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Some of your assignments will ask you to examine the pamphlets, newspapers, magazines, and (later) websites that these movements produced in order to get an overall sense of their programs, their appeals to their memberships, and their places in history.ġ601W-01 | MWF 11:15-12:05 | Williams, Erika We will also study how economic structures frame the lived experiences out of which social movements emerge. As we do so, we will be mindful of how these U.S.-based political movements were shaped by global political currents, including fascism in Europe, anticolonial struggles in the global south, and communism in Asia and the USSR. On the right, we will study the Ku Klux Klan, Father Coughlin’s “Christian Front” in the 1930s, George Wallace’s third party presidential campaign in 1968, and neoliberalism.
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On the left, we will study the Popular Front of the 1930s, civil rights, the various movements of the late 1960s, AIDS activism in the 1980s, and finally, Black Lives Matter (later, the Movement for Black Lives). We will look at movements on the left and the right in order to understand our contemporary political environment. In this particular section, we will apply this method to the study of social movements in the 20 th century and 21 st century United States, and how these movements, often beginning on the fringes, have transformed beliefs, policies, and institutions in the American mainstream. culture that brings together techniques and materials from across a wide range of disciplines and interdisciplines such as history, literature, political science, political economy, ethnic studies, art history, gender studies, and media studies. This course serves as an introduction to American Studies, a method of studying U.S. Projects include weekly response writings as well as three revised papers of 5-6 pages each.Īlso offered as: AMST 1201, HIST 1503 Prerequisites: None.ġ201-01 | TuTh 3:30-4:45 | Vials, Christopher Authors likely to appear on the syllabus include Constantine Cavafy, Nazim Hikmet, Gwendolyn Brooks, Paul Celan, Wisława Szymborska, Marina Tsvetaeva, Virginia Woolf, Charles Baudelaire, Arthur Rimbaud, Anton Chekhov, Sor Juana Inés de la Cruz, Louise Labé, and William Shakespeare. We’ll work chronologically backwards, beginning with recent writers whose historical context is more familiar, moving in reverse to periods where we’ll call on secondary materials to help ground our understanding of the issues at stake for each writer. We’ll read works by Polish, Russian, Turkish, Greek, French, German, Italian, Mexican, American, and English authors. In this course we’ll spend time with some of the most fabulous poems, stories, and novels of the last 500 years.
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Works to be read may include: Prose and poetry selections from the early English Renaissance, a play by William Shakespeare, John Milton’s Paradise Lost, Mary Shelley’s Frankenstein, Octavia Butler’s Parable of the Sower, Neil Gaiman’s Good Omens, modern film/television adaptations of Renaissance texts and/or themes. At least 15 pages of revised prose in total, per the requirements for W courses. Requirements include: in-class reading/viewing responses and quizzes two or three short essays and a longer final essay. We will read and watch texts across various genres and mediums including drama, epic poetry, short stories, novels, films, etc. This course will situate the English Renaissance within its European context, explore several of its major literary figures, texts, and themes, and then pursue those key questions and themes through the several centuries of English and American literature that followed them. In the wake of the invention of the printing press, authors of the English Renaissance participated in a national project of literary language development-translating and adapting continental literary traditions, creating new forms, and establishing the foundation for centuries worth of Western literature in the English language.