HISTORY FALL 2000 COURSE ATLAS

History 169: The Arab-Israeli Conflict

(Same as PS 169) (Students who have already taken History 369 or History 370 or equivalent courses elsewhere may not enroll in this course.)

Stein; MAX:60

Content: This is an introductory survey course to the history, politics, and diplomacy of the Arab-Israeli conflict. The first half of the course will deal with the historical origins and development of the conflict to 1948-49, Israel's independence war. The second half will focus on recent political, social and economic aspects of the conflict, including the evolution of Palestinian national identity; the 1956, 1967, and 1973 Middle East wars; and the various diplomatic efforts aimed at resolving the conflict during the last quarter of the 20th century. Reading, discussing, and analyzing documents related to the conflict's 100-year history is a central feature of the course.

Texts: Bickerton, Ian, and Carla Klausner, A Concise History of the Arab-Israeli Conflict, Prentice Hall, 3rd edition 1998; Smith, Charles D., Palestine and the Arab-Israeli Conflict, (3rd edition), St. Martin's, 1996; Stein, Kenneth W., Heroic Diplomacy: Sadat, Kissinger, Carter, Begin and the Quest for Arab-Israeli Peace, Routledge, 1999; Stein, Kenneth W., and Samuel W. Lewis, Making Peace Among Arabs and Israelis; Lessons from Fifty Years of Negotiating Experience, Washington, DC, 1991, (to be distributed by the professor). A documents book must be purchased. It will be distributed by the professor at the beginning of the semester.

Particulars: Grading -- midterm (30%), discussion (20%), and final (50%). Students will be expected to attend three lectures per week and one discussion session; slots are reserved, but not exclusively, for freshmen and sophomores.

History 190G: History of the European City

FRESHMEN ONLY

Beik; MAX:12; College WRT: Old:Yes New:No

Content: The cities of Europe provide living evidence of the development of European society. This course will be an extended discussion of how to think about historical cities, how to evaluate them, and what we can learn from them. Emphasizing the long period from 1000 to 1900, we will explore the implications of the transformation from cathedral and castle towns, to centers of culture, to industrial powerhouses. Along the way we will think about urban planning, artistic values, social systems, and historical development. This would be a good course for anyone interested in European travel, culture, or history. We will use a variety of historical materials including slides, videos, and literary works.

Texts: We will use Mark Girouard, Cities and People as a basic text, supplemented by other readings.

Particulars: No exams. Grades will be based on four or five short essays (1/3 together), a longer paper (1/3) and class participation (1/3). There will be many opportunities for class participation. This course fulfills General Education requirement I.C. (Freshman Seminar).

History 190H: Africa and African Americans

FRESHMEN ONLY (Same as AFS 190)

Mann; MAX:9

Content: This course introduces students to the history of African American writing about Africa and the African diaspora. Through an examination of slave narratives, travel accounts, Pan-Africanist texts, fictional representations, protest literature, and contemporary scholarship, it explores changes and continuities in the place and representation of Africa in the African American imagination.

Texts:Texts may include the following or excerpts from them: Equiano, The Interesting Narrative of the Life of Olaudah Equiano; Delany, Official Report of the Niger Valley Exploring Party; Crummell, "The Future of Africa"; Crummell, "The Destined Superiority of the Negro"; Du Bois, "To the Nations of the World"; Du Bois, The World and Africa; Woodson, The African Background Outlined,; Hurston, Tell my Horse; Walker, The Color Purple; Harris, Global Dimensions of the African Diaspora; Gomez, Exchanging our Country Marks.

Particulars: Students will write three short critical essays (3-5 pages). Participation in class discussions is also required. Grading: short papers (20% each); class participation (40%). This course fulfills General Education Requirement I.C. (Freshman Seminar).

History 190J: The American West: Myths & Realities

FRESHMEN ONLY

Allitt; MAX:12

Content: The class will study the history of the American trans-Mississippi West between Lewis and Clark's expedition of 1804-1806 and the official "closing of the frontier" in 1890. Themes include: exploration, wars against Mexico and the Indians, cowboys, railroads, emigrant trains, the Gold Rush, and homesteading the Great Plains. The course will also compare the historical record to myths about the West by studying novels, films, and displays (such as Buffalo Bill's Wild West Show) to see where twentieth century ideas about the West are realistic and where they have become fantasy.

Texts: Patricia Limerick, Legacy of Conquest; Walter P. Webb, The Great Plains; Edward Abbey, Desert Solitaire, and others.

Particulars: This freshman seminar emphasizes student participation, and two thirds of the course grade will be based on it. There will be five short paper assignments (4 pages each) and a final. Students will be required to prepare readings for each week's class and to watch a total of five specified films--screening times and places will be arranged to fit class members' schedules once the course has begun. This course fulfills General Education Requirement I.C. (Freshman Seminar).

History 190K: The Construction of Whiteness in History and Film

FRESHMEN ONLY

Fehrenbach; MAX:12

Content: Drawing on both historical texts and film, this course explores the processes by which "race" has become a defining feature of identity in the modern nation. Paying particular attention to recent studies on the invention of "whiteness" as a means by which immigrants of various ethnicities have been "reracialized" as Caucasians in order to aid assimilation and attain social and economic status in the U.S., we will also consider whether this concept contributes to our understanding of race formation in other national contexts. Specific weekly topics will include: changing legal definitions of whiteness; blackface performance and its cultural meanings; rsponses to interracial relationships and reproduction; plastic surgery and the "deracialized" body; Japanese rap music.

Texts: Texts will include: Jacobson, Whiteness of a Different Color: European Immigrants and the Alchemy of Race; Rogin, Black Face, White Noise; Marchetti, Romance and the "Yellow Peril"; Gilman, The Jew's Body; Hodes, Sex, Love, Race; Cole, "Reading Blackface in West Africa; Condry, "Imitation and Authenticity in Japanese Rap Music," Same films include: The Jazz Singer; The Searchers; Blood in the Sun; Pinky

Particulars: Requirements: active participation in class discussions, several short papers, one class presentation. This course fulfills General Education requirement I.C. (Freshman Seminar).

History 190L: Southern Black Education in the Early 20th Century

FRESHMEN ONLY

Davis; MAX:12; College WRT: Old:Yes New:No

Content: This freshman seminar examines the historical development of public and private African American education in the South as it unfolded after the American Civil War through the 1960's. In addition to African Americans, themselves, principle players in that history included northern missionary societies, philanthropic foundations, politicians, and northern and southern white liberals. These groups often held different views on the role a freed African American population should play in a "reconstructed" nation without slavery. Themes will include the type of education (vocational or college) available, where that education took place (integrated or segregated settings), the role of social responsibility and black religion in black education and changes in what was actually taught (curriculum).

Texts: Readings will include James Anderson's The Education of Blacks in the South; Booker T. Washington's Up From Slavery; Vanessa Siddle Walker's Their Highest Potential; Carter G. Woodson's Mis-education of the Negro, and selected historical documents, newspaper and journal articles, and biographical sketches of important black male and female educators.

Particulars: Each student will give two oral presentations based on assigned readings, and prepare three short papers in addition to one long essay (8 pages) based on a primary source turned in at the end of the semester. Final grades for the class are based on the student's oral and written assignments in addition to informed and detailed discussion in class. This course satisfies the General Education Requirement I.C. (Freshman Seminar).

History 190M: Immigrant Experience in Latin America

Lesser; MAX:12

Content: This freshman seminar will examine immigration to and from Latin America from theoretical, economic, social, political and policy perspectives. The focus will shift frequently between primary documentation and secondary analysis. We will use different types of documents in order to examine immigration including monographs, films, videos, oral histories and photographs. This will help us gain a new understanding of Latin America and will allow us to more sympathetically interact with those of Latin American descent who reside in the United States.

Texts: Possible texts include: Samuel L. Baily and Franco Ramella, eds. One Family, Two Worlds: An Italian Family's Correspondence across the Atlantic 1901-1922, Maxine L. Margolis, Little Brazil, E. Bradford Burns, The Poverty of Progress, Sherri Grasmuck and Patricia R. Pessar, Between Two Islands: Dominican International MigrationL, Larry Siems, ed. Between the Lines: Letters between Undocumented Mexican and Latin American Immigrants and their Families and Friends.

Particulars: Strong emphasis on student participation and independent work. A series of short papers and an oral history project.

History 101, 102, 131, 132

Due to the Emory College's new General Education Requirements (GER) effective Fall 1999, the history survey course numbers 101, 102, 131, 132 have been replaced by 201, 202, 231, 232 respectively. The titles of these courses have also changed; however the contents of these courses are similar.

History 201: The Formation of European Society: From Late Antiquity through the Early Modern Era

[Formerly History 101: History of Western Civilization I]

000, Rosenberg, MAX:40
001, Faculty, MAX:40
002, Melton, MAX:120
003, Faculty, MAX:40
004, Faculty, MAX:40

Content: This course examines the early forms of those societies that came to dominate the European continent and explores their expansion and influence. The emergence of Europe as a geo-political entity with distinctive customs, culture, legal structures, and social arrangements is analyzed. Basic themes and goals of the course: to provide a framework for understanding European society, politics and culture in a chronological perspective; to introduce students to values and analytical tools of the era and to reveal the uses and abuses of the past within it; to see pre-modern European societies as complex human systems with negative as well as positive effects upon themselves as well as others; to better understand the interrelated histories of local communities, regional communities, kingdoms, and principalities, and within them changes in methods of personal and group classification on the basis of legal status, social class, gender, religious identity and ethnicity; to explore the Christianization of Europe both institutionally and culturally and its implications for Jews, Muslims and heretics.

Texts: To be announced.

Particulars: Generally there will be two one-hour examinations and a final examination. Discussion will be an integral part of the course.

History 202: The Making of Modern Europe: Old Regime to the Present

[Formerly History 102: History of Western Civilization II]

000, Silliman, MAX:40
001, Faculty, MAX:40
002, Conley, MAX:40
003, Dee, MAX:40
004, MacLaughlin, MAX:40

Content: This course examines major themes in European history during the modern era, roughly mid-seventeenth century to the present. Beyond offering a chronological survey of the wars, revolutions, and political ideologies that have shaped modern history, the course pays special attention to the tensions and conflicts that surrounded changes in economic, political, social and intellectual life. The course further provides a basis for comparing the European and the non-European world, on both the political and the cultural level. The goal is to deepen students' appreciation of historical contexts through literary and philosophical texts, and thus to introduce students to the activity of being an historian.

Texts: To be announced.

Particulars: Generally there will be two one-hour examinations and a final examination. Discussion is an integral part of the course.

History 203: The West in World Context

General Education Requirements Section 5B: Historical Perspectives on Western Culture (Non-U.S)

Miller; MAX:35; College WRT: Old:Yes New:No

Content: Each day when we turn on the news, we are confronted by the fact that we live in a global community. That fact is both invigorating and confusing, as we seek to make sense of new cultures and of the processes by which we have come to know each other. This course provides a historical perspective on those processes, and gives us means for understanding them. What can we learn of our twenty-first century-world from the experiences of sustained contact between the Europe and the rest of the world over the last five centuries? Beginning in the sixteenth century, we will look at the forces that drove European conquest, and of the initial shock of contact that those ventures created. We will follow that experience, tracing the resistance to European expansion, the transformations that expansion brought, the power struggles it produced. Finally, we will look at the legacy of such conflicts in the world around us.

Readings: Text(s), document collections and secondary readings that may include: Alfred W. Crosby, Jr., The Columbian Exchange: Biological and Cultural Consequences of 1492; James Walvin, Fruits of Empire: Exotic Produce and British Taste, 1660-1800; Michael Adas, Machines as the Measure of Men: Science, Technology and Ideologies of Western Dominance; Peter Hopkirk, Quest for Kim: In Search of Kipling's Great Game; Christopher Browning, Ordinary Men: Reserve Police Battalion 101 and the Final Solution in Poland; Barber, Benjamin, Jihad Vs. Mcworld: From Hard Goods To Soft Goods.

Particulars: Papers: A series of short papers drawing on course readings.

History 211: The Making of Modern Latin America

Marsilli; MAX:30; College WRT: Old:No New:No

Content: The course provides an approach to the most important problems/issues of Latin American history, from pre-Hispanic times until our days. Along with weekly readings, movies are intended as settings for discussing each of the selected topics. Besides covering the main topics usually studied in Latin American history, the course will pay attention to women's roles, ecology, and problems of human rights. Some of the topics will consider two different movies. In these cases, the "back-up" movie will be used to provide a comparative perspective during class discussions. The course's methodology is multi-disciplinary, readings in history will be supplemented with readings from other disciplines (literature, ethnohistory, ecology, and anthropology). These readings will be used to facilitate a better understanding and more comprehensive approach to the subject.

Texts: Texts may include: Peter Bakewell, A History of Latin America; Gary Urton, The History of a Myth. Pacariqtambo and the Origin of the Incas; Stephen Greenblatt, Marvelous Possessions. The Wonder of the New World; Alfred W. Crosby, The Columbian Exchange. Biological and Cultural Consequences of 1492; Octavio Paz, Sor Juana Inés de la Cruz, or the traps of Faith.

Particulars: Weekly short assignments and class participation (35%), book review (25%), final exam (40%).

History 231: The Formation of American Society: Beginnings to 1877

[Formerly History 131: US History to 1877]

000, Blanck, MAX:40
001, Luskey, MAX:40

Content: This course explores the early development of American society and politics as well as how historians have attempted to explain this process. By studying how our society has come to be what it is, students will gain a deeper understanding of their own social context and themselves. The course follows the development of American society from tentative beginnings of the Reconstruction era. Special emphasis is given to certain critical periods and key developments: the founding of the English colonies, the colonies in the 18th century, the American Revolution, the Constitution, the Federal era, Jackson and "Jacksonian Democracy," slavery and expansion, re-union and reconstruction.

History 232: The Making of Modern America: United States History since 1877

[Formerly History 132: US History from 1877 to the present]

000, Yarbrough, MAX:40
001, Widell, MAX:40

Content: This course explores the development of American society and politics since Reconstruction as well as how historians have attempted to explain this process. By studying how our society has come to be what it is, students will gain a deeper understanding of their own social context and themselves. The course introduces students to the social, political, economic, and diplomatic forces that have shaped modern America. Special emphasis is placed on the ways diverse components of the American population interacted to develop American society; the voices of Native Americans, African Americans, Hispanics, Asians, and women complement the traditional emphasis on males of European descent.

History 241: History and Texts

White; MAX:25

Content: This course considers how, in medieval Europe, kings and warriors, queens and ladies, male and female saints, monks and nuns represented themselves and were represented by others so as to make and justify their claims to political and/or religious authority. The course also considers how people identified as outlaws and rebels, peasants, Jews, heretics, witches, women, and alleged sexual deviants were represented so as to justify their marginalization within medieval society and, where possible, how such people represented themselves. Particular attention will be given to questions about how various kinds of texts (e.g. literary, religious, legal) and visual imagery can be used to construct medieval European cultural politics.

Texts: Readings will include medieval epics, romances, saints' lives, legal and liturgical writings. Art historical materials will also be considered.

Particulars: Course requirements consist of regular participation in class discussions, several short papers, an hour exam, and a take-home final exam.

History 285G: Visions of the End of Time: Christian Apocalypticism and Millennialism during the Middle Ages

Hardy; MAX:30; College WRT: Old:No New:No

Content: The technological millennium has now come and gone. In the wake of Y2K hysteria, as our personal computers and our crowded skies have dodged the mayhem prophesied by many, the world has uttered a collective sigh of relief. Nevertheless we are now approaching December 31st, 2000 - in real time the second millennium of Christ's birth - and over two billion people worldwide who embrace the Christian religion cannot escape their own apocalyptic heritage. Some prophets of doom remain. In this course we shall examine a selection of primary and secondary sources that deal with apocalyptic and millennial concerns during the Middle Ages. In doing so, we shall attempt to discern the social, religious, cultural and even political impact that Christian apocalypticism and millennialism had on the development of Western history. We shall look not only at the historical sources themselves, and at those who wrote them, but also at the various historical contexts that generated apocalyptic literature and expectation. Our primary goal will be to analyze and contextualize primary source documents, and to use them to better inform our understanding of Western culture. You will learn to evaluate and weigh the evidence at your fingertips, and to cogently develop and communicate your ideas in written form.

Possible Texts: Bernard McGinn, Visions of the End: Apocalyptic Traditions in the Middle Ages (1979); Bernard McGinn, ed. and trans. Apocalyptic Spirituality: Treatises and Letters of Lactantius, Adso of Montier-en-der, Joachim of Fiore, the Spiritual Franciscans, Savonarola (1979) Caroline Walker Bynum and Paul Freedman eds. Last Things: Death and the Apocalypse in the Middle Ages (1999). These books are all in paperback format, and are available for purchase in the bookstore. Copies will be made available on reserve at the Woodruff Library as well. Coursepacket: A coursepacket designed by the instructor will also be available for purchase, and extra copies will be placed on reserve at Woodruff Library. **Supplemental readings for the course and term paper will be on reserve at the Woodruff Library**

Course Requirements and Grading: Attendance and Participation --25%; Weekly responses to discussion questions (1 typed page)--20%; Response Paper (4-5 typed pages)--25%; Term Paper (7-9 typed pages)--30%.

History 285H: Religion in American Life

Farrelly; MAX:30; College WRT: Old:No New:No

Content: This course will exam the role of Judeo-Christian religion in American history. We will begin with the Puritans and end with Martin Luther King, Jr. Special emphasis will be given to home-grown, "American" denominations such as the Mormans, the Seventh-Day Adventists, and the Oneida Perfectionists. The course will be taught using a variety of primary and secondary sources.

Texts: Texts will include, but not be limited to: Edmund Morgan's Visible Saints, Patricia Bonomi's Under the Cope of Heaven, Nathan Hatch's The Democratization of American Christianity, James Turners, Without God, Without Creed, R. Laurence Moore's Religous Outsiders and the Making of Americans, Paul Johnson's A Shopkeeper's Millennium, and Martin Luther King's Why We Can't Wait.

History 302: History of Rome

Rosenberger; MAX:35

Content: This course is a survey of Roman history from the rise of the Roman Republic (ca. 500 BC) through the creation of a "new" empire (ca AD 300). Using a wide variety of primary source material in translation, an effort is made to present a balanced picture of Roman civilization by discussing such themes as gender issues, political, social and economic development, intellectual life and religion. Digitized images will be used frequently to reveal the archaeological record.

Texts: NOT all are read in their entirety. Marcel Le Glay, A History of Rome; Livy, The Early History of Rome; Caesar, The Conquest of Gaul; Tacitus, The Agricola; Apuleius, The Golden Ass; Suzanne Dixon, The Roman Family; Robert Turcan, The Cults of the Roman Empire; Peter Brown, Body and Society.

Particulars: There will be an optional midterm and/or research paper (8-10 pages) and a final examination. Grading: Optional midterm 30% and/or paper 30%, Final examination, 40-70%, depending upon options chosen by the individual student. This course is part of a sequence (History 301, 302, 303, 304) which traces the development of ancient civilization through the early medieval period. Any course may be taken individually without regard for the others in the sequence. Students interested in religion, classics, the history of art, law, and government, as well as those in history, will find an introduction to Roman history particularly valuable.

History 313: Stuart & Georgian England

Rosenberg; MAX:30

Content: This lecture class covers the history of England and Scotland during the reigns of the Stuart Kings (1603-1714) and the first three of the Georges (1714-1820). The course's main focus is on evolving forms of power -- and the struggles that ensued -- as the British Isles went from being a European backwater to being the center of an international empire. We will also consider the social changes -- and problems -- that accompanied these political transformations. Topics will include the English Revolution (Cromwell), major plots and conspiracies, Puritanism, the rise of political parties, the role of propaganda, the scientific revolution, as well as industrialization, urbanization, and the period's imperial endeavors.

Texts: Two texts will be used as background: Derek Hirst, England in Conflict, 1603-1660; and Wilfrid Prest, Albion Ascendant.

Particulars: Assignments will include a mid-term and a final, a short movie reflection, and an analytical book review.

History 314: Topics in British History: Britain's Long Nineteenth Century: Reform, Industry, and Empire

Conley; MAX:30

Content: This course investigates the making of modern Britain from 1790 to 1914. Throughout the course we will focus on how Britain's status as a modern industrial democracy and world power changed during this "long century." During the semester, we will explore several topics: the meaning and viability of political reform movements (like Catholic emancipation, the abolition of slavery, Chartism, Irish home rule, and women's suffrage); the rise of capitalism and the development of industrialization; the effect of industrial capitalism upon social class structures; the development of a formal British empire; the formation of national and imperial identities; the role of religion in Britain and the empire; the ascendency of Victorian bourgeois values of work and respectability; and the rises of state and empire in Edwardian Britain. Through discussions and readings, we will investigate how Britain's status as an economic and imperial power in the late nineteenth century was an illusion of permanence rather than an actual assertion of dominance.

Texts: In addition to reading current historical scholarship, we will read primary works by Olaudah Equiano, Jane Austen, Charles Dickens, Florence Nightingale, John Stuart Mill, Olive Schreiner, George Grossmith, and the British War Poets

History 315: France in the Age of Kings

Beik; MAX:35; College WRT: Old:Yes New:No

Probable Texts: Froissart, Chronicles; Mack Holt, The French Wars of Religion; James Collins, The State in Early Modern France; Peter Burke, The Fabrication of Louis XIV; Sarah Maza, Private Lives and Public Affairs.

Particulars: Review essay on two books (20%); two essay-type midterms (20% each), plus a final exam (30%). Participation and attendance, about 10%.

History 316: Modern France in History & Film

Amdur; MAX:40; WRT:No

Content: This survey of modern French history since the French Revolution combines political narrative with economic, social, and cultural themes ranging form the origins and development of a "revolutionary" tradition in modern France to the ambiguities of class, gender, ethnic, and national identities as France redefines its place in Europe and the world. The course includes a broad array of French feature-length films (all in subtitled versions) as media for the representation of the nation's social and cultural identity. These films will be shown outside of class time (nearly one per week) on a schedule to be arranged.

Texts and Films: Reading assignments will place each film in its historical context and also address some methodological issues surrounding the use of films as historical sources. Texts will include a series of short articles plus the following books: Gordon Wright, France in Modern Times; William B. Cohen, ed., The Transformation of Modern France; Eugen Weber, France: Fin de Siècle; Laurence Wylie, Village in the Vaucluse. Film titles are likely to include: "Horsemen on the Roof," "Madame Bovary," "Germinal," "Jean de Florette," "Life and Nothing But," "Story of Women," "Weapons of the Spirit," "A Self-Made Hero," "The Battle of Algiers," "Hate."

Particulars: Course requirements include weekly attendance at the films, one or more short papers on the films and readings, plus a midterm and a final exam. No termpaper will be required.

History 318: History of Modern Germany

Schumann; MAX:40

Content: This course surveys Germany from 1848 to the present. While dealing with major problems of its political, social, economic, and cultural history it will focus particularly on the changing definitions of "nation" during the dramatically altered historical contexts of imperial state building, the world wars, military occupation, the cold war and political division, through (re)unification. Topics will include the politics of national unification and citizenship; working class and gender identities; mass culture and modernity; war experiences; racism and National Socialism; the Holocaust and its representation; postwar reconstruction in both Germanies; political stability and the possibilities of protest; identity politics, and the role of historical memory in contemporary Germany. In addition to primary and secondary sources extensive use will be made of films and other visual material.

Texts: Readings include: Eley, Society, Culture and the State in Germany; Peukert, The Weimar Republic; Bartov, Hitler's Army; Crew, Nazism in German Society; Marrus, The Holocaust in History; Philipsen, We were the People. Films: Metropolis; Kuhle Wampe; Shoah(excerpts); The Murderers are Among Us; Traces of Stone.

Particulars: Participation in class discussion; midterm and final exam; term paper.

History 319: Imperial Russia

History 338: History of African Americans to 1865

Harris; MAX:30; College WRT: Old:Yes New:No

Content: This course examines the experiences of African-descended people from the time of the African slave trade to emigration to the Americas, to the U.S. Civil War, between the 15th century and 1865. The experiences and meanings of slavery and freedom; struggles to end slavery; the effect of the United States political-economy on African-Americans; and gender, class and color divisions within the African-American community will be discussed.

Texts: Vincent Harding, There is a River; Olaudah Equiano, Narrative; Deborah Gray-White, Ar'n't I a Woman; Solomon Northrup, Twelve Years a Slave; and others.

Particulars: Midterm and final examinations; one 10-page paper; class attendance and participation required.

History 340: American Colonial History, 1607-1783

Content: An introduction to early American history, with emphasis on the evolution of the basic structures -- constitutional, political, economic, social, and cultural -- of early American life. Seventeenth-century topics inlcude one for the founding of each of the three major regions in English North America: the Southern Colonies, the New England Colonies, and the Middle Colonies. Later topics treat the colonies as a whole during the eighteenth century. These include: the Anglo-Indian Frontier, Mercantilism and the Imperial Economy, Society and Politics, the Development of "American" Identity, and the American Revolution.

Texts: Richard Middleton, Colonial America; Edmund S. Morgan, American Slavery American Freedom; Alden Vaughan, Roots of American Racism; Edmund S. Morgan, Visible Saints; Frederick Tolles, Meeting House and Counting House; James Axtell, The European and the Indian; Jack P. Greene, Pursuits of Happiness; Bernard Bailyn, The Origins of American Politics; Edmund S. Morgan, The Challenge of the American Revolution.

Particulars: Term paper (approx. 6 pages) due on next-to-last day of class. Grade based on final examination (50%), mid-term exam (25%), and paper (25%), with variable extra credit for class participation.

History 342: The Old South

Roark; MAX:40; College WRT: Old:Yes New:No

Content: This course will examine the South from the American Reovlution through the Civil War, with emphasis on the social, cultural, political, and economic development of a slave society in the nineteenth century.

Texts: Readings will consist of six or seven books, including a textbook, secondary sources, and primary documents.

Particulars: There will be a midterm and a final examination. Each student will also write a ten- to twelve-page critical essay analyzing a primary document. The final grade will be determined by the midterm (approximately 20%), the critical essay (approximately 30%) and the final examination (approximately 40%), and class participation (approximately 10%).

History 344: American Environmental History

(Same as ENVS 344)

Allitt; MAX:35

Content: The class will study the history of human interactions with the natural world in America and changing attitudes towards it, from the time of the first European settlements to the present. Themes include: Native Americans' use of land, European-American farming practices, epidemics, industrialization and pollution, mineral resource extraction, ecology, and the history of the environmental movement itself.

Texts: Henry David Thoreau, Walden; Aldo Leopold, Sand County Almanac; Rachel Carson, Silent Spring; Donald Worster, Dust Bowl; William Rathje, Rubbish!; Dixy Lee Ray, Environmental Overkill; and others.

Particulars: A midterm and a final. One short paper (five pages) and one long paper (10-15 pages). Strong emphasis on student participation in discussion of assigned readings.

History 349: The New South

Chaffin; MAX:40

Content: Course examines origins of and development of modern South -- from Reconstruction through late 20th century. Focus on regional distinctiveness, racial divisions and reconciliation, reformist traditions, growth of urban and suburban communities, and modernizaiton of region.

Texts: Possible texts include: Escott, et al., "Major Problems in the History of the American South," vol. 2; Woodward, "Origins of the New South"; Rabinowitz, "The First New South"; Ayers, "Southern Junction"; Bartley, "The New South, 1945-1980".

History 355: Political Economy of the American South

(Same as Econ. 355)

Carlson; MAX:10

SEE ECONOMICS

History 360: Colonial Latin American History

Socolow; MAX:40

History 361: Latin America since Independence

Lesser; MAX:35

Content: Contemporary Latin America holds considerable importance in current domestic and international affairs. Immigrants from the region arrive in the United States a regular basis. The debt problem appears overwhelming not only to the average citizen, but to the experts as well. In spite of these problems, Latin America has changed greatly in the last 150 years. Global artistic movements have been spawned in the region and the military has both come to power, and been forced to leave it, as the peoples of Latin America struggle to find their identities. This survey of twentieth century Latin American and Caribbean history will investigate cultural, political, social and economic changes by focussing on broad patterns of continuity and change. The critical analysis of documents, both primary and secondary, will be stressed.

Texts: Possible texts include, among others, Antonio Sk‡rmeta, The Insurrection:; Donna J. Guy, Sex and Danger in Buenos Aires; Paul J. Vanderwood, Disorder and Progress: Bandits, Police and Mexican Development; Hermano Vianna, The Mystery of Samba: Popular Music and National Identity in Brazil

Particulars: Strong emphasis on student participation. A series of two-page papers, one document analysis, and a final examination.

History 364WR: African Civilizations to the Era of the Transatlantic Slave Trade

(Writing Intensive) (Same as AFS 364WR)

Mann; MAX:15; College WRT: Old:Yes New:Yes

Content: This course introduces students to the political, social, economic, and cultural history of sub-Saharan Africa from the ninth through the eighteenth centuries. It emphasizes such themes as the formation of African states; the spread of Islam into Africa; and the impact of the trans-Atlantic slave trade on Africa.

Texts: D. T. Niane, Sundiata: An Epic of Old Mali; P. Curtin, African History; R. S. Smith, Kingdoms of the Yoruba; D. Northrup, ed., The Atlantic Slave Trade; T. Mofolo, Chaka; B. Davidson, The African Genius; C. Achebe, Things Fall Apart; M. Kwamena-Poh, et al., African History in Maps.

Particulars: Four short critical papers on readings (2-3 pages); two short research papers (5-7 pages); final examination. Grading: short papers (5% each); research papers (20% each); class participation (15%); final examination (25%).

History 367: The Making of South Africa

(Same as AFS 367)

Packard; MAX:20

Content: The course will trace the evolution of South Africa from a society founded on the principle of systematic racial segregation to a democratic multiracial nation. The course will explore several questions, including: How did early patterns of settlement and interaction shape racial consciousness in South Africa prior to the 19th century? What was the impact of industrialization and urbanization on definitions and patterns of race, class and gender? How did racial segregation and domination shape the growth of black political consciousness and protest? What were the social, economic and political forces that led to the rise and fall of apartheid? How did South Africa succeed in moving from a racially stratified society, to a multi-racial democracy? What are the challenges and opportunities that currently face South Africa? What is South AfricaÕs role in African and global politics?

Texts: TBA

Particulars: Students will write three 7-10 page position papers in which they will draw on readings, films and discussions to answer questions raised by the course. The questions will be provided at the beginning of the course.

History 372: History of Modern Japan

Ravina; MAX:40; College WRT: Old:Yes New:No

Content: An introductory survey of modern Japanese history, covering 1850 to 1950. There are no prerequisites. Topics include a brief survey of traditional Japanese society and politics; the fall of the shogunate and the Meiji Restoration; industrialization and economic development; the rise of political parties and labor unions; militarism and World War II; the American occupation and postwar recovery. Although the emphasis will be on major political events and institutional developments,w e will trace social and cultural currents through literature, including one theater piece.

Texts: Duus, Modern Japan; Tanizaki, Naomi; Dower, War without Mercy; Dower, Embracing Defeat; others.

Particulars: A midterm (30%), short paper (40%), and a final exam (30%).

History 373: History of Modern China

Hyatt; MAX:35; WRT: Old:Yes New:No

Content: The course covers major developments in China during the 19th and 20th centuries, with particular emphasis on events since 1900. The Republican, Nationalist, and Communist revolutions thus get major attention, especially the last. The final month of the semester will be devoted to the People's Republic of China since 1949, using a topical approach (politics, economics, society and daily life, etc.). Class routine amount mostly to lecture, with an introductory class set aside to cover pronunciation and other days specifically for discussion, movies, etc.

Texts: Immanuel C. Y. Hsu, The Rise of Modern China, 6th ed. (textbook); deBary, Chan, and Tan, Sources of Chinese Tradition, Vol. II; Lu Xun, Selected Stories; Jung Chang, Wild Swans; Chen Kuang-sheng, Lei Feng, Chairman Mao's Good Fighter; Periodical articles and selections from other books will be available on reserve.

Particulars: Grading will be determined from a midterm and final exam, and to a lesser extent from class participation. No term paper is required.

History 385G: History of Science: Newton to Watson and Crick

Silliman; MAX:35; College WRT: Old:Yes New:No

Content: Set primarily in a biographical framework, this course treats major episodes in the development of modern science. Topics include Newton, the world machine & classical mechanics; Lavoisier & the chemical revolution; Lyell & the rise of modern geology; Darwin & organic evolution; Pasteur, microbiology & its applications; Faraday, Maxwell & electomagnetism; Helmholtz and the conservation of energy; Curie & radioactivity; Einstein and relativity; Bohr, quantum theory & the atom; and Watson, Crick & molecular biology. Throughout the course emphasis is on personalities, social contexts, and scientific ideas and not on technicalities.

Texts: Jacob & Dobbs, Newton and the Culture of Newtonianism; Donovan, Antoine Lavoisier; Greene, The Death of Adam: Evolution and Its Impact on Western Thought; de Kruif, Microbe Hunters; Pasachoff, Marie Curie; Hoffmann & Dukas, Albert Einstein, Creator & Rebel; Cline, Men Who Made a New Physics; Watson, The Double Helix and a few articles from the Dictionary of Scientific Biography.

Particulars: Grading: Class participation, 15%; mid-term exam or 15-page research paper, 35%; and final exam, 50%.

History 385H: Struggle for Mastery: The Great Powers, 1648-1990

Harbutt; MAX:40; College WRT: Old:Yes New:No

Content: This is a course in international history. The struggle of the great powers over the last 350 years is only rarely studied in its own terms, distinct from any given national perspective. Our purpose, in exploring this turbulent arena, is to examine the origins and consequences of a its uneasy peacetime rhythms and violent wartime convulsions. A principal focus is the impact of war upon society and thinking. We will be interested in the states which, from Louis XIV's France to Clinton's America, have competed and/or collaborated for advantage. We will examine other topics (imperialism, modernism, social change, etc.) where they are relevant; and we will also give fair measure to the political, economic, social and cultural dimensions of the subject. The objective is to gain a grasp of the main developments and to develop interpretative perspectives that will illuminate both the past and our own time.

Texts: Paul Kennedy, The Rise and Fall of the Great Powers; Peter Paret, ed., Makers of Modern Strategy from Machievelli to the Nuclear Age; E. J. Hobsbawm, the Age of Revolution, 1789-1848; Norman Stone, Europe Transformed; J. Frieden & D. Lake, eds., International Political Economy; Abbott Gleason, Totalitarianism; John Keegan, A History of Warfare; The Penguin Atlas of Recent History

Particulars: Midterm and final exams.

History 385J: History or Fiction?: Blacks & American Film

(Same as AAS 385U)

CANCELLED

History 385L: Sex & Society in the Antiquity

(Same as CL 305/WS384Q)

Patterson; MAX:15

History 385N: Topics in Jewish History: American Jewish History

(Same as JS 371)

Goldstein; MAX:20

Content: This course is a survey of the Jewish experience in America, examining the religious, cultural, political and economic activities of American Jews from the colonial period to the present. Students will explore the ways Jewish tradition has adapted to and been challenged by the American setting, how patterns of communal life have been reshaped, what the relationship of Jews has been to other Americans and to the international Jewish community, and how American Jewish identities have been created from Jews' dual impulses for integration and distinctiveness. On Mondays and Wednesdays class time will be devoted to a combination of lecture and discussion of the week's topic. Fridays will be devoted to a more in-depth anlaysis of primary source readings.

Texts: Jonathan D. Sarna, ed., The American Jewish Experience; Rose Cohen, Out of the Shadow: A Russian Jewish Girlhood on the Lower East Side; Deborah Dash Moore, To the Golden Cities: Pursuing the American Jewish Dream in Miami and LA; Samuel Heilman, Portrait of American Jews: Last Half of the Twentieth Century; Lisa Schiffman, Generation J; coursepack.

Particulars: Several short response papes, midterm and a longer final paper in which students will have the opportunity to explore a topic of interest in greater detail.

History 386G: History of American Education

(Same as EDS 305)

Mirel; MAX:20

SEE EDUCATION STUDIES

History 386H: South Asian Politics since 1945

(Same as PolS 385H)

Creekmore; MAX:10

SEE POLITICAL SCIENCE

History 487G: JR/SR Colloquium: Religious Experience of the Ancient World

Rosenberger; MAX:12

Content: This course will explore Greek and Roman concepts of religion. Pagan religion differs in many ways from Christian or Islamic religion: there is no hell, priests have a different role, to act is more important than to believe. Topics will include the importance of religion within a city-state, ways and functions of divination, the meaning of sanctuaries, rituals, and myths.

Texts: Jan N. Bremmer, Greek Religion; Louise Bruit Zaidman and Pauline Schmitt Pantel, Religion in the Ancient Greek City; Wolfgang Liebeschuetz, Continuity and Change in Roman Religion; Bruce MacBain, Prodigy and Expiation; Robert Turcan, The Cults of the Roman Empire; additional articles will be placed on electronic reserve.

Particulars: Research paper, participation in class discussion. This course fulfills General Education Requirement I.C. (Post-Freshman Seminar).

History 4897H: JR/SR Colloquium: The Idea of Europe

Reznick; MAX:12

Content: The idea of Europe as a unified economic, political, and social system has enjoyed a long history. This history deserves our attention as we watch contemporary Europe, in light of opposition, achieve greater strides toward integration while its citizens seek to reconcile memories of the Holocaust and the two world wars. Students in this seminar will read and think critically about the changing idea of Europe as it has been conceptualized by scholars, philosophers, statesmen, and theologians from the age of Charlemagne to the present. In this seminar, students will become comfortable expressing their ideas in group settings; gain valuable writing and public speaking experience; and solidify a base of historical knowledge that will serve them well in other advanced history courses and university classes.

Texts: TBA

Particulars: This course fulfills General Education Requirement I.C. (Post-Freshman Seminar).

History 487J: JR/SR Colloquium: Stalinism

Payne; MAX:12

Particulars: This course fulfills General Education Requirement I.C. (Post-Freshman Seminar).

History 487K: JR/SR Colloquium: Female Rulership in Early Modern Europe

(Same as WS 475H)

Melton; MAX:8

Content: Despite the broad range of misogynist attitudes that characterized the age, early modern Europe had a colorful and often talented cast of female rulers and regents. This course examines six of them: Mary Tudor, Elizabeth I and Queen Anne of England, Anne of Austria, Christina of Sweden, and Catherine the Great of Russia. A central theme of the course is the way the gender of female rulers could alternately enhance or pose obstacles to their political success. We will also examine how at times they used their sex to political advantage in securing the loyalty of their subjects, and how in other cases theymade a deliberate effort to blur their sexual identities.

Texts: May include: Aristophanes, Women in Power; John Knox, The First Blast of the Trumpet against the Monstrous Regiment of Women; Carole Levin, The Heart and Stomach of a King; Ruth Kleinman, Anne of Austria; John Alexander, Catherine the Great; Joan Landes, Women and the Public Sphere in the French Revolution.

Particulars: Midterm, final, and a 15-20 page paper. This course fulfills General Education Requirement I.C. (Post-Freshman Seminar).

History 487L: JR/SR Colloquium: Thucydides and the Peloponnesian War

Patterson; MAX:12; College WRT: Old:Yes New:No

Content: The course focuses on the Greek (Athenian) historian Thucydides and his history of the "Peloponnesian War" in the context of contemporary Greek culture. The central text is his "History" itself and the central purpose is an appreciation of the art and intellect of a writer who has powerfully shaped the European historical tradition.

Texts: Texts will include, Thucydides, The Peloponnesian War; Sophocles, Oedipus Tyrannus; Euripides, Trojan Women; Hecuba; W. R. Conner, Thucydides.

Particulars: Class presentations and short papers, and a final research paper. This course fulfills General Education Requirement I.C. (Post-Freshman Seminar).

History 487M: JR/SR Colloquium: Literature & Revolution

Amdur; MAX:12; College WRT: Old:Yes, New:No

Content: This course uses a selection of novels and other cultural works from nineteenth- and twentieth-century Europe as sources for the study of the development of a revolutionary tradition in recent European history. Selections include diverse points of view, from moderate to radical, and include "anti-utopian" warnings as well as positive prescriptions for change. By using the novel as source material, we will be able to see the changing content of revolutionary doctrines in different European countries and different time periods, as well as to evaluate the role of art and culture as political mouthpiece: i.e., to see whether the pen may indeed be as mighty as the sword.

Texts: Texts are likely to include the following novels, plus occasional essays or other works: Emile Zola, Germinal; Erich Maria Remarque, All Quiet on the Western Front; Aldous Huxley, Brave New World; Katharine Burdekin, The End of This Day's Business; Arthur Koestler, Darkness at Noon; Albert Camus, The Plague; Alexander Solzhenitsyn, One Day in the Life of Ivan Denisovitch; Günter Grase, Local Anesthetic; Milan Kundera, The Unbearable Lightness of Being; Nina FitzPatrick, The Loves of Faustyna.

Particulars: Course requirements include one or more short oral reports on the readings and the authors, plus a written research paper on a subject related to the course. There will be no exams. This course fulfills General Education Requirement I.C. (Post-Freshman Seminar).

History 488G: JR/SR Colloquium: The Professions in America

Prude; MAX:12; College WRT: Old:Yes New:No

Content: The colloquium will consider the origins, development and meaning of the professions in America from the Revolution to the present. Each week students will read an assignment in common and then meet to discuss the material. Emphasis will be placed on the evolution of professional lawyers, doctors, artists, and sports figures, as well as the emergence of professional opportunities for women and minorities. The changing experience of young adults in choosing a professional and the relationship between vocational choice and the formation of personal identity will also be explored.

Texts: Readings may include selections from: B. Franklin, Autobiography; N. Harris, The Artist in American Society; J. Auerbach, Unequal Justice; S. Lewis, Arrowsmith; R. Kahn, Boys of Summer; S. Turow, One L.

Particulars: No exams. There will be one paper, 15-20 pages, on a topic relating to the course but of the student's choosing. This course fulfills General Education Requirement I.C. (Post-Freshman Seminar).

History 488H: JR/SR Colloquium: Southern Responses to Modernism

(Same as ENG 489H)

Fox-Genovese; MAX:8

Particulars: This course fulfills General Education Requirement I.C. (Post-Freshman Seminar).

History 488J: JR/SR Colloquium: The American Diplomatic Tradition

Harbutt; MAX:12; College WRT: Old:Yes New:No

Content: The purpose of the course is to explore various intellectual underpinnings and interpretations of American diplomacy since 1763. Part of the American tradition derives from European sources; part is distinctively domestic in origin. We shall examine both dimensions and certain deep-rooted attitudes to war, economics, race, culture, and the use of power.

Texts: Henry Kissinger, Diplomacy; Robert Dallek, The American Style of Foreign Policy; Michael Hunt, Ideology and U.S. Foreign Policy; William A. Williams, The Tragedy of American Diplomacy; L. Freedman, the Evolution of Nuclear Strategy; Walter McDougall, Promised Land, Crusader State: The American Encounter with the World Since 1776; Daniel P. Moynihan, On the Law of Nation's; Stephen Whitfield, The Culture of the Cold War; Abbott Gleason, Totalitarianism.

Particulars: A final paper and a midterm paper. This course fulfills General Education Requirement I.C. (Post-Freshman Seminar).

History 488K: JR/SR Colloquium: Crime and the Law in the U.S.

(Written permission of instructor required.)

Bellesiles; MAX:12; College WRT: Old:Yes New:No

Content: This colloquium explores the history of crime and the criminal justice system in American history. We will examine crime, organized and otherwise, from the 1780s through the year 2000. Readings will address popular attitudes towards criminality and criminals, changing patterns of violence and law enforcement, the nature of legal and extra-legal punishment, and the portrayal of crime in literature and films.

Texts: Samuel Walker, Popular Justice; (2d ed. Oxford, 1999)

Particulars: As a colloquium, this class demands regular, active participation. A working knowledge of American history is a necessity. Students will write a short essay and offer a class presentation on the representation of crime, and write a research paper. Permission of the instructor is required. This course fulfills General Education Requirement I.C. (Post-Freshman Seminar).

History 488L: JR/SR Colloquium: Age of Discovery

Juricek; MAX:12

Content: Five hundred years after Columbus' great voyage the story of "The Age of Discovery" continues to unfold. This course will deal with the major explorations of that year, particularly in the Americas, and the consequences of those explorations. Attention will be given to pre-Columbian "discoveries," contemporary geographical ideas, the technology of exploration, the significance of various voyages and insights, the search for moral and legal legitimacy, and the overall impact of this great reconnaissance on Europe, America, and the world.

Texts: J. H. Parry, The Age of Reconnaissance; Alfred W. Crosby, Ecological Imperialism: The Biological Expansion of Europe, 900-1900; J. H. Elliott, The Old World and the New, 1492-1650; along with various selections on reserve.

Particulars: No examinations. Most class sessions will be devoted to analysis of major issues and discussion of common readings. Each student will do an independent research project on a particular explorer, voyage, or region, or some major aspect of the general process. These will be presented in two forms: 1) an oral presentation (20 minutes or so) to the class toward the end of the term, and 2) a final research paper (20 pages or so). This course fulfills General Education Requirement I.C. (Post-Freshman Seminar).

History 489G: JR/SR Colloquium: Pacific War in Fiction

Hyatt; MAX:12; College WRT: Old:Yes New:No

Content: The purpose of the course is to use novels to explore the comparative effect of a great episode in modern history on individuals of different nationalities and backgrounds. Through our books we will examine such well known historical differences as those between "East and West" and between winning and losing. We will also analyze the books as statements on things like courage and patriotism, comradeship and class conflict, and survival and personal growth or deterioration under stress. Assignments usually consist of a book a week, occasionally supplemented by movies or collateral background reading.

Texts: Assignments include Asada, Night of a Thousand Suicides; Ballard, Empire of the Sun; Boulle, The Bridge Over the River Kwai; Clavell, King Rat; Ibuse, Black Rain; Jones, From Here to Eternity; Leffland, Rumors of Peace; Mailer, The Naked and the Dead; Ooka, Fires on the Plain; Wouk, The Caine Mutiny.

Particulars: No examinations. One research paper and one or two short critical reports (approximately five typed pages). Grading is determined from papers and class participation. Class participation means attendance at each of the weekly two-hour meetings and joining in discussion of the assignment. This course fulfills General Education Requirement I.C. (Post-Freshman Seminar).

History 489H: JR/SR Colloquium: Samurai at Peace

Ravina; MAX:12; College WRT: Old:Yes New:No

Content: The traditions of a samurai warrior have often been used to explain Japanese culture, Japanese politics and Japanese business. But the samurai tradition is laden with contradictions: it is a warrior tradition, but it was developed in a time of peace. In this class we will explain the "samurai tradition," how it developed, and its implications for contemporary Japan. We will also examine how samurai culture influenced Japanese culture in general. Could women be "samurai?" Could shopkeepers?

Texts: Yamamoto, The Way of the Samurai; Keene, trans., Chushingura; Sato, Legends of the Samurai.

Particulars: Grades will be based on class participation (50%) and a 10-20 page final paper (50%). This course fulfills General Education Requirement I.C. (Post-Freshman Seminar).

History 494: Internship

(Written permission of instructor required)

Allitt

Content: The internship program provides history majors with the opportunity to apply their academic knowledge to practical experience. This will involve placing students in actual work situations with various government agencies or other institutions which deal with historical questions and materials. These may include the Georgia Department of Archives and History, the Historical Preservations Section of the Georgia Department of Natural Resources, the Atlanta Historical Society and the Carter Center. The student is responsible for identifying and securing acceptance to an internship position. All projects must be approved by the Director of Undergraduate Studies who can supply suggestions and information on possible internships.

Particulars: PERMISSION OF INSTRUCTOR (Director of Undergraduate Studies) REQUIRED: To be eligible for a history internship a student must be a junior or senior history major with a minimum 3.0 cumulative GPA. Applications available in the History Dept. office must be submitted to the instructor. Four credit hours are earned for ten to twelve hours of work per week for 14 weeks of the semester and a fifteen-page research paper. Course grade is based on the project supervisor's written evaluation of the intern's performance (50%), and on the quality of the research paper (50%) as evaluated by the instructor.

History 495: Introduction to Historical Interpretation

(Written permission of instructor required)

Bellesiles; MAX:12

Content: This course, open only to History Honors students, seeks to provide an introduction to the nature of the historical profession and a solid intellectual base for the honors thesis. We will focus on three aspects of history: theory, methods, and historiography. The course is intended as a practical introduction to the historianÕs craft and a starting point for writing an honors thesis. Membership in this course and in the honors program is contingent upon the written agreement of a history department faculty member to serve as honors advisor.

Texts: John Tosh, The Pursuit of History: Aims, Methods and New Directions in the Study of Modern History (3d edition; Longman, 1999); James Davidson and Mark Lytle, After the Fact: The Art of Historical Detection (4th edition; McGraw Hill, 1999); Deborah Lipstadt, Denying the Holocaust: The Growing Assault on Truth and Memory (Plume, 1994). Plus a number of articles.

Particulars: This class demands regular, active participation. In addition, there will be three required essays (5-7 pages) relevant to the individual honors thesis. Permission of the instructor is mandatory.