, etc.) relating to Spain. orange: Items (names, places, etc.) relating to Oscan-speaking Italy (Campania, Umbria, Sabines, Samnites, etc.) or to Rome's Italian Allies in general. yellow: Items relating to Etruscan civilization. purple: Items relating to the Greek world, including the Hellenistic Near East (Greece, Macedon, Egypt, Parthia, etc.; also Greek Cities in Italy, Sicily, and the Far West). brown: Items relating to Carthaginian civilization and North Africa. green: Items relating to the Northern frontier (Gaul, Illyricum).

Abbreviations: The following standard abbreviations for Roman officials (including Priests) and institutions will be used on screen and in the Course Packet:

Aed. ~ Aedile (Cur. ~ Curule; Pleb. ~ Plebeian) Priv. ~ Privatus (Private Citizen) Aug. = Augur Pro Cos.~ Proconsul Cens. = Censor Pro Pr. "'" Propraetor or pro praetore Cos. = Consul Q. = Quaestor Diet. "" Dictator Trph. "" Triumph Pont.= Pontifex Tr. Pl.= Tribune of the Plebs Pont. Max.= Pontifex Maxim us Tr. Mil.= Military Tribune (c. p. = w/ consular power) Pr. = Praetor X vir s.f. = Decemvir sacris faciundis

Part I. Res publica populi Romani: 509-366 BC

I. T Aug. 26: "Kings Once Held Rome ... ," 753-509 BC Origins of the City; basic topography; Regal Period

2. R Aug. 28: Patres and Plebs, 509-445 BC: RW 18-56, 418-419; CP 6-19; 58-60; Archaic society; Beginnings of Conflict of the Orders Livy HR Bk I 1-30.

3. T Sept. 2: Friendly Persuasion, 493-367 BC: LivyHR I 34-42; CP 50-53; Plut. Coriolanus. The Latin League; Aequi and Volsci; Etruscans and the fall of Veii; the Gauls; the compromise of367/6

4. R Sept. 4: The New Nobility, 366-287 BC: RW 56-91; CP 20-22; LivyHR I 46-60. Society in historical period; settlement of Conflict of the Orders; Fides; Ideology of ruling elite

5. T Sept. 9: S. P. Q. R.: RW 115-130; CP 34-43; Polyb. Bk VI 11-18; LivyHR II 1-16, Republican government: Magistrates, Senate, and Assemblies 23-40, 44-50; III 25-29

6. R Sept. II: Peace with the Gods: CP 44-46; Polyb. VI 56; LivyHR III 33-55. Republican government: religious concepts, Gods, priesthoods, rituals

7. T Sept. 16: Watching the Birds: CP 47-49; LivyHR IV 17-25, 30-35; 58-61. Republican government: augury and auspices

8. R Sept. 18: Law and Family: CP 58-61; LivyHR VI, 13-55. Res privata; law of persons: free and unfree; patria poles/as; marriage, property, inheritance

Part II. Rome and Italy: 366-265 BC

9. T Sept. 23: The Bull and the She-Wolf, 366-304 BC: RW 92-114; CP 50-53; LivyR/Bk. End of the Latin League; municipia and Latin allies; the Second Samnite War VI 34-42; VII 9-11, 29-33.

10. R Sept. 25: The Key to Power, 304-282 BC: RW 131-139; TC 1-38; CP 54-55; lst Essay assigned LivyR/VIII 1-6,9-14,22-37 The Third Samnite War; Etruscans and Gauls; the Roman-Italian Alliance

II. T Sept. 30: Order of Battle: TC 39-72; CP 56-57; Polyb. VI 19-42, 53-55; LivyRIIX 1-16. The Roman Army

12. R Oct. 2: Paths of Glory, 282-265 BC: RW 139-153; TC 73-93; LivyRIIX 29-37,44-45. lst Essay due Pyrrhos ofEpeiros; the Greek cities of Southern Italy

Part III. A Tale of Two Cities: 264-201 BC

13. T Oct. 7: Metropolis, 814-279 BC: RW 157-167; TC 94-148; CP 62-63; Polyb. I Carthage: society, topography, religion, empire; early relations with Rome 1-16; III 22-26.

14. R Oct. 9: Sicily--{)r More? 279-256 BC: RW 167-173; TC 148-181; Poly b. I 17-35. Conflict over Messana between Carthage, Syracuse, and Rome; outbreak of First Punic War

15. T Oct. 14: The Cruel Sea, 255-241 BC: RW 173-178; TC 181-189; CP 64-65; The First Punic War Poly b. I 36-64.

16. R Oct. 16: The Dawn of Empire, 241-222 BC: RW 179-195; TC 189-197; Poly b. II 1-36; Provincial administration; Carthaginian Mercenary War; Illyrians and Gauls Plut. Marcellus 1-8.

17. T Oct. 21: Across the Alps, 221-218 BC: RW 195-202; TC 197-201; CP 66-67; Polyb. The Barkid Empire in Spain; outbreak of Second Punic War; Hannibal's invasion ofltaly III 1-61.

18. R Oct. 23: Hannibal's War, 218-216 BC: RW 203-211; Polyb. III 65-118; Plut. Fabius Battles of the Trebia, Lake Trasurnene, and Cannae; Hannibal's strategic aims Maximus 1-19.

19. T Oct. 28: Delay and Re-Conquer, 215-210 BC: RW 211-224; Polyb. VII 2-9; VIII 3-7, The 'Fabian' strategy: attrition and containment; defectors and loyalists 24-34; Plut. Marcellus 9-30.

20. R Oct. 30: " ... No Substitute for Victory," 209-206 BC: RW 225-232; Polyb. IX 2nd Essay assigned 22-29; X 2-40; XI 1-3, 19; Plut. Fabius Ma.ximus 20-27. Offensive in Spain; Hasdrubal's march and catastrophe; Roman victory in Spain

21. T Nov. 4: The Man from Africa, 205-201 BC: RW 232-239; TC 202-206; Polyb. XIV The war in Africa; peace and consequences 1-11; XV I 19.

Part IV. The Price of Empire: 201-81 BC

22. R Nov. 6: Freedom for the Greeks, 200-146 BC: RW 243-291; Polyb. XVIII 1-46. 2nd Essay due Rome and the Hellenistic World: Macedon, the Seleukid Empire, Pergamon, Egypt, Greece

23. T Nov. II: "Ceterum censeo ... " 197-154 BC: RW 292-300; CP 74-77; Greek cultural influence and reactions to it; the Spanish provinces Plut. Cato the Elder (all).

24. R Nov. 13: " ... Carthaginem esse delendam," 154-133 BC: RW 301-317; TC 207-223; The Third Punic War; the Numantine War CP 79-81; Poly b. XXXI 22-30.

25. T Nov. 18: The Ghost of Tarquinius, 133 BC: CP 82-86; Plut. Tiberius Gracchus (all). Social and economic crisis of the znd century; the land refonn and catastrophe ofTiberius Gracchus

26. R Nov. 20: The Great Reformer, 132-121 BC: CP 86-91; Plut. Gaius Gracchus (all). 3rd Essay assigned The 'Allied Question'; the legislation and catastrophe ofGaius Gracchus

27. TNov. 25: The Confidence Gap, 121-101 BC: CP 91-95. The Jugurthine and Cirnbrian Wars; Gaius Marius the 'New Man'

Nov. 27- Nov. 28: THANKSGIVING BREAK

28. T Dec. 2: All of Italy, 100-81 BC: CP 95-107. 3rd Essay due The Social War, the First Civil War, and the unification of Italy

Tuesday,December9,1:00pm: FINAL EXAMINATION



to be considered for the Foil 2014 Core Curriculum

1. This request is submitted by (department name): Histo ry


4. Complete course title: The Roman Republic II: The Civil Wars s. Semester credit hours: 3 ....:;;.. _____ _ 6.

7.

This request is for consideration in the following Foundational Component Area:

_il Communication

_il Mathematics

D life and Physical Sciences

J8l Language, Philosophy and Culture

_Q_ Creative Arts

_Q__ American History


_Q_ Social and Behavioral Sciences

This course should also be considered for International and Cultural Diversity (lCD) designation:

_il Yes J8l No

8. . How frequently will the class be offered? In rotation with CLAS/HIST 426, 427 and 429

9. Number of class sections per semester: F: 1; S: 1 [at least 1 section of 4 course rotation offered per semester]

10. Number of students per semester: F: 40; S: 40 [at least 1 section of 4 course rotation offered per semester]

11. Historic ann ua I enrollment for the last three years: --='1-=2._-1:..::3._: ..::.3..::.3 _____ '1=-1=-·--='1:..::2._: ._3.:...5 _ _ _ _ ..::'1-=0--'=-11=-:._0.__ ___ _

12.

13.

This completed form must be attached to a course syllabus that sufficiently and specifically details t he appropriate core objectives through multiple lectures, outside activities, assignments, etc. Representative from department submitting request should be in attendance when considered by the Core Curriculum Council.

Subm'~~ ~ r ( Course Instructor Date

14. Department Head

15.~ For additiona l information regarding core curriculum, visit the Texas Higher Education Coordinating Board website at

www.thecb.state.tx.usLcorecurriculum2014



Core Curriculum Initial Request for a Course Addition to the Fa/1 2014 Core Curriculum


In the box below, describe how this course meets the Foundational Component Area description for language, Philosophy and Culture. Courses in this category focus on how ideas, values, beliefs, and othe r aspects of culture express and affect human experience. Courses involve t he exploration of ideas that foster aesthetic and intellectual creation in order to understand the human condition across cultures.

The proposed course must contain all elements of t he Foundational Component Area. How does t he proposed course specifica lly address the Foundational Component Area definition above?

The course {Cl AS/HIST 428, The Roman Republic II: The Civil Wars) is a survey of Roman History from the late 2"d century BC to the end of the 1' 1 century AD, with focus on the gradua l disintegration of republican government and its replacement by unrestra ined autocracy, the series of civil wars that brought about this change, and the administration and expansion of Roman imperial rule throughout the Mediterranean. Students learn about some of the most important political, military, social, legal, religious, and cultura l developments in Classical Antiquity, as well as about the geography of the ancient world. Topics to be covered include principles and institutions of Roman republican government in contrast to personal autocracy {i.e., the rule of the 'emperor'); and society, law, re ligion, and warfare in cont rast to those of other cultures {e.g., Gaul, Britain, Germany, Greece, Parthla, Egypt, North Africa) that Interacted w ith the Romans during this period. In tracing the t ra nsformation of the Rom an state from republic to autocracy and the growth and organization of Roman power in the Mediterranean, the course examines questions of political and cultu ral cooperation and conflict.

Core Object ives



Critica l Thinking {to include creative thinking, innovation, inquiry, and analysis, evaluation and synthesis of information):

This course enhances critica l thinking by requiring students to analyze, interpret, and synthesize materials from lectures, ancient historiographical and biographical sources (Tacitus, Suetonius, Plutarch, Appian), and modern scholarly literature dealing w ith the social, politica l, cultural, and military history of the period covered in this course. An important component of this course is introducing students to the methods of scholars who study the Classical Graeco-Roman world . Student development in this area is evaluated t hrough class discussion, t hree written essay examinations, and a fina l exam that incorporates material from lectures and readings as well as visual images and maps.


Core Curriculum Initial Request for a Course Addition to the Fo/12014 Core Curriculum


This course enhances communications skills by requiring students to summarize and explain the importance of assigned readings in class discussions and to investigate, defend, and critique Roman values, attitudes, and practices with regard to a variety of issues. The geography and iconography of the Roman world will be closely considered through visual images and maps, both on display during each lecture and made available to students as part of a course packet. Development of student interpretation and communication skills is evaluated through class discussion, three written essay examinations, and a final exam that incorporates material from lectures and readings as well as visual images and maps.


This course enhances social responsibility by requiring students to consider how historical experiences and cultural differences shaped the identity and self-expression of (the) Romans, with regard both to the disintegration of republican government and its replacement by unrestrained autocracy and to their interaction with others inside and beyond the empire (e.g., Gaul, Britain, Germany, Greece, Parthia, Egypt, North Africa) while maintaining world power. Students will examine Roman views on issues such as war, ethniclty, slavery, violence, gender, religion, and social welfare; consider how and why the belief systems of the ancient world differfrom our own; and explain why some of these views are seen as foundational to our own while others have come to be considered abhorrent. Student development of this objective will be evaluated through class discussion, three written essay examinations, and a final exam that incorporates material from lectures and readings as well as visual images and maps.


This course offers students the opportunity to reflect on topics conducive to the promotion of personal responsibility, including but not limited to: how we form and defend ethical judgments, the degree to which freedom of speech and the right to due process (a fundamental element in Roman republican government) serves the interests of society, how different cultures define in different ways the responsibilities of the individual to the community, and how the study of ancient cultures and their alien belief systems puts our own beliefs in sharper perspective, thereby prompting personal reflection and growth. Students' active engagement with this objective will be evaluated through class discussion, three written essay examinations, and a final exam that incorporates material from lectures and readings as well as visual images and maps.


Fall 2014

Instt·uctor: Office: Hours: Phone: e-mail:

CLAS/HIST 428: The Roman Republic II: The Civil Wars


TR 3:55-5:10



PETR 106

Subject: A survey of Roman History from the late 2nd century BC to the late I st century AD, with emphasis on the disintegration of the Republic and the consolidation of authoritarian rule under the early Principate. Topics given special attention: Civil War and the establishment of autocracy; Imperial Government and Administration; Roman Religion; Family, Law, and Society; the Anny; Topography of the City; Geography of the Empire.







Core Objectives:

Critical Thinking Skills: This course enhances critical thinking by requiring students to analyze, interpret, and synthesize materials from lectures, ancient historiographical and biographical sources, and modem scholarly literature dealing with the social, political, cultural, and military history of ancient Rome from the late 2nd century BC to the end of the 1st century AD. Class discussion as well as written work are exercises in which students demonstrate critical thinking skills.

Communication Skills: This course enhances communications skills by requiring students to summarize and explain the importance of assigned readings in class discussions and written work, and to investigate, defend, and critique Roman values, attitudes, and practices with regard to a variety of issues. The geography and iconography of the Roman world will be closely considered through visual images and maps, both on display during each lecture and made available to students as part of a course packet. Students will examine and explore visual representations of themes from Roman life (e.g., buildings, dress, portraits) and follow the geographic setting of historical events on maps of Rome, Italy, and the Meditenanean.

Social Responsibility: This course enhances social responsibility by requiring students to consider how historical experiences and cultural differences shaped the identity and self-expression of (the) Romans, with regard both to the disintegration of republican government and its replacement by unrestrained autocracy and to their interaction with others inside and beyond the Empire (e.g., Gaul, Britain, Germany, Greece, Parthia, Egypt, North Africa) while maintaining world power. This will allow and encourage students to examine Roman views on a number of vexing issues such as war, ethnicity, slavery, violence, gender, religion, and social welfare, and to explain why some of these views are seen as foundational to our own while others have come to be considered abhorrent.

Personal Responsibility: This course offers students the opportunity to reflect on topics conducive to the promotion of personal responsibility, including but not limited to: how we form and defend ethical judgments, the degree to which freedom of speech and the right to due process (a fundamental element in Roman republican government) serves the interests of society, how different cultures define in different ways the responsibilities of the individual to the community, and how the study of ancient cultures and their alien belief systems puts our own beliefs in sharper perspective, thereby prompting personal reflection and growth.


Essays will be judged by a letter grade converting to a Term Point value as follows:

A = 8 A-= 7

B = 6 B- = 5

c = 4 C- = 3

D = 2 D- =

F = 0


I 00-95 = SA 89-85 = 6B 94-90 = 7 A- 84-80 = 5B-

79-75 = 4C 74-70 = 3C-

69-65 = 20 59-0 =OF 64-60 = 10-


Term Grade Computation (example): MEt B = 6, ME2 C- = 3, ME3 B- = 5: MT = 14 + 3 = 4.66 x .6 = Mr 2.8 FEx 92 =A-= 7 x .4 = 2.8

Term Score and Grade: Mr + FEx = 5.6 = B

Attendance: Important. This course covers a large amount of unfamiliar material. Be advised that exams will include items discussed in class but not easily extracted irom your readings alone. You are responsible for signing your name on the attendance sheet circulated during each class. You will be allowed I (one) unexcused absence. For each additional absence without a valid excuse, one-half (0.5) tetm point may be subtracted from your Term Score. A perfect attendance record (zero absences other than with documented University-approved excuse) will add one-half (0.5) term point to your Score. Please see http://student-rules.tamu.edu/rule07 for current policy on University-excused absences. For illness- or injury-related absences of fewer than three days, an Explanatory Statement of Absence or a note from a health care professional confirming date and time of visit will be required in order to count the absence as University-excused; for absences of three days or more, a note containing a medical professional's confirmation that absence form class was necessary will be required (see Rule 7.1.6.1 ). Make-up tests will be given in accordance with University Regulations (7.3).

Disabilities: The Americans with Disabilities Act (ADA) is a federal anti-discrimination statute providing comprehensive civil rights protection for persons with disabilities. Among other things, this legislation requires that all students with disabilities be guaranteed a learning environment that provides for reasonable accommodation of their disabilities. If you believe that you have a disability requiring an accommodation, please contact Disability Services, B-118 Cain Hall (845-1637). For additional information, visit http://disability.tamu.edu.

Academic Integrity: "An Aggie does not lie, cheat, or steal, or tolerate those who do." You are expected to be aware of the Aggie Honor Code and the Honor Council Rules and Procedures, stated at httr> :!/VfY:IV'!, tllmu.eci1J/aggkhonor.


CP =Course Packet (wl Syllabus). Will be posted on eLearning. GN =H. H. Scullard, From the Gracchi to Nero. App. =Appian, The Civil Wars. Assignments by book and chapter numbers. PluF =Plutarch, The Fall oft he Roman Republic. Assignments by Life and chapter numbers. PluC =Plutarch, Rome in Crisis. Assignments by Life and chapter numbers. Suet. = Suetonius, The Twelve Caesars. Assignments by Life and chapter numbers. Tac. =Tacitus, The Annals. Assignments by book and chapter numbers.

Optional Reading: Sal!.= Sallust, Catiline 's War, The .lugurthine War, Histories. RR = J. A. North, Roman Religion. RW =E. D' Am bra, Roman Women. R. Syme, The Roman Revolution. (A classic of Roman scholarship, focussing on the disintegration ofthe Republic and the establishment of the autocratic imperial regime under Augustus. Indispensable for anyone with a serious interest in

ancient Rome. Two chapters a week will spread reading the book over the semester.)

Course Packet and Handouts: These are chiefly intended for review and exam preparation. Be advised that the material contained in them is selective and that a large amount of important information appears only in class lectures and assigned readings. Unless indicated otherwise, all items in bold or bold italics are expected to be known for a passing performance on exams. Terms in regular italics (mostly Latin words) are primarily for your infmmation. Roman names and Latin tenns which appear in the Course Packet or in class handouts are to be learned. This includes their correct spelling.


Lectures: A considerable amount of names and terms will appear on the overhead projection screen or the blackboard during lectures. All items spelled in CAPITAL letters are expected to be known for a passing performance on exams; items written 'normally' are primarily for your infmmation. Overhead text for each lecture will be posted on eLearning, usually during the night before each class. The following color scheme will be employed to help you distinguish certain aspects of the material:

red: (a) Roman/Latin events, terms, and institutions, including offices/appointments held by men of Senatorial Rank (SenR). (b) Place names in Italy. (Prior to 80 BC: Items relating to Rome's Italian Allies may appear in aqua, or--Dn maps-in green.) black: Names of Roman individuals other than Nobles. blue: (a) Names of Roman Noble individuals, whether Patricians or Plebeians (b) Items (persons, places, events, etc.) relating to the Danubian frontier of the Empire (Illyricum, Thrace ). orange: Offices/appointments held by individuals of Equestrian Rank (EqR). yellow: Offices/appointments held by men of neither Senatorial nor Equestrian Rank. gray: (a) Offices/appointments held by Freedmen. (b) Items relating to Spain. green: Items relating to the northern frontier of the Empire (Gaul, Rhine, Germany, Britain). purple: (a) Greek items (persons, places, etc.) (b) Items relating to the Near Eastern frontier of the Empire (Asia Minor, Syria, Egypt until 30 BC, Parthia, etc.). brown: Items relating to Africa. Abbreviations: The following standard abbreviations for Roman officials (including Priests) and institutions will be used on screen and in the Course Packet:

Aed. ~ Aedile (Cur.~ Gurule; Pleb. ~ Plebeian) Praef. Praet. ~ Praetorian Prefect Cens. =Censor Priv. = Privatus (Private Citizen) Cos. '"" Consul Pro Cos.= Proconsul Des.= Designate Pro Pr. = Propraetor or pro praetore Diet.~ Dictator Q. ~ Quaestor Imp.= lmperator Trph. =Triumph Leg. Pro Pr. ~ Propraetorian LegateTr. Pl.~ Tribune of the Plebs Pont.= Pontifex Tr. Pot.= Tribunician Power (fribun;cia potestas) Pont. Max.= Pontifex Maxim us 11Ivir (r. p. c.)= Triumvir (rei publicae constiluendae) Pr. ""' Praetor XV vir s.f."" Quindecimvir sacris faciundis

Part I. Republic and Empire: 133-78 BC

1. T Aug. 26: Res publica populi Romani The City of Rome: origins and topography; the Roman Republic

2. R Aug. 28: S. P. Q. R.: GN 1-21; CP 6-31. Republican government: magistrates, senate, and assemblies

3. T Sept. 2: Ties that Bind: CP 44-47. Optional: RR 1-62. Roman religion and society; Fides; ideology of ruling elite

4. R Sept. 4: Private Affairs: CP 32-43. Opt'!: RW 1-91. Concepts of law; marriage and family

5. T Sept. 9: Order of Battle: ON 22-31; CP 60-61; App. pp. ix-xxxiii. The Roman Army

6. R Sept. 11: Italy and the Empire, 338-133 BC: CP 48-59; App. I 1-17; P1uC Creation of the Empire; consequences and problems Tiberius Gracchus

7. T Sept. 16: The Ghost ofTarquinius, 133-101 BC: ON 32-41; CP 62; App. I 18-27; PluC The Gracchi and the political crisis of the late 2"' century Gaius Gracchus; PluF Marius (all).

8. R Sept. 18: The Confidence Gap, 100-88 BC: GN 42-70; CP 63; App. I 28-75. The Social War and the unification of italy; the First Mithridatic War Opt'!: Sail. Jug War (all).

9. T Sept. 23: Sulla the Fortunate, 88-78 BC: GN 70-84; CP 64-65; App. I 76-107; PluF Sulla. The First Civil War; the Proscriptions and Sulla's dictatorship

Part II. The Last Generation of the Roman Republic: 78-27 BC

10. R Sept. 25: Restoration, 78-70 BC: ON 85-95; App. I 108-121; PluF Pompey I 42. 1st Essay assigned Opt'!: PluC Serlorius. The rise of Pompei us Magnus; Crassus and the Great Slave War

11. T Sept. 30: The Last, Best Hope? 69-60 BC: GN 95-114; App. II 1-24; PluF Pompey The Pirates; Mithridates and Asia; Catiline's Conspiracy 43-80. Opt' I: Sail. WarCat (all).

12. R Oct. 2: The Three-Headed Monster, 59-49 BC: GN 114-137; CP 65-66; App. II 1-24; 1st Essay due Suet. .JuliusCaesar 1-54. The Grand Alliance and the disintegration of republican government

13. T Oct. 7: The Great Dictator, 49-44 BC: GN 137-153; App. II 65-105; Suet. .JuliusCaesar The Second Civil War (1: Rubicon to Munda); Caesar's dictatorship 55-89. Opt'!: PluF Caesar.

14. R Oct. 9: The Liberators, 44-42 BC: GN 154-16I; App. II I06-154; III 1-30; PluF Cicero. The Ides of March; the Second Civil War (II: Mutina to Philippi); the Triumvirate

15. T Oct. 14: lmperator, 42-36 BC: GN 161-165, 172-207; CP 67; App. IV 2-51, 83-138; The Second Civil War (Ill: Perusia to Naulochos); Octavian in the West PluC Antony 1-32






4. Complete course title: The Roman Empire 5. Semester credit hours: 3 ----------~-------------------- -~-----------


_Q_ Communication

_Q_ Mathematics

_Q_ Life and Physical Sciences

___l2J_ Language, Philosophy and Culture

__0__ Creative Arts

_Q_ American History

__0__ Government/Political Science

__0__ Social and Behavioral Sciences


_D_ Yes ~ No


~LHLMJ~~u-: Vts (as~)

9. Number of class sections per semester: F: 1; S: 1 [at least 1 section of 4 course rotation offered per semester]

10. Number of students per semester: F: 40; S: 40 [at least 1 section of 4 course rotation offered per semester]

11. Historic annual enrollment for the last three years : - '-=1=2....:.-1:..:3:..:..:....:.4..:.0 _________ '=11=--....:.'1:..:2:..:..: ....:.4..:.1 ________ '-=1-=-0--'=11=:-=3:..:6:.__ ____ _


12. submitting reguest should be in attendance when considered by t he Core Curriculum Counci l.

"~ tc."F t{f)JJUJJ DS:/J.1! w 1J ( l

14.

15.

Course Instructor Date

Date

Date


www.thecb.state.tx.us/corecurricu lum2014



Core Curriculum Initial Request for a Course Addition to the Fa/12014 Core Curriculum


In the box below, describe how this course meets the Foundational Component Area description for La nguage, Philosophy and Culture. Courses in this category focus on how ideas, values, beliefs, and ot her aspects of culture express and affect human experience. Courses involve the exp loration of ideas that foster aesthetic and inte llectual creation in order to understand t he human condition across cu ltures.

The proposed course must contai n all elements of the Foundational Component Area. How does the proposed course specifically address the Foundational Component Area definit ion above?

The course (CLAS/I IIST 429, The Roman Empire) is a survey of Roman History from the late 1st century ·acto the end of the 6th century AD, with focus on the consolidation of autocratic rule under the principate, the administ ration of Roman imperial ru le throughout the Mediterranean, the conflict between Christ ianity and the Roman state, and the eventual disintegration of the empire and creation of Germanic successor kingdoms in the west. Students learn about some of the most important political, military, social, legal, religious, and cultural developments in Classical Antiquity, as well as about the geography of the ancient world. Topics to be covered include principles and instit utions of Roman government, society, law, religion, and warfare in contrast to those of other cultures (e.g., Germans, Dacians, Huns, Parthians/Persians) and religions (Jews, Christians) that interacted with or were part of the Roman world during this period. In tracing the t ransformat ion of the Roman empire into the w orld of medieval Europe and Byzantium, t he course examines questions of political and cultural cooperation and conflict.

Co re Objectives

Describe how t he proposed course develops the required core objectives below by indicating how each learning objective will be addressed, what specific strateg ies will be used for each objective and how student learning of each objective wHI be eva luated.

The proposed cou rse is required to contain each element of the Core Objective.

Critical Thinking (to include creative thinking, innovation, inquiry, and ana lysis, evaluation and synthesis of information):

This course enhances critica l t hinking by requ iring students to analyze, interpret, and synthesize mat erials fro m lectures, ancient historiographical and biographical sou rces (e.g., Suetonius, Ammianus Marcellinus, Eusebius), and modern scho larly literature dealing w it h t he socia l, political, cultura l, and military history of t he period covered in this course. An important component of t his course is introducing students to the methods of scholars who study the Classical Graeco-Roman world. Student deve lopment in this area is evaluated through class discussion, three written essay examinations, and a fina l exam that incorporates material from lectures and readings as well as visual images and maps.


Core Curriculum Initial Request far a Course Addition to the Fa/12014 Core Curriculum


This course enhances communications skills by requiring students to summarize and explain the importance of assigned readings in class discussions and to investigate, defend, and critique Roman values, attitudes, and

practices with regard to a variety of issues. The geography and iconography of the Roman world will be closely considered through visual images and maps, both on display during each lecture and made available to students as part of a course packet. Development of student interpretation and communication skills is evaluated through class discussion, three written essay examinations, and a final exam that incorporates material from lectures and readings as well as visual images and maps.


This course enhances social responsibility by requiring students to consider how historical experiences and cultural differences shaped the identity and self-expression of (the) Romans, with regard both to their interaction with others inside and beyond the empire (e.g., Germans, Dacians, Huns, Parthians/Persians) while maintaining world power and to the challenge posed to the Roman state by a fundamentally different form of religion such as Christianity. Students will examine Roman views on Issues such as war, ethnicity, slavery, violence, gender, religion, and social welfare; consider how and why the belief systems of the ancient world differ from our own; and explain why some of these views are seen as foundational to our own while others have come to be considered abhorrent. Student development ofthis objective will be evaluated through class discussion, three written essay examinations, and a final exam that incorporates material from lectures and readings as well as visual images and maps.


This course offers students the opportunity to reflect on topics conducive to the promotion of personal responsibility, including but not limited to: how we form and defend ethical judgments, the degree to which freedom of religion serves the interests of society, how different cultures define in different ways the responsibilities of the individual to the community, and how the study of ancient cultures and their alien belief systems puts our own beliefs in sharper perspective, thereby prompting personal reflection and growth. Students' active engagement with this objective will be evaluated through class discussion, three written essay examinations, and a final exam that incorporates material from lectures and readings as well as visual images and maps.


Spring2014


CLAS/HIST 429-500: The Roman Empire


TR 3:55-5:10

TR 2:30-3:30 and by appointment 764-2802 (home) 845-2124 (department) k~lll:adc@1!ltl1Jl&<!u


PETR 106

Subject: A survey of Roman History from the late 1st century BC to the 6th century AD, with emphasis on the imperial period from the consolidation of the Principate to the disintegration of the Empire in Late Antiquity. Topics given special attention: the consolidation of autocracy; Roman Government and Imperial Administration; Roman Religion and the rise of Christianity; Family, Law, and Society; the Army; Popular Culture; the Caesars; Geography of the Empire.




2) Reason logically and respond critically, in speech and writing, to historical evidence, with regard both to ancient sources and modern scholarship;



Core Objectives:

Critical Tit inking Skills: This course enhances critical thinking by requiring students to analyze, interpret, and synthesize materials ftom lectures, ancient historiographical and biographical sources, and modern scholarly literature dealing with the social, political, cultural, and military history of ancient Rome ftom the late 1st century BC to the end of the 6th century AD. Class discussion as well as written work are exercises in which students demonstrate critical thinking skills.

Commu11icatio11 Skills: This course enhances communications skills by requiring students to summarize and explain the importance of assigned readings in class discussions and written work, and to investigate, defend, and critique Roman values, attitudes, and practices with regard to a variety of issues. The geography and iconography of the Roman world will be closely considered through visual images and maps, both on display during each lecture and made available to students as part of a course packet. Students will examine and explore visual representations of themes from Roman life (e.g., buildings, dress, portraits) and follow the geographic setting of historical events on maps of Rome, Italy, and the Mediterranean.

Social Responsibility: This course enhances social responsibility by requiring students to consider how historical experiences and cultural differences shaped the identity and self-expression of (the) Romans, with regard both to their interaction with others inside and beyond the Empire (e.g., Germans, Dacians, Huns, Parthians/Persians) while maintaining world power and to the challenge posed to the Roman State by a fundamentally different form of religion such as Christianity. This will allow and encourage students to examine Roman views on a number of vexing issues such as war, ethnicity, slavery, violence, gender, religion, and social welfare, and to explain why some of these views are seen as foundational to our own while others have come to be considered abhotTent.

Personal Responsibility: This course offers students the oppmtunity to reflect on topics conducive to the promotion of personal responsibility, including but not limited to: how we form and defend ethical judgments, the degree to which freedom of religion serves the interests of society, how different cultures define in different ways the responsibilities of the individual to the community, and how the study of ancient cultures and their alien belief systems puts our own beliefs in sharper perspective, thereby prompting personal reflection and growth.


Essays will be judged by a letter grade converting to a Term Point value as follows: A=8 B 6 C=4 D=2 F=O A- = 7 B- = 5 C- = 3 D- = 1

The Final Examination will consist of ca. 80-90 short questions graded by percentage of correct answers, and converted to Term Points as follows:

I 00-95 = 8A 89-85 = 6B 79-75 = 4C 94-90 = 7 A- 84-80 = 5B- 74-70 = 3C-

69-65 = 20 64-60 = 10-

59-0 =OF


Term Grade Computation (example): ME, B ~ 6, ME, C- ~ 3, ME, B- ~ 5: MT = 14 ~ 3 = 4.66 X .6 = M, 2.8 Fcx 92 ~A-~ 7 x .4 = 2.8

Term Score and Grade: Mr + Ft:-x = 5.6 == B

Attendance: Important. This course covers a large amount of unfamiliar material. Be advised that exams will include items discussed in class but not easily extracted from your readings alone. You are responsible for signing your name on the attendance sheet circulated during each class. You will be allowed I (one) unexcused absence. For each additional absence without a valid excuse, one-half (0.5) term point may be subtracted from your Term Score. A perfect attendance record (zero absences other than with documented University-approved excuse) will add one-half (0.5) term point to your Score. Please see http://student-rules.tanm.edu/rule07 for cun·ent policy on University-excused absences. For illness- or injury-related absences of fewer than three days, an Explanatory Statement of Absence or a note from a health care professional confirming date and time of visit will be required in order to count the absence as University-excused; for absences of three days or more, a note containing a medical professional's confirmation that absence form class was necessary will be required (see Rule 7.1.6.1). Make-up tests will be given in accordance with University Regulations (7.3).

Disabilities: The Americans wit/1 Disabilities Act (ADA) is a federal anti-discrimination statute that provides comprehensive civil rights protection for persons with disabilities. Among other things, this legislation requires that all students with disabilities be guaranteed a learning environment that provides for reasonable accommodation of their disabilities. If you believe that you have a disability requiring an accommodation, please contact Disability Services, B-118 Cain Hall (845-1637). For additional information, visit http://disabilitv.tamu.edu.

Acade·mic Integrity: "An Aggie does not lie, cheat, or steal, or tolerate tlrose who do." You are expected to be aware of the Aggie Honor Code and the Honor Council Rules and Procedures, stated at <http://www.tamu.edu/aggiehonor>.


CP = Course Packet. Will be posted on eLearning. LRE = S. Mitchell, A Hist01y of the Later Roman Empire, AD 28-1-6-11. RW = M. Goodman, The Roman World, -14 BC-AD 180. Amm. = Ammianus Marcellinus, The Later Roman Empire. Assignments are by book and cltapter numbers. Euseb. = Eusebius, The History of the Church. Assignments are by book and chapter numbers. Lives= [Anonymous], Lives of the Later Caesars. Assignments by Life. Suet. = Suetonius, The Twelve Caesars. Assignments by Life and chapter numbers.

Optional Reading:

Proc. = Procopius, The Secret History. CRE = R. MacMullen, Christianizing the Roman Empire. DRR = S. Williams, Diocletian and the Roman Recove1y. FR = B. Ward-Perkins, The Fall of Rome and the End <![Civilization. RWom =E. D' Ambra, Roman Women.

Course Packet and Handouts: These are chiefly intended for review and exam preparation. Be advised that the material contained in them is selective and that a large amount of important information appears only in class lectures and assigned readings. Unless indicated otherwise, all items in bold or bold italics are expected to be known for a passing performance on exams. Terms in regular italics (mostly Latin words) are primarily for your information. Roman names and Latin terms which appear in the Course Packet or in class handouts are to be learned. This includes their correct spelling.


Lectures: A considerable amount of names and terms will appear on the overhead projection screen or the blackboard during lectures. All items spelled in CAPITAL letters are expected to be known for a passing performance on exams; items written 'normally' are primarily for your information. Overhead text for each lecture will be posted on eLearning, usually during the night before each class. The following color scheme will be employed to help you distinguish certain aspects of the material:

Emperors: the name by which an Emperor is commonly known appears in red; however, Emperors mainly active in only one region of the Empire appear in the appropriate regional color (e.g., blue, green, pwple; West= red). black: Names of Roman individuals, of all ranks. red: (a) Roman/Latin events, terms, and institutions, including offices/appointments held by men of Senatorial Rank (SenR). (b) Place names in Italy and the central part of the Empire. orange: Offices/appointments held by individuals of Equestrian Rank (EqR). yellow: (a) Offices/appointments held by men of neither Senatorial nor Equestrian Rank.

(b) Items (persons, places, events, etc.) relating to Africa. gray: (a) Offices/appointments held by Freedmen. (b) Items (persons, places, events, etc.) relating to Spain. green: Items relating to the northern frontier of the Empire (Gaul, Rhine, Germany, Britain). blue: Items relating to the Danubian frontier (Illyricum, Greece, Thrace). purple: Items relating to the Near Eastern frontier of the Empire (Asia Minor, Syria, etc.). brown: Items in the Near East outside the Empire (Egypt until 30 BC, Parthia, etc.).Abbrevintions: The following standard abbreviations for Roman officials and titles will be used on screen and in the Course Packet:

Cos."" Consul Des.""' Designate D. N.-;:;: Dominus Noster Imp.= lmperator Leg. ~ Legate Leg. Pro Pr. = Legatus pro praetore (Propraetorian Legate) Mag. Mil.~ Magister Militum (Master-of-Soldiers) Mag. Mil. Praes. =Magister Militum Praesentalis

Pont. Max.= Pontifex Maximus Pr. = Praetor Praef. = Prefect Praef. Praet. = Praetorian Prefect Pro Cos."-" Proconsul Pro Pr. = Propraetor Q. ~ Quaestor Tr. Pot.= Tribunician Power (lribunicia potestas)

Part I. The First Man in Rome: 30 BC-AD 68

I. T Jan. 14: Empire without End The Roman Republic: origins and government

2. R Jan. 16: Ties that Bind: RW 3-28; CP 6-42, 73-74; Roman religion and society; Fides; ideology of ruling elite

3. T Jan. 2I: The Late, Great Roman Republic, 264-30 BC: RW 29-36; Suet. Julius Caesar Creation of the Empire; crisis of the Late Republic; The Second Civil War (all). Optional: CP 43-73.

4. R Jan. 23: The New Romulus, 30-2 BC: RW 36-45; CP 75; Suet. Augustus 1-60. Constitutional and political foundations of the Principate; government & provincial administration

5. TJan.28: PeaceonEarth ... : RW89-132;CP76-94;Suet.Augustus6I-101. The Roman Army; Pax Augusta and the Wars of Augustus Opt'!: RWom 1-91.

6. R Jan. 30: ... and Justice for All: R W 133-151, 173- I 79; Suet. Tiber ius 1-38. State security services; law, family, and marriage Opt'!: RWom 94-180.

7. T Febr. 4: The Golden Age, 2 BC-AD 14: RW 180-215; 309-325; CP 99-102; Arts, buildings, propaganda; the search for a successor Suet. Tiberius 39-76, Gaius (all).

8. R Febr. 6: Dynasty, AD 14-41: RW 49-53; Suet. Claudius (all); Nero 1-19. Tiberius and Caligula

9. T Febr. II: Anything Goes, AD 41-68: RW 53-61; Suet. Nero 20-57. Claudius, Agrippina, and Nero

Part II. The Limits of Empire: AD 68-251

IO. R Febr. 13: Survivor, AD 69: RW 62-65; CP 102; Suet. Galba, Otho, Vitellius. 1st Essay assigned The Third Civil War

I I. T Febr. I8: The Silver Age, AD 70-81: RW 65-71, 152-170; Suet. Ve;pasian, Titus, Consolidation of the Principate: the Flavians

12. R Febr. 20: The Most Dangerous Game, AD 81-96: RW 243-261; CP 103; 1st Essay due Suet. Damitian. Blood sports in the arena; Germany and the Danube

13. T Febr. 25: The Conqueror, AD 96-117: RW 72-75; Lives Trajan, Hadrian. Dacia and Parthia: greatest extent of the empire

14. R Febr. 27: The Best of Times? AD 117-192: RW 75-86, 298-306; Lives Marcus The Second Century Antoninus, Commodus. Opt'!: Lucius Veru.~. Avidius Cassius.

15. T March 4: Playing for Keeps, AD 193-217: CP I 04; Lives Septimius Sevents, Caracalla. The Fourth Civil War; the changing empire; the House ofSeverus

I 6. R March 6: Millennium, AD 217-25 I: Lives Heliogabalus; Euseb. 2. I 9-3.20; 3.32-4. I 3. The New Persian (Sassanid) Empire; Alamanni, Franks, and Goths

March I 0- March 14: S P R I N G B R E A K

Part III. Novus ordo saeclorum: AD 251-395

17. T March 18: Apocalypse Now, AD 25!-293: LRE 1-46; Euseb. 5.1-5, 21-25; 6.1-8, 19-46. The Crisis of the Third Century Opt'!: ORR 9-88.

18. R March 20: Emperors Four, AD 293-305: LRE 46-62; CP 105, I 12; Amm. pp. 13-38; Diocletian and the Tetrarchy: reinventing the Empire 9 I-139; XV.8-9, I 2. Opt'!: DRR 91-139.

19. T March 25: Defenders of the Faith, AD 250-304: RW 338-360; Euseb. 7.1-13; 8 (all); Christianity and the Roman State Amm. XVI (all); XXI. I -2, 9-16. Opt' l: ORR I 40-185.

20. R March 27: Sign of the Cross, AD 305-324: LRE 62-70, 225-255; Amm. XXII.I-14; 2nd Essay assigned XXIV; Euseb. 9 and 10; CP I 13. Opt'!: ORR 186-219. The failure of the Tetrarchy and the rise of Constantine

21. T April I: The Thirteenth Apostle, AD 325-337: LRE 256-300; Amm. XXV( all); The New Empire of Constantine XXVI.l-5; XXVII.6-8; XXVIII.l-4. Opt'!: CRE 1-42.

22. R April3: Imperial Echoes, AD 337-378: LRE 70-84, 155-173; CP 105-109, I 14; Amm. 2nd Essay due XXIX (all); XXX.5-IO; XXXI (all). Opt'!: CRE 43-73. The Later Roman Empire; the begining of barbarian invasions

23. T April 8: That Old-Time Religion, AD 379-395: LRE 84-89, 173-189. The suppression of the ancient religion Opt']: CRE 73- I 01.

Prut IV. The Waning of the Ancient World: AD 395-602

24. R April 10: Twilight's Red Gleruning, AD 395-429: LRE 89-113. Opt' I: CRE 102-119. The divided Empire in East and West; the Visigoths and the first sack of Rome; loss of Spain and Britain

25. T April 15: Last of the Romans, AD 429-455: LRE I 13-120; CP I 15. Opt'!: FR 1-83. The Vandal conquest of Africa; the Huns; the second sack of Rome

26. R April I 7: Brave New World, AD 455-526: LRE 120-125, I 91-224. Opt'!: FR 87-183. 3rd Essay assigned The fall of the Roman Empire in the West; the Germanic successor kingdoms in Italy, Spain, and Gaul

27. T April 22: Recovery, AD 527-602: LRE 125-154, 300-370. Opt'!: Procop. chs. 1-14. Consolidation of the Eastern Empire; Justinian's re-conquest of Africa and Italy

28. R April24: Empire without End: LRE 371-424. Opt'!: Procop. chs. 15-30. 3rd Essay due Outlook: the Greek transformation of the Roman Empire in the East; the rise of the Islamic Arab empire

Tuesday, May 6,1:00 pm: FINAL EXAM IN AT I 0 N


Core Curriculum Cover Sheet

C.ko.~~ Cou..-sp

d.t:?5C VtfJ fr 'a '1

Initial Request for a course to be considered for the Fall 2014 Core Curriculum

1. This request is submitted by (department name): Performance Studies

2. Course prefix and number: MUSC 325 3. Texas Common Course Number: N/A _:..._ ____ _ c v 6 ~~ - (l ·..,t l'e;:.e p 3,;). '$""'

4. Complete course title: Dance in World Cultures 5. Semester credit hours: 03 -------6. This request is for conside ration in the following Foundational Component Area:

D Communication

D Mathematics

D Life and Physical Sciences

_J!__ Language, Philosophy and Culture

0

0 0

0

Creative Arts (. uii'V,&ott Cov~- \'tO

(uclll.e~~ { c D - vto American History




D! Yes 0 No

8. How frequently wi ll the class be offered? Once per year ---L-~-----------------------

9. Number of class sections per semester: 1- 2 -------- ---------- ------------ - --10. Number of students per semester: 200 - -------------------------------11. Historic annual enrollment for the last t hree years: 0 0 0 --------------------- --- -----------

This completed form must be attached to a course syllabus that sufficiently and specifically details t he appropriate core objectives through multiple lectures, outside activities, assignments, etc. ~res!!ntative from department

12. submitting request should be in attendance when considered by the Core Curriculum Council.

13.

15.

Submitted by:

Co~ Date

Approv1 /. / ,

~. 7!~

~--

For additional information regarding core curriculum, visit the Texas Higher Education Coordinating Board website at www.thecb.state.tx.us/corecurriculum2014







Dance embodies a culture1S aestheticS1 ideals, and values. It is both a fundamental dimension of human experience

for dancers and a way to convey information about this experience to audiences. Beliefs and values incarnated in dance include views of gender relationships, questions of beauty, obligations for transmitting cultural heritage and innovation1 and attitudes toward globalization and the nation state to name only a few. This course provides students with vocabulary, methods, and representative examples necessary to explore the intellectual and social work of dance.

Core Objectives




Students must analyze selected works of dance using class vocabulary and methods. Analyses will be written and will include visual, textual, and kinesthetic materials. Students must synthesize information from multiple case studies to formulate conclusions about dance's cultural work.


Written assignments require students to interpret the meaning and significance of key dance examples. Presentations require students to integrate written, verbal, and visual communication to convey their arguments about dance's cultural work in a given context.


This course includes discussions about dance as cultural property and ethics of using cultural and intercultural forms. It emphasizes that understanding dance in specific cultural contexts is a dimension of intercultural competence. It explicitly examines the role of dance in maintaining regional, national, and global communities.




Personal responsibility operates on two levels in this course. 1t is a content element in examinations of individual artists and choreographers who have used dance to communicate key points of social concern. In numerous readings emphasizing dance as cultural patrimony and intellectual property, it requires students to think about the ethical dimensions and consequences of cultural appropriation. Group assignments require members to meet their responsibilities for the components to which they are assigned or face the consequences during class presentations.


Department of Perfonnance Studies

MUSC/PERF 325 Dance in World Cultures

Request for International and Cultural Diversity (lCD) Designation

MUSC/PERF 325 requires readings and viewings of dance from a wide range of nations, regions, and ethnic groups. Some readings detail the history of particular dance fonns but all readings and viewing examples are from the past 50 years. Global awareness of concert and vernacular dance forms, and the circulation of those forms, is an explicit topic of the course.

MUSC/PERF 325: Dance in World Cultures

Fall,2013 Dr. J. Hamera, Professor Phone: 979-845-7938 Email: [email protected] TR 9:35- 10:50 am Office hours: T 11 am -12:30 pm, R 12:15-1:30 pm, or by appointment LAAH211

Catalog description: Credit: 3. Examination of international relationships between dance, culture, identity, gender, youth and politics; relationships between dancing, gender and politics in specific cultures and in globalization; variety of dance practices across the globe. Prerequisite: Junior or senior classification.

Prerequisites: Junior or senior classification

Learning Outcomes:

•

•

•

•

Analyze selected dance events as both works of the imagination and as social action, using dance studies theories of identity, community, diversity, gender, and representation. Identify and discuss examples of key individuals' and companies' contributions to concert and vernacular dances in selected world cultures. Discuss international relationships between vernacular dance forms as these circulate in the context of globalization. Compare and contrast the ways diverse groups of dancers use dance to articulate collective and individual identity.

Required Readings

Foster, Susan Leigh, ed. War/ding Donee. Basingstoke: Palgrave Macmillan, 2009.

All other required readings and viewings for this course are available through TAMU ELearning and Media Matrix, or online at the uris given on the syllabus. Full citations are included with each reading. Required readings/viewings are listed under the class period in which they will be discussed; "for discussion" indicates the materials should be prepared for that particular class day. In addition to the required materials listed, students are expected to adhere to the style guide of their choice: APA, Chicago Style, or MLA

Page I of7

Assignments and Grading

Note: Assignment descriptions, including objectives and evaluation rubrics, will be distributed during the first week of class.

Class participation Presentations- Probe I Midlerrn Exam Presentation - Probe 2 Presentations- Probe 3 Final Exam

** group projects

10 points 35 points 30 points 40 points** 50 points** 35 points

Total: 200 points

200- 180 points: A. You have consistently gone above and beyond simply meeting the class requirements. You have added both extra effort and originality to all assignments with virtually no problems. Your written and oral presentations have been stylistically and grammatically correct, with detailed analyses and appropriate bibliOf,'raphy that reflects considerable independent research. Your participation has evidenced systematic engagement with the course readings. The class learned something valuable from you.

l79- 159 points: B. While you have exceeded expectations on some assignments, there have been a few significant errors, or a number of smaller or recurring ones. Analyses may have been less detailed; written and oral presentations may not demonstrate the level of polish commensurate witl1 "A" work. Participation may have been inconsistent or not substantial, bibliographies may have demonstrated less than thorough searches, or arguments or examples may have lacked needed nuance. This is solid work that has the potential to improve.

158- 138 points: C. A "C" is average work. You have done what was expected of a student in this course: no more, no less.

137 127: D. You have done less than expected of a student in this course. There may have been multiple errors in multiple assignments, neglect of opporhmities to improve, missed assignments, or problems wilh consistency over the course of the tem1.

126-0: F. You have not completed sufficient work, or work of sufficient quality, to pass this course.

What Does "Class Participation" Mean?

Class participation is respectful of different points of view, is specific, and advances the larger intellectual project of this class. Attendance also affects class participation. It will not be possible to secure full participation credit with more than two unexcused

Page 2 of?

absences. (This does not mean, by the way, that simply showing up for every class insures full credit.) Au excused absence is accompanied by Texas A&M University Explanatory Statement for Absence from Class form available at http://attendance.tamu.edu presented immediately upon your return to class, even if the illness or injury results in an absence of less tlmn three days.

Questions about what constitutes an excused absence should be directed to T AMU Student Rule 7: http:l/student-rules.tamu.edu/rule07

Students are responsible for securing any information missed due to absences or lateness.

Written Assignment Requirements

Grammar and writing style are components of grades for all written assignments, excluding in-class quizzes or exams. W1itten assignments must include appropriate documentation (APA, Chicago, or MLA) of all sources used. Point deductions wi II be made for grammar, writing style, and documentation errors in each evaluation category affected. Assignments are due in hard copy at the beginning of the specified class period. No late submissions are allowed except as specified in TAMU Student Rule 7.

Americans with Disabilities Act (ADA) Policy Statement. The Americans with Disabilities Act (ADA) is a federal anti-discrimination statute that provides comprehensive civil rights protection for persons with disabilities. Among other things, this legislation requires that all students with disabilities be guaranteed a learning environment that provides for reasonable accommodation of their disabilities. If you believe you have a disability requiring an accommodation, please contact Disability Services, in Cain Hall, Room Bll8, or call 845-1637. For additional information visit http://disability.tamu.edu.

Academic integrity statement. Academic honesty is of great importance to all students at TAMU. In tl1is and all classes, you must follow the Aggie Honor Code.

Aggie Honor Code

"An Aggie does not lie, cheat, or steal or tolerate those who do."

Upon accepting admission to Texas A&M University, a student immediately assumes a commitment to uphold the Honor Code, to accept responsibility for learning, and to follow the philosophy and rules of the Honor System[ ... ). Students will be required to state their commitment on examinations, research papers, and other academic work. Ignorance of the rules does not exclude any member of the Texas A&M community ti·mn the requirements or the processes of the Honor System. For more information, see http://aggiehonor.tamu.edu

Page 3 of7

Schedule of Topics and Major Assignments

Unit 1: Vocabulary and Issues in Global Dance Studies Week] August27 Course Introduction

August 29 What do we mean when we talk about "worlding" dance? For discussion:

Lena Hamrnergren, "The Power of Classification," Wor/ding Dance, 1 - 14. Jomm Kealiinohomoku, "An Anthropologist Looks at Ballet as a Fonn of Ethnic Dance." (TAMU e-learning)

Week] September 3 Refining Our Te1ms- Issues in World Dance For discussion:

Susan Leigh Foster, "Choreographies and Choreographers.'~ Worlding Dance, 98 - 118. Marta Savigliano, "Worlding Dance and Dancing Out There in the World," War/ding Dance, 163 ~ 90.

September 5 Dance and!in global circulation: Bharata Natyam For discussion:

Pliya Srinivasan, "A 'Material-ist Reading of the Bharata Natyan Dancing Body," War/ding Dance, 53- 75.

Week3 September 10 Dance and!in global circulation: Tango For discussion:

Marta E. Savigliano, "Exotic Encounters," Tango and the Political Economy qj' Passion. (TAMU e-learning) Tango media module (TAMU e-leaming)

September 12 For discussion: Youtube and the global circulation of dance

Miller, Kiri, "Amateur lo Amateur," Playing Along: Digital Games, Youtube, and Virwa/ Pet.fimnance. (TAMU e-leaming) "Global How-Tos" media module (TAMU e-leaming)

Week1_ September 17

September 19

Presentations- Probe 1

Presentations -Probe 1

Pagc4of7

Unit 2: Gender, Culture, and Politics in Dance- Examples from the Diaspora

WeekS September 25 Case Study I; Cambodian Classical Dance For discussion;

Selections from Toni Samantha Phim and Ashley Thompson, Dance in Cambodia, TAMU e-learning Cambodian Classical Dance module, T AMU Media Matrix

September 26 Cambodian Classical Dance- Displacements and Continuities For discussion:

Judith Humera, '"Saving' Khmer Classical Dance in Long Beach," T AMU eleaming Sophiline Shapiro module, TAMU Media Matrix

Week6 October 1 Case Study 2: African Diaspora Dance For discussion:

Brenda Di•wn Gottschild, "Latitude III," TAMU e-leaming ~ ~ - - - - , ''First Premises of an Africanist Aesthetic/' T AMU e-learning F.-om Mambo to Hip Hop, TAMU Media Matrix

October 3 African Diaspora Dance, continued. for discussion:

Anthea Kraut, "Ciwreography and the Folk," T AMU e-leaming Bahaman ian Fire Dance module, T AMU Media Matrix

Week 7 October 8 African Diaspora Dance, continued For discussion:

Brenda Dixon Gottschild, "Barefoot and Hot, Sneakered and Cool," TAMU eleaming

October 10 Midterm Exam

JVeek8 October 15 Case Study 3: Philippine Dance: Elhno~,q·aphy and Choreography For discussion:

Sally Ness, "Customers and Performers," TAMU e-learning Tindera Sinulog module in TAMU Media Matrix

Page 5 or7

October 17 Philippine Dance, Gender Trouble, and Diaspora For discussion:

Patrick Alcedo, "Sacred Camp," TAMU e-!eaming -----. Ati-Atihan: .Mother qfPhilippine Festivals, TAMU Media Matrix

Efeek2 October 22 Case Study 4: Butob, Masculinity, and Global Modernism For discussion:

Tatsumi Hijikata, ~'Manifestoes,'' TAMU e-learning Butoh module, TAMU Media Matrix

October 24 The "Global Alchemy" ofBuloh For discussion:

Sondra Fraleigh, "Is Butoh a Philosophy?" TAMU e-leaming Naoyuki Oguri module, TAMU Media Matrix

Week 10 October 29 Presentation/Probe 2

October 31 Presentation/Probe 2

Weekll November 5 For discussion:

Unit 3: Dancing Indigeneity, Performing Politics

Indigeneity as LocaUGlobal ';Movement"

Anthea Kraut, "Rac-ing Choreographic Copyright," War/ding Dance, 76 ~ 97. Jacqueline Shea Murphy, "Mobilizing (in) the Archive," War/ding Dance, 32 ~52. Kaha:wi module in TAMU Media Matrix

November 7 Producing Hawaiia-ness in Perfonnance For discussion:

Adria L. lmada, "'Hula Queens' and 'Cinderellas': Imagined Intimacy in the Empire," Aloha America: Hula Circuits Through the U.S. Empire (Durham: Duke UP,20l2): 153~209. 2012 Merrie Monarch Festival- Wahine ofHalau Hula '0 Hokulani- Hula Auana -

11Nenc'u'' http://www.youtube.com/watch?v=4dH42JOS2sQ

Halau I Ka Wekiu -Merrie Monarch 20 12 (Kane Auana): [illp_:/fwww.yQl!tub~,comlwatch?v=xDgs I E2TI Vk

Page6of7

Week 12 November 12 For discussion:

Danza Azteca

Elisa Diana Huerta, "Embodied Recuperations: Performance, Indigeneity, and Dan~ a Azteca, " TAMU e-leaming Danza Azteca Calpulli lvlexihca of San Diego, California

~\~\V!~:_·H!~~!.I_b~.:.£Qillfy .. 2]J_~J!7Y----:_lkgJ]?,.YSJJ_Q Danza Azteca Quetzalcoatl

WW\V.J:Q_Llt!!J>~.com/wa!q_h7y-:'GS __ 72_(\. \VS~}_Q Danza Azteca de Anahuac

www .you tube .com/watch ?v=-1 Zcz94sfE4

No,•cmbcr 14 Dance tmd Ethnic Transmibrration For discussion:

Kimberly DaCosta Holton, "Dancing along the In-Between; Folklore Performance and Transmigration in Newark, New Jersey," TAMU e-leaming Rancho Folk/orico module, TAMU Media Matrix

November 19 Youth, gender, and national identity in Nordic Dance For discussion:

Petri Hoppu, "National Dances and Popular Education ··The Fonnation of the Folk Dance Canon in Norden," T AMU e-leaming Norden module, T AMU Media Matrix

November 21

Week 14 November 26

November 28

Redfllngg Week December 3



No class today. Campus closed.

Course Conclusion; take home final distributed

December 7 12:30- 2 pm -Final Exam

Page 7 of7


Core Curriculum Cover Sheet Initial Request for a course to be considered for the Fall 2014 Core Curriculum


2. Course prefix and number: MUSC 326 r~vo'f:h-(1·~J<I 3. Texas Common Course Number: N/A

t.>/ i>~tu:. 3~) 4. Complete course title: Dance and Identi ty in the United States 5. Semester credit hours: 03

----- --


0 Communication

0 Mathematics

0 Life and Physical Sciences --

~ Language, Phil osophy and Culture

0 --

0 0 --

0

Creative Arts CuN~ CtY'~ - Y..e>

CAJ. v t1 J .:r Ct> - V\ C> American History


Socia l and Behavioral Sciences

7. This course shou ld also be considered for International and Cultural Diversity (lCD) designation:

~ Yes 0 No

8. How frequently will the class be offered? Once per year --~--~------------------------------------------

9. Number of class sections per semester: 1 - 2 - ------------------- ------------------------------10. Number of students per semester: 200 - ------------------------ - ------------------------11. Historic annual enrollment for the last three years: 0 0 0 ---------------------------------------- ---



13. Submitte~ b~

C~uctor Date

For additional information regarding core curri culum, visit the Texas Higher Education Coordinating Board website at

www.thecb .state .tx.us/corecurriculum2014 Associ:.~te rro1 n.;t


for Undet"graduatc Sta d ies

Af!f·' n 11

571 Texns A&l\'l Unh ersh\






Dance embodies a culture's aesthetics, ideals, and values. It is both a fundamental dimension of human experience for dancers and a way to convey information about this experience to audiences. Beliefs and values incarnated in dance include views of gender relationships, questions of beauty, obligations for transmitting cultural heritage and innovation, and attitudes toward globalization and the nation state to name only a few. This course provides students with vocabulary, methods, and representative examples necessary to explore the intellectual and social work of dance.

Core Objectives




Students must analyze selected works of dance using class vocabulary and methods. Analyses will be written and will include visual, textual, and kinesthetic materials. Students will complete an ethnographic project requiring them to collect, and analyze field data.




This course explicitly addresses the ways U.S. institutions shape and are shaped by dance, including the ways dance becomes intellectual property, the ethical uses of dance material, the ethics and responsibilities of conducting fieldwork, and the ways dancers respond to specific civic and historical challenges.




Personal responsibility operates on two levels in this course. It is a content element in examinations of individual artists and choreographers who have used dance to communicate key points of social concern. The ethnography component requires that students make, then reflect on, their own positions as researchers. Group assignments require members to meet their responsibilities for the components to which they are assigned or face the consequences during class presentations.


Department of Performance Studies

MUSC/PERF 326 Dance and Identity in the United States

Request for International and Cultural Diversity (!CD) Designation

This course explicitly presents the multiple dimensions of diversity in the contemporary U.S. by focusing on dance. Gender, racial, and cultural diversity are the subject matter of the works that serve as case studies. Able-bodiedness is also explicitly examined. All of the course readings were published within the past 50 years and 85% of the cases examined have been performed within this period. Finally, readings and viewings explicitly address how dancing communities contribute to American pluralism by demonstrating a wide range of aesthetics, body types, choreographic narratives, and representations of American history.

MUSC/PERF 326: Dance and Identity in the United States

Fall,2013 Dr. J. Hamera, Professor Phone: 979-845-7938 Email: [email protected] TR 9:35- 10:50 am Office hours: T 11 am- 12:30 pm, R 12:15- 1:30pm, or by appointment LAAH 211

Catalog description: Credit 3. Analysis of dance events as complex sites of social action; examines dances performed by diverse groups of people; considers such issues as identity, cotrununity, diversity, gender, and representation in the United States.


Learning Outcomes:

•

•

•

•

•

Students will analyze U.S. dance events as both works ofthe imagination and as social action, using dance studies theories of identity, community, diversity, gender, and representation. Students will be able to identify and discuss examples of key individuals' and companies' contributions to dance in the United States. Students will successfully complete CITI training to ensure ethical conduct of fieldwork. Students will produce an ethnographic account of dance and identity on the TAMU campus or in the surrounding community. Students will compare and contrast the ways diverse groups of Americans use dance to articulate collective and individual identity.

Course key questions and presumptions: Materials for this course invite us to examine and productively complicate the seeming self-evidence of the catalog description. What are "dance events" and where do we tind them? How do diverse constructions of "dance," "identity," and the "United States" cohere or collide on stage, on the page and the screen, in the archive, in everyday routines of practice? When we move, or encounter bodies moving, in any of these locations, what frames and preconceptions also come into view? How does dance "represent" key issues of public I ife and how do we "represent" dance as it does so? How does dance "work" for those who engage it, and what kinds of work does dance do?

This course presumes an intersectional approach to identity. "l ntersectionality" was first used by Kimberle Crenshaw (1989) to address the converging modalities of discrimination and oppression in African American women's experiences. It demands that we consider multiple overlapping demographic and societal boundaries and hierarchies positioning dancers and spectators in the works we examine. These include,

Page 1 of9

but are not limited to, age, class, ethnicity, gender, immigrant status, physicality abilities or lack of same, race, and sexuality, as well as spatial and temporal contexts.

Required Readings

All required readings and viewings for this course are available through T AMU ELearning and Media Matrix, or online at the uris given on the syllabus. These are listed under the class period in which they will be discussed; "for discussion" indicates the materials should be prepared for that particular class day. In addition to the required materials listed, students are expected to adhere to the style guide of their choice: APA, Chicago Style, or MLA



Class participation Probe I: Dance, Identity, Community Fieldwork Proposal*

*Includes CIT! training certificate Performed Fieldnote Dance Ethnography Probe 2: Dance and/as Critical Conversation**

**group project Final Exam

I 0 points 35 points 20 points*

30 points 50 points 30 points**

25 points

Total: 200 points

200 - 180 points: A. You have consistently gone above and beyond simply meeting the class requirements. You have added both extra effort and originality to all assignments with virtually no problems. Your written and oral presentations have been stylistically and grammatically correct, with detailed analyses and appropriate bibliography that reflects considerable independent research. Your participation has evidenced systematic engagement with the course readings. The class learned something valuable from you.

179- !59 points: B. While you have exceeded expectations on some assignments, there have been a few significant errors, or a number of smaller or recurring ones. Analyses may have been less detailed; written and oral presentations may not demonstrate the level of polish commensurate with "A" work. Participation may have been inconsistent or not substantial, bibliographies may have demonstrated less than thorough searches, or arguments or examples may have lacked needed nuance. This is solid work that has the potential to improve.

Page 2 of9

158 - 138 points: C. A "C" is average work. You have done what was expected of a student in this course: no more, no less.

137- 127: D. You have done less than expected of a student in this course. There may have been multiple errors in multiple assignments, neglect of opportunities to improve, missed assignments, or problems with consistency over the course of the term.

126 - 0: F. You have not completed sufficient work to pass this course.


Class participation is respectful of different points of view, is specific, and advances the larger intellectual project of this class. Attendance also affects class pat1icipation. It will not be possible to secure full participation credit with more than two unexcused absences. (This does not mean, by the way, that simply showing up for every class insures full credit.) An excused absence is accompanied by Texas A&M University Explanatory Statement for Absence from Class form available at http://attendance.tamu.edu presented immediately upon yo ur return to class, even if the illness or injury results in an absence of less than three days.

Questions about what constitutes an excused absence should be directed to TAMU Student Rule 7: http://student-rules.tamu.edu/rule07

Students are responsible for securing any information missed due to absences or lateness. Repeated tardiness is not acceptable and will be considered as the equivalent of absences if they occur regularly (more than twice) or cause the student to miss more than 20 minutes of class.


Grammar and writing style are components of grades for all written assignments, excluding in-class quizzes or exams. Written assignments must include appropriate documentation (APA, Chicago, or MLA) of all sources used. Point deductions wi ll be made for grammar, writing style, and documentation errors in each evaluation category affected. Assignments are due in hard copy at the beginning of the specified class period. No late assignments are accepted without documentation of a clear and compelling emergency.

Americans with Disabilities Act (ADA) Policy Statement. The Americans with Disabilities Act (ADA) is a federal anti-discrimination statute that provides comprehensive civil rights protection for persons with disabilities. Among other things, thi s legislation requires that all students with disabilities be guaranteed a learning environment that provides for reasonable accommodation of their disabilities. If you believe you have a disability requiring an accommodation, please contact Disability Services, in Cain Hall , Room B 118, or call 845-1 63 7. For additional information visit http://d isabi I ity. tamu.edu.

Page 3 of9

Academic integrity statement. Academic honesty is of great importance to all students at T AMU. In this and all classes, you must follow the Aggie Honor Code.

Aggie Honor Code


Upon accepting admission to Texas A&M University, a student immediately assumes a commitment to uphold the Honor Code, to accept responsibility for learning, and to follow the phi losophy and rules ofthe Honor System[ ... ]. Students will be required to state their commitment on examinations, research papers, and other academic work. Ignorance of the rules does not exclude any member of the Texas A&M community from the requirements or the processes of the Honor System. For more information, see http://aggiehonor.tamu.edu


Unit 1: Complicating the Keywords: Intersections of"Dance," "Identity," and "United States"

Weeki August 27 Course Introduction

August 29 What do we talk about when we talk about dance? For discussion:

George-Graves, Nadine, "The Body," Urban Bush Women: Twenty Years of African American Dance Theater, Community Engagement, and Working it Out (Madison: U of Wisconsin P, 20 I 0): 36-69.

Graham, Martha, "I am a dancer," The Routledge Dance Studies Reader, Ed. Alexandra Carter (London: Routledge, 1998): 66-71.

TAMU Media Matrix: Paxton, Steve. Material for the Spine (Brussels: Contredanse, 2008).

Wagner, Nathan. "Steve Paxton: Origins ofthe Small Dance." 2008. http://vimeo.com/1731742.

Week2 September 3 Dance, identity, community- How does this work? For discussion:

Foster, Susan Leigh, "Choreographing Empathy," Choreographing Empathy, London: Routledge, 2011: 174 - 218.

Hamera, Judith, "Dancing in the City," Dancing Communities: Pelformance, Difference, and Connection in the Global City (Basingstoke: Palgrave Macmillan, 2011 ): 1 - 16.

September 5 For discussion:

Dance, identity, community - Technologies of community

Page 4 of9

Martin, Randy, "Introduction: Iterations of Dance and Politics," Critical Moves: Dance Studies in Theories and Publics (Durham: Duke UP, 1998): 1 - 27.

Miller, Kiri, "Amateur to Amateur," Playing Along: Digital Games, Youtube, and Virtual Pe1jormance (New York: Oxford UP, 2012): 183-219.

TAMU Media Matrix: Selected Thriller "How to" examples and flash mobs; selected Jackson State U Prancing J-Settes videos; J-Setter competition (Detroit) video

Week3 September 1 0 For discussion:

What do we talk about when we talk about dance and identity?

Hamera, Judith. "'Saving' Khmer Classical Dance in Long Beach," Dancing Communities: PeTformance, Difference and Connection in the Global City (Basingstoke: Pal grave MacMillan, 201 1 : 1 3 8-71.

New American Media, "Profile of Sophiline Cheam Shapiro." 2009. http://vimeo.com/693671 0 .

Shea Murphy, Jacqueline. "Have They a Right? Nineteenth-Century Indian Dance Practices and Federal Policies," The People Have Never Stopped Dancing: Native American Dance Histories (Minneapolis: U of Minnesota P, 2007): 29-52.

September 12

For discussion:

What do we talk about when we talk about dance and identity and/as/in the U.S.?

Croft, Clare, "Ballet Nation: The New York City Ballet's 1962 US State Department-Sponsored Tour of the Soviet Union" Theatre Journal61.3 (October, 2009): 421 - 42.

Rivera-Servera, Ramon, "Dancing Reggaet6n with Cowboy Boots: Frictive Encounters in Queer Latinidad," Pe1jorming Queer Latinidad: Dance, Sexuality, Politics (Ann Arbor: U of Michigan P, 2012): 168-203.

Week4 September 17

September 19

WeekS

Presentations - Probe 1


Unit 2: Researching Dance and Identity in the U.S.

September 25 Who Owns Dance? For discussion:

Dance Heritage Coalition, "Statement ofBest Practices in Fair Use of DanceRelated Materials," (Washington, D.C. : Dance Heritage Coalition, 2009).

Kraut, Anthea, "Stealing Steps" and Signature Moves: Embodied Theories of Intellectual Property," Theatre Journal 62 (20 1 0): 173 - 89.


Dance Ethnography- How Tos: The Ethics of Research

Page 5 of9

"Human Subjects in Research." Texas A&M University Office of Research Compliance. http ://rcb.tamu.edu/humansubjects . Complete CITI Training this weekend.

Week6 October 1 Dance Etlmography - How Tos: Research Practices For discussion:

Madison, D. Soyini, "Performance Ethnography," Critical Ethnography, 2nd ed. (Thousand Oaks: Sage, 20 12): 165 - 208.

Wong, Yutian, "Mapping Membership: Class, Ethnicity, and the Making of Stories from a Nail Salon," Choreographing Asian America (Middletown: Wesleyan UP, 2010): 130-60. CITI Training Certificate Due Today.

October 3 Dance Ethnography and/as Identity: Zora Neale Hurston on Stage and in the Archive For discussion:

Kraut, Anthea, "Choreography and the Folk," Choreographing the Folk: The Dance Stagings ofZora Neale Hurston (Minneapolis: U of Minnesota P, 2008): 53 - 89.

Fieldwork proposal due today.

Week 7 October 8 Traces of dance in archives: Bella Lewitzky, dance reconstruction, and activist identities For discussion:

Blackboard folder: Selected writings of, and press clippings about, Bella Lewitzky, Bella Lewitzky Papers, University of Southern California"

Blackboard folder: Excerpts from Bella Lewitzky ' s FBI File "Bella Lewitzky: Dance - A Motion Space Time Art Form," http://sma.sciarc.edu/subclip/0381 lewitzky bella-03-09-88-clip 2354/

"Reconstructing the Beloved": http://www.youtube.com/watch?v=VInTyKX-UX4

October 10 Representing dancing selves and communities For discussion:

Kuppers, Petra. "Burning Butoh: Self/Community," Disability Culture and Community PeTformance: Find a Strange and Twisted Shape (Basingstoke: Palgrave Macmillan, 2011): 109 - 150.

Week 8 October 15 Making Writing Move/Moving Writing Studio Session: Class meets in LAAH 110.

Page 6 of9

Unit 3: Dance as "American" Identity

October 17 Manly Dancing and "Other" Bodies For discussion:

Foulkes, Julia, "Men Must Dance," Modern Bodies: Dance and American Modernism From Martha Graham to Alvin Ailey (Chapel Hill : U of North Carolina P, 2002): 79 - 103.

Week9 October 22 Dancing Modernity For discussion:

Kowal, Rebekah J., "Precursors to Action: Martha Graham and Jose Limon"; "Action is Effective: Pearl Primus," How to Do Things with Dance: Pe1jorming Change in PostH1ar America (Middletown, CT: Wesleyan UP, 2010): 52- 85; 117-50.

Media Matrix: Appalachian Spring

"Glimpses of Isadora Duncan": http://www.youtube.com/watch?v=9NPbn5pdViE

"The Emperor Jones" [Limon company]: http://www.youtube.com/watch?v=xeMV3gDMI KT&Iist=UUozY4d2cCVG8yxRh31 Z-12A&index= 1

"Pearl Primus: Anthropologist, Dancer, and Pioneer" : http://www.youtube.com/watch?v=PGgQrjLORZO " 1948 Eddie Condon Floor Show- Conga Drums": http://www.youtube.com/watch?annotation id=annotation 96082&feature=iv&src v id=PGg r"LORZO&v=rxJGu k91K8

October 24 "Official African American Culture" For discussion: DeFrantz, Thomas. "Break: 'Official ' African American Culture," and "Touring, Touring, Touring," Dancing Revelations: Alvin Ailey 's Embodiment of African American Culture (New York: Oxford UP, 2004): 69 - 72; 93 - 114.

Media Matrix: Revelations and The Lark Ascending Artburst, "Interview: Kyle Abraham and His Radio Show": http:/ /artburstm iam i .com/20 12/03/29/interview-ky le-abraham-and-his-radio-show/

KST Moves: "Kyle Abraham's Radio Show Work in Progress" [excerpted]: htt ://www.youtube.com/watch?v=Lkz2ktzRyWU

Abraham in Motion: "The Radio Show" [excerpted]: http://www.youtube.com/watch?v=fhHHzxAOc3U

Week 10 October 29 Fieldnote Presentations

October 31 Fieldnote Presentations

Page 7 of 9

Week 11 November 5 Producing Hawaiia-ness in Performance For discussion: Imada, Adria L. "'Hula Queens' and ' Cinderellas': Imagined Intimacy in the Empire," Aloha America: Hula Circuits Through the US. Empire (Durham: Duke UP, 2012): 153 -209.

2012 Merrie Monarch Festival - Wahine ofHalau Hula '0 Hokulani- Hula Auana - "Nene'u": http://www.youtube.com/watch?v=4dH42JOS2sQ

Halau I Ka Wekiu- Merrie Monarch 2012 (Kane Auana): http://www.youtube.com/watch?v=xDgsl E2T1 Vk

November 7 Tap and Race For discussion:

Lott, Eric, '"The Seeming Counterfeit': Early Blackface Acts, The Body, and Social Contradiction," Love and Theft: Blacliface Minsh'elsy and the American Working Class (New York: Oxford UP, 1995): 111 - 35.

Valis Hill, Constance, "Trickster Gods and Rapparees" and "Buck-And-Wing," Tap Dancing America: A Cultural Histmy (New York: Oxford, 2010) : l - 43.

Media Matrix: Juba! Masters ofTap & Percussive Dance Talking Feet: Solo Southern Dance: Buck, Flatfoot and Tap

Savion Glover, The Colbert Report: http://www.colbertnation.com/the-colbertreport-videos/343142/august-05-20 1 0/savion-glover

Dance Ethnography due.

Unit 4: Course Synthesis: The Work of Dance Front Stage and Back Stage Week 12 November 12 The Making of Martha Graham For discussion:

Franko, Mark, "The Invention of Martha Graham," Martha Graham in Love and War: The Life in the Work (New York: Oxford, 20 12): 66- 96.

Blackboard folder: Graham reviews Media Matrix: Martha Graham in PeJformance

November 14 (Re-)located Traditions- Indian Dance Studio Session: Class meets in LAAH 110. For di scussion:

Katrak, Ketu, " Dancing in the Diaspora, Part I: North America," Contemporary Indian Dance: New Creative Choreography in India and the Diaspora (Basingstoke: Palgrave Macmillan, 2011): 154 - 99.

Page 8 of9


At Home in Ballet

Hamera, Judith, "Corporeal Chronotopes: Making Place and Keeping Time in Ballet," Dancing Communities: Pe1jormance, Difference, and Connection in the Global City (Basingstoke: Palgrave Macmillan, 2011): 60- 137.

November 21

Week 14 November 26

November 28

Redefined Week December3





December 7 12:30- 2 pm -(Final Exam Schedule): Final Exam Due!

Page 9 of9


Core Curriculum Cover Sheet

(!C1_a.-t~ C'G>U v~e

of~sc.v ,·ptz'cV>

Initial Request for a course to be considered for the Fall 2014 Core Curriculum


2. Course prefix and number: PERF 325 3. Texas Common Course Number: N/A (..v b?~ - ( t' c;, t M.U. ~(.. 3 ;l <:> _;,_:,.,;,;_ ___ _

4. Complete course title: Dance in World Cultures 5. Semester credit hours: 03 _::_;:__ ____ _ 6. This request is for consideration in the following Foundational Component Area:

0 Communication 0 Creative Arts ~L.lVV-e.-"f- Coii.P - jl\c>

0 Mathematics 0 American History C.wltl~t~- ~ I CD- VIO - - --

0 -- Life and Physical Sciences 0 Government/Political Science

~ Language, Philosophy and Culture 0 Social and Behavioral Sciences


~ Yes 0 No

8. How frequently will the class be offered? --=-0-=-n-=-ce::....!.:..pe-=-r'--'y'--'e:...::a.:..:r _ _________ _____ ___ ___ _

9. Number of class sections per semester: 1 - 2 ---- -------- -----------------10. Number of students per semester: 200 --- - -----------------------------11. Historic annual en rollment for the last three years: 0 0 0 --------------------------------


12. submittin re uest should be in attendance when consider~d by the Core Curriculum Council.

13.

14.

15.

Date


www.thecb.state.tx.usjcorecurriculum2014








Core 0 bjectives




Students must analyze selected works of dance using class vocabulary and methods. Analyses will be written and will include visual, textual, and kinesthetic materials. Students must synthesize information from multiple case studies to formulate conclusions about danc~'s cultural work.




This course includes discussions about dance as cultural property and ethics of using cultural and intercultural forms.lt emphasizes that understanding dance in specific cultural contexts is a dimension of intercultural competence. It explicitly examines the role of dance in maintaining regional, national, and global communities.


Core Curriculum Initial Request for a Course Addition to the Fal/2014 Core Curriculum

Personal Responsibility (to include the ability to connect choices, acf1ons and consequences to ethical decision- making):

Personal responsibility operates on two levels in this course. It is a content element in examinations of individual artists and choreographers who have used dance to communicate key points of social concern. In numerous readings emphasizing dance as cultural patrimony and intellectual property, it requires students to think about the ethical dimensions and consequences of cultural appropriation. Group assignments require members to meet their responsibilities for the components to which they are assigned or face the consequences during class presentations.



MUSC/PERF 325 Dance in World Cultures


MUSC/PERF 325 requires readings and viewings of dance from a wide range of nations,

regions, and ethnic groups. Some readings detail the history of particular dance forms but all

readings and viewing examples are from the past 50 years. Global awareness of concert and vernacular dance forms, and the circulation of those forms, is an explicit topic of the course.

MUSC/PERF 325: Dance in World Cultures

Fall, 2013 Dr. J. Hamera, Professor Phone: 979-845-7938 Email: [email protected] TR 9:35- 10:50 am Office hours: T 11 am -12:30 pm, R 12:15- 1:30pm, or by appointment LAAH211

Catalog description: Credit: 3. Examination of international relationships between dance, cultnre, identity, gender, youth and politics; relationships between dancing, gender and politics in specific cultures and in globalization; variety of dance practices across the globe. Prerequisite: Junior or senior classification.


Learning Outcomes:

•

•

•

•

Analyze selected dance events as both works of the imagination and as social action, using dance studies theories of identity, community, diversity, gender, and representation. Identify and discuss examples of key individuals' and companies' contributions to concert and vernacular dances in selected world cultures. Discuss international relationships between vernacular dance forms as these circulate in the context of globalization. Compare and contrast the ways diverse groups of dancers use dance to articulate collective and individual identity.

Required Readings

Foster, Susan Leigh, ed. War/ding Dance. Basingstoke: Palgrave Macmillan, 2009.

All other required readings and vie wings for this course are available through T AMU ELeaming and Media Matrix, or online at the uris given on the syllabus. Full citations are included with each reading. Required readings/viewings are listed under the class period in which they will be discussed; "for discussion" indicates the materials should be prepared for that particular class day. In addition to the required materials listed, students are expected to adhere to the style guide of their choice: APA, Chicago Style, or MLA

Page I of7



Class participation Presentations- Probe l Midterm Exam Presentation - Probe 2 Presentations Probe 3 Final Exam

** group projects

10 points 35 points 30 points 40 points** 50 points** 35 points

Total: 200 points

200- 180 points: A. You have consistently gone above and beyond simply meeting the class requirements. You have added both extra effort and originality to all assignments with virtually no problems. Your written and oral presentations have been stylistically and grammatically correct, with detailed analyses and appropriate bibliography that reflect' considerable independent research. Your participation has evidenced systematic engagement with the course readings. The class learned something valuable from you.

179- 159 points: B. While you have exceeded expectations on some assignments, there have been a few significant errors, or a number of smaller or recurring ones. Analyses may have been less detailedi written and oral presentations may not demonstrate the level of polish commensurate with "A" work. Participation may have been inconsistent or not substantial, bibliographies may have demonstrated less than tl10rough searches, or arguments or examples may have lacked needed nuance. This is solid work that has the potential to improve.

158- 138 points: C. A "C'' is average work. You have done what was expected of a student in this course: no more, no less.

137 127: D. You have done less than expected of a student in this com~ e. There may have been multiple enors in multiple assignments, neglect of opportunities to improve, missed assignments, or problems with consistency over the course of the term.

126 w 0: F. You have not completed sufficient work, or work of sufficient quality, to pass this course.

What Docs 11 Class Participation11 Mean?

Class participation is respectful of different points of view, is specific, and advances the larger intellectual project ofthis class. Attendance also affects class participation. It will not be possible to secure full participation credit with more than two unexcused

Page 2 of7

absences. (This does not mean. by the way, tl1at simply showing up for every class insures full credit.) An excused absence is accompanied by Texas A&M University Explanatory Statement for Absence from Class form available at http://attendance.tamu.edu presented immediately upon your return to class, even if the illness or injury results in an absence of less than three days.

Questions about what constitutes an excused absence should be directed toT AMU Student Rule 7: http://student-mles.tamu.edu/mleO(

Students are responsible for securing any information missed due to absences or lateness.


Grammar and writing style are components of grades for all written assignments, excluding in~class quizzes or exams. Wlitten assignments must include appropriate documentation (APA, Chicago, or MLA) of all sources used. Point deductions will be made for grammar, writing style, and documentation errors in each evaluation calegory affected. Assignments are due in hard copy at the beginning of the specified class period. No late submissions are allowed except as specified in TAMU Student Rule 7.

Americans wilh Disabilities Act (ADA) Policy Statement. The Americans with Disabilities Act (ADA) is a federal anti-discrimination statute that provides comprehensive civil rights protection for persons with disabilities. Among other things. this legislation requires that al1 students with disabilities be guaranteed a learning environment that provides for reasonable accommodation of their disabilities. If you believe you have a disability requiring an accommodation, please contact Disability Services, in Cain Hall, Room Bll8, or call 845-1637. For additional information visit http:/ I disability. tamu.edu.

Academic integrity statement. Academic honesty is of great importance to all students at TAMU. In this and all classes, you must follow the Aggie Honor Code.

Aggie Honor Code


Upon accepting admission to Texas A&M University, a student immediately assumes a commitment to uphold the Honor Code, to accept responsibility for learning, and to follow the philosophy and rules of the Honor System[ ... ). Students will be required to state their commitment on examinations, research papers, and other academic work. Ignorance of the rules does not exclude any member of the Texas A&M community from the requirements or the processes of the Honor System. For more information, see http://aggiehonor.tamu.edu

PHge 3 of7


Unit 1: Vocabulary and Issues in Global Dance Studies Weeki August27 Course Introduction

August 29 What do we mean when we talk about "wadding" dance? For discussion:

Lena Hammergren~ 01The Power of Classification," Worlding Dance. 1 - 14. Jomm Kealiinohomoku, "An Anthropologist Looks at Ballet as a Fonn of Ethnic Dance." (TAMU e-leaming)

Week2 September 3 Refining Our Te1ms- Issues in World Dance For discussion:

Susan Leigh Foster, "Choreographies and Choreographers," War/ding Dance, 98 - 118. Marta Savigliano, "Worlding Dance and Dancing Out There in the World," War/ding Dance, 163-90.

September 5 Dance and/in global circulation: Bharata Natyam For discussion:

Priya Srinivasan, "A 'Material-ist Reading of the Bharata Natyan Dancing Body," War/ding Dance, 53 - 75.

Week3 September 10 Dance and/in global circulation: Tango For discussion:

Marta E. Savigliano, "Exotic Encounters," Tango and the Political Economy of Passion. (T AMU e-leaming) Tango media module (TAMU e-learnit1g)

September 12 For discussion: You tube and the global circulation of dance

Miller, Kiri, "Amateur to Amateur," Playing Along: Digital Games, Yowube, and Virtual Peljormance. (T AMU e-learning) "Global How-Tos" media module (TAMU e-leaming)

Week 4 September 17

September 19

Presentations ~ Probe 1


Page 4 of7

Unit 2: Gender, Culture, and Politics in Dance- Examples from the Dlaspora

WeekS September 25 Case Study 1: Cambodian Classical Dance For discussion:

Selections from Toni Samantha Phim and Ashley Thompson, Dance in Cambodia, TAMU e-leaming Cambodian Classical Dance module, T AMU Media Matrix

September 26 Cambodian Classical Dance- Displacements and Continuities For discussion:

Judith Hamera, "'Saving' Klnner Classical Dance in Long Beach," T AMU eleaming Sophiline Shapiro module, TAMU Media Matrix

Wee!f_Q October 1 Case Study 2: African Diaspora Dance For discussion:

Brenda Dixon Gotlschild, "Latitude Ill," TAMU e-leaming ~~~---,"First Premises of an Africanist Aesthetic," TAMU e-learning From Mambo to Hip Hop, TAMU Media Matrix

October 3 African Diaspora Dance, continued. For discussion:

Anthea Kraut, "Choreogmphy and the Folk," T AMU e-leaming Bahaman ian Fire Dance module, T AMU Media Matrix

lfeekZ October 8 African Diaspora Dance, continued For discussion:

Brenda Dixon Gottschild, "Barefoot and Hot, Sneakered and Cool," TAMU eleaming

October I 0 Midterm Exam

We?.~Jl October 15 Case Study 3: Philippine Dance: Ethno1,o·aphy and Choreography For discussion:

Sally Ness, "Customers and Performers," TAMU e-leaming Tindera Sinulog module in TAMU Media Malrix

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October 17 Philippine Dance, Gender Trouble, and Diaspora For discussion:

Pattick Alcedo, "Sacred Camp," TAMU •·learning -----. Ati-Atihan: Mother of Philippine Festivals, TAMU Media Matrix

lfeek2 October 22 Case Study 4: Butoh, Masculinity, and Global Modernism For discussion:

Tatsumi Hijikata, "Manifestoes," TAMU e-Jeaming Butoh module, TAMU Media Matrix

October 24 The "Global Alchemy" ofButoh For discussion:

Sondra Fraleigh, "Is Butoh a Philosophy?" TAMU e-leaming Naoyuki Oguti module, TAMU Media Mattix

Weelf.lQ October 29 Presentation/Probe 2

October 31 Presentation/Probe 2


Unit 3: Dancing Indigeneity, Performing Politics

Indigeneity as Local/Global ""Movement"

Anthea Kraut, "Rac-ing Choreographic Copyright," War/ding Dance, 76-97. Jacqueline Shea Murphy, "Mobilizing (in) the Archive," Worlding Dance, 32-52. Kalw:wi module in TAMU Media Matrix

November 7 Producing Hawaiia-ness in Perfonnance For discussion:

Adria L, lmada, "'Hula Queens' and 'Cinderellas': Imagined Intimacy in the Empire," Aloha America: Hula Circuits Through the U.S. Empire (Durham: Duke UP, 2012): !53- 209. 2012 Merrie Monarch Festival- Wahine ofHalau Hula '0 Hokulani- HulaAuana -

11Nene'u'' http://www.youtube.com/watch?v=4dH42JOS2sQ

Ualau I Ka Wekiu- Merrie Monarch 2012 (Kane Auana): !illp;//;vww. yo~tube.com/watch?v=xDgs I E2T I Vk

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Danza Azteca

Elisa Diana Huerta, "Embodied Recuperations: Performance, lndigeneity, and Dan=a Azteca, " TAMU e-learning Danza Azteca Calpu!li lvfexihca of San Diego, California

W'N\1'_- you l!Jbe.com/,'@J~h ?v~ l!;gJl~:YSJ9_0 Danza Azteca Quetza/coatl

www .youtul~~ .com/walc}J1v~G$, ?f.F W_S&J.S. Danza Azteca de Anahuac

www .youtube.com/watch?v~-1 Zcz94s!E4

November 14 Dance and Ethnic Transmigration For discussion:

Kimberly DaCosta Holton, "Dancing along the In-Between: Folklore Perfom1ance and Transmigration in Newark, New Jersey," TAMU e-leaming Rancho Folk/orico module, T AMU Media Matrix

November 19 Youth, gender, and national identity in Nordic Dance For discussion:

Petri Hoppu, "National Dances and Popular Education - The Fonnation of the Folk Dance Canon in Norden," TAMU e-leaming Norden module, TAMU Media Matrix

November 21

Week 14 November 26

November 28

Red!dJI!ed Week December 3





December 7 12:30- 2 pm-Final Exam

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1.



This request is submitted by (department name): Performance Studies

2. Course prefix and number: PERF 326 (cv-~-lc-wJ ~- Texas Common Course Number: _N:..._/A _____ _

~ Mu~c. 5;2~ 4. Complete course title: Dance and Identity in the United States 5. Semester credit hours: 03

6.

7.

- - -----

This request is for consideration in the following Foundational Component Area: Cuv".r.e-J- ('aN•- VIa

c~·v.e-J- ICD- M 0 0

Communication

Mathematics

0 Life and Physical Sciences

~ Language, Philosophy and Cu ltu re

0

0 0

0

Creative Arts

American History

Government /Pol itica l Science


This course should also be considered for International and Cultural Diversity (lCD) designation:

_)!__ Yes 0 No

8. How frequently w ill the class be offered? Once per year --~-~-----------------------

9. Number of class sections per semester: 1 - 2 --- ---- -------- - - - - ----- ----

10. Number of students per semester: 200 - - - - ---------- - - - - - ----- ----

11. Historic annual enrollment for the last three years: 0 0 0 -------- --- - --- --- -------

This completed form must be attached to a course syllabus that sufficiently and specifically details t he appropriate co re objectives t hrough multiple lectures, outside activities, assignments, etc. Representative from department

12. submitting request should be in attendance when considered by the Core Curriculum Council .

13.

Date

14.

Date 0\ <I I) 15. Date

For additional information regarding core curricu lum, visit the Texas Higher Educat ion Coordinating Board website at

www.thecb .state.tx .us/corecurriculum2014 Associate Provos for Undergradm1te Studies

AUr~ (l ~ i '· l See form instructions for submission/approval process. 5702

Texas A&M Unn'crsity




In the box below, describe how this course meets the Foundational Component Area description for Language,

Philosophy and Culture. Courses in this category focus on how ideas, values, beliefs, and other aspects of culture express and affect human experience. Courses involve the exploration of ideas that foster aesthetic and intellectual

creation in order to understand the human condition across cultures.

The proposed course must contain all elements of the Foundational Component Area. How does the proposed course

specifically address the Foundational Component Area definition above?


Core Objectives

Describe how the proposed course develops the required core objectives below by indicating how each learning objective will be addressed, what specific strategies will be used for each objective and how student learning of each

objective will be evaluated.



Students must analyze selected works of dance using class vocabulary and methods. Analyses will be written and will include visual, textual, and kinesthetic materials. Students will complete an ethnographic project requiring them to collect, and analyze field data.

Communication (to include effective development, interpretation and expression of ideas through written, oral and

visual communication):


Social Responsibility (to include intercultural competence, knowledge of civic responsibility, and the ability to engage

effectively in regional, national, and global communities):

This course explicitly addresses the ways U.S. institutions shape and are shaped by dance, including the ways dance becomes intellectual property, the ethical uses of dance material, the ethics and responsibilities of conducting fieldwork, and the ways dancers respond to specific civic and historical challenges.




Personal responsibility operates on two levels in this course. It is a content element in examinations of individual artists and choreographers who have used dance to communicate key points of social concern. The ethnography component requires that students make, then reflect on, their own positions as researchers. Group assignments require members to meet their responsibilities for the components to which they are assigned or face the consequences during class presentations.



MUSC/PERF 326 Dance and Identity in the United States


This course explicitly presents the multiple dimensions of diversity in the contemporary U.S. by focusing on dance. Gender, racial, and cultural diversity are the subject matter of the works that serve as case studies. Able-bodiedness is also explicitly examined. All of the course readings

were published within the past 50 years and 85% of the cases examined have been performed within this period. Finally, readings and viewings explicitly address how dancing communities contribute to American pluralism by demonstrating a wide range of aesthetics, body types, choreographic narratives, and representations of American history.

MUSC/PERF 326: Dance and Identity in the United States

Fall, 2013 Dr. J. Ham era, Professor Phone: 979-845-7938 Email: jhaiTiera@t_amu.edu TR 9:35- 10:50 am Office hours: T 11 am -12:30 pm, R 12:15-1:30 pm, or by appointment LAAH 211

Catalog description: Credit 3. Analysis of dance events as complex sites of social action; examines dances performed by diverse groups of people; considers such issues as identity, community, diversity, gender, and representation in the United States.


Learning Outcomes:

•

•

•

•

•

Students will analyze U.S. dance events as both works of the imagination and as social action, using dance studies theories of identity, community, diversity, gender, and representation. Students will be able to identify and discuss examples of key individuals' and companies' contributions to dance in the United States. Students will successfully complete CIT! training to ensure ethical conduct of fieldwork. Students will produce an ethnographic account of dance and identity on the TAMU campus or in the surrounding community. Students will compare and contrast the ways diverse groups of Americans use dance to articulate collective and individual identity.

Course key questions and presumptions: Materials for this course invite us to examine and productively complicate the seeming self-evidence of the catalog description. What are "dance events" and where do we find them? How do diverse constructions of "dance," "identity," and the "United States" cohere or collide on stage, on the page and the screen, in the archive, in everyday routines of practice? When we move, or encounter bodies moving, in any of these locations, what frames and preconceptions also come into view? How does dance "represent" key issues of public life and how do we "represent" dance as it does so? How does dance "work" for those who engage it, and what kinds of work does dance do?

This course presumes an intersectional approach to identity. "lntersectionality" was first used by Kimberle Crenshaw (1989) to address the converging modalities of discrimination and oppression in African American women's experiences. It demands that we consider multiple overlapping demographic and societal boundaries and hierarchies positioning dancers and spectators in the works we examine. These include,

Page I of9

but are not limited to, age, class, ethnicity, gender, immigrant status, physicality abilities or lack of same, race, and sexuality, as well as spatial and temporal contexts.

Required Readings

All required readings and viewings for this course are available through T AMU ELearning and Media Matrix, or online at the uris given on the syllabus. These are listed under the class period in which they will be discussed; "for discussion" indicates the materials should be prepared for that particular class day. In addition to the required materials listed, students are expected to adhere to the style guide of their choice: APA, Chicago Style, or MLA



Class participation Probe I: Dance, Identity, Community Fieldwork Proposal*

*Includes CIT! training certificate Performed Fieldnote Dance Ethnography Probe 2: Dance and/as Critical Conversation**

**group project Final Exam

I 0 points 35 points 20 points*

30 points 50 points 30 points**

25 points

Total: 200 points

200 - 180 points: A. You have consistently gone above and beyond simply meeting the class requirements. You have added both extra effort and originality to all assignments with virtually no problems. Your written and oral presentations have been stylistically and grammatically correct, with detailed analyses and appropriate bibliography that reflects considerable independent research. Your participation has evidenced systematic engagement with the course readings. The class learned something valuable from you.

179- 159 points: B. While you have exceeded expectations on some assignments, there have been a few significant errors, or a number of smaller or recurring ones. Analyses may have been less detailed; written and oral presentations may not demonstrate the level of polish commensurate with "A" work. Participation may have been inconsistent or not substantial, bibliographies may have demonstrated less than thorough searches, or arguments or examples may have lacked needed nuance. This is solid work that has the potential to improve.

Page 2 of9

!58- 138 points: C. A "C" is average work. You have done what was expected of a student in this course: no more, no less.

137-127: D. You have done less than expected of a student in this course. There may have been multiple errors in multiple assignments, neglect of opportunities to improve, missed assignments, or problems with consistency over the course of the term.

126- 0: F. You have not completed sufficient work to pass this course.


Class participation is respectful of different points of view, is specific, and advances the larger intellectual project ofthis class. Attendance also affects class participation. It will not be possible to secure full participation credit with more than two unexcused absences. (This does not mean, by the way, that simply showing up for every class insures full credit.) An excused absence is accompanied by Texas A&M University Explanatory Statement for Absence from Class form available at http://attendance.tamu.edu presented immediately upon your return to class, even if the illness or injury results in an absence of less than three days.

Questions about what constitutes an excused absence should be directed toT AMU Student Rule 7: http_://student-rules.tamu.edu/rule07

Students are responsible for securing any information missed due to absences or lateness. Repeated tardiness is not acceptable and will be considered as the equivalent of absences if they occur regularly (more than twice) or cause the student to miss more than 20 minutes of class.


Grammar and writing style are components of grades for all written assignments, excluding in-class quizzes or exams. Written assignments must include appropriate documentation (APA, Chicago, or MLA) of all sources used. Point deductions will be made for grammar, writing style, and documentation errors in each evaluation category affected. Assignments are due in hard copy at the beginning of the specified class period. No late assignments are accepted without documentation of a clear and compelling emergency.

Americans with Disabilities Act (ADA) Policy Statement. The Americans with Disabilities Act (ADA) is a federal anti-discrimination statute that provides comprehensive civil rights protection for persons with disabilities. Among other things, this legislation requires that all students with disabilities be guaranteed a learning environment that provides for reasonable accommodation of their disabilities. If you believe you have a disability requiring an accommodation, please contact Disability Services, in Cain Hall, Room 8118, or call845-1637. For additional information visit http:/ /<!isabi I ity. tamu.edu.

Page3 of9

Academic integrity statement. Academic honesty is of great importance to all students at T AMU. In this and all classes, you must follow the Aggie Honor Code.

Aggie Honor Code


Upon accepting admission to Texas A&M University, a student immediately assumes a commitment to uphold the Honor Code, to accept responsibility for learning, and to follow the philosophy and rules of the Honor System[ ... ]. Students will be required to state their commitment on examinations, research papers, and other academic work. Ignorance of the rules does not exclude any member of the Texas A&M community from the requirements or the processes of the Honor System. For more information, see http://aggi~hQ11_0f.tamu.edu


Unit 1: Complicating the Keywords: Intersections of "Dance," "Identity," and "United States"

Week 1 August 27 Course Introduction

August 29 What do we talk about when we talk about dance? For discussion:

George-Graves, Nadine, "The Body," Urban Bush Women: Twenty Years of African American Dance Theater, Community Engagement, and Working it Out (Madison: U of Wisconsin P, 2010): 36-69.

Graham, Martha, "I am a dancer," The Routledge Dance Studies Reader, Ed. Alexandra Carter (London: Routledge, 1998): 66-71.

T AMU Media Matrix: Paxton, Steve. Material for the Spine (Brussels: Contredanse, 2008).

Wagner, Nathan. "Steve Paxton: Origins of the Small Dance." 2008. http://vimeo.com/1731742 .

Week2 September 3 Dance, identity, community- How does this work? For discussion:

Foster, Susan Leigh, "Choreographing Empathy," Choreographing Empathy, London: Routledge, 2011: 174- 218.

Hamera, Judith, "Dancing in the City," Dancing Communities: Performance, Difference, and Connection in the Global City (Basingstoke: Palgrave Macmillan, 2011): I - 16.


Dance, identity, community -Technologies of community

Page 4 of9

Martin, Randy, "Introduction: Iterations of Dance and Politics," Critical Moves: Dance Studies in Theories and Publics (Durham: Duke UP, 1998): I- 27.

Miller, Kiri, "Amateur to Amateur," Playing Along: Digital Games, Youtube, and Virtual Pe1jormance (New York: Oxford UP, 2012): 183-219.

TAMU Media Matrix: Selected Thriller "How to" examples and flash mobs; selected Jackson State U Prancing .J-Settes videos; .!-Setter competition (Detroit) video

Wt!ek3 September 10 For discussion:

What do we talk about when we talk about dance and identity?

Hamera, Judith. "'Saving' Khmer Classical Dance in Long Beach," Dancing Communities: Pe1jormance, Difference and Connection in the Global City (Basingstoke: Palgrave MacMillan, 2011: 138-71.

New American Media, "Profile of Sophiline Cheam Shapiro." 2009. http://vimeo.com/693671 0 .

Shea Murphy, Jacqueline. "Have They a Right? Nineteenth-Century Indian Dance Practices and Federal Policies," The People Have Never Stopped Dancing: Native American Dance Histories (Minneapolis: U of Minnesota P, 2007): 29- 52.

September 12

For discussion:

What do we talk about when we talk about dance and identity and/as/in the U.S.?

Croft, Clare, "Ballet Nation: The New York City Ballet's 1962 US State Department-Sponsored Tour of the Soviet Union" Theatre Journal61.3 (October, 2009): 421 - 42.

Rivera-Servera, Ramon, "Dancing Reggaet6n with Cowboy Boots: Frictive Encounters in Queer Latini dad," Pe1jorming Queer Latinidad: Dance, Sexuality, Politics (Ann Arbor: U of Michigan P, 2012): 168-203.

Wt!t!k 4 September 17

September 19

WeekS September 25 For discussion:



Unit 2: Researching Dance and Identity in the U.S.

Who Owns Dance?

Dance Heritage Coalition, "Statement of Best Practices in Fair Use of DanceRelated Materials," (Washington, D.C.: Dance Heritage Coalition, 2009).

Kraut, Anthea, "Stealing Steps" and Signature Moves: Embodied Theories of Intellectual Property," Theatre Journal62 (20 I 0): 173- 89.


Dance Ethnography- How Tos: The Ethics of Research

Page 5 of9

"Human Subjects in Research." Texas A&M University Office of Research Compliance. httpj/rt;bJamu.t;du/humansubjects . Complete CITI Training this weekend.

Week6 October 1 Dance Ethnography- How Tos: Research Practices For discussion:

Madison, D. Soyini, "Performance Ethnography," Critical Ethnography, 2nd ed. (Thousand Oaks: Sage, 2012): 165-208.

Wong, Yutian, "Mapping Membership: Class, Ethnicity, and the Making of Stories from a Nail Salon," Choreographing Asian America (Middletown: Wesleyan UP, 201 0): 130-60. CITI Training Certificate Due Today.

October 3 the Archive For discussion:

Dance Ethnography and/as Identity: Zora Neale Hurston on Stage and in

Kraut, Anthea, "Choreography and the Folk," Choreographing the Folk: The Dance Stagings ofZora Neale Hurston (Minneapolis: U of Minnesota P, 2008): 53-89.

Fieldwork proposal due today.

Week 7 October 8 Traces of dance in archives: Bella Lewitzky, dance reconstruction, and activist identities For discussion:

Blackboard folder: Selected writings of, and press clippings about, Bella Lewitzky, Bella Lewitzky Papers, University of Southern California"

Blackboard folder: Excerpts from Bella Lewitzky's FBI File "Bella Lewitzky: Dance- A Motion Space Time Art Form," http) /sfl1a.sciarc;,ecltllsubclip/03~J lewitzky bella-03:09-88,clip~3 54/

"Reconstructing the Beloved": http://www.youtube,c;om,iwatch?v=VlnTyKX-UX4

October 10 Representing dancing selves and communities For discussion:

Kuppers, Petra. "Burning Butoh: Self/Community," Disability Culture and Community Performance: Find a Strange and Twisted Shape (Basingstoke: Palgrave Macmillan, 20 II): I 09- 150.

Week8 ------

October 15 Making Writing Move/Moving Writing Studio Session: Class meets in LAAH 110.

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Unit 3: Dance as "American" Identity

October 17 Manly Dancing and "Other" Bodies For discussion:

Foulkes, Julia, "Men Must Dance," Modern Bodies: Dance and American Modernism From Martha Graham to Alvin Ailey (Chapel Hill: U of North Carolina P, 2002): 79-103.

Week9 October 22 Dancing Modernity For discussion:

Kowal, Rebekah J ., "Precursors to Action: Martha Graham and Jose Limon"; "Action is Effective: Pearl Primus," How to Do Things with Dance: Pe1jorming Change in Postwar America (Middletown, CT: Wesleyan UP, 201 0): 52- 85; 117- 50.

Media Matrix: Appalachian Spring

"Glimpses of Isadora Duncan": http:/jwww.yQ!ltube.com/watch?v=9NPbn5J2liYiE

"The Emperor Jones" [Limon company]: httrr:ff~ww.youtube.com/watch?v=xeMV3gDM1Kl&list=UUozY4d2cCVG8yxRh3l

Z-12A&index=1

"Pearl Primus: Anthropologist, Dancer, and Pioneer": http://www_.youtuj:l_~,c(}m}watcl:J.'?y=PGgQrjLORZO

"1948 Eddie Condon Floor Show- Conga Drums": hllpJ/~lV"Y·Youtube.com/watch?annotation id=annotation 96082&feature=iv&src v id=PGgQrjLORZO&v=rxJGugk9lK8

October 24 "Official African American Culture" For discussion: DeFrantz, Thomas. "Break: 'Official' African American Culture," and "Touring, Touring, Touring," Dancing Revelations: Alvin Ailey's Embodiment of African American Culture (New York: Oxford UP, 2004): 69 -72; 93-114.

Media Matrix: Revelations and The Lark Ascending Artburst, "Interview: Kyle Abraham and His Radio Show": http:/lartburstmiami.com/2012/03/29/interviewckvle-abraham-and-his-radio-show/

KST Moves: "Kyle Abraham's Radio Show Work in Progress" [excerpted]: http://'l-fWW.ycmtube.com/~iitch?y=iokz'2ktzRyWU

Abraham in Motion: "The Radio Show" [excerpted]: http://W'N'v\f.y(}Qtl!l;>e.cgm/~f!tcil?\lc=fl1HHzxAOc3U

Week 10 ---



Page 7 of9

Week II November 5 Producing Hawaiia-ness in Performance For discussion: lmada, Adria L. "'Hula Queens' and 'Cinderellas': Imagined Intimacy in the Empire," Aloha America: Hula Circuits Through the U.S. Empire (Durham: Duke UP, 2012): 153 -209.

2012 Merrie Monarch Festival - Wahine of Halau Hula '0 Hokulani - Hula Auana - "Nene'u": http://www.youtube.com/\Natch?v~4dH42JOS2sQ

Halau I Ka Wekiu- Merrie Monarch 2012 (Kane Auana): http://wv;w.youtube.com/watch?v~xDgs IE2Tl Vk

November 7 Tap and Race For discussion:

Lott, Eric, "'The Seeming Counterfeit': Early Blackface Acts, The Body, and Social Contradiction," Love and Theft: Blackface Minstrelsy and the American Working Class (New York: Oxford UP, 1995): 1 1 1 - 35.

Valis Hill, Constance, "Trickster Gods and Rapparees" and "Buck-And-Wing," Tap Dancing America: A Cultural History (New York: Oxford, 2010): I- 43.

Media Matrix: .Juba! Masters of Tap & Percussive Dance Talking Feet: Solo Southern Dance: Buck, Flatfoot and Tap

Savion Glover, The Colbert Report: 11ttp://www.colbeiif[ation.com/the-coll:Jertc report-videos/343 142/august ~()5~20l_Ojsaviof[-gl()ver

Dance Ethnography due.

Unit 4: Course Synthesis: The Work of Dance Front Stage and Back Stage Week I2 November 12 The Making of Martha Graham For discussion:

Franko, Mark, "The Invention of Martha Graham," Martha Graham in Love and War: The Life in the Work (New York: Oxford, 2012): 66-96.

Blackboard folder: Graham reviews Media Matrix: Martha Graham in Performance

November 14 (Re-)located Traditions -Indian Dance Studio Session: Class meets in LAAH 110. For discussion:

Katrak, Ketu, "Dancing in the Diaspora, Part 1: North America," Contemporary Indian Dance: New Creative Choreography in India and the Diaspora (Basingstoke: Palgrave Macmillan, 20 II): 154- 99.

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At Home in Ballet

Hamera, Judith, "Corporeal Chronotopes: Making Place and Keeping Time in Ballet," Dancing Communities: Pe1jormance, Difference, and Connection in the Global City (Basingstoke: Palgrave Macmillan, 2011 ): 60- 137.

November 21

Week 14 November 26

November28

Redefined We<?Ji December 3





December 7 12:30-2 pm- (Final Exam Schedule): Final Exam Due!

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1. This request·is submitted by (department name): Religious Studies Interdisciplinary Program

2. Course prefix and number: RELS 312 3. Texas Common Course Number: New course

Contemplative Practices in the Modern 4. Complete course title: World 5. Semester credit hours: 3 -------6. This request is for consideration in the following Foundational Component Area :

0 Communication 0 Creative Arts --0 Mathematics 0 American History

0 Life and Physical Sciences 0 Government/Political Science

X Language, Philosophy and Culture Social and Behavioral Sciences

7. This course should also be considered for International and Cultural Diversity (l CD) designation:

X Yes 0 No

8. How frequently will the class be offered? Spring semester ~-~--------------------------

9. Number of class sections per semester: ----=:.1 _ _ _ _ ____ _ _ _______________ _

10. Number of students per semester: 30 - - --------------------------Click here to

11. Historic annual enro llment for the last three years: __;N...;;.e.;.;w....;c;..;;o...;.u....;rs;..:e ___ ___.:e:.:.n.:.:t.=.er;....;:.;te::.:.xt.:.:.:..._. -------- ---



13.

14.

15.

Course Instructor Date

Dote I i/~13

Date

For additiona l information regarding core curriculum, visit t he Texas Higher Education Coordinating Board website at

www .thecb.state. tx. us/corecurricu lum2014



Core Curriculum Initial Request for a Course Addition to the Fa/12014 Core Curriculum



The proposed course must contain all elements ofthe Foundational Component Area. How does the proposed course specifically address the Foundational Component Area definition above?

Across cultures and throughout history, people have developed contemplative practices through which they try to understand the human condition. In this course, we study those practices in modern societies. In wired, interconnected, fast-paced, performance-oriented societies1 how do people cultivate stillness, solitude, and introspection? To what ends? What is the value of such practices in modern societies? This course analyzes philosophical ideas, religious beliefs, artistic expressions, and social values associated with contemplative practices1

such as "mindfulness." The course assesses how contemplative practices express human experience by countering the pressures of modern life, and how these practices affect human experience by cultivating specific mental and physical capacities. The course material shows students how people use contemplative practices to generate creative expressions (such as dance), enhance social consciousness (such as the cultivation of compassion), Increase Intellectual productivity (in business, government, and education), and improve health (medical applications of contemplative practices).

Core Objectives

Describe how the proposed course develops the required core objectives below by indicating how each learning objective will be addressed, what specific strategies will be used for each objective and how student learning of each objective w'rll be evaluated.



Critical thinking is built into the course. Contemplative Practices in the Modern World asks students to think in new ways about a topic (contemplation) they might never have encountered or thought about. Students will formulate questions, analyze their observations, critically evaluate readings and research, and synthesize information in a final paper as well as in shorter papers and class discussion. Students may also use critical first-person analysis based on perspectives offered in course readings, as well as third-person analysis. The course asks students to critique the readings and compare different contemplative practices, rather than accept any practice or perspective, to identify contradlctlons in the goals of specific practices, and to critically examine seemingly contradictory applications of contemplation.


By design, this course requires developing and expressing ideas in writing. Students write 10 reflection papers in class and compose 3 short (3 page) papers that build the foundation for their final paper. In the final paper, students interpret or analyze a contemplative practice using critical thinking skills. Small group discussions, as well as discussions led by the instructor, are part of each class session. Discussion sessions allow students to



express ideas verbally. A final presentation of their work in the last week of classes (Unit IV) ensures that students communicate with their peers. Students are encouraged to include visual images in their presentations (powerpoint, photographs, film, demonstrations, etc.).


Contemplative practices in the modern world tend to emphasize social and personal responsibility. That emphasis is one of the reasons I chose to design a course on contemplative practices for the TAMU core curriculum. The course is organized so that students can study the techniques and goals of specific contemplative practices along with the social contexts In which people practice contemplation. Weekly topics in Unit Ill examine different uses of contemplative practices: education, health, global and local citizenship, business, and religion. These uses put the practice of contemplation in the context of social responsibility. Specific practices studied in Unit II come from different regions of the world: Asia, the Middle East, Europe, the United States and from different religious or social traditions. Studying the origins of contemplative practices in specific cultural contexts is intended to increase students' intercultural competence. The readings selected for this course focus on the use of contemplative practice as a form of engagement with society and culture and emphasize contemplative practice as cross-cultural.


No dictum is more central to the process of ethical decision-making than the ancient Greek maxim inscribed in the Temple at Delphi, "know thyself." Contemplation, in its many and varied forms, is one of the ways people try to know, or understand1 themselves as ethical beings. The range of contemplative practices and uses of contemplation covered in this course introduces students to some of the ways human beings have sought knowledge of themselves and the world around them. The optional practicum component of this course (see last bullet under Final Paper) gives students the chance to put some of the analytical, interpretive, and critical work they are doing for the class into practice if they choose to do so. In this course, students study directly the ways contemplative practices Increase people's capacity for ethical action (e.g., compassion) and cultivate the ability to reflect on thoughts and actions.


Religious Studies Interdisciplinary Program

RELS 31'2- Contemplative Practices in the Modern World


Contemplative Practices in the Modern World examines the various ways people practice meditation and other contemplative activities. The course asks: how is meditation universal and culturally specific? The course gives students background so they can see the culturally specific origins of modern contemplative practices such as "mindfulness." The course covers Sufi meditation (Middle East), hatha yoga and pranayama (India), Theravada Buddhism (Thailand, South Asia), Tibetan Buddhism (Tibet) and Zen Buddhism (Japan), prayer in Christianity and Judaism, and Indian theories of mind. The course emphasizes cultural hybridity in the last 50 years as it covers the transmission of meditative techniques from East to West , differences in approaches to mind and body across cultural traditions, and why some modern contemplative practices strip away cultural specificity while others exoticize the cultural origins of contemplative practices. The course present s a cross-cultural assessment of Asian, Middle Eastern, and Western meditation techniques in the modern world.

Contemplative Practices In Contemporary Societies Religious Studies (RELS) 312

Instructor: Donnalee Dox Instructor office: 304 Bolton Hall Instructor contact: [email protected]

Spring 2014

Office hours: T/Th 11:00-12:30 and by appointment

Meeting time: T/Th 9:35-10:50 Meeting place: TBA

Core area: Language, Philosophy & Culture Fulfills International and Cultural Diversity

Prerequisites: Junior or Senior Classification, or approval of instructor.

Catalog course description: Interdisciplinary approach to examining contemplative practices: origins in philosophy and religiou.s traditions, goals and techniques of contemplation, contemplation in relation to cultural and social problems or needs.

Objectives • Introduce students to ways people in modern societies practice contemplation. • Answer the question: What values do modern societies place on solitude, introspection, and

contemplation? • Analyze philosophical, religious, and epistemological underpinnings for contemplative practices. • Consider cultural contexts in which contemplation is practiced, and how contemplation is valued or

devalued in those contexts. • Explore what mental and physical capacities contemplative practices develop and how those capacities

serve or do not serve living in the modern world.

Design of the course • Component 1. Develop skills in observation. Students will analyze the culture around them for diverse

ways people define and practice contemplation. • Component 2. Introduce students to research in the emerging field of contemplative studies and analyze

this research. • Component 3. Apply knowledge by engaging In a contemplative practice (optional) and analyzing

contemplative practices in writing.

Learning outcomes • Develop personal and social responsibility for living in a diverse world by analyzing diverse approaches to

the concept of an "inner life." • Develop intellectual and practical skills essential for all learning by exploring cognitive resources cultivated

in contemplative practices. • Develop ability to apply critical first-person analysis as well as third-person analysis to observations of

modern culture and society. • Develop mental flexibility required for reflection and critical thinking by evaluating disciplinary

approaches to a topic.

Required activities:

o Three short papers that synthesize course material and tie course material to final paper. These papers form the basis for your final paper. 100 points each (minimum 3 pages)

• Final paper: case study of a modern contemplative practice or issue related to contemplative practices based on the three short papers. 100 points (minimum 10 pages)

• Ten in-class writing exercises in response to the day's questions. 100 points (10 points each)

Required Te><ts

• Shear, Jonathan, ed. The Experience of Meditation: Experts Introduce the Major Traditions. (St. Paul, MN: Paragon House) 2006.

• Bush, Mirabal, ed. Contemplation Nation: How Ancient Practices Are Changing the Way We Live. (Kalamazoo, Ml: Fetzer Institute Press) 2011.

• All other assigned readings available in elearning (http:Umediamatrix.tamu .edu)

• Visua l material available on Mediamatrix (http://mediamatrix.tamu.edu)

Grading scale: A=450-SOO Exceptional ability to conceptual ize and present ideas; effort beyond meeting basic criteria; you have sought out new ideas and information; your work is thorough and original; your work shows initiative and imagination; there are few to no errors in your written work; overall your work shows a trajectory of development and growth. You have exceeded expectations for research, writing, or speaking at the upper division level in a Research I university. 8=400-449 Solid work; meets basic requirements; evident language competency; few errors; you are able to engage but generally do not go beyond information and ideas readily accessible through class, readings, and discussions. Your research, writing, and speaking are commensurate with upper division standing in a Research I university. C=350-399 Marginal work; writing assignments and discussions demonstrate limited abi lity or effort to engage ideas and information; written assignments have many errors (sentence structure, spelling, grammar, etc.) and/or are underprepared. Your research, writing, and speaking are slightly below expectations for students with upper division standing in a Research I university and should be improved with additional effort. 0=300-349 Quantity and quality of work falls far below the expectations of upper division students in a Research I university. You are either not expending enough effort or you need help to accomplish the work required. F=below 300 Usually the result of missing work, missed classes, lack of preparation, inattention, unwillingness to engage, etc ..

Writing Assignments: In-class writing

Short papers

o Over the course of the semester, 15-20 minutes of 10 class sessions will be devoted to in-class writing and small-group discussion of what you have written. In-class writings are your reflections on questions posed in the previous class. In-class writing days may not be announced advance. You must be present to write. See Student Rule 7 http://student rules.tamu.edu/rule07

o In each of these three papers, synthesize and analyze the class work we have done in relation to the contemplative practice or topic you have chosen to research. Short papers may include questions you have, aspects of the material that interest you, reflections on the place of contemplation in modern culture, etc. These papers allow you to explore the topic you have chosen for your final paper. You may incorporate material from these papers in your final paper.

See next page

Final Paper

Participation

• Case study of a modern, contemplative practice. Lectures, discussions, and readings provide models for developing a line of inquiry.

• Find a modern, contemplative practice that interests you or an issue in contemplative studies you find interesting.

• Develop a line of inquiry for your investigation: the religious, medical, or other context for the practice, how the practice Itself works (specific techniques involved in the practice), major proponents of the practice and how they have written about contemplation; how the practice has been used in modern culture; the experiential goals of the practice; the neurobiology of the practice or other physiological approaches to the practice. You may work individually or in teams.

• Students are encouraged to apply the research methods of thei r major disciplines to their research in this core curriculum course. Students may consider, f or example: sociological aspects of meditation retreats, contemplation from a psychological perspective, the history of a particular contemplative tradition, the rhetorical presentation of meditative experience, philosophical issues such as cultivating compassion as an ethical act or the cultural politics of transferring contemplative practices across religious and cultural borders.

" Ethnographic projects are acceptable. Please see Dr. Dox for guidance if you want to do ethnographic (participant-observation) research.

• Scientific studies of contemplative practice are acceptable. These might include, for example: neurological correlates to contemplative states, or contemplation in palliative or preventative health care.

• OPTIONAL PRACTICUM COMPONENT. Critical first-person analysis of contemplative practice is acceptable. You may wish to try the practice you are researching. If you would like to put your research into practice (a critical first-person) approach, please see Dr. Dox.

• To get the most out of this class, participate mindfully in class discussion and be present for all in· class writing as well as completing the short papers and research papers.

• See University Student Rules for attendance expectations http://student-rules.tamu.edu/rule07

Course Policies Students With Disabilities The Americans with Disabilities Act {ADA) is a federal anti-discrimination statute that provides comprehensive civil rights protection for persons with disabilities. Among other things, this legislation requires that all students with disabilities be guaranteed a learning environment that provides for reasonable accommodation of their disabilities. If you believe you have a disability requiring an accommodation, please contact Disability Services, in Cain Hall, Room 6118, or call 845-1637. For additional information visit http:/ /disability.tamu.edu. Course Materials/Copyright Statements The handouts used in this course are copyrighted (all materials generated for this class, including syllabi, quizzes, exams, essay questions, in-class materials, review sheets). Because these are copyright ed, you do not have t he right to copy the handouts without permission. Plagiarism As commonly defined, plagiarism consists of passing off as one's own the ideas, words, writings, etc., which belong to another. In accordance with t he definition, you are committing plagiarism if you copy the work of another person and turn it in as your own, even if you should have the permission of the person. Plagiarism is one of the worst academic sins, for the plagiarist destroys the trust among colleagues without which research cannot be safely communicated. If you have any questions regarding plagiarism, please consult the latest issue of the Texas A&M University Student Rules,

under the section "Scholastic Dishonesty. KNOW THE CODE: http://al!giehonor.tamu.edu :

"An Aggie does not lie, cheat or steal, or tolerate those who do."

Attendance The A&M policy on attendance and excused absences will be followed. See {http://student-rules.tamu.edu/ rule07)

COURSE OUTLINE

Weekl Overview of course structure, expectations and goals; discussion of the short papers, in-class writing, and final paper/projects.

Discussion: What do we mean by "contemplative" and "contemplative practice"? Where do we find contemplative practices in modern life?

Assignment: Begin observing the world around you for evidence of contemplative practices (see Jist of suggestions). Consider the context in which you observe a contemplative practice.

Unit 1. Practicing Contemplation in the Modern World. Week2 Introduction to the study of contemplative practices and the practice of contemplation. What are the issues in contemplative studies? The interdisciplinary methods Involved in contemplative studies. First and third person analysis. Real world applications of research on contemplation (psychology, medicine, education, wellbeing).

Discussion: Contemplation and modern life: what did you observe during the week?

Readings

• In Contemplation Nation, Mirabal Bush, ulntroduction," 1-8. • In Contemplation Nation, Maia Duerr, "Assessing the State of Contemplative Practices in the United

States" 9-34.

• Doug Oman, "Similarity in Diversity? Four Shared Functions of Integrative Contemplative Practice Systems" in Thomas G. Plante, ed. Contemplative Practice in Action {Santa Barbara, CA: Praeger 2010), pp. 7-16.

Week3 Subjective experience {an "inner life") and the problem of consciousness in the Western tradition. The history_ of an "inner life" in the Western intellectual tradition. What value do we place on subjective experience in modern culture? What is the role of subjective experience in the construction of knowledge? What do we mean by "consciousness"?

Reading • Alan B. Wallace, "Observing the Mind" and "Exploring the Mind" in The Taboo of Subjectivity: Toward a

New Science of Consciousness {Oxford University Press, 2000), 75-122. • Seager, William, "A Brief History of the Philosophical Problem of Consciousness" in The Cambridge

Handbook of Consciousness {Cambridge: Cambridge University Press, 2007), pp. 9-34.

Week4 Living in a wired world. Headphones: the desire for solitude or isolation? The phenomenon the MP3 player and life on a soundtrack. Multitasking, simulation, and sensory stimulation.

Reading • Thomas de Zengotita, Mediated: How the Media Shapes Your World ond the Way You Live In It {NY:

Bloomsbury, 2005).

• Zygmunt Bauman, Liquid Times: Living in an Age of Uncertainty {Cambridge: Polity Press, 2007).

WeekS Silence and solitude. How do people find solitude? Is solitude necessary? Is silence possible in an int~rconnected world? Is silence necessary? The_Zen 'monkey mind.' Is contemplation an antidote to modern life? Or a hindrance?

Reading • Ester Schaler Bucholz, "Silence, Sharing Secrets, and Change: The other Half of the Psychology Story" in

The Call of Solitude: A/onetime in a World of Attachment !Simon and Schuster, 1997), 97-115 and "Trances, Computers, and Private Spaces" 176~193

• In Contemplation Nation, Michele Gossman, "Contemplative Practice in a Frantic World", 183-188.

Short Paper #1 due

Unit 2. Contemplation in Religious Traditions and Non-religious Contexts

Week6 Contemplation in a religious tradition: Buddhism Reading

• In The Experience of Meditation, Shodo Harada Roshi, "Zen Buddhism" 1-22; Jeffrey M. Schwartz and Bryan Clark, ''Theravada Buddhism," 119-144, and Robert Thurman and David Gray, "Tibetan Buddhism," 145-170.

• Georges Dreyfus and Evan Thompson, "Asian Perspectives: Indian Theories of Mind" in Cambridge Handbook of Consciousness !Cambridge: Cambridge University Press, 2007), 89-116.

Week7 Contemplation in a religious tradition: Christianity

Reading

• In The Experience of Meditation: Basil Pennington, "Christianity," 245-258. • In Contemplation Nation: Douglas Burton-Christie, "The Blue Sapphire of the Mind: Christian

Contemplative Practice and the Healing of the Whole," 35-52 • In Contemplation Nation: David Frenette, "Christian Centering Prayer in America: A Contemplative

Practice for Contemporary America/ 75-88. • Ferbuson, JaneK., "Centering Prayer: A Method of Christian Meditation for Our Time" in Contemplative

Practices in Action, 60-77.

WeekS Contemplation in a non-religious context: Mindfulness Based Stress Reduction

Reading

• Jon Kabat-Zinn. "Some Clinical Applications of Mindfulness Meditation in Medicine and Psychiatry: The Case of Mindfulness-Based Stress Reduction IMBSR)" in The Mind's Own Physician !Oakland, CA: Harbinger Press, 2011), 47-54.

• Hooria Jazaieri and Shauna L. Shapiro, "Managing Stress Mindfully" in Contemplative Practices in Action IPraeger, 2010), 17-34.

• In Contemplation Nation: Margaret Cullen1 ''Mindfulness-Based Interventions: An Emerging Phenomenon," 293-314.

Week9 Contemplation and Embodiment: Sufi Dance and Hatha Yoga How are mental and physical capacities integrated in meditation? What practices facilitate that integration? How are the arts (dance, music, visual art) contemplative?

Reading • Diane Dunya McPherson. Skin of Glass (New York: Dancemeditation books). Excerpts. • In The Experience of Meditation: Llewellyn Vaughn-Lee, "Sufism," 223-244.

• In The Experience of Meditation, Georg Feuerstein, "Yoga," 87-118. • T. Anne Richards, "The Path of Yoga" in Contemplative Practices in Action, 143~159. • Stuart Ray Sarbacker, "The Numinous and Cessative in Modern Yoga." (New York: Routledge, 2008), 160-

183.

Film: • Dances of Ecstasy

Short paper #2 due

Unit 3. Contemplation in Modern Practice

Week 10 Medical uses of mindfulness, contemplation, meditation: cancer research, pain management; stress reduction, inflammation and immune responses; increased life expectancy (affect on telomeres).

Reading • Chaoul, M.A. and Cohen, L. "Rethinking Yoga and the Application of Yoga in Modern Medicine."

Crosscurrents. 60(2) 2010, 144-161

• Hickey, W. S. "Meditation as Medicine: A Critique." Crosscurrents. 60(2) 2010, 168-184. • Lutz, A., Dunne, J.D. and Davidson, R. (2007). "Meditation and the Neuroscience of Consciousness: An

Introduction" in The Cambridge Handbook of Consciousness (Cambridge: Cambridge University Press, 2007), 499-551.

• Brown, Richard P. and Gerbarg, Patricia L. "Yoga Breathing, Meditation, and Longevity," in Longevity, Regeneration, and Optimal Health (New York: New York Academy of Sciences 1172, 2009, 54·62.

Week 11 Contemplation In business and education for performance: increased productivity, focus and concentration, sleep, feeling of overall well-being, mental flexibility and collaboration enhanced, cognition.

Contemplation and business: Analysis of Chade-Meng Tan's Search Inside Yourself Reading

• Andre L. Delbecq, "The Impact of Meditation Practices in the Daily Life of Silicon Valley Leaders" in Contemplative Practices in Action, 183-204.

• In Contemplation Nation, Susan Burggraf, "Contemplative Higher Education: A Case Study of Naropa University," 237-247 and Janet Drey, "Contemplative Leadership in Organizations," 343-361.

• Chade-Meng Tan, Search Inside Yourself: The Unexpected Path to Achieving Success, Happiness ond World Peace (Harper One, 2012), 1-78.

Week 12 Therapeutic applications: talking vs. "emptying the mind"; contemplation and psychology.

Reading

• In Contemplation Nation, Deborah Rozelle, 11 Contemplative Practice and Healing Trauma," 259-292.

• Gleig, Ann, "Wedding the Personal and Impersonal in West Coast Vipassana: A Dialogical Encounter Between Buddhism and Psychotherapy". Journal of Global Buddhism 13,2012, 129-146.

• Oman, D. et al., "Meditation Lowers Stress and Supports Forgiveness Among College Students: A Randomized Controlled Trial." Journal of American College Health (56)5, 2008, 568-578 .

•

Week 13 Social uses of contemplation: prisons, law, education. Contemplation and politics: analysis of Congressman Tim Ryan's Mindful Nation

Documentary film

• Jenny Phillips, The Dhamma Brothers: 100 Hours of Silence

Reading

• Tobin Hart, "Interiority and Education: The Neurophenomenology of Contemplation" in Meditation and the Classroom (Albany, SUNY Press, 2010, 129-146.

• Tim Ryan, Mindful Nation: How a Simple Practice Can Help Us Reduce Stress, Improve Performance and Recapture the American Spirit (Hay House, 2012)91-158.

ln~class discussion of research projects (working in small groups) In-class contemplative practice (musi~ and meditation)

Week14 Review and Questions: mystical experiences, the impossibility of introspection, self-knowledge as a goal of contemplation, relaxation and stress reduction, the line between religious and secular.

Reading • In Contemplation Nation, Robert Toth, "State of Contemplative Practice: Contemplative living," 89-96.

In-class discussion of research projects (working in small groups) In-class contemplative practice (meditative poetry)

Short paper #3 due

Unit 4. Student research presentations

Final eKam week Student research: individual and team presentations

Final papers due.

Below is a list of contemplative practices and organizations in the U.S. that support research on contemplative

practices and contemplation.

Contemplative Practices Vi pass ana Centering Prayer Contemplative Prayer Integral Yoga Kriya Yoga

Hatha Yoga Sufism Transcendental Meditation The Relaxation Response T'ai Chi

Qui Gong Martial arts as mediation Mindfulness Based Stress Reduction

Mantram Shamanism Passage Meditation

Research Organizations

Fetzer Institute Mind and Life Institute Contemplative Mind in Higher Education Garrison Institute Center for Mindfulness in Health Care Stanford Center for Compassion Research and Education (CCARE) UCLA Mindful Awareness Research Center Spirit Rock Meditation Center

language, philosophy and culture...variety of disciplines in the social sciences and humanities. be...

Documents