One of the newest courses in Bethel’s general education curriculum is GES160 Inquiry Seminar (or “IQ”). Replacing the older College Writing and Introduction to Liberal Arts courses, IQ sections introduce first-year students to the liberal arts in the Christian tradition and help prepare them for research, speaking, and writing assignments in later courses.
Taught by faculty from a variety of departments, IQ sections tend to start with questions that transcend any single academic field. For example, a recent Bethel News story on Inquiry Seminar featured a section called “Bracketology: Competition and Controversy in College Basketball.” Timed to coincide with Minneapolis hosting the NCAA men’s basketball Final Four last weekend, it’s being taught by chemistry professor Ashley Mahoney, a Kentucky Wildcats fan whose reading assignments include a Andrew Maraniss’ biography of Perry Wallace, the first African-American to play in the Southeast Conference. (Have we mentioned that we’re debuting a sports history course next spring?)
Other sections have covered topics as diverse as comedy, friendship, Native American culture, and YA literature. “This is a curiosity course,” explained IQ coordinator April Vinding in the Bethel News story. “How do you cultivate curiosity? How do you manage the bumper harvest that comes back to you when you start asking interesting questions? How do you communicate your passions and curiosity to other people?”
Two of our professors have already taught Inquiry Seminar. Chris Gehrz offered one of the first sections when the course launched in Fall 2017. Asking what it meant to seek Christian unity in the midst of an increasingly divided society, students read books like Christena Cleveland’s Disunity in Christ and John Inazu’s Confident Pluralism, presented case studies of schisms in church history, and researched causes of polarization in 21st century America.
AnneMarie Kooistra is currently leading “Writing Our Story: Your Voice and the Voices of the American Past,” an IQ option for Bethel’s Pietas Honors program. “We examine how our family histories intersect larger trends in American history in general,” she explains. “Students use digital tools like Family Search to uncover sometimes long-distant ancestors, and their research project asks them to write a paper to recreate the historical context of a family member’s experience.” Readings include Maxine Hong Kingston’s China Men, “an example of the tensions between memory, history, and family stories and artifacts.”
When Dr. Kooistra reprises the section this fall, students will read Martha Hode’s The Sea Captain’s Wife, a history of a nineteenth century working-class, interracial marriage and family constructed from a cache of family letters. In addition, our newest adjunct professor, Annie Berglund, will debut an IQ section called “All God’s Creatures: Animals as Property or Peers?” And our Political Science colleague Chris Moore will reprise a popular section on the politics of food.
What’s your favorite memory as a History major at Bethel?
Wade Adamson: Probably my Senior Seminar course. While it was a huge time commitment and stressful, it was also very enjoyable to be able to complete such a large project and came with a sense of accomplishment when I had completed it.
Aaron Thom: I have a lot of great memories as a History major: writing a Senior Seminar paper with guidance and inspiration from Dr. Gehrz, whose passion for history is second to none… presenting my Senior Sem project for the class—I hadn’t realized until I started talking out loud about it how genuinely excited I was about the subject matter… Dr. Kooistra’s method of teaching history by exposing students to literature/art/film reflective of the time period in question… Ruben Rivera’s contagious love for the cultures and countries and history of Latin America… History department pizza parties…
Gina Schulz: I spent a semester at Oxford and — as corny as this sounds — it was really life-changing. The classes were one-on-one, and I had to write a research paper every week and read it out loud to the professor who challenged every claim. It was terrifying but/and made me into a much better thinker and writer.
AT: …G.W. Carlson’s spontaneous stories in lieu of discussions about the textbook readings he’d assigned…
WA: I also really enjoyed working as a TA for the late G.W. Carlson for most of time at Bethel.
GS: I generally have very pleasant memories of my time in the history department! I loved the classes and the professors, and I feel really grateful for the small class sizes and individual attention, especially toward the end when I needed a lot of guidance in preparing for life after graduation.
At what point did you decide to go to law school? Did you think of yourself as a pre-law student while you were at Bethel?
AT: I decided to go to law school before I started college — when I was a high-school mock-trialer. I didn’t consider myself a pre-law student while at Bethel. I just took each class for what it was. But some of my classes—such as American Constitutional History—were law-focused.
WA: I never considered myself “pre-law” at Bethel. All throughout undergrad, I had assumed I would end up in education, either as a K-12 teacher, like both my parents, or, once I realized that was not for me, as a history professor at a college or university somewhere. It wasn’t until I had decided against those options, and was working a job I did not particularly like, that I decided to go to law school.
GS: Did I think of myself as pre-law at Bethel? Not at all! I didn’t even consider law school until I was three years out and had no idea what to do with my life. I registered for the LSAT on a whim, and the rest just kind of happened. I do not recommend this approach.
WA: I decided to go to law school after I had graduated from Bethel and was working for a company down in Eagan, where I worked for a year and a half after graduating a semester early from Bethel. I had always kept the idea of law school in the back of my mind, but it was not my first choice of career when I entered undergrad at Bethel.
AT: Because law has such a rich history, I think it would make sense for Bethel to offer something like a “pre-law” package—even if this is just a recommended group of classes as opposed to something formal that results in a degree or title. [At Bethel Pre-Law isn’t a major, but faculty advising plus recommended courses.] This package could also include philosophy classes because philosophy and law also have an interesting relationship — scholars like William Blackstone, Carl Llewellyn, H.L.A. Hart, Ronald Dworkin, and others could be studied. It could also include an economics class emphasizing law and economics (e.g., Friedman, Coase, and Richard Posner) and anti-trust theories.
AT: I also think it’s important, however, for law students to have an area of focus beyond just “pre-law.” This will help shape the lawyer’s future. For example, if a student has a good mind for science and wants to be a lawyer, she or he should study chemistry, biology, etc., and potentially be a patent attorney.
Traditionally, History has been a popular college major for future law students. Did you feel like your History major at Bethel prepared you well for law school?
GS: I do think my History major prepared me well for law school. Law isn’t static and it doesn’t develop in a vacuum, so understanding historical context is extremely valuable. The practical research and analytical tools you gain studying history are also very transferable.
WA: I was a History major with minors in Political Science and Spanish. I think in many ways my undergraduate education did prepare me well for law school. A History major develops, or at least should develop, an ability to read and synthesize large amounts of information from reading long and occasionally dense material, which is what you will be doing a lot of in law school. It is also a major that involves discussion and consideration of political ideologies and debates throughout history, which informs a person’s understanding of the role of government and the law in the daily lives of a nation’s citizens. These concepts are foundational to the study of the law.
AT: The critical thinking skills, ability to think logically and linearly, and practice in advancing arguments have all been helpful to me. But I have difficulty disaggregating my history, English lit, and philosophy combined educational experience, so I can’t say much more about how history helped me in particular.
Is there anything you wish you would have done differently to prepare for law school?
GS: In hindsight, I wish I would have taken at least one class on American constitutional history and at least one Political Science course. I went to law school with only the foggiest idea of what the Constitution was and how the government works (sad, but true), and those are pretty foundational concepts. Also, I wish I would have taken Spanish!
WA: Law school is also a unique educational environment that involves studying, reading, and writing in an entirely novel way. In that respect, there is no real preparation for law school. No other field of study or undergraduate major will teach someone legal writing, or how to brief a case, or how to perform issue-spotting for law school exams. In that respect, I do not think I would have done anything differently in my undergraduate studies to prepare myself for law school.
Tomorrow: applying to law school and finding a job.
History students and alumni might be interested in two faculty talks coming up in the Bethel University Library’s Prime Time series:
• For American history and politics buffs… This Thursday morning (3/7, 11:15am) Political Science professor Mitchell Krumm will examine how Federalists and Anti-Federalists used the ideas of the French philosopher Montesquieu to articulate “dramatically different conceptions of liberty.” Dr. Krumm is teaching our cross-listed American Constitutional History course this spring.
• Then on the other side of Spring Break, our own Profs. Sam Mulberry and Chris Gehrz will talk about the importance of professors using blogs, podcasts, and other media to “‘think in public’ about teaching, scholarship, and the integration of faith and learning” (Tu 3/26, 11:15am).
Bethel cancelled classes this afternoon, which deprived my Roman Civ students of my lecture on the Carthaginian general Hannibal’s daring journey over the Alps in 218 BCE. But the snow day gave me the opportunity to watch Frozen with my daughters, and think other snowy thoughts. Did you know the Alps also have snow? Things got a little out of control and I ended up making a 3D annotated map of Hannibal’s voyage.
I’ll share my work with my Roman Civ students on Friday. I’ll also break down the process and assign my Digital Humanities students the task of making their own map later this semester. For now, take a look at the final version on Sketchfab.
Joni Mitchell has a song called “A Case of You” in which she muses about the influence of another on her writing: “Part of you pours out of me/ In these lines from time to time.” We’ve just had our second meeting in Senior Seminar, and part of the class consisted of conferences with students about potential topics. As I met with them, I kept thinking about Joni Mitchell because I could see the influences of other history professors not only in their topics, but also in the ways that they talked about history–how they see the past, what kinds of sources they want to use, and later (when we came together as a class) their views about intersections of faith and the discipline. Really, this is a team-taught course. And I am thankful for all the ways my colleagues will pour out of these students in their lines, from time to time. (And thanks, specifically, to Dr. Gehrz for his editing on this post and for the links!)
Collin Barrett (History/Pre-Med): Masculinity in Medieval Clergy
I’m seeking to understand how medieval clergy defined masculinity and if that definition was distinct from the rest of their society. How did clergy understand masculinity, for example, in the context of their participation in the “bride” of Jesus Christ? Did their definitions of masculinity have an impact beyond the medieval world?
Justin Brecheisen (History/Business): The John Williams Gunnison Massacre
In 1853, the Pahvant Utes in Utah ambushed and massacred an expedition led by U.S. Army Captain John Williams Gunnison. According to rumors, Mormon authorities—a group with whom Gunnison had interacted and written about—instigated the massacre. I am interested in exploring how this massacre reflects the relationship among the United States government, the Mormon authorities, and the Utes.
Phia Carlson (History): U.S. Reception to the Romanov Executions
The Romanov Dynasty was the final imperial family to rule over Russia. Myths and legends swirl regarding the final days of Tsar Nicholas II and his family, and I am interested in what contributed to the family becoming the subject of much fantastical speculation. What, for example, did the newspapers like the New York Times have to say about the family’s final days?
Caitlan Hart (History/Elementary Education): Women’s Roles in Classical Sparta and Athens
Although women were second-class citizens in both classical Athens and Sparta, there are distinctions in how the women lived in these two places. I am interested in how these roles and views on women varied based upon whether they lived. What factors contributed to these differences?
Kyle Kilgore (History): Racial Justice and the NFL
As an athlete, I have experienced first-hand how sports has the ability to draw people together. Yet, as the recent protests by players in the National Football League have highlighted, sports can also provide an important venue to express a desire to see greater racial justice. What is the history of race in the NFL?
Los Angeles Rams running back Kenny Washington, the first African American player in the post-World War II era – Wikimedia
Ida B. Wells’ 1892 pamphlet on lynching – Wikimedia
Zach Meinerts (History/Political Science): Lynching in the Post-Reconstruction South
Potentially using the debates in the Congressional Record in the late nineteenth and early twentieth century over the implementation of a federal anti-lynching law, this project would delve into history of lynching in the United States. If possible, the paper would explore both the sexual and religious connotations of lynching during this period.
Nelson Menjivar Lopez (History): El Salvador’s Civil War
The Salvadoran Civil War lasted for over a decade. Murders, abductions, and U.S. involvement in the conflict tore the country apart. While some fled the war for the United States, others remained in the country to witness the brutality on both sides. Using interviews with family and friends who were directly involved in the war, my project will show that the ramifications of this conflict can still be seen in both politics and daily life.
Logan Olson (History/Political Science): Native American Involvement in the U. S. Civil War
Although much historical attention has focused on the key battles and key figures in the U.S. Civil War, the story of Native American involvement can get left out. My research examines the role of Native Americans in this conflict and how their involvement impacted their relationship with the U.S. government in the post-war period.
Haley Shearer (Art History): Dime Museums and Vaudeville
Dime museums, often part of traveling vaudeville acts, tended to be popular forms of entertainment for working-class people in the late nineteenth and early twentieth centuries. One of the ways these museums differentiated themselves from “institutionalized museums” tended to be in their efforts to both educate and entertain the masses. In addition to P. T. Barnum, who were the people associated with these museums? What kind of “education” was “entertaining” to the masses and why?
Luke Sherry (History/Pre-Med): Logging in Northern Wisconsin
The history of logging encompasses several possible questions. What was life like for an average lumberjack? How did logging change the ecology of both the northern woods? What was the environmental impact more generally? How did the exit of the logging camps and companies affect local communities? The digital collections of the Wisconsin Historical Society, which include twenty volumes of material of memoirs, records, journals, and explorer’s narratives, will help dictate the direction of my research.
Historians such as Ruth Karras and David Halperin have written extensively about the sexual culture prevailing among Greek men during the classical period. One aspect of that culture was pederasty. My project will focus on this practice and whether the Greeks were the first people not only to condone it but to integrate it into their culture.
Andrew Zwart (History/Biokinetics): Nikita Khrushchev and the Deescalation of Soviet Tension with the West
Following the death of Josef Stalin, there was a 30-year period before Mikhail Gorbachev came to power. During that period, Nikita Khrushchev made some critical changes that allowed the Soviet Union to transition from Stalin’s iron fist to Gorbachev’s de-escalation of tensions with the West. I plan to look at Khrushchev how accomplished this transition without losing the complete support of the Soviet people.
Ever since CWC: The Radio Show debuted in the summer of 2006, AC 2nd has been a hub for podcasting at Bethel. History and Political Science faculty collaborate on several current podcasts, including:
• Election Shock Therapy: Political scientists Chris Moore, Andy Bramsen, and Mitchell Krumm analyze current events in American and international politics — and sometimes the politics of fictional worlds like Middle Earth and the Star Wars universe.
• Amy Makes Us Try Stuff: On hiatus for the moment, as Prof. Poppinga enjoys her sabbatical, this podcast is exactly what the title says — she tasks Profs. Moore and Mulberry with trying TV shows, restaurants, etc., then they report back on the experience.
• Live from AC2nd: An occasional series of roundtable discussions featuring Profs. Mulberry, Moore, Poppinga, and other Bethel professors, the most recent episode had psychologist Sherryse Corrow, physicist Nathan Lindquist, and economist Tim Essenburg talking about beauty.
You can find all these podcasts on the Live from AC2nd network, which can be found at Podbean, iTunes, and Facebook. The network’s new Facebook page also includes links that follow up on or preview new episodes.
Earlier this week at The Anxious Bench, I mentioned five books that I’m planning to read for Black History Month: biographies of Frederick Douglass and Jackie Robinson, plus a study of Catholic civil rights activism in Chicago, an analysis of the impact of the black church on the theology of Dietrich Bonhoeffer, and Jemar Tisby’s widely-acclaimed history of Christian complicity in racism.
But I’m no expert, so I appreciate that Dr. Kooistra (here atAC 2nd) and Dr. Magnuson (at our Facebook page) have also shared resources related to African American history. And today, I’m happy to welcome back our colleague Ruben Rivera, Bethel’s chief diversity officer and the instructor of our Minorities in America class, who recommended three more books to read this month.
There are numerous books about the African American experience in a racialized USA. What I like about Rankine’s is that, with the exception of a few pieces in it, the highly personal experiences are conveyed in the form of vivid short prose poems. I have often been asked what microaggressions are. Still others believe the term was invented by liberals. Read Rankin’s book and you’ll know what microaggressions are and that they are very real.
The Hate U Give is a young adult novel that has been adapted for a major motion picture by the same name. It deals with ripped-from-headlines issues: racial profiling; policing in communities of color; and most explosively, the killing of unarmed black men by white officers.
This book comes in the form of a letter to his son Samori in the context of the need to make sense of recent killings of black men by police. Very well written, thoughtful, moving, and certain to stimulate questions about what it means to live in a black body in America.
I’m excited to meet new classes this week, but even as they get underway, I can’t help but look ahead to Spring 2020 and a new course I’ll be teaching with Political Science professor Chris Moore: HIS/POS252L History and Politics of Sports.
As I explained last week at my own blog, I’ve wanted to create a baseball history course almost as long as I’ve been at Bethel. But while HIS252L will surely have a lot to say about my favorite sport, I’m glad that we’ve instead developed a course with a wider focus… and that I’ll be sharing it with Chris, a specialist in international relations who won the 2018 Bethel faculty excellence award for teaching. We’re not just fans ourselves, but scholars who think that studying sports can help our students ask fundamental questions about community, identity, purpose, and justice, by taking a different perspective on American and international history.
As you can see in the draft syllabus above, we’ve divided the course along the lines of a football or basketball game. After a warm-up week in which we’ll think about why we follow or play sports and how we approach the topic as scholars, we’ll survey the history of a few specific sports, then conclude our first half with deeper dives into topics like race, gender, labor, and business. Halftime will let us pause to consider various Christian perspectives on sports, then the third quarter will take us into the realm of international relations (with a focus on the Olympic Games). After the fourth quarter looks at emerging topics like e-sports and performance enhancement, we’ll conclude with a field trip to Target Field or Target Center, with students researching a “day in the life” of the Twins or Lynx franchises.
To help Chris and me think through the course before we teach it, our colleague Sam Mulberry is joining us this semester for a new weekly podcast, The 252. Last week’s debut previewed the Super Bowl and looked back at the history of the NFL. In today’s episode, we turned the focus on ourselves: why we play and follow sports, and what we love about them. Next week we’ll be joined by our first guest: Dr. Art Remillard of Saint Francis University, an expert on religion and sports.
When HIS205U History of China, Korea, and Japan meets for the first time tonight, its professor will be making a return to our department: Annie Berglund graduated summa cum laude from Bethel in 2013 with a double-major in History and Social Studies Education. After teaching middle school for two years, Annie moved to Seoul in 2016 to earn a master’s degree in international studies at Korea University. This fall she came back to Bethel as an adjunct instructor in GES130 Christianity and Western Culture, and is eager to teach her first History course this spring. Thanks to Annie for taking the time to answer some questions about her journey away from and back to Bethel!
Do you have a favorite memory from your time in the History Department as a student?
Let me set the scene. It’s the last history presentation of my entire undergraduate career. I labored for months making my PowerPoint slides and adding in many hours of research so that I could be prepared for the audience of my peers, my professors, and my family members. My boyfriend at the time, Mike, had one task: feed me this easy question at the end of my presentation to help me look better. Being one of the quietest students in class, he very slowly and mechanically raised his hand the second I ended the presentation.
In a painfully monotonous, rehearsed voice, he responded: “What was one interesting news article you read for your paper?”
The front row full of history professors couldn’t hide their laughter as they clearly saw through Mike’s poor acting and my pathetic scheming. Don’t worry, it does end well. We both managed to graduate and even married each other.
How did you decide to go to graduate school in Korea?
People ask me this question a lot: Why Korea? Every time I give an answer, it’s a little different, as there were so many factors that drew me to Seoul. Chief among them was my plan to study South Korea’s asylum-seeking policies. They are the first country in Asia to establish their own stand-alone refugee act outside of simply following UNHCR mandates. I hoped to study their recent act to see what loopholes remain and how those inconsistencies affected the acceptance of particular subgroups of asylum seekers, from those suffering from religious persecution to those fleeing state-backed gender- and sexuality-based violence.
A less academic answer, though? I wanted a little adventure.
What was your favorite part of living in Seoul?
A unique part about living abroad is that, whether you’re currently in your home country or currently abroad, you tend to see the other location through rose-tinted glasses. My gut answer is: “Everything! Everything about Seoul is my favorite!” In reality, adjusting to life in a country where I had few contacts, where the dominant language is one of the hardest for native English speakers to learn, and where everything from transportation to housing has different, unspoken rules is no easy task. But I also like a good challenge! I miss the feeling of anonymity when walking through downtown streets of a city of 10 million people. I miss jumping into taxis and making small talk in Korean with the ajeossis as they take me from cat cafes to outdoor shopping districts to mountain hiking trails. Mostly, I miss my Korean friends who – for two years! – constantly bent over backwards to help their American friend with the smallest and largest of tasks. True heroes in my book.
What’s it been like coming back to Bethel as a professor?
Amazing and terrifying. I will never get over calling my professors by their first names. Ever.
What are you most looking forward to teaching in HIS205U this spring?
First, I’m excited to discuss the role that women played throughout East Asian history. From the Roman patrician women who ushered in the Silk Road trade routes by driving the demand for silk made by seamstresses in far-off Xi’an, to the impassioned speech by Madame Chiang Kai-shek to the U.S. Congress seeking aid during Japanese attacks on China in World War II, we will study many cases of extraordinary women who — some for better and some for worse — influenced the narrative of East Asian civilization.
Second, I have that nervous-excited feeling about showing one of my favorite films to my students. Made in 2017, A Taxi Driver (or Taeksi woonjunsa) is one of the highest grossing films in South Korea to date. It centers on the experience of an average, “Joe Schmo” taxi driver in Seoul who unintentionally smuggles a German reporter into the city of Gwangju in 1980. The city, a stronghold for students protesting martial law, was barred off to the outside world while government troops fired upon the Chonnam University youth. For the world to see the footage of this massacre, the taxi driver and reporter risked their lives to get back to Seoul. The Gwangju Uprising (or the May 18 Gwangju Democratization Movement) is a jarring, brutal event that illustrates the price many ordinary people paid in East Asia for the sake of democratization.