HISTORY FALL 2002 COURSE ATLAS

History 169: Arab-Israel Conflict (Same as Pols 169 & JS 169)

This introductory course is intended primarily for freshmen and sophomores, who have pre-registration
priority; junior and senior students may register for any available spaces following "froshmore" pre-registration during the Drop/Add periods April 17-Aug. 23 and Aug. 30-Sept. 3.

Stein; MAX:45/45/30

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, ideological, and social origins of the conflict to 1948-49. Particular emphasis is placed on understanding the composition of Jewish and Arab communities in Palestine and their interaction with the British. The second half of the course focuses on political, social, economic, and diplomatic aspects of the conflict, including the evolution and development of Palestinian national identity, the 1956, 1967, and 1973 Middle Eastern wars, and various diplomatic efforts, especially those of the United States, aimed at resolving the conflict. 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, New York: Prentice Hall, 4th Edition, 2002; Quandt, William B., Peace Process: American Diplomacy and the Arab-Israeli Conflict Since 1967, Washington, D.C.: Brookings Institution, 2001; Segev, Tom, One Palestine, Complete Jews and Arabs Under the British Mandate, New York: Henry Holt and Company, 2000; Stein, Kenneth W., Heroic Diplomacy: Sadat, Kissinger, Carter, Begin and the Quest for Arab-Israeli Peace, New York: Routledge, 1999; Stein, Kenneth W., and Samuel W. Lewis, Making Peace Among Arabs and Israelis: Lessons from Fifty Years of Negotiating Experience, Washington, D.C.: US Institute of Peace, 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.

History 190: Black Education After the Civil War (Same as AAS 190)

FRESHMEN ONLY

Davis; MAX:6/6

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 1860s. 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 190: History of the European City

FRESHMEN ONLY

Beik; MAX:12

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 Jeremy Popkin, ed., A Panorama of Paris, some novels and other descriptive sources.

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 IC (Freshman Seminar).

History 190: Freshman Seminar: Medicine in the Age of Plague

FRESHMEN ONLY

Strocchia; MAX: 12

Content: In 1348 Europe was ravaged by a deadly epidemic: the bubonic plague or "Black Death." Over the next three centuries Europeans confronted the challenges posed by repeated onslaughts of plague and other "new," virulent diseases like syphilis. What impact did infectious diseases have on European society? How did physicians and other medical practitioners, including apothecaries, wise women, and folk healers, conceptualize and treat disease? How did medicine emerge as a distinctive body of knowledge and as a profession during this period? In addressing these larger questions, our readings will focus on the understandings and effects of three infectious diseases that ravaged Europe betwen 1348 and 1750--bubonic plague, syphilis, and smallpox--each of which had a different vector of transmission and evoked different social responses.

Texts: We will integrate secondary works written by modern scholars with primary sources from the period, such as literary descriptions of epidemics, personal letters, physicians' case reports, popular medical tracts, legal statutes, and anatomical drawings, in order to understand disease and healing in context. Texts may include: Daniel Defoe, Journal of a Plague Year; David Herlihy, The Black Death and the Transformation of the West; William McNeill, Plagues and Peoples; Alfred Crosby, The Columbian Exchange; and others.

Particulars: Regular seminar participation, including weekly electronic postings; two short papers (1000 words each); and a longer research paper (3000 words). This course satisfies the General Education Requirement I.C (Freshman Seminar).

History 190: Freshman Seminar: Jews of the Americas: Comparative Perspectives (Same as JS 190 & LACS 190)

FRESHMEN ONLY

Goldstein/Lesser; MAX:6/3/3

Content: This course examines the immigration and settlement of Sephardic and Ashkenazic Jews throughout the Americas through a number of different lenses. We will begin by taking a broad view of the Jewish historical experience, with discussions and assignments designed to foster historical thinking, familiarize students with the background to Jewish life in the Americas, and introduce them to the basic methodological concerns of studying immigrant communities. We will then focus in more specifically on Jewish life in North and South America, paying close attention to variations within and between countries as well as to relations between Jews and other ethnic groups. Jewish experiences in Argentina, Bolivia, Brazil, Cuba, Mexico, Canada, and the United States will be examined through studies of gender, economics, religion, and culture. In each of these areas, we will use comparison to reveal the breadth and diversity of the immigrant experience.

Texts: Most of the readings will be made available on e-reserve via EUCLID, although there will be three texts which should be purchased at the Emory bookstore: Raymond Scheindlin, A Short History of the Jewish People; Alfred Uhry, The Last Night of Ballyhoo; and Jacobo Timerman, Prisoner Without a Name, Cell Without a Number.

Course Requirements: Class participation is essential to your grade and consists of regular attendance, timely completion of all coursework, willingness to volunteer and respond when called on, and reading response papers aloud in class. Students will be asked to complete weekly short essays that respond to the questions assigned for each meeting. You will also be responsible for working in groups to complete a final project that will entail interviewing individuals from both the United States and Latin America and presenting the results on a specially-designed website. This course fulfills General Education requirement I.C. (Freshman Seminar).

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

000; Staff; MAX:40
001; Harding; MAX:40
002; Staff; MAX:40
003; Harding; MAX:40
004; Staff; 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

000; Staff; MAX:40
001; Blaich; MAX:40
002; Payne; MAX:40
003; Staff; MAX:40
004; Blaich; 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

Miller; MAX:40

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 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; Benjamin Barber, Jihad vs. Mcworld: From Hard Goods to Soft Goods.

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

History 231: Foundations of American Society

000; O'Grady; 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

000; Yarbrough; MAX:40
001; Davis; MAX:40

History 302: History of Rome

Riess; MAX:40

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.

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; Géza Alföldy, The Social History of Rome; Mary Beard, John North, Simon Price, Religions of Rome, v. 1, A History; 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 307: Europe from Enlightenment to Reformation

Beik; MAX; 40

Content: This course will explore an important and fascinating phase of European history, the period from the crisis caused by the Protestant Reformation to the eighteenth-century world of enlightened rulers (1550-1750). This was the era of the battle against the Turks in Eastern Europe, the rise of the Austrian Empire in the ashes of the Holy Roman Empire, the spiritual exaltation and baroque excesses of the Catholic Reformation, the European witch craze, the rise of modern science and philosophy, and the involvement of the nobility in the lavish courts of the Spanish and French kings, while the Dutch and the English were building commercial empires. Visual evidence and literature will be used extensively.

Texts: Charles Ingrao, The Habsburg Monarchy; Cevantes, Don Quixote; Grimmelshausen, Adventures of a Simpleton; and some other books to be announced.

Particulars: Three essays on assigned topics concerning the readings (15% each); one longer term paper (30%), participation grade (25%). No formal exams, no final.

History 312: Medieval & Renaissance England

Harding; MAX:40

History 314: Topics in British History: Britain since 1900: Pride & Passion

Collins; MAX:40

Content: Decline and fall form inescapable aspects of British history since 1900. A nation that once pioneered industrialization and possessed a colossal empire returned to being a middling power with a so-so economy and a marginal say in world affairs. Yet was Britain's demise any less eventful than its rise? Two world wars provided momentous if pyrrhic victories, the empire fell stunningly fast and the independence struggle in Ireland engendered two notably bloody conflicts. And does the emergence of such vital social forces as women's emancipation, mass immigration, and youth culture contradict any narrative of decline? This course raises these questions and more.

Texts: Likely secondary works are Arthur Marwick's A History of the Modern British Isle, 1914-99 (Oxford 2000) and Noel Annan's Our Age. The course also makes extensive use of primary sources including Goodbye to All That by Robert Graves and A Collection of Essays by George Orwell, plus such films as Brief Encounter and A Hard Day's Night.

Particulars: The course is assessed by a medley of exams and papers. Though a basic knowledge of modern European history is an asset, no prerequisites pertain.

History 316: Modern France in History & Film

Amdur; MAX:40

Content: This course targets the way historical films in France have become media for the representation of the nation's social and cultural identity. Films that depict historical events are instrumental in the construction and evolution of collective historical "memory" of defining moments or experiences in a nation's past. Films will be our principal sources for a survey of modern French history since the French Revolution, with a focus on themes ranging from the origins and development of a "revolutionary" tradition in French politics to the ambiguities of class, gender, ethnic, and national identities as France redefines its place in Europe and the world.

Texts and Films: A broad array of recent French feature-length films (all in subtitled versions) will be shown outside of class time (nearly one per week) on a schedule to be arranged. Film titles will likely include "Horsemen on the Roof," "Madam Bovary," "Germinal," "Jean de Florette," "Life and Nothing But," "Story of Women," "A Self-Made Hero," "The Battle of Algiers," and "Hate". Reading assignments will place films in their historical context and also address some methodological issues concerning the use of films as historical sources. Texts will include some short essays plus Gordon Wright, France in Modern Times; William Cohen, ed., The Transformation of Modern France; Eugen Weber, France: Fin de Siècle; and Laurence Wylie, Village in the Vaucluse.

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

History 318: Modern Germany

Afflerbach; MAX:40

Content: This course explores major problems in modern German history from 1871 to 1990. It will focus on the problem of making the German nation state compatible with stable international order. Central themes will be the changing ideas of "nation" from Bismarck to our times; the world wars, the ideological, social and political roots of National Socialism and the holocaust, the trauma of defeat and shame after 1945, the military occupation, the historical memory, the social and intellectual consequences of the past and the common desie to be a "normal" nation; the cold war, the political division, the reunification and last, but not least, Germany today and its role in the European Union.

Texts to be read by all: Blackbourn, The Long Nineteenth Century: A History of Germany 1780-1918; Gordon A. Craig, Germany 1866-1945; David Crew (ed.), Nazism and German Society; Fulbrook, A Divided Nation: A History of Germany, 1918-1990; Marrus, The Holocaust in History; Dietrich Orlow, A History of Modern Germany: 1871 to Present 5th ed., 2002; Detlev Peukert, The Weimar Republic.

Texts to be presented individually: Book review: Hannah Arendt, Eichmann in Jerusalem, Browning, Ordinary men; Fritzsche, Germans into Nazis; Klemperer, We bear witness; Philipsen, We were the People: Voices from East Germany's Revolutionary Autumn; Poiger, Jazz, Rock, and Rebels: Cold War Politics and the American Culture in Divided Germany; Verhey, Spirit of 1914; Robert Whalen, Bitter Wounds: German Victims of the Great War, 1914-1939; Bernd Widdig, Culture and Inflation in Weimar Germany.

Films: Der Untertan; Triumph des Willens; The timb drum (on request); Shoah (excerpts); Wochenschau.

Particulars: Weekly reading and class participation; an oral and written book review.

History 335: Diplomatic History of the US since 1914

Harbutt; MAX:40

Content: This course examines U.S. foreign policy, 1914-2002. It traces the rise of the U.S. under Woodrow Wilson to a position of leading world power in the era of World War I, the Bolshevik revolution and the Versailles settlement; the interwar return to political but not economic isolationism; and the World War II period followed by the struggle with the Soviet Union for global mastery from Roosevelt to Bush. Relations in China and the various Vietnam, Middle East and Central American crises will be examined as will the contemporary predicaments of the Clinton era. Attention will be given to the nuclear arms race, domestic politics, the international influence of American culture and the influence of special interests and corporations. Conceptual approaches will include an emphasis upon the U.S. as a constrained power within various international systems and a focus upon the economic uses of American and international diplomacy.

Texts: T. Paterson, G. Clifford, K. Hagan, American Foreign Relations Since 1895, 5th ed.; D. Merrill & T. G. Paterson, ed., Major Problems in American Foreign Policy, Part II Since 1914, 5th ed.; J. Frieden & D. Lake, International Economic Relations; E. J. Hobsbawm, The Age of Extremes: A History of the World 1914-1991; S. Whitfield, Cold War Culture.

Particulars: Mid-term (paper option) and final. Grading: Midterm 1/3, final 2/3.

History 338: History of African Americans to 1865 (Same as AAS 338)

Harris; MAX:30/10

Content: This course covers the historical development of the group of people known today as African Americans. Students will explore the rise of African slavery; the interactions between Africans and Europeans in Africa, Europe and the Americas; and the role of slavery in the establishment and economic success of the United States. The course will also explore the distinctive cultural and political contributions of Africans and African Americans to the history and culture of the Americas, and African Americans' struggles for freedom and racial equality. Moving from the broader African diaspora to focus on African descendants in the United States, the course ends with the abolition of slavery in the United States.

Texts: Philip Curtin, The Rise and Fall of the Plantation Complex; The Interesting Narrative of the Life of Olaudah Equiano; Peter Wood, Black Majority: Negroes in Colonial South Carolina from 1670 Through the Stono Rebellion; Gary Nash, Forging Freedom: The Formation of Philadelphia's Black Community, 1720-1840; Solomon Northup, Twelve Years A Slave; Vincent Harding, There is a River: The Black Struggle for Freedom in America; Deborah Gray-White, Ar'n't I a Woman? Female Slaves in the Plantation South.

Particulars: Take-home midterm and final exams; 7-10 page paper and accompanying oral presentation; class attendance and participation.

History 340: American Colonial History, 1607-1783

Juricek; MAX:40

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 include 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: R. C. Simmons, The American Colonies; Edmund S. Morgan, American Slavery American Freedom; Alden Vaughan, Roots of American Racism; Edmund S. Morgan, Visible Saints; Gary Nash, Quakers and Politics; James Axtell, The European and the Indian; Jack P. Greene, Pursuits of Happiness; Patricia Bonomi, Under the Cope of Heaven; 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

Content: This course will examine the South from the American Revolution 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)

Allit; MAX:30/10

Content: The history of the relationship between people, plants, animals, bacteria and the weather in America, from the first European contacts to the present. The first part of the course will emphasize the difficulties Native Americans and settlers faced in their confrontation with the natural world. Second, the course will explore the way in which intensive farms, mining and industrialization, transformed the landscape. Third, it will investigate the origins and development of environmentalism in the Twentieth Century and the way it became an important element of American political life.

Texts: To be announced.

Particulars: About 6 short (500 words) summary papers. One midterm and a final, occasional quizzes. No term paper.

History 355WR: Political Economy of the American South (Same as Econ 355WR)

Carlson

SEE ECONOMICS

History 360: Colonial Latin American History

Premo; MAX:40

Content: This course explores the problems and issues related to the history of the Spanish and Portuguese conquest and rule of the Americas, how those issues changed throughout the colonial period (1492-ca. 1820s), and more general theoretical questions related to colonialism. The course is divided into four sections: 1) "Becoming Colonial," highlights Iberian and pre-contact societies before 1492 and the forms of conquest and colonization of the New World; 2) "Being Colonial I," focuses on land, labor and politics; 3) "Being Colonial II," explores colonial society focusing on race, gender and and religious mores; 4) "Decolonizing," untangles the events and ideas surrounding the crisis and collapse of colonial rule in the nineteenth century.

Texts: Students will read a selection of articles and book chapters drawn from a variety of works on colonial Latin America, as well as some primary documents.

Particulars: Students are provided with "Questions for Consideration" at the beginning of the semester. These questions frame class discussions, are optional themes for short papers and also serve as exam questions for a mid-term and a final. Students will also prepare a short group research presentation on historical personages or groups, such as nuns in a convent, judges of the Inquisition, or a slave family.

History 372: History of Modern Japan

Ravina; MAX:40

Content: This is 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; militarism and World War II; the American occupation and postwar recovery. Although the emphasis will be on major political events and institutional developments, we will trace social and cultural currents through literature, including one theater piece.

Texts: Saburo Ienaga; The Pacific War; David Lu, Japan: A Documentary History v. II; Beasley, The Rise of Modern Japan.

Particulars: There will be an in-class midterm exam (30%), a brief take-home essay (four to five pages) (40%), and an in-class final (30%).

History 376: European Intellectual History, 1789-1880

Adamson; MAX:40

Content: The course aims to introduce students to nineteenth-century European intellectual life by reading and discussing those primary texts that had the greatest contemporary influence as well as those that have become canonical even though they may have been unknown in their own day. Major emphasis is placed on the critical and subversive dimensions of these texts, on the way they attempted to respond to the project of modernity upon which the political and economic élites of their continent were beginning to embark, on their sense of what the experience of modern life was becoming, and on their diagnosis of, and remedies for, modernity's ills as they understood them.

Texts: Edmund Burke, Reflections on the Revolution in France; Heinrich von Kleist, The Prince of Homburg; Soren Kierkegaard, Fear and Trembling; John Stuart Mill, The Subjection of Women; Robert Tucker, ed., The Marx-Engels Reader; Charles Baudelaire, The Painter of Modern Life and Other Essays; Gustave Flaubert, Sentimental Education; Fyodor Dostoyevsky, The Grand Inquisitor; Friedrich Nietzsche, The Birth of Tragedy. Selections, mostly short, from Kant, Sieyès, Novalis, De Musset, Gautier, Wordsworth, Fichte, Hegel, Ruskin, and Morris.

Particulars: Course evaluation will be based on a take-home, mid-semester exam (25%), a term essay (25%), class participation (25%), and a comprehensive final exam (25%). Term essays (10-15 pages) may deal with a European author, intellectual group or theme, or may consider the way a European author or idea has been received elsewhere.

History 385-006: Special Topics in History: History or Fiction? The 20th Century Black Experience in American Film (Same as AAS ____)

Davis; MAX:30/10

Content: This course explores the relationship between black historical experience and black "experience" depicted in 20th century American film. We closely scrutinize several movies and documentaries, contrast the film with studies detailing the historical reality, and examine several themes/stereotypes that appear constant throughout the time period in the popular culture. We also use film as a window on popular conceptions (or misconceptions) about Africans and African Americans, and examine how black images have been historicized over time.

Texts: Will be announced in class.

Particulars: Requirements include mandatory class attendance, two examinations, and a 10-page research paper. In addition to written assignments and examinations, final grades will also reflect informed and detailed class discussions.

History 385-004: Special Topics in History: Africans & their Descendants in Europe & the European Colonies, 1450-1800

Schorsch; MAX:40

Content: This class will investigate the social and cultural history of the Africans and their descendants who were brought or who moved to Europe and the European colonies. Our focus will be on regions beyond the English colonies in North America. We will look of course at slavery and its significance, but will mostly explore other features of the African diaspora in the Atlantic world: free Blacks, the rise of the racial caste system, social organizations (such as the brotherhoods that helped emancipate slaves), Maroon societies, religion, printed expression, music, and the complex formation of identity between "ethnicity" and "color." Though not required, a reading knowledge of Spanish or Portuguese will enhance students' experience.

Texts: Will probably include: Saunders, A Social History of Black Slaves and Freedmen in Portugal, 1441-1555; Colin Palmer, "From Africa to the Americas: Ethnicity in the Early Black Communities of the Americas"; R. Anders, "The Quilombo of Palmares: A New Overview of a Maroon State in Seventeenth-Century Brazil"; Gretchen Gerzina, Black London: Life Before Emancipation; Richard Price, Alabi's World; Carretta, Unchained Voices: an Anthology of Black Authors in the English-Speaking World of the Eighteenth Century; Jeffrey Bolster, Black Jacks: African American Seamen in the Age of Sail; Ray Kea, "'When I Die, I Shall Return to My Own Land': An 'Amina' Slave Rebellion in the Danish West Indies, 1733-1734"; John Thornton, "'I Am the Subject of the King of Congo': African Political Ideology and the Haitian Revolution"; Mavis Campbell, Back to Africa: George Ross and the Maroons: from Nova Scotia to Sierra Leone; Lamin Sanneh, Abolitionists Abroad: American Blacks and the Making of Modern West Africa.

Particulars: One research paper (at least 10 pages); students will keep a journal, reflecting on their readings, to be shared and discussed at the end of each week.

History 385-005: Special Topics in History: European Expansion in the Atlantic World

Eltis; MAX:40

Content: Interaction between Europeans and non-Europeans from the fifteenth to the early nineteenth centuries, with particular reference to the Atlantic world. The relative positions of Europe, Africa and the Americas prior to Columbian contact are assessed in the first few weeks and provide the foundations for evaluating the nature and impact of European expansion and the way this was shaped by the peoples of the Atlantic basins. Topics covered within this broad framework include migration, gender, family structures, value systems and ideology, consumption and leisure, environmental issues, forms of labor exploitation (including slavery), and resistance. The thrust of the readings is toward comparisons of the non-European and European worlds and the broad consequences of the intermingling of the two.

History 385-003: Special Topics in History: South Asian Politics since 1945 (Same a PolS. 385)

Creekmore/Hochman; MAX:10/20

SEE POLITICAL SCIENCE

History 385-002: Special Topics in History: History of the Holocaust (Same as REL 324 & JS 324)

Lipstadt; MAX;10/50/30

SEE RELIGION

History 487SWR-000: JR/SR Colloquium: Law & Literature in Medieval France

White; MAX:12

Content: Through close readings of medieval literary works (in translation) and medieval legal texts, we will examine how, in verse and in prose, poets and story-tellers in medieval France, England, and Iceland represented trials for murder, political betrayal, and illicit sex in the courts of such literary characters as Charlemagne, King Arthur, and King Mark. We will also consider the relationship between these literary trial scenes and medieval judicial practice.

Texts: The Death of King Arthur; Béroul; The Romance of Tristan; the Prose-Lancelot; Njal's Saga; and Malory's Mort d'Arthur.

Particulars: Weekly short papers or reports; a final research paper (c. 25 pp). This course fulfills general Education Requirement IC (Post-Freshman Seminar).

History 487SWR-001: JR/SR Colloquium: Sex & the Victorians

Collins; MAX:12

Content: Respectable society in nineteenth-century Britain strove mightily to keep sex under wraps. Sexuality for them was an intimate affair whose public manifestations elicited concern verging on panic. Yet historians have noted how repression paradoxically drew attention to sundry anxieties and ultimately failed to deny expression to such marginal groups as women and homosexuals, smut-merchants and pederasts. This course examines the tension between prescription and practice, attitudes and actions inherent in the efforts of Victorians to reconcile civilization with desire.

Texts: We will examine a combination of historical and contemporary works. The primary sources include medical texts, advice books, treaties on prostitution, private erotic correspondence, libertarian manifestos and the rantings of 'Jack the Ripper'. Among the secondary readings are landmark works by Steven Marcus, Judith Walkowitz, Simon Szreter and Lesley Hall.

Particulars: Students will be expected to participate in the discussions, to keep a journal recording their responses to the assigned texts, to present an oral report on a Victorian sexual scandal of their choice, and to write an in-depth research paper drawing upon a medley of primary and secondary texts. This course fulfills General Education Requirement IC (Advanced Seminar). Upon successful completion of the course with a grade of C or better, this course will fulfill the GER post-freshman writing requirement.

History 487SWR: JR/SR Colloquium: The Americanization & Sovietization of Germany

Blaich; MAX:12

Content: Since the early twentieth century, Europeans have been fascinated by alternate ideas of American and Soviet "modernity." Drawing primarily on the history of Germany, but incorporating examples from other European states, this course will examine the causes and effects of Europeans' appropriation of American and Soviet institutions and cultural forms. Particular attention will be paid to the experience of World War Two, the effects of American popular culture, US foreign policy, the exportation of capitalism and commercialism, as well as the representation of Soviet alternatives. We will discover that "Americanization" and "Sovietization" were not just processes by which Europeans simply accepted foreign ideas and institutions; rather, they resulted in intense debate about national, gender and generational identities.

Texts: Michael Ermarth, ed., America and the Shaping of German Society; Mary Nolan, Visions of Modernity: American Business and the Modernization of Germany; Uta Poiger, Jazz, Rock and Rebels; Richard Kuisel, Seducing the French. We will also discuss numerous films (separate screenings) such as One, Two Three; A Foreign Affair; Berlin, Ecke Schonhauser and Die Halbstarken.

Particulars: research paper (20 pp.), brief weekly readings responses and regular class participation.

History 488SWR-000: JR/SR Colloquium: The American Foreign Policy Tradition

Harbutt; MAX:12

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 IC (Post-Freshman Seminar).

History 488SWR-001: JR/SR Colloquium: Professions, Professionals, Professionalism

Prude; MAX:12

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 profession and the relationship between vocational choice and the formation of personal identity will also be explored.

Texts: Readings will 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 IC (Post-Freshman Seminar).

History 488SWR-002: JR/SR Colloquium: Constitutional Debates: Historical Context

Bellesiles

CANCELLED

History 489SWR: JR/SR Colloquium: Warriors at Peace

Ravina; MAX:12

Content: The traditions of the 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?

Text: Yamamoto, The War of the Samurai; Keene, trans., Chushingura; Sato, Legends of the Samurai

Particulars: Grades will be based on class participation (50%) and a 15-25 page final paper (50%). This course fulfills general Education Requirement IC (Post-Freshman Seminar).

History 489SWR-001: JR/SR Colloquium: Race, Sex, & Conquistadors

Lemon; MAX:12

History 494-00P: 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 495-00P; Introduction to Historical Interpretation

WRITTEN PERMISSION OF INSTRUCTOR REQUIRED. HISTORY HONORS STUDENTS ONLY

Allitt; MAX:12

Content: This seminar will introduce students to different methods of historical research, writing, and interpretation. Class members will undertake a succession of short research and writing projects to help prepare them for the research and writing of their honors theses. Enrollment is restricted to members of the History Honors program.

Texts: To be announced.

Particulars: Four or five short papers; two in-class presentations. No exams. Permission of History Department's Director of Undergraduate Studies required.