HISTORY FALL 2005 COURSE ATLAS

History 190-000: Freshman Colloquium: Novel Worlds: French History & Literature

Miller; MAX:12

Content: The novels follow the lives of young women and men as they seek their
fortunes-escaping the provinces, confronting betrayals and struggling to find
(or suppress) their own consciences.  Using classic and contemporary novels, we
will discuss the ethical dilemmas that challenge these characters in troubled
political times. This course is designed for students who have received a score of 4 or 5 on the
Advanced Placement test in European History, or the equivalent score on the
International Baccalaurate. For more information, contact Prof. Miller
histjam@emory.edu

Texts: Possible Readings:  Popkin, History of Modern France;  Dumas, The Count of Monte
Cristo; Proust, Swann's Way; Marx, Communist Manifesto; Burns, France and the
Dreyfus Affair; Camus, The Plague; Queneau, Zazie in the Metro; Flaubert,
Madame Bovary; Assia Djebar, Algerian White; Kourouma, Allah Is Not Obliged;
Darrieussecq, Pig Tales.

Particulars: Class discussion and short papers. This course fulfills General Education Requirement IC (Freshman Seminar).

History 190-001: Freshman Colloquium: The World We Have Lost?

Amdur; MAX:12

Content: Nostalgia is a potent force for both individuals and groups, who often look back on their past as "the good old days." Yet seeing the past through "rose-colored glasses" may yield a distorted, even mythic, view. This course will look at a selection of such portraits of the past--real and fictional, serious and comic--in an attempt to understand the roots and the power of such yearnings in a world in which social change can be a mixed blessing. Our landscape will include both Europe and America, and our timeframe roughly from the early industrial revolution to the present day.

Texts: Prospective readings include selections from among the following books: Peter Laslett, The World We Have Lost; Irving Howe, The World of Our Fathers: The Journey of the East European Jews to America and the Life They Found and Made; Robert Graves, Goodbye to All That; Philip Roth, The Plot Against America; Studs Terkel, "The Good War": An Oral History of World War II; Laurence Wylie, Village in the Vaucluse; and Garrison Keillor, Lake Wobegon Days. A selection of feature-length films, such as "Hester Street" and "East/West," will also address issues of collective nostalgia for a mythologized past.

Particulars: Writing assignments include one or more short essays on class readings or films plus an "oral history" project based on an interview with one of the student's older family members or friends. There will be no final exam. This course fulfills General Education Requirement IC (Freshman Seminar).

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

000; Rickman, MAX:40
001; Beik, MAX:40
002; Rickman, MAX:40
003; Rosenberg; 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; ; MAX:40
001; Staff; MAX:40
002; White; MAX:40
003; White; MAX:40
004; Terni; 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 231: Foundations of American Society

000; Vox; MAX:40
001; Cook; 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 to 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; Crespino; MAX:40
001; van Welie; MAX:40
002; van Welie; 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 241-000: History and Text: Myths of the Spanish Conquest (Same as LACS 270)

Czeblakow; MAX: 20

Content: "In fourteen hundred ninety-two Columbus sailed the ocean blue. (…) The first American? No, not quite. But Columbus was brave, and he was bright.” Or, was he? In this course, we will examine the myths, misconceptions, and conventional wisdoms about the Spanish conquest of the Americas. Through a careful reading of primary texts (letters, narratives, chronicles, royal decrees) secondary sources, films, and images we will explore the myriad ways the conquerors themselves, indigenous people and historians have portrayed and understood the Conquest throughout centuries. We will also inquire into the nature of history writing and historical objectivity and gain a better and richer understanding of and explanations for a complex historical phenomenon such as conquest.

Texts: Readings may include Columbus, Cortes, Bernal Diaz, Cieza de Leon, Sahagun, Duran, Las Casas, Guaman Poma as well as selections from Todorov’s Conquest of America, Prescott’s History of the Conquest of Peru, Clendinnen’s Ambivalent Conquests, Leon-Portilla’s The Broken Spears, Seed’s Ceremonies of Possession, Julien’s Reading Inca History, Crosby’s The Columbian Exchange, Wachtel’s The Vision of the Vanquished among others. Films may include Herzog’s Aguirre: the Wrath of God, Ridley’s 1492: Conquest of Paradise, Shaffer’s The Royal Hunt of the Sun.

Particulars: Requirements include mandatory class attendance and participation in informed and detailed class discussions and presentations. There will be two exams and a number of short writing assignments (including book or film reviews) based on class discussions and readings. This course satisfies area IVa of the General Education Requirements.

History 241-001: History of Text: Medieval Europe

Billado

CANCELLED

History 270: Survey of Jewish History (Same as JS 100)

Goldstein; MAX:20

Content: This introductory level course offers an overview of the history of Jews and Judaism. It is appropriate for both Jewish Studies majors as a starting point for further study and for non-specialists who wish a general overview of the field. The course will explore Jewish life from the biblical period to the present, examining how the Jews have defined themselves socially and politically in a number of historical and geographical settings, how Jewish theology and religious practice have been shaped and transformed, and how Jews have interacted with and responded to the societies in which they have lived. In achieving these goals, special emphasis will be placed on the use of primary texts--original documents that will allow students to develop their skills at hands-on historical analysis.

Texts: Raymond Scheindlin, A Short History of the Jewish People; Eli Barnavi, ed., A Historical Atlas of the Jewish People; Jacob R. Marcus, The Jew in the Medieval World; Jehuda Reinharz and Paul Mendes-Flohr, eds., The Jew in the Modern World; TANAKH: The Holy Scriptures (or any Bible).

Particulars: Class sessions will combine lecture and discussion and also include some "breakout sessions" that emphasize the close reading of primary sources. There will be two mid-term tests, a final exam, and regular homework assignments in which students are asked to respond to the readings in a paragraph or two. This course satisfies area V.B. of the General Education Requirements (Historical Perspectives on Western Culture.)

History 308: Revolutionary France, 1750-1815

Miller

CANCELLED

History 312: Medieval & Renaissance England

Rosenberg; MAX:40

Content: Terms like "medieval" and "Renaissance" are vague. While they help us to pigeonhold phases in historical development, to people living in the 16th century, these same terms would have been meaningless--the pull of tradition, a great deal clearer. Yet, disputes over religion, the experience of inflation on a scale not known before, the advent of print culture, and government by queens rather than kings did raise awareness that things were changing in England. The goal of this class is to survey the causes and effects of these changes in a period when England was not yet a major power--an age of ecological imbalance, failed expansionism, and infighting among powerful lords that also produced the Protestant Reformation and the flourishing of Elizabethan culture. The first part of this course will serve to familiarize you with the broad lines of English history from 1215 to 1558. In the second half of the class we will concentrate specifically on the challenges and achievements of the Elizabethan Age.

Texts: Textbook TBA. The course will make extensive use of articles and chapters on e-reserves.

Particulars: There are no prerequisites for this class. Familiarity with European history before 1600 is helpful, but not required. Assignments will include 2 reading tests, 2 exams, and a reflection paper (8 pgs.).

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

Davis; MAX:25

Content: This course examines the collective experiences of African peoples beginning in Africa around 1500 and follows them to what became the United States to approximately 1877. For a broader view, the course frequently compares North America's "African Americans" with the experiences of other African peoples in the African Diaspora within this time period. In addition to important developments within the U.S. political-economy (including social, intellectual and institutional developments), we examine these experiences always nuanced by issues of class, race, gender, and geography among other considerations.

Texts: Will be announced in class.

Particulars: Requirements include mandatory class attendance, group reports, an in-class midterm, take-home final, and comparative book review.

History 340: American Colonial History 1607-1783

Juricek; MAX:40

Content: The colonial era is the first chapter of American history, the one most people skip over. The course provides an overview of early American life, with emphasis on the evolution of basic structures -- constitutional, political, economic, social, and cultural. 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: Interaction with the Native Indians. Mercantilism and the Imperial Economy, the Development of an "American" Identity, and the American Revolution.

Texts: Mary K Geiter and W. A. Speck, Colonial America; 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; Patricia Bonomi, Under the Cope of Heaven; Bernard Bailyn, The Origins of American Politics. Also, selected articles on reserve.

Particulars: Term paper (approx. 6 pages) based on colonial newspapers, 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 contributions to class sessions.

History 341: Era of the American Revolution

Young; MAX:40

Content: This class surveys the events the led Americans to rebel against English authority and to establish an independent republic. Beginning with the tensions that emerged in the British colonies in the 1760s, we will consider the political, cultural, and economic factors that pushed Americans into a revolutionary mindset. We will then explore their military campaigns against the English and their political experiments in republican government. Lectures will examine such major themes as the relationship between slavery and freedom, the personalities of the Founding Fathers, the role that theater and literature played in shaping political attitudes, and the rise of American party politics.

Texts: Assigned readings will include Gordon Wood, The Radicalism of the American Revolution and David McCullough, John Adams.

Particulars: Grades will be based on a midterm exam, a final exam, and several writing assignments.

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 360: Colonial Latin American History

Grieco; MAX:30

History 364WR: African Civilizations to the Era of the Atlantic Slave Trade (Same as AFS 364WR and AAS 270WR )

Mann; MAX:10

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; B. Davidson, The African Genius; C. Achebe, Things Fall Apart.

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

History 367: The Making of Modern Africa (Same as AFS 367)

Jezequel

CANCELLED--see Dr. Jezequel's new added courses, History 385-009 (Deconstructing the "Doomed Continent") and History 385-010 (The Making of African States), below.

History 370: Special Topics in History: History of Modern Israel (Same as JS 360)

Tal; MAX:20

Content: This survey will discuss thematically issues pertaining to the history of Israel from 1948: David Ben Gurion, the father of the nation; security problems and the Arab-Israeli conflict; Israel political system from Labor dominancy to the Likud Governments; the ethnic tensions (Sepharadim and Ashkenazim); the transition from socialist to free market economy; the ghosts of the Holocaust; The limits of the nation-state: Israel and its Arab citizens and Israel and the Religious and non-Religious identity; Israel and the Palestinian problem; Israel in the aftermath of the 1967 war.

Texts: Bibliography Asher Arian, The Second Republic: Politics in Israel. New Jersey: Chatham House, 1998. (for purchase); Martin Gilbert, Israel: A History, New York : Morrow, 1998. (for purchase); Dan Horowitz and Moshe Lissak, Trouble in Utopia: the Overburdened Polity of Israel. Albany, SUNY Press, 1989. (for purchase); Ian Lustick, Arabs in the Jewish State, Austin: University of Texas Press, 1980. (for purchase); Avishai Margalit, Views in Review: Politics and Culture in the State of the Jews, New York: Farrar, Straus, Giroux, 1998; Aviezer Ravitzky, Messianism, Zionism, and Jewish Religious Radicalism, trans. By Michael Swirsky and Jonathan Chipman (Chicago: The University of Chicago Press, 1996. (for purchase); Ehud Sprinzak, The Ascendance of Israel's Radical Right, New York : Oxford University Press, 1991 (for purchase)

History 371: Medieval & Early Modern Japan

Ravina; MAX:40

Content: This course will examine Japan from prehistory through the early 1800s. This was the era in which much of "traditional" Japanese culture was developed: samurai, geisha, sushi, ninja, Zen meditation, etc. Our focus will be on the production, dissemination, and reproduction of these cultural and political practices. We will also read a ghost story, watch a samurai movie, and sit Zen (optional).

Texts: Hall, Japan from Prehistory to Modern Times; Lu, Japan: A Documentary History; others to be announced.

Particulars: An in-class midterm (30%), take-home midterm (40%), and a final exam (30%).

History 385-000: Special Topics in History: The Holocaust (Same as JS 324 & Rel. 324)

Lipstadt; MAX:10

History 385-001: Special Topics in History: Great Powers: Struggle for Mastery 1648-2001

Harbutt; MAX: 40

Content: The history of the last three-and-a-half centuries has been dominated very largely by the so-called "Great Powers"--their rivalries and wars, their competition for economic resources, imperial advantage and political hegemony. We will explore the origins and character of their struggles from the European arenas of the sixteenth and seventeenth centuries, through the era of global expansion and imperialism in the 19th and then on to the World Wars and the so-called "American Century." Economic, social and cultural impulses will also be treated as we work toward a grasp of these fundamental determinants of modern history.

Texts: Paul Kennedy, The Rise and Fall of the Great Powers; Peter Paret, ed., Makers of Modern Strategy from Machiavelli to the Nuclear Age; E. J. Hobsbawm, The Age of Revolution, 1789-1848; Margaret Macmillan, Paris, 1919; A. J. P. Taylor, The Origins of the Second World War; W. LaFeber, America, Russia and the Cold War, 1945-1996; Penguin Atlas of Recent History

History 385-003: Special Topics in History: History & Politics of Nuclear Disarmament, 1945-Present (Same as PolS 385-000)

Tal; MAX:20

Content: This course will deal with the negotiations on nuclear disarmament, and will explain why disarmament agreement per se was never achieved, and will explain what was achieved, after all, and why. It will describe the influence of international diplomacy as well as domestic politics on the progress of the negotiations, and it will describe the conceptual change that took place in the United States position following the launching of the Soviet Sputnik, that led first to a conceptual transition from the concept of Disarmament to the concept of Arms Control, a change that eventually allowed the signing of agreements like the Partial Nuclear Test Ban, the Non Proliferation Treaty, the SALT agreement, and so on.

Texts: Paul Boyer, By the Bomb's Early Light, Chapel Hill: The University of North Carolina Press, 1994;
Dimitris Bourantonis, The United Nations and the Quest for Nuclear Disarmament. Brookfield, Vt.: Dartmouth, 1993; McGeorge Bundy, Danger and Survival, New York: Random House, 1988. (for purchase); Department of State, Documents on Disarmament, 1945-1959, Vol. 1; Matthew Evangalista, Unarmed Forces, Ithaca: Cornell University Press, 1999. (for purchase); Greg Herken, The Winning Weapon,  the atomic bomb in the cold war, 1945-1950, Princeton, N. J. : Princeton University Press, 1988;
Richard G. Hewlett & Oscar E. Anderson, The New World, 1939/1946, University Park: the Pennsylvania State University Press, 1962. (for purchase); Richard Hewlett and Jack Holl, Atoms for Peace and War, 1953-1961. Berkley, 1989. (for purchase); David Holloway, Stalin and the Bomb, New Haven: Yale UP, 1994; Kendrick Oliver, Kennedy, Macmillan and the Nuclear Test-Ban Debate. 1961-1963. Hampshire, 1998. (for purchase); Lawrence Wittner, Toward nuclear abolition : a history of the world nuclear disarmament movement, 1971 to the present, Stanford: Stanford University Press, 2003. (for purchase)

History 385-004: Special Topics in History: Medieval Violence

White; MAX:30

Content: This course examines many of the different forms of violence practiced in medieval Europe, including feuding, warfare, pillage and plunder, violent crime (including homicide and rape), "religious" violence, ritual violence, verbal violence (including cursing), judicial torture, mutilation and other exemplary punishments, and different forms of execution (e.g., hanging, drawing and quartering, beheading).

Texts: Readings include primary sources, secondary works on violence in pre-modern Europe, and theoretical discussions of violence.

Particulars: Regular class attendance and participation, three short papers (c. 650 words), a mid-term take-home exam, and a final take-home exam.

History 385-005: Special Topics in History: Global History of Slavery, 1420-1917 (Same as AFS 389 & LAS 385)

Eltis; MAX:15

Content: The course examines the various definitions and explanations of slavery as both a system of labor exploitation and as a device for augmenting and maintaining social groupings. It explores trends in the types of slavery that have existed around the globe over four centuries. Particular attention will be paid to the rise and fall of slavery in the Americas, particularly the Caribbean and Brazil, and the aftermath of slavery's abolition.

History 385--006: Special Topics in History: South Asian Politics since 1945 (Same as PS 385 & Asia 370)

Creekmore; MAX:10

Content: This course analyzes the political and economic developments in South Asia over the past 50 years from a historical, political institutional, and policy perspective. Possessing 20 percent of the world's population, this region will play an increasingly important role in international affairs in the future.

History 385-007: Special Topics in History: Women in Ancient Societies

Patterson; MAX:30

Content: Under the general rubric "Women in Ancient Societies," the module examines a series of issues important for the understanding and interpretation of women's lives, real or imagined, in ancient Greek and Roman society, from their role in early creation stories to their experience in the early Christian church. The organization is thematic within a broadly chronological framework; some classes will focus on Greek society (e.g., Athenian drama), some on Roman society (e.g., imperial politics and poetry), and some will compare and contrast the two (e.g., marriage and adultery). Readings are drawn from a variety of primary and secondary sources; an important aim of the course is to develop an appreciation for the different ways of reading and interpreting required for different kinds of texts or genres. Despite the significant obstacle posed by the fact that nearly all ancient literature was authored by men, we will try to read creatively, 'between the lines' or 'against the grain,' in hopes of coming to some conclusion (which will not be unanimous) about the ancient women who may stand behind our texts. We will also pay attention to the evidence from the visual arts, particularly painted pottery and relief sculpture, which present their own problems of interpretation. Possible explanatory subtitles for the module include: "representations and realities," "issues and interpretations," "constructions and deconstructions," or simply "the main problems."

History 385-008: Special Topics in History: Dailies & Department Stores: New Urban Public Arenas of the 19th Century

Gavorsky; MAX:30

Content: Newspapers, museums, humane societies, department stores, theatres and gambling halls--common sights for anyone walking through a modern European city.  But what is the relationship between these diverse features?  All were the result of the urbanization of Europe in the 19th century, entirely new kinds of public arenas through which individuals and groups could interact.  These public arenas brought people together in new ways and created the networks of public life that continue today as fundamental components of European society and culture.  This class will examine the development, operation, and interaction of these new public arenas throughout the century. 

History 385-009: Special Topics in History: Deconstructing the 'Doomed Continent': History of Violence and Conflict in Modern Africa (Same as AFS 389-001 and ANT 385-002)

Jezequel:

SEE AFS

History 385-010: Special Topics in History: The Making of African States (Same as AFS 389)

Jezequel; MAX:

Content: Do ‘African states’ exist? Is the State in Africa a Western import? What is a ‘failed state’? This course explores state-building dynamics in Africa. It focuses more particularly on the specificity and/or ordinariness of African political authority and institutions.

Lectures and discussions will be grounded on close analysis of African political structures from pre-colonial to modern era. The course will mostly focus on West African experiences ( Kingdom of Dahomey, Sokoto caliphate of Nigeria, French and British colonial states, the Liberian ‘failed state’, etc.).

Texts: Jeffrey I. Herbst, States and Power in Africa; Mahmood Mamdani, Citizen and subject. Other readings on reserve.

Particulars: May include two papers, one oral presentation, three quizzes.

History 385SWR-000: Special Topics in History: Food & Taboo: History of Dieting (Same as IDS 385WR)

Gilman; MAX:2

See IDS

History 385SWR-001: Special Topics in History: Traditions in Modern China (Same as CHN 471)

Kurtz; MAX:5

See CHN

History 487SWR-000: JR/SR Colloquium: History and Memory: Facing Up to the Past

Amdur; MAX:12

Content: This course poses the question of how a country's formative experiences are remembered collectively in politics and culture. Examining events such as wars and revolutions, the class will target the ways that societies face up to collective traumas or acknowledge collective responsibility for darker sides of their history, and the lingering presence of these "ghosts" in later days. While drawing most of its cases from recent European history, the course will pose analogies to similar patterns in America and elsewhere and invite students to choose those countries for their individual projects if they wish.

Texts: Prospective readings include the following books: Eugene Weber, France, Fin de Siècle; Paul Fussell, The Great War and Modern Memory; George Mosse, Fallen Soldiers: Reshaping the Memory of the World Wars; Deborah Lipstadt, Denying the Holocaust: The Growing Assault on Truth and Memory; and Tina Rosenberg, The Haunted Land: Facing Europe's Ghosts After Communism. A selection of feature-length films, such as "The Nasty Girl" and "Goodbye Lenin," will also address the use of cinema to confront controversial issues of a nation's past.

Particulars: Writing assignments include one or more short essays on class readings plus a final project of some 15-20 pages on a subject of the student's choice. There will be no final exam.

History 487SWR-001: JR/SR Colloquium: Hitler's Opponents

Afflerbach; MAX:12

Content: Hitler's rise from being an unknown private of World War I to dictator of big parts of Europe to his downfall in 1945 has something to do with certain abilities of this man, mainly his unscrupulousness and decisiveness, but also, and mainly, with his opponents. First he was grossly underestimated and misunderstood, and this explains most of his successes. Once his opponents understood him and his nature, his fall was inevitable. We want to show in this class what his opponents inside and outside Germany thought of him and his political plans, why they considered it possible to make agreements and partnerships with Hitler or, later on, why did they reject any possibility of compromise, whatever the political prize for this would be. The class will analyze these processes step by step. First we have to show how Hitler dealt with his opponents inside the young Nazi party, how he overcame his competitors for leadership in the right-wing spectre, like Ludendorff or Strasser, and became the "Fuehrer." The next step has to show how he won over his opponents in German politics for becoming chancellor: Mainly the other parties, like the SPD, the Zentru, but also right-wingers like Hugenberg, Papen and Hindenburg. Then we have to analyze how his opponents inside and outside Germany tried to stop him. Here our special attention will be on appeasement politics, on Chamberlain, Beck (Poland) and Daladier, but also on the German opposition and the plot of 1938. Last, but not least we will deal with Hitler's main opponents in World War II: Churchill, Stalin and Roosevelt, and the German opposition, especially the plotters of July 20, 1944, and their motives.

Particulars: Most accurate weekly reading and class participation (25%), two oral and written book reviews (25%), a research paper, 15 pages (50%). All members of this class have to present a paper in class, on a topic of his/her choice. 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-002: Stalin & Stalinism

Payne; MAX:12

Content: This class will study not simply the rise and rule of Iosef Stalin—one of the Twentieth Century’s most sanguinary rulers, but the deep social, political and cultural revolutions he wrought that still shape the post-Soviet Russia and the world. Such topics as the revolutionary matrix, Stalin’s war on the peasantry, crash industrialization, cultural retrenchment, the creation of a Soviet Empire, the Great Purges, World War II and the coming of the Cold War will all be investigated. A varied collection of works will be used to investigate these topics from memoirs and translations of previously secret Soviet archival documents, to scholarly monographs, film and other artistic texts. Students will receive the bulk of their grade from independent research projects while class will center on discussion and interpretation of texts, not lecture.

Texts: Sheila Fitzpatrick’s Everyday Stalinism, Eugenia Ginzburg’s Journey into the Whirlwind, Terry Martin’s The Affirmative Action Empire, Loren Graham’s Ghost of the Executed Engineer, Robert Conquest’s Harvest of Sorrow, Richard Overy’s Russia’s War.

History 487SWR-003: Elizabeth I & Her Times (Same as WS 475SWR)

Rickman

CANCELLED

History 487SWR-004: Magicians, Money-Lenders, Saintly Dogs, and Holy Anorexics: Medieval Misfits

Billado

CANCELLED

History 488SWR-000: JR/SR Colloquium: The American Diplomatic 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: Texts may include: Henry Kissinger, Diplomacy; L. Freedman, The Evolution of Nuclear Strategy; 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; M. Stoler, Allies and Adversaries: The Joint Chiefs of Staff, the Grand Alliance and U.S. Strategy in World War II.

Particulars: A final paper and a midterm paper. 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 488SWR-001: Garvey & Garveyism (Same as AAS 270SWR)

Davis; MAX:6

Content: This course examines the influence of Marcus Garvey and "Garveyism" in understanding the African American and African Diaspora experience in the 20th century. Garvey, along with his organization the Universal Negro Improvement Association (UNIA), is often credited with helping to usher in an unprecedented plan for black political, social/cultural and economic development that attracted the attention of thousands of Blacks in diaspora including the United States. Over time Garvey's ideas attracted the attention of several African and Caribbean elites who would go on to lead their country's anti-colonial struggles. In the United States, Garvey's ideas and program would influence leaders as diverse as Martin Luther King, Malcolm X, Queen Mother Moore and Dorothy Height of the National Association of Negro Women.

Texts: Will be announced in class.

Particulars: There are no examinations but attendance is mandatory. Students prepare written and oral reports as part of a group project, read approximately 100 pages per week of text, participate in detailed discussions of that text, and prepare a 20-page research paper. 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 488SWR-003: History of the American Home, 1607-1980: Family, Sexuality, and Architecture

Young; MAX:12

Content: This seminar explores the evolution of the American home from the early seventeenth century to the late twentieth century. Readings and films will enable us to consider how domestic space has served as an arena for broader debates about race, gender roles, sexual morality, and political power. In particular, our seminar will focus on the key role assigned to the American home in the establishment and defense of the independent American republic. On a weekly basis, we will consider topics such as Puritan sexuality, Jefferson’s Monticello, American slavery, Frank Lloyd Wright’s social vision, and post WWII suburban culture.

Texts: Readings include Witold Rybczynski, Home: A Short History of an Idea; Richard Godbeer, Sexual Revolution in Early America; and Grace Hale, Making Whiteness: The Cultural of Segregation in the South, 1890-1940. We will also be screening films such as Gone With the Wind and Rosemary’s Baby.

Particulars: Grades will be based on students’ weekly participation in class discussion and on a 15-page essay that will require students to explore a theme running through the assigned readings.

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

CANCELLED

History 488SWR-004: JR/SR Colloquium: Lawyers, Judges & Jurisprudence in American History

Zainaldin; MAX:12

Content: This course will introduce students to the changing nature of law, jurisprudence, the judiciary, and the legal profession in American history. We will examine court opinions, arguments of counsel, and trends in legal analysis and education, set against the background of economic, intellectual, and political development. The course will be of special interest to students considering a professional career in the law, or who have an academic interest in law and legal systems.

Texts: Presser and Zainaldin, Law in American History (West Publishing Company, 2000).

Particulars: Papers are optional. History majors can fulfill history major writing requirements in this class. Course grade is based on in-class discussion and choice of final exam or paper (papers must be 16-24 pages in length and constitute an original research effort). This course fulfills General Education Requirement IC (Post-Freshman Seminar).

History 489SWR-000: JR/SR Colloquium: Hidden Face of the Nation in Mexican History (Same as LAS 490SWR)

Premo

CANCELLED

History 489SWR-001: JR/SR Colloquium: Crusades: Europe & the Near East (Same as JS371SWR & MES 370SWR)

Rustow; MAX:6

Content: The twelfth and thirteenth centuries saw a shift in power from the southern and eastern sides of the Mediterranean northward to Europe. One important arena in which this drama unfolded was the Holy Land. The Levant, sandwiched between Fatimid caliphs, Selcuk sultans, and Byzantine emperors, suddenly became the possession of Norman crusaders, and with that the first major confrontation between European Christian and Near Eastern Islamic cultures was set in motion. This course will study medieval chronicles of the Crusades in English translation from Arabic, Latin, Hebrew, and Greek to answer the following questions: When and how did the Holy Land become important to European Christians? How did Muslims, Christians, and Jews respond to each other’s renewed religious fervor? How did medieval historians represent the Crusades for later generations? Particular emphasis will be placed on the Arab and Turkish responses to the Crusades.

Texts: Primary sources include twelfth-century Latin chronicles; memoirs of the twelfth-century Syrian noble Usama ibn Munqidh; the Hebrew chronicles of Solomon bar Samson and Eliezer bar Nathan; and others. Secondary readings include landmark studies by Runciman, Tyerman, and Hillenbrand, and a documentary by Terry Jones. The class will conclude with Umberto Eco's novel Baudolino.

Particulars: Attendance, reading, and active participation in discussion; one short in-class presentation; map quizzes; final paper. 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 489SWR-002: JR/SR Colloquium: Controversial Lives in Latin American History: Revolutionaries, Dictators, Artists and Pacifists of Modern Latin America (Same as LAS 490SWR)

Grieco, MAX:8

Content: This course explores the lives and deeds of outstanding Latin American figures of the nineteenth and twentieth century such as Emiliano Zapata, Frida Kahlo, Eva Perón, Ernesto “Che” Guevara, Fidel Castro and Chico Mendes. These world famous characters serve as focal points for the analysis of the major political, social and ideological issues of their times. This course addresses historiographical and methodological issues. Through the study of biographies and autobiographies, it discusses the relevance of different kinds of sources to historical research and also introduces historiographical debates such as the question of individual agency in history, the relationship between history and individual and collective memory, the authenticity of personal testimonies and the connections between history, narrative and fiction.

Texts: This course is based on the reading of historical biographies, autobiographies, testimonies and memoirs of the selected personalities. For historiographical purposes, biographies produced at different times and places will be compared. Films, graffiti, postal stamps, posters and other pictorial sources will be also presented as historical sources produced to “memorialize” these figures.

Particulars: Reading load is on average 200 pages per week. Seminar format requires attendance and class participation. Individual presentations and one-page written assignments will be scheduled fortnightly. Students will have to write a final research paper (20-25 pages) and upon successful completion of the course with a grade of C or better, this course will fulfill the GER post-freshman writing requirement.

History 494-00P: Internship

WRITTEN PERMISSION OF INSTRUCTOR REQUIRED

Payne

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

Collins; MAX:12

Content: