AMS 356 Students “Meme” Cultural History

Today in “Stories from the Classroom,” Dr. Alex Beasley shares student-created memes from his AMS 356. Read on to learn more about this awesome assignment!

This semester in Main Currents in American Culture Since 1865, I had students create an original meme that emphasized some theme or concept we’d discussed in class. Students were tasked with taking an existing image that circulates as a meme and changing the text to communicate some broader point about U.S. cultural history between 1865 and 1900.

This assignment has a hidden intention: it asks students to engage critically and creatively with the material, with the hope that doing so will make historical material feel more immediate in the present. Moreover, it tasks them with considering how memes communicate as a medium, and to think big about what points they can make about history that resonate in the present.

Below are some of my favorites.

Dunning Savana

By Savana Dunning


Griego Tyhannie

By Tyhannie Griego


Martin Brian

By Brian Martin


Nus Bradley

By Bradley Nus


Paulet Clement

By Clement Paulet


Rodriguez Iilana

By Illana Rodriguez


Sandoval Anthony

By Anthony Sandoval


Widmann Katrina

By Katrina Widmann



By Lindsay Leach


Dr. Janet Davis Named To Academy of Distinguished Teachers


Please join us in congratulating Dr. Janet Davis, who this week was named to the Academy of Distinguished Teachers at UT Austin. The Academy membership makes up approximately 5% of the tenured teachers at the University, and as a body it “provides leadership in improving the quality and depth of the undergraduate experience.” You can read more about this year’s class of inductees here, and more about the award in general here. Congratulations again to Dr. Davis!

Dr. Shirley Thompson Named One of the “Texas Ten” By Alcalde


The Alcalde, the University of Texas at Austin’s Texas Exes alumni organization’s magazine, has named UT AMS Associate Professor and department Associate Chair Dr. Shirley Thompson as part of their 2017 Texas Ten group of distinguished educators at UT. We’ve included part of their profile of Dr. Thompson below, and you can read the rest here. Please join us in congratulating Dr. Thompson!

Shirley Thompson came to teaching through research. “I’m the kind of person who is a natural researcher,” says the soft-spoken professor. “I had to work on teaching.” Thompson, who describes herself as an introvert, says it was through her students’ questions that she fell in love with standing at the front of the classroom.

“What really drew me into it,” she says, her face lighting up, “was listening to students engage with the material and come to me with a question I’d never thought of before, or a new perspective.”

Now, in addition to her own research interests — currently, she is working on a book titled No More Auction Block for Me: African Americans and the Problem of Property — Thompson brings her natural inquisitiveness to the classroom, where she tries to find fresh ways to talk about historical events that will make them resonate with her students.

Teaching Stories: Featured Fall 2016 Course Offerings, Part I

Being an interdisciplinary department, American Studies has a history of offering fascinating courses about American culture, politics, and history that you cannot find anywhere else on campus. Today, we feature four of those courses taught by our stellar Ph.D. students, to be offered in Fall 2016 and Spring 2017, about fascinating and timely topics like conservative politics in America, public education, energy and oil, and the image of the American Indian. We’ll feature more of our courses over the next few weeks, so stay tuned!

Each of these courses is a lower division course and will fulfill your writing flag requirements.

AMS 311s: The Culture of the Right

Unique # 30555
Instructor: Carrie Andersen
MWF 11am – 12pm

The moniker “conservative” can apply at once to fiction authors like Ayn Rand, political theorists like Alexis de Tocqueville, Renaissance men like Henry David Thoreau, television writers like the creators of South Park, and preachers like Jerry Falwell. How? What does it mean to be conservative? How has that definition transformed over time? And how are those ideologies expressed, reimagined, and critiqued in not only political texts and speeches, but also a variety of different cultural forms, from film to television shows to music to videogames?

In this class, we will explore those cultural forms to understand the changing politics of the Right in America from the 19th century through the 2016 election cycle, emphasizing in particular the relationship between the history of the Right and current events in culture and politics. In tracking the historical development of the Right, we will also attend to the interplay between conservative ideology and race, gender, sexuality, class, and religion.

This course will draw upon a variety of primary source texts (including films, television shows, fictional stories, essays, videogames, and music) as well as secondary source analyses of those cultural works.

Finally, a key question will subtly guide many of our discussions, readings, and assignments: how did we get from Thomas Jefferson to Donald Trump?

Oil Well -- Bradford Oil fields, oil metropolis of the world (69693)

AMS 311s: Cultures of American Energy

Unique # 30560
Instructor: Emily Roehl
MWF 12pm – 1pm

Sources of energy are all around us—deep underground, blowing in the wind, stored in muscle and bone, mined and refined. The way we work, move, eat, and play is deeply connected to the histories and cultures of these energy sources. For this reason, energy is an important topic not only to engineers and economists but to humanities scholars as well. In this course, we will consider the histories and cultures of energy in North America from the mid-19th century to the present. We will dig into the question of energy by focusing on four themes: energy frontiers past and present, energy disasters fast and slow; energy in cultural memory; and energy media. We will look at representations of various energy sources (fossil fuels, human and animal power, wood, water, and wind) in film, television, literature, art, photography, museums displays, and industry archives while considering the role of energy in our everyday lives.

Integrated classroom at Anacostia High School

AMS 311s: Imagining Public Education

Unique # 30565
Instructor: Caroline Pinkston
MWF 1pm – 2pm

The last sixty years have been a remarkable and tumultuous period for American public education. From the 1954 Brown v. Board of Education decision to desegregate schools to the more recent controversies over charter schools and high-stakes testing, public education has spent much of the last half-century right in the middle of national debates about equality, justice, and democracy. A recurring narrative in these debates is that our public schools are failing, and that fixing them is crucial to solving other longstanding issues of poverty and racial injustice.

Where does this narrative come from?  What stories and images contribute to the way we understand the importance of public schooling and its apparent failures? What’s at stake when we imagine a “failing” public school – or, for that matter, a successful one?

This course will examine contesting representations of public school in American culture from the 1960’s to the present day.  This will not be a course in the history of American education. Our main purpose, instead, will be to investigate cultural perceptions of the state of public education, in pop culture, in the news, and beyond. What’s the relationship between the stories we tell about public education, the policy that determines what happens in schools, and broader cultural anxieties about race, childhood, and social justice? We will consider sources including film and television, policy briefs & journalism, nonfiction texts & memoir, children’s literature & school curriculum.

Potential texts (excerpts): Up the Down Staircase (Kaufman, 1964); Savage Inequalities: Children in America’s Schools (Kozol, 1990); Bad Boys: Public Schools and the Making of Black Masculinity (Ferguson, 2000); Whatever it Takes: Geoffrey Canada’s Quest to Change Harlem and America (Tough; 2009)

Potential films (excerpts): The Breakfast Club (1985), Dangerous Minds (1995); Freedom Writers (2007); Waiting for Superman: How We Can Save America’s Failing Schools (2010)

American Indian stamp 14c 1922 issue

AMS 311s: The Mythic Indian in American Culture

Unique # 30570
Instructor: Eddie Whitewolf
MWF 9am – 10am

American culture is replete with images of the “Indian.” From the 1893 World’s Columbian Exposition to professional sports team mascots, and from the packaging on Land ‘o’ Lakes butter to Walt Disney animated feature films, the “Indian” remains a pervasive yet enigmatic figure, but also, in the words of Vine Deloria, “unreal and ahistorical.” This course will interrogate the image of the mythic Indian in American popular culture, as seen through a variety of media, including American history, world’s fairs and expositions, public museum exhibits, literature, and film.

Teaching Stories: AMS students create 1990s zine


It’s no secret that American Studies courses are among the most fascinating, enriching, and fun at UT. Today, we bring you a feature on a unique creative assignment that one of our Ph.D. candidates and Assistant Instructors, Brendan Gaughen, created for his undergraduate 311s course, “America in the 1990s”: a 1990s era zine.

Here’s what Brendan had to say about the project:

During the semester, students read about and discussed the activist and community-building potential of zines and this assignment was inspired by a desire to have students participate in something creative and collective, using a format that was quite popular in the 1990s.  In addition to creating a single-page visual representation of their final paper (a topic they had been researching and writing about for most of the semester), students submitted a 2-3 page reflection paper describing why they chose particular images and text and how this creative visual format allows them to convey something different about their project than a typical research paper.  Being a class about the cultural history of the 1990s, having students contribute to a collective zine seemed like an obvious choice for an assignment and I am quite impressed at what they created.  Doing the layout was more complicated than I anticipated (it required cutting everything in half and reassembling four different halves per two-sided page), but the result is something tangible that students can hang onto as a memento.