LAH 350 Reacting to Revolutionary Thought
Perla Aguirre, Preceptor Dr. Linda Mayhew, Instructor E-mail: E-mail:[email protected] Cell Phone: LAH Office Phone: 512-471-3458 Office Hours: Office hours: MF 9 - 11am; and by appt. Office: RLP 2.532
“Reacting to the Past” seeks to introduce students to major philosophical ideas and texts. It uses role- playing to replicate the historical context in which these ideas acquired significance. During this semester, students will play two games: “Literary Journals, Dostoevsky and Tolstoy in St. Petersburg, 1877;” “The New is Strong: the Hundred Days Reforms in China, 1898;” and “Mexico in Revolution, 1912-1920.”
Students will be assigned different roles, including some prominent historical figures and some fictional characters typical of their age and social positions, all derived from the historical setting. Each role is defined largely by its game objective, which corresponds to a political position in a country during a time of crisis. In the course of the semester, each student will play three or more roles, so the student who begins the semester as a radical may end it as an arch-conservative. Students will determine on their own how best to attain their goals, though they will receive intellectual guidance from important texts in the history of ideas.
For the first few sessions of each game, we will explore the philosophical issues and historical context on which the game will turn. After these introductory studies for the game, the class will break into factions, as students with similar roles join forces to accomplish their objectives. Then, as debates begin, the class will again meet as one. Students in their roles will run the meetings. The instructor will serve as the Game Master, intruding only to resolve technical issues concerning the operation of the game or in other rare circumstances. The student preceptor, a former ‘Reacting’ student, will provide assistance and advice on sources and strategy.
The heart of each game is persuasion. For nearly every role to which you will be assigned, you must persuade others that your views make more sense than those of your opponents. Your views will be informed by the texts cited in your game objectives; the more you draw upon these texts and the more research you do to support your argument, the better. You have two ways of expressing your views: orally and in writing. Both will be graded.
Note about role-playing: For the most part, roles will be drawn randomly in class. Role sheets contain historically accurate perspectives and philosophies. In some cases, you will be asked to argue a perspective that you disagree with. Also, ideas about race, gender, or religion in games may differ radically from what we consider acceptable. Including these challenging and difficult ideas has a purpose. Our job as students is to place these ideas in a historical context so we can analyze them and understand the worldview of a time, place, and culture. We have these discussions in character so the entire class understands your arguments are those of a historical figure, not your own personal views. If you do have any concerns about your role sheet - philosophical, political, or anything else - please let me know right away so we can discuss your options.
To ensure that everyone stays in character when game-playing, you are expected to refer to each other using your character’s names. Name tags are provided to make this easier. If you need to break from character, you must first preface your comment with “I need a 2020 moment.” Students who violate these rules will be placed “in jail” for 15 minutes, losing their ability to debate and vote.
This course carries three flags: Ethics and Leadership, Global Culture, and Writing. Ethics and Leadership courses are designed to equip you with skills that are necessary for making ethical decisions in your adult and professional life. Global Cultures courses are designed to increase your familiarity with cultural groups outside the United States. Writing Flag courses are designed to give students experience with writing in an academic discipline. In this class, you can expect to write regularly during the semester, complete substantial writing projects, and receive feedback from your instructor to help you improve your writing. Your graded assignments will take all of these elements into consideration.
TEXTS:
For the Dostoevsky and Tolstoy Game: 1. Mayhew, Literary Journals, Dostoevsky and Tolstoy in St. Petersburg, 1877 [Referred to as the “Game Book;” available available digitally or as a course packet from the printer) 2. Dostoevsky, The Brothers Karamazov, trans. Richard Pevear and Larissa Volokhonsky 3. Tolstoy, Anna Karenina, trans. Rosamund Bartlett
For the China Game: 1. Walden, The New is Strong: the Hundred Day Reforms in China, 1898 [Referred to as the “Game Book;” available digitally or as a course packet from the printer) 2. Spence, Jonathan. The Search for Modern China (Norton & Co)
For the Mexican Revolution Game: 1. Truitt and Slaughter, Mexican Revolution, 1912 – 1920 [Referred to as the “Game Book;” available through the Co-op)
REQUIREMENTS: Your course grade will be based on the following:
(1) Class Participation (30%). Your participation grade is based on regular class attendance, careful preparation of the readings, and active participation in class discussion. During game play, your participation is based on your representation of the character, which includes following the values and objectives on your role sheet, coming in costume or with props, and participating in debate.
You are expected to refer to the syllabus regularly for the reading and game schedule; this will be our guide and will keep us, quite literally, all on the same page. In addition, you will need to stay in close communication with your instructor, your preceptor, and your peers during the entire course. This means checking your e-mail daily, responding promptly and professionally when necessary, checking our course facebook group for announcements, and being willing to talk and meet outside of class with your peers for group strategy. Staying in close communication is one indication of your participation and dedication to this course.
Absences in this course are rare. If you are absent, your vote will not count, and your voice will not be heard; you can potentially alter the game dramatically and negatively affect your group. However, if you know you in advance that you must be absent or late to class, you must notify the instructor, the preceptor, and your group members via e-mail BEFORE the class, if at all possible. You are responsible for finding out what you’ve missed and what you can do to catch up.
Excused Absences If you qualify for one of these exceptions, then I will work with you to adjust due dates and presentations:
Religious holidays. UT Austin policy dictates that if you will be absent in observance of a religious holiday that you notify one of the instructors at least fourteen days prior to the date of the holiday.
Incapacitation. Students may sometimes be incapacitated for circumstances beyond their control such as hospitalization, military service, family crisis, or similar circumstance. Decisions to excuse absences in this type of situation will be made on a case-by-case basis and will require documentation. Absences due to physician visits or other appointments will not be excused under this standard.
(2) Written Work (70%). Your grade here will be based on three response papers (on for each game) and six writing assignments (speeches, newspaper articles, poems, or whatever written expression that enables you to persuade your fellow students and a revision paper) totaling about thirty pages, submitted promptly by the assigned due dates listed in the course calendar. Publications written for a grade must be posted on our class discussion board on Canvas by 10 pm the night before, or your paper grade will be downgraded by half a mark.
Grade Breakdown
94 – 100 A 77 – 79 C+ 90 – 93 A- 70 – 76 C 87 – 89 B+ 60 – 69 D 84 – 86 B Below 60 F 80 – 83 B-
Final grades will not be rounded up!
Resources
Andrea Lunsford’s Easy Writer is a helpful resource and reminder about the mechanics and structure of solid writing. You may also use Diane Hacker, Strunk & White, or other writing references.
For additional help on your writing, you may also take advantage of some of the writing support services at the Undergraduate Writing Center (UWC). The UWC offers free, individualized, expert help with writing for any UT undergraduate, by appointment or on a drop-in basis. UWC is located in the Flawn Academic Center 211, 471-6222 (http://uwc.fac.utexas.edu/). The writing center also offers excellent on- line resources, such as their hand-outs page, which gives you examples and tutorials on topics like proper documentation, comma usage, paragraph structure, and other basics (http://uwc.utexas.edu/handouts).
Statement on Students with Disabilities The University of Texas provides on request appropriate academic accommodations for qualified students with disabilities. At the beginning of the semester, students who need special accommodations should notify one of the course instructors by presenting a letter prepared by the Service for Students with Disabilities (SSD) Office. Disabilities range from visual, hearing, and movement impairments to Attention Deficit/Hyperactivity Disorder, psychological disorders (bipolar disorder, depression, Obsessive Compulsive Disorder, etc.), and chronic health conditions (diabetes, multiple sclerosis, cancer, etc.). These also include from temporary disabilities such as broken bones, recovery from surgery, etc. For more information, contact Services for Students with Disabilities at (512) 471-6259 [voice], (866) 329-3986 [video phone], via e-mail at [email protected], or visit: ddce.utexas.edu/disability/.
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I am a Responsible Employee and must report any Title IX related incidents that are disclosed in writing, discussion, or one-on-one. Before talking with me, or with any faculty or staff member about a Title IX related incident, be sure to ask whether they are a responsible employee. If you want to speak with someone for support or remedies without making an official report to the university, email [email protected] For more information about reporting options and resources, visit www.titleix.utexas.edu or contact the Title IX Office at [email protected]
CLASS MEETINGS FOR Spring 2020
Note: The readings should be completed by the class date for which they are listed below.
Week 1
DAY ONE, Jan 22: Introduction to Reacting to the Past. Public speaking exercises.
DAY TWO, Jan 24: Microgame: Bomb the Church
RUSSIAN LITERARY JOURNALS GAME
Week 2
DAY ONE, Jan 27: Intro to Game, Readings
• Discuss historical context in gamebook pp. 15 – 42 and readings: Belinsky and Dobrolyubov (pp.68 – 84).
DAY TWO, Jan 29: Intro to Game, Readings
• Discuss readings: Uspenskii, Danilevsky, and Herzen (pp. 100 – 137).
DAY THREE, Jan 31: Intro to Game, Readings
Discuss readings: Chernyshevsky, Mikhailovsky, Meshchersky, and Dostoevsky. Draw role sheets for Russian Literary Journals, St. Petersburg, 1877.
Week 3
DAY ONE, Feb 3: Discuss Tolstoy, Anna Karenina.
• Discuss Part I, pp. 1 - 118.
DAY TWO, Feb 5: Discuss Tolstoy, Anna Karenina.
• Discuss Part II, pp. 119 - 240.
DAY THREE, Feb 7: Discuss Tolstoy, Anna Karenina.
• Discuss Part III, pp. 241 - 356.
Week 4
DAY ONE, Feb 10: Literary Journals, Session One: Literary Evenings. Authors present works of fiction, feuilletons, or critiques of existing works.
DAY TWO, Feb 12: Literary Journals, Session Two: Literary Evenings. Authors present works of fiction, feuilletons, or critiques of existing works.
DAY THREE, Feb 14: Literary Journals, Session Three: Literary Evenings. Authors present works of fiction, feuilletons, or critiques of existing works.
Outside of class: writers meet with editors looking for publishing opportunities. Censors should inform authors and publishers of restrictions.
Week 5 DAY ONE, Feb 17: Literary Journals, Session Four: Publication Day. Journals published and sold. Opportunity to subscribe journals. Censors must approve journal before publication. Subscription opportunities.
DAY TWO, Feb 19: Discuss Tolstoy, Anna Karenina.
• Discuss Part IV and V, pp. 357 - 552.
DAY THREE, Feb 21: Discuss Tolstoy, Anna Karenina.
• Discuss Part VI, pp. 556 - 671.
Week 6
DAY ONE, Feb 24: Discuss Tolstoy, Anna Karenina.
• Discuss Part VII and VIII, pp. 673 - 822.
DAY TWO, Feb 26: Discuss Dostoevsky, The Grand Inquisitor http://www.stephenhicks.org/wp-content/uploads/2016/11/DostoevskyF-Grand- Inquisitor-text.pdf
DAY THREE, Feb 28: Literary Journals, Session Five: Literary Evenings. Authors present works of fiction, feuilletons, or critiques of existing works.
Week 7
DAY ONE, March 2: Literary Journals, Session Six: Literary Evenings. Authors present works of fiction, feuilletons, or critiques of existing works.
DAY TWO, March 4: Literary Journals, Session Seven: Literary Evenings. Authors present works of fiction, feuilletons, or critiques of existing works.
Outside of class: writers meet with editors looking for publishing opportunities. Censors should inform authors and publishers of restrictions.
DAY THREE, March 6: Literary Journals, Session Eight: Publication Day. Journals published and sold. Opportunity to subscribe to journals. Censors must approve journal before publication.
Week 8
DAY ONE, March 9: Post-mortem. Recommendations and feedback on the game. Read NY Times Caryl Emerson article: https://www.nytimes.com/2017/06/12/opinion/the-revolutionary- specters-of-russian-letters.html?action=click&pgtype=Homepage&clickSource=story- heading&module=opinion-c-col-right-region®ion=opinion-c-col-right-region&WT.nav=opinion-c- col-right-region&_r=0
DUE: One page reflection essay.
DAY TWO, March 11: Introduction to “The New is Strong”: The Hundred Days Reform in China, 1898.
• Memorize one analect. Be prepared to recite it and explain why you think it is interesting.
DAY THREE, March 13: Introduction to “The New is Strong”: The Hundred Days Reform in China, 1898.
• Chinese language discussion. • Discuss The Search for Modern China, pp. 164 - 196. Draw roles.
*** SPRING BREAK ***
Week 9
DAY ONE, March 23: Introduction to “The New is Strong”: The Hundred Days Reform in China, 1898.
• Discuss Gamebook, pp. 3 - 41. Faction meetings.
DAY TWO, March 25: Introduction to “The New is Strong”: The Hundred Days Reform in China, 1898.
• Discuss The Search for Modern China, pp. 196 - 222.
DAY THREE, March 27: “The New is Strong”: Reform Proposals, continued. Speeches from all reformers: radicals (Kang Youwei, Liang Qichao, Wang Tao, Tang Sitong); moderates (Zhang Zhidong, Li Hongzhang); conservatives (Ronglu, Yuan Shikai); other (Ito Hirobumi, Xue Shaohui)
Week 10
DAY ONE, March 30: “The New is Strong”: Reform Proposals. Speeches from all reformers: radicals (Kang Youwei, Liang Qichao, Wang Tao, Tang Sitong); moderates (Zhang Zhidong, Li Hongzhang); conservatives (Ronglu, Yuan Shikai); other (Ito Hirobumi, Xue Shaohui)
DAY TWO, April 1: “The New is Strong”: Reform Proposals. Speeches from all reformers: radicals (Kang Youwei, Liang Qichao, Wang Tao, Tang Sitong); moderates (Zhang Zhidong, Li Hongzhang); conservatives (Ronglu, Yuan Shikai); other (Ito Hirobumi, Xue Shaohui) DAY THREE, April 3: “The New is Strong”: Reform Edicts. Emperor presents reforms; Weng Tonghe gives speech; discussion and response to Emperor’s reforms.
Week 11
DAY ONE , April 6: “The New is Strong”: Reactions/Endgame. Speeches from Qing Officials (Indeterminates) and Endgame.
DAY TWO, April 8: Post-mortem. Discussion and Evaluation of The New is Strong.
DUE: One page reflection essay.
DAY THREE, April 10: Introduction to Mexican Revolution.
• Watch The Storm that Swept Mexico. Distribute characters
Week 12
DAY ONE, April 13: Introduction to Mexican Revolution.
• Discussion of the Gamebook, pp. 1 - 58, faction meetings.
DAY TWO, April 15: Introduction to Mexican Revolution.
• Discussion of the Gamebook, pp. 59 - 123, faction metings.
DAY THREE, April 17: Introduction to Mexican Revolution.
• Discussion of the Gamebook, pp. 124 - 149, faction Meetings.
Week 13
DAY ONE, April 20: 1912 – Debate Topic: Effective Suffrage. Francisco Madero is President and in charge of the day. He should announce the second topic to the class the week prior. While female characters cannot vote they still have recourse through Power of the Press! and disguises to be able to influence future votes. The player of Madero should announce the second debate topic for day two.
DAY TWO, April 22: 1913 – Debate Topic: Strong Federal Government vs. Strong States’ Government. Francisco Madero is President and in charge of the day. He should have announced the second topic to the class at the end of day one. He should come to class with the first panel of the class timeline. At the end of this class he needs to announce the second topic for the third day of class.
DAY THREE, April 24: 1914 – Debate Topic: Land Reform. Whoever was president during the previous session needs to post the timeline and should have provided the second debate topic for this day.
Week 14 DAY ONE, April 27: 1915 – Debate Topic: Labor Reform. Whoever was president during the previous session needs to post the timeline and should have provided the second debate topic for this day.
DAY TWO, April 29: - 1916 – Debate Topic: Foreign Business Interests. Whoever was president during the previous session needs to post the timeline and should have provided the second debate topic for this day.
DAY THREE, May 1: 1918 – Debate Topic: Religious Reform. Whoever was president during the previous session needs to post the timeline and should have provided the second debate topic for this day.
Week 15
DAY ONE, May 6: 1919 – Debate Topic: Women’s Rights. Whoever was president during the previous session needs to post the timeline and should have provided the second debate topic for this day.
DAY TWO, May 8: Post-Mortem. Discussion and evaluation of the Mexican Revolution Game.
DAY THREE, May 10: Last class day. Evaluation of the class as a whole and how the various games informed each other.
DUE: One page reflection essay