HISTORY FALL 2006 COURSE ATLAS

History 169: The Arab-Israeli Conflict (Same as PoliSci 169 and JS 169)

Stein; MAX:60

Content: This is an intoductory 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 1918-1949. Particular emphasis is placed on understanding the composition of Jewish and Arrab communities in Palestine and their interaction with the British. The second half of the course focuses on political, social, economic, and diplomactic aspects of the conflict, including the volution and development of Palestininan national identity, Middle Eastern wars, the Israeli quest for normalization, and the various diplomatic efforts, especially those of the United States, aimed at resolving the conflict. Reading, analyzing, and discussing key 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, NY: Prentice Hall, 5th ed., 2005; Quandt, William B., Peace Process: American Diplomacy and the Arab-Israeli Conflict Since 1967, Washington, DC; Brookings Institute, 2001; Segev, Tom, One Palestine, Complete Jews and Arabs Under the British Mandate, NY: Henry Holt & Co., 2000; Stein, Kenneth, W., Heroic Diplomacy: Sadat, Kissinger, Carter, Begin and the Quest for Arab-Israeli Peace, NY: routledge, 1999; Stein, Kenneth W., and Samuel W. Lewis, Making Peace Among Arabs and Israelis: Lessons from Fifty Years of Negotiating Experience, Washington, DC: Institute of Peace, 1999 (to be distributed by the professor). A documents book must be purchased. It will be distirbuted 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: Freshman Colloquium: History that Never Happened

Eckert; MAX:12

Content: What would have happened if. . . ? Counterfactual history appears in popular culture as well as in "straight" history writing although not every historian would like to admit it. But more likely than not, many historians, and certainly novelists and journalists, have entertained thoughts like: What if Austrian Archduke Franz Ferdinand's car had taken a different turn in Sarajevo on June 28, 1914? What if Count Stauffenberg had not left the room at Hitler's headquarters on July 20, 1944? What if the Allies had bombed the tracks to Auschwitz? This course will acquaint students with the uses and abuses of counterfactual history. We will trace them through serious historical writings as well as through popular culture by examining several examples drawn from German history. Over the course of the term, students will have ample opportunity to reflect upon historical evidence, casuality, and the contingency of history. This class will contain various "hands-on" elements that acquaint the students with the modes of academic discussion, research and writing. This course fulfills General Education Requirement IC (Freshman Seminar).

Texts: Readings will most likely include Howard J. Trienens, Landscape with Smokestacks. The Case of the Allegedly Plundered Degas (Evanston, Ill.: Northwestern UP, 2000); Gerhard L. Weinberg, Visions of Victory. The Hopes of Eight World War II Leaders (Cambridge, CUP, 2005); Alexander Demandt, History That Never Happened. A Treatise on the Question 'What Would have Happened If. . .?' (Jefferson, NC: McFarland, 1993); Philip Roth, The Plot Against America (Boston: Houghton Mifflin Comp. 2004). Further readings will be provided on e-reserve.

Particulars: Course evalution will be based on active class participation, a variety of smaller homework assignments, in-class presentations, and a case study (essay).

History 190: Freshman Seminar: European Cities in History

Beik; MAX:12

Content: This would be an excellent course for anyone interested in European travel, culture, or history or internationalization and for students contemplating a seminar abroad. It will be an extended discussion of how to think about historical European 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. There will be extensive video presentations.

Texts: We will probably use Mark Girouard, Cities and People as a basic text, supplemented by readings on cities from history, literature, and art history.

Particulars: No exams. This will be an interactive course with much participation. Possibility of on-line activies. Grades will be based on four short essays (together 45%), class participation (45%) and quizzes on assignments(10%). This course fulfills General Education Requirement I.C. (Fresman Seminar).

History: 190: Freshman Seminar: 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 change can be a mixed blessing. Our landscape will include both Europe and America, and our timeframe will extend roughly from the late 19th century to the present day.

Texts: Prospective readings include selections from 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; Frank McCourt, Angela's Ashes; Philip Roth, The Plot Against America; Studs Terkel, "The Good War": An Oral History of World War II; Laurence Wylie, Village in the Vaucluse; Garrison Keillor, Lake Wobegon Days; and Peter Schneider, The German Comedy: Scenes of Life After the War. A selection of feature-length films, such as "Hester Street" and "Good Bye Lenin," will also address issues of collective nostalgia for a mythologized past.

Particulars: Writing assingments include 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 Educaiton Requirement IC (Freshman Seminar).

History 190 - 003: Slavery and Freedom in the Age of the American Revolution

Desrochers; MAX: 12

Content: Mention the American Revolution in conversation these days and a battle likely will ensue, pitting mythologized images of the Founding Fathers as strident patriots animated by sublime notions of liberty and equality against cardboard cutouts of the very same founders as disingenuous hypocrites who cried freedom while keeping slaves. But the truth behind the truth of both claims is more complicated, more interesting, and ultimately more revealing of the paradoxical nature and mixed legacy of the American Revolution, in which contested commitments to slavery and freedom operated as two sides of the same coin, and in which African Americans forced the issue of their own freedom to the fore. This course focuses on challenges of and to slavery in the era of the American Revolution, with a special emphasis on the experiences of African Americans who understood full well the possibilities and limits of freedom in the late-eighteenth century, and whose own words and actions boldly declared independence.

Texts: Vincent Carretta, ed., Unchained Voices: An Anthology of Black Authors in the English-Speaking World of the 18 th Century; Sylvia Frey, Water From the Rock: Black Resistance in a Revolutionary Age; Gary B. Nash, Race and Revolution; Shane White, Somewhat More Independent: The End of Slavery in New York City, 1770-1810; David Waldstreicher, Runaway America: Benjamin Franklin, Slavery, and The American Revolution.

Particulars: To do well in this course, students must come to the weekly seminar prepared to engage in an informed discussion of the assigned reading. Final grades will be based on class participation, completion of several short writing assignments, and one longer essay. 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; Staff, MAX:40
001; Staff, MAX:40
002; Staff, MAX:40
003; Burns; 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; Collins; MAX:40
001; Staff; MAX:40
002; Staff; MAX:40
003; Staff; 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: West in World Context

Payne; MAX:40

Content: This course will concentrate on the emergence and consequences of Europe's role in the world. From a relatively backward, poor and fragmented hinterland of Eurasia, Europe rose to dominate the world in the half millennium from 1500-2000, profoundly influence it, and then to recede in the second half of the 20th century. This class will explore the causes and consequences of this historical trajectory with the emphasis on Euorpe, rather than the world. In other word, this is not a "world history" course but a history of Europe in the world. Discrete topics such as the medieval roots of European expansionism, the age of discovery, commodities and Empire, the impact of Revolution, "new" Imperialism, world wars, the Cold War and decolonization will be addressed. Although different topics will highlight different European countries, please keep in mind that case studies will rely disproprotionately on the instructor's area of expertise, the Russian Empire and Soviet power.

Texts: Texts and reserve documents may include such works as Alfred W. Crosby, Jr., The Columbian Exchange: Biological and Cultural Consquences of 1492; Jarett Diamond's Guns Germs and Steel; 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; Yuri Sleazkin's Arctic Mirror's; Hannah, Arendt, Totalitarianism, and Benjamin Barber, Jihad vs. Mcworld: From Hard Goods to Soft Goods.

Particulars: Class assignments will include weekly discussion responses and reading quizzes. Exams will include an in-class mid-term and take home final. Class participation is mandatory. This course fulfills General Education Requirement V.B.

History 231: Foundations of American Society

000; Staff; MAX:40
001; Staff; MAX:40
002; Staff; 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; Staff; MAX:40
002; Staff; 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 241-003: History and Text: Medieval Europe

White; MAX: 20

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 medeival European cultural politics.

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

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

History 241: History and Text: Art or Medicine: Cultural Approaches to European Medicine

Feagin; MAX:20

Content: This course traces the history of modern medicine in Europe, while asking questions about the interaction between society, culture, and the development of medicine as a discipline. We will begin by looking at the concepts of disease, illness, patient, doctor, and medicine. We will then examine the role played by culture in the creation of modern medicine, focusing on the interaction between literature, politics, science, religion, philosophy, and medicine from antiquity to the modern era. We will also examine the role played by medicine in the creation of identity, questioning how contemporary visions of medicine interacted with notions of gender and race to create a heirarchy of humanity. Finally, we will question the traditional vision of the history of medicine as one of consistent progress, revealing instead the dynamism inherent in the emergence of what we now know as the modern medical community. Thus, overall, in this class we will strive to develop an understanding of what it means to study medicine "in the context of culture."

History 242: American Jewish History (Same as JS 242)

Goldstein; MAX:25

Text: 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 how Jewish tradition has adapted to and been challeneged by the American setting, how patterns of communal life have been reshapaed, 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.

Texts: Texts for this course include: Jonathan D. Sarna, ed., The American Jewish Experience; Rose Cohen, Out of the Shadow: A Russian Jewish Girlhood on the Lower East Side; Samuel Heilman, Portrait of American Jews: Last Half of the Twentieth Century; Lisa Schiffman, Generation J; and a number of articles on e-reserve.

Particulars: Class sessions will combine lecture and discussions that emphasize the close reading of primary sources. There will be a mid-term, a final, regular short homework assignments and one longer writing assignment (5-7 pages) in which students will analyze a primary source of their choice. This course satisfies area V.A. of the General Educaiton Requirements (United States History).

History 301: History of Greece

Patterson; MAX:40

Content: The course follows the emegence and development of ancient Greek society in the four centuries that separate Homer from Alexander (roughly 700-300 b.c.e.). Within this broad chronological expanse, we will follow a number of specific themes: the character of ancient empires (Persian, Athenian, and Macedonian), the nature of ancient politics and the invention of democracy, and the relation between family and state in the Greek world. We will also, as often as possible, consult the collection of Greek art in the Carols Museum.

Texts: Emphasis will be on primary sources, including the Histories of Herodotus and Thucydides, Lives by Plutarch, several Athenian dramas, court speeches of Demosthenes, and Plato's Apology of Socrates. Secondary texts will include Finley, The World of Odysseus; Forrest, The Emergence of Greek Democarcy; Pollitt, Art and Experience in Classical Greece.

Particulars: Midterm exam, two five page papers, final exam.

History 303: History of Rome

Burns; MAX:40

Content: A topically oriented analysis of Byzantine civilization stressing social, economic, and govenmental changes within a religiously centered civilization. Special attention is paid to the survival of the Greco-Roman inheritance and the collision of East and West during the era of the Crusades.

Texts: Peter Brown, The World of Late Antiquity; Timothy Gregory, A History of Byzantium; Procopious, The Secret History; Michael Psellus, Fourteen Byzantine Rulers; Anna Comnena, The Alexiad; Villehardouin and De Joinville, Memoirs of the Crusades. In addition a few short readings will be placed on reserve.

Particulars: The course is a separate course entirely, few Americans possess any prior knowledge so all are equal. The study of Byzantine history is an exciting and broadening experience and should be especially beneficial to students interested in law, government, diplomacy, art history, and religion. Anyone contemplating further work in Russian, Islamic and medeival history will find the Byzantine background quite fruitful. Test: midterm and/or paper; final exam.

History 306C: The Italian Renaissance

Strocchia; MAX:40

Content: This course examines the Italian Renaissance from its origins circa 1350 to its transition to an early modern society circa 1550. We will examine the people and processes that gave rise to one of the most stunning periods of human achivement. The course investigates the material and economic conditions underlying the cultural production for which the Renaissance is best known; political innovations and the paradoxical failure of the Italian state system; changes in urban family life and in the everyday experiences of ordinary women and men; and Italian religious practices and the institutional history of the Catholic Church. Students with reading competence in Italian may do some of the readings in Italian for LAC credit.

Texts: May include Niccolò Machiavelli, The Prince; Thomas and Elizabeth Cohen, Words and Deeds in Renaissance Rome; selections from The Italian Renaissance Reader; and other articles and texts.

Particulars: Midterm, final, one short paper, contributions to class discussions and electronic postings.

History 313: The Making of Britain, 1550-1750

Rosenberg

CANCELLED

History 326: Medieval & Muscovite Russia

Payne; MAX:40

Content: This course will concentrate on the emergence of Russia as a distinctive civilization on the margins of Europe. covering the period from the establishment of the Kievan Rus' state to Peter the Great's Westernization, the class will cover political, social, economic, religious and cultural history. Topics will include the rise of Rus' and its fragmentation into small principalities, the adoption of Christianity and the influence of Byzantine culture, the role of the frontier and impact of the Mongol conquest, the rise of Muscovy, colonization of the Russian north, the Republic of Novgorod, the development of Russian spirituality and Russian art, Ivan the Terrible, the time of troubles, serfdom and social revolt, and incipient Westernization.

Texts: Texts will include Janet Martin's Medieval Russia, Basil Dmytryshan's Medieval Russian Sourcebook, de Madriaga's Ivan the Terrible, and Zenkovsky's Medieval Russia's Epics, Chronicles, and Tales.

Particulars: The class will also rely on some film such as Eisenstein's Aleksandr Nevsky and Tarkovsky's Andre Rublov. This class will be structured around a weekly lecture and discussions of readings. A research paper will be required on the topics of the students choosing.

History 336: Multicultural History of Women (Same as WS 336)

Odem; MAX:25

Content: This course explores the history of women and gender in the United States from the 19th century to the late 20th century. Using both secondary and primary sources, we will examine historical changes in family, sexuality, politics, work, education, and gender ideology among Native American, Euro-American, African-American and immigrant women. A central goal of the course is to explore the differences in women's historical experiences based on their diverse race, region, ethnic, and class positions within the U.S. society.

Texts: Linda Kerber and Jane De Hart, Women's America: Refocusing the Past; Vicki Ruiz and Ellen DuBois, Uneuqal Sisters: A Multicultural Reader in U.S. Women's History; Emma Goldman, Living My Life; Ann Moody, Coming of Age in Mississippi; Mary Crow Dog, Lakota Woman.

Particulars: Course requirements: regular class attendance and participation; weekly short writeen assignments based on readings; midterm and final essay exams; 8-10 page final paper.

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

Davis; MAX:20

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 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 348: The Ethnic Experience in America

Davis; MAX:

Content: This course will explore the experiences of ethnic groups and the overall historical meaning of ethnicity in America from colonial times to the present. Moving between particular case studies (including consideration of Jews, African Americans, Irish, Italians, Hispanics, and Asians) and broad themes (including immigration, assimilation, prejudice, and racism), the course aims to provide a context for understanding both the variety and unfolding structures of ethnicity in American society.

Texts: Readings include memoirs (Out of the Shadow, Coming of Age in Mississippi), historical studies (The Strange Career of Jim Crow, The Wages of Whiteness, Boston's Immigrants), primary sources, and relevent excepts from various secondary texts. We will also view a number of movies and documentaries.

Particulars: Assignments include (but are not limited to) a short essay, a longer book review, a midterm and a final exam, and an in-class presentation.

History 352: European Economic History II (Same as Econ 352)

Miller; MAX:25

Content: This course explores the transformation of the European Economy from 1600 to the present. Among the topics covered will be the expected ones of economic growth and of the transition from agrarian to commercial and industrial economies. In addition, we will question the impact of the changes on family and household structures and on gender roles. We will also look at the "Americanization" of the European economy in the twentieth century. Strongly recommend that the student has 202 or 203 before taking this course.

Texts: Books and many online articles from leading journals, including: Thompson, The Making of the English Working Class; Snell, Annals of the Labouring Poor; The Sex of Things: Gender and Consumption in Historical Pespective; Kuisel, Seducing the French: The Dilemma of Americanization.

Particulars: Active class discussion; two preliminary research exercises, one 15-18 page research paper.

History 360: Colonial Latin American History

Socolow; MAX:40

Content: Introduction to colonial Latin American history with special attention paid to Iberian, Indian and African backgrounds; the impact of conquest; the structure of society (including race and gender); trade and the economy; the administration of empire; the importance of cities and reform and revolution.

History 364: African Civilizations (Same as AFS 364)

Mann; MAX:20

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 Atlantic Genius; C. Achebe, Things Fall Apart.

Particulars: Two short critical papers on readings (3 pages) and two short research papers (5-7 pages); final examination. Grading: short papers (10% each), research papers (20% each), class participation (15%), final examination (20%).

History 373: History of Modern China

Andrade; MAX:35

Content: Around 1500, in the middle of the Ming Dynasty, China was the largest, richest, and most powerful country in the world. Its technology was cutting edge, its cities prosperous and cosmopolitan, and its culture glorious. Four centuries later, it was being rent apart by foreign invaders as its citizens asked themselves what had gone wrong and what could be done to revive and restore the Middle Kingdom? This course examines traditional China's collision with the forces of modernity -- global trade, rapid population growth, the scientific and industrial revolutions, and modern imperialism. Today, after a century of revolution, China appears at last to have met the challenges of modernity, but what unfinished projects remain.

History 376: European Intellectual History

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 less known in their own day. In addition to reflecting upon the general theme of modernity after the French Revolution, the course will try to address four questions: 1) how do writers in this period conceive of human knowledge (its sources, nature, range, and character)? 2) how do they conceive of human community (e.g., how democratically) and what do they see as its prospects? 3) how do they think about art and human creativity more generally? and 4) how do they conceive the human individual and "individuality"?

Texts: Edmund Burke, Reflections on the Revolution in France; Henrich von Kleist, The Prince of Homburg; G. W. F. Hegel, On Art, Religion, and Philosophy; Soren Kierkegaard, Anthology; John Stuart Mill, The Subjection of Women; Robert Tucker, ed., The Marx-Engels Reader; Arthur Schopenhauer, Essays and Aphorisms; Charles Baudelaire, Selected Writings on Art and Literature; Friedrich Nietzsche, The Birth of Tragedy. Selections, mostly short, from Kant, Herder, Sieyès, Novalis, Fichte, and Mill.

Particulars: Course evaluation will be based on three short "reflection" papers (20%), a take-home, mid-semester exam (20%), a term essay (20%), class participation (20%), and a comprehensive final exam (20%). Reflection papers are 2-4 pages double-spaced. Term essays are 10-15 pages, and 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: South Asian Politics since 1945 (Same as PoliSci 385 and Asia 370r)

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: The Creation of Modern Germany in the Nineteenth Century

Kronenbitter; MAX:25

Content: This course will survey the creation of modern Germany from the beginning of the 19th century to World War I and the collapse of Imperial Germany in 1918. In the late eighteenth century, Germany consisted of hundreds of principalities and city-states, held together by the so-called Holy Roman Empire. The call for national unity and political and social progress culminated in the revolution of 1848-9. In 1870-71, Prussia and its allies defeated France and founded the German Empire, the Reich. The newly created nation-state, although a federation of German states, was dominated by Prussia. It took decades to form a unified legal and economic system and a nation-wide political culture. Economic progress and the prestige of a Great Power helped to foster a sense of national unity but also nourished aggressive nationalism.

Texts: David Blackbourn, The Long Nineteenth Century: A History of Germany, 1780-1918; Mary Fulbrook and John Breuilly (eds.), German History Since 1800; Martin Kitchen, A History of Modern Germany, 1800-2000.

Particulars: Course evaluation will be based on a research essay and/or a midterm and a final exam. Class participation will assist in determining marginal grades.

History 385WR: Intervening in Arica (18th-21st century): A History of Development and Humanitarian Practices in Sub-Sharan Africa (Same as AFS 389WR)

Jezequel; MAX:

Content: The course will examine the philosophical and political basis for humanist/humanitarian involvement in Africa. We will explore the role fo progressive ideals in attempts to legitmate interventions in Africa from slavery to colonialism to contemporary notions of development and military-humanitarian operations. The course will re-historicize the notion of "right/duty of Intervention" that the western world assigns to itself in Africa. To what extent have humanitarian principles/values been manipulated and instrumentalized to exacerbate forms of domination and/or local processes of violence? Are humanitarian interventions doomed to "doing harm while thinking good" as some critics allege? What lies behind the similarities between 19th century colonial discourses on the civilizing mission and 20th century moral discourses on the duty to promote human rights and provide humanitarian assistance in Africa?

Texts: Readings will include a broad range of scholarly articles, primary sources and NGOs documents.

Particulars: Attendance and active participation in discussion are expected. Specific assignments include one or more short essays on class readings and a research paper of 10-15 pages on a subject of the student's choice.

History 385SWR: Food and Taboo: History of Dieting I (Same as IDS 385SWR and ANT 385SWR)

Gilman; MAX:2

SEE IDS

History 385SWR: Marx, Nietzsche, Freud (Same as IDS 395WR and CPLT 389WR)

Goodstein; MAX:5

SEE IDS

History 487S: JR/SR Colloquium: Napoleon and the Arts, 1797-1815

Miller: MAX:12

Content: Starting in the fall of 2006, Atlanta's High Museum of Art will host exhibitions from the collections of the Louvre Museum in Paris. The focus of the 2007-2008 exhibitions will be Napoleon and Josephine and their collections. Our class will explore painting, sculpture, theatre, fiction, poety and music during the period of Napoleon's conquest and rule of much of Europe. Our class will work with the High staff to develop background materials for the coming exhibits.

Texts: Articles and monographs, including Ewa Lajer-Burcharth, Necklines; Paul Friedland, Political Actors; Warren Roberts, Jacques-Louis David.

Particulars: Very active class discussion; two preliminary research exercises, one 15-18 page research paper. This course fulfills General Education Requirement I.C. (Advanced Seminar). This course does NOT fulfill the College writing requirement.

History 487SWR-00P: JR/SR Colloquium: Nationalism in Europe

Adamson; MAX:12

Permission of instructor required.

Content: The main objectives of the seminar are (1) to provide an in-depth look at the most important, recent theoretical and historical works on nationalism in order (2) to facilitate student research using primary documents on some aspect of nationalism in Europe or on postcolonial nationalisms reacting to their experience with European power. The seminar also aims to give students a working knowledge of some major books dealing with the foundations of nationalism in some of Europe's more important countries. Historical readings for the seminar thereby stress the eighteenth and nineteenth centuries, but it is understood that many students will want to pursue research topics involving the twentieth century.

Texts: Özkirimli, Umut, Theories of Nationalism: A Critical Introduction; Gellner, Ernest, Nations and Nationalism; Anderson, Benedict, Imagined Communities; Smith, Anthony, National Identity; Hobsbawm, Eric, Nations and Nationalism since 1780; Colley, Linda, Britons; Bell, David, The Cult of the Nation in France; Doumains, Nicholas, Italy: Inventing the Nation; Confino, Alon, The Nation as a Local Metaphor: Württemberg, Imperial Germany, and National Memory, 1871-1918; Porter, Brian, When Nationalism Began to Hate: Imagining Politics in Nineteenth-Century Poland; Mosse, George, Nationalism and Sexuality; Appadurai, Arjun, Modernity at Large: Cultural Dimensions of Globalization.

Particulars: Course evaluation will be based on three short "reflection" papers, class participation, and a 20-page research paper, each weighted at 33 % (unless research paper is better than earlier work in which case it is weighted 50%). This course fulfills General Education Requirement I.C. (Advanced Seminar). It also fulfills the Emory College Post-Freshman Writing Requirement.

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

White; MAX:12

Content: This course examines the representation of treason trials, bloodfeuds, and inheritance disputes in medieval literary works and the relationship between literary representations of law and legal practice.

Texts: Readings will include Béroul's Romance of Tristan, Njal's Saga, Beowulf, The Death of King Arthur, The Song of Roland; and selections from medieval legal texts.

Particulars: Weekly short papers or oral reports; a final research paper (25 pages). This course fulfills General Education Requirement I.C. (Advanced Seminar). It also fulfills the Emory College Post-Freshman Writing Requirement.

History 487SWR-001: JR/SR Colloquium: War and Society in Europe, 1792-1918

Kronenbitter; MAX:12

Content: From the beginning of the Revolutionary Wars to the end of World War I, European warfare changed profoundly. Small armies of professionals fighting for limited political goals gave way to mass mobilization. Technology and industrialization transformed the logistics of war as well as the stragegies and the tactics on the battlefields. On the one hand, wars had a huge impact on the political landscape of Europe, not just because states were founded and destoyed by military conflicts but also because of the militarization of state and society in many European countries. On the other hand, changes in the political or social structure sometimes shaped the transformtion of war. This course will stress the interdependence of political/social and military change that is crucial to our understanding of the transformation of warfare in Europe between 1792 and 1918.

Texts: Geoffrey Best, War ad Society in Revolutionary Europe; Peter Browning, The Changing Nature of Warfare: The Development of Land Warfare from 1792 to 1945; Carl von Clausewitz, On War; John Ellis, The Social History of the Machine Gun; David Gates, War in the Nineteenth Century; John Keegan,The Face of Battle; Geoffrey Wawro, Warfare and Society in Europe, 1792-1914.

Particulars: Class participation (25%), book review (25%), research paper (50%). This course fulfills General Education Requirement I.C. (Advanced Seminar). It also fulfills the Emory College Post-Freshman Writing Requirement.

History 488SWR-001: JR/SR Colloquium: Immigrant Women's Lives and Narratives in U.S. History (Same as WS 475SWR)

Odem; MAX:6

Content: This course examines the lives of immigrant women and their daughters who have migrated to the United States from different regions of the world over the last century. Using both history texts and immigrant narratives, we will exmaine the political and economic contexts of migration; the changes in gender, family and community that accompanied settlement in the U.S.; and the identities and self-representations of immigrant women and their daughters. The immigrant narratives we will read take a variety of forms, including autobiography, fiction, and film, and address a number of different themes: displacement, generational struggles, sexuality, Americanization, racial/ethnic stereotypes and discrimination. We will explore commonalities and differences among immigrant women as we trace the changing face of immigration over the course of the 20th century from southern and eastern European peoples to those from Latin America, Asia, and the Caribbean.

Texts: Some of the texts include: Sucheng Chang, Asian Americans: An Interpretive History; Susan Glenn, Daughters of the Shtetl; Vicki Ruiz, From Out of the Shadows: Mexican Women in Twentieth Century America; Gloria Anzaldua, Borderlands/La Frontera; Rose Cohen, Out of the Shadow: A Russian Jewish Girlhood on the Lower East Side; Maxing Hong Kingston, The Woman Warrior.

Particulars: Pre-requisites: To enroll in this upper-level history seminar, students should have taken at least one 300-level history course. Course requirements: regular participation in class discussions; weekly short written assignments based on the course readings; 1 analytical paper (5-7 pages); research paper based on primary sources (15-20 pages). This course fulfills General Education Requirement I.C. (Advanced Seminar). It also fulfills the Emory College Post-Freshman Writing Requirement.

History 488SWR-002: JR/SR Colloquium: The Age of Discovery

Juricek; MAX:12

Content: This course will deal with the great geographical explorations and discoveries made by Europeans, mainly in the period 1450-1650, particularly in the Americas. Attention will be given to contemporary geographical ideas, cartography, the technology of exploration, conflicting territorial claims, the significance of various key explorations, and the overall impact of this great reconnaissance on Europe, America and the world.

Texts: J. H. Parry, The Age of Reconnaissance; De Lamar Jensen, The Expansion of Europe; Alfred Crosby, Ecological Imperialism; J. H. Elliott, The Old World and the New, 1492-1650.

Particulars: This is a writing intensive course. You will improve your writing, and will earn the improvement. Required are three brief papers (approx. 5 pages) and one longer paper (about 10 page). One of the brief papers must be rewritten and others may be. No exams. Grades assigned on the basis of papers (3/4) and contributions to class discussions (1/4). This course fulfills General Education Requirement I.C. (Advanced Seminar). It also fulfills the Emory College Post-Freshman Writing Requirement.

History 488SWR-000: JR/SR Colloquium: Jews of the American South (Same as JS 490SWR)

Goldstein; MAX:6

Content: This course will explore the history and culture of Jews in the American South from the colonial period to the present. It will track Jewish settlement in the region from its beginnings in the eighteenth century, examine the distinctive Southern Jewish subculture that emerged during the antebellum period, examine how Jewish comunities were sustained by the distinctive regional economy, and how the decline of small town Jewish life and the arrival of Jews from other parts of the country during the twentieth century contributed to the breakdown of regional distinctiveness. While studying all of these phases of Southern Jewish life, we will try to understand how Jewishness was shaped by the region's approach to social relations and "respectability," its emphasis on evanglical religion, and its struggle with the issue of race.

Texts: Readings may include Eli Evans, The Provincials: A Personal History of Southern Jews; Leonard Dinnerstein, The Leo Frank Case; Melissa Faye Green, The Temple Bombing; Alfred Uhry, The Last Night of Ballyhoo; Stella Suberman, The Jew Store: A Family Memoir; and several other readings on e-reserve.

Particulars: Students will be asked to complete a few short response papers on the assigned readings. In addition, they will complete an original research paper (15-20 pages) using relevant primary sources available in local libraries and archives. Students will also be asked to make an oral presentation of their findings toward the end of the term. Regular attendance and participation are vital to success in the course. This course fulfills General Education Requirement I.C. (Advanced Seminar). It also fulfills the Emory College Post-Freshman Writing Requirement.

History 488SWR: JR/SR Colloquium: Lawyers, Justice, Jurisprudence in U.S. 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.

Particulars: Papers are optional. History majors can fulfill history major writing requirements in this class. This course fulfills General Education Requirement IC (Post-Freshman Seminar).

History 489SWR-000: JR/SR Colloquium: Comparsion and Encounters: Global History and Historiography

Andrade; MAX:12

Content: Since the 1960s, there has been an explosion of detailed historical research, a trend apparent from the hundreds of subfields into which the discipline of history is today divided. This intensive specialization has led to a tremendous increase in historical knowledge, but as yet the subfields have remained splintered. There has been no compelling synthesis. Today, in our increasingly globalized world, it seems more important than ever to try to find global patterns in these disparate data, which is one of the reasons that a new field of history has emerged: Global History. But the movement is in its infancy. What narratives will a truly global history tell? What phenomena will it highlight? What comparisons will it make between, for example, China and Europe? In this course we will explore these and similar questions. In readings and assignments we will pay close attention to the construction of historical narratives and the use of historical sources, with the goal of helping students complete a research paper of their own.

Texts: To be announced.

Particular: This course fulfills General Education Requirement I.C. (Advanced Seminar). It also fulfills the Emory College Post-Freshman Writing Requirement.

History 494-00P: Internship

WRITTEN PERMISSION OF INSTRUCTOR REQUIRED

Staff

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

Crespino; MAX:12

Content:

History 495WR-00P : Introduction to Historical Interpretation

Faculty; MAX:20

Content: Open only to students selected to participate in the department's Honor Program, this course is the written component of History 495, the department's seminar for honor students. It consists of intensive tutoring with a faculty Honors advisee in historical research and writing with the final requirement of producing an Honors thesis. This course is required for completion of the department's Honors program.

Particulars: PERMISSION OF INSTRUCTOR REQUIRED. Students must complete a thesis to receive credit for this class.

History 497: Directed Research

Staff; MAX:15

Permission of instructor required.