Courses

“O City / Behold me! Incarnate me as I have incarnated you!” An investigation of the burgeoning metropolitan city where the young Walter Whitman became a poet in the 1850s. Combining historical inquiry into the lives of nineteenth-century citizens of Brooklyn and Manhattan with analysis of Whitman’s varied journalistic writings and utterly original poetry, we will reconstruct how Whitman found his muse and his distinctively modern subject in the geography, demographics, markets, politics, and erotics of New York.

This overview of the “interdisciplinary discipline” of American Studies will focus on the ways American Studies engages with and departs from other scholarly fields of inquiry. We will study the stories of those who have been marginalized in the social, political, cultural, and economic life of the United States due to their class, race, ethnicity, gender, sexual orientation, religion, citizenship, and level of ability. We will explore contemporary American Studies concerns like racial and class formation, the production of space and place, the consumption and circulation of culture, and transnational histories.

In this class, we will discuss Latinx social and political movements across America, from post-1848 to the twentieth century. We will work to understand both their historical and historiographical impact: What conditions were these movements responding to? What emerged from their actions? And how are these movements talked about and remembered now? We will also track state responses to these movements, including the creation of law enforcement agencies in the Southwest and national counterintelligence programs.

In this course students will engage race and other forms of identity (including class and disability) using both social scientific and humanistic approaches to examine how the process of building place in the U.S. has historically meant discarding lives, excluding communities, and maintaining caste. Subtopics include: Art’s impact on gentrification, POC suburbanization, Disposable lives in America, Apartheid from architectural design, and Comparative memoir.

The 1970s were a period of extraordinary musical creativity and change. The era saw the flowering of jazz fusion, funk, heavy metal, and punk, debates over authenticity in country music; experimentation with minimalism and technology in classical music; the beginnings of a “world music” market as salsa, Afro-pop, and reggae made inroads; and the increased importance of such technology as cassette tapes, fm radio, video games, VCRs and the Sony Walkman. We’ll explore this decade of music through listening, footage, historic documents, and scholarship from a variety of disciplines, focusing on stylistic innovations, critical and audience reception, and cultural values.

This course introduces students to the world of Indigenous films, beginning with representations of Indians and how these images shape what most people “know” about “Indians.” Simultaneously, Indigenous filmmakers exercise visual sovereignty by not only refusing representations of Indigenous people, but by creating visual representations of Indigenous peoples that speak to the urgent issues of the present. Through Indigenous films, we will examine genres, develop an appreciation for historical and cultural contexts of films, and consider how these films are forms of Indigenous resurgence. We will also learn the basics of media literacy and film analysis. Our key concepts include visual sovereignty, Indigenous, Indians, settler colonialism, decolonization, resurgence, tradition, and gender.

Focusing on the early nineteenth century struggle to create an American nation and a national culture, we will look at the ways Americans adopted and adapted European ideas, particularly the aesthetic idea of the Sublime, in their attempt to come to terms with the conquest of the new land and its native inhabitants and with the nature of their national enterprise. Writers Irving, Cooper, Emerson, Thoreau, Hawthorne, Melville, Whitman, and Dickinson and painters Cole, Bierstadt, Church, Kensett, and Lane will be included. Major themes will include attitudes towards landscape and settlement, a distinctively American character, the nature and utility of art, and ideas of American empire.

Indigenous peoples across Turtle Island and the Pacific Islands are fighting to revitalize Indigenous languages, uphold tribal sovereignty, and combat violence against Indigenous women, among many other struggles. This course shines a light on contemporary Indigenous activism and investigates social justice through the lens of Indian Country, asking questions like: What tools are movements using to promote Indigenous resurgence? And what are the educational, gendered, environmental, linguistic, and religious struggles to which these movements respond? Students will acquire an understanding of contemporary Indigenous movements, the issues they address, and the responsibilities of non-Native people living on Indigenous lands. 

An exploration of how the terrorist attacks of 9/11/2001 and the subsequent War on Terror impacted American culture. We will focus on issues of both form (the elements determining the look and feel of post-9/11 artwork) and content (the social and moral concerns driving post-9/11 culture). Shared texts will include novels, short stories, poetry, music, art, and films. Particular attention will be paid to themes such as race and racism, religion and religious discrimination, immigration and xenophobia, debates over American exceptionalism, critiques of American capitalism, the “death of irony,” attempts to define “truth,” and the spread of conspiracy theories. 

The history of American culture has always been shaped by a dialectic between the local and the universal, the regional and the national. The particular geography and history of the Midwest (the prairie, the plains, the old Northwest, Native Americans and white adventurers, settlers and immigrants) have shaped its livelihoods, its identities, its meanings. Focusing on the late nineteenth and early twentieth centuries, this course will explore literature, art history, and the social and cultural history of the Midwest.

Indigenous Studies is both a body of content knowledge and a research methodology. This course provides an overview of the history of exploitative research dynamics between universities and Indigenous peoples while exposing students to alternative methodologies that center Indigenous perspectives and research priorities. Students will discuss what it means to be an ethical research partner as they learn about decolonizing and Indigenous research strategies. This course brings together ideas from history, anthropology, law, public health, education, literature, art, and social work to evaluate studies relating to Indigenous peoples for their methods, contributions, and ethics.

What function do prisons and immigrant detention centers serve? How do they figure in American history and society, especially since their current forms are relatively new? In this class, we will examine state-sponsored confinement and detention practices from seventeenth to twenty-first century America. Across three units, we will analyze abduction and captivity, forced labor and relocation, and internment and border security as carceral practices. We will pay particular attention to race, class, gender, sexuality, and disability to understand how confinement and detention have shaped American state-building. 

Through cultural manifestations–literature, painting, movies, radio, historic preservation, and music–we will trace progress from shock and despair to hope in the ‘30s and see how Americans of all races and classes coped with the disruptions and opportunities of economic cataclysm, political shifts, new social programs and expectations, and technology. Materials will include texts on the New Deal, labor, the Great Migration and race relations; fiction, essays, and plays by Steinbeck, Nathaniel West, James Agee, Thornton Wilder, Meridel LeSueur, Hurston, and Wright; popular movies and music; and photography, painting, Art Deco, and the 1939 World’s Fair.

An interdisciplinary investigation of the burgeoning, brash, alluring Other that the young Walter Whitman found in New York in the 1850s. Considering “Leaves of Grass,” as well as his journalistic, “self-help,” and political writings, we will reconstruct how Whitman found his muse, his voice, and his distinctively modern and democratic subject in the geography, demographics, markets, politics, and erotics of New York: “O City / Behold me! Incarnate me as I have incarnated you! I have rejected nothing you have offered me!–whom you adopted, I have adopted; good or bad…”

This course peers through the picture window of suburban life in the United States. Our primary text will be film. To what extent do fictional accounts reflect the scholarly concerns and analytical conclusions of historians and social scientists? What themes are common in film and/or literature but get little attention from scholars? Students will be obligated to view films on their own if designated show times are inconvenient. Some films may be R-rated.

“If you remember the Sixties, you weren’t there.”  We will test the truth of that popular adage by exploring the American youth counterculture of the 1960s, particularly the turbulent period of the late sixties. Using examples from literature, music, and film, we will examine the hope and idealism, the violence, confusion, wacky creativity, and social mores of this seminal decade in American culture. Topics explored will include the Beat Generation, the Vietnam War, Civil Rights, LSD, and the rise of environmentalism, feminism, and Black Power. 

An in-depth exploration of the dynamic relationship between the arts and popular conceptions of California: whether as bountiful utopia, suburban paradise or multicultural frontier. We will meet with California artists and art historians, and visit museums and galleries. Art and artists studied will range from Native American art, the Arts and Crafts movement and California Impressionism to the photography of Ansel Adams, urban murals and the imagery of commercial culture (such as promotional brochures and orange-crate labels).

Students will participate in a number of fieldtrips dealing with California’s history, literature, and environment. Sites visited will include Sutter’s Fort, Pt. Reyes, the Modoc Lava Beds, El Teatro Campesino, Hearst Castle, Silicon Valley, Joshua Tree, Watts Towers, the Rose Bowl and Yosemite National Park. Students will also complete an Oral Culture Project.

Students will do some preparatory reading on California history, literature and art before the seminar begins and additional reading connected with field trips and guest speakers.

How have social categories (i.e., race, class, gender, sexuality) been constructed according to labor? How have people lived their identities through their labor? This course will focus on manual labor, with special attention to agricultural work, and will span from the Antebellum South to the present. We will examine how manual labor has functioned as a symbol of belonging in the nation. Throughout the course, we will emphasize lived experience–or, how people responded to cultural shifts, and made social or political change through their work–using oral histories, community archives, cultural productions and social customs in the workplace.

Introduction to some of the animating debates within American Studies from the 1930s to the present. We will study select themes, theories, and methodologies in the writings of a number of scholars and try to understand 1) the often highly contested nature of debates about how best to study American culture; and 2) how various theories and forms of analysis in American Studies have evolved and transformed themselves over the last seventy years. Not designed to be a fine-grained institutional history of American Studies, but a vigorous exploration of some of the central questions of interpretation in the field. Normally taken by majors in their junior year.

How does the American export of suburban living, gated communities, and broken-windows policing reshape place, identity and the socio-economic hierarchy?  We will also investigate how the commodification of the arts and the neoliberalization of education contribute to gentrification and other forms of spatial cleansing and rebranding. Required for juniors in the American Studies major.

As Arlene Dávila points out in Latinos Inc, Latinidad—the term that names a set of presumably common attributes that connects Latinxs in the U.S.—emerges in part from communities but, importantly, is developed heavily by the media, advertising, and other political and social institutions, including academia. In this course we consider how ideas and imaginings of who Latinxs are and what Latinidad is develop within political spaces (the electorate, the census), in local places, and through various media, including television, advertising, and music. We will consider how individual writers and artists contribute to the conversation. Throughout, we will engage with social and cultural theories about racial formation, gender, and sexuality.

This seminar introduces advanced skills in American Studies research, focusing on the shaping and proposing of a major research project. Through a combination of class discussion, small group work and presentations, and one-on-one interactions with the professor, majors learn the process of imaging, creating, and preparing independent interdisciplinary projects as well as the interconnections of disparate scholarly and creative works. 

This seminar focuses on advanced skills in American Studies research, critical reading, writing, and presentation. Engagement with one scholarly talk, keyed to the current year’s comps exam theme, will be part of the course. Through a combination of class discussion, small group work and presentations, and one-on-one interactions with the professor, majors learn the process of crafting and supporting independent interdisciplinary arguments, no matter which option for comps they are pursuing. Students also will learn effective strategies for peer review and oral presentation.

Exam: Students read selected works and view films in the field of American Studies and in a special topic area designated by the program. For integrative exercise examination students only. Essay: Seniors working on approved essays or projects in American Studies with the support of their advisers, will work independently to complete their theses, performances or projects to satisfy the college “comps” requirement. Students will be required to give a public presentation on their papers or projects during the spring term.