California law cracking down on election deepfakes by AI to be tested
Elon Musk boosts fake Trump rally bomb threat and false claims about the election
NYC hosting 1st ever National Urban Rat Summit to strategize in war on rats
Harris expected to meet with Zelensky next week, sources say
Haiti creates council to hold first elections since 2016
Pagers and walkie-talkies over cellphones – a security expert explains why Hezbollah went low-tech for communications
Judge dismisses an assault lawsuit against Knicks owner James Dolan and Harvey Weinstein
Eli Manning leads group of 1st time nominees for Pro Football Hall of Fame
Brewers outperform preseason expectations again to win third NL Central title in four years
Having a beer in Raceland, La.
Uncommon Courses is an occasional series from The Conversation U.S. highlighting unconventional approaches to teaching.
Title of course:
“Intoxication Nation: Alcohol in American History”
What prompted the idea for the course?
I wanted to get students excited about studying the past by learning about something that is very much a part of their own lives.
Alcohol – somewhat surprisingly to me at first – featured prominently in my own research on minority rights and U.S. democracy in the mid-19th century. As a result, I knew quite a bit about the temperance movement and conflicts over prohibition during that period. Designing this course allowed me to broaden my expertise.
What does the course explore?
Prohibition is a must-do subject. Students expect it. But I cover several hundred years of history: from the 17th-century invention of rum – as a byproduct of sugar produced by enslaved people – to the rise of craft beer and craft spirits in the 21st century.
Along the way, I’m thrilled when students get excited about details that allow them to taste a more complicated historical cocktail. For example, they learn why white women’s production of hard cider was crucial to the survival of colonial Virginia. The short answer: Potable water was in short supply, alcoholic drinks were far healthier, and white men – and their indentured and enslaved workforce – were busy raising tobacco. It fell to women to turn fruit into salvation.
Why is this course relevant now?
Alcohol remains a big and almost inescapable part of American society. But of late, Americans have been drinking differently – and thinking about drinking differently.
Examples abound. Alcohol producers, we learn, now face competition from legalized weed. Drinking levels rose during the COVID-19 pandemic, yet interest is declining among Gen Zers. The “wine mom” culture that brought some mothers together now faces mounting criticism.
And, of course, there’s the never-ending debate about the health benefits and risks of alcohol. Of late, the risks seem to be dominating headlines.
What’s a critical lesson from the course?
Alcohol has been a highly controversial, central aspect of the American experience, shaping virtually all sectors of our society – political and constitutional, business and economic, social and cultural.
What materials does the course feature?
Historian Bill Rorabaugh’s “The Alcoholic Republic: An American Tradition”: a classic social history explaining why Americans in the early 19th century drank twice as much per capita as we do today
Jack London’s alcoholic memoir, “John Barleycorn”: a deep dive into the notorious workingmen’s saloons of the industrial era, as well as one person’s reckoning with alcoholism
“Days of Wine and Roses”: the 1962 film starring Jack Lemmon and Lee Remick that spotlighted the place of alcoholic marriages and Alcoholics Anonymous in post-World War II America
Murray Sperber’s “Beer and Circus: How Big-Time College Sports is Crippling Undergraduate Education”: a provocative early 2000s assessment of college sports and the surrounding party culture vis-a-vis declining academic standards – still relevant today
What will the course prepare students to do?
Like any history course, this one aims to develop student’s analytical, written, research and verbal skills. In lots of ways, the topic is just a tool to get students to grow their brains. But I also seek to grow students’ critical awareness of the place of alcohol in their own lives. The course has also informed students’ paths after graduation – including some who wound up working in the alcohol industry or recovery organizations.
Kyle G. Volk works for the Department of History at the University of Montana. He has received funding from the National Endowment for the Humanities.
Source: The Conversation
