U.S. Origin Stories Some U.S. origin stories cast (white) Americans as chosen people, discoverers of a bountiful continent, their community a beacon of righteousness to the world. Other stories locate the nation's origins in slavery or in settler colonialism. One story celebrates America’s founding commitment to freedom, equality, and justice - principles which, in turn, sustain another origin story – that of America as a nation borne of and welcoming to immigrants. Origin stories might be foundational, but their meanings are never fixed. In this course we will explore the elasticity and persistence of origin stories, evident in current debates about whether U.S. history begins in 1619 or 1776, about migrant rights, about the self-determination of indigenous peoples, about white nationalism, and about U.S. global leadership.

Vermont Incarcerated: A Digital History Course participants will contribute to Vermont Incarcerated, a new digital history project that will curate the nineteenth- and twentieth-century history of Vermont state carceral institutions and the vulnerable persons compelled to live in them. We will use digital technologies to tell the human stories of the Vermont State Prison in Windsor, the State Hospital in Waterbury, the State Industrial School in Vergennes, and the State Training School in Brandon. In addition to digital project work, we will read scholarship on the digital humanities and on the histories of crime and punishment, mental illness, and intellectual disability in the United States.

American Consumer Culture For many Americans in the 20th century, consumer goods came to embody the promise of the "good life."  Yet mass consumption also fostered economic, political, and social inequalities and engendered anti-consumerist activism. In this course we will pursue an interdisciplinary approach to American consumer culture, focusing on the rise of commercialized leisure and advertising; the role of radio, television, and film in shaping consumer practices; and the relationship of consumerism to social inequality and democratic citizenship. Readings will include works by Veblen, Marcuse, Bordieu, Marchand, Cohen, and Schor.

Theory and Method in American Studies (Junior Year) A reading of influential secondary texts that have defined the field of American Studies during the past fifty years.  Particular attention will be paid to the methodologies adopted by American Studies scholars, and the relevance these approaches have for the writing of senior essays and theses.

Formation of Modern American Culture I: 1830-1919 An introduction to the study of American culture from 1830 through World War I with an emphasis on the changing shape of popular, mass, and elite cultural forms. We will explore a widely-accepted scholarly notion that a new, distinctively national and modern culture emerged during this period and that particular ideas of social formation (race, class, gender, sexuality, etc.) came with it. We will practice the interdisciplinary interpretation of American culture by exploring a wide range of subjects and media: economic change, social class, biography and autobiography, politics, photo-journalism, novels, architecture, painting, and photography. Required of all American studies majors and minors.

American Misogyny In this course we will explore the place of misogyny in U.S. media and politics.  Early topics will include film noir, Cold War gender scapegoating, and lesbian pulp fiction.  Subsequent topics will include the backlash against second-wave feminism, the rise of “post-feminism,” and the impact of reality TV and social media on feminist and antifeminist expression.  We will conclude by examining how misogyny informs U.S. culture and politics in the Trump era. Throughout the course, we will consider how discourses of misogyny are inflected by white, cisgender, ableist, ageist, and class privilege.

Class, Culture, and Representation In this course we will examine the contested meanings of social class in U.S. culture from 1930 to the present. We will ask the following: How have workers, the workplace, and economic inequality been imagined in U.S. film, art, and popular culture? How have categories such as race, gender, and sexuality informed ideas about class? And how do the realities of economic inequality mesh with civic narratives of meritocracy and the “American Dream”?  Readings will include works by Barbara Ehrenreich, Studs Terkel, Tillie Olsen, and Helena Maria Vilamontes. Films, music, and other media will supplement written materials.

Political Consumerism and the Consumerization of Politics In the United States, we fashion our identities through the purchases we make. We form communities based on shared loyalty to particular brands and consumer lifestyles. Political campaigns are commercialized and voters choose among prepackaged candidates. For many, the way to participate in social activism is to buy something. But can we solve problems such as globalization, environmental degradation, and excessive consumption through more or different consumption?  Our study of current issues in U.S. consumer culture will include culture jamming, boycotts, and the anti-sweatshop and Fair Trade movements, as well as greenwashing, cause branding, and other corporate practices.

Holly Allen

Reviews and ratings for Holly Allen at Middlebury College.Holly Allen teaches U.S. Origin Stories, VT Incarcerated: Digital Hist, American Consumer Culture and more.  Explore top rated instructors and find the best for you.Is Holly Allen good ? Find out on MiddCourses.

This class was super easy work wise. Throughout the whole semester, you need to write 6 discussion posts which take like 45 minutes to an hour and there are 2 presentations you give as well as like 2 or 3 essays. Prof Allen is such an easy grader and you really dont need to put any work into the class to do well. The class is super interesting and I learned alot of cool stuff. If you need a chill class to balence out a heavy workload, this is the one for you

I love Holly Allen. She is super kind and someone who I wanted to do well and put in effort for. I took the class when it wasn't a CW, so it wasn't super writing intensive, but essays were our only form of assessment. The class periods can sometimes be slow, but she will acknowledge it and try to engage us in different ways. She is a fair grader and clearly sets her expectations. 

AMST0234 with Professor Holly Allen has been a great class. It is informative and interesting while not taking a big amount of time. There are 6 discussion posts that you have to do over the whole semester and 2 group presentations. Lots of interesting discussions and knowledge to be acquired. Not very time intensive. 