Drug history syllabus: Cocaine, the Drug Trade, the War on Drugs, and U.S.-Latin American Relations

Prof. Myrna Santiago, Cocaine, the Drug Trade, the War on Drugs, and U.S.-Latin American Relations (syllabus)

St. Mary’s College of California                                                            Prof. Myrna Santiago

Fall 2009                                                                                                  311 Galileo x 4606

MWF 9:10 -10:10                                                                                    msantiag@stmarys-ca.edu

Office hours:  MWF:  10:30 to 11:30 and by appointment

 

History 154:

Cocaine, the Drug Trade, the War on Drugs, and U.S.-Latin American Relations

 

Description.  For the last thirty years, one of the dominant themes in the relations between Latin America and the United States has been the drug trade, specifically the trafficking in cocaine.  The policy of successive US administrations has been to wage a “war on drugs” to the exclusion of alternatives.  The question then becomes, what has such a war accomplished?  How has it affected relations between the United States and Latin America?  What effects has the war had on production, transportation, and consumption patterns?  This course will examine these questions by looking at the history of cocaine production from the late nineteenth century until today, tracing the changes the humble coca leaf underwent to become a powerful addictive substance.  We will follow the trajectory of cocaine production and transportation through the countries most affected over the course of the late nineteenth and the whole of the twentieth century—Peru, Bolivia, Colombia, and now Mexico—paying attention to the impact such illicit trade has had on politics, economic development, and democracy.

 

Objectives.   The primary goal of this course is to have students develop an informed and sophisticated analysis of the impact the drug trade has had on U.S.-Latin American relations and within Latin American countries themselves, in addition to gaining knowledge about the history of cocaine and a developing a more critical view of media representations of drug matters in general.

 

As usual, students will continue to sharpen their writing skills and their critical reading and thinking.

 

Requirements.  Students are expected to be in class every day, prepared to answer questions in the Socratic tradition as part of their participation.  In addition, students will do mini presentations for “drugs in the news or the news on drugs?” every day, as a way to keep up with and be critical of media coverage of the topic (instructions attached).  There will also be a mandatory reception tied to the photographic exhibit prepared for this course that will be at the Library in November (see class schedule below).  Participation is 15% of the grade. 

 

There will be three writing assignments.  The first one entails creating a primary source, to be shared with the whole group online (instructions attached; 4-5 pages; 20% of the grade). The second written assignment asks students to do synthesis and analysis, putting together the readings from class, an additional scholarly article chosen from outside sources, at least one of the primary sources created by the class, and a film (instructions attached; 7-8 pages; 25% of the grade).  The final writing assignment will be a paper answering one of three questions in standard expository writing style, with an argument based on the evidence (see attached instructions; 5-6 pages; 25% of the grade).

 

In order to do the second paper, and to sharpen those critical thinking skills, students will have to watch at least one film of the several that will be shown outside of class hours.  The schedule of classes has included a number of films, but there may be more, depending on student interest.  Please note that the films will be open for the whole community, so bring your friends!

 

The final assignment will be a group presentation during our scheduled exam time.  Each group will answer the question, “what is to be done?” and give the answer in a PowerPoint presentation (see instructions attached; 15%), in addition to turning in an outline, a list of sources, and the thesis for the presentation.

 

Class Etiquette.  Education is a formal, serious, and professional undertaking.  Thus, class demeanor should be up to par:  no tardiness, no early departures, no food (drinks are fine), no cell phones, no pajamas, no checking e-mail or other personal internet sites.  If you are caught using your computer for non-class activities, your participation grade will be severely adversely affected.  Remember that agreement on ideas is by no means expected; but respect for each other’s opinions is required.

 

Note.  There is no extra credit.  Paper due dates are not flexible.  Make sure you are intimately familiar with what plagiarism is.  If you plagiarize, even unintentionally, you will not only fail the course (nor just the paper), but also face disciplinary action.  Check your student handbook for definitions and information about plagiarism at St. Mary’s.

 

Required Readings:

 

Paul Gootenberg, Andean Cocaine:  The Making of a Global Drug

Gabriel García Márquez, News of a Kidnapping

Roberto Escobar, The Accountant

Coletta A. Youngers and Eileen Rosin, Drugs and Democracy in Latin America

Jeffrey A. Miron, Drug War Crimes

Articles from e-reserve

 

Highly Recommended:

 

Mary Lynn Rampolla, A Pocker Guide to Writing in History, Fifth Edition (Boston:  Bedford/St. Martin’s, 2007)

 

Schedule of Classes

 

Mon Aug 31                        Introduction

                                    www.pbs.org/moyers/journal/04172009/watch.html

 

Wed Sept 2                        Drugs in the News or the News on Drugs?

Coca and the first wave of cocaine, to 1890

                                    Discuss in class:  Gootenberg, Introduction, ch 1

                                    Learning objective:  understanding the historiography

 

Fri Sept 4                        Drugs in the News or the News on Drugs?

Peruvian crude, 1885-1910

                                    Discuss:  Gootenberg, ch 2

                                    Leaning objective:  understanding what a commodity is

 

Mon Sept 7                        Thank the  labor movement and their (dying) unions for the day off!

 

Wed Sept 9                        Drugs in the News or the News on Drugs?

Cocaine goes global, 1890s-1930s

                                    Gootenberg, ch 3

                                    Learning objective:  understanding what a commodity circuit is

 

Fri Sept 11                        The first wave of cocaine flattens, post 1910

                                    Gootenberg, ch 4

 

Mon Sept 14                        Drugs in the News or the News on Drugs?

First wave of anti-drug policies, 1910-1945

                                    Gootenbeg, ch 5

                                    Learning objective:  understanding the logic of prohibition

 

                                    Evening showing of “Cocaine Fiends” (1936)

 

 

Wed Sept 16                        Drugs in the News or the News on Drugs?

The first wave of narcotraficantes, 1945-1965

                                    Gootenberg, ch 6

                        Learning objective:  understanding the business of cocaine production

 

Fri Sept 18                        Drugs in the News or the News on Drugs?

The cocaine tsunami forming, 1970s

                                    Gootenberg, ch 7

                                    Learning objective:  understanding context and structure

 

 

Mon Sept 21                        Drugs in the News or the News on Drugs?

Why Colombia?

                                    Discuss from e-reserve:  Francisco E. Thoumi, “Why the Illegal

            Psychoactive Drugs Industry Grew in Colombia,” Journal of Interamerican

Studies and World Affairs, Vol. 34, No. 3, Special Issue:  Drug Trafficking

Research Update (Autumn 1992) at http://www.jstor.org/stable/165924

Learning objective:  understanding the role of the state in cocaine economics

 

 

 

Wed Sept 23                        Drugs in the News or the News on Drugs?

The Colombian connection and the rise of Medellín

                                    Discuss from e-reserve:  Mary Roldán, “Cocaine and the ‘miracle’

            of modernity in Medellín” from Paul Gootenberg, ed., Cocaine:  Global Histories;             and, Bruce Bagley, “The Colombian Connection:  The Impact of Drug Traffic on

            Colombia,” from Deborah Pacini and Christine Franquemont, eds., Coca and

            Cocaine:  Effects on People and Policy in Latin America

            Learning objective:  understanding the effects of the cocaine trade in Colombia

 

 

 

Fri Sept 25                        Drugs in the News or the News on Drugs?

Conservatism and Cocaine in the US

                                    Discuss from e-reserve:  Belén Boville, The Cocaine War in Context

            Drugs and Politics, ch. 5: “The Conservative Revolution”; and, Dominic

            Streatfeild, Cocaine:  An Unauthorized Biography, ch 10:  “George, Carlos, and

            the Cocaine Explosion

            Learning objective:  understanding the second war on drugs

 

                                    Evening showing of “Blow” (2001)

 

 

 

Mon Sept 28                        Drugs in the News or the News on Drugs?

The Central American Connection, Part I

                                    Discuss from e-reserve:  Alexander Cockburn and Jeffrey St. Clair,

            Whiteout, “Webb’s Big Story,” and “The CIA, Drugs, and Central America”

            Learning objective:  understanding the role of the US press and contra politics

 

 

 

 

Wed Sept 30                        Drugs in the News or the News on Drugs?

The Central American Connection, Part II

                                    Discuss from e-reserve: Mark B. Rosenberg, “The Politics of Drug

Trafficking in Honduras” Journal of Interamerican Studies and World Affairs,

Vol. 30, No. 2/3, Special Issue:  Assessing the America’s War on Drugs (Summer-

Autumn, 1988) at http://www.jestor.org/stable/165984

            Learning objective:  understanding the links between cocaine and anti

            “communism”

                                     

                                    Evening showing of “Scar Face,” (1980)

 

 

Fri Oct 2                        Drugs in the News or the News on Drugs?

Los Extraditables, November 1990

                                    Discuss:  García Márquez, chs 1-2

                                    Learning objective:  analyzing a primary source

 

Mon Oct 5                        Drugs in the News or the News on Drugs?

Kidnappings

                                    Discuss:  García Márquez, chs 3-4

 

Wed Oct 7                        Drugs in the News or the News on Drugs?

Kidnappers

                                    Discuss:  García Márquez, chs 5-6

            Learning objective:  understanding the effects of the drug war in Colombia

 

Fri Oct 9                        Drugs in the News or the News on Drugs?

Kidnappings and kidnappers

                                    Discuss:  García Márquez, chs 7-8

                                   

                                    Evening showing of “Maria, Llena de Gracia”

 

 

Mon Oct 12                        Drugs in the News or the News on Drugs?

los Extraditables and the State

                                    Discuss:  García Márquez, chs 9-10

            Learning objective:  understanding the war on drugs in Colombia

 

 

Wed Oct 14                        Paper #1 due, hard copy and online           

                                    Who won?

                                    Discuss:  García Márquez, ch. 11

 

                                   

Fri Oct 16                        Money Laundering, the 1980s

                                    Discuss from e-reserve:  Anthony P. Maingot, “Laundering the

            Gains of the Drug Trade:  Miami and Caribbean Tax Havens,” Journal of

            Interamerican Studies and World Affairs, Vol. 30, No. 2/3, Special Issue:

            Assessing the Americas’ War on Drugs (Summer-Autumn, 1988)

            Learning objective:  understanding the role of banking in the drug trade

 

 

Mon Oct 19                        Drugs in the News or the News on Drugs?

Money Laundering, the 1990s

                                    Discuss from e-reserve:  Ivelaw L. Griffith, “The Money

            Laundering Dilemma in the Caribbean,” Cuaderno de Trabajo No 4,

            Instituto de Estudios del Caribe (September 1995)

            Learning objective:  understanding the effects of the drug wars on the

            international banking system

 

 

Wed Oct 20                        Guest Speaker:  José M. Martínez, Assistant Special Agent in

                                    Charge, Criminal Investigations, Internal Revenue Service

                                    speaking about money laundering cases

 

 

Fri Oct 23                        Drugs in the News or the News on Drugs?

Becoming narcos

Discuss:  Russell Crandall,  Driven by Drugs:  US Policy Toward Colombia, pp. 25-39;  Escobar, chs 1-2

                                    Learning objective:  analyzing a primary source

 

 

Mon Oct 26                        Drugs in the News or the News on Drugs?

Developing the business

                                    Discuss:  Escobar, chs 3-5

 

 

Wed Oct 28                        Drugs in the News or the News on Drugs?

Class, politics, and war

                                    Discuss:  Escobar, chs 6-8

 

Fri Oct 30                        Paper #2 due

Who won?

                                    Discuss:  Escobar, ch 9-10

                                   

Mon Nov 2                        Drugs in the News or the News on Drugs?

The Mexican Context

                                    Discuss from e-reserve:  Peter Reuter and David Ronfeldt, “Quest

 for integrity:  The Mexican-US Drug Issue in the 1980s,” Journal of Interamerican

 Studies and World Affairs, Vol. 34, No. 3, Special Issue:  Drug Trafficking

Research Update (Autumn, 1992).

Learning objective:  understanding context

 

 

Wed Nov 4                        Drugs in the News or the News on Drugs?

Mexico vs. Colombia

                                    Discuss from e-reserve: Vanda Felbab-Brown, “The Violent Drug

            Market in Mexico and Lessons from Colombia,” Foreign Policy at Brookings,

 Policy Paper Number 12 (March  2009), get the pdf version at,            www.brooking.edu/papers/2009/03_mexico_drug_market_felbabbrown.aspx

                        Learning objective:  understanding comparative cases

                                   

                                    Evening showing of “Traffic”

 

 

Fri Nov 6                        Drugs in the News or the News on Drugs?

Media and Culture Roundtable

                                    Discuss from e-reserve:  Alma Guillermoprieto, “Days of the Dead:

                        The New Nacocultura,” The New Yorker (November 10, 2008); Phillip

 Smith, “Book Review:  Narcocorridos:  A Journey into the Music of Drugs

Guns and Guerrillas,” December 20, 2001, www.alternet.org/story/12125;

Gabriel Arana, “There’s No Drug Crime Wave at the Border, Just a Lot of

Media Hype,” The Nation, May 29, 2009, www.alternet.org/story/140350;

Silja J.A. Talvi, “Mexico’s Drug War Bloodbath:  Guns from the U.S. are

Destabilizing the Country,” March 18, 2009,

www.alternet.org/story/132120

                                    Learning objective:  being media critics

 

 

 

Mon Nov 9                        Drugs in the News or the News on Drugs?

War and its Impact

                                    Discuss:  Youngers and Rosin, ch 1

                                    Leaning objective:  understanding the results of foreign policy

 

Wed Nov 11                        Drugs in the News or the News on Drugs?

Military Matters

                                    Discuss:  Youngers and Rosin, ch 2

Fri Nov 13                        Drugs in the News or the News on Drugs?

Drugs and Democracy in Colombia

                                    Discuss:  Youngers and Rosin, ch 4

                                    Learning objective:  understanding the effects of war

 

Mon Nov 16                        Drugs in the News or the News on Drugs?

Drugs and Democracy in Peru

                                    Discuss:  Youngers and Rosin, ch 6

                                    Learning objective:  understanding the effects of war

 

Wed Nov 18                        Drugs in the News or the News on Drugs?

Drugs and Democracy in Mexico

                                    Discuss:  Youngers and Rosin, ch 8

                                    Learning objective:  understanding the effects of war

 

                        Evening Event:  Reception with Bob Gumpert, Library Photo Exhibit

 

 

Fri Nov 20                        Drugs in the News or the News on Drugs?

Drugs and Democracy in the Caribbean

                                    Discuss:  Youngers and Rosin, ch 9

                                    Learning objective:  understanding the effects of war           

 

Mon Nov 23                        Drugs in the News or the News on Drugs?

Solutions?

                                    Discuss from e-reserve:  Ted Galen Carpenter, “Troubled

            Neighbor:  Mexico’s Drug Violence Poses a Threat to the United States,” Policy

            Analysis (February 2, 2009), at www.cato.org/pubs/pas/pa631.pdf;

Statement by the Latin American Commission on Drugs and Democracy, “Drugs

and Democracy:  Toward a Paradigm Shift,” February 2009, from

http://drugsanddemocracy.org/files/2009/02/declaracao_ingles_site.pdf; Ethan A. Nadelmann, “Reducing the Harms of Drug Prohibition in the Americas,” La Jornada, November/December 2005.

 

                        Thanksgiving Break

 

 

Mon Nov 30                        Drugs in the News or the News on Drugs?

The Critique

                                    Discuss:  Miron, chs 2, 4, 5

                                    Learning objective:  analyzing an argument

 

 

Wed Dec 2                        Drugs in the News or the News on Drugs?

Alternatives?

                                    Discuss:  Miron, ch 6; from e-reserve: Mark Kleiman, “Drug

            Abuse Control Policy:  Libertarian, Authoritarian, Liberal, and Communi-

            tarian Perspectives,” The Responsive Community, Vol. 3, Issue 1 (Winter

            1992-1993), pp. 44-54 at http://www.gwu.edu/~ccps/rcq/issues/3-1.pdf

                        Learning objective:  understanding ideological positions

 

 

Fri Dec 4                        Paper #3 due

                                    Discuss from e-reserve:  Ethan Madelmann, “Thinking Seriously

            About Alternatives to Drug Prohibition,” Part 1 and Part 2, Daedalus, Vol. 121,

            No. 3 (Summer 1992), at www.drugpolicy.org/library/thiking_seriously_p1.cfm

            and www.drugpolicy.org/library/thinking_seriously_p2.cfm; Drug Policy

            Alliance Network, “Reducing Harm Treatment and Beyond,” “Maintenance

            Therapies,” “Sterile Syringe Access (Needle Exchange),” “Overdose,” “Safe

            Injection Rooms,” and “Treatment vs. Incarceration.”

 

 

Wed Dec 9  9 – 11 am           Presentations

           


History 154:  Writing Assignments

 

Paper #1:  Creating a Primary Source

 

This paper will be a drug story, in a contemporary, good journalistic style of writing that will catch the reader’s attention.  It will be 4-5 pages, double-spaced, 1-inch margins (20% of the grade).  For this paper, you will interview a person, who will remain anonymous, and answer the question:  how have drugs affected this person’s life? 

 

The objective of this paper is to understand how an individual has been touched by the structural issues discussed in class, showing the personal side of the more theoretical and academic matters analyzed in class.

 

You will turn in a hard copy of the paper to the professor and upload it to the class site for everyone else to read.  Instructions on how to upload your paper will be given in class.

 

Paper #2:  Synthesis and Analysis

 

This paper will be an analysis and synthesis of the different kinds of texts used in class, focused on a topic of your choice.   This will be 7-8 pages, plus footnotes on page 9, and a bibliography on page 10, double-spaced, 1-inch margins (25% of the grade).  In this paper you will include as your sources the readings done for class, one of the films you watched, one of the primary sources (stories) your classmates have produced and uploaded, and one scholarly source from a reputable academic journal not read in class.  A good search engine for this purpose is JSTOR, but there are others. 

 

The purpose of this paper is to demonstrate that you can do analysis and synthesis, that is, gathering a broad variety of materials and making sense of them in a cohesive and convincing argument. 

 

The paper follows a standard expository writing style:  a thesis based on the evidence.  Please highlight your thesis statement for this paper.  For this paper the notations will be footnotes (“end notes” in computer jargon) at the end of the document.  The rubric for grading papers is attached.

 

Paper #3:  Argumentation

 

The last writing assignment will be 5-6 pages, with footnotes at the bottom of the page, and a bibliography on page 7, double-spaced, 1-inch margins (25% of the grade).  In this paper you will answer one of the following questions:

 

1)    What did the drug trade do to diplomatic relations between the United States and Latin America over the course of the 20th century?

2)    What was the effect of the policy of “war” on drugs in Latin American societies in the twentieth century?

3)    How did the drug trade affect the development of democracy in the Latin American countries through the twentieth century?

 

The style for this paper is a standard argument, with a clear thesis based on the evidence.  Please highlight your thesis in this paper. 

 

Group presentations on policy proposals

 

For this assignment, your group will answer the question, “what is to be done?” 

You may select any angle to answer that question, keeping in mind that you want to be convincing.  You may choose to target a specific constituency (the local school board to implement your plan for effective drug education, for example; or the President of Mexico, Colombia, or the United States; or the Governor of California).   Discuss your topic with the professor ahead of time for suggestions and direction.

 

Your group will develop a PowerPoint presentation (CaTs will teach you how to do one if you don’t already know) for the whole class.  The PowerPoint will contain no text, only images.  The text your group produces will be turned in to the professor and must contain the following (at least):  the names of the presentation group, the outline or text used for the presentation, and the sources consulted and used for the presentation. 

 

The size of the groups and the number of minutes allotted to each presentation will be determined according to the final class size, sometime around week three of classes.  This presentation will count for 20% of your grade.

 

The presentations will take place on the day scheduled for our final exam, with prizes and cheers to the most convincing group!

 

 

 

Participation Assignment:  Drugs in the News or the News on Drugs?

 

Choose an item in the press in the days prior to your scheduled presentation date.   You may use a mainstream source (a major newspaper or television source) or a more obscure source.  Bring a copy of your article or the URL for the video clip to class and prepare a one-page paper (single space) that includes the following, in separate paragraphs:

 

 

  1. a summary of the article (what are the main points?)
  2. your analysis of the tone of the article (whose side is it on? How does it talk about the issue and/or people? )
  3. your analysis of what is missing from the article (is its focus too narrow? who or what is being ignored?)
  4. your evaluation about the sources the writer used, the reliability of the sources the writer used, and your explanation of why you concluded that the article was reliable or not, and what criteria you used to judge its reliability.

 

Present the article to the class, covering briefly all the points above.  Be prepared to answer questions about your article.

 

The objectives of this exercise is to sharpen your skills in close readings, to practice identifying and summarizing the important points in a text, to pay close attention to sources for media pieces, to think of what is left out of a media story, and to become a media critic.

 

The questions I ask in this exercise are:  do you know how to write a summary? Did you read the article closely to identify the main points?  Did you think about what you read?  How do you judge what is reliable or not?

 

 

 

 

           

                                   

                       

 

Posted by David Fahey on November 8, 2009 at 07:21 AM in Cocaine, Drugs (general), Latin America, Syllabi, United States | Permalink

Syllabus for a history of drugs course

For the syllabus of the Cornell University course offered by Professor Mary Roldan, "Drugs: Peoples, Policies, Politics," see here.

Posted by David Fahey on October 22, 2007 at 05:14 PM in Drugs (general), Syllabi | Permalink

Anthropological perspectives on coffee and chocolate

For the syllabus of a 2003 anthropology course at Emory University about coffee and chocolate, see here.

Posted by David Fahey on December 9, 2006 at 10:09 AM in Chocolate, Coffee, Syllabi | Permalink

Coffee syllabus

For the draft syllabus of the University of Washington course by Charles F. Jackels, Coffee: Science, History and Economics, winter 2007 term, see here.

Posted by David Fahey on December 9, 2006 at 10:05 AM in Coffee, Syllabi | Permalink

History of Coffee (Syllabus)

Course on history of coffee for first-year students at Miami University (Oxford, Ohio).

Details of the syllabus follow.

History F112 History of Coffee. Spring 2006. Professors Robert Thurston and Sandra Woy-Hazleton

Prof. Thurston’s office: 273 Upham. Phone: 9-5136. E-mail: thurstrw@muohio.edu
Office hours: M 1-2, W 1:30-3:30 and by appointment
Prof. Hazleton’s office: 102 Boyd Hall Phone: 9-5845. E-mail: woyhazs@muohio.edu
Office Hours: MTW 10-12 and by appointment

Books and readings:

to purchase:

Pendergrast, Mark. Uncommon Grounds: The History of Coffee and How It Transformed Our World
Schivelbusch, Wolfgang. Tastes of Paradise: A Social History of Spices, Stimulants, and Intoxicants
electronic reserve (password coffee) and other electronically accessible readings

Course requirements:

Attendance and participation, 15% of course grade. Participation includes writing five questions on each week’s reading. The questions are to be sent to Prof. Hazleton no later than Wed. evening for the given week.
You will be dropped for 3 unexcused absences.
Project on taste 10%
Project on the present and future of coffee by region, 15% (see separate sheet)
Four essays (including final essay), 15% each

Topics:

Part A. Coffee as an agent of change.

Weeks 1-2. What is coffee?

1. Who has come to like it and why. How it is sold.
Reading: David Liss, The Coffee Trader, 3-21, available through Blackboard; Pendergrast 1-20; Schivelbusch xiii-end of ch. 1.

2. The mythology, symbolism, and dietary importance of coffee.
Reading: John Burnett, “Coffee in the British diet, 1650-1990,” from Kaffee im Spiegel europaeischen Trinksitten, 35-52, on reserve; Charles II, “A Proclamation,” both on reserve.


Project on taste, part 1: What is taste? Design a survey instrument intended to measure level of taste, à la Pierre Bourdieu, Distinction: A Social Critique of the Judgement of Taste (relevant pages available through the Blackboard course site). You may work in groups. Due at the start of class Friday Jan 20.

Weeks 3-4. Coffee houses and coffee culture.


3. Early Middle Eastern and English coffee houses.
Reading: Nelly Hanna, “Coffee and Coffee Merchants in Cairo, 1580-1630,” from Le Commerce du Café avant l’ère des plantations coloniales; Steve Pincus, “‘Coffee Politicians does Create’,” Journal of Modern History 67, no. 4 (1995), JSTOR. The Spectator xxx, available at: http://holmes.lib.muohio.edu/search/tSpectator/tspectator/1%2C107%2C170%2CB/frameset&FF=tspectator%3BM=@&11%2C%2C27


Project on taste, part 2: administer your survey on taste to five people. Summarize your results. Due at the start of class Jan. 27.

4. Coffee and Revolution
Reading: Schivelbusch ch. 2 and 3; Jean Leclant, “Coffee and Cafes in Paris,” from Food and Drink in History, v. 5.

***** Essay on coffee and politics due at the beginning of class February 10

Part B. The Brew and its setting


5. Style and design in European coffee houses.
Reading: Schivelbusch ch. 3-7; Ulla Heise, Coffee and Coffee-houses, 173-97, on reserve.

6. Coffee and the working people
Reading: Pendergrast, Uncommon Grounds, 45-76, on reserve; NPR “The Coffee Break,” http://www.npr.org/programs/morning/features/patc/coffeebreak/

7. Coffee and social images: ads through the centuries
Reading: Pendergrast 291-316; “Planet Starbucks,” Business Week Sept. 9, 2002; Ukers, All About Coffee, both on reserve; see Colombian coffee ads at http://www.juanvaldez.com/menu/advertising/campaign.html. And look at the ads in Pendergrast following pages 138, 266, and 394.

8. Speciality coffee.
Reading: Pendergrast 317-66; Reed Herring, “Marketing Single-Origin Coffees,” on reserve


***** Essay on coffee as a business due at the start of class Mar. 10

Part C. Coffee as a commodity; the crop and its politics


9. Coffee as a crop; where it grows, its role in local agriculture and economics.
Reading: Pendergrast 21-44; J. C. Cambranes, Coffee and Peasants in Guatemala, 117-239, on reserve

10. Coffee and early globalization
Reading: Pendergrast, 143-54, Warren Dean, “Coffee Dispossesses the Forest,” from With Broadax and Firebrand: The Destruction of the Brazilian Atlantic Forest, 178-90, on reserve

11. Coffee and politics in Latin America, mid-19th c. to the present
Reading: Jeffrey Paige, “Revolution and the Coffee Elite,” from Coffee and Power: Revolution and the Rise of Democracy in Central America, 13-52; Lowell Gudmundson, “Peasant, Farmer, etc.” in William Roseberry, ed., Coffee, Society, and Power in Latin America; both on reserve.

***** Essay on coffee and politics in Latin America due at the beginning of class April 7

12. Mechanization and the forces of change.
Reading: Richard Tucker, Insatiable Appetite, 179-226, on reserve; Ivette Perfecto et al., “Shade Coffee: A Disappearing Refuge for Biodiversity,” BioScience 46, no. 8 (September 1996), reserve.

14. “Sustainable” crops, the politics and symbolism of coffee.
Reading: Schivelbusch ch. 8 and to afterword to p. 228; Jennifer Hull, “Can Coffee Drinkers Save the Rain Forest?, Atlantic Monthly, August 1999, on reserve; Brian C. Howard, “Grounds for Change, The Tempest Brewing in Your Morning Cup,” E/The Environmental Magazine, Nov.-Dec. 2005, on line at http://www.emagazine.com/?issue=123&toc.

15. Student presentations on the present and future of coffee in various regions
Reading: Charis Gresser and Sophia Tickell, Mugged: Poverty in Your Coffee Cup, available at www.maketradefair.com/assets/english/mugged.pdf

***** Final essay due no later than 5:30 PM Wed. May 3



The basis for grading:

A: Superior performance in every respect. Given to those who come to class faithfully, do all the assignments on time, and participate in class in a highly effective way. Papers and exam essays are clearly argued, cogent, and based on specific evidence. Written work does not parrot the instructor’s views or anyone else’s, but presents a tightly knit argument (i.e., a point of view, a statement of ideas, produced by the student). Papers and essays must have introductions which state what the topic is, what the major issues to be discussed are, and why those issues are important. Essays must have paragraphs which flow smoothly and logically from and to one another throughout the work. Likewise, the analysis is structured so that each point flows from the previous one. There must be a conclusion summarizing the argument and restating its importance. Work at the A level is always on the point and demonstrates a mastery of the topics discussed. There is no fluff or fill, no random general statements on the order of, “It is important to understand the past.” The writing must not be marred by excessive errors, especially grammatical ones that obscure meaning.

B: Good performance in both written and oral work. All assigned work is completed accurately and well; it demonstrates knowledge and understanding of principles despite occasional errors. Exams and papers answer the questions but the analysis is somewhat lacking in depth. Writing is clear and generally shows logical organization, but stops short of answering the question sufficiently or integrating all essential material. Evidence used to support answers may not be particularly effectively presented or may contain some serious factual errors.

C: Adequate but not strong. There may be frequent factual errors in the work, lack of clear organization, serious problems in writing which make the intended meaning unclear, useless material off the point, or rambling generalities. Essays may not directly answer the question posed, have a weak thesis, or simply present undigested facts.

D: Lousy. It’s almost hard to get a D in many history courses, but it has been done. D work is riddled with problems in each of the respects discussed above. Essays and other work are barely acceptable. There are major gaps in understanding and knowledge of fundamental material. Few facts, little evidence, and little coherence characterize the effort. Writing skills prevent understanding of the argument.

F: Something, more likely several things, have gone basically wrong. School may be interfering with your social life. Perhaps there is a terrible personal crisis going on. If you are getting a D or an F at any point in the course, speak to the professor right away.

Please see the Student Handbook on plagiarism: www.miami.muohio.edu/documents_and_policies/handbook/academic_regulations/acadregspv.cfm

Posted by David Fahey on January 24, 2006 at 07:19 PM in Syllabi | Permalink

Drunks & Teetotalers: Alcohol in American History (Syllabus)

Clifford Clark teaches a course at Carleton College with this title and description:

Drunks and Teetotalers: Alcohol in American History

From its earliest days as a nation, the use and abuse of alcohol in the U.S. has been hotly debated. This course will examine historians’ attempts to understand alcohol’s powerful impact on American politics, society, and social reform. Using original source materials from the times, this course will focus on colonial rebellions, the temperance movement, immigration and the rise of saloons and saloon politics, the debate over prohibition, and the contemporary reforms of Alcoholics Anonymous and MADD (Mothers Against Drunk Drivers).

Posted by David Fahey on February 19, 2005 at 12:13 AM in Syllabi | Permalink | Comments (0)

American Cultural History of Alcohol and Drugs (Syllabus)

Dr. Mark C. Smith's syllabus for his course, History 350: American Cultural History of Alcohol and Drugs, at the University of Texas at Austin.



I teach an undergraduate seminar here at the University of Texas which is partially a social history of alcohol.  Specifically, it is a cultural history of alcohol and other drugs in the United States.  As its goal is primarily to view American culture through time as reflected in Americans' behavior toward drugs, it is both more and less than what I would see as a social history. The following is a syllabus somewhat modified.

American Studies 370/ History 350 L:  American Cultural History of Alcohol and Drugs

Dr. Mark Smith
E-mail: mcsmith@mail.utexas.edu

Course Description:  Most scholars of alcohol and drug use have
concentrated upon its physiological aspects.  It is clear that addiction
and craving have a physical and perhaps even a genetic basis.  Yet, as many anthropologists and sociologists have pointed out, cultures directly affect the types of drugs used, how they are used, and for what purposes.  In addition, one can examine a culture's drug use and attitude toward it and often discover a great deal about that society's functioning and values. One can also note the changes over time within a culture.  Thus, drug use is not only a cultural product but also a very useful social and historical descriptor.  In this course, we will study both how American culture affected the use of drugs and attitudes toward them and how these serve as keys to the changing American intellectual, social, and political landscape.

The study of drug use and attitudes toward it is particularly appropriate to the United States because of its pluralism.  Its settlement was roughly contemporaneous with the first widespread European use and abuse of distilled spirits, and different racial, ethnic, and religious groups brought their different drug habits and attitudes with them.  As each group insisted upon its own traditional approach, the issue became one
of power, control, and eventually politics.  Racial, ethnic, and class
prejudices enter directly into almost every one of the discussed issues.

The following is a list of some of the topics to be considered: an overview of the cultural approach to drug use; alcohol use in colonial America; proliferation of alcohol abuse in Jacksonian America; the Prohibition movement from its beginning in the 1800s; the role of women in the Prohibition movement; the criminalization of opiates, marihuana, and
psychedelic drugs; Alcoholics Anonymous and other treatment modes for
alcohol and drug addiction; medical responses to addiction; and the present issue of legalization.  Among the sources will be anthropological studies, journalism, public policy, self-help, oral history, documentary films, autobiography, medical studies, and even history.  Although the course's primary focus will be on drug use, it will always be concerned with what the issue tells us about American society of the time.

Required Texts:
Course Packet--Available at Paradigm Notes West 24th Street
W.J. Rorabugh The Alcoholic Republic: An American Tradition
David Musto The American Disease: Origins of Narcotic Control
Alcoholics Anonymous Alcoholics Anonymous (the Big Book)
Claude Brown Manchild in the Promised Land

Jay Stevens Storming Heaven: LSD and the American Experience
William Adler Land of Opportunity: One Family's Quest for the American
Dream in the Age of Crack

Jim Carroll The Basketball Diaries

Class Format:  This is a seminar course.  My idea of hell is listening to
anyone (especially myself) for over fifteen minutes.  Therefore, this class
will absolutely be conducted on a seminar basis.  This requires regular
attendance, up-to-date reading, and informed discussion.  Class
participation will count 20% of your grade, and you will receive a grade
for that at the end of the course.  I do take attendance.  Anyone who
misses six or more of the classes will receive an automatic F for the
entire course.

Course Requirements:  In addition to class participation, your final grade will consist of two reading quizzes worth 15% each and scheduled for October 9th and  either December 4th or 11th (class will make a choice
early in the semester), a book report worth 10% due on October 2nd, and an approximately 20 page paper due on November 27th and worth 40% of your final grade.  The quizzes will consist of matching and identification
questions and will be directed primarily toward the reading with some
lecture content included.

Writing Assignments:  This is a writing component class and half your grade will derive from your papers.  The first assignment will be an
approximately 5 page report on a book dealing with your tentative paper
topic.  You may approach the book in whatever way you feel most
comfortable, but the major goals are for you to begin serious work on your topic and to get a feel for my expectations for your writing.

As for your major paper, you should choose a topic dealing with some aspect of alcohol and drug use in the United States.  This may be something touched upon in class or of your own devising.  I have received
excellent papers in the past on such topics as Inhalant Abuse in
Contemporary America, Female Opiate Addicts in Late 19th Century America, and Depiction of Drug Users on the TV show "COPS."  Ideally, the topic should be of personal interest to you and allow you to use cultural and historical insights from the course.

Course Calendar

Aug     28      Introduction

Sep      2      Cultures and the Use of Drugs
                Benedict, Madsen, Heath, and Carstairs, and Giles

         4      History and the Use of Drugs
                 Brennan and Giles

         9      Alcohol in Early America
                W.J. Rorabaugh The Alcoholic Republic, chapters 1-4

        11      Alcohol and Jacksonian America
                Rorabaugh, chapters 5-6

        16      The Temperance Movement
                Rorabaugh, chapter 7; Coggshall, Dow, and Crane,

        18      Opiates and Their Uses
                David Musto, American Disease, preface and chapters 1-3;
Bok,           Riis,                     and Bayer ad
                HAND IN PAPER TOPIC

        23      The Concept of Addiction and Its Treatment
                Musto, chapters 4-5

        25      Demonization of the Addict
                Musto, chapters 6-7; Addicts Who Survived

        30      Women and the Prohibition Movement
                Levine and Lewis
                BOOK REPORT DUE

Oct       2     Prohibition during the 1920s
                In-class film "Demon Rum"

         7      FIRST QUIZ
                Rorabaugh; Musto, chapters 1-6; Packet to Lewis

         9      Alcoholics Anonymous
                Alcoholics Anonymous, foreword-chapter 4; AA schedule

        14      The Twelve Steps and the Personal Perspective
                Alcoholics Anonymous, chapters 5-11 and Personal Stories
"Dr. Bob"                      and five or six others; "New Ways," "Clean
and Sober," and "Half                        Steps vs. 12 Steps"
                ONE PAGE SUMMARY OF WORK IN PROGRESS

         21     Development of the Medical Model
                In-class film "Addiction"

        23      Alcohol and Drug Addiction as Disease?
                 DSM III-R definition, Goodwin, "Researchers Cannot,"
Goleman,                  Peele, Fingarette, and Vaillant

Oct     28      Heroin and Black America--The Great Migration
                Claude Brown Manchild in the Promised Land, chapters 1-9

        30      Drugs and Race
                Brown, chapters 10-end

Nov       4     Marihuana and Its Criminalization
                Musto, chapter 9; Anslinger, Ad, Cartoon

         6       Beats, the 1950s, and the Emergence of the Counterculture
                Lindesmith,; Jay Stevens, Storming Heaven, preface and Book 1

         11     From Science to Religion
                Stevens, Book 2
                TOPIC OUTLINE DUE

        13      From Religion to Culture
                Stevens, Book 3

         18     Crack and Black America
                William Adler, Land of Opportunity and "Deep East Texas"
                SENTENCE OUTLINE DUE

        20      God Damn the Pusher or Entrepeneurial Spirits?
                guest lecture Bill Adler

         25     NO CLASS

        26      PAPERS DUE

Dec      2      Youth Culture and the Rise of Heroin Chic
                Jim Carroll, Basketball Diaries, "Sunday in the Park,"
"Cartels               Another                Chance," "Rockers, Models and
New Allure," and "Music Industry's                        Secret"

         4      SECOND QUIZ
                Alcoholics Anonymous, Brown, Stevens, Adler, Carroll, and
Packet                        AA Schedule-end


CULTURAL HISTORY OF DRUGS PACKET TABLE OF CONTENTS

1. Ruth Benedict "Psychological Types in the American Southwest,"
Proceedings (1930)

2. William and Claudia Madsen "The Cultural Structure of Mexican Drinking
Behavior" Quarterly Journal of Studies on Alcohol (1969)

3. Dwight Heath "Drinking Patterns of the Bolivian Camba" Quarterly Journal
(1958)

4. George Carstairs "Bhang and Alcohol: Cultural Factors in the Choice of
Intoxicants" Marihuana Papers (1966)

5. Thomas Brennan "Social Drinking in Old Regime Paris" in Drinking:
Behavior and Beliefs (1991)

6. Geoffrey Giles "Student Drinking and the Third Reich: Academic Tradition
and the Nazi Revolution" Drinking: Behavior and Beliefs (1991)

7. William Coggshall "Little Peleg, the Drunkard's Son," American
Temperance Magazine (1854)

8. Neal Dow "The Story of a Neighborhood" ibid.

9. J.T. Crane "A True Story" ibid.

10. Edward Bok "The Patent Medicine Cure" Ladies Home Journal (1904)

11. Jacob Riis "Chinatown" How the Other Half Lives (1890)

12. Bayer advertisement / Syringes ad (early 1900s)

13. David Courtwright, et. al. Addicts Who Survived (1989)

14. Harry Gene Levine "Temperance and Women in 19th Century U.S.," Research
Advances In Alcohol and Drug Problems (1980)

15. Sinclair Lewis "Babbitt Has A Party" Babbitt (1922)

16. Austin Alcoholics Anonymous Schedule

17. "New Ways to Treat Alcoholism" NYTimes (December 1990)

18. "Clean and Sober--and Agnostic" Newsweek (1991)

19. "Half Steps vs. 12 Steps" Newsweek (1995)

20. Diagnostic and Statistical Manual of Mental Disorders III-R "Substance
Dependence and Abuse" (1987)

21. Donald Goodwin "Studies of Familial Alcoholism" Longitudinal Studies (1983)

22. "Researchers Cannot Confirm A Genetic Link to Alcoholism" NYTimes
(December 1990)

23. Daniel Goleman "Brain Images of Addiction in Action Show Its Neural Basis"
(August, 1996)

24. Stanton Peele "Brain Images Tell Nothing About Addiction" (August, 1996)

25. Herbert Fingarette "Alcoholism: The Mythical Disease" (1988)

26. George Vaillant "The Doctor's Dilemma" (1983)

27. Harry Anslinger "Marihuana: Assassin of Youth" American Magazine (1937)

28. Alfred Lindesmith "The Marihuana Problem: Myth or Reality?" The
Marihuana Papers (1966)

29. Federal Bureau of Narcotics Ad (1940s)

30. Furry Freak Brothers (1960s)

31. Joan Didion "Slouching Toward Bethlehem" (1967)

32. William Finnegan "Deep East Texas" New Yorker (August, 1994)

33. "Sunday in the Park" Mother Jones (1990)

34. "The Cartels Would Like a Second Chance" Rolling Stone (1994)

35. "Rockers, Models, and the New Allure of Heroin," Newsweek (August 1996)

36. Michael Cochran "Music Industry Confronts Its Dirty Little Secret"
Austin-American Statesman

Mark C. Smith
Associate Professor American Studies and History
University of Texas at Austin

Posted by David Fahey on February 1, 2005 at 03:42 PM in Syllabi | Permalink | Comments (0)

Alcohol in History (Syllabus)

Dr. Geoffrey J. Giles' syllabus for his undergraduate course, IDH 2931: Alcohol in History, at the University of Florida. 

We have a course here on the books at the University of Florida, though other priorities have kept me from teaching it in the last few years. Below is the syllabus, though this would need to be updated. I will probably offer it again in the Spring Semester 2000.

Fall Semester 1993
Professor Geoffrey J. Giles
IDH 2931 Section 7210

ALCOHOL IN HISTORY

Alcohol is the western world's most widely-used drug.  The goal of this
seminar is to explore the role it has played historically in politics,
society and the economy.  The course will have a broad, comparative scope that will seek to establish common historical patterns in a number of countries. In early sessions, students will be introduced to the relatively new field of the "social history of alcohol", and will be given some instruction more broadly in the rudiments of critical historical methods.  Throughout the course there will be in-depth discussions of the assigned readings, and each student will eventually discuss his/her research with the class.

Assignments
Grading will be based on the following:
Four 600-word reaction papers to specified books (30% of final grade); an
essay examination (30%); a 5,000-word, major research paper, using as far as possible primary sources (e.g. parliamentary debates on prohibition, temperance pamphlets) as well as scholarly, secondary literature (40%) [DUE 30 NOVEMBER]. Please note that a make-up examination is ONLY ever granted by PRIOR agreement with me BEFORE the exam takes place, in cases of  documented medical or other emergency. Attendance at all sessions is mandatory.  Please keep in mind the university guidelines on academic dishonesty, especially plagiarism, so that you do not unintentionally commit a breach of conduct in your writing.

Readings
Susanna Barrows & Robin Room (Eds.), Drinking: Behavior and Belief in Modern History.
Jack S.Blocker, American Temperance Movements. Cycles of Reform.
Joseph R. Gusfield, The Culture of Public Problems: Drinking Driving and the Symbolic Order
W.J. Rorabaugh,  The Alcoholic Republic.
Boris M. Segal, Russian Drinking. Use and Abuse of Alcohol in
Pre-Revolutionary Russia.
Harry Gene Levine, "The Discovery of Addiction. Changing Conceptions of Habitual Drunkenness in America," Journal of Studies on Alcohol, 39, 1, 1978, pp. 143-174

Recommended reading:
Mass-Observation,  The Pub and the People. A Worktown Study.
Geoffrey J. Giles, "Temperance before the temperance movements," History of Education, 20,4, 1991, pp. 295-305

Course Outline
Aug 24      Introduction - the social history of alcohol
        26      Alcohol - what is it? / History - how do you do it?
        31      Using historical sources        

Sept     2      Writing book reviews /  Russian temperance posters
         7      Ancient and medieval drinking customs
         9      Alcoholism - do we know what it is?
        14      The English alehouse from 1200 to the present
        16      Research into SHA
                   21   Temperance before the temperance movements
        23      The alcoholic republic (Rorabaugh)      [BOOK REPORT DUE]
        28      Temperance in 19th-century children's literature
        30      The construction of a problem (Gusfield)        [BOOK REPORT]
Oct      5      The invention of addiction? (discussion of Levine)
         7      Research into SHA
        12      Problems with public statistics on private drinking
        14      American temperance movements (Blocker) [BOOK REPORT]
        19      The many worlds of drink (Barrows/Room Pt. 1)
        21      ESSAY EXAMINATION
        26      Hamburg's taverns and the historian
        28      Politics, ideology and power (Barrows/Room Pt. 2)
Nov             2       Drink and Russia (Segal)        [BOOK REPORT]
         4      Inebriate, expert and state (Barrows/Room Pt. 3)
         9      Perspectives on drinking and social history (B/R Pt.4)
        11      NO CLASS - VETERANS' DAY
                   16   Research reports and discussion
        18      Research reports and discussion
        23      Research reports and discussion
        25      NO CLASS - THANKSGIVING DAY
        30      Adulteration of drink   [RESEARCH PAPER DUE]
Dec              2      Research into SHA
         7      Drunkenness, class and the law
         9      Concluding discussion: will alcohol ever be fully accepted? What are the best strategies for moderation?


Professor Geoffrey J. Giles
Undergraduate Coordinator
Department of History, PO Box 117320
University of Florida
Gainesville FL 32611-7320

Posted by David Fahey on February 1, 2005 at 03:40 PM in Syllabi | Permalink | Comments (0)

Alcohol in History (Syllabus)

Dr. Norman R. Bennett's syllabus for his course, Alcohol in History.

In case it is useful, here is a syllabus for a course I formerly taught before going emeritus: Alcohol in History Hi 290 Semester 1, 1997-8               

Prof. Norman R. Bennett



Texts:  M. Marshall, Beliefs, Behaviors and Alcoholic
                        Beverages
                M. McDonald, Gender, Drink & Drugs
                T. Unwin, Wine and the Vine
                M. Lender & J. Martin, Drinking in America

Course Packet Readings

                S. Barrows & R. Room, Drinking: Behavior &
                        Belief in Modern History
                Alcoholism
                J.-C. Sournia, A History of Alcoholism
                R.G. Schlaadt,  Alcohol Use & Abuse
                J. Crush & C. Ambler, Liquor & Labour in Southern
                        Africa
                D. Christian, 'Living Water': Vodka & Russian Society
on the Eve of Emancipation
                N. Bennett, "The Golden Age of Port Wine"

Most of the above are at the Reserve Desk, Mugar.

Requirements:  You must select, by Sept. 16th, from among the
        following options your choice for fulfilling the course
        requirements.

    1. A midterm [25%] and a final [50%] examination, and the
       paper on the course films [25%].

    2. A research paper on an approved topic [25%], the
       final examination [50%], and the paper on the
       course films [25%].

    3. A research paper on an approved topic [25%], a midterm
       [20%] and a final examination [35%], and the paper on
       the course films [20%].

        The Film Paper.  The films are an integral part of the
        semester's work.  You are required to prepare an analytical
        paper [5 to 10 pages in length] evaluating the messages
        presented in the films.  You are expected to think about
        the content of all of the course films, deciding the
        specific message of each.  Then formulate your
        conclusions about the worth of the films for the
        understanding of alcohol in history.  Your reasoning must
        be accompanied by specific comparisons between the content
        of the films, course readings, and lectures.

        Film Paper Grading.  To receive an A grade, the student
        should accomplish the following: [1] select at least three
        general analytical themes as the basis of the discussion;
        [2] mention in positive or negative analysis at least 75%
        of the films shown this term; [3] include specific
        references from the texts and lectures in the comments on
        the films; there should be significant references from at
least 3 of the readings.

        Due date:  The paper is due before noon on Dec. 16th.
        You are required to sign a form acknowledging the receipt
        of your paper.  Papers not signed in will be treated as
        late papers and will be penalized for each day past the
        deadline.

Research Paper.  The following conditions must be met if you
        wish to present a research paper:

        1. You must select a thesis for discussion in the paper.  A
        thesis, according to Webster, is "a proposition to be
        defended in argument."  Here is an example: the French
        effort to limit alcohol consumption failed because of the
        failure of the reformers to understand the role of drink in
        French culture.  The presentation of your thesis entails
        an evaluation of the arguments in its favor, or the
        contrary.

        2, A research paper proposal must be submitted by Sept.
        30th.  The proposal must include [1] the specific thesis of     the
paper, [2] a clear statement of the proposed
        development of your argument, [3] your proposed
        bibliography.  If you do not follow these steps your paper
        will not be accepted.

        3. You will discuss the proposal with me during a scheduled
        appointment.  One or more subsequent meetings will be
        scheduled to discuss the progress of your work.  Final
        papers are due before noon on Dec. 16th.  Late
        submissions will be penalized for each day past the 30th..

        4. Paper length: 15 to 20 pages.

        Midterm Examination:  There is no make-up examination
     for the midterm exam.  If you miss the exam its percentage
     will be added to that of the final examination.

        Final Examination:  The final examination will be
     given only on the date set by CAS [Dec. 19; 12:30 PM]
        A make-up will be offered only in Sept. 1997.  There will
        be no exceptions.  If this complicates your life too much,
     you should select another course.

        Office Hours: History Department
                                226 Bay State Rd., room 306
                                Tues.- Thurs., 9-10:30 A.M. & by appointment
----------------------------------------------------------------

Tentative Lecture Schedule

Sept. 2         Introduction to Alcohol in History and the
Course Requirements

                Readings: Barrows & Room, Drinking, 1-20

                        Recommended: Barrows & Room, Drinking, 376-419

Sept. 4 & 9     Understanding Alcohol & Alcoholism

                        Readings: Alcoholism, 17-51
                                         Sournia, History of Alcoholism, 43-50
                                         Schlaadt, Alcohol Use & Abuse, 20-40

Sept. 11                Alcohol Use in World Societies: Differences &
Similarities

                        Readings: Marshall, Beliefs, 1-35, 451-457
                                         McDonald, Gender, 1-25

                        Recommended: Marshall, Beliefs [articles in all
                           sections]

Sept. 16                Alcohol & Gender

                        Readings: McDonald, Gender, 33-51, 99-121,
                                                191-207

                        Recommended: McDonald, Gender [other articles
                                        on gender]

Sept. 18,
23, 25, 30,
Oct. 2          Alcohol: Drinking, Preparation, & Commerce
                        from the Ancient World to the 16th Century

                        Readings: Unwin, Wine & the Vine, 1-204

Oct. 7          Introducing Alcohol to New Societies: I.
                                        The Americas

                        Readings: Marshall, Beliefs, 110-158

                        Recommended: Marshall, Beliefs, 158-190

Oct. 9          II. Pacific Islands

                        Readings: Marshall, Beliefs, 192-267

Oct. 16         Examination

Oct. 21         Alcohol & Popular Culture: Case Studies.
I. 18th Century France

                        Readings: Barrows & Room, Drinking, 61-86

Oct. 23         II. 19th & 20th Century Industrial
                                                Societies

                        Readings: Barrows & Room, Drinking, 87-108,
                                                132-142

Oct. 28         Exploitation: Case Studies. I. Russia, 17th
        Century to 1863

                        Readings: Barrows & Room, Drinking, 243-258
                                         D. Christian, 'Living Water': Vodka &
                                                Russian Society on the Eve of
                                                Emancipation,  21-47

Oct. 30         II. South Africa, 19th & 20th Centuries

                        Readings: Crush & Ambler, Liquor & Labor, 1-35

                        Recommended: Barrows & Room, Drinking, 165-178
                                                Marshall, Beliefs, section 6

Nov. 4, 6,
  11, 13, 18
                        Individual Alcoholic Beverages: Social
                        and Economic Studies: Wine and Beer, 17th
                        Century to the Present (France, Portugal,
                        United States, United Kingdom)

                        Readings: Unwin, Wine & the Wine, 205-363
                                         Bennett, "The Golden Age of Port Wine"
                                         Lender & Martin, Drinking in America,
                                                        1-132

Nov. 20, 25,
Dec. 2, 4,
        9, 11   The War against Alcohol: Temperance &
                        Prohibition (Great Britain, South Africa,
                        France, United States)

                        Readings: Crush & Ambler, Liquor & Labor, 139-
                                                156, 162-181
                                         Barrows & Room, Drinking, 112-125,
                                                184-235, 265-285, 337-371
                                         Unwin, Wine & the Wine, 205-363
                                         Lender & Martin, Drinking in America,
                                                133-204

Posted by David Fahey on February 1, 2005 at 03:36 PM in Syllabi | Permalink | Comments (0)

Drink in History (Syllabus)

Dr. Jeffrey Pilcher's syllabus for his undergraduate course, Drink in History, at The Citadel. 

Dr. Jeffrey Pilcher Email: Jeffrey.Pilcher@Citadel.edu Course Objectives: This class examines the significance of alcohol and other stimulating beverages in world history. All societies celebrate, and most do so with alcohol, yet its abuse has led to widespread health and social problems. For better or worse, drink contributes to the formation of gender roles, class hierarchies, and social groups. Perspectives from anthropology, medicine, and sociology will complement the historical concern with change over time. Texts

B. Ann Tlusty, Bacchus and Civic Order (Charlottesville, Va., 2001).

Wolfgang Shivelbusch, Tastes of Paradise (New York, 1993).

Catherine Murdoch, Domesticating Drink (Baltimore, 1998).

Tony Collins and Wray Vamplew, Mud, Sweat, and Beers (Oxford, 2002).

Additional required readings can be found online. From The Citadel homepage, click Library then go to Reserves/Course Materials. First look up the instructor, then search down for the course heading and appropriate reading.

Assignments

Grade Scale. A = 400 - 360; B = 359 - 320; C = 319 - 280; D = 279 - 260; F = 259 - 0.

All missed assignments must be made up within two weeks after the due date. Failure to do so will result in a grade of “0” for that assignment.

Take-Home Examinations, worth 100 points each, will consist of double-spaced, type-written essays of at least three pages in length. The question will be handed out a week before the due date. You are encouraged to consult with the writing center for questions of style and clarity, but the content must be entirely your own work. Collaborating on take-home exams, or otherwise use the words or ideas of others (including materials from the world wide web) without giving proper credit, will be considered as plagiarism. Students must sign their essays, and that signature is understood to mean the work is that of the student presented in accordance with academic canons. Exams are due at the beginning of class on the assigned day and will have ten points deducted for each weekday late.

Classroom participation and reading quizzes will count for 40 points. It is impossible to participate properly, offering informed comments, without reading the assignments before class. Coming to class unprepared or failing to participate shows disrespect to your fellow student leaders. Those who sleep in class, disrupt the class, read non-class materials, dispute grades, or create a hostile environment for others will be asked to leave and marked absent.

Student Leadership Assignment. Students will pair up to lead the class discussion over two of the assigned readings. The discussion should begin with a quiz of three or four short answer factual questions to summarize the reading. Your goal is to find questions that will be easy to answer for those who have done the reading and difficult for those who have not.

In addition, you will prepare a series of about ten discussion questions analyzing the strengths and weaknesses of the author’s thesis, evidence, and historical reasoning. In contrast to the quiz, the point here is not to find a “right” answer to one question and then immediately proceed to the next. Instead, try to encourage different perspectives from students. Class discussions should run at least fifteen minutes, although there is nothing wrong with taking the entire period to consider a topic fully.

Each leadership team is encouraged to meet with the instructor before the presentation. Be sure to divide up the workload so you each ask discussion questions and participate fully in the exchange. The discussions will be worth 30 points each for a total of 60 points.

Schedule Assignments & Readings

Monday, August 30 McGovern, “Archaeological Hunt”

Wednesday, September 1 Martin, “Women and Alcohol”

Monday, September 6 Tlusty, 1-47

Wednesday, September 8 Tlusty, 48-79

Monday, September 13 Tlusty, 80-114

Wednesday, September 15 Tlusty, 115-57

Monday, September 20 Tlusty 158-212

Wednesday, September 22 Taylor, “Drinking”

Friday, September 24 Schivelbusch, xiii-14

Monday, September 27 Schivelbusch, 15-94

Wednesday, September 29 Leclant, “Coffee and Cafés”

Monday, October 4 Thompson, “Councils of State”

Wednesday, October 6 Schivelbusch, 96-146

Friday, October 8 First Take Home Exam Due

Monday, October 11 Schivelbusch, 147-203

Wednesday, October 13 Guy, “Rituals of Pleasure”

Monday, October 18 Herlihy, “Battling Booze”

Wednesday, October 20 Schivelbusch, 204-28

Monday, October 25 Murdoch, 3-41

Wednesday, October 27 Murdoch, 42-87

Monday, November 1 Murdoch, 88-113

Friday, November 5 Second Take Home Exam Due

Monday, November 8 Murdoch, 114-58

Wednesday, November 10 Murdoch, 159-79

Monday, November 15 Collins and Vamplew, 1-38

Wednesday, November 17  Collins and Vamplew, 39-68

Monday, November 22 Thanksgiving Vacation

Wednesday, December 1 Collins and Vamplew, 69-90

Friday, December 3 Collins and Vamplew, 91-125

Monday, December 6 Orozco, “Gabriel Espíndola Martínez”

Thursday, December 9 Final Take Home Exam Due

History 495 Take Home Examination One: Due October 8, 2004

Question: Wolfgang Schivelbusch associated coffee with the rise of capitalism among the Protestant bourgeoisie, as opposed to the chocolate consumed by a Catholic aristocracy. Does the experience of London and Paris support such a religious interpretation of social and economic change?

Instructions: Answer this question with a type-written essay of at least three pages in length. It will be worth 100 points and will be graded on the following scale:

Clear Thesis Statement (10 points). You must write a thesis statement summarizing your answer to the question. The rest of the paper must then support that thesis. Indicate your thesis by either italicizing or underlining it.

Answers Question (40 points). Whatever answer you give must be supported with evidence, so describe the contexts of coffee consumption in the two cities. Your evidence should be drawn from Tastes of Paradise and “Coffee and Cafés in Paris.” Check with the instructor before using any other sources. Remember that the use of unattributed sources constitutes plagiarism.

Historical Understanding (20 points). This paper will give you an opportunity to examine historical causation. How might coffee have contributed to the rise of new economic and social systems? What other factors might have contributed to such change?

Using primary quotes cited in the two essays will raise your grade significantly, but copying down secondary sources, the words of Schivelbusch or Leclant themselves, will not. Moreover, excessive use of secondary sources, stringing together one quote after the next by the two modern historians at the expense of your own ideas, will cause your grade to be lowered significantly.

Format (10 points). Justify the type on the left side only and use one-inch margins all around. Do not leave additional blank lines between paragraphs. Use 12-point typeface and pick a proportional font such as Times New Roman rather than Courier. Number the pages, staple them together, and do not fold them in any manner. Sign your essay to indicate that it is your work presented in accordance with academic standards.

Citations should be given in parenthetical form, i.e., “First, Gentry, Tradesmen, all are welcome hither,/and may without affront sit down together” (Schivelbusch, 52) or “conversation obligatorily accompanies coffee or tea, it is even their real reason for existing” (Leclant, 91). Single space and indent block quotes of 40 words or more. Your bibliography, which does not count toward the three-page minimum, should have the following format:

Leclant, Jean. “Coffee and Cafés in Paris, 1644-1693,” In Food and Drink in History, edited by Robert Forster and Orest Ranum, translated by Elborg Forster and Patricia M. Ranum. Baltimore: Johns Hopkins University Press, 1979.

Schivelbusch, Wolfgang. Tastes of Paradise: A Social History of Spices, Stimulants, and Intoxicants, translated by David Jacobson. New York: Vintage Books, 1993.

History 495 Take Home Examination Two: Due November 5, 2004

Question: Did the eighteenth-century commercialization of alcohol undermine communal solidarity in the Americas? Compare and contrast the social significance of drink in colonial British North America and New Spain.

Instructions: Answer this question with a type-written, double-spaced essay of at least three pages. It will be worth 100 points and will be graded on the following scale:

Clear Thesis Statement (10 points). You must write a thesis statement summarizing your answer to the question. The rest of the paper must then support that thesis. Indicate your thesis by either italicizing or underlining it.

Answers Question (30 points). Whatever answer you give must be supported with evidence, so describe any changes in the way people drank in both societies. Your evidence should be drawn from “Councils of State,” “Drinking,” and your own lecture notes. Collaboration after the exam has been passed out will be considered cheating.

Historical Understanding (30 points). In this essay, you should demonstrate the basic historical skills of context, chronology, and change over time. Context is needed so that your readers understand the historical evidence -- specific examples and pithy primary source quotations -- you provide in support of your conclusion. Use ample ethnographic details describing the situations in which people drank, their favored beverages, and their behaviors while drinking.

Chronology is likewise essential to historical argumentation. At the most basic level, if you argue that one event caused another, make sure the cause preceded the effect. Whenever possible, give precise dates rather than vague statements about the past. Pay attention to change over time such as new forums for drinking and new types of alcohol.

Avoid excessive secondary sources. Stringing together one quote after the next by the two modern historians (as opposed to colonial documents cited in their texts) at the expense of your own ideas will cause your grade to be lowered.

Note: Please do not refer to Mexican Indians as “tribes.” Unlike North American Indians, they inhabited settled, agrarian communities. Use “village” or “community.”

Format (10 points). Justify the type on the left side only and use one-inch margins all around. Do not leave additional blank lines between paragraphs. Use 12-point typeface and pick a proportional font such as Times New Roman rather than Courier. Number the pages, staple them together, and do not fold them in any manner. Sign your essay to indicate that it is your work presented in accordance with academic standards.

Citations should be given in parenthetical form, i.e., “in the Mixtec Alta, a witness stated that ‘a wife should not drink while her husband is drunk.’” (Taylor, 62). Single space and indent block quotes of 40 words or more. Put lecture materials in your own words. Do not attempt to quote or cite the instructor. Your bibliography, which does not count toward the three-page minimum, should have the following format:

Taylor, William B. Drinking, Homicide, and Rebellion in Colonial Mexican Villages. Stanford: Stanford University Press, 1979.

Thompson, Peter. Rum Punch and Revolution: Taverngoing and Public Life in Eighteenth-Century Philadelphia. Philadelphia: University of Pennsylvania Press, 1999.

Grammar and organization (20 points). Your essay will be graded using the same abbreviations as the first exam.

History 495 Take Home Final Examination: Due December 9, 2004

Assignment: Write a short ethnographic study of a particular drinking culture in contemporary America. This essay should be at least three (but preferably more) type-written, double-spaced pages. It will be worth 100 points.

Research: To conduct your ethnographic research, you should spend at least two hours (but preferably more) in a location where people drink, either a coffee shop, bar, or social club of some kind. Do not drink alcohol while completing this assignment. Instead, observe the behavior of other people. Take notes on the social composition of the clientele. Record their age, class, and gender. Do they come in groups or individually? How do they interact with other customers and with employees? What do they drink (and eat)? What other activities take place within the establishment? What do they discuss? What can you learn about American society from observing these activities?

Write-up: The format for this paper should be the same as any academic paper. Write an introduction outlining the importance of your research. Provide a clear thesis statement describing what your ethnographic research has revealed about contemporary American society. Use the body of your paper to support this thesis. Write one or more paragraphs setting the scene, describing the location of the drinking establishment and the drinks that are served. Describe the occasion at which you make your observations. How does the clientele -- and their behavior -- change at different times (happy hour, closing time)?

Grading Scale

Clear Thesis Statement (10 points). Indicate your thesis by either italicizing or underlining it.

Ethnographic Observation (30 points). The essence of ethnographic work is to convey in words a living culture. Describe objectively who people are and how they behave. Consider also the physical environment and how people interact with it.

Analytical Skills (30 points). You should use the historical insights gained in the class to inform your analysis of contemporary drink. Pay particular attention to the dynamics of gender and class. Do people build a sense of solidarity through their drinking behaviors? Draw comparisons with past societies.

Format (10 points). Justify the type on the left side only and use one-inch margins all around. Do not leave additional blank lines between paragraphs. Use 12-point typeface and pick a proportional font such as Times New Roman rather than Courier. Number the pages, staple them together, and do not fold them in any manner. Sign your essay to indicate that it is your work presented in accordance with academic standards. Citations to class readings or other materials should follow the same format as previous essays. Be sure to include a bibliography of sources used (but not lecture notes).

Grammar and organization (20 points). Your essay will be graded using the same abbreviations as the first exam.

Posted by David Fahey on February 1, 2005 at 09:40 AM in Syllabi | Permalink | Comments (0)