John Garrigus

Researching Saint-Domingue and the Haitian Revolution

Author: admin (page 2 of 2)

HIST4369: Caribbean History, Spring 2014

MWF 11-11:50am; University Hall, Room 16

How to contact Professor Garrigus:

  1. Email: garrigus@uta.edu, but please use the BlackBoard email when possible.
  2. Office: University Hall 201b; [Note that this is on the 2nd floor]
  3. Office Hours: 4pm to 6pm Mondays or Mondays and Wednesdays 1 to 3pm; please make make an appointment with me if these times are not convenient.
  4. Office Phone: 817-272-2869
  5. BlackBoard: http://elearn.uta.edu; you will find all class handouts here and submit all projects electronically
  6. Website: http://wweb.uta.edu/faculty/garrigus

Description:

This course will present a picture of the Caribbean quite different from that held by many North Americans. For 500 years, this region has been the site of encounters and clashes among Native Americans, Europeans, Africans, and Asians. For three centuries Europe’s leading states fought each other to control these islands, which were the most valuable real estate in the Atlantic world. At the same time Dutch, English, French and Spanish colonists imported millions of enslaved men, women, and children from Africa to work on the sugar and coffee plantations that made the region so profitable for its masters. Supported by racism and colonialism, plantation slavery left its mark on the Caribbean long after emancipation and independence.

But poverty and powerlessness could not prevent Caribbean people from developing their own resilient and resourceful cultures, forged in resistance to slavery and rooted in a shared African heritage. In music, religion, and literature the Caribbean has given the world new voices and modes of expression that many North Americans value, though often without understanding their origins.

The goal of this class is to trace the emergence of modern multi-ethnic Caribbean nations from the slave colonies of the not-so-distant past. We will show that that though they provide tourists with a picturesque “escape” destination, the islands of the Caribbean have played a central role in the history of the Atlantic world for the last 500 years.

Learning Outcomes:

  1. Students will be able to identify major Caribbean countries on a map. This will be assessed on a map quiz.
  2. Students will be able to construct reasonable interpretations of primary documents, books, and films about Caribbean history. This will be assessed in class discussions, and eight book quizzes.
  3. Students will be able to evaluate the impact on Caribbean peoples of factors including geography, global trade, slavery, racism, and imperialism. This will be assessed in four short country reports.
  4. Students will describe the connection between Caribbean history and the processes of globalization.. This will be assessed in the final project.

Requirements:

This course is designed so that you can succeed whether or not you have never studied the history of the Caribbean or Latin America before.

Required Books:

  1. Jamaica Kincaid, A Small Place. Farrar, Straus & Giroux. ISBN: 9780374527075
  2. Trevor Burnard, Mastery, Tyranny, and Desire: Thomas Thistlewood and His Slaves in the Anglo-Jamaican World. University of North Carolina Press, 2003. ISBN: 0807855251
  3. Laurent Dubois and John D. Garrigus, Slave Revolution in the Caribbean, 1789-1804: A Brief History with Documents. Bedford St. Martin’s Press, 2006. ISBN: 031241501x
  4. Karen McCarthy Brown, Mama Lola: A Vodou Priestess in Brooklyn. University of California Press, 2001. ISBN: 0520224752
  5. Aviva Chomsky, et. al. The Cuba Reader: History, Culture, Politics Duke University Press, 2004. ISBN: 0822331977

Description of Major Assignments with Dates

Map quiz

  • Date: 01-22 Wed
  • I’ll pick ten countries on an map of the Caribbean and ask you to identify each of them, together with the main European language spoken there.

Eight book quizzes

  • Dates: 01-24 Fri; 02-31 Fri; 02-07 Fri; 02-14 Fri; 02-21 Fri; 03-28 Fri; 04-11 Fri; 04-25 Fri; 05-02 Fri
  • For each of our books you will find a study guide on Blackboard, with four to nine discussion questions and a list of important terms. Eight times during the semester [see schedule] we’ll have a 30-minute quiz on the book, consisting of four multiple choice questions on the terms and an essay on one of the discussion questions. You may drop the lowest quiz score.
  • On 2-14 Fri you will take the quiz on Blackboard. This quiz will mostly consist of objective questions of the Dubois reading, plus multiple-choice questions over the on-line lectures for that week. You will be able to take this quiz twice.

Four country project assignments

  • You’ll choose a Caribbean country to study over the course of the semester. Over the course of the semester you’ll submit four five-page papers on pre-assigned aspects of the history and culture of that country.
  • Dates: 02-17 Mon; 03-07 Fri; 04-18 Fri; 04-25 Fri

Class participation

I base this on two elements: your regular attendance and your oral/written participation in class, especially on our pre-announced discussion days.

Final project

  • Date: 05-09 Fri
  • At the end of the semester you’ll use a template I provide to combine your four country project assignments into a single project on the country you picked.

Grading Policy:

At the end of the semester, students who have accumulated 900 or more
points will receive a “A”; 800 to 899 is a “B”; 700 to 799 is a “C”;
and 600 to 699 is “D”. Less than 600 points is a failing grade.

 
Assignment Points
Map quiz 100
Eight quizzes 400
Four country projects 200
Final Project 200
Class participation 100
TOTAL 1000

Attendance Policy:

I take attendance every day. Students are allowed only four absences. Starting with the fifth absence a student will lose 30 points from the final grade for each subsequent absence.

Academic Integrity:

All students enrolled in this course are expected to adhere to the UT Arlington Honor Code:

I pledge, on my honor, to uphold UT Arlington’s tradition of academic integrity, a tradition that values hard work and honest effort in the pursuit of academic excellence.

I promise that I will submit only work that I personally create or contribute to group collaborations, and I will appropriately reference any work from other sources. I will follow the highest standards of integrity and uphold the spirit of the Honor Code.

UT Arlington faculty members may employ the Honor Code as they see fit in their courses, including (but not limited to) having students acknowledge the honor code as part of an examination or requiring students to incorporate the honor code into any work submitted. Per UT System Regents’ Rule 50101, §2.2, suspected violations of university’s standards for academic integrity (including the Honor Code) will be referred to the Office of Student Conduct. Violators will be disciplined in accordance with University policy, which may result in the student’s suspension or expulsion from the University.

Garrigus Statement on Plagiarism:

I realize that you may not clearly understand what plagiarism is
depending on your previous academic experiences. Please ask me for
clarification if you have any questions after reading the following paragraph.

Plagiarism occurs when you present someone else’s words or ideas
as your own. Avoid plagiarism in all class assignments,
including on-line discussion boards as
well as more traditional papers and projects. When you copy
paragraphs, sentences, and phrases from someone else, from the
Internet, from encyclopedias, or from other works you are committing
plagiarism. What you may not realize is that paraphrasing
(copying a sentence and changing a few key words) is also
plagiarism. Avoid plagiarism by always explaining ideas in
your own language. If you must reproduce someone else’s words, use
quotation marks and give that writer credit in a footnote or
endnote.

Drop Policy:

Students may drop or swap (adding and dropping a class concurrently)
classes through self-service in MyMav from the beginning of the
registration period through the late registration period. After the
late registration period, students must see their academic advisor to
drop a class or withdraw. Undeclared students must see an advisor in
the University Advising Center. Drops can continue through a point
two-thirds of the way through the term or session. It is the student’s
responsibility to officially withdraw if they do not plan to attend
after registering. Students will not be automatically dropped for
non-attendance. Repayment of certain types of financial aid
administered through the University may be required as the result of
dropping classes or withdrawing. Contact the Financial Aid Office for
more information.

Americans With Disabilities Act:

The University of Texas at Arlington is on record as being committed
to both the spirit and letter of all federal equal opportunity
legislation, including the Americans with Disabilities Act (ADA). All
instructors at UT Arlington are required by law to provide “reasonable
accommodations” to students with disabilities, so as not to
discriminate on the basis of that disability. Any student requiring an
accommodation for this course must provide the instructor with
official documentation in the form of a letter certified by the staff
in the Office for Students with Disabilities, University
Hall 102. Only those students who have officially documented a need
for an accommodation will have their request honored. Information
regarding diagnostic criteria and policies for obtaining
disability-based academic accommodations can be found at
http://www.uta.edu/disability or by calling the Office for Students with
Disabilities at (817) 272-3364.

Student Support Services:

UT Arlington provides a variety of resources and programs designed to help students develop academic skills, deal with personal situations, and better understand concepts and information related to their courses. Resources include tutoring, major-based learning centers, developmental education, advising and and mentoring, personal counseling, and federally funded programs. For individualized referrals, students may visit the reception desk at University College (Ransom Hall), call the Maverick Resource Hotline at 817-272-6107, send a message to resources@uta.edu, or view the information at http://www.uta.edu/resources.

Electronic Communication Policy:

UT Arlington has adopted MavMail as its official means to communicate with students about important deadlines and events, as well as to transact university-related business regarding financial aid, tuition, grades, graduation, etc. All students are assigned a MavMail account and are responsible for checking the inbox regularly. There is no additional charge to students for using this account, which remains active even after graduation. Information about activating and using MavMail is available at http://www.uta.edu/oit/cs/email/mavmail.php.

Student Feedback Survey:

At the end of each term, students enrolled in classes categorized as “lecture,” “seminar,” or “laboratory” shall be directed to complete an online Student Feedback Survey (SFS). Instructions on how to access the SFS for this course will be sent directly to each student through MavMail approximately 10 days before the end of the term. Each student’s feedback enters the SFS database anonymously and is aggregated with that of other students enrolled in the course. UT Arlington’s effort to solicit, gather, tabulate, and publish student feedback is required by state law; students are strongly urged to participate. For more information, visit http://www.uta.edu/sfs.

Final Review Week:

A period of five class days prior to the first day of final examinations in the long sessions shall be designated as Final Review Week. The purpose of this week is to allow students sufficient time to prepare for final examinations. During this week, there shall be no scheduled activities such as required field trips or performances; and no instructor shall assign any themes, research problems or exercises of similar scope that have a completion date during or following this week unless specified in the class syllabus. During Final Review Week, an instructor shall not give any examinations constituting 10% or more of the final grade, except makeup tests and laboratory examinations. In addition, no instructor shall give any portion of the final examination during Final Review Week. During this week, classes are held as scheduled. In addition, instructors are not required to limit content to topics that have been previously covered; they may introduce new concepts as appropriate.

Emergency Exit Procedures:

Should we experience an emergency event that requires us to vacate the building, students should exit the room and move toward the nearest exit, which is located just outside our classroom door. When exiting the building during an emergency, one should never take an elevator but should use the stairwells. Faculty members and instructional staff will assist students in selecting the safest route for evacuation and will make arrangements to assist handicapped individuals.

Schedule

Week 1: Beginnings

  • 2014-01-13 Mon What’s in a Name?
  • 2014-01-15 Wed Native Peoples of the Caribbean
  • 2014-01-17 Fri NO CLASS

Week 2: Caribbean Plantation Slavery, part 1

  • 2014-01-20 Mon Martin Luther King Holiday; No classes at UTA
  • 2014-01-22 Wed Columbus and the Origins of Caribbean Slavery; map quiz
  • 2014-01-24 Fri Quiz on Jamaica Kincaid; discussion of Kincaid;

Week 3: Caribbean Plantation Slavery, part 2

  • 2014-01-27 Mon The Barbadian Sugar Revolution; How to Make Sugar
  • 2014-01-29 Wed Pirates of the Caribbean;
  • 2014-01-31 Fri Quiz on Burnard, pp 1-101; discussion of Burnard;

Week 4: Caribbean Plantation Slavery, part 3

  • 2014-02-03 Mon Africa and the Slave Trade
  • 2014-02-05 Wed Slavery, Industrialization and Resistance in the Greater Antilles
  • 2014-02-07 Fri Quiz on Burnard; pp 137-174; 209-271; discussion of Burnard; Sugar and Industrialization

ALL ON BLACKBOARD Week 5: The Haitian Revolution, part 1

  • 2014-02-10 Mon Lectures on Blackboard: Overview of The French and Haitian Revolutions (1789-1804); read Dubois/Garrigus, pp 7-40
  • 2014-02-12 Wed Lectures on Blackboard: Civil War in Saint-Domingue:
  • 2014-02-14 Fri Lectures on Blackboard: Slave Uprising and Emancipation; Blackboard QUIZ on Dubois pp 7-85 and on on-line lectures

Week 6: The Haitian Revolution, part 2

  • 2014-02-17 Mon Plantation Uprising; What did Toussaint Louverture stand for? discussion of Dubois, pp 120-132, 138-158; 167-70; first country project due on Blackboard by 11:59pm
  • 2014-02-19 Wed Free “Black” Haiti / The Impact of Haitian Freedom;
  • 2014-02-21 Fri Quiz on Dubois; discussion of Dubois

Week 7: End of Slavery in British Territories

  • 2014-02-24 Mon Britain Abolishes the Slave Trade
  • 2014-02-26 Wed The End of British Plantation Slavery
  • 2014-02-28 Fri Jamaica’ Morant Bay Rebellion

Week 8: Slavery Continues

  • 2014-03-03 Mon; Asian Sugar Workers in the Caribbean
  • 2014-03-05 Wed The Rise of Cuban Sugar
  • 2014-03-07 Fri Cuban Sugar Workers; second country project due on Blackboard, 11:59pm

Spring Break

Week 9: The Spanish Caribbean and the USA

  • 2014-03-17 Mon End of Slavery in the French and Spanish Caribbean
  • 2014-03-19 Wed Sugar Shack Alley (Martinique, 1983)
  • 2014-03-21 Fri Cuba and the “Spanish-American” War

Week 10: Life After Slavery

  • 2014-03-24 Mon US Imperialism and the Caribbean
  • 2014-03-26 Wed Trujillo: Dictator of the Dominican Republic
  • 2014-03-28 Fri Quiz on Brown, Chapter 1-6/ discussion of Brown, Chapters 1-6

Week 11: The 1920s-1940s

  • 2014-03-31 Mon Caribbean Migrants in the 1920s
  • 2014-04-02 Wed The Great Depression in the Caribbean;
  • 2014-04-04 Fri AfroCubanismo, Négritude and Marcus Garvey

Week 12: The “Independent” Caribbean

  • 2014-04-07 Mon World War II and Decolonization; Fidel Castro and his Revolution
  • 2014-04-09 Wed Fidel and the Cold War in the Caribbean
  • 2014-04-11 Fri Quiz on Brown, Chapters 7-12/ discussion of Brown, Chapters 7-12

Week 13: Nation and Culture in the Caribbean

  • 2014-04-14 Mon The Harder They Come(Jamaica, 1972)
  • 2014-04-16 Wed The Harder They Come, continued
  • 2014-04-18 Fri Rastafarianism; Third country project due on Blackboard, 11:59pm

Week 14: Cold War and Neocolonialism

  1. 2014-04-21 Mon Cold War in the Caribbean, part 2; Life and Debt (US, 2001)
  2. 2014-04-23 Wed Life and Debt (US, 2001)
  3. 2014-04-25 Fri Quiz on Chomsky, TBD/ discussion of Chomsky

Week 15: After the Cold War

  • 2014-04-28 Mon Cold War in the Caribbean, part 3; fourth country project due by 11:59pm
  • 2014-04-30 Wed Cuba’s “Special Period”
  • 2014-05-02 Fri Quiz on Chomsky, TBD/ discussion of Chomsky

Final Project

  • 2014-05-09 Fri Final project due on Blackboard by 11 am.

All procedures and policies in this course are subject to change in the event of unforeseen circumstances.

Cuba Reader Selections

Week 13

  1. Rhumba, Yvonne Daniel 74
  2. US Cartoonists Portray Cuba, John J. Johnson 135
  3. Afrocubanismo and Son, Robin Moore 192
  4. Drums in My Eyes, Nicolas Guillen 201
  5. Life at the Mill, Ursinio Rojas 226
  6. Migrant Workers in the Sugar Industry, Levi Marrero 234
  7. Waiting Tables in Havana, Cipriano Chinea Falero and Lynn Geldof, 253
  8. The Brothel of the Caribbean, Tomas Fernandez. Robaina 257
  9. A Conversation on Santeria and Palo Monte, Oscar Lewis, Ruth M. Lewis, and Susan M. Rigdon 498
  10. Silence on Black Cuba, Carlos Moore 419

Week 14; Cuba Quiz 1

  1. The Platt Amendment, President Theodore Roosevelt 147
  2. Imperialism and Sanitation, Nancy Stepan 150
  3. A Child of the Platt Amendment, Renee Mendez. Capote 154
  4. History Will Absolve Me, Fidel Castro 306
  5. Reminiscences of the Cuban Revolutionary War, Che Guevara 315
  6. The Cuban Story in the New York Times, Herbert L. Matthews 326
  7. Castro Announces the Revolution, Fidel Castro 341
  8. How the Poor Got More, Medea Benjamin, Joseph Collins,and Michael Scott 344
  9. Man and Socialism, Ernesto “Che” Guevara 370
  10. 1961: The Year of Education, Richard R. Fagen 386
  11. The Family Code, Margaret Randall 399
  12. From Utopianism to Institutionalization, Juan Antonio Blanco and Medea Benjamin 433

Week 15; Cuba Quiz 2

  1. The U.S. Government Responds to Revolution, Foreign Relations of the United States 530
  2. Castro Calls on Cubans to Resist the Counterrevolution, Fidel Castro 536
  3. Operation Mongoose, Edward Lansdale 540
  4. The Assassination Plots, Select Committee to Study Governmental Operations with Respect to Intelligence Activities 552
  5. From Welcomed Exiles to Illegal Immigrants, Felix Roberto Masud-Piloto 561
  6. We Came All the Way From Cuba So You Could Dress Like This?, Achy Obejas 568
  7. City on the Edge, Alejandro Portes and Alex Stepick 581
  8. From Communist Solidarity to Communist Solitary, Susan Eckstein 607
  9. Emigration in the Special Period, Steve Fainaru and Ray Sanchez 637
  10. One More Assassination Plot, Juan Tamayo 666
  11. An Errand in Havana, Miguel Barnet 671

 

HIST5311: The French Atlantic: 1500- 1848, Fall 2014

Wed 7pm-9:50pm; University Hall, Room 16

How to contact Professor Garrigus:

  1. Email: garrigus@uta.edu, but please use the BlackBoard email when possible.
  2. Office: University Hall 201b; [Note that this is on the 2nd floor]
  3. Office Hours: Wednesday and Thursday, 2:00 to 4:00pm; please make an appointment with me if these times are not convenient.
  4. Office Phone: 817-272-2869
  5. BlackBoard: http://elearn.uta.edu; you will find all class handouts here and this is the place where you submit all papers electronically
  6. Website: http://wweb.uta.edu/faculty/garrigus

Description:

The identity question is especially important in the French Atlantic. European empires dominated the Atlantic basin in the eighteenth century but the American and French Revolutions transformed this situation, helping the nation-state replace these New World empires. However only one independent nation-state – Haiti – emerged in the French Atlantic. The fate of French-speaking people in the New World after France lost its American empire in the early 1800s is NOT a major focus of the reading but it is a subject for class presentations and discussions.

Learning Outcomes:

After successfully completing this class, students will be able to:

  1. describe and evaluate the concept of “The French Atlantic”.
  2. describe and evaluate the central issues in the recent historiography of this field.
  3. produce critical appraisals of course readings, orally and in writing.

Required Books:

  1. Shannon Lee Dawdy, Building the Devil’s Empire: French Colonial New Orleans (Chicago: University of Chicago Press, 2008).
  2. Allan Greer, Mohawk Saint: Catherine Tekakwitha and the Jesuits (Oxford University Press, USA, 2004).
  3. Robert W. Harms and Robert Harms, The Diligent: A Voyage through the Worlds of the Slave Trade (New York: Basic Books, 2003).
  4. Christopher Hodson, The Acadian Diaspora: An Eighteenth-Century History (New York: Oxford University Press, 2012).
  5. Christopher L. Miller, The French Atlantic Triangle: Literature and Culture of the Slave Trade (Durham: Duke University Press, 2008).
  6. Jeremy D. Popkin, You Are All Free: The Haitian Revolution and the Abolition of Slavery (New York: Cambridge University Press, 2010).
  7. Brett Rushforth, Bonds of Alliance: Indigenous and Atlantic Slaveries in New France (Chapel Hill: University of North Carolina Press, 2012).
  8. Sophie White, Wild Frenchmen and Frenchified Indians: Material Culture and Race in Colonial Louisiana (Philadelphia: University of Pennsylvania Press, 2012).

Grading:

At the end of the semester, students who have accumulated 900 or more
points will receive a “A”; 800 to 899 is a “B”; 700 to 799 is a “C”;
and 600 to 699 is “D”. Less than 600 points is a failing grade.

Assignment Points
1 precis 20
Class participation 130
Presentation 100
10 discussion board postings 100
3 reaction papers of 300 words 300
Final essay of 3,000 words 350
TOTAL 1000

Major Assignments with Dates

One precis

Presentation

  • Due date: sign-up sheet (one or two per week)
  • Graded on whether your presentation: engages the audience, connects to course themes, shows evidence of critical thinking
  • Your choice of the following:
    1. Author introduction: At the meeting before we start a new book, one student will make a presentation about the upcoming author. This should be a kind of intellectual biography, which I will grade on your research and presentation skills. What articles and books has she published? When and where did he attend graduate school? Which scholars or ideas have most influenced her? What special tools or perspectives does he generally bring to hiswork? I’m happy to give you pointers if you have trouble finding material.
    2. Historiography review: You’ll present an outside book (must be cleared with me first) on one of our main class topics: religion, slavery, trade, urban life, identity, or revolution in New World empires. Ideally this would be a book about the British, Spanish, Portuguese or Dutch Atlantic.
    3. Historical map presentation: (only open to those who are taking or have taken Dr. Demhardt’s Introduction to Historical Cartography). You’ll make a presentation analyzing an historical map from the periods and regions we are studying.
    4. Show-N-Tell: You will find some piece of contemporary news reporting, video, on-line primary source document, or image that sheds light on the idea of the “French Atlantic”. You will present it to the class with a critical analysis of the author(s), his or her perspective, when and why it was created, the context and the connection between claims and evidence.

Three reaction papers

  • Due via Blackboard upload after class before 11:59pm
  • Due dates: Wed 9-24 (Rushforth); 10-29 (Hodson); 11-12 (Popkin)
  • A reaction paper is at least 300 words long but it may be longer. In it you describe the thesis of the book and, as specifically and thoughtfully as you can, how it affected your understanding of the French Atlantic.

Class participation

Attendence and participation in our class discussions are important
parts of this colloquium. I take attendance and make notes on your
participation at every class meeting. I’m not grading you on your
brilliance but on your willingness to explore new ideas and offer
feedback to your classmates.

Discussion board:

I expect you to post comments on our BlackBoard discussion board every
week [weeks 3 through 13] by 5pm Wednesday, the day of our class. You should note what were the “fuzziest” points in the reading for you and also post two or three discussion questions about the reading. You should also read and respond to the postings by other members of the class. I’ll assign a grade to these comments and they will form the basis for our in-class discussions.

Final essay

  • At the end of this semester you’ll turn in an interpretive essay of about 3,000 words, roughly 10 pages, using our readings and discussions to answer the question – What is [or was] the “French Atlantic”? Is it a useful concept? Why or why not? How would you define or describe it?
  • Due date: 12-10 Wed

Important Policies

Academic Integrity:

All students enrolled in this course are expected to adhere to the UT Arlington Honor Code, which must be included in every substantial writing assignment in this class.

I pledge, on my honor, to uphold UT Arlington’s tradition of academic integrity, a tradition that values hard work and honest effort in the pursuit of academic excellence.

I promise that I will submit only work that I personally create or contribute to group collaborations, and I will appropriately reference any work from other sources. I will follow the highest standards of integrity and uphold the spirit of the Honor Code.

Instructors may employ the Honor Code as they see fit in their courses, including (but not limited to) having students acknowledge the honor code as part of an examination or requiring students to incorporate the honor code into any work submitted. Per UT System Regents’ Rule 50101, §2.2, suspected violations of the University’s standards for academic integrity (including the Honor Code) will be referred to the Office of Student Conduct. Violators will be disciplined in accordance with University policy, which may result in the student’s suspension or expulsion from the University.

Attendance:

At The University of Texas at Arlington, taking attendance is not required. Rather, each faculty member is free to develop his or her own methods of evaluating students’ academic performance, which includes establishing course-specific policies on attendance. As the instructor of this course, I record attendance weekly and factor it into your class participation grade.

Drop Policy:

Students may drop or swap (adding and dropping a class concurrently)
classes through self-service in MyMav from the beginning of the
registration period through the late registration period. After the
late registration period, students must see their academic advisor to
drop a class or withdraw. Undeclared students must see an advisor in
the University Advising Center. Drops can continue through a point
two-thirds of the way through the term or session. It is the student’s
responsibility to officially withdraw if they do not plan to attend
after registering. Students will not be automatically dropped for
non-attendance. Repayment of certain types of financial aid
administered through the University may be required as the result of
dropping classes or withdrawing. Contact the Financial Aid Office for
more information.

Americans With Disabilities Act:

UT Arlington provides a variety of resources and programs designed to help students develop academic skills, deal with personal situations, and better understand concepts and information related to their courses. Resources include tutoring, major-based learning centers, developmental education, advising and mentoring, personal counseling, and federally funded programs. For individualized referrals, students may visit the reception desk at University College (Ransom Hall), call the Maverick Resource Hotline at 817-272-6107, send a message to resources@uta.edu, or view the information at www.uta.edu/resources.

Title IX:

The University of Texas at Arlington is committed to upholding U.S. Federal Law “Title IX” such that no member of the UT Arlington community shall, on the basis of sex, be excluded from participation in, be denied the benefits of, or be subjected to discrimination under any education program or activity. For more information, visit http://www.uta.edu/titleIX.

Student Support Services:

The University of Texas at Arlington supports a variety of student
success programs to help you connect with the University and achieve
academic success. These programs include learning assistance,
developmental education, advising and mentoring, admission and
transition, and federally funded programs. For individualized referrals to resources for any reason, students may contact the Maverick Resource hot-line at 817-272-6107 or visit www.uta.edu/resources for more information.

Electronic Communication Policy:

The University of Texas at Arlington has adopted the University “MavMail” address as the sole official means of communication with students. MavMail is used to remind students of important deadlines, advertise events and activities, and permit the University to conduct official transactions exclusively by electronic means. For example, important information concerning registration, financial aid, payment of bills, and graduation are now sent to students through the MavMail system. All students are assigned a MavMail account. Students are responsible for checking their MavMail regularly. Information about activating and using MavMail is available at http://www.uta.edu/oit/email/. There is no additional charge to students for using this account and it remains active even after they graduate from UT Arlington.

Grade Grievance Policy:

Students should meet in person with the instructor to discuss any concerns about their grade.

Emergency Exit Procedures:

Should we experience an emergency event that requires us to vacate the building, students should exit the room and move toward the nearest exit, which is located just outside our classroom door. When exiting the building during an emergency, one should never take an elevator but should use the stairwells. Faculty members and instructional staff will assist students in selecting the safest route for evacuation and will make arrangements to assist handicapped individuals.

Schedule

Week 1: 2014-08-27 Wed What is Atlantic History?

  • Before class read Bailyn, Contours, pp. 59-111

Week 2: 2014-09-03 Wed What is the French Atlantic?

  • Read Dubois, “French Atlantic,” from Greene and Morgan, eds., Atlantic History: A Critical Appraisal (2009), 137-161
  • Read Miller, “Introduction,” from French Atlantic Triangle pp. 3-39
  • Read Seed, “Introduction” and Ch2 from Ceremonies of Possession: Europe’s Conquest of the New World, 1492-1640 (1995), 1-15 and 41-68
  • Read Vidal, “Reluctance”, The Southern Quarterly (2006), 153-189.
  • Precis on one of the four readings due by 5pm before class

Week 3: 2014-09-10 Wed Jesuits and Indians

  • Read Greer [272 pp]
  • Post to discussion board
  • 2014-09-20 Sat Professor Jeremy Popkin, one of the authors we’ll be reading, will be speaking at the 15th annual International Graduate Student Conference on Transatlantic history. I highly recommend you attend his talk if at all possible. See http://transatlantic-history.org for details.

Week 4: 2014-09-17 Wed Frenchmen, Indians and Slaves, pt. 1

  • Read Miller 40-61
  • Read Rushforth, pp. 1-192
  • Post to discussion board

Week 5: 2014-09-24 Wed Frenchmen, Indians and Slaves, pt. 2

  • Read Rushforth pp. 193-382
  • Reaction paper due before 11:59pm
  • Post to discussion board

Week 6: 2014-10-01 Wed Frenchmen, Africans and Slaves, pt. 1

  • Read Harms, pp. xi-196
  • Post to discussion board

Week 7: 2014-10-08 Wed Frenchmen, Africans and Slaves, pt. 2

  • Read Harms, pp. 197-408
  • Post to discussion board

Week 8: 2014-10-15 Wed New Orleans

  • Read Dawdy, xiii-246
  • Post to discussion board

Week 9: 2014-10-22 Wed Frenchmen or Others?

  • Read White 1-232
  • Post to discussion board

Week 10: 2014-10-29 Wed Frenchmen and Acadians

  • Read Hodson 1-212
  • Reaction paper due before 11:59pm
  • Post to discussion board

Week 11: 2014-11-05 Wed The Haitian Revolution, pt. 1

  • Read Blackburn, “Haitians Claim the Rights of Man” pp. 173-219 in Blackburn, The American Crucible (2011)
  • Read Popkin, pp. 1-188
  • Post to discussion board

Week 12: 2014-11-12 Wed The Haitian Revolution, pt. 2

  • Read Popkin, pp. 189-396
  • Reaction paper due before 11:59pm
  • Post to discussion board

Week 13: 2014-11-19 Wed The French Atlantic Remembered, pt. 1

  • Read Miller, pp. 62-175

No class on 2014-11-26 Wed

Week 14: 2014-12-03 Wed The French Atlantic Remembered, pt. 2

  • Read Miller, pp. 179-400

Final Project due on Blackboard on 2014-12-10 Wed by 11:59 pm

All procedures and policies in this course are subject to change in the event of unforeseen circumstances.

 

HIST4366: Latin America: Origins Through Independence, Fall 2014 on-line syllabus

Contact Professor Garrigus:

  1. Email: please use the BlackBoard email when possible; otherwise write garrigus@uta.edu with “4366” in the subject line.
  2. Office: University Hall 201b; [Note that this is on the 2nd floor]
  3. Office Hours: Wednesday, and Thursday 2 to 4; you can also make an appointment via email to talk on the phone, in person, or via Skype
  4. Office Phone: 817-272-2869
  5. BlackBoard: http://elearn.uta.edu
  6. Website: http://wweb.uta.edu/faculty/garrigus

Description:

Focusing on the years from 1300 to 1825, this course charts the emergence of creole cultures in Mexico, Central America and South America in the years before political independence from Europe. We will focus on the cultural, social, and economic history of Latin America and, necessarily, on the indigenous, Iberian, and West African societies that shaped it. As we will do this we will use and discuss the intellectual tools and approaches historians use to understand the past. Our readings reflect the ongoing “revisionism” that is an essential aspect of historical thinking.

Learning Outcomes:

  1. Students will be be able to accurately describe interpretations of specific aspects of the history of colonial Latin America as expressed in class readings and lectures. (assessed in on-line quizzes and country projects)
  2. Students will demonstrate critical thinking in the interpretation of images, video, and texts about the history of Latin America (assessed in weekly discussion board postings)
  3. Students will be able to research and write original essays connecting class lectures and readings with events in the colonial history of a specific Latin American country (assessed in country projects)

Expectations

What I expect of you:

  • I expect you to be in contact with me via the Blackboard email system about any questions or issues that you are having. The discussion boards are also a good place to raise general questions or concerns and I may put my answers there as well.
  • I expect you to keep up with the weekly pace of the class. Each week, starting on Monday, will have its own separate web page, with links to the lectures, quizzes, and discussion boards.
  • I expect you withdraw from the class if you find that you can’t keep up with the course for any reason. I don’t have the power to do this. The sooner you drop, the better for your finances and transcript.
  • I expect you to be able to find a solution for any technical problem that comes up during the semester. This sounds harsh, but we all need to recognize that there is very little I can do to help you with a computer crash or a prolonged lack of Internet service. If you run into problems on your end that can’t be fixed over a period of, say, two weeks, I recommend that you drop the class. My goal in saying this is to get you to cut your losses and withdraw before your GPA suffers.
  • If you are one of the Show-N-Tell leaders for a given week, I expect you to post your materials or link to that week’s discussion board by 8am Monday of that week.
  • I expect you to look carefully at the posted criteria [I call them “grading grids”] for the different projects before you undertake them; you will find these under “Assignment Descriptions.”
  • I take plagiarism and other forms of academic dishonesty quite seriously, maybe more than other history instructors you have had.
  • I expect you to study the plagiarism definitions and consequences in the “Class Policies” section of the syllabus and to ask me if you have general or specific questions, at any time in the semester.

What you can expect of me:

  1. I will answer your email within 24 hours if you send it through the BlackBoard mail system.
  2. I’ll give you ten days–Monday through Wednesday–to complete the discussion work and take the weekly quiz on the lectures. For example, the assignments for a unit that starts on Monday, September 1 will be open until 11:59pm Wednesday, September 10. However, once the deadline is past, you’ll be locked out.
  3. I will let you take the weekly quizzes twice, counting the highest score. Individually these quizzes are not worth a lot, but they are designed to prepare you for the exams and to reinforce the material in the lecture.
  4. I will give you extensions of a few days for our essay exams and final project IF you are keeping up with the quizzes and discussion.
  5. I will give you detailed feedback on your essay exams based on the grading grids. On subsequent exams you can expect me to grade you on whether you used my feedback to improve your work.
  6. I will be glad to meet you in person! You are welcome to drop by during my on-campus office hours but I may have another appointment. Making your own appointment with me is the best thing ! If you would like to meet in person but can’t come to office hours, send me a message and I’ll try to find a mutually convenient time we can get together on campus.

Required Materials:

  1. Charles C. Mann, 1491: New Revelations of the Americas Before Columbus (Vintage Books, 2006) ISBN: 9781400032051
  2. Matthew Restall, Seven Myths of the Spanish Conquest (Oxford University Press, 2004) ISBN: 9780195176117
  3. Junia Ferreira Furtado, Chica da Silva: A Brazilian Slave of the Eighteenth Century (New York: Cambridge University Press, 2009).
  4. John Charles Chasteen, Americanos: Latin America’s Struggle for Independence (Oxford; New York: Oxford University Press, 2008).
  5. Computer equipment: I highly recommend that you have broadband access and a traditional computer/laptop as opposed to a cell phone or IPad. The course lectures are delivered in various streaming video formats that change from week to week and it is possible that portable devices won’t support these formats. The Blackboard on-line quizzes are NOT guaranteed to work on these portable devices either.

Major Assignments

Syllabus quiz:

We’ll start this course with a multiple-choice quiz over the course syllabus documents and policies. Like all our quizzes, you can take it twice and keep the highest score.

Readings, Lectures and Quizzes

On a weekly basis, you’ll read one of our 4 books and watch on-line lectures in screencast format. Some of the lectures will review important or difficult elements of the reading, and others will go deeper into historical topics. The lectures are NOT substitutes for reading the books, but are designed to help you get more out of them. You’ll have about 30 minutes of screencast lectures to watch every week, with a weekly multiple-choice quiz of about 7 questions on the content. You’ll be able to take each quiz twice within a 9-day window. Your highest score will count.

Quizzes on “Unpacking the Evidence”:

For four weeks during the semester, you will be assigned to read the materials and do the exercises on a website called World History: Unpacking the Evidence. [http://chnm.gmu.edu/worldhistorysources/whmunpacking.html] One week, for example, we will do a unit on using images (paintings, photographs) as primary sources, for example. Another week the unit will be about using official documents. There will be a 5-question multiple-choice quiz on these materials during each of these four weeks. “Unpacking the Sources” will also provide you with the know-how to complete your Show-N-Tell assignment. And for each of those four weeks the Unpacking the Evidence site will be the basis of our weekly discussion.

Show-N-Tell (SNT):

In week one you will pick one of the four types of primary sources [images, maps, official documents, and personal accounts] we will cover in “Unpacking the Evidence.” Then you will sign up to do an SNT, analyzing an example of that type of primary source, using the skills we will study in “Unpacking the Evidence”. The course schedule shows when each of the different primary sources has its SNT week on the discussion board. You will then choose your specific primary source from a list I will provide. For example, if you choose to do your SNT on an image, you would select an image from among those I supply on Blackboard. Then on the Monday that begins Week 3, all the image people will post their image [or text, for others] on the discussion board, along with a critical analysis of that material. I will supply you will a detailed template for this analysis. During week 3, all the other students in the class will review and critique the image analyses posted for these SNTs. Part of your SNT grade is for playing an active role in the class discussion of your post during that week.

Weekly discussions:

During each of the 9 weeks when you aren’t doing an SNT, you’ll be making two discussion posts about the “Unpacking” website, or the SNTs posted that week. I’ll assign you a discussion grade of 1 to 10 for each of those 9 weeks.

Country Projects:

  • You’ll choose one Latin American country in week one and will write three five-page papers about that country. These “Country Projects” will ask you to explain and illustrate how themes from the assigned books can be seen in the history and culture of your country.
  • Country Project #1 is due on 5pm Friday, September 12
  • Country Project #2 is due on 5pm Friday, October 3
  • Country Project #3 is due on 5pm Friday, November 7

Final Country Project:

  • At the end of the semester you’ll use a template I provide to combine your three country project assignments, plus a fourth segment written about independence, into a single larger paper about the country you picked.
  • Final Country Project is due 11:59pm, Monday, December 8

Grading Policy:

At the end of the semester, students who have accumulated 900 or more
points will receive a “A”; 800 to 899 is a “B”; 700 to 799 is a “C”;
and 600 to 699 is “D”. Less than 600 points is a failing grade.

Assignment Points
Syllabus quiz 50
4 quizzes on “Unpacking” 20
14 quizzes @ 7 pts 98
9 discussions @ 10 pts 90
1 Show-N-Tell presentation 92
Country Project 1 100
Country Project 2 140
Country Project 3 160
Final Country Project 250
TOTAL 1000

Important Policies

Academic Integrity:

All students enrolled in this course are expected to adhere to the UT Arlington Honor Code, which must be included in every substantial writing assignment in this class, including all 4 Country Projects and the Show-And-Tell.

I pledge, on my honor, to uphold UT Arlington’s tradition of academic integrity, a tradition that values hard work and honest effort in the pursuit of academic excellence.

I promise that I will submit only work that I personally create or contribute to group collaborations, and I will appropriately reference any work from other sources. I will follow the highest standards of integrity and uphold the spirit of the Honor Code.

Instructors may employ the Honor Code as they see fit in their courses, including (but not limited to) having students acknowledge the honor code as part of an examination or requiring students to incorporate the honor code into any work submitted. Per UT System Regents’ Rule 50101,
§2.2, suspected violations of the University’s standards for academic integrity (including the Honor Code) will be referred to the Office of Student Conduct. Violators will be disciplined in accordance with University policy, which may result in the student’s suspension or expulsion from the University.

Attendance:

At The University of Texas at Arlington, taking attendance is not required. Rather, each faculty member is free to develop his or her own methods of evaluating students’ academic performance, which includes establishing course-specific policies on attendance. As the instructor of this on-line course, I use the weekly quizzes and discussion assignments to gauge your active involvement in the class but I do not have a separate attendance grade.

Drop Policy:

Students may drop or swap (adding and dropping a class concurrently)
classes through self-service in MyMav from the beginning of the
registration period through the late registration period. After the
late registration period, students must see their academic advisor to
drop a class or withdraw. Undeclared students must see an advisor in
the University Advising Center. Drops can continue through a point
two-thirds of the way through the term or session. It is the student’s
responsibility to officially withdraw if they do not plan to attend
after registering. Students will not be automatically dropped for
non-attendance. Repayment of certain types of financial aid
administered through the University may be required as the result of
dropping classes or withdrawing. Contact the Financial Aid Office for
more information.

Americans With Disabilities Act:

UT Arlington provides a variety of resources and programs designed to help students develop academic skills, deal with personal situations, and better understand concepts and information related to their courses. Resources include tutoring, major-based learning centers, developmental education, advising and mentoring, personal counseling, and federally funded programs. For individualized referrals, students may visit the reception desk at University College (Ransom Hall), call the Maverick Resource Hotline at 817-272-6107, send a message to resources@uta.edu, or view the information at www.uta.edu/resources.

Title IX:

The University of Texas at Arlington is committed to upholding U.S. Federal Law “Title IX” such that no member of the UT Arlington community shall, on the basis of sex, be excluded from participation in, be denied the benefits of, or be subjected to discrimination under any education program or activity. For more information, visit http://www.uta.edu/titleIX.

Student Support Services:

The University of Texas at Arlington supports a variety of student
success programs to help you connect with the University and achieve
academic success. These programs include learning assistance,
developmental education, advising and mentoring, admission and
transition, and federally funded programs. For individualized referrals to resources for any reason, students may contact the Maverick Resource hot-line at 817-272-6107 or visit www.uta.edu/resources for more information.

Electronic Communication Policy:

The University of Texas at Arlington has adopted the University “MavMail” address as the sole official means of communication with students. MavMail is used to remind students of important deadlines, advertise events and activities, and permit the University to conduct official transactions exclusively by electronic means. For example, important information concerning registration, financial aid, payment of bills, and graduation are now sent to students through the MavMail system. All students are assigned a MavMail account. Students are responsible for checking their MavMail regularly. Information about activating and using MavMail is available at http://www.uta.edu/oit/email/. There is no additional charge to students for using this account and it remains active even after they graduate from UT Arlington.

Grade Grievance Policy:

Students should meet in person with the instructor to discuss any concerns about their grade.

Schedule

Week 0: 2014-08-21 Thu The World in the 1400s and “The Encounter”

  • Take syllabus quiz
  • Sign up for Show-N-Tell
  • Approx. 27 minutes of on-line lectures, plus quiz
  • Email Dr. G. about your country project choice
  • Read Mann, ix-xii, Chasteen, Preface; Mann, Ch1 (3-30)
  • Make 2 discussion postings about the reading and your country choice

Week 1: 2014-08-25 Mon The Achievements of Early Americans

  • Approx. 25 minutes of on-line lectures plus quiz
  • Go to Using Images As Primary Sources; read “Getting Started,” “Questions to Ask,” “Sample Analysis”
  • Complete “You Be the Historian” exercise; take “Unpacking” quiz;
  • Make 2 discussion posts on “Using Images”
  • Read Mann, Ch2 (33-67), Ch3 (68-106) and Ch4 (107-150)

Week 2: 2014-09-01 Mon Early Americans and the Environment

  • Image Show-N-Tell postings due Monday 8am
  • Approx. 33 Minutes of on-line lectures plus quiz
  • Read Mann, Ch 6 (194-227), Ch7 (228-270)and Ch9 (315-349)
  • Make 2 discussion postings about the SNTs on images

Week 3: 2014-09-08 Mon Looking More Closely at the Conquest; CP1 due

  • CP1 due at 5pm Friday
  • Approx. 27 minutes of on-line lectures plus quiz
  • Restall, xiii-xix & Ch1 (1-27); Restall, Ch2 (24-43)
  • Make 2 discussion postings

Week 4: 2014-09-15 Mon African & Indian Conquistadors

  • Go to Using Maps as Primary Sources; read “Getting Started,” “Questions to Ask,” “Sample Analysis”
  • Complete “You Be the Historian” exercise; take “Unpacking” quiz;
  • Approx. 20 minutes of on-line lectures plus quiz
  • Make 2 discussion postings about “Using Maps”
  • Restall Ch3 (44-63); Restall Ch4 (64-76) & Ch5 (77-99)

Week 5: 2014-09-22 Mon Stories about Destruction of Civilizations

  • Maps SNT postings due Monday 8am
  • Approx. 18 minutes of on-line lectures plus quiz
  • Restall, Ch6 (100-130); Restall Ch7 (131-145) & Epilogue (147-157)

Week 6: 2014-09-29 Mon People of mixed ancestry; CP2 due

  • CP2 due Friday at 5pm
  • Approx. 23 minutes of on-line lectures plus quiz
  • Make 2 discussion postings about the SNTs on maps
  • Furtado, preface (xvii-xxv); Introduction (1-19); Furtado, Ch1 (20-39)

Week 7: 2014-10-06 Mon Colonial economies

  • Go to Using Official Documents as Primary Sources; read “Getting Started,” “Questions to Ask,” “Sample Analysis”
  • Complete “You Be the Historian” exercise; take “Unpacking” quiz;
  • Approx. 20 minutes of on-line lectures plus quiz
  • Make 2 discussion postings about “Using Official Documents”

Week 8: 2014-10-13 Mon Brazil and Africa

  • Approx. 30 minutes of on-line lectures plus quiz
  • Furtado, Ch2 (40-68), Furtado, Ch3 (69-103)
  • Make 2 discussion postings

Week 9: 2014-10-20 Mon Urban spaces

  • Official documents SNTs due Monday 8am
  • Approx. 33 minutes of on-line lectures plus quiz
  • Make 2 discussion postings about the SNTs on official documents
  • Furtado, Ch4 (104-129); Furtado, Ch5 (130-161)

Week 10: 2014-10-27 Mon Reforming Two Empires

  • Approx. 23 minutes of on-line lectures plus quiz
  • Furtado, Ch6 (162-192); Furtado, Ch7 & Ch8 (193-238)
  • Make 2 discussion postings

Week 11: 2014-11-03 Mon The American, French and Haitian Revolutions; CP3 due

  • CP3 due Friday at 5pm
  • Go to Using Personal Accounts as Primary Sources; read “Getting Started,” “Questions to Ask,” “Sample Analysis”
  • Complete “You Be the Historian” exercise; take “Unpacking” quiz;
  • Approx. 20 minutes of on-line lectures plus quiz
  • Make 2 discussion postings about “Using Personal Accounts”
  • Approx. 9 minutes of on-line lectures plus quiz
  • Read Furtado, Ch9 (239-258), Furtado, Ch11 (284-304)

Week 12: 2014-11-10 Mon Spain’s Crisis

  • Personal accounts SNTs due Monday 8am
  • Approx. 26 minutes of on-line lectures plus quiz
  • Make 2 discussion postings about the SNTs on personal accounts
  • Read Chasteen, 6-34; Chasteen, 35-65

Week 13: 2014-11-17 Mon Revolutions in Mexico and Argentina

  • Approx. 30 minutes of on-line lectures plus quiz
  • Read Chasteen, 66-105; 105-158
  • Make 2 discussion posts

Week 14: 2014-11-24 Mon Bolivar and San Martin; Independence Overview

  • Approx. 20 minutes of on-line lectures plus quiz
  • 2 discussion postings
  • Chasteen, 159-181; 182-192

Week 15: 2014-12-01 Mon Final project

  • Final project due on Blackboard by 11:59pm 2014-12-08 Mon

All procedures and policies in this course are subject to change in the event of unforeseen circumstances.

 

HIST4369: Caribbean History, Spring 2015

MWF 10-10:50am; University Hall, Room 08

How to contact Professor Garrigus:

  1. Email: garrigus@uta.edu, but please use the BlackBoard email when possible.
  2. Office: University Hall 201b; [Note that this is on the 2nd floor]
  3. Office Hours: 11am to noon Mondays; 2 to 3pm Wednesdays; 1 to 2pm Fridays; please make make an appointment with me if these times are not convenient.
  4. Office Phone: 817-272-2869
  5. BlackBoard: http://elearn.uta.edu; you will find all class handouts here and submit all projects electronically
  6. Website: http://wweb.uta.edu/faculty/garrigus

Description:

This course will present a picture of the Caribbean quite different from that held by many North Americans. For 500 years, this region has been the site of encounters and clashes among Native Americans, Europeans, Africans, and Asians. For three centuries Europe’s leading states fought each other to control these islands, which were the most valuable real estate in the Atlantic world. At the same time Dutch, English, French and Spanish colonists imported millions of enslaved men, women, and children from Africa to work on the sugar and coffee plantations that made the region so profitable for its masters. Supported by racism and colonialism, plantation slavery left its mark on the Caribbean long after emancipation and independence.

But poverty and powerlessness could not prevent Caribbean people from developing their own resilient and resourceful cultures, forged in resistance to slavery and rooted in a shared African heritage. In music, religion, and literature the Caribbean has given the world new voices and modes of expression that many North Americans value, though often without understanding their origins.

The goal of this class is to trace the emergence of modern multi-ethnic Caribbean nations from the slave colonies of the not-so-distant past. We will show that that though they provide tourists with a picturesque “escape” destination, the islands of the Caribbean have played a central role in the history of the Atlantic world for the last 500 years.

Learning Outcomes:

  1. Students will be able to identify major Caribbean countries on a map. This will be assessed on a map quiz.
  2. Students will be able to construct reasonable interpretations of primary documents, books, and films about Caribbean history. This will be assessed in class discussions, and eight book quizzes.
  3. Students will be able to evaluate the impact on Caribbean peoples of factors including geography, global trade, slavery, racism, and imperialism. This will be assessed in four short country reports.
  4. Students will describe the connection between Caribbean history and the processes of globalization.. This will be assessed in the final project.

Requirements:

This course is designed so that you can succeed whether or not you have never studied the history of the Caribbean or Latin America before.

Required Books:

  1. Jamaica Kincaid, A Small Place. Farrar, Straus & Giroux. ISBN: 9780374527075
  2. Trevor Burnard, Mastery, Tyranny, and Desire: Thomas Thistlewood and His Slaves in the Anglo-Jamaican World. University of North Carolina Press, 2003. ISBN: 0807855251
  3. Jeremy Popkin, A Concise History of the Haitian Revolution Wiley-Blackwell, 2012. ISBN: 978405198219
  4. Karen McCarthy Brown, Mama Lola: A Vodou Priestess in Brooklyn. University of Califobnia Press, 2001. ISBN: 0520224752
  5. Aviva Chomsky, A History of the Cuba Revolution Wiley-Blackwell, 2011. ISBN: 978405187732

Description of Major Assignments with Dates

Map quiz

  • Date: 01-26 Mon
  • I’ll pick ten countries on a blank map of the Caribbean and ask you to identify each of them, together with the main European language spoken there.

Eight book quizzes

  • Dates: 01-30 Fri; 02-06 Fri; 02-13 Fri; 02-20 Fri; 02-27 Fri; 04-03 Fri; 04-17 Fri; 05-01 Fri; 05-08 Fri
  • For each of our books you will find a study guide on Blackboard, with four to nine discussion questions and a list of important terms. Eight times during the semester [see schedule] we’ll have a 30-minute quiz on the book, consisting of four multiple choice questions on the terms and an essay on one of the discussion questions. You may drop the lowest quiz score.
  • On 1-30 Fri you will take the quiz on Blackboard. It will be heavily based on the Book Guide, with multiple-choice questions of the vocabulary and 1 essay question selected from those listed in the Book Guide.

Four country project assignments

  • You’ll choose a Caribbean country to study over the course of the semester. Over the course of the semester you’ll submit four five-page papers on pre-assigned aspects of the history and culture of that country.
  • Dates: 02-23 Mon; 03-20 Fri; 04-24 Fri; 05-04 Mon

Class participation

I base this on two elements: your regular attendance and your oral/written participation in class, especially on our pre-announced discussion days.

Final project

  • Date: 05-11 Mon
  • At the end of the semester you’ll use a template I provide to combine your four country project assignments into a single project on the country you picked.

Grading Policy:

At the end of the semester, students who have accumulated 900 or more
points will receive a “A”; 800 to 899 is a “B”; 700 to 799 is a “C”;
and 600 to 699 is “D”. Less than 600 points is a failing grade.

Assignment Points
Map quiz 100
Eight quizzes 400
Four country projects 200
Final Project 200
Class participation 100
TOTAL 1000

Attendance Policy:

At The University of Texas at Arlington, taking attendance is not required. Rather, each faculty member is free to develop his or her own methods of evaluating students’ academic performance, which includes establishing course-specific policies on attendance. As the instructor of this section, I take attendance every day. Students are allowed only four absences. Starting with the fifth absence a student will lose 30 points from the final grade for each subsequent absence.

Academic Integrity:

All students enrolled in this course are expected to adhere to the UT Arlington Honor Code:

I pledge, on my honor, to uphold UT Arlington’s tradition of academic integrity, a tradition that values hard work and honest effort in the pursuit of academic excellence.

I promise that I will submit only work that I personally create or contribute to group collaborations, and I will appropriately reference any work from other sources. I will follow the highest standards of integrity and uphold the spirit of the Honor Code.

UT Arlington faculty members may employ the Honor Code as they see fit in their courses, including (but not limited to) having students acknowledge the honor code as part of an examination or requiring students to incorporate the honor code into any work submitted. Per UT System Regents’ Rule 50101, §2.2, suspected violations of university’s standards for academic integrity (including the Honor Code) will be referred to the Office of Student Conduct. Violators will be disciplined in accordance with University policy, which may result in the student’s suspension or expulsion from the University.

Drop Policy:

Students may drop or swap (adding and dropping a class concurrently)
classes through self-service in MyMav from the beginning of the
registration period through the late registration period. After the
late registration period, students must see their academic advisor to
drop a class or withdraw. Undeclared students must see an advisor in
the University Advising Center. Drops can continue through a point
two-thirds of the way through the term or session. It is the student’s
responsibility to officially withdraw if they do not plan to attend
after registering. Students will not be automatically dropped for
non-attendance. Repayment of certain types of financial aid
administered through the University may be required as the result of
dropping classes or withdrawing. Contact the Financial Aid Office for
more information.

Americans With Disabilities Act:

The University of Texas at Arlington is on record as being committed
to both the spirit and letter of all federal equal opportunity
legislation, including the Americans with Disabilities Act (ADA). All
instructors at UT Arlington are required by law to provide “reasonable
accommodations” to students with disabilities, so as not to
discriminate on the basis of that disability. Any student requiring an
accommodation for this course must provide the instructor with
official documentation in the form of a letter certified by the staff
in the Office for Students with Disabilities, University
Hall 102. Only those students who have officially documented a need
for an accommodation will have their request honored. Information
regarding diagnostic criteria and policies for obtaining
disability-based academic accommodations can be found at
http://www.uta.edu/disability or by calling the Office for Students with
Disabilities at (817) 272-3364.

Title IX:

The University of Texas at Arlington is committed to upholding U.S. Federal Law “Title IX” such that no member of the UT Arlington community shall, on the basis of sex, be excluded from participation in, be denied the benefits of, or be subjected to discrimination under any education program or activity. For more information, visit http://www.uta.edu/titleIX.

Student Support Services:

UT Arlington provides a variety of resources and programs designed to help students develop academic skills, deal with personal situations, and better understand concepts and information related to their courses. Resources include tutoring, major-based learning centers, developmental education, advising and and mentoring, personal counseling, and federally funded programs. For individualized referrals, students may visit the reception desk at University College (Ransom Hall), call the Maverick Resource Hotline at 817-272-6107, send a message to resources@uta.edu, or view the information at http://www.uta.edu/resources.

Electronic Communication Policy:

UT Arlington has adopted MavMail as its official means to communicate with students about important deadlines and events, as well as to transact university-related business regarding financial aid, tuition, grades, graduation, etc. All students are assigned a MavMail account and are responsible for checking the inbox regularly. There is no additional charge to students for using this account, which remains active even after graduation. Information about activating and using MavMail is available at http://www.uta.edu/oit/cs/email/mavmail.php.

Student Feedback Survey:

At the end of each term, students enrolled in classes categorized as “lecture,” “seminar,” or “laboratory” shall be directed to complete an online Student Feedback Survey (SFS). Instructions on how to access the SFS for this course will be sent directly to each student through MavMail approximately 10 days before the end of the term. Each student’s feedback enters the SFS database anonymously and is aggregated with that of other students enrolled in the course. UT Arlington’s effort to solicit, gather, tabulate, and publish student feedback is required by state law; students are strongly urged to participate. For more information, visit http://www.uta.edu/sfs.

Final Review Week:

A period of five class days prior to the first day of final examinations in the long sessions shall be designated as Final Review Week. The purpose of this week is to allow students sufficient time to prepare for final examinations. During this week, there shall be no scheduled activities such as required field trips or performances; and no instructor shall assign any themes, research problems or exercises of similar scope that have a completion date during or following this week unless specified in the class syllabus. During Final Review Week, an instructor shall not give any examinations constituting 10% or more of the final grade, except makeup tests and laboratory examinations. In addition, no instructor shall give any portion of the final examination during Final Review Week. During this week, classes are held as scheduled. In addition, instructors are not required to limit content to topics that have been previously covered; they may introduce new concepts as appropriate.

Emergency Exit Procedures:

Should we experience an emergency event that requires us to vacate the building, students should exit the room and move toward the nearest exit, which is located just outside our classroom door. When exiting the building during an emergency, one should never take an elevator but should use the stairwells. Faculty members and instructional staff will assist students in selecting the safest route for evacuation and will make arrangements to assist handicapped individuals.

Schedule

Week 1: Beginnings

  • 2015-01-21 Wed What’s in a Name?
  • 2015-01-23 Fri Native Peoples of the Caribbean

Week 2: Caribbean Slavery in Context, part 1

  • 2015-01-26 Mon Columbus and the Origins of Caribbean Slavery; map quiz
  • 2015-01-28 Wed Guest Speaker: Trevor Burnard
  • 2015-01-30 Fri No class; on-line quiz on Jamaica Kincaid;

Week 3: Caribbean Plantation Slavery, part 2

  • 2015-02-02 Mon The Barbadian Sugar Revolution; How to Make Sugar
  • 2015-02-04 Wed Pirates of the Caribbean
  • 2015-02-06 Fri Quiz on Burnard, pp 1-101/ discussion of Burnard

Week 4: Caribbean Plantation Slavery, part 3

  • 2015-02-09 Mon Africa and the Slave Trade
  • 2015-02-11 Wed Slavery, Industrialization and Resistance in the Greater Antilles
  • 2015-02-13 Fri Quiz on Burnard; pp 137-174; 209-271/ discussion of Burnard

Week 5: The Haitian Revolution, part 1

  • 2015-02-16 Mon Overview of The French and Haitian Revolutions (1789-1804)
  • 2015-02-18 Wed Civil War in Saint-Domingue; Slave Uprising and Emancipation
  • 2015-02-20 Fri Quiz on Popkin pp 1-89/ discussion of Popkin

Week 6: The Haitian Revolution, part 2

  • 2015-02-23 Mon Plantation Uprising; What did Toussaint Louverture stand for?; first country project due on Blackboard by 11:59pm
  • 2015-02-25 Wed Free “Black” Haiti / The Impact of Haitian Freedom
  • 2015-02-27 Fri Quiz on Popkin, pp. 90-170/ discussion of Popkin

Week 7: End of Slavery in British Territories

  • 2015-03-02 Mon Britain Abolishes the Slave Trade
  • 2015-03-04 Wed The End of British Plantation Slavery
  • 2015-03-06 Fri Jamaica’s Morant Bay Rebellion

Spring Break

Week 8: Slavery Continues

  • 2015-03-16 Mon; Asian Sugar Workers in the Caribbean
  • 2015-03-18 Wed The Rise of Cuban Sugar
  • 2015-03-20 Fri Cuban Sugar Workers; second country project due on Blackboard, 11:59pm

Week 9: The Spanish Caribbean and the USA

  • 2015-03-23 Mon End of Slavery in the French and Spanish Caribbean
  • 2015-03-25 Wed Sugar Shack Alley (Martinique, 1983)
  • 2015-03-27 Fri Cuba and the “Spanish-American” War

Week 10: Life After Slavery

  • 2015-03-30 Mon US Imperialism and the Caribbean
  • 2015-04-01 Wed Trujillo: Dictator of the Dominican Republic
  • 2015-04-03 Fri Quiz on Brown, Chapter 1-6/ discussion of Brown

Week 11: The 1920s-1940s

  • 2015-04-06 Mon Caribbean Migrants in the 1920s
  • 2015-04-08 Wed The Great Depression in the Caribbean;
  • 2015-04-10 Fri AfroCubanismo, Négritude and Marcus Garvey

Week 12: The “Independent” Caribbean

  • 2015-04-13 Mon World War II and Decolonization; Fidel Castro and his Revolution
  • 2015-04-15 Wed Fidel and the Cold War in the Caribbean
  • 2015-04-17 Fri Quiz on Brown, Chapters 7-12/ discussion of Brown

Week 13: Nation and Culture in the Caribbean

  • 2015-04-20 Mon Rastafarianism
  • 2015-04-22 Wed The Harder They Come(Jamaica, 1972)
  • 2015-04-24 Fri The Harder They Come, continued Third country project due on Blackboard, 11:59pm

Week 14: Cold War and Neocolonialism

  • 2015-04-27 Mon Cold War in the Caribbean, part 2; Life and Debt (US, 2001)
  • 2015-04-29 Wed Life and Debt (US, 2001)
  • 2015-05-01 Fri Quiz on Chomsky, pp. 1-105/ discussion of Chomsky

Week 15: After the Cold War

  • 2015-05-04 Mon Cold War in the Caribbean, part 3; fourth country project due by 11:59pm
  • 2015-05-06 Wed Cuba’s “Special Period”
  • 2015-05-08 Fri Quiz on Chomsky, pp106-195/ discussion of Chomsky

Final Project

  • 2015 05-11 Mon Final project due on Blackboard by 11 am.

As the instructor for this course, I reserve the right to adjust this schedule in any way that serves the educational needs of the students enrolled in this course. John D. Garrigus.

 

HIST5349: Introduction to Transatlantic History, Fall 2015

Wednesdays, 7:00-9:50pm; University Hall, Room 321

Table of Contents

Important Information

Description:

This course is designed to introduce graduate students to the broad outlines of transatlantic history and historiography from roughly 1500 to 2010. We will read some of the classic texts associated with these fields, as well as current research and historiographical debates. This is not a pre-requisite for the Department’s courses in transatlantic history, but it is designed to help graduate students make the bridge to these more specialized colloquia. At the same time, Introduction to Transatlantic History is a stand-alone class that will be interesting for anyone looking to deepen his or her knowledge of how the histories of Africa, Europe, North America, Latin America and the Caribbean intersect.

Learning Outcomes:

  1. Students will be able to discuss key works in the field of transatlantic history. This will be assessed in class discussions and presentations.
  2. Students will be able to describe the major theses, structure, and sources of key works in the field of transatlantic history. This will be assessed in eight response papers.
  3. Students will be able to identify an under-studied topic in transatlantic history, and develop a research proposal to fill this gap in the literature.

Required Books:

  1. Bailyn, Bernard. Atlantic History: Concept and Contours. Cambridge Mass.: Harvard University Press, 2005. 0674016882
  2. Blower, Brooke Lindy. Becoming Americans in Paris: Transatlantic Politics and Culture Between the World Wars. New York: Oxford University Press, 2011. 0199927588
  3. Carney, Judith A., and Richard Nicholas Rosomoff. In the Shadow of Slavery: Africa’s Botanical Legacy in the Atlantic World. University of California Press, 2010. 0520257502
  4. Donoghue, John. Fire Under the Ashes: An Atlantic History of the English Revolution. Chicago: University Of Chicago Press, 2013. 9780226157658
  5. Nolan, Mary. The Transatlantic Century: Europe and America, 1890-2010. Cambridge, UK: Cambridge University Press, 2012. 9780521871679 0521871670 9780521692212 0521692210
  6. Norton, Marcy. Sacred Gifts, Profane Pleasures: A History of Tobacco and Chocolate in the Atlantic World. Ithaca, NY: Cornell University Press, 2008. 978-0-8014-7632-7
  7. Putnam, Lara. Radical Moves: Caribbean Migrants and the Politics of Race in the Jazz Age. Chapel Hill: University of North Carolina Press, 2013. 0807872857
  8. Rodgers, Daniel T. Atlantic Crossings: Social Politics in a Progressive Age. Cambridge, Mass: Belknap Press of Harvard University Press, 1998. 0674051319
  9. Scott, Rebecca J., and Jean M. Hébrard. Freedom Papers: An Atlantic Odyssey in the Age of Emancipation. Cambridge MA: Harvard University Press, 2012. 0674047745
  10. Sweet, James. Domingos Álvares, African Healing, and the Intellectual History of the Atlantic World. Chapel Hill: University of North Carolina Press, 2011. 9780807834497
  11. Weaver, Jace. The Red Atlantic: American Indigenes and the Making of the Modern World, 1000-1927. Chapel Hill: The University of North Carolina Press, 2014. 9781469614380 1469614383 9781469614397 1469614391

Required Articles

  • Morgan, Philip, and Jack P. Greene. “Introduction: The Current State of Atlantic History.” In Atlantic History: A Critical Appraisal, edited by Jack Greene and Philip D. Morgan, 3-33. New York: Oxford University Press, 2009.
  • Zimmer, Kenyon. “Transatlantic History: Naming and Locating an Emergent Field of Study.” Traversea 3 (2013): 77–86. http://www.uta.edu/history/traversea/ojs/index.php/traversea/article/view/72/pdf

Grading:

At the end of the semester, students who have accumulated 900 or more
points will receive a “A”; 800 to 899 is a “B”; 700 to 799 is a “C”; etc.

Assignment Points
Eight reaction papers 400
One-page synopsis 50
Presentation 50
Discussion/participation 250
Research presentation 50
Research proposal 200
TOTAL 1000

Description of Major Assignments

Eight two-page reaction papers

You’ll write two-page reaction papers on eight of the eleven books we’re reading. Each of these reaction papers should analyze, critically, the book’s thesis, arguments, and sources. It should also describe how the book is related to other readings in the course. You will submit the papers on Blackboard before class and I will ask you to talk about your paper at the beginning of class.

Oral presentation on one of our authors

  • We have 11 slots for in-class presentations and 7 slots for screencasts
  • Both types of presentations have the same time limit [6 minutes or less] and goal: to present a succinct intellectual biography of that week’s author and the reception of the book we are discussing. You are encouraged to use PowerPoint or someother presentation software.
  • A screencast is essentially a narrated slide show that can be seen on the Internet.
  • There are a number of free services that allow you to combine still or moving images with recorded audio. I recommend you use one of the following browser-based services:
    • Screencast-o-matic.com
    • Screencastle.com
    • Screenr.com
  • The screencast should be no longer than 6 minutes. I will post it on the class Blackboard site.

Discussion

Classroom participation is a big part of this course! Simply attending class does not count in this area, though I do take attendance at every class meeting.

Synopsis: due 2015-10-21 Wed

This will consist of at least one page describing the paper as you imagine it. What is the topic? What research questions remain unanswered? What theories or approaches would you use to answer those questions? What do you think you might find? The synopsis should contain a preliminary list of sources including major secondary sources, any published primary sources and any archival sources you have found at this early stage.

Oral presentation: due 2015-12-09 Wed

This will be a five-minute overview of your paper, delivered as a formal presentation

Research proposal: due 2015-12-16 Wed

This will be a paper of at least ten pages. It should describe an under-researched or problem area in transatlantic history and propose a research project to fill the gap. The research proposal paper should review the existing works on your topic, use course readings and outside readings, and describe conclusions and debates in the field. It should also describe the primary sources, methodologies, and theoretical frameworks you would use in this future research.

Drop Policy:

Students may drop or swap (adding and dropping a class concurrently)
classes through self-service in MyMav from the beginning of the
registration period through the late registration period. After the
late registration period, students must see their academic advisor to
drop a class or withdraw. Undeclared students must see an advisor in
the University Advising Center. Drops can continue through a point
two-thirds of the way through the term or session. It is the student’s
responsibility to officially withdraw if they do not plan to attend
after registering. Students will not be automatically dropped for
non-attendance. Repayment of certain types of financial aid
administered through the University may be required as the result of
dropping classes or withdrawing. Contact the Financial Aid Office for
more information.

Attendance Policy:

At The University of Texas at Arlington, taking attendance is not required. Rather, each faculty member is free to develop his or her own methods of evaluating students’ academic performance, which includes establishing course-specific policies on attendance. As the instructor of this section, I take attendance at every class meeting. We count on your contributions to the discussion! If you have to miss a class, please contact me.

Academic Integrity:

All students enrolled in this course are expected to adhere to the UT Arlington Honor Code:

I pledge, on my honor, to uphold UT Arlington’s tradition of academic integrity, a tradition that values hard work and honest effort in the pursuit of academic excellence.

I promise that I will submit only work that I personally create or contribute to group collaborations, and I will appropriately reference any work from other sources. I will follow the highest standards of integrity and uphold the spirit of the Honor Code.

Instructors may employ the Honor Code as they see fit in their courses, including (but not limited to) having students acknowledge the honor code as part of an examination or requiring students to incorporate the honor code into any work submitted. Per UT System Regents’ Rule 50101, §2.2, suspected violations of university’s standards for academic integrity (including the Honor Code) will be referred to the Office of Student Conduct. Violators will be disciplined in accordance with University policy, which may result in the student’s suspension or expulsion from the University.

Title IX:

The University of Texas at Arlington does not discriminate on the basis of race, color, national origin, religion, age, gender, sexual orientation, disabilities, genetic information, and/or veteran status in its educational programs or activities it operates. For more information, visit http://uta.edu/eos. For information regarding Title IX, visit http://www.uta.edu/titleIX.

Americans With Disabilities Act:

UT Arlington provides a variety of resources and programs designed to help students develop academic skills, deal with personal situations, and better understand concepts and information related to their courses. Resources include tutoring, major-based learning centers, developmental education, advising and mentoring, personal counseling, and federally funded programs. For individualized referrals, students may visit the reception desk at University College (Ransom Hall), call the Maverick Resource Hotline at 817-272-6107, send a message to resources@uta.edu, or view the information at www.uta.edu/resources.

Electronic Communication:

UT Arlington has adopted MavMail as its official means to communicate with students about important deadlines and events, as well as to transact university-related business regarding financial aid, tuition, grades, graduation, etc. All students are assigned a MavMail account and are responsible for checking the inbox regularly. There is no additional charge to students for using this account, which remains active even after graduation. Information about activating and using MavMail is available at http://www.uta.edu/oit/cs/email/mavmail.php.

Student Feedback Survey

At the end of each term, students enrolled in classes categorized as lecture, seminar, or laboratory shall be directed to complete a Student Feedback Survey (SFS). Instructions on how to access the SFS for this course will be sent directly to each student through MavMail approximately 10 days before the end of the term. Each student’s feedback enters the SFS database anonymously and is aggregated with that of other students enrolled in the course. UT Arlington’s effort to solicit, gather, tabulate, and publish student feedback is required by state law; students are strongly urged to participate. For more information, visit http://www.uta.edu/sfs.

Final Review Week:

A period of five class days prior to the first day of final examinations in the long sessions shall be designated as Final Review Week. The purpose of this week is to allow students sufficient time to prepare for final examinations. During this week, there shall be no scheduled activities such as required field trips or performances; and no instructor shall assign any themes, research problems or exercises of similar scope that have a completion date during or following this week unless specified in the class syllabus. During Final Review Week, an instructor shall not give any examinations constituting 10% or more of the final grade, except makeup tests and laboratory examinations. In addition, no instructor shall give any portion of the final examination during Final Review Week. During this week, classes are held as scheduled. In addition, instructors are not required to limit content to topics that have been previously covered; they may introduce new concepts as appropriate.

Student Support Services:

The University of Texas at Arlington supports a variety of student
success programs to help you connect with the University and achieve
academic success. These programs include learning assistance,
developmental education, advising and mentoring, admission and
transition, and federally funded programs. Students requiring
assistance academically, personally, or socially should contact the
Office of Student Success Programs at 817-272-6107 for more
information and appropriate referrals.

Emergency Exit Procedures

Should we experience an emergency event that requires us to vacate the building, students should exit the room and move toward the nearest exit, which is the stairwell located in the southeastern corner of University Hall. When exiting the building during an emergency, one should never take an elevator but should use the stairwells. Faculty members and instructional staff will assist students in selecting the safest route for evacuation and will make arrangements to assist individuals with disabilities.

Grade Grievance Policy:

See the university policy in the UTA catalog.

Weekly Schedule

2015-08-26 Wed Week 0: Prepare for first day of class

  • Read:
    • Morgan and Greene, “Introduction: The Present State”
    • Zimmer, “Transatlantic History”
  • Write: 1-page [300-400 words] summary of either Morgan and Greene or Zimmer

2015-09-02 Wed Week 1: Atlantic History, introduced

  • Discuss Morgan and Greene; Zimmer
  • Review summaries
  • For next week read Bailyn, Atlantic History, (entire)

2015-09-09 Wed Week 2: 1492 and All That

  • Discuss Bailyn
  • Review: the Spanish Conquest of America
  • For next week read Norton, Marcy. Sacred Gifts, Profane Pleasures

2015-09-16 Wed Week 3: Columbian Exchanges

  • Discuss Norton
  • Review Slavery in the Americas
  • For next week read: Carney and Rosomoff. In the Shadow of Slavery: Africa’s Botanical Legacy

2015-09-23 Wed Week 4: More Colombian Exchanges

  • Discuss Carney and Rosomoff
  • Review native American history
  • For next week read: Weaver, The Red Atlantic: American Indigenes and the Making of the Modern World

2015-09-30 Wed Week 5: Americans

  • Discuss Weaver
  • Review Atlantic Africa
  • For next week read: Sweet, Domingos Álvarez, African Healing and the Intellectual History of the Atlantic World

2015-10-07 Wed Week 6: The Intellectual History of the Atlantic

  • Discuss Sweet
  • Review early Atlantic Revolutions
  • For next week read: Donoghue, Fire Under the Ashes: An Atlantic History of the English Revolution

2015-10-14 Wed Week 7: Atlantic Revolutions; 1-page synopsis paper due on 10-21

  • Discuss Donoghue
  • Review 18th-century Atlantic revolutions
  • For next week read Scott and Hébrard, Freedom Papers 1-190

2015-10-21 Wed Week 8: Atlantic Revolutions, part 2

  • Discuss Scott and Hébrard
  • Synopsis paper due
  • Review Atlantic in World War One
  • For our November 4 meeting, read Putnam, Radical Moves: Caribbean Migrants and the Politics of Race in the Jazz Age

2015-10-28 Wed NO CLASS MEETING Week 9: Work on research assignment

2015-11-04 Wed Week 10: Is Caribbean history Atlantic history?

  • Discuss Putnam
  • For next week read Rodgers, Atlantic Crossings: Social Politics in a Progressive Age

2015-11-11 Wed Week 11: The Progressive Age

  • Discuss Rodgers
  • For next week read Blower, Becoming Americans in Paris

2015-11-18 Wed Week 12: Americans in Europe

  • Discuss Blower
  • For two weeks from now, read Read: Nolan, The Transatlantic Century

2015-11-25 Wed NO CLASS MEETING Week 13: Optional draft of paper due

2015-12-02 Wed Week 14: Transatlantic Century

  • Discuss Nolan

2015-12-09 Wed Week 15: Paper presentations

2015-12-16 Wed Final paper due via Blackboard

As the instructor for this course, I reserve the right to adjust this schedule in any way that serves the educational needs of the students enrolled in this course. John Garrigus.

 

HIST6303: Colloquium on Revolutions and Transformations in the Atlantic World, Spring 2014

Mondays, 7pm to 9:50 am; University Hall, Room 360

Contact John Garrigus:

  1. Office: University Hall 202,
  2. Office Hours: 4pm to 6pm Mondays or Mondays and Wednesdays 1 to 3pm
  3. Office Phone: 817-272-2869
  4. BlackBoard: http://elearn.uta.edu
  5. Email: garrigus@uta.edu
  6. Website: http://wweb.uta.edu/faculty/garrigus

Description:

This colloquium surveys recent historical literature on the “Age of Atlantic Revolution”. Topics will include political and social revolutions as well as economic transformations in England, British America, France, Haiti, and selected Latin American countries.

Learning Outcomes:

After successfully completing this class, students will be able to:

  1. describe and evaluate the concept of “The Age of Atlantic Revolutions”.
  2. describe and evaluate the central issues in the historiography of this field.
  3. produce critical appraisals of course readings, orally and in writing.

Requirements:

  1. This course has no pre-requisites.
  2. You are required to visit to our class BlackBoard site to post weekly
    comments and questions. You are also responsible for viewing course announcements and other class material there. All writing will be submitted through Blackboaard

Required books

  1. Klooster, Wim. Revolutions in the Atlantic World : a Comparative History. New York: New York University Press, 2009. 9780814747889
  2. Linebaugh, Peter, and Marcus Rediker. The Many-Headed Hydra: Sailors, Slaves, Commoners, and the Hidden History of the Revolutionary Atlantic. Boston: Beacon Press, 2000. 9780807050064
  3. Pincus, Steven C. A. 1688: The First Modern Revolution. New Haven: Yale University Press, 2009. 0300171439
  4. Wood, Gordon S. The Radicalism of the American Revolution. New York: A.A. Knopf, 1992. 9780679736882
  5. Desan, Suzanne, Lynn Hunt, and William Max Nelson. The French Revolution in Global Perspective. Cornell University Press, 2013. 9780801478680 [prbk]
  6. Dubois, Laurent. Avengers of the New World: The Story of the Haitian Revolution. Belknap Press, 2004. 0674013042
  7. Adelman, Jeremy. Sovereignty and Revolution in the Iberian Atlantic. Princeton University Press, 2006. 0691142777

Required Articles and Chapters

  1. Inikori, Joseph E. Chapters 9 & 10 in Africans and the Industrial Revolution in England : A Study in International Trade and Economic Development. New York: Cambridge University Press, 2002.
  2. Inikori, “Slavery and the Development of Industrial Capitalism in England,” The Journal of Interdisciplinary History 17, no. 4 (April 1, 1987): 771–793.
  3. Reviews of Inikori (2002) in The Journal of African History, The Journal of Modern History, The Journal of Economic History, Albion, Annales, Labour/LeTravail, Journal of World History, The International Journal of African Historical Studies, The Canadian Journal of African Studies, or others.

Electronic Tools and Policies:

  1. We will use the bibliography manager Zotero [free from http://www.zotero.org] to collect and share information. Zotero, in turn, requires that you use the Firefox web browser. [free from http://www.mozilla.com/en-US/firefox/]
  2. For the weekly “blog posting” assignment we’ll use our class BlackBoard page.
  3. You won’t give me “papers” but will upload all assignments to our BlackBoard page. I’ll return the work with written comments in the same way.
  4. I will post all grades to our BlackBoard page.

Grading:

At the end of the semester, students who have accumulated 900 or more points will receive a “A”; 800 to 899 is a “B”; 700 to 799 is a “C”; and 600 to 699 is “D”. Less than 600 points is a failing grade.

 
Assignment Points
Class participation 200
“Introduction” presentation 80
10 blog postings 120
3 reaction papers of 300 words 250
Final essay of 3,000 words 350
TOTAL 1000

Major assignments and Examinations:

Class Participation:

Attendence and participation in our class discussions are important parts of this collooquium. I take attendance and make notes on your participation at every class meeting. I’m not grading you on your brilliance but on your willingness to explore new ideas and offer feedback to your classmates.

Discussion board:

I expect you to post comments on our BlackBoard discussion board every week by 10pm on Sunday. You should note what were the “fuzziest” points in the reading for you and also post two or three discussion questions about the reading. You should also read and respond to the postings by other members of the class. I’ll assign a grade to these comments and they will form the basis for our in-class discussions.

Introduction Presentations:

At the meeting before we start a new book or article, one student will make a presentation of approximately 15 minutes about the upcoming author. This should be a kind of intellectual biography, which I will grade on your research and presentation skills. What articles and books has she published? When and where did he attend graduate school? Which scholars or ideas have most influenced her? What special tools or perspectives does he generally bring to his work? I’m happy to give you pointers if you have trouble finding material.

Brief Reaction Papers:

  • Due via Blackboard upload after class before 11:59pm
  • Mon 2-03; Mon 2-24; Mon 3-24
  • A reaction paper is at least 300 words long. In it you describe the thesis of the book and, as specifically and thoughtfully as you can, how it affected your understanding of the Age of Revolution.

Final Essay:

At the end of this semester you’ll turn in an interpretive essay of about 3,000 words, roughly 10 pages, about the question – What is the Age of Revolution? Is it a useful concept? Why or why not? How would you define or describe that Age? .

Attendance Policy:

I take attendance every day and factor this into your class participation grade.

Academic Integrity:

All students enrolled in this course are expected to adhere to the UT Arlington Honor Code:

I pledge, on my honor, to uphold UT Arlington’s tradition of academic integrity, a tradition that values hard work and honest effort in the pursuit of academic excellence.

I promise that I will submit only work that I personally create or contribute to group collaborations, and I will appropriately reference any work from other sources. I will follow the highest standards of integrity and uphold the spirit of the Honor Code.

UT Arlington faculty members may employ the Honor Code as they see fit in their courses, including (but not limited to) having students acknowledge the honor code as part of an examination or requiring students to incorporate the honor code into any work submitted. Per UT System Regents’ Rule 50101, §2.2, suspected violations of university’s standards for academic integrity (including the Honor Code) will be referred to the Office of Student Conduct. Violators will be disciplined in accordance with University policy, which may result in the student’s suspension or expulsion from the University.

Garrigus Statement on Plagiarism:

I realize that you may not clearly understand what plagiarism is depending on your previous academic experiences. Please ask me for clarification if you have any questions after reading the following paragraph.

Plagiarism occurs when you present someone else’s words or ideas as your own. Avoid plagiarism in all class assignments, including on-line discussion boards as well as more traditional papers and projects. When you  copy paragraphs, sentences, and phrases from someone else, from the Internet, from encyclopedias, or from other works you are committing plagiarism. What you may not realize is that paraphrasing (copying a sentence and changing a few key words) is also plagiarism. Avoid plagiarism by always explaining ideas in your own language. If you must reproduce someone else’s words, use quotation marks and give that writer credit in a footnote or endnote.

Drop Policy:

Students may drop or swap (adding and dropping a class concurrently) classes through self-service in MyMav from the beginning of the registration period through the late registration period. After  the late registration period, students must see their academic advisor to drop a class or withdraw. Undeclared students must see an advisor in the University Advising Center. Drops can continue  through a point two-thirds of the way through the term or session. It is the student’s responsibility to officially withdraw if they do not plan to attend after registering. Students will not be automatically dropped for non-attendance. Repayment of certain types of financial aid administered through the University may be required as the result of dropping classes or withdrawing. Contact the Financial Aid Office for more information.

Americans With Disabilities Act:

The University of Texas at Arlington is on record as being committed to both the spirit and letter of all federal equal opportunity legislation, including the Americans with Disabilities Act (ADA). All instructors at UT Arlington are required by law to provide “reasonable accommodations” to students with disabilities, so as not to discriminate on the basis of that disability. Any student requiring an accommodation for this course must provide the instructor with official documentation in the form of a letter certified by the staff in the Office for Students with Disabilities, University Hall 102. Only those students who have officially documented a need for an accommodation will have their request honored. Information regarding diagnostic criteria and policies for obtaining disability-based academic accommodations can be found at http://www.uta.edu/disability or by calling the Office for Students with Disabilities at (817) 272-3364.

Student Support Services:

UT Arlington provides a variety of resources and programs designed to help students develop academic skills, deal with personal situations, and better understand concepts and information related to their courses. Resources include tutoring, major-based learning centers, developmental education, advising and and mentoring, personal counseling, and federally funded programs. For individualized referrals, students may visit the reception desk at University College (Ransom Hall), call the Maverick Resource Hotline at 817-272-6107, send a message to resources@uta.edu, or view the information at http://www.uta.edu/resources.

Electronic Communication Policy:

UT Arlington has adopted MavMail as its official means to communicate with students about important deadlines and events, as well as to transact university-related business regarding financial aid, tuition, grades, graduation, etc. All students are assigned a MavMail account and are responsible for checking the inbox regularly. There is no additional charge to students for using this account, which remains active even after graduation. Information about activating and using MavMail is available at http://www.uta.edu/oit/cs/email/mavmail.php.

Student Feedback Survey:

At the end of each term, students enrolled in classes categorized as “lecture,” “seminar,” or “laboratory” shall be directed to complete an online Student Feedback Survey (SFS). Instructions on how to access the SFS for this course will be sent directly to each student through MavMail approximately 10 days before the end of the term. Each student’s feedback enters the SFS database anonymously and is aggregated with that of other students enrolled in the course. UT Arlington’s effort to solicit, gather, tabulate, and publish student feedback is required by state law; students are strongly urged to participate. For more information, visit http://www.uta.edu/sfs.

Final Review Week:

A period of five class days prior to the first day of final examinations in the long sessions shall be designated as Final Review Week. The purpose of this week is to allow students sufficient time to prepare for final examinations. During this week, there shall be no scheduled activities such as required field trips or performances; and no instructor shall assign any themes, research problems or exercises of similar scope that have a completion date during or following this week unless specified in the class syllabus. During Final Review Week, an instructor shall not give any examinations constituting 10% or more of the final grade, except makeup tests and laboratory examinations. In addition, no instructor shall give any portion of the final examination during Final Review Week. During this week, classes are held as scheduled. In addition, instructors are not required to limit content to topics that have been previously covered; they may introduce new concepts as appropriate.

Emergency Exit Procedures:

Should we experience an emergency event that requires us to vacate the building, students should exit the room and move toward the nearest exit, which is located just outside our classroom door. When exiting the building during an emergency, one should never take an elevator but should use the stairwells. Faculty members and instructional staff will assist students in selecting the safest route for evacuation and will make arrangements to assist handicapped individuals.

Class Schedule:

 
Week Date “Introduction” Assignments Reading to be Discussed on Blackboard and in Class
1 M 1-13 Introduce Klooster: Garrigus Palmer, chapters 1 and 9
M 1-20 MLK Day: no classes at UTA Klooster, chapters 1-6
2 M 1-27 Introduce L&R: _____________ L&R, Intro, chapters 1-5
3 M 2-03 Introduce Pincus: __________ L&R, Chs 6-10, Conclusion; reaction paper due after class; 11:59pm
4 M 2-10 No class Start reading Pincus
5 M 2-17 Pincus, Introduction and Chs. 1-9
6 M 2-24 Introduce Inikori: ___________ Pincus, Chs. 10-15; reaction paper due after class; 11:59pm
7 M 3-03 Introduce Wood: ___________ 1. Inikori, “Slavery and the Development of Industrial Capitalism”; Chapter 9 and 10 in Inikori (2002) [about 70 pp]; read at least one review of Inikori (2002)in (suggested) The Journal of African History, The Journal of Modern History, The Journal of Economic History, Albion, Annales, Labour/LeTravail, Journal of World History, The International Journal of African Historical Studies, The Canadian Journal of African Studies or others.
8 M 3-10 Spring Break
9 M 3-17 Introduce Desan: ______________ Wood, Introduction and Chs. 1-10
10 M 3-24 Introduce Hunt: ______________ Wood, Chs. 11-19; reaction paper due after class; 11:59 pm
11 M 3-31 Desan, Introduction and Chs. 1-5
12 M 4-07 Introduce Dubois: _____________ Desan, Chs. 6-11
13 M 4-14 Introduce Adelman: ____________ Dubois, entire
14 M 4-21 Introduce Adelman: _________ Adelman, Intro and Chs. 1-4
15 M 4-28 Discussion of final essay Adelman, Chs. 5-9 and Afterword

All procedures and policies in this course are subject to change in the event of unforeseen circumstances.

 

Required books for Transatlantic Revolutions, Fall 2016

Garrigus, Fall 2016 HIST5360: Transatlantic Revolutions and Transformations

Course Description: This readings course surveys recent historical literature on the “Age of Atlantic Revolution,” examining both the North and South Atlantic in the late 18th and early 19th centuries. Topics will include “revolutions” in Britain, British America, France, Haiti, and Latin America. Assignments will include a final interpretative essay and an introductory-level GIS [Geographic Information Systems] project.

There are Ten Required Books [note that 3 books have been removed from the list with substitutions below]

1. Klooster, Wim. Revolutions in the Atlantic World : a Comparative History. New York: New York University Press, 2009. 9780814747889
2. Linebaugh, Peter, and Marcus Rediker. The Many-Headed Hydra: Sailors, Slaves, Commoners, and the Hidden History of the Revolutionary Atlantic. Boston: Beacon Press, 2000. 9780807050064
3. Pincus, Steven C. A. 1688: The First Modern Revolution. New Haven: Yale University Press, 2009. 0300171439
4. Wood, Gordon S. The Radicalism of the American Revolution. New York: A.A. Knopf, 1992. 9780679736882
5. Desan, Suzanne, Lynn Hunt, and William Max Nelson. The French Revolution in Global Perspective. Cornell University Press, 2013. 9780801478680 [pbk]
6. Dubois, Laurent. Avengers of the New World: The Story of the Haitian Revolution. Belknap Press, 2004. 0674013042
7. Adelman, Jeremy. Sovereignty and Revolution in the Iberian Atlantic. Princeton University Press, 2006. 0691142777
8. O’Shaughnessy , Andrew. An Empire Divided: The American Revolution and the British Caribbean. Philadelphia: University of Pennsylvania Press, 2000.
9. Donoghue, John. Fire Under the Ashes: An Atlantic History of the English Revolution. Chicago: University of Chicago Press, 2013.
10. Inikori, Joseph E. Chapters to be announced in Africans and the Industrial Revolution in England : A Study in International Trade and Economic Development. New York: Cambridge University Press, 2002.
Substitute :
1. Janet L. Polasky, Revolutions without Borders: The Call to Liberty in the Atlantic World (New Haven: Yale University Press, 2015).
2. T. H. Breen, The Marketplace of Revolution: How Consumer Politics Shaped American Independence (New York: Oxford University Press, 2004).
3. Lyman L. Johnson, Workshop of Revolution: Plebeian Buenos Aires and the Atlantic World, 1776-1810 (Durham: Duke University Press, 2011).

HIST5341: Approaches to World History, Spring 2016

Monday, 7:00-9:50pm; University Hall, Room 16

Important Information

Description:

This course is designed to introduce graduate students to the broad outlines of world history and historiography. At the same time it is intended to strengthen students’ ability to research and teach in this field, by emphasizing primary historical sources and the emerging technology known as Geographic Information Systems.

Learning Outcomes:

  1. Students will be able to discuss key works and theories in the field of world or global history. Assessed in class discussions and final project.
  2. Students will be able to find, analyze and lead discussions of primary sources in world history. Assessed in primary source descrptions, discussions and presentation.
  3. Students will be able to use Geographic Information Systems [GIS] software to find, critique and analyze data about world history. Assed in weekly GIS assignments.
  4. Students will be able to describe major arguments for and against the field of world or global history, including the utility and potential drawbacks of three specific tools, including books, theoretical frameworks, GIS and primary sources to study, research and teach world history. Assessed in final project.

Required Books:

  1. Abu-Lughod, Janet L. Before European Hegemony: The World System A.D. 1250-1350. New York: Oxford University Press, 1989.
  2. Beckert, Sven. Empire of Cotton: A Global History. New York: Alfred A. Knopf, 2014.
  3. Christian, David. Maps of Time: An Introduction to Big History. Berkeley: University of California Press, 2005.
  4. Crossley, Pamela Kyle. What Is Global History? Cambridge: Polity, 2008.
  5. Hunt, Lynn. Writing History in the Global Era. New York: Norton, 2014.
  6. Marks, Robert B. Origins of the Modern World: A Global and Environmental Narrative. 3rd ed. Rowman & Littlefield, 2015.
  7. McNeill, John Robert, and William Hardy McNeill. The Human Web: A Bird’s-Eye View of World History. New York: W.W. Norton, 2003.
  8. Said, Edward W. Orientalism. New York: Vintage Books, 2004.
  9. Wolf, Eric R. Europe and the People without History. Berkeley: University of California Press, 1982.
  10. Wright, Donald R. The World and a Very Small Place in Africa: A History of Globalization in Niumi, the Gambia. Armonk, N.Y.: Sharpe, 2010.

Required [free] software [PC, Mac but not Chromebook]

Grading:

At the end of the semester, students who have accumulated 900 or more
points will receive a “A”; 800 to 899 is a “B”; 700 to 799 is a “C”; etc.

Assignment Points
Graded world history notes (14) 150
GIS assignments (14) 300
Primary source descriptions (4) 100
Primary source discussion leadership 100
Discussion/participation 100
Final project 200
TOTAL 1000

Description of Major Assignments

Weekly world history notes

  • Every week I’ll ask you to upload a plain text file [not a Word Doc or PDF] to Blackboard showing me that you are taking careful notes on our books that you can use later as a teacher/researcher.

Weekly GIS assignments

  • Every week you’ll complete an assignment that will build your skills at using maps, software, and data about world history.
  • We’ll start out using Google Earth, a tool you can use in your own teaching.
  • We’ll end up using QGIS, a tool that can be very useful in your research.

Discussion

  • Classroom participation is a big part of this course!
  • Simply attending class does not count in this area, though I do take attendance at every class meeting.

Four primary source descriptions

  • Every three weeks you’ll find a primary source in world history and edit it to one page or less.
  • You’ll upload the edited source to Blackboard, plus your own one-page description of the document and how it could be useful in a world history class.

Primary source discussion leadership

  • For this assignment, find a primary source from world [not US and preferably not European] history. Edit the document down so it fits well on one page. Bring 14 copies to class.
  • In class you’ll make a brief [no more than 5-minute] presentation to introduce the document and then conduct a 15-minute discussion.
  • I’ll grade you on the quality of the document and your introduction, but mostly on your success at getting every person to participate and in leading the group to develop meaningful insights from the document.

Final project

  • You will write a 3,000 word essay describing what you think are the most important arguments in favor of and against the field of world history.
  • You will also describe the utility and drawbacks of three specific tools that could be used in a world history class.
  • These three tools can include specific books, theories, software, and types of primary sources we have used this semester.

Drop Policy:

Students may drop or swap (adding and dropping a class concurrently)
classes through self-service in MyMav from the beginning of the
registration period through the late registration period. After the
late registration period, students must see their academic advisor to
drop a class or withdraw. Undeclared students must see an advisor in
the University Advising Center. Drops can continue through a point
two-thirds of the way through the term or session. It is the student’s
responsibility to officially withdraw if they do not plan to attend
after registering. Students will not be automatically dropped for
non-attendance. Repayment of certain types of financial aid
administered through the University may be required as the result of
dropping classes or withdrawing. Contact the Financial Aid Office for
more information.

Attendance Policy:

At The University of Texas at Arlington, taking attendance is not required. Rather, each faculty member is free to develop his or her own methods of evaluating students’ academic performance, which includes establishing course-specific policies on attendance. As the instructor of this section, I take attendance at every class meeting. We count on your contributions to the discussion! If you have to miss a class, please contact me.

Academic Integrity:

All students enrolled in this course are expected to adhere to the UT Arlington Honor Code:

I pledge, on my honor, to uphold UT Arlington’s tradition of academic integrity, a tradition that values hard work and honest effort in the pursuit of academic excellence.

I promise that I will submit only work that I personally create or contribute to group collaborations, and I will appropriately reference any work from other sources. I will follow the highest standards of integrity and uphold the spirit of the Honor Code.

UT Arlington faculty members may employ the Honor Code as they see fit in their courses, including (but not limited to) having students acknowledge the honor code as part of an examination or requiring students to incorporate the honor code into any work submitted. Per UT System Regents’ Rule 50101, §2.2, suspected violations of university’s standards for academic integrity (including the Honor Code) will be referred to the Office of Student Conduct. Violators will be disciplined in accordance with University policy, which may result in the student’s suspension or expulsion from the University.

Title IX:

The University of Texas at Arlington does not discriminate on the basis of race, color, national origin, religion, age, gender, sexual orientation, disabilities, genetic information, and/or veteran status in its educational programs or activities it operates. For more information, visit http://uta.edu/eos. For information regarding Title IX, visit http://www.uta.edu/titleIX.

Americans With Disabilities Act:

UT Arlington provides a variety of resources and programs designed to help students develop academic skills, deal with personal situations, and better understand concepts and information related to their courses. Resources include tutoring, major-based learning centers, developmental education, advising and mentoring, personal counseling, and federally funded programs. For individualized referrals, students may visit the reception desk at University College (Ransom Hall), call the Maverick Resource Hotline at 817-272-6107, send a message to resources@uta.edu, or view the information at www.uta.edu/resources.

Electronic Communication:

UT Arlington has adopted MavMail as its official means to communicate with students about important deadlines and events, as well as to transact university-related business regarding financial aid, tuition, grades, graduation, etc. All students are assigned a MavMail account and are responsible for checking the inbox regularly. There is no additional charge to students for using this account, which remains active even after graduation. Information about activating and using MavMail is available at http://www.uta.edu/oit/cs/email/mavmail.php.

Student Feedback Survey

At the end of each term, students enrolled in classes categorized as lecture, seminar, or laboratory shall be directed to complete a Student Feedback Survey (SFS). Instructions on how to access the SFS for this course will be sent directly to each student through MavMail approximately 10 days before the end of the term. Each student’s feedback enters the SFS database anonymously and is aggregated with that of other students enrolled in the course. UT Arlington’s effort to solicit, gather, tabulate, and publish student feedback is required by state law; students are strongly urged to participate. For more information, visit http://www.uta.edu/sfs.

Final Review Week:

A period of five class days prior to the first day of final examinations in the long sessions shall be designated as Final Review Week. The purpose of this week is to allow students sufficient time to prepare for final examinations. During this week, there shall be no scheduled activities such as required field trips or performances; and no instructor shall assign any themes, research problems or exercises of similar scope that have a completion date during or following this week unless specified in the class syllabus. During Final Review Week, an instructor shall not give any examinations constituting 10% or more of the final grade, except makeup tests and laboratory examinations. In addition, no instructor shall give any portion of the final examination during Final Review Week. During this week, classes are held as scheduled. In addition, instructors are not required to limit content to topics that have been previously covered; they may introduce new concepts as appropriate.

Student Support Services:

The University of Texas at Arlington supports a variety of student
success programs to help you connect with the University and achieve
academic success. These programs include learning assistance,
developmental education, advising and mentoring, admission and
transition, and federally funded programs. Students requiring
assistance academically, personally, or socially should contact the
Office of Student Success Programs at 817-272-6107 for more
information and appropriate referrals.

Emergency Exit Procedures

Should we experience an emergency event that requires us to vacate the building, students should exit the room and move toward the nearest exit, which is the stairwell located in the southeastern corner of University Hall. When exiting the building during an emergency, one should never take an elevator but should use the stairwells. Faculty members and instructional staff will assist students in selecting the safest route for evacuation and will make arrangements to assist individuals with disabilities.

Grade Grievance Policy:

See the university policy in the UTA catalog.

Weekly Schedule

<2016-01-18 Mon> No Class: Dr. Martin Luther King Jr. Day

<2016-01-25 Mon> Week 2: introduction

  • In class: Work through the 1st tutorial in the Mapping and GIS area of The Programming Historian, stopping when it gets to Google Earth

<2016-02-01 Mon> Week 3: Read Crossley, entire; and Hunt, Chaps 1 and 2

  • Primary sources: Go to Unpacking Evidence in World History website and complete one or more of the eight unit guides
  • Primary sources: On Blackboard, sign up for one of the primary source presentation slots
  • Digital Mapping: Install Google Earth Pro; search and view a basic video tutorial on Google Earth
  • Digital Mapping: Go to SEDAC website and examine the Population Density maps (1990-2015) in the Map Viewer area. Develop and write down five questions about these images.

<2016-02-08 Mon> Week 4: Read Christian, xv to 245 [Preface through Chap 9]

  • Primary sources: If your last name starts with B or F, submit a one-page primary source and description on Blackboard
  • Digital Mapping: Google Earth Handout 1 will ask you to
    • Complete the Google Earth section of the 1st mapping tutorial in The Programming Historian
    • Measure distances in GE
      • Plot longitude/latitude in GE
      • Create placemarks in GE
      • Create lines and polygons
      • Import a KMZ file of someone else’s tour
      • Creat a tour in GE, including images
      • Create a GE tour of the locations of the 10 largest cities on Earth in 1500

<2016-02-15 Mon> Week 5: Read Christian, 248 to 491 [Chaps 10-15]

  • Primary sources: If your last name starts with G or H, submit a one-page primary source and description on Blackboard
  • Digital Mapping: Google Earth Handout 2 will ask you to:
    • Create a GE tour of the locations of the 10 largest cities on Earth in 2010
    • Import 2 different KML or KMZ data files
    • Find 2 different on-line repositories of KML or KMZ data
    • Submit a screenshot of the most interesting view of this data

<2016-02-22 Mon> Week 6: Read McNeill, 3-327

  • Primary sources: If your last name starts with anything but B,F, G, or H, submit a one-page primary source and description on Blackboard
  • Digital Mapping: Google Earth Handout 3 will ask you to:
    • Import and correctly locate 2 digitized historical maps into Google Earth
    • Submit a screenshot of the most interesting view

<2016-02-29 Mon> Week 7: NO CLASS MEETING; Read Abu-Lughod

  • Primary sources: If your last name starts with B or F, submit a one-page primary source and description on Blackboard
  • Digital Mapping: Google Earth Handout 4 will ask you to
    • Import and correctly locate 2 more historical maps into Google Earth
    • For each of these 2 maps, find a feature that has changed since the map was created, trace it using the line or polygon tool, and create a placemark with text that explains the change
    • Create a placemark that gives the bibliographical details of the historical map
    • Delete the map but not the elements you traced and save the resulting KMZ file.
    • Upload to Blackboard

<2016-03-07 Mon> Week 8: Finish Abu-Lughod

  • Primary sources: If your last name starts with G or H, submit a one-page primary source and description on Blackboard
  • Digital Mapping: Google Earth Handout 5 will ask you to:
    • Use the software identified in the handout to convert an on-line data set of historical interest into KMZ
    • Import the file into Google Earth
    • Take a screenshot of the most interesting view of the data and upload to Blackboard

<2016-03-14 Mon> SPRING BREAK: Read Said 1-148

<2016-03-21 Mon> Week 9: Read Said 149-328

  • Primary sources: If your last name starts with anything but B,F, G, or H, submit a one-page primary source and description on Blackboard
  • Digital Mapping: Google Earth Handout 6 will ask you to:
    • Use one of the historical sources of voyage latitude/longitude data described in the handout, create a line describing one of the voyages
    • Import a map from the period of the voyage and locate it correctly, layered underneath the voyage line.
    • Upload a screenshot of the most interesting view of this data.

<2016-03-28 Mon> Week 10: Read Wright

  • Primary sources: If your last name starts with G or H, submit a one-page primary source and description on Blackboard
  • Digital Mapping: QGIS Assignment 1
    • Complete the 2nd tutorial in the Mapping and GIS area of The Programming Historian
    • The first QGIS handout will ask you to
      • import various shapefiles constructing a world map
      • manipulate the attribute tables that underly those shapefiles
      • import a raster file containing a digitized historical map

<2016-04-04 Mon> Week 11: Read Marks

  • Primary sources: If your last name starts with anything but B,F, G, or H, submit a one-page primary source and description on Blackboard
  • Digital Mapping:
    • Complete the 3rd tutorial in the Mapping and GIS area of The Programming Historian
    • The second QGIS handout will ask you to:
      • Import 3 previously-georeferenced raster files
      • Create several new vector [data] layers based on data that you input from these two rasters
      • Upload a file to Blackboard

<2016-04-11 Mon> Week 12: Read Wolf

  • Primary sources: If your last name starts with B or F, submit a one-page primary source and description on Blackboard
  • Digital Mapping:
    • Complete the final tutorial in the Mapping and GIS area of The Programming Historian
    • The third QGIS handout will ask you to:
      • Georeference a historical map provided for the entire class
      • Create several new vector layers based on historical data from the map
      • Import external data related to that historical map

<2016-04-18 Mon> Week 13: Read Wolf

  • Primary sources: If your last name starts with G or H, submit a one-page primary source and description on Blackboard
  • Digital Mapping:
    • The fourth QGIS handout, which covers this week and the next, will ask you to:
      • Find external GIS vector data with some relation to world history and import it into QGIS
      • Choose two historical maps of the same territory depicted in the data
      • Georeference the two maps as raster layers in QGIS
      • Create several new vector layers based on historical data from the two map

<2016-04-25 Mon> Week 14: Read Beckert, ix-241 [Intro – Chap 7]

  • Primary sources: If your last name starts with anything but B,F, G, or H, submit a one-page primary source and description on Blackboard
  • Digital Mapping: Complete the fourth QGIS handout and upload files

<2016-05-02 Mon> Week 15: Read Beckert, 242-443 [Chaps 8-14]

  • Primary sources: If your last name starts with B or F, submit a one-page primary source and description on Blackboard
  • Digital Mapping: Worksheet on importint your QGIS materials back into Google Earth

<2016-05-09 Mon> Final paper due via Blackboard

As the instructor for this course, I reserve the right to adjust this schedule in any way that serves the educational needs of the students. John Garrigus

 

HIST4369: Caribbean History, Spring 2016

Tuesday-Thursday 12:30-1:50am; University Hall, Room 07

Guadeloupe_harbor_panorama2

Contact Information

  1. Email: garrigus@uta.edu, but please use the BlackBoard email when possible.
  2. Office: University Hall 201b; [on the 2nd floor]
  3. Office Hours: Monday 5-6pm; Tuesday and Thursday 2-3pm; please make make an appointment with me if these times are not convenient.
  4. Office Phone: 817-272-2869
  5. BlackBoard: http://elearn.uta.edu/; you will find all class handouts here and submit all projects electronically
  6. Website: http://wweb.uta.edu/faculty/garrigus

Description

This course will present a picture of the Caribbean quite different from that held by many North Americans. For 500 years, this region has been the site of encounters and clashes among Native Americans, Europeans, Africans, and Asians. For three centuries Europe’s leading states fought each other to control these islands, which were the most valuable real estate in the Atlantic world. At the same time Dutch, English, French and Spanish colonists imported millions of enslaved men, women, and children from Africa to work on the sugar and coffee plantations that made the region so profitable for its masters. Supported by racism and colonialism, plantation slavery left its mark on the Caribbean long after emancipation and independence.

But poverty and powerlessness could not prevent Caribbean people from developing their own resilient and resourceful cultures, forged in resistance to slavery and rooted in a shared African heritage. In music, religion, and literature the Caribbean has given the world new voices and modes of expression that many North Americans value, though often without understanding their origins.

The goal of this class is to trace the emergence of modern multi-ethnic Caribbean nations from the slave colonies of the not-so-distant past. We will show that that though they provide tourists with a picturesque “escape” destination, the islands of the Caribbean have played a central role in the history of the Atlantic world for the last 500 years.

Learning Outcomes:

  1. Students will be able to identify major Caribbean countries on a map. This will be assessed on a map quiz.
  2. Students will be able to construct reasonable interpretations of primary documents, books, and films about Caribbean history. This will be assessed in class discussions, and eight book quizzes.
  3. Students will be able to evaluate the impact on Caribbean peoples of factors including geography, global trade, slavery, racism, and imperialism. This will be assessed in four short country reports.
  4. Students will describe the connection between Caribbean history and the processes of globalization. This will be assessed in the final project.

Requirements:

This course is designed so that you can succeed whether or not you have never studied the history of the Caribbean or Latin America before.

Required Books:

  1. Jamaica Kincaid, A Small Place. Farrar, Straus & Giroux. ISBN: 9780374527075
  2. Trevor Burnard, Mastery, Tyranny, and Desire: Thomas Thistlewood and His Slaves in the Anglo-Jamaican World. University of North Carolina Press, 2003. ISBN: 0807855251
  3. Jeremy Popkin, A Concise History of the Haitian Revolution. Wiley-Blackwell, 2012. ISBN: 978405198219
  4. Karen McCarthy Brown, Mama Lola: A Vodou Priestess in Brooklyn. University of California Press, 2001. ISBN: 0520224752
  5. Aviva Chomsky, A History of the Cuba Revolution. Wiley-Blackwell, 2011. ISBN: 978405187732

Major Assignments

Map quiz

  • Date: 01-26 Tues
  • I’ll pick ten countries on a blank map of the Caribbean and ask you to identify each of them, together with the main European language spoken there.

Eight on-line book quizzes

  • Dates: 01-28 Thu; 02-04 Thu; 02-16 Tue; 02-23 Tue; 03-01 Tue; 03-24 Thu; 04-07 Thu; 04-21 Thu; 04-28 Thu
  • For each of our books you will find a study guide on Blackboard, with four to nine discussion questions and a list of important terms. Eight times during the semester [see schedule] we’ll have a on-line quiz on the book, consisting of four multiple choice questions on the terms and an essay on one of the discussion questions. You may drop the lowest quiz score.
  • You will take the quiz on Blackboard before class and we will discuss the book during class. It will be heavily based on the Book Guide, with multiple-choice questions of the vocabulary and 1 essay question selected from those listed in the Book Guide.

Four country project assignments

  • You’ll choose a Caribbean country to study over the course of the semester. Over the course of the semester you’ll submit four five-page papers on pre-assigned aspects of the history and culture of that country.
  • Dates: 02-18 Thu; 03-10 Thu; 04-14 Thu; 04-26 Tue

Class participation

I base this on two elements: your regular attendance and your oral/written participation in class, especially on our pre-announced discussion days.

Final project

  • Date: 05-12 Thurs due on Blackboard by 1:30 pm
  • At the end of the semester you’ll use a template I provide to combine your four country project assignments into a single project on the country you picked.

Grading Policy:

At the end of the semester, students who have accumulated 900 or more
points will receive a “A”; 800 to 899 is a “B”; 700 to 799 is a “C”;
and 600 to 699 is “D”. Less than 600 points is a failing grade.

Assignment Points
Map quiz 100
Eight quizzes 400
Four country projects 200
Final Project 200
Class participation 100
TOTAL 1000

Attendance Policy:

At The University of Texas at Arlington, taking attendance is not required. Rather, each faculty member is free to develop his or her own methods of evaluating students’ academic performance, which includes establishing course-specific policies on attendance. As the instructor of this section, I take attendance every day. Students are allowed only four absences. Starting with the fifth absence a student will lose 30 points from the final grade for each subsequent absence.

Academic Integrity:

All students enrolled in this course are expected to adhere to the UT Arlington Honor Code:

I pledge, on my honor, to uphold UT Arlington’s tradition of academic integrity, a tradition that values hard work and honest effort in the pursuit of academic excellence.

I promise that I will submit only work that I personally create or contribute to group collaborations, and I will appropriately reference any work from other sources. I will follow the highest standards of integrity and uphold the spirit of the Honor Code.

UT Arlington faculty members may employ the Honor Code as they see fit in their courses, including (but not limited to) having students acknowledge the honor code as part of an examination or requiring students to incorporate the honor code into any work submitted. Per UT System Regents’ Rule 50101, §2.2, suspected violations of university’s standards for academic integrity (including the Honor Code) will be referred to the Office of Student Conduct. Violators will be disciplined in accordance with University policy, which may result in the student’s suspension or expulsion from the University.

Drop Policy:

Students may drop or swap (adding and dropping a class concurrently)
classes through self-service in MyMav from the beginning of the
registration period through the late registration period. After the
late registration period, students must see their academic advisor to
drop a class or withdraw. Undeclared students must see an advisor in
the University Advising Center. Drops can continue through a point
two-thirds of the way through the term or session. It is the student’s
responsibility to officially withdraw if they do not plan to attend
after registering. Students will not be automatically dropped for
non-attendance. Repayment of certain types of financial aid
administered through the University may be required as the result of
dropping classes or withdrawing. Contact the Financial Aid Office for
more information.

Americans With Disabilities Act:

The University of Texas at Arlington is on record as being committed
to both the spirit and letter of all federal equal opportunity
legislation, including the Americans with Disabilities Act (ADA). All
instructors at UT Arlington are required by law to provide “reasonable
accommodations” to students with disabilities, so as not to
discriminate on the basis of that disability. Any student requiring an
accommodation for this course must provide the instructor with
official documentation in the form of a letter certified by the staff
in the Office for Students with Disabilities, University
Hall 102. Only those students who have officially documented a need
for an accommodation will have their request honored. Information
regarding diagnostic criteria and policies for obtaining
disability-based academic accommodations can be found at
http://www.uta.edu/disability or by calling the Office for Students with
Disabilities at (817) 272-3364.

Title IX:

The University of Texas at Arlington is committed to upholding U.S. Federal Law “Title IX” such that no member of the UT Arlington community shall, on the basis of sex, be excluded from participation in, be denied the benefits of, or be subjected to discrimination under any education program or activity. For more information, visit http://www.uta.edu/titleIX.

Student Support Services:

UT Arlington provides a variety of resources and programs designed to help students develop academic skills, deal with personal situations, and better understand concepts and information related to their courses. Resources include tutoring, major-based learning centers, developmental education, advising and and mentoring, personal counseling, and federally funded programs. For individualized referrals, students may visit the reception desk at University College (Ransom Hall), call the Maverick Resource Hotline at 817-272-6107, send a message to resources@uta.edu, or view the information at http://www.uta.edu/resources.

Electronic Communication Policy:

UT Arlington has adopted MavMail as its official means to communicate with students about important deadlines and events, as well as to transact university-related business regarding financial aid, tuition, grades, graduation, etc. All students are assigned a MavMail account and are responsible for checking the inbox regularly. There is no additional charge to students for using this account, which remains active even after graduation. Information about activating and using MavMail is available at http://www.uta.edu/oit/cs/email/mavmail.php.

Student Feedback Survey:

At the end of each term, students enrolled in classes categorized as “lecture,” “seminar,” or “laboratory” shall be directed to complete an online Student Feedback Survey (SFS). Instructions on how to access the SFS for this course will be sent directly to each student through MavMail approximately 10 days before the end of the term. Each student’s feedback enters the SFS database anonymously and is aggregated with that of other students enrolled in the course. UT Arlington’s effort to solicit, gather, tabulate, and publish student feedback is required by state law; students are strongly urged to participate. For more information, visit http://www.uta.edu/sfs.

Final Review Week:

A period of five class days prior to the first day of final examinations in the long sessions shall be designated as Final Review Week. The purpose of this week is to allow students sufficient time to prepare for final examinations. During this week, there shall be no scheduled activities such as required field trips or performances; and no instructor shall assign any themes, research problems or exercises of similar scope that have a completion date during or following this week unless specified in the class syllabus. During Final Review Week, an instructor shall not give any examinations constituting 10% or more of the final grade, except makeup tests and laboratory examinations. In addition, no instructor shall give any portion of the final examination during Final Review Week. During this week, classes are held as scheduled. In addition, instructors are not required to limit content to topics that have been previously covered; they may introduce new concepts as appropriate.

Emergency Exit Procedures:

Should we experience an emergency event that requires us to vacate the building, students should exit the room and move toward the nearest exit, which is located just outside our classroom door. When exiting the building during an emergency, one should never take an elevator but should use the stairwells. Faculty members and instructional staff will assist students in selecting the safest route for evacuation and will make arrangements to assist handicapped individuals.

Schedule

Week 1: Beginnings

  • 01-19 Tue What’s in a Name?
  • 01-21 Thu Native Peoples of the Caribbean

Week 2: Caribbean Slavery in Context

  • 01-26 Tue Columbus and the Origins of Caribbean Slavery; map quiz
  • 01-28 Thu pre-class on-line quiz on Jamaica Kincaid and discussion; How to Make Sugar

Week 3: How was Caribbean Plantation Slavery “different”

  • 02-02 Tue The Barbadian Sugar Revolution and Pirates of the Caribbean
  • 02-04 Thu Pre-class quiz on Burnard, pp 1-101/ discussion of Burnard

Week 4: Farms or Factories?

  • 02-09 Tue Africa, America, and the Slave Trade
  • 02-11 Thu Slavery, Industrialization and Resistance in the Greater Antilles

Week 5: The Haitian Revolution, part 1

  • 02-16 Tue Pre-class quiz on Burnard; pp 137-174; 209-271/ discussion of Burnard
  • 02-18 Thu Saint-Domingue; Slave Uprising and Emancipation; first country project due on Blackboard by 11:59pm

Week 6: The Haitian Revolution, part 2

  • 02-23 Tue Pre-class quiz on Popkin pp 1-89/ discussion of Popkin
  • 02-25 Thu What did Toussaint Louverture stand for?

Week 7: End of Slavery in British Territories

  • 03-01 Tue NO CLASS SCHEDULED On-line quiz on Popkin; pp. 90-170
  • 03-03 Thu Britain: First Abolition, then Emancipation

Week 8: Slavery Continues

  • 03-08 Tue Jamaica’s Morant Bay Rebellion and Asian Sugar Workers in the Caribbean
  • 03-10 Thu The Rise of Cuban Sugar; second country project due on Blackboard, 11:59pm

Spring Break

Week 9: The Spanish Caribbean and the USA

  • 03-22 Tue End of Slavery in the French and Spanish Caribbean
  • 03-24 Thu /Sugar Shack Alley> (Martinique, 1983)

Week 10: Life After Slavery

  • 03-29 Tue US Imperialism and the Caribbean
  • 03-31 Thu Pre-class quiz on Brown, Chapter 1-6/ discussion of Brown

Week 11: The 1920s-1940s

  • 04-05 Tue The Roaring ’20s: Caribbean Migrants, AfroCubanismo, Négritude and Marcus Garvey
  • 04-07 Thu The Great Depression, World War II, and Decolonization in the Caribbean

Week 12: The “Independent” Caribbean

  • 04-12 Tue Fidel Castro and his Cold War Revolution
  • 04-14 Thu Pre-class quiz on Brown, Chapters 7-12/ discussion of Brown

Week 13: Nation and Culture in the Caribbean

  • 04-19 Tue Rastafarianism
  • 04-21 Thu /The Harder They Come/(Jamaica, 1972); third country project due on Blackboard, 11:59pm

Week 14: Cold War and Neocolonialism

  • 04-26 Tue Life and Debt (US, 2001)
  • 04-28 Thu Pre-class quiz on Chomsky, pp. 1-105/ discussion of Chomsky

Week 15: After the Cold War

  • 05-03 Tue After the Cold War; fourth country project due by 11:59pm
  • 05-05 Thu Pre-class quiz on Chomsky, pp. 106-195/ discussion of Chomsky

Final Project

  • 05-12 Thur Final project due on Blackboard by 1:30 pm.

As the instructor for this course, I reserve the right to adjust this schedule in any way that serves the educational needs of the students enrolled in this course. John D. Garrigus.

 

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