|
HISTORY Fall 2007
History 502P: The Roman Empire
Burns: MAX:12
Paper-writing section taken after History 502 – Written permission of instructor required.
___________________________________________________________________________________
History 508P: Revolutionary France, 1750-1815
Miller; MAX:12
Paper-writing section taken after History 508 – Written permission of instructor required.
____________________________________________________________________________________
History 509P: Family, Sex, & Gender in Early Modern Europe
Strocchia; MAX:12
Paper-writing section taken after History 509 – Written permission of instructor required.
___________________________________________________________________________________
History 513: Topics in Early Modern English History
Rosenberg; MAX:12
Content: This graduate seminar seeks to introduce students to key themes in early modern European history that have been especially salient within the British subfield. The course will therefore serve simultaneously as: (1) a means of building up bibliography on the British Isles (for those concerned with exams or with contextualizing English literature); and (2) an opportunity for fostering comparative perspectives extending to other “early modernities,” whether in Europe, the Atlantic basin, or Asia. The course will concentrate somewhat more on the Stuart than the Tudor period, with an accent on cultural and social history. We will take up such issues as the frameworks of moral negotiation (honor, reputation, credit, sexuality, scandal, conscience); the politics of religion (communal, national and international); violence (protest, law, crime); the making of new publics (journalistic, political imperial); and commerce and consumption (understood in their increasingly global dimensions).
Texts: To be determined. We will be reading approximately one monograph per week, but will occasionally concentrate on articles rather than books. Professional book-bashers and the chronically underwhelmed are advised that the purpose will be to learn from the readings, not to bash them for the pleasure of doing so.
Particulars: The course will require brief postings on the readings, an in-class presentation, active participation, and bibliographical work (a journal exercise, an annotated bibliography, and a short bibliographical essay).
___________________________________________________________________________________
History 516: 20th Century France
Amdur; MAX:12
Content: This survey of major themes in modern French history begins with the political culture of the “fin de siècle” and includes the radical left and right, labor and peasantry, women and gender, colonialism and empire, ethnicity and race, history and memory, and the social and cultural consequences of two world wars. Readings will include a choice of one out of two alternate books for each class meeting, and discussion will focus on comparative analysis of each pair of texts. One basis for comparison will be the contrasts between social and cultural analyses of similar topics. All assignments will be in English, although students may choose texts in French for their final papers if they wish. Our focus on Anglo-American historiography will include critical discussion of what non-French historians can bring to the study of a culture that is not their (or our) own.
Texts: Prospective readings (a choice of one out of two alternate texts per week) include: Eugen Weber, France, Fin de Siècle; Venita Datta, Birth of a National Icon: The Literary Avant-Garde and the Origins of the Intellectual in France; Stéphane Audoin-Rouzeau and Annette Becker, 14-18: Understanding the Great War; Daniel J. Sherman, The Construction of Memory in Interwar France; Zeev Sternhell, Neither Right nor Left: Fascist Ideology in France; Robert Soucy, French Fascism: The First Wave, 1924-1933; Shanny Peer, France on Display: Peasants, Provincials, and Folklore in the 1937 Paris World's Fair; Robert O. Paxton, French Peasant Fascism: Henry Dorgères's Greenshirts and the Crises of French Agriculture, 1929-1939; Mary L. Roberts, Civilization without Sexes: Reconstructing Gender in Postwar France, 1917-1927; Miranda Pollard, Reign of Virtue: Mobilizing Gender in Vichy France; Kenneth H. Tucker, French Revolutionary Syndicalism and the Public Sphere; Laura Lee Downs, Manufacturing Inequality: Gender Division in the French and British Metalworking Industries, 1914-1939; Jonathan Gosnell, The Politics of Frenchness in Colonial Algeria, 1930-1954; David Slavin, Colonial Cinema and Imperial France: White Blindspots, Male Fantasies, Settler Myths; Talbot Imlay, Facing the Second World War: Strategy, Politics, and Economics in Britain and France, 1938-1940; Julian Jackson, The Fall of France: The Nazi Invasion of 1940; Robert O. Paxton, Vichy France: Old Guard and New Order; Philippe Burrin, France Under the Germans: Collaboration and Compromise; Philippe Roger, The American Enemy: A Story of French Anti-Americanism; Richard Kuisel, Seducing the French: The Dilemma of Americanization; Tony Judt, Past Imperfect: French Intellectuals, 1944-1956; Kristin Ross, May '68 and its Afterlives; Henry Rousso, The Vichy Syndrome: History and Memory in France Since 1944; Robert Gildea, The Past in French History.
Particulars: Writing assignments will include a weekly essay on class readings plus a final paper that analyzes a pair of additional books on a topic of the student’s choice. One of the two texts for this paper can treat a non-French or a non-20th-century topic for the sake of comparison if the student desires.
___________________________________________________________________________________
History 530: Social History of 19th Century US
Prude; MAX:12
Content: Explores developments and institutions that shaped American society from, roughly, the Revolution to World War I. Intensive readings and discussions will cover such topics as the spread of the market and commercial relations, industrialization, immigration, urbanization, reform, popular culture, and the changing role of the family. Assigned readings will include both primary and secondary sources.
___________________________________________________________________________________
History 534: Early American Religious Thought 1630-1860 (Same as RLHT 750)
Holifield; MAX:6
SEE RLHT
___________________________________________________________________________________
History 545P: America since 1940
Harbutt; MAX:12
Paper-writing section taken after History 545 – Written permission of instructor required.
___________________________________________________________________________________
History 547: The Old South
Roark; MAX:12
Content: This course is intended to introduce students to some of the literature – both classic and recent – in the social, economic, political, and cultural history of the South through the Civil War. It will seek through the study of important books and articles to identify some of the significant issues now engaging scholars, to investigate a range of historical methodologies, and to hone students' skills of critical analysis and clear exposition.
Particulars: The course will require substantial reading (some 16 books and as many articles), substantial writing (several short papers and one longer historiographical essay), and for two to three hours each week vigorous, informed discussion.
___________________________________________________________________________________
History 562P: Themes and Approaches in Latin American History: Old Paradigms, New Trends
Premo; MAX:12
Paper-writing section taken after History 562 – Written permission of instructor required.
___________________________________________________________________________________
History 564: Africa: The Era of the Slave Trade
Mann; MAX:12
Content: This course examines the transformation of selected African societies from the 15th through the mid-19th centuries. It begins by looking at the rise of plantation agriculture in the west and the origins of the Atlantic slave trade. The course moves on to investigate changes in the conduct of slave trade and in its impact on Africa. The bulk of the material covered probes the economic, political, social, and cultural history of African societies that were involved in the slave trade. The course is designed for students wanting to know more about precolonial African history, as well as for those interested in African contributions to European and New World cultures.
Texts: To be announced.
Particulars: Requirements include class participation, oral presentations, two book reviews, and an historiographical essay plus annotated bibliography.
___________________________________________________________________________________
History 566P: African Historiography
Jezequel; MAX:12
Paper-writing section taken after History 566 – Written permission of instructor required.
___________________________________________________________________________________
History 567P: Research Methods in African History
Mann; MAX:12
Paper-writing section taken after History 567 – Written permission of instructor required.
___________________________________________________________________________________
History 582B: Soc. Sci & Quantitative Techniques in Historical Demography
Socolow; MAX:12
Content: An introduction to the application of demographic methodology to historical date, this course covers major population topics such as birth, death, marriage, and migration and the statistics associated with measuring each of these phenomena. Various data sets are used as hands-on illustrations. The course can be used by students majoring in American history as a partial substitute for the second foreign language.
___________________________________________________________________________________
History 583: Introduction to Advanced Historical Study
(Required for 1st yr. History graduate students, others must receive permission from instructor.)
Rustow/Lesser; MAX:12
Content: The goals of this course are (1) to introduce students to the influential paradigms that, though often tracing back to earlier scholarship, continue to animate and shape historical research and writing today; (2) to make students more aware of assumptions and preconceptions that precede hours in the archives and at the writing table; and (3) to introduce some conceptual milestones in history and cognate disciplines and understand how their practitioners have wrestled with questions of research, analysis, interpretation and presentation.
Texts: Representative authors include Benedict Anderson, Marc Bloch, Natalie Zemon Davis, Barbara J. Fields, Michel Foucault, Carlo Ginzburg, Ranajit Guha, Dorothy Ko, Karl Marx, Marcel Mauss, Roy Mottahedeh, Simon Schama, J. C. Scott, E. P. Thompson, Laurel Thatcher Ulrich.
Particulars: Three writing assignments, reading and class discussion.
___________________________________________________________________________________
History 585-000: Special Topics in History: Historiography of the Holocaust (Same as JS 730R/RLHT 585)
Lipstadt;
SEE JEWISH STUDIES
___________________________________________________________________________________
History 585-001: Special Topics in History: Plato and the Reformation of Greek Culture (Same as Phil. 510)
Patterson/Patterson; MAX:4
SEE PHILOSOPHY
___________________________________________________________________________________
History 585-002: Special Topics in History: Research & Design (Same as ILA 782/Ant. 585/Span. 597
Karp/Kratz; MAX:3
SEE ILA
___________________________________________________________________________________
History 585-003: Special Topics in History: Religion & Politics in Africa (Same as AFS 790/ILA 790)
Bay; MAX:5
SEE AFS
___________________________________________________________________________________
History 585-004: Special Topics in History Approaches to Jewish History (Same as JS 560)
Goldstein; MAX:8
Content: This course will explore how traditional understandings of Jewish history in the ancient and medieval periods were transformed with the rise of modern Jewish historiography beginning in the early nineteenth century. Examining some of the classics of Jewish historical writing as well as some innovative new voices, we will explore how Jewish historiography of the last two hundred years has been shaped both by the demands of the secular academy and by the challenges and concerns of modern Jewish life: the quest for Jewish emancipation, the rise of Jewish nationalist consciousness, and the search for a home in the diaspora. We will end with a survey of trends in recent scholarship, focusing particularly on the impact of feminism, postmodernism and postzionism.
Texts: Possible texts include Yosef Hayim Yerushalmi, Zakhor: Jewish History and Jewish Memory; Michael A. Meyer, The Ideas of Jewish History; Gershom Scholem, The Messianic Idea in Judaism; Jacob Katz, Out of the Ghetto; Seth Schwartz, Imperialism and Jewish Society, 200 BCE to 640 CE; Deborah Dash Moore, At Home in America; Karla Goldman, Beyond the Synagogue Gallery: Finding a Place for Women in American Judaism; Daniel Boyarin, Unheroic Conduct: The Rise of Heterosexuality and the Invention of the Jewish Man; Benny Morris, The Birth of the Palestinian Refugee Problem, 1947-1949.
Particulars: The course will require substantial reading (both assigned and individual), participation in weekly discussion, two short oral presentations and two writing assignments, one a 5-7 page review of a set of readings and the second a 10-15 page paper which locates a set of readings within their historiographical context.
___________________________________________________________________________________
History 585-005: Special Topics in History: Topics in African American History to 1877
Harris; MAX:12
Content: This course forms one of the foundation courses for students wishing to specialize in African-American history at the graduate level. My goals for the course are to provide participants with a broad sense of the research issues in early African-American history. Additionally, I hope that this course will give participants the tools with which to construct their own undergraduate courses in African-American history, and to incorporate the insights of African-American history into more general American history courses and research. To achieve these goals, I have selected a variety both of cutting-edge topics, such as the new emphasis on the Atlantic world; as well as topics with longer historiographical trails, such as slavery in the United States.
Texts: May include Ira Berlin, Many Thousands Gone; Stephanie Camp, Closer to Freedom; Michael Gomez, Exchanging Our Country Marks; Leslie Harris, In the Shadow of Slavery; Walter Johnson, Soul by Soul; Philip Morgan, Slave Counterpoint; Dylan Pennigroth, Claims of Kinfolk
Particulars: Three 750-900 word critical essays on single books; at least two presentations; final project: historiographical essay and research plan of 10-15 pages; engagement in class discussion each week.
___________________________________________________________________________________
History 585-006: Special Topics in History: Race & Ethnicity in Modern Latin American History (Same as ILA 790/Anthro 585)
Lesser; MAX:6
Content: This course will examine the formation of racial, ethnic and national identities in 19th and 20th century Latin America. We will analyze the many approaches to the history of racial and ethnic discourses and their sociopolitical uses in the formation of modern nations and empires. We will examine Latin America’s postcolonial, societies in a constant tension with the legacies of colonialism, slavery and immigration. This, in turn, will suggest the connections with the class and gender in the region. We will focus on how concepts of race and ethnicity were constructed in moments of national flux and how racial/ethnic discourses shaped popular and elite cultures. The goal of the course is to examine major questions, themes and methods which in turn can be allied to each student’s own research project.
Texts: This is a reading intensive course, often exceeding one monograph per week. Texts that may be included are: Jeffrey Gould, To Die in this Way. Nicaraguan Indians and the Myth of Mestizaje, 1880-1960; Verena Martinez-Alier, Marriage, Class and Colour in Nineteenth-Century Cuba. A Study of Racial Attitudes and Sexual Values in a Slave Society; Brooke Larson, Trials of Nation Making. Liberalism, Race, and Ethnicity in the Andes, 1810-1910; Marisol de la Cadena, Indigenous Mestizos. Politics of Race and Culture in Cuzco, 1919-1991; Jose Moya, Cousins and Strangers; Spanish Immigrants in Buenos Aires, 1850-1930.
___________________________________________________________________________________
History 585-007: Special Topics in History: Microhistory: From the Local to the Global
Melton; MAX:12
Content: Microhistory and its methodological cousins (e.g. the "history of everyday life") arose in the late 1970s as a critique of prevailing approaches to the writing of social history. Although microhistorians do not reject the social sciences as a tool for approaching the past, they have argued that social scientists have often made generalizations that do not hold up when measured against the concrete realities of local and individual experience. This seminar is designed to expose students to some of the leading theorists of microhistory and to the wide range of historical contexts - European and non-European alike - in which it has been practiced. In so doing it will also explore how microhistorians have redefined approaches to topics and issues like heresy, violence, gender relations, agency and structure, race and ethnicity, and transcultural encounters.
Texts: Readings may include: Le Roy Ladurie, Montaillou; Carlo Ginzburg, The Cheese and the Worms; Jill Lepore, New York Burning: Liberty, Slavery, and Conspiracy in Eighteenth-Century Manhattan; Zephyr Frank and Lyman Jonson, Dutra's World: Wealth and Family in Nineteenth-Century Rio de Janiero; Clifton Crais and Pamela Scully, Sara: A Biography and a Ghost Story; Natalie Davis, Trickster Travels: A Sixteenth-Century Muslim between Worlds; idem, Women on the Margins: Three Seventeenth-Century Lives; Robert Darnton, The Great Cat Massacre; Jan Gross, Neighbors: The Destruction of a Jewish Community.
Particulars: Grades will be based on class participation, several response papers (the number will depend on the size of the seminar), and a 10-12 page historiographical essay.
___________________________________________________________________________________
History 585-008: Special Topics in History: Modern Asian Historiographies: Colonialism; Postcolonialism and the Making of the Modern
Pandey/Andrade; MAX:12
Content: This course is an introduction to the historiographies of modern Asia (1500 and beyond), focusing on the issues of colonialism, postcolonialism, and the making of the modern. We will focus on South and East Asia, examining how various historiographical traditions treat these issues. We will also explore some interregional approaches, such as transnational and global history.
Texts: To be announced.
___________________________________________________________________________________
History 585-009: Special Topics in History: Russian Borderlands/Soviet Empire
Payne; MAX:12
Content: This course will study the non-Russian core of the Russian state in both its Imperial and Soviet episodes. Beginning with the conquest of the steppe and the building of a distinctly Orthodox, non-European Empire over mostly Islamic peoples in the time of Ivan the Terrible, this course will sketch the trajectory of the Russian domination of on-sixth of the globe through Peter and Catherine’s creation of a European Empire, the creation of the Pale of Settlement and russification in Eastern Europe, the long Caucasian wars, the “development” of Siberia and the “Great Game” in Central Asia. The Soviet portion of the class will examine Lenin and Stalin’s construction of an “empire of nations” and the peculiarities of Soviet nation-building, the radical cultural revolution that Sovietized the old imperial hinterland, the long Soviet war with “backwardness” and the construction of an “outer Empire.” Destalinization, the decline of the Soviet Empire and post-Soviet neo-colonialism in Chechnia and elsewhere will also be examined. Broadly, the class will deal with the Western borderlands, the Caucasus, Siberia and Central Asia. It will attempt to fill the “blank spot” in so many histories of European imperialism—the actions and consequences of Europe’s largest Empire in the nineteenth and twentieth centuries. Various methodological approaches from the political to the social to the cultural including ethnographic and subaltern methodologies will be examined. Memoirs, literature, film and monographs will be utilized.
Texts: Representative texts will include Khodarkovsky’s Russia’s Steppe Frontier; Slezkin’s Arctic Mirrors; Martin’s An Affirmative Action Empire; Brown’s A Biography of No Place; Northrop’s Veiled Empire; Snyder’s The Reconstruction of Nations; and Verdery’s The Political Life of Dead Bodies.
Particulars: Students will be expected to present a historiographical essay and lead a discussion of the weekly topic once during the seminar and finish a twenty-five page research paper or fifteen page historiographic essay.
___________________________________________________________________________________
History 585-010: Special Topics in History: Historical Studies in Theology (Same as RLHT 736K-000)
Strom; MAX:4
___________________________________________________________________________________
History 585-011: Special Topics in History: The Rise of Islam in a Jewish-Christian Environment (Same as RLAR 738/MESAS 570R)
Newby; MAX:5
SEE RLAR
___________________________________________________________________________________
History 585-012: Special Topics in History: Marginality, Memory & Identity (Same as JS 730)
Wachtel; MAX:3
Content : This seminar will concentrate on two case studies of peoples who found themselves culturally and politically marginalized. —These groups, the Uru Indians of Bolivia and the Crypto-Jews of Latin America (also sometimes referred to as marranos and conversos), were both dominated during the course of the sixteenth century but managed to endure until today. In addition to examining the strategies used by these two groups to survive, we will analyze how their collective memory served as an essential component of their unique identities. Moreover, both cases permit the scholar to investigate the relationship between anthropological fieldwork and historical investigation. By linking the early modern period to contemporary ethnographic work, this course also allows reflection about the role of history in anthropology and anthropology in history.
History 585P: Seminar Papers
Faculty
Paper-writing section taken after History 585 – Written permission of instructor required.
___________________________________________________________________________________
History 596R: Special Studies
Faculty
Written Permission of Instructor Required
Content: Attendance in an undergraduate course with satisfactory completion of those course requirements as well as additional graduate-level assignments as required by instructor.
___________________________________________________________________________________
History 597R: Directed Reading
Faculty
Written Permission of Instructor Required
___________________________________________________________________________________
History 599R: Research
Faculty
MUST BE TAKEN S/U
Content: Variable credit. For M.A.-level students.
___________________________________________________________________________________
History 786A: Introduction to College Teaching
Payne:MAX:15
MUST BE TAKEN S/U
Content: This course is designed to prepare graduate students in the history department for the challenges of teaching. The sessions of the course will look at discrete aspects of teaching and various methods of pedagogy. The vast majority of sessions will be devoted to discussing and critiquing the brief assignments prepared for the class. The course requirements are the prompt and diligent completions of these assignments (and active discussion of them), which will help you to understand and master the tasks that you will face as a teacher and strategies to juggle these responsibilities while maintaining a hectic research and professional agenda. We will also establish a learnlink or blackboard (depending on which medium the class is most comfortable with) discussion list to share suggestions, transmit assignments to each other, and probe issues of interest. Remember, this class is offered primarily to offer resources for your use. The efficacy of these resources will depend greatly on the commitment, nay passion, with which you explore them.
Text: Gross Davis, Tools for Teaching
___________________________________________________________________________________
History 786B: Introduction to College Teaching
Faculty
Written permission of instructor required; MUST BE TAKEN S/U
Content: The student works with a member of the department in conducting a course, including giving an occasional lecture or leading a discussion group. This course must be taken S/U.
___________________________________________________________________________________
History 799R: Advanced Research
Faculty
MUST BE TAKEN S/U
Content: Variable credit (1 to 12 hours). Designed to give doctoral students opportunity for individual research on their dissertation subjects. Credit for this course will normally be given only after completion of 32 hours of work in 500-level courses in the doctoral program.
___________________________________________________________________________________
| 