For information on registration, preregistration, and days and times, please refer to the Registrar's Schedule of Courses.
History 190-000: Freshman Seminar: History of Afro-American Education (Same as AAS 190S/AMST 190S)
Gadsden; MAX: ; W 2:00-4:00
Content: This seminar course is organized to explore the history of African American education in the United States after emancipation. We will pay special attention to the problem of segregation and inequality in American primary and secondary education, the meaning of education in African American culture, and the various means by which civil rights activists, educators, and others challenged discriminatory practices and struggled to expand educational opportunities for all children.
Texts: Tentative List of Texts and Materials: James Anderson, The Education of Blacks in the South, 1860-1935; David S. Cecelski, Along Freedom Road: Hyde County, North Carolina and the Fate of Black Schools in the South; Davison Douglas, Jim Crow Moves North: The Battle over Northern School Segregation, 1865-1954; Peter Irons, Jim Crow's Children: The Broken Promise of the Brown Decision; Jonathan Kozol. The Shame of the Nation: The Restoration of Apartheid Schooling in America.
History 190-001: Freshman Seminar: History of American Conservatism
Allitt; MAX:12; MWF 8:30-9:20
Content: The United States began in a revolutionary war but it has never lacked for conservatives. In the early republic Federalist politicians and writers argued against democracy and did not believe in human equality. Southern planters argued in favor of human slavery; many northern conservatives were critics of slavery but also critics of radical abolitionism. After the Civil War defenders of capitalism and economic inequality became highly influential. After the Russian Revolution of 1917 America became the world's counter-revolutionary leader, giving a new prominence to conservative ideas and concerns. This course will trace the long history of conservative ideas and politics from the Revolution to the present and show how conservatives and their opponents argued over political, economic, philosophical, and foreign-policy questions. Like all freshman seminars it will require a high degree of individual student involvement, several short papers, and regular discussion of assigned readings.
Texts: Patrick Allitt, The Conservatives: Ideas and Personalities Throughout American History; Russell Kirk, The Conservative Mind; Henry Adams, The Education of Henry Adams; Irving Babbitt, Democracy and Leadership
History 190-002: Freshman Seminar: The World We Have Lost?
Amdur; MAX:12; W 2:00-4:30
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: Irving Howe, The World of Our Fathers (selections); Erich Maria Remarque, All Quiet on the Western Front; Frank McCourt, Angela's Ashes; Philip Roth, The Plot Against America; Irene Nemirovsky, Suite Française; Alexander Solzhenitsyn, One Day in the Life of Ivan Denisovitch; Marjane Satrapi, Persepolis: The Story of a Childhood; Peter Schneider, The German Comedy: Scenes of Life after the Wall. Films: "Hester Street," "Good-Bye Lenin"
Assessment: Writing assignments 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.
History 190-003: Freshman Seminar: Harem Tales (Same as MESAS 190/WS 190)
Lal; MAX: ; TuTh 2:30-3:45
History 190: Freshman Seminar: The Germans (Same as GER 190)
Melton/Tschopp; MAX:6; MWF 11:45-12:35
Content: From the fall of the Roman Empire to the "New Europe" of our own day, Germans (or German-speaking Europeans) have had a profound impact on their world. Their legacy, to say the least, has been mixed. Some of the most important movements in Western culture came out of the German-speaking world, including Protestantism, Marxism, romanticism, the "Classical style" in music, expressionism in art and film, psychoanalysis, and the theory of relativity, to name only a few. In the twentieth century Germans also gave us two world wars, National Socialism, and the Holocaust. Co-taught by an American and a Swiss native, this course seeks to explore and explain the ambiguous German legacy, including the various ways Germans have sought to come to terms with it since 1945. The approach will be interdisciplinary, exploring major political events but also on fields like literature, music, philosophy, and film.
Texts: Hagen Schulze, Germany: A New History, will serve as a textbook. Most assignments, however, will be selected short texts in the fields of literature, drama, religion and philosophy. Part of the course will also be devoted to an analysis of music and film.
Particulars: No knowledge of German is assumed or required. Class attendance is mandatory. Students will be expected to participate actively in weekly discussions and on occasion lead them. Four short papers, midterm, and final.
Prerequisite: none
History 201: Formation of European Society
Rosenberg; MAX:35; TT 8:30-9:45
Content: Unlike history 202, history 201 covers the distant origins of today’s Europe: the long-term developments that shaped society before the advent of modernity. The goal will be to elucidate the realities that labels like “medieval,” “Renaissance,” and “Reformation” sometimes obscure. We will consider what happens when empires give way to societies ruled by local loyalties. We’ll examine the evolving relationship between religious belief and social conditions. We’ll look into the roles that climate and disease have played in history. And we will weigh the contributions that commerce, political centralization, and the exchange of ideas made to Europe’s gradual modernization.
Texts: Bennett & Hollister, Medieval Europe and a set of further readings, including Kelly, The Great Mortality, and Wunderli, Peasant Fires.
Assessment: No prerequisites. Two exams and a take-home essay, plus reading quizzes.
History 202-000: The Making of Modern Europe
Hart; MAX:35; MWF 11:45-12:35
Content: This course will ask two intersecting and complementary questions: what is modern, and what processes made/are making Europe and Europeans modern? Through a chronological survey of Europe’s past, the course will engage in an interactive attempt to develop its own answers to these questions. Our survey will begin with an introduction to the rise of the absolutist state and ancien régime society during the seventeenth century. From then, the survey will make stops in the Enlightenment, the French Revolution, the process of industrialization, the development of imperialism, the rise of nationalism, the two World Wars, the development of fascism and communism, the challenges of remembering the Holocaust, the Cold War, and the formation of the European Union. The skeleton of the course, therefore, is structured upon a chronology of political events. Politics, however, is neither the course’s sole, nor its most important, focus. Culture, religion, and gender will also emerge as important foci throughout the survey.
Texts: Judith G. Coffin, Robert C. Stacey, Western Civilizations, vol. 2 (16th Edition available February 2008); Jean-Jacques Rousseau, The Social Contract: Penguin Great Ideas; The Communist Manifesto and Other Revolutionary Writings, (Dover Publications; Dover Thrift edition 2003); Art Spiegelman, The Complete Maus: A Survivor’s Tale
Assessment: Assignments include a 3 page essay and a 10 page essay, reaction journal, short presentation, and final exam.
History 202-001: The Making of Modern Europe
Evangelista; MAX:35; TuTh 1:00-2:15
Content: This course will examine the development of Europe from the late 16th Century to the present. Students will encounter some of the main topics of this dynamic period such as colonialism, wars of religion, the industrial revolution, the rise of mass politics, total war as well as gain a sense of changing European societies and cultures. We will particularly focus on three key events and their consequences: the Reformation, the French Revolution and World War I.
Texts:Western Civilization: The Continuing Experiment, Volume II: Since 1560, Brief Edition by Thomas F. X. Noble et al., Houghton Mifflin, latest edition; Lessing, Gotthold Ephraim. Nathan the Wise. Free on e-Gutenberg; Browning, Christopher R. Ordinary Men : Reserve Police Battalion 101 and the Final Solution in Poland. New York, NY: Aaron Asher Books :Harper Collins, latest edition
Assessment: Weekly readings, TBA (Reserves Direct or Internet). Essay 1 (5 pages) (20%); Essay 2 (5 pages) (20%);
Midterm (20%); Final Exam (20%); Attendance and Participation (20%)
History 203: The West in World Context
Stice; MAX:35; TuTh 11:30-12:45
Content: What is meant by “the West” and how has that changed over time? This and other questions will be considered in History 203 from the perspective of the West’s interactions with the rest of the world and through a variety of accounts of the past. The relationships between the West and the world cannot be fully captured in one semester, so topics and texts have been selected that highlight key moments and dynamics. The readings and in-class discussion on the West in world context from 1500-2000 will provide insight on the world we live in today and the discipline of history. Discussion will be a major component of the class, aided by the discussion questions on the syllabus which are a starting point for each week.
Texts: David Crosby; Ecological Imperialism; Ngũgĩ wa Thiong’o, Decolonising the Mind; Multatuli, Max Havelaar: Or the Coffee Auctions of the Dutch Trading Company; Masao Miyoshi, As We Saw Them: The First Japanese Embassy to the United States; Queen Lili’uokalani, Hawaii’s Story; Jerry Bentley and Herbert Ziegler, Traditions & Encounters, Vol. II: From 1500 to the Present. Additional online readings
Assessment: This class requires three short (two-page) papers, a midterm, and a final. In addition, attendance and participation are a factor in grading. 50% the grade will come from the midterm and final, 40% from the papers and 10% from attendance and participation.
History 231: The Foundations of American Society
Desrochers; MAX:35; TuTh 11:30-12:45
Content: This course introduces students to central themes, issues, events, and personalities in early American history from the colonial era down to the Civil War. It is driven by two guiding assumptions: that an informed awareness of the present begins with a responsible and sophisticated awareness of the past; and that understanding why early American history matters has little or nothing to do with memorizing arcane facts and obscure dates. Rather, this course is designed to cultivate appreciation for how intractable problems, important developments, ongoing conversations, and the concerns of ordinary people all fit into the Big Picture of American history and life – then and now.
Particulars: This course challenges you to think analytically about United States history, and more broadly about the practice of history as an interpretive endeavor. Lectures and discussions will include materials such as films and music, and will frequently incorporate analysis of primary sources. Grades will be based on attendance, participation, completion of several in-class assignments and quizzes, and two exams.
History 232: The Making of Modern America
Goldstein; MAX:50; TuTh 10:00-11:15
History 232: The Making of Modern America
Crespino; MAX:35; MWF 9:35-10:25
Content: This course provides a broad, introductory overview of key historical developments and issues in the making of modern America, from the end of Reconstruction to the present. By examining the transformation of economic, social, cultural and political life in the United States since the late nineteenth century, students will gain a rich historical context for understanding important issues of public concern in modern American society.
Texts: tba
Particulars: tba
History 241-001: History & Text: Ancient Medicine
Patterson; MAX:20; MWF 12:50-1:40
Content: In this course we will study key texts from 1) the Hippocratic corpus, the body of medical writing attributed to, but not necessarily authored by, Hippocrates the classical Greek "father of medicine," and 2) the works of Galen, physician to gladiators and the Emperor, who more than any other writer established the principles of physiology that dominated western medicine until the 17th century. In reading and discussing ancient medical writing, we will focus on the ways in which these medical texts illuminate the societies in which their authors lived and worked.
Texts: Hippocratic Writings; Galen, to be announced; Vivian Nutton, Ancient Medicine; Atul Gawande, Complications: A Surgeon's Notes on an Imperfect Science.
Assessment: Weekly short response essays and/or presentations; final paper with presentation.
History 241-001: History & Text: Heroes, Myths, Nationalism in Modern Europe
Tschopp; MAX:20; MWF 3:00-3:50
Content: From the beginning, every European nation-state has been marked by an attempt to give itself historical legitimacy. Especially important have been mythical constructions that not only seek to justify the existence of a nation, but also define its specific features through the use of national heroes. European states attempted to define themselves by reference to events from their respective national histories, which are then invested with symbolic importance in order to validate their political claims. This course attempts to define the concept of “national myth” by exploring the formation and function of the cults surrounding figures like Hermann the Cherusker (Germany), Joan of Arc (France), and King Arthur (England). We will also draw comparisons with the U.S. What, for example, are the central myths in American history, and when and why did they acquire significance? What was their role in the formation of a specifically American identity, and what significance do they continue to have in the present?
History 241: History & Texts: African History through the Novel
Crais; MAX:20; TuTh 8:30-9:45
History 285-001: The Silk Road & Inner Asia, 1700 BCE-1700 CE
Payne; MAX:35; TuTh 1:00-2:15
Content: This course will introduce students to the central arena for commercial, cultural and political exchange in Eurasia for nearly three millennium. From the Bronze Age to the fall of the Timurids the route that later was associated with its most precious commodity, silk, sent the horse and Buddhism to China, silk and the Black Death to Europe, Islam and waves of conquerors into South Asia. From the great world Empires of Chingis Khan and Alexander to the mercantile city states of Sogdia and Sinkiang, the l ands of the Silk road shaped human history profoundly. The story of the region will be told by ancient mummies and Chinese monks, Greek adventurers and Arab philosophers, Venetian merchants and warrior princes. And in their story, students will understand the tale of the world’s first globalization and see, it is hoped, a mirror into their own world.
Texts: Francis Wood, The Silk Road; Two Thousand Years in the Heart of Asia; Susan Whitfield, Life Along the Silk Road (selections); Marco Polo, The Travels of Marco Polo; Xuanzang, The Silk Road Journey; Babur, The Baburnama.
Particulars: Students will be instructed by a mixture of lecture and discussion classes, which will center on primary texts. Exams will consist of a mid-term and a final.
History 285-002: 20th Century War & Technology
Gayan; MAX:35; TuTh 2:30-3:45
Content: The purpose of this course is to offer you an integrative thematic approach to the twentieth century, one that was rife with change (for better and for worse) in many different ways. We will examine four themes in great detail: warfare, (de)colonization, technology/environment, and human rights through the examination of various sources, class discussions, written assignments, and lectures. While we cannot claim to engage in an exhaustive world history, it is my hope that our concentrated efforts will afford us a better understanding of how different parts of the world interact and both the potential detrimental and beneficial consequences of such interactions.
Texts: Adas, Stearns, and Schwartz, Turbulent Passage: A Global History of the Twentieth Century, 4th edition, Longman, 2008; Eric Hobsbawm, The Age of Extremes: A History of the World, 1914-1991(New York: Vintage, 1994); John Keegan, The First World War (New York: Alfred A. Knopf, 1999). Most class readings will be available on class BlackBoard site.
Assessment: Student performance is assessed via 4 unit quizzes, a final exam, 2 short writing assignments (2 pages), in-class participation, and unannounced reading quizzes throughout the semester.
History 285-003: The Making of Modern South Asia
Sunandan; MAX:35; MWF 10:40-11:30
Content: This course attempts to familiarize students with the historical events on the Indian subcontinent: now India, Pakistan, and Bangladesh, from the rise of British imperialism in the 18th century to the period after Indian Independence; and to develop a preliminary and general understanding about historical research and historical methods. In this exercise we will examine important political and social movements and economical and developmental aspects in the subcontinent. We will critically discuss how the history of modern South Asia is debated among various schools of historians. The course will consider major themes that were central to struggles in the colonial period, including nationalism, gender relations, religious community formation and caste stratification. The reading materials will include two text books, primary source materials, including official documents, social commentary, autobiography, and fiction, alongside secondary materials.
Texts: Ayesha Jalal and Sugata Bose, Modern South Asia: History, Culture and Political Economy. Additional Reading: Sumit Sarkar, Modern India: 1885 – 1947,
Assessment: The grade breakdown will be: writing assignment (30%), Take-Home Exam 1 (30%), Take-Home Exam 2 (30%). Attendance and participation in class (10%)
History 285-004: Plantation to Postcolonial (Same as LACS 263)
Goddard; MAX:10; TuTh 10:00-11:15
Content: “Plantation America”, stretching from the American South, through the Caribbean to northern Brazil, comprises a geographical area that, as its name suggests, was dominated by the economic system of plantation monoculture. This course will attempt two inter-related tasks: it will firstly survey the unity and variety of the plantation as a form of socio-economic organization; secondly it will explicate the unity and variety of the political and cultural forms that have evolved alongside the plantation. The course will be interdisciplinary in nature, using texts from history, literature and anthropology.
History 285: African American Women in US History
Harris; MAX:35; MWF 12:50-1:40
Content: This course explores the history of African American women in the United States from the time of the slave trade through the 1960s. In addition to learning about the experiences of black women, students will also investigate the images and stereotypes about black women that existed during this time. Students will complete two short essays based on course materials; and a research paper of not more than ten pages.
History 305: High Middle Ages
White
CANCELLED
History 309: Europe in the Age of Empire
Adamson; MAX:35; MWF 10:40-11:30
Content: The course aims to introduce students to major themes in European history from the aftermath of the failed 1848 revolutions through the Great War. Emphasis is placed on the rising, “modernizing” Europe rather than on “the persistence of the Old Regime,” although in reality they coexisted. Themes given close attention include: the growth of cities; the intensification of consumerism and “commodity culture” among the middle classes; the revolutionary and “mass” politics of (and directed at) the working classes; anti-Semitism; imperialism; and fin-de-siècle cultural crisis. Readings include both secondary and primary texts.
Texts: Robert Gildea, Barricades and Borders: Europe 1800-1914, 3rd ed.; Carl Schorske, Fin-de-siècle Vienna: Politics and Culture; Gay Gullickson, Unruly Women of Paris: Images of the Commune; Emile Zola, The Ladies’ Paradise; Matthew Arnold, Culture and Anarchy; Adam Hochschild, King Leopold’s Ghost; Joseph Conrad, Heart of Darkness; Helmut Walser Smith, The Butcher’s Tale; Vanessa Schwartz, Spectacular Realities; Modris Eksteins, Rites of Spring
Assessment: Course evaluation will be based on two short “reflection” papers (20%), a take-home, mid-semester exam (20%), a term essay (20%), class participation (20%), and a take-home final exam (20%). Reflection papers should be 3-4 pages double-spaced. Term essays (8-12 pages double-spaced) should consider some primary source that relates to a theme raised by the class.
History 311: Europe in the Nuclear Age, 1945 to Present
Amdur; MAX:35; TuTh 1:00-2:15
Content: This course surveys recent European history (Western and Eastern) with attention both to social, economic and cultural developments and to the evolution of internal and international politics. Emphasis will be given to the ways in which postwar social reconstruction and the nuclear threat set the stage for the emergence of a new European society, aimed both at blending its own disparate cultures and at maintaining its independence from the two superpowers then to its East and West. Special attention will also be devoted to the end of Communist regimes in Russia and Eastern Europe and the questions posed for international politics today.
Texts: Prospective readings include: William Hitchcock, The Struggle for Europe: The Turbulent History of a Divided Continent, 1945-2002; Laurence Wylie, Village in the Vaucluse; Mark Kurlansky, 1968: The Year that Rocked the World; Gunter Grass, Local Anesthetic; Stephen Kotkin, Armageddon Averted: The Soviet Collapse, 1970-2000; A. Fazekas, ed., Jokes of The (Not So) Humorous Struggle Against Communism in Hungary; Tina Rosenberg, The Haunted Land: Facing Europe's Ghosts After Communism.
Assessment: Writing assignments include short commentaries on class readings plus two short "special projects": one on press coverage of social conflict in the 1960s, and one on oral history and memory. There will also be a final exam.
History 313: British History, 1550-1750
Rosenberg; MAX:35; TuTh 4:00-5:15
Content: This course provides an introduction to the troubled history of England and Scotland between the reign of Elizabeth and the era of the British Enlightenment. It charts three key developments: Britain’s struggles with evolving forms of power; the unsettling effects of the Reformation; and rapid commercial and cultural modernization. Important sub-themes include the nature of the Elizabethan regime, civil war and revolution, shifts in morals and popular belief, the workings of the law and of the new science, London’s role as a metropolis, and the growth of the imperial outlook.
Texts: Bucholz and Key, Early Modern England, 1485-1714, plus articles and documents on Reserves Direct.
Assessment: No prerequisites; two exams, quizzes, and a paper (apr. 10 pgs.).
History 323: Reformation Europe
Strocchia; MAX:35; TuTh 11:30-12:45
Content: This course examines the causes and consequences of the religious upheavals that fragmented Christianity in the sixteenth century. Although we will survey the major theological differences that sparked religious turmoil, the course will emphasize the social, political, and cultural effects of the Protestant and Catholic Reformations, including new forms of social discipline, changes in family life, and altered Jewish-Christian relations. A portion of the course will look at the expansion of Catholic Christianity to Asia, New France, and Spanish America.
Texts: May include: Carlo Ginzburg, The Cheese and the Worms; Ronnie Po-chi Hsia, The World of Catholic Renewal, 1540-1770; selected secondary articles; and excerpts from the writings of contemporaries such as Calvin, Erasmus, Luther, Montaigne, Teresa of Avila, Katherine von Zell, and others.
Assessment: Course grade will be based on a combination of quizzes, essay exams, attendance and participation in class discussions.
History 335: U.S. Diplomatic History since 1914
Harbutt; MAX:35; TuTh 10:00-11:15
Content: The working principle of this course is that the substance and character of American Foreign Relations -- a compelling but still mysterious subject -- can only be understood from historical and international perspectives. Our field (1914-2008) will take in what many call "the American Century" -- a term that reflects the extraordinary presence and often decisive role of the U.S. in world affairs during those years. The subject takes in the multiple dramas of the Wilsonian era, the confrontations with Nazi Germany and Imperial Japan, and the challenges posed by the Soviet/communist eruptions and post-colonial revolutionary impulses embraced in the "Cold War" and "Third World" conceptions, as well as the problems presented by terrorism and globalization over the last two decades. We will also focus on problems of international economics.
Texts: Readings may include; Eric Hobsbawm, Age of Extremes: the Short 20th Century, 1914-1919; T. Paterson & D. Merrill, eds., Major Problems in American Foreign Relations: Vol. II: Since 1914; Niall Ferguson, Colossus: The Rise and Fall of the American Empire; Jeffrey Frieden, Global Capitalism: Its Fall and Rise in the 20th Century; Lawrence Freedman, The Evolution of Nuclear Strategy.
Assessment: Final exam (60%), Mid-Term (30%), Class Participation (10%).
History 336: Multicultural History of Women in the U.S. (Same as WS 336)
Odem; MAX:20; TuTh 1:00-2:15
Content: This course explores the history of diverse groups of women in the United States from the 19th century to the late 20th century, with a particular focus on women’s political struggles for social justice and equality. Using historical texts, autobiographical writings, and film, we will examine the different ways that Native American, Euro-American, African-American, working-class and immigrant women have struggled over the last two centuries to shape their own destinies. We will explore women’s participation in movements for the abolition of slavery; women’s suffrage; rights for working people; birth control and reproductive rights; the end to racial segregation; and justice for American Indians.
Texts: Charlotte Perkins Gilman, The Yellow Wallpaper; Emma Goldman, Living My Life; Anne Moody, Coming of Age in Mississippi; Mary Crow Dog, Lakota Woman; Linda Kerber and Jane DeHart, Women’s America: Refocusing the Past
Assessment: 2 take-home essay exams; one eight page paper; class participation
History 338: African American History to 1865 (Same as AAS 338)
Davis; MAX:20; TuTh 10:00-11:15
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.
Texts: TBA
Assessment: Requirements include mandatory class attendance, group reports, an in-class midterm, take-home final, and historical newspaper project.
History 340: American Colonial History, 1607-1783
Juricek; MAX:35; MWF 10:40-11:30
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 342: The Old South
Roark; MAX:35; MWF 9:35-10:25
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 356: Development of Modern U.S. Economy (Same as ECON 356)
Prerequisite: Economics 101 and 112
Carlson; MAX:20; MWF 2:00-2:50
Content: Examines the post-1800 development of industrial America. Topics covered include the rise of manufacturing, banking, the labor movement, agriculture, and foreign trade. Special attention is paid to the role of the government sector in the economy.
History 360: Colonial Latin American History
Staff; MAX:35; TT 10:00-11:15
History 383: The Arab-Israeli Conflict (Same as POLS 383)
Stein; MAX:125; TuTh 10:00-11:15
Content: This is an 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 from the 1880s to 1949. Understanding the the socio-economic and religious meaning of the Holy Land to Jews and Arabs, the origins of Zionism, regional Arab responses, great power imperial interests, local and international politics, how Israel became a state while the Palestinian Arabs lost out, are central topics of discussion. The second half of the course focuses on political, social, economic, and diplomatic aspects of the conflict, including the development of Palestinian 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 plus year history are central features 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; 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 distributed by the professor at the beginning of the semester. Articles on web reserve are required reading.
Assessment: Grading - midterm (30%), discussion (20%), and final (50%).
History 385-000: Special Topics in History: The Black Freedom Struggle (Same as AAS 385/AMST 385)
Gadsden; MAX:5; TuTh 10:00-11:15
Content: The Black Freedom Struggle stands as one of the most important social movements of the twentieth century. In this course, students will be asked to engage in a broad consideration of what historians have called the “Long Civil Rights Movement,” beginning in the early twentieth century. We will trace to origins of the struggle, as African Americans and their allies mounted a broad rejection of the politics of accommodation and began to turn their attention to more direct challenges to systems of segregation and racial discrimination. We will begin with a consideration of the rise of the NAACP, explore the evolution of pre-WWII black nationalism, and chart the rise and decline of the civil rights unionism and black popular front. After the mid-term exam, we will then trace developments through the “classical” phase of the struggle—the period that, as popularly remembered, began with Brown v. Board of Education, proceeded through the Montgomery bus boycotts, sit-ins, freedom rides, marches, and other public protests in the U.S. South, and culminated with the passage of the 1964 Civil Rights Act and the 1965 Voting Rights Act. These exercises will be followed by considerations of “post-movement” expressions of Black Power, Black Nationalism, and welfare activism. The course is organized to assist students in developing the skills and background to identify the most salient historical and historiographic themes and patterns that define African American political insurgencies. We will pay special attention to the ways that class and gender intersect with race in various expressions of black political protest. The challenge for students will be to develop sets of analytical tools necessary for appreciating the complexities inherent in African American socialmovements, think critically about the relationship between activists and the communities they purport to represent, and formulate strategies for explaining “success” and “failure” as activists challenged institutionalized forms of racism.
Texts: Tentative List of Texts and Materials: Eric Arnesen, Black Protest and the Great Migration: A Brief History with Documents; Martha Biondi, To Stand and Fight: The Struggle for Civil Rights in Postwar New York City; Barbara Ransby, Ella Baker and the Black Freedom Struggle Movement: A Radical Democratic Vision; Mary Dudziak, Cold War Civil Rights: Race and the Image of American Democracy; Alex Haley, ed. The Autobiography of Malcolm X; Elaine Brown, A Taste of Power: A Black Woman’s Story; Rhonda Williams, The Politics of Public Housing: Black Women's Struggles against Urban Inequality
Particulars: TBA
History 385WR-001: Special Topics in History: Critical Cultural Theories (Same as IDS 385WR/CPLT 389WR)
Goodstein; MAX:8; TuTh 2:30-3:45
Content: What does it mean to think critically about culture and society? How can we be sure that when we study our own world, we are not simply rediscovering what we already know—or worse, reconfirming what we only believe we know? Is it possible to distinguish knowledge from interpretation or even to achieve a kind of objective knowledge about culture? How can we be sure? What distinguishes such certainty from scientific or mathematical proof? How does cultural and historical variability factor in?
While such questions go back to the very beginning of the western philosophical tradition, they have gained new urgency since the Enlightenment. In today’s multicultural and highly globalized world, the question of the status of our own self-understanding has come into focus in entirely new ways. The problem of how to gain critical perspective on ourselves and our world has helped shape the modern social sciences on one hand and the diverse forms of critical theory deployed in the contemporary humanities on the other. It is, therefore, crucial for interdisciplinary scholars to confront these issues in theory—and, for those of you who will write senior theses, in practice.
This seminar will prepare you for more advanced work by acquainting you with a series of historically and methodologically distinct theoretical approaches to the critical understanding of culture. Emphases will vary each time the course is offered, but the objective of the course is to introduce you to an interdisciplinary and historically varied plurality of possibilities for approaching cultural theory. “Critical Cultural Theories” will therefore always address a wide and diverse range of thinkers, paying special attention to the dilemmas of modern, post-enlightenment thought and attempting to understand the relations between different theoretical approaches to culture.
Texts: Readings will be chosen from the writings of thinkers such as Rousseau, Locke, Hume, Kant, Hegel, Marx, Mill, Nietzsche, Weber, Simmel, Dubois, Mead, Freud, Benjamin, Kracauer, Adorno, Arendt, Woolf, Bakhtin, Lefebvre, Freire, Hall, Barthes, de Certeau, Foucault, Deleuze and Guattari, Baudrillard, Sontag, Lorde, Spivak, Trinh Minh-ha, Butler, Zizek.
History 385-002: Special Topics in History: The Holocaust (Same as REL 324/JS 324)
Lipstadt; MAX:25; TuTh 11:30-12:45
Content: This course will examine the history of the annihilation of European Jewry by the Nazis. We will trace the roots of European antisemitism; the rise of Nazism and Hitler’s seizure of power; the evolution of Nazi policy toward the Jews; the Nazi policy towards the disabled, mentally handicapped, and carriers of genetic diseases; Germany policy towards the Roma and Sinti; the response of the German Jewish community to the policy of persecution; the reaction of the nations of the world to Nazi antisemitism; resistance by Jews to persecution; the experience of those in the concentration and death camps; and the attempts—however feeble—to rescue Jews.
Texts: Dwork and van Pelt, Holocaust: A History; Wiesel, Night; Spiegelman, Maus: A Survivor's Tale (Volumes I and II); Levi, Survival in Auschwitz; Mahoney, In Pursuit of Justice: Examining the Evidence of the Holocaust; Niewyk, The Holocaust: Problems and Perspectives of Interpretation; Lipstadt, History on Trial: My Day in Court with a Holocaust Denier
Films: Triumph of the Will; Healing by Killing; Designers of Death; America and the Holocaust; Partisans of Vilna; Weapons of the Spirit
Assessment: There will be two in-class exams and a final. Students will write three short reaction papers. Class participation will be taken into account in determining the final grade. You are expected to come to class fully prepared to participate in class discussion which will be based on the assigned readings.
History 385-003: Special Topics in History: South Asian Politics Since 1945 (Same as POLS 385)
Creekmore; MAX:10; TuTh 11:30-12:45
Content: This course analyzes the political and economic developments in South Asia, particularly in India, Pakistan, and Afghanistan, 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.
Texts: Sidhwa, Cracking India; Mistry, Fine Balance; Hosseini, Thousand Splendid Suns; Brown, Essays South Asia in Transition; Oberst, Government and Politics in South Asia (2008 Edition)
Assessment: TBA
History 385-004: Special Topics in History: The Atlantic Slave Trade (Same as AFS 389/LACS 385)
Eltis; MAX:21; TuTh 2:30-3:45
Content: This course will use the new web site at www.slavevoyages.org (developed at Emory since 2006) to examine the history of the transatlantic slave trade over 350 years. The focus of the course is to explore the positions and arguments that historians have developed on this subject in the light of the information that is now available. A video about the database is available on YouTube at http://www.youtube.com/watch?v=1YwVvIHHCw0.
History 385-005: Special Topics in History: World War II in Europe (Same as GER 375)
Kronenbitter; MAX:25; TuTh 8:30-9:45
Content: The course will focus on the European theater of this greatest of twentieth century conflicts. It will handle the causes of the war, the major military and political events from 1939 to 1945 and the implications for post-war Europe. Special attention will be paid to the Eastern front and Germany’s war of extermination.
Texts: John Keegan, The Second World War; Norman Davies, No simple Victory; Ian Kershaw, Fateful Choices; Omer Bartov, Hitler’s Army; Catherine Merridale, Ivan’s War;
Assessment: Course evaluation will be based on class participation, essay papers and exams.
History 385WR: Special Topics in History: War Crimes and Genocide (Same as AAS 385WR)
Anderson; MAX:5; MWF 11:45-12:35
Content: This course will explore the development of international law, international consciousness and U.S. foreign policy on the two distinct but often related issues of war crimes and genocide during the late 19th and throughout the 20th centuries.
Texts: TBA
History 385-00P: Special Topics in History: Nazi Politics and Medicine (Same as IDS 385)
Eckert/Gilman; MAX:5; W 11:45-1:30
Content: Medicine in Germany from 1933 to 1945 provides extreme examples of the excesses of modern medical culture. This course, sponsored by the Holocaust Museum (Washington), will examine questions such as the biologization of politics; models of public health - euthanasia and sterilization; the death camps and medical research - race and genetics; alternative medicine; gender roles in medicine: doctors and nurses in Nazi culture; disability and citizenship -- the origin of informed consent and the Nuremberg Medical Code. All of these questions will be introduced by an overview of the political history and ideology of German culture from the 1920s to 1945. This class is simultaneously offered in the College (History, IDS, ILA); The Schools of Medicine, Public Health and Nursing.
Texts: Robert Proctor, Racial Science (1988); Miklos Nyiszli, Auschwitz: A Doctor's Eyewitness Account (1961). Further readings for this course will be available on a course website.
Assessment: Class performance will be assessed based on attendance and active participation; a research paper. In preparation for the paper, a prospectus, an annotated bibliography, and a first draft are graded assignments.
Permission of instructors required. Please go to http://hsh.emory.edu/courses.html , go to this class and find the instructions for application.
History 487SWR-000: JR/SR Colloquium: International Relations in Europe, 1789-1945
Kronenbitter; MAX:12; W 4:00-6:00
Content: This course analyzes major developments in international relations among the European Powers from the French Revolution to the end of World War II. The seminar will focus on the changes in the international system and in diplomacy, on patterns of cooperation and conflict, and on the impact of ideologies and economic developments on international relations.
Texts:Marc Trachtenberg, The Craft of International History: A Guide to Method; Alan Cassels, Ideology and International Relations in the Modern World; Paul Kennedy, The Rise and Fall of the Great Powers; Paul W. Schroeder, Systems, Stability, and Statecraft: Essays on the International History of Modern Europe.
Assessment: Grades will be based on class participation, short essay papers, a presentation and a final research paper (20 – 22 pages).
History 487SWR-001: JR/SR Colloquium: Love & Sex: Renaissance Europe (Same as WS 475SWR)
Strocchia; MAX:8; Tu 4:30-6:30
Content: This course explores changing sexual behaviors and related social practices in Europe from 1400 to 1600, with a special emphasis on Italy. We will use the relationships formed around love and sex as a lens through which to view the lives of ordinary people in Renaissance Europe, and to grasp some of the complex ways in which late medieval society gave way to more “modern” forms of social life. One of our goals is historicize love and sex: that is, to understand the ways that seemingly timeless emotions like love and sexual desire were expressed and experienced differently in other historical periods. Some of the topics to be investigated include the affectionate, often ritualized play of courtship; the nature and meaning of marriage, especially in regard to “love” between spouses and the maintenance of social order; control of illicit sexuality such as prostitution and homosexuality; conflicts between men and women over gender roles; and the numerous links between sex and power.
Texts: May include Gene Brucker, Giovanni and Lusanna: Love and Marriage in Renaissance Italy; Thomas and Elizabeth Cohen, Words and Deeds in Renaissance Rome; Cynthia Herrup, A House in Gross Disorder; Ruth Karras, Common Women: Prostitution and Sexuality in Medieval England; Marguerite of Navarre, The Heptameron; Michael Rocke, Forbidden Friendships: Homosexuality and Male Culture in Renaissance Florence; Guido Ruggiero, Binding Passions: Tales of Magic, Marriage, and Power at the End of the Renaissance
Particulars: Your grade will be based on class participation, including rotating turns as discussion leaders (=40% course grade); regular weekly participation in our Blackboard conference (=20% course grade); and a research paper of approximately 4000-4500 words (16-18 pages) using primary source materials in translation (=40% course grade).
History 487-002SWR: JR/SR Colloquium: Napoleon's Europe
Vick; MAX:12; Th 2:30-4:30
Content: Through analysis of a range of texts, images, and historical debates, this discussion-driven seminar will examine Europe’s political and cultural transformations during the ascendancy of Napoleon Bonaparte (1796-1815). We will explore the nature of Napoleonic rule itself, in France and elsewhere, as well as such other central themes as the rise of nationalism and romanticism in politics and culture, tensions between collaboration and resistance in occupied lands, and questions of the revolutionary and modernizing legacies of Napoleon: man and myth.
Texts: May include: Philip G. Dwyer, ed., Napoleon and Europe (Longman, 2003); Linda Colley, Britons: Forging the Nation, 1707-1837; Madame de Staël, Ten Years of Exile; Jakob Walter, The Diary of a Napoleonic Foot Soldier.
Assessment: Assignments will include active discussion and participation, a short book review and presentation, and a final research paper of 5,000-6,000 words (approximately 15-20 pages).
History 487SWR-00P: JR/SR Colloquium: The Norman Conquest of England
White
CANCELLED
History 488SWR-000: JR/SR Colloquium: History & Biography: 20th Century Black Transnational Leadership (Same as AAS 485SWR)
Davis; MAX:6; Tu 2:30-4:30
Content: This course focuses specifically on understanding the life and times of selected black leaders in Africa, the United States and the Caribbean through the medium of historical biography and autobiography.
Texts: TBA
Assessment: Includes mandatory class attendance, no examinations, weekly readings, written and oral reports, and research paper.
History 488SWR-001: JR/SR Colloquium: Wilsonian Politics & Diplomacy, 1913-1921
Harbutt; MAX:12; Th 4:30-6:30
Content: This colloquium explores the events and controversies of what is called "the Wilsonian Era" -- widely acknowledged to be the period when the modern United States first displayed a distinctive diplomatic ethos and actually became an active Great Power. Under Woodrow Wilson the U.S. grappled with the socio-economic problems created by a rampant capitalism at home while confronting the challenges of German imperialism in World War I Europe, Bolshevik revolution in Russia, and all the complexities associated with trying to bring a reluctant America and a disoriented world together in the creation of a liberal international order.
Texts: Reading may include: John Milton Cooper, The Warrior and the Priest: Woodrow Wilson and Theodore Roosevelt; Thomas Knock, To End All Wars: Woodrow Wilson and the Quest for a New World Order; Arthur Link, Woodrow Wilson: War, Revolution and Peace; David Kennedy, Over Here: the First World War and American Society; Paul Fussell, The Great War and Modern Memory; Margaret Macmillan, Paris, 1919; John dos Passos, 1919
Assessment: Research paper; Mid-term review; Oral presentations, reading and discussion.
History 488SWR-00P: JR/SR Colloquium: The Age of Discovery
Juricek; MAX:12; M 4:00-6:00
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.
Assessment: 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).
History 488SWR: Early American Identities
Desrochers; MAX:12; Th 2:30-4:30
Content: Scholars of early America frame narratives of identity around large processes: The collision of old and new worlds; the movement of goods, people, and ideas within the Atlantic basin and across colonial borderlands; the contested emergence of commercial empire and capitalistic modes of production; the development of racial slavery; the rise of the United States as a nation devoted to personal liberty and pursuits of happiness, variously defined. Combining historians’ interpretations with first-person accounts from the seventeenth and eighteenth centuries, this seminar asks students to think about what happens when we shift focus away from pivotal moments, large transformations, and the big personalities who usually dominate such conversations. One historian recently advised against taking such an approach, arguing that we risk losing “the center of the national story” by paying too much attention to the lives of ordinary people who made choices, built relationships, carved identities out of unpredictable circumstances, and lived with the outcomes and unintended consequences of their actions. What “center”? Which “nation”? Whose “story”?
Particulars: The goals of this seminar are twofold. One is to encourage students to think about what constructed narratives of self – and of the past – tell us about ourselves and about worlds very different from our own. The second is to guide students toward the completion of a 20-page research paper based on primary sources. Students will be expected to participate in weekly discussions of common readings, present a draft of their paper to the seminar, and hand in a revised version of the thesis at the end of the semester.
History 488SWR: JR/SR Colloquium: Jimmy Carter's America
Crespino; MAX:12; W 4:00-6:00
Content: This course uses the political life of Jimmy Carter as a lens through which to explore a variety of key issues in post-World War II America. Class readings will be centered around a range of social, political and cultural crises that either came to a head or evolved in significant ways during the course of the 1970s. Among the topics of interest are the energy crisis; the Cold War and the policy of détente; Middle Eastern politics and the Camp David Accords; the politics of school desegregation; feminism and the Equal Rights Amendment; and evangelicalism and American politics in the 1970s. Class meetings will rotate from week to week between a seminar room on campus and one at the Carter Library. Students will be required to write a 20-25 page original research paper based in large part on the Carter presidential archives.
Texts: TBA
Assessment: Students will be expected to read roughly 200-250 pages per week of primary and secondary source material. All assignments will be geared towards assisting students in completing a 20-25 paper based on original research at the Carter Library.
History 488SWR: JR/SR Colloquium: The 2005 Hurricane Season
Harris; MAX:12; M 4:00-6:00
Content: This course explores a number of issues of race and class that were highlighted during and after the 2005 hurricane season. Using New Orleans as a case study, students will read about the history of the city preceding 2005, and then explore the range of ways in which individuals and groups have tried to understand what happened during and after Hurricanes Katrina and Rita hit the New Orleans area and the Gulf Coast. Students will be responsible for reading closely and critically provided books and materials and discussing those materials each week. Out of these discussions, students will begin the work of developing the history of the 2005 hurricane season. Students will also contribute to an Emory website that will ultimately provide access to a number of sources for the general public. For a final project, students may either attempt an analytical essay that is designed to take advantage of web-based technology (hot links, video clips, photos, etc.); or a traditional research paper assignment.
History 488SWR: JR/SR Colloquium: The Professions in America
Prude; MAX:12; Tu 4:30-6:30
Content: The colloquium will consider the origins, development and meaning of the professions in America from the Revolution to the present. Each week students will read an assignment in common and then meet to discuss the material. Emphasis will be placed on the evolution of professional lawyers, doctors, artists, and sports figures, as well as the emergence of professional opportunities for women and minorities. The changing experience of young adults in choosing a profession and the relationship between vocational choice and the formation of personal identity will also be explored.
Texts: Readings will include selections from B. Franklin, Autobiography; N. Harris, The Artist in American Society; J. Auerbach, Unequal Justice; S. Lewis, Arrowsmith; R. Kahn, Boys of Summer; S. Turow, One L.
Particulars: No exams. There will be one paper, 15-20 pages, on a topic relating to the course but of the student's choosing.
History 489S-000: JR/SR Colloquium: Latin American Jewish Experiences in Comparative Perspective (Same as JS 490/LACS 490)
Rein; MAX:5; M 1:00-4:00
Content: Scholarly interest in Jews as a subject of Latin American studies has grown markedly in the last two decades, especially when compared to research on Latin Americans who trace their ancestry to the Middle East, Asia or Eastern Europe. Still, it seems too early to speak of the "normalization" of Latin American Jewish studies. This seminar focuses on Jewish experiences in 20 th century Latin America, emphasizing the national (that is, the Argentine, Brazilian, Mexican, etc.) paradigm, and not the transnational approach. Therefore, we will not solely make comparisons of Jewish experiences in Latin America with Jewish experiences in other parts of the world. Rather we will broaden our analysis to include the experiences of other non-Catholic ethnic minorities on the continent. We might find, for example, that Arabs and Jews have more in common than is usually assumed, both in terms of dominant stereotypes held about them as well as with regard to the patterns of immigration and integration into their new homelands.
Texts: All available at the university bookstore. Other books and articles will be put on reserve in the library. Jeffrey Lesser & Raanan Rein (eds.), Rethinking Jewish-Latin Americans, University of New Mexico Press, 2008; Erin Graff Zivin, The Wandering Signifier: Rhetoric of Jewishness in the Latin American Imaginary, Durham, NC: Duke University Press, 2008; Theresa Alfaro-Velcamp, So Far from Allah, So Close to Mexico: Middle Eastern Immigrants in Modern Mexico, University of Texas Press 2007; John Karam, Another Arabesque: Syrian-Lebanese Ethnicity in Neoliberal Brazil , Temple University Press, 2007; Allen Wells, Tropical Zion: General Trujillo, FDR, and the Jews of Sousa, Durham, NC: Duke University Press, 2009.
Assessment: Students are expected to fully participate in all seminar meetings via discussion and a 1-page comment on the weekly readings. Each student will deliver an oral presentation during the term. A research paper or a historiographical essay must be handed in a week before the end of the term. 40% active participation in the discussions and weekly written comments; 10% oral Presentation; 50% Research Paper/Historiographical Essay
History 489SWR-001: JR/SR Colloquium: U.S. China Relations since World War II (Same as POLS 490SWR)
Bullock; MAX:8; Tu 2:30-4:30
Content: This is a reading and writing intensive course that explores U.S. – China political, economic and cultural relations since WWII. Students will be exposed to the major scholars in the field with an emphasis on readings that present alternative viewpoints, including Chinese perspectives. In addition to state-to-state relations, the focus will include the dynamics of non-governmental relations since 1989.
Texts: Possible texts include: Richard Madsen, China and the American Dream: A Moral Inquiry; Robert Ross, Negotiating Cooperation: The United States and China, 1969-1989; Patrick Tyler, A Great Wall: Six Presidents and China; Alan Romberg, Rein in at the Brink of Precipice: American Policy Toward Taiwan and U.S. – China Relations; and Ted Fishman, China Inc.
Assessment: Weekly readings will be roughly equivalent to one book a week. Short weekly response papers to the readings will be required. All students will write major 25 page research papers that utilize primary text sources, such as the Carter Presidential Library, or conduct a case study of an Atlanta businesses or non-profit organization with a significant China involvement. There will be no exams. Grades will be based on writing assignments and class participation.
Pre-Requisites: Previous courses on China or U.S. foreign policy would be helpful.
History 489SWR-002: JR/SR Colloquium: The End of Slavery
Permission of Instructor Required
Mann; MAX:12; TBA
Content: This course examines the emancipation of slaves in comparative historical perspective. It looks at the transition from slavery to freedom in a number of historical settings, but the core cases will come from the U.S. South, Caribbean, and Africa. the course asks how the organization of production, relationship between slaves and owners, and meaning of freedom changed in post-emancipation societies. In addition, it looks at the role of the state in the process of transition and discusses the link between emancipation and political mobilization in different historical contexts.
Texts: Rose, Rehearsal for Reconstruction; Foner, Nothing but Freedom; Field, Slavery and Freedom on the Middle Ground; James, Black Jacobins; Holt, The Problem of Freedom; Scott, Slave Emancipation in Cuba; Cooper, From Slaves to Squatters, Miers and Roberts, The End of Slavery in Africa.
Assessment: Class attendance and participation are required. Each student will write two short papers (3-4 pgs.) and a research paper (15-20 pgs.) and make oral presentations on each. Grades: Class participation 30%, short papers 15% each, and research paper 40%.
REQUIRED: Students must be History, AAS, AFS, or LACS majors and have taken at least one upper division course in U.S., Latin American, or African history.
History 494-00P: Internship in History
Patterson; MAX:12; TBA
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 495A-00P: Intro to Historical Interpretation (Honors)
Eckert; MAX:12; M 4:00-6:00
PERMISSION OF INSTRUCTOR REQUIRED; HISTORY HONORS STUDENTS ONLY
Content: The course guides students accepted into the history honors program towards a research proposal for their honors thesis. The class consists of discussion of historiographical and methodological issues as well as practical guidance in the application of research techniques and the design of a thesis.
Texts: TBA
Particulars: In addition to writing several book reviews, the main focus lies on the gathering of research material (annotated bibliography) and the writing of a thesis proposal (3-5pp.; multiple drafts).
History 495BWR-00P: Intro to Historical Interpretation (Thesis)
PERMISSION OF INSTRUCTOR REQUIRED; HISTORY HONORS STUDENTS ONLY
Staff
Content: For honors students in history. Research and writing or honors thesis.
History 497WR-00P: Directed Research
PERMISSION OF INSTRUCTOR REQUIRED
Staff
Content: For upper-level history majors with prior approval of history faculty. Intensive research that results in the writing of a research paper of 8,000-10,000 words (30-40 pages).
History 498R-00P: Supervised Reading
PERMISSION OF INSTRUCTOR REQUIRED
Staff
Content: Variable credit (two to four hours). For senior history majors who have permission of history faculty.