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A History of Heat in the Subtropical American South

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A History of Heat in the Subtropical American South Mississippi State University Scholars Junction Theses and Dissertations Theses and Dissertations 1-1-2017 By Degree: A History of Heat in the Subtropical American South Jason Hauser Follow this and additional works at: https://scholarsjunction.msstate.edu/td Recommended Citation Hauser, Jason, "By Degree: A History of Heat in the Subtropical American South" (2017). Theses and Dissertations. 943. https://scholarsjunction.msstate.edu/td/943 This Dissertation - Open Access is brought to you for free and open access by the Theses and Dissertations at Scholars Junction. It has been accepted for inclusion in Theses and Dissertations by an authorized administrator of Scholars Junction. For more information, please contact [email protected]. Template A v3.0 (beta): Created by J. Nail 06/2015 By degree: A history of heat in the subtropical American south By TITLE PAGE Jason Hauser A Dissertation Submitted to the Faculty of Mississippi State University in Partial Fulfillment of the Requirements for the Degree of Doctor of Philosophy in United States History in the Department of History Mississippi State, Mississippi August 2017 Copyright by COPYRIGHT PAGE Jason Hauser 2017 By degree: A history of heat in the subtropical American south By APPROVAL PAGE Jason Hauser Approved: ____________________________________ James C. Giesen (Major Professor) ____________________________________ Mark D. Hersey (Minor Professor) ____________________________________ Anne E. Marshall (Committee Member) ____________________________________ Alan I Marcus (Committee Member) ____________________________________ Alexandra E. Hui (Committee Member) ____________________________________ Stephen C. Brain (Graduate Coordinator) ____________________________________ Rick Travis Dean College of Arts and Sciences Name: Jason Hauser ABSTRACT Date of Degree: August 11, 2017 Institution: Mississippi State University Major Field: United States History Major Professor: James C. Giesen Title of Study: By degree: A history of heat in the subtropical American south Pages in Study: 311 Candidate for Degree of Doctor of Philosophy Heat has a history, both because temperatures changed and the way humans understand and experience those temperatures changed. This dissertation excavates that history by examining how southern heat—heat considered distinct to the subtropical American South—affected the social, economic, and political development of the United States. This dissertation argues that southern heat proved consequential for the nation as both a physical force and human construct, and that only by keeping the materiality of relatively high temperatures in conversation with the idea of heat does a full history of southern heat emerge. By looking at how humans interacted with southern heat, both mentally and physically over the course of southern history, it becomes clear that arguments about the climate of the southeastern United States, and disagreements about the essential nature of southern heat, were less debates about actual climatic conditions and the effects of high temperatures on the human body than they were contestations of values, manifestations of competing politics, divergent economic ambitions, and different visions of American society. Thus, over the course of American history, heat possessed a unique ability to cleave the South apart from the nation and place physical and biological distance between racialized bodies. Beginning at the end of the last Ice Age and ending with the widespread acceptance of anthropogenic climate change via greenhouse gas emissions in the 1980s, this dissertation traces how southern heat partitioned the American South from the rest of the country while also separating southerners from each other and other Americans by matters of degree. DEDICATION To my mother, Kim Hauser, a generous patron of academia. ii ACKNOWLEDGEMENTS Never once over the course of writing this dissertation did I feel like I was involved in a solitary pursuit. Friends and family, both academic and otherwise, made this project possible. First and foremost, though, I need to thank my committee members for supervising the project. All y’all’s voices are in here, and I thank you for your invaluable additions to my education. I would like to thank especially my primary advisor, Jim Giesen. Jim is a tireless champion of his students, and without his encouragement this study would have never come to fruition. Ever since I first walked into his office, he pushed me to aim higher. In the five years that he’s served as my mentor, his enthusiasm and dedication to my education have never waned. Never once in my academic career at Mississippi State did he decline to look over an early draft of a conference paper or fail to make time to offer advice and guidance. He always welcomed me into his office and his home to discuss teaching, research, or just life. His direction on this dissertation made it into the work that it is. Jim plodded through early drafts of sixty-page chapters loaded with half-baked ideas. He taught me not only how to communicate effectively but encouraged me to write well. He impressed upon the importance of narrative structure, signposting, and using clear and concise language. He made me drop the jargon. He taught me to show, not tell, and also how to reel that in when I took it too far. I often find myself muttering “Giesen rule” when I rearrange a sentence or delete a semicolon. Jim teaches his students that iii writing is a craft, and he never lets them forget it. Because of his generous mentoring, Jim has been the single most important influence in my academic life. He is a selfless advisor and because of his dedication, I’m a better writer, thinker, and historian. The other members were no less consequential for this project. As second reader, Mark Hersey offered adroit insight and helpful criticism. He not only taught me environmental history at Mississippi State, he also impressed upon me the importance of the project and the southern environmental history at large. He also made himself available for countless hours of conversation in his office, at conferences, and even at his home. I thank him for being a zealous advocate of the dissertation, the field, and my education. Anne Marshall guided me through my first year of coursework at State, and without her efforts I might not have made it through the program. She turned an over- eager master’s student into a disciplined doctoral candidate, and I thank her for her instruction. Alix Hui, too, always made herself available and provided help and encouragement whenever I sought it. The conversations we had in the various reading groups she put together strengthened the project— and my education—considerably. Her energy is a constant inspiration. Alan Marcus also deserves special thanks. Conversations in his office shaped me into a sharper thinker, a more careful historian, and a more industrious (and creative) researcher. That he had such a tremendous impact despite never teaching me in a course is a testament to his investment in State’s students. He freely gave hours of not only conversation but instruction, never missing an opportunity to educate. His ideas about history have greatly influenced my own, and I carry his insights on the the discipline into every archive I enter. iv I want to thank State’s fantastic graduate students as well, foremost among them Alyssa Warrick, Karen Senaga, and Nathan Drake. These wonderful people welcomed me into the graduate student culture at State and offered instrumental advice in navigating the program and academia more broadly. Whether driving across the country or discussing research at a happy hour, these three provided constant advice, entertainment, and friendship. Thanks so much, y’all. Let’s make some bad decisions together soon. I also had the privilege of being a part of an amazing cohort. Owen Hyman, Nick Timmerman, Justin Whitney, Kelli Nelson, and LB Wilson were all fantastic classmates. I also thank other students who honed my communicative skills in classroom discussion, especially Nicholas Trzaskowski, Larson Plyler, Kasey Mosely, and Nancy Traylor- Heard. Michael Murphy was always down to grab a drink and talk research. Cameron Zinsou was an energetic supporter of “supper club.” Fraser Livingston and Eddie Rangel deserve special thanks. They encouraged me through the final phase of the project especially, and I thank them for their friendship. I am grateful, too, for my extended academic family. Tim Silver never lost touch over the years, providing advice and general encouragement during my time at State. He’s the reason I’m here, not least of all because he suggested the program. Elaine LaFay and James Bergman have made, and will continue to make, fantastic co-panelists. Becky Howard showed me around Tontitown and gave me a treasure-trove of resources. Erin Mauldin and Neil Oatsvall both invited me into their classroom to give talks. Finally, none of this would be possible without my family. My mother inspired in me a desire to never stop learning as well as a passion for education. From the earliest, v my father encouraged my nerdiness and was my biggest supporter. And enough can’t be said about Asha Pogge. She moved to Starkville the day before I begin writing and stood by me through even the most trying phases of the project. She reminded me that there is a world outside my work, and she made sure I spent some time there. Whether suggesting a long walk at North Farm, a hike around Lake Lurleen, or a simple trip to the coffee shop to clear my mind, Asha encouraged me to never lose sight of what is important. And she shaped the content of the dissertation as well. She listened to my ideas, reigned me in when I took a thought too far, and always asked me to only write what others would enjoy reading. For all these reasons, I thank her. vi TABLE OF CONTENTS DEDICATION .................................................................................................................... ii ACKNOWLEDGEMENTS ............................................................................................... iii LIST OF TABLES ..........................................................................................................
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