Course Offerings - Spring 2018

HIS 300-H001  Historical Research, Methods, and Writing

Professor Courtney Luckhardt

Reg. Code 8029

TTH 11:00-12:15

This course is designed to introduce you to the historian’s task: what it is historians do and how they do it. We will strengthen your reading, writing, and thinking skills. We will ask what it means to read, write, and think like a historian. We will interrogate the archives: not just their holdings, but how they are made, when, by whom, and for what purpose. We will analyze primary source documents. We will consider two kinds of history: what happened, and what is said to have happened. The course allows you to put these skills into practice. You will conduct historic research and write a scholarly paper. You will review your colleagues’ work and offer critical feedback. At the end of this course, you will have a peer-reviewed piece of original scholarship, demonstrating your ability to read, write, and think historically. ____________________________________________________________________________________________________________________________________

HIS 300-H002  Historical Research, Methods, and Writing

Professor Kenneth Swope

Reg. Code 8030

MW 2:00-3:15

This course is a semester-long apprenticeship in the craft of history.  We will examine the nature of history, why it is important, and how it is practiced.  When you successfully complete this course, you will have the basic skills necessary for beginning historians.  The class will also prepare you, if you work hard and take its lessons to heart, for a more advanced study in upper division history courses.  It will also introduce you to the mechanics of research and writing.  Because I discovered that this course is often difficult for students to conceptualize and students have trouble finding viable research topics, this semester we will be focusing on Myth & Memory as the main topic/era of study.  Students can, of course, select specific research topics within this area, but this will allow them to better interact with one another and make use of primary resources available at USM and nearby.

Course Texts

A Pocket Guide to Writing in History by Mary Lynn Rampolla 8th ed. (Bedford St. Martin’s, 2015) ISBN: 10-1457690888 [Required]

The Good War in American Memory by John Bodnar (Johns Hopkins University Press, 2011) ISBN: 13: 978-1421405827 [Required]

Inventing the Way of the Samurai by Oleg Benesch (Oxford University Press, 2016) ISBN: 13: 978-0198754251 [Required]

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 HIS 305-H001  Survey of Asian History

Professor Kenneth Swope

Reg. Code 12608

MWF 11:00-11:50

Course Description: This course will present an overview of the history and culture of the civilizations of Asia in the modern era.  Topics covered include the durability of traditional societies and structures, the sources of Asian dynamism, the rise and fall of Western imperialism and colonialism in Asia and the reemergence of Asian states as economic super powers in the second half of the twentieth century.  Special attention will be devoted to interactions between Asian states as well as their experiences with outside forces.  Course assignments will include two examinations, assorted quizzes, a pair of primary source analysis papers and a longer research/bibliographic project.  In addition to course texts students will be exposed to Asian culture in the form of films, music, and popular culture mediums such as Japanese manga and anime.  Students will also get to spend extra time outside of class discussing readings with the professor in a coffee shop setting.

Required Course Texts

A History of Asia by Rhoads Murphey with Kristin Stapleton 7th edition (Routledge, 2013) ISBN: 13: 978-0205168552 [Required]

Profits, Power, and Legitimacy: The Zheng Maritime Empire in Seventeenth-Century Maritime East Asia by Xing Hang (American Historical Association, 2016)

ISBN-13: 978-0872292109  [Required]

Politics and Society in Japan’s Meiji Restoration by Anne Walthall and M. William Steele (Bedford St. Martin’s, 2017)

ISBN-13: 978-1457681059 [Required]

The Birth of Korean Cool by Euny Hong (Picador, 2014)

ISBN-13: 978-1250045119 [Required]

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HIS 330-H001  Early Medieval Europe

Professor Courtney Luckhardt

Reg. Cod 11955

TTH 2:25-3:40

History 330, “The Early Middle Ages,” is designed to introduce students to the formative period of medieval history, roughly from the third through the tenth centuries.  We will emphasize the amalgamation of Roman, Germanic, Christian, and non-Christian traditions into a new medieval civilization.  We will trace the development of communities and cultures; social relations and economic conditions; political, religious and intellectual institutions and thought. The principal goal will be to acquire an informed understanding of certain topics and themes, such as “ethnogenesis” (nation or ethnic formation); the significance of monotheism (belief in one god) and the ideological and cultural function of belief systems; the nature of medieval source material, especially historical texts, religious texts, and material culture (archaeology). Our task for the semester will be to examine the transformation of the relatively unified, urbanized, polytheistic Roman Empire of Late Antiquity into the distinct, deurbanized, monotheistic, and politically divided civilizations of Latin (Catholic) Christendom, Greek (Orthodox) Christendom, and the Caliphates of Islam.

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 HIS 334-H001  Europe in the 20th Century

Professor Brian LaPierre

Reg. Code 4882

MWF 9:00-9:50

This course will examine the history of Europe from WWI to the present. Instead of focusing solely on Western Europe, this course will look at Europe broadly defined. In other words, this course will not only examine Britain, France, and Germany. It will also integrate the often forgotten histories of hinterland regions, like the Balkans, back into the narrative of contemporary Europe. Similarly, this course will focus on much more than political history. It will also look at the cultural and social complexities of a broadly defined Europe in order to uncover the diversity at the heart of this pivotal continent.

Course Requirements

Three Exams, Two Papers, Two Quizzes

Course Texts

Konrad Jarausch, Out of the Ashes: A New History of Europe in the Twentieth Century       (Princeton, NJ: Princeton University Press, 2016), ISBN: 978-0691173078.

Tadeusz Borowski, This Way for the Gas, Ladies and Gentlemen (New York: Penguin Classics,    1992), ISBN: 978-0140186246.

Joan Wallach Scott, The Politics of the Veil (Princeton, NJ: Princeton University Press, 2010),       ISBN: 978-0691147987.

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HIS 360-H001  Modern Military History

Professor Kenneth Swope

Reg. Code 11021

MWF 1:00-1:50

This course will present an overview of global military history from the Middle Ages to the present.  Students will learn about major wars, campaigns, battles and military figures and learn how these events and people were connected to larger events and processes.  Special attention will be devoted to the relationship between war and society and to evolving nature of combat.  Students will read a variety of texts encompassing different conflicts around the globe.  Assignments include an academic book review, two essay exams, a longer research paper, and short quizzes. 

Reading List

Waging War by Wayne Lee (Oxford University Press, 2016)

ISBN-13: 978-0199797455 [Required]

A Dragon’s Head and a Serpent’s Tail by Kenneth M. Swope (Oklahoma University Press, 2009) ISBN-13: 978-0806155814 [Required]

The Face of Battle by John Keegan (Penguin, 1976) ISBN-13: 978-0140048971 [Required]

The Dust Rose Like Smoke 2nd ed. By James O. Gump (University of Nebraska Press, 2016) ISBN: 13: 978-0803278639 [Required]

Waging Insurgent Warfare by Seth Jones (Oxford University Press, 2016)

ISBN-13: 978-0190600860 [Required]

Mao on Warfare by Mao Zedong (CN Times Books, 2013)

ISBN-13: 978-1627740081 [Optional]

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HIS 374-H001   African American Survey 1890-Present

Professor Rebecca Tuuri

Reg. Code 5688

MWF 12:00-12:50

African American History II seeks to do the following: 1.) provide an overview of significant events, movements, and people from the end of Reconstruction to the present 2.) examine the history of cultural formation within the African American community. 3.) Examine the struggle towards freedom of African Americans themselves 4.) Consider how larger American society, especially that of white America, has manipulated images and ideas in an oppositional way to African Americans 5.) Consider how “memory,” literacy, and access to archival sources affect African American historiography.   

This course will engage the student in multiple ways to consider not only how history has been written in secondary sources, but also how it has been publicly remembered.   

In addition, this is an approved course for the Human Rights and Black Studies minors as well as the Southern Studies Concentration for the bachelor’s degree in Interdisciplinary Studies.

Required texts:

Painter, Nell. Creating Black Americans: African-American History and Its Meanings, 1619 to the Present. New York: Oxford University Press, 2006. ISBN: 9780195137569

 Hunter, Tera. To Joy My Freedom: Southern Black Women’s Lives and Labors After the Civil War. Harvard, 1998. ISBN 9780674893085

 Bolton, Charles. The Hardest Deal of All: The Battle over School Integration in Mississippi, 1870-1980. University Press of Mississippi, 2005. ISBN: 9781934110744

 Wright, Kai. The African American Experience: Black History and Culture Through Speeches, Letters, Editorials, Poems, Songs, and Stories. New York: Black Dog & Leventhal Publishers, 2009. ISBN: 9781579127732.

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HIS 375-H001  Economic History of the US

Professor Max Grivno

Reg. Code 11272

MWF 10:00-10:50

This course offers a broad overview of the American economy from the colonial period through the present.  It is designed with prospective teachers in mind and designed so that students will be able to address the state's social curriculum.

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HIS 400-H001  Senior Capstone — “Communities in Conflict”

Professor Susannah Ural

Reg. Code 8033

W 2:00-4:45

Course Description: History 400 is the capstone of the history major at the University of Southern Mississippi; it requires that students demonstrate their facility with historical thinking by crafting an original research paper. The focus of this spring 2018 section of HIS400 is “Communities in Conflict.” This theme will shape each student’s research paper and allow it to be grounded in the collections of Southern Miss’s McCain Archives as well as our Center for Oral History and Cultural Heritage and the Mississippi Digital Courthouse Project. Conflict can be defined as everything from war to social reform efforts like the Civil Rights Movement. A paper could focus on everything from labor conflict or the Dixie Mafia to the murder of a Marion County Sheriff in 1960 to training of soldiers at nearby Camp Shelby during World War II.

Assignments: One book review; small assignments related to early drafts of research paper and formatting endnotes and bibliographies; two oral presentations (one small, one on full paper at end of semester); final research paper

Required Books:

Joseph Harris, Rewriting: How to Do Things with Texts. 2nd Edition.

978-1607326861
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HIS 417-H001  Vietnam War

Professor Andrew Wiest

Reg. Code 4879

TTH 1:00-2:15

This course uses a multi-disciplinary approach to investigate the Vietnam War, arguably the most important event, or series of events, in the history of 20th century America. The United States entered the conflict unified behind the doctrine of the Cold War.  Idealistic American youth answered the call defend their nation against Communist aggression.  But by the end of the war America had suffered its first ever defeat, and its society was in turmoil.  America would never be the same, or as innocent, ever again.  Over 3 million Americans served in Vietnam, and over 58,000 lost their lives there in a unique national tragedy.  In Vietnam itself over 2.4 million people perished in a brutal civil war that impacted society there in a way few outsiders can understand.

The course will investigate Vietnamese culture, the antecedents to the war, the Fist Indochina War, the military prosecution of the American war in Vietnam, the political battles on the American homefront and the ramifications of the US defeat in Vietnam.  The course will also focus on less-known topics such as Post-Traumatic Stress Disorder, the music of the era, theories of counterinsurgency, and wartime literature.  The course is enriched by the participation of several Vietnam veterans.  Simply put there is no better way to learn of Vietnam than through the eyes of those who participated in the conflict.  Past class participants have included: Marines, helicopter pilots, nurses, CIA operatives, a contentious objector, medics, a Phoenix Program operative, South and North Vietnamese veterans, a member of the Weather Underground, pilots, POWs, a SOG operative and countless “grunts.”

Course readings will include: Wiest – Vietnam’s Forgotten Army: Heroism and Betrayal in the ARVN; Jonathan Shay, Achilles in Vietnam; Stur -- Beyond Combat: Women and Gender in the Vietnam War Era; and McMaster – Dereliction of Duty: McNamara, the Joint Chiefs of Staff, and the Lies That Led to Vietnam

Course participants will produce book reviews of each book.  The average of the book reviews will form 33% of the final grade.  Students will also take one midterm and one final – each comprising 33% of the final grade.

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HIS 458-H001  Modern Russia & the Soviet Union

Professor Brian LaPierre

Reg. Code 6225

MWF 12:00-12:50

For anti-capitalist intellectuals, the Soviet Union was a savior society that promised non-exploitative economic development and classless international cooperation. For its many conservative and liberal opponents, the Soviet Union was a militaristic monster that exemplified godless atheism, aggressive expansionism, social repression and brutal state terror. In this class, we will look at the Soviet Union from all its angles – both good and bad. We will look at a state that dragged Russia from rural idiocy to industrial modernity, eliminated illiteracy, equalized gender opportunities, achieved enviable scientific accomplishments and instituted a generous cradle-to-grave system of state-supported social welfare. On the other hand, we will also look at a state that slaughtered and starved to death millions of its citizens and imprisoned millions more in the service of its utopian ideological ideals. Topics to be explored include: the causes and consequences of the 1917 Revolution, Stalinism, the war of annihilation against the Nazis, the Cold War era clash of civilizations, the Gorbachev reforms and the collapse of communism.

Course Requirements

Three Exams, Two Papers, Two Quizzes

Course Texts

Nicholas Riasanovsky and Mark Steinberg, A History of Russia (New York: Oxford          University Press, 2010), ISBN: 9780195341973.

Svetlana Alexievich, The Unwomanly Face of War: An Oral History of Women in World War II    (New York: Random House, 2017): ISBN: 978-0399588723.

Anne Garrels, Putin Country: A Journey into the Real Russia (New York: Picador, 2017), ISBN:  978-1250118110.

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HIS 479-H001  Mark Twain’s America (Topics in American History)

Professor Susannah Ural

Reg. Code 5575

MWF 9:00-9:50

Course Description: Mark Twain defined late nineteenth-century America and it defined him. This course will use Twain’s writings and more recent studies of the age to help students to better understand the United States as it grew into a wealthy, imperial power while still embracing its rebellious colonial roots. Twain, who lived from 1835-1910, was the most popular writer and humorist of his day, celebrated and feared for his acerbic wit on issues that included race, war, economics, politics, gender, religion, and popular culture. His fame and his talent for reflection make him an outstanding lens through which to study “Mark Twain’s America.” Students will leave the class with a deep understanding of nineteenth- and early-twentieth century America, the country’s complex tradition with social reform and responsibility, and Twain’s writings, some writings by his contemporaries, and scholars’ reflections on this quintessential American.

Assignments: Two small exams, class discussions of Twain’s writings and what they tell us about his era (in the US and beyond), and a final research paper on topic grounded in nineteenth-century American history and the holdings of McCain Archives.

Required Books:

The Complete Mark Twain: Novels, Short Stories, Essays, Letters, Humor, Non-Fiction, Travel and Speeches. July 10, 2014; Amazon Digital Services LLC; ASIN: B00LPR8U22.  NOTE: This is available as a Kindle Edition only for $1.99. If students don’t have a Kindle, they can check any Twain book out from the USM library or the Hattiesburg Public Library

Ron Powers, Mark Twain: A Life.  ISBN-13: 978-0743249010

Edward Ayers, Southern Crossing: A History of the American South, 1877-1906.  ISBN-13: 978-0195086898

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HIS 479-H002  Topics in American History

Professor Andrew Haley

Reg. Code 11578

TT 11:00-12:15

Knee-high to a Grasshopper: Youth in America

Whether they were knee-high to a toad (the original 1814 idiom) or to a grasshopper, children have been at the very center of the American experience.  They color the way their parents view the world and, through their own work, play, and politics, have shaped American history.  This class examines the role that kids--from infants to teenagers--have played the history of the United States from the founding of the nation to the present day.  Topics addressed will include parental anxiety about child raising, child labor, toys, babysitting, children and politics, and children in the mass media.

Students taking the class will read Miriam Forman-Brunell’s Babysitter, Jacobson’s Raising Consumers, Ritterhouse’s Growing Up Jim Crow, and Kidd’s Making American Boys, as well as a broad selection of historical and primary-source writings.  You will also have the opportunity to view some landmark films that provide a window into the life of children.  Class participation is essential.  Throughout the semester there will be several in-class quizzes.  In addition, you are required to write a paper incorporating primary source research.

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HIS 479-H003  Topics in American History: History in the Digital Age

Professor Andrew Ross

Reg. Code 12595

TTH 2:25-3:40

The recent rise of the digital humanities in general and of digital history in particular has transformed the ways that historians disseminate and produce their work. The basic definition of digital history as the application of digital tools and methods to historical study belies the complexity of the ways in which “new media” has reshaped historians’ work from the moment they enter the archive to the publication of a finished article or monograph. While data mining, digitization, and geographic information systems have changed the ways historians have gathered and analyzed data, Wikipedia, blogs, open-access journals, and social media have challenged traditional publishing. This new course engages with this cutting-edge development by introducing students to both sides of this process, with an emphasis on the latter. Students will gain a new understanding of how technology has transformed the production of human knowledge. Topics include databases and searching, crowdsourcing and Wikipedia, blogging and podcasting, data mining and textual analysis, and presenting audio and visual forms of history.

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HIS 480-H001  Topics in African History: Modern African History

Professor Douglas Chambers

Reg. Code 12318

TTH 9:30-10:45

This course will focus on African history from the mid nineteenth century through the present, with a focus on “modernization.” Through lectures and class discussions we will seek to understand how various peoples in modern Africa confronted the realities of political, economic, social and cultural modernization, and the many forms of resistance to these changes, from the colonial conquest through the harsh realities of colonialism, the successful struggles for independence and against South African apartheid, and the new issues of the post-colonial world. We will also use a memoire from the notable Nigerian writer Chinua Achebe to gain insights into the modern historical experience of sub-Saharan Africa’s largest country.

Required Texts:

Kevin Shillington, History of Africa, Third Edition. New York: Palgrave Macmillan, 2012.

Chinua Achebe, There Was A Country: A Memoire. New York: Penguin Books, 2013.

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HIS 481-H001  Alexander the Great and His Legacy

Professor Miles Doleac

Reg. Code 4687

TTH 3:50-5:05

Course Description: This course investigates the period from the emergence of Macedon as the dominant power in the Greek world under Philip II (r. 359-336 BCE) through the empire-establishing campaigns of his son, Alexander III “the Great” (356-323 BCE), until the fracturing of that empire under Alexander’s marshals (the Diadochoi) between 322-301 BCE. The course will focus heavily on both military and cultural developments under Philip, Alexander and their immediate successors. Military advances (e.g., the phalanx, siege-craft, mobile cavalry, war elephants!), strategies, and battles will be scrutinized to determine the precise place of Philip and Alexander in the evolution of warfare. As important, the cultural “Hellenization” of Asia Minor, Egypt and the Middle East during and after Alexander’s campaigns will be examined in detail (i.e. did a single Hellenistic cultural koine appear in the Near East in the wake of Alexander’s exploits?) as part of Alexander’s historical “legacy.”

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HIS 487-H002  Social Studies Educational Issues

Professor Jill Abney

Reg. Code 4884

Wednesday 3:30-6:15

This course is designed to offer an introduction to Social Studies teaching methods for 7-12 classrooms.  We will examine the Social Studies and History Standards, lesson planning, and teaching strategies.  Special emphasis will be given to the National Council for Social Studies’ Thematic Standards and Mississippi’s Curriculum Framework for Social Studies, and their impact on teaching and assessment.  The course will also focus on the NCSS Ethical Standards for Social Studies teachers and the Mississippi Educator Code of Ethics as well as the dispositions emphasized by the University History Licensure program.  Other major issues will include the Common Core Standards, especially those that deal directly with history and social studies; ethical conduct for Social Studies teachers; the use of primary sources in the classroom; literacy strategies in the social studies classroom; community resources; integration of technology; development of strategies for a variety of learning styles; the Mississippi Department of Education’s directives on Depth of Knowledge and Teacher support teams; formative and summative assessments; academic competitions; and preventative classroom management.

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HIS 488-H001  Teaching & Practicum

Professor Jill Abney

Reg. Code 8035

Wednesdays 8:00-11:50

HIS 488 is a practical application methods class for pre-service Social Studies teachers. The class acquaints candidates with the current environments in middle and high schools, discusses the teacher’s roles in these, and looks at how Social Studies disciplines are and can be taught to prepare candidates for the realities of the classroom.  The course seeks to provide candidates with the knowledge and skills necessary to become competent, responsible, and effective practitioners through academic activities and the practicum placement of a minimum of 36 observation/involvement hours.  Students will meet at a local school placement from 8-11:30am on Wednesdays each week.  During those field-experience hours, candidates are to develop teaching competencies through observation, assistance, and eventually “hands-on” teaching.  Student will be evaluated by both the mentor teacher in the practicum placement and the university instructor.

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HIS 490-H001  Student Teaching

Professor Jill Abney

Reg. Code 8037

This course consists of two six-credit hour student teaching courses required of candidates for Social Studies grades 7-12 licensure.  One involves a seven-week field experience in a junior high or middle school; the other involves a seven-week field experience in a high school.  Both course provide extensive opportunities to develop strengths, skills, competencies, and “hands-on” teaching experiences in diverse school settings.  Candidates gradually assume full responsibility for their mentor teacher’s teaching schedules; they must complete a minimum of two weeks with a full teaching schedule.  Formative and summative evaluations by both the University Supervisor and mentor teachers are conducted during each experience.  Students will assume the role of teacher, under the supervision of a mentor teacher.  In that role, students will design and implement lessons, create a thematic unit, and work with the mentor teacher to participate in all other aspects of teaching.

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HIS 491-H001

Professor Jill Abney

Reg. Code 8038

This course consists of two six-credit hour student teaching courses required of candidates for Social Studies grades 7-12 licensure.  One involves a seven-week field experience in a junior high or middle school; the other involves a seven-week field experience in a high school.  Both course provide extensive opportunities to develop strengths, skills, competencies, and “hands-on” teaching experiences in diverse school settings.  Candidates gradually assume full responsibility for their mentor teacher’s teaching schedules; they must complete a minimum of two weeks with a full teaching schedule.  Formative and summative evaluations by both the University Supervisor and mentor teachers are conducted during each experience.  Students will assume the role of teacher, under the supervision of a mentor teacher.  In that role, students will design and implement lessons, create a thematic unit, and work with the mentor teacher to participate in all other aspects of teaching.

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IS 491-H001  Senior Capstone in International Studies

Professor Brian LaPierre

Reg. Code 1615

Monday 2:00-4:45

International Studies 491 is the senior capstone seminar required of all International Studies majors and minors. This semester, we will be studying global poverty. Why are some states rich and others poor? What can be done to help states and societies trapped in seemingly insurmountable poverty? In order to address these questions, we will meet once a week, during which time we will discuss the readings as well as the broader issues at hand. All students are required to attend course meetings and to participate actively in class discussions. During the course of the semester, students will be asked to demonstrate their advanced research, public speaking, and analytical skills by writing a research paper and giving a series of classroom presentations.

Course Requirements

Research Paper, Two Presentations, Classroom Discussion

Course Texts

Paul Collier, The Bottom Billion: Why the Poorest Countries Are Failing and What Can be Done   About It (New York: Oxford University Press, 2008), ISBN: 978-0195373387.

Abhijit Banerjee and Esther Duflo, Poor Economics: A Radical Rethinking of the Way to Fight Global Poverty (New York: Public Affairs, 2012), ISBN: 978-1610390934.

William Easterly, The Tyranny of Experts: Economists, Dictators, and the Forgotten Rights of the Poor (New York: Basic Books, 2015), ISBN: 978-0465089734.

Joseph Hanlon, Armando Barrientos, and David Hulme, Just Give Money to the Poor: The Development Revolution from the Global South (Kumarian Press, 2010), ISBN: 978-        1565493339.

Daron Acemoglu and James Robinson, Why Nations Fail: The Origins of Power, Prosperity, and  Poverty (Crown Business, 2013), ISBN:  978-0307719225.

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