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地域文化研究特別講義I

American National Identity, 1600-2000
Course Statement

This course is designed for gradual-level students of American history. We will analyze the evolution of American nationalism and national identity from the colonial era through to the present day. Our examination of American nationalism will be grounded in a broad theoretical understanding of the nature of nationalism in a broader global sense, which we will apply to the particular historical circumstances of the United States. We will take a holistic approach in doing so, examining not only the traditional legal, constitutional, and political structures of the American nation, but also its cultural, artistic, literary and social aspects. We will address the problems for early American nationalism created by westward expansion, anti-immigrant hostility, and above all slavery and its key role in the sectional crisis and the Civil War Era. We will then examine the growth and development of American imperialism during the late nineteenth and twentieth centuries, focusing particularly on the ways in which America’s modern role as a world power is still shaped by both the ideals and the unresolved contradictions endemic to American nationalism.

Course Objectives/Overview:

Upon completion of this course students should have broad knowledge of the following recurring themes in the history of American nationalism:

1.Theories concerning the nature of nationalism and its relation to capitalism, modernism and sociocultural identity as developed by Ernst Gellner, Benedict Anderson, Eric Hobsbawm, etc.

2. America’s legal and constitutional structure and how it has shaped American national identity, particularly the Constitution’s text and other seminal documents, and how they have adapted to the nation’s changing historical circumstances.

3.The origins and evolution of American political culture, particularly party politics and both the strengths and limitations of the American version of a mass democratic culture.

4.The role of race, gender, class, and immigration in the evolution of American national identity, particularly the pursuit of justice by non-White peoples within the national community’s political framework.

5.The rich cultural tradition of nationalism in American history and the development of an American national mythology as expressed in art, music, poetry, religion, etc.

6.The complex and ambivalent impact of American expansion and imperialism upon America’s national identity and sense of itself as a participant in the global community of nations.

Course Objectives

1.Expand knowledge of U.S. history and cultures.

2.Expand knowledge of how nations function as forms of human community formation.

3.Critically assess both the historical strengths and limitations of America’s particular version of national community formation.

4.Engage in comparative analysis of American nationalism with other forms of national community.

5.Understand the historical complexities of America’s national ideals when applied to the often vexing issues of human rights, inclusion and justice for its citizenry and abroad.

6.Achieve a deeper understanding of the historical progress of America’s modern embrace of imperialism and exceptionalism.
MIMA Search
時間割/共通科目コード
コース名
教員
学期
時限
31D220-1312S
GAS-AS6H01L3
地域文化研究特別講義I
DIRCK Brian
S1 S2
木曜3限
マイリストに追加
マイリストから削除
教室
駒場8号館 8-209
講義使用言語
英語
単位
2
実務経験のある教員による授業科目
NO
他学部履修
開講所属
総合文化研究科
授業計画
Week One: introduction to course, and theories of nationalism •Text assignment: no assignment in Lepore •Primary source assignment: no assignment Week Two: pieces of a future America: colonial America •Text assignment: Lepore, chps. 1-2 •Primary source assignment: Winthrop Arbella sermon (excerpt and summary). Week Three: the Revolution •Text assignment: Lepore, chp. 3 •Primary source assignment: painting, Leutze, Washington Crossing the Delaware, Mercy Otis Warren essay (excerpt). Week Four: the Constitution •Text assignment: Lepore, chp. 4 •Primary source: text of the Constitution; Federalist No. 51 (James Madison). Week Five: early American nationalism and political culture • Text assignment: chp. 5 •Primary source: Bingham painting, “The County Election”; Hudson River School paintings. Week Six: Slavery and its discontents •Text assignment: no assignment in Lepore; please read Douglass, Narrative of the Life of Frederick Douglass (text available free online). Week Seven: American reformers •Text assignment: Lepore, chp. 6 •Primary source: Declaration of Sentiments; Garrison, Liberator editorial, 1831. Week Eight: destroying a nation •Text assignment: Lepore, chps. 7-8 •Primary source: Stephens, “Cornerstone Speech; Lincoln, Gettysburg Address and Second Inaugural Address. Week Nine: rebuilding a nation •Text assignment: Lepore, chp. 9 •Primary source: 13th, 14th, and 15th amendments to the Constitution; images of Confederate statues. Week Ten: capitalism, imperialism and the American “mission” •Text assignment: Lepore, chp. 10 •Primary source: Beveridge, “The March of the Flag,” and 1897 “Petition Against the Annexation of Hawaii.” Week Eleven: world wars •Text assignment: Lepore, chp. 11-12 •Primary source: World War I and World War II government poster collections Week Twelve: cold wars •Text assignment: Lepore, chp. 13 •Primary source: Kitchen Debate transcript Week Thirteen: protests and rights •Text assignment: Lepore, chp. 14 •Primary source: film clip montage, antiwar protests; Jimi Hendrix rendition of “Star Spangled Banner.” Week Fourteen: red and blue America •Text assignment: Lepore chp. 15 •Primary source: Obama, election night acceptance speech; Trump, inaugural address.
授業の方法
Course Requirements Regular and punctual class attendance is required (unless the student is given prior approval for an absence by the instructor). Students are required to complete the mid-term and final exams (dates TBD), as well as a brief paper on a subject of their choosing. Active and consistent engagement in classroom activities is also required.
成績評価方法
class attendance; mid-term and final exams; a brief paper on a subject of students' choosing; active and consistent engagement in classroom activities.
教科書
The required textbook for this class will be Jill Lepore, These Truths: A History of the United States (New York: W.W. Norton, 2018). Please note there is no reading assignment in Lepore for week six; instead, students will read Frederick Douglass, Narrative of the Life of Frederick Douglass, text available online.
参考書
In addition to weekly chapter assignments from the Lepore text, each week students will be required to read and analyze a relevant primary source assignment, available on the class website. Please see syllabus for weekly assignments.
履修上の注意
Regular and punctual class attendance is required (unless the student is given prior approval for an absence by the instructor). Students are required to complete the mid-term and final exams (dates TBD), as well as a brief paper on a subject of their choosing. Active and consistent engagement in classroom activities is also required. **Professor Brian Dirck will offer courses in combined forms of delivery, starting with online courses. He may later switch to face-to-face classes, if circumstances permit. **Please contact Professor Dirck directly if you want to take his class. (His e-mail address is listed below). He will send zoom links for his classes by e-mail, not via ITC-LMS.