HISTORY SPRING 2001 COURSE ATLAS

History 190: Freshman Colloquium: Modern Israel

FRESHMAN ONLY (Not intended for students who have taken History/Pols 169)

Stein, MAX:15

Content: This course aims at providing students with a basic understanding of the culture, society, history, and politics of modern Israel. Through a series of required readings and written compositions, students will cover topics that include: the origins and changing faces of Zionism, the relationship of Jewish statehood development with the Arab world and the great powers, the operation and overhaul of the political system, ethnic and social cleavages, literary traditions, Jewish diaspora-Israel interactions, religion in politics issues, the history of American-Israeli relations, and the state's quest for diplomatic recognition.

Texts: Dowty, Alan, The Jewish State A Century Later, (Berkeley: University of California Press), 1998; Horowitz, Dan and Moshe Lissak, Trouble in Utopia The Overburdened Polity of Israel, (New York:SUNY), 1989. Additional weekly readings will be placed on library reserve.

Particulars: Students who have taken History/PS/JS 169 should NOT enroll in this course. There will be two papers and two oral presentations. The oral presentations will focus on paper topics chosen. One paper will concentrate on the role of a particular Zionist/Israeli leader, the second on a topic of the student's choosing. Maximum length for the first paper is ten pages; the second is twenty-five pages. Grading will combine written work, oral presentations, and class discussions. This course fulfills General Education Requirement I.C. (Freshman Seminar).

History 190: Freshman Seminar: Historical Imagination

FRESHMEN ONLY

Bellesiles; MAX:15;

Content: This course explores the construction and representation of history. We will examine the ways in which the past is imagined and shaped, paying special attention to the invention of tradition, the creation of an imagined past, and its presentation in a number of different forms. This class examines historical novels, museums, and films, comparing research with image. There will be a number of field trips to local sites as well as some mandatory viewing of selected films. Each student will be responsible for a creative evocation of the past.

Texts: The readings will probably include David Lowenthal, The Past is a Foreign Country; Josephine Tey, Daughter of Time; Tony Horwitz, Confederates in the Attic; and Deborah Lipstadt, Denying the Holocaust, and a few articles.

Particulars: Class participation is vital. In addition, each student will be expected to select a particular historical theme around which will be written two short papers and a concluding research paper. This course fulfills General Education Requirement IC (Freshman Seminar).

History 190: Freshman Seminar: The Confederate States of America: History & Memory

FRESHMEN ONLY

Roark

CANCELLED

History 190: Freshman Seminar: Witchcraft, Witch Hunts & the Supernatural

FRESHMEN ONLY

Rosenberg; MAX:15

Content: Why were hundreds upon hundreds of men and women in Europe and the American colonies labeled as 'witches' and then mercilessly persecuted? Did these people believe in magical forces, espouse non-Christian religions, or practice unwarranted rituals? Or were they innocent victims who fell prey to paranoia and discrimination? This seminar brings cultural, political, legal, and religious perspectives to bear on the history of witchcraft. In addition to exploring the dynamics of the witch hunts themselves, we will be discussing some of the factors that had a bearing on this phenomenon: beliefs in natural and demonic powers; the European obsession with heresy; the treatment of women and the poor in the pre-industrial period; and the relations between different modes of knowledge (religious, philosophical, and scientific). We will also be considering what happened to the image of the witch in modern times and looking at a few of the parallels between the miscarriage of justice today and the inquisitions carried out some four centuries ago.

Texts: Richard Kieckhefer, Magic in the Middle Ages; Norman Cohn, Europe's Inner Demons; Robin Briggs, Witches & Neighbors; Carlson Karlsen, The Devil in the Shape of a Woman (all in part). We will also be using a number of additional sources and articles to be posted on Learnlink or online reserves.

Particulars: This course is intended for freshmen and emphasizes reading, discussion, and writing. Participation and two short papers (5 pages each) will be the most important assignments. There will be one mid-term exam. Familiarity with European history before 1800 is helpful, but not mandatory.

History 190: Freshman Seminar: Paris: The City of Light, 1800-2000

FRESHMEN ONLY

Miller; MAX:15

Content: Paris: the mere mention of the French capital evokes images of impassioned revolutionaries, high fashion, breathtaking architecture, and Left Bank cafés. This course will explore the city's history using a variety of methods and media, from memoirs to novels and films to historical scholarship. You will learn about the Paris of your imagination, along with other aspects of the capital that you may not have expected. We will wind our way through the building of the boulevards and sewers, stop at cabarets and cafés, follow the search of African-American ex-patriots such as Josephine Baker and James Baldwin for a less racist society, and explore the multicultural society of the later twentieth-century capital. Along the way, we will learn about historical models for understanding cities and their inhabitants, and sharpen our research and writing tools.

Texts: Readings may include: Robin Walz, Pulp Surrealism: Insolent Popular Culture in Early Twentieth-Century Paris; Tyler Stovall, Paris noir: African Americans in the City of Light; Tyler Stovall, The Rise of the Paris Red Belt; Gay L. Gullickson, Unruly Women of Paris: Images of the Commune; W. Scott Haine, The World of the Paris Café; Is Paris Burning? (film); The Last Metro (film).

Particulars: Assignments: Short essay, Library Scavenger hunt and short research paper. This course fulfills General Education Requirement IC (Freshman Seminar).

History 190: Freshman Seminar: Money: A History

FRESHMEN ONLY

Socolow; MAX: 15

Content: This course traces the evolution of money from its creation as a means to supplement barter to its newest form, electronic cash. At each stage in the evolution of money (beans, coin, paper, checks, plastic, electronic) we will concentrate on the widereaching social and economic changes which the new form of money produced. In addition the class will examine money and art, money and literature and bogus money or counterfeit.

Particulars: This course fulfills General Education Requirement IC (Freshman Seminar).

History 190: Freshman Seminar: Childhood & Empire

FRESHMEN ONLY

Conley; MAX: 15

Content: In this freshman seminar, we will study British imperialism by considering how concepts of childhood were defined by the rhetoric of imperialism, the policies of colonialism, and political movements for independence. During the semester, we will look at how writers living in Britain and across the Empire, both during and after formal colonialism, represented children within their stories. In particular, we will contextualize these narratives within a historical background to understand the imperial and postcolonial meanings to these representations of childhood. We will use different types of documents in order to examine the connections between childhood and empire including children's literature, novels, autobiographies, contemporary essays and government sources, as well as films and documentaries.

Texts: Possible texts may include: G. A. Henty's The Dash for Khartoum; Rudyard Kipling's Kim; Baden Powell's Scouting for Boys; Balraj Khanna's Nation of Fools; Paul Scott's The Jewel in the Crown; R. K. Narayan's Waiting for the Mahatma; Anita Desai's Village by the Sea; Chinua Achebe's Girls at War; Buchi Emecheta's Joys of Motherhood; and Salman Rushdie's Midnight's Children.

Particulars: There is a strong emphasis on student participation. There will be weekly writing assignments, oral presentations, as well as one long essay (8 pages).This course fulfills General Education Requirement I.C. (Freshman Seminar).

History 190: Freshman Seminar: Jews & American Popular Media (Same as JS 190)

FRESHMEN ONLY

Goldstein; MAX:6

Content: This course will examine representations of Jews in American popular media from the birth of the motion picture through the age of television. It will also examine the role Jews themselves played in the entertainment industry and how film and television provided them with an arena in which they could work out important questions of American Jewish identity. Specific topics will include antisemitism in early film shorts, the significance of the Hollywood "moguls," the connection between acculturation and Jewish humor, Jews and blackface minstrelsy, representations of Jewish women, ethnic imagery in the television sitcom, the presentation of the Holocaust in film and on television.

Texts: Texts will include excerpts from Neil Gabler, An Empire of their Own: How the Jews Invented Hollywood; Joyce Antler, ed., Talking Back: Images of Jewish Women in American Popular Culture; Michael Rogin, Blackface/White Noise: Jewish Immigrants in the Hollywood Melting Pot; Jeffrey Shandler, While America Watches: Televising the Holocaust; and a coursepack of other readings. We will also be viewing a number of films and television clips, some of which will be scheduled during evening hours at a time convenient for class members.

Particulars: Students will write four or five short response essays, based on the materials we read and view in class, and a longer paper at the end. Regular attendance and participation are vital to success in the course. This course fulfills General Education Requirement IC (Freshman Seminar).

History 190-008: Freshman Seminar: Cosmology in Western Thought

FRESHMEN ONLY

Silliman; MAX:12

Content: A treatment in historical-cultural context of leading cosmological ideas from the pre-Socratic Greeks to the present. Included are Aristotle's geocentric cosmology, the Christianized, hierarchical world of Dante's Divine Comedy, the magical universe of Renaissance Hermeticism, the heliocentric theory of Copernicus and Kepler, the world machine of Newton, and the 20th-century expanding universe, originating in the Big Bang. Attention will be given to the controversial Anthropic Principle that some have taken as proving the intelligent design of the universe and a privileged status for humans within it.

Texts: Texts will likely include, J. North, Norton History of Astronomy and Cosmology; Aristotle, On the Heavens; C. S. Lewis, The Discarded Image; T. S. Kuhn, The Copernican Revolution; J. R. Gribben, In Search of the Big Bang; S. Hawking, A Brief History of Time; J. Leslie, Universes.

Particulars: Grading based on active class participation, weekly reading summaries, and a final research paper. No examinations. This course fulfills General Education Requirement I. C.

History 190-009: The Age of Discovery

FRESHMEN ONLY

Juricek; MAX:12

Content: Half a millennium after Columbus's great voyage the story of the "Age of Discovery" continues to unfold. This course will deal with the background, events, and consequences of the major voyages during the era of geographical exploration. Particular attention will be given to the Americas. Topics will include: pre-Columbian "discoveries," contemporary geographical ideas, the technology of ships and navigation, the environmental impact of exploration, the questions of moral and legal legitimacy, and the overall significance of this great reconnaissance for Europe, America, and the world.

Texts: J. H. Parry, The Age of Reconnaissance; Felipe Fernandez-Armesto, Before Columbus; Alfred Crosby, Ecological Imperialism: The Biological Expansion of Europe, 900-1900; J. H. Elliott, The Old World and the New 1492-1650; and various selections on Online Reserve.

Particulars: No exams, but active participation in class discussions required. Each student will do an independent research project on a particular explorer, voyage, or region, or some aspect of the general process. These will be presented in two forms: 1) an oral presentation (about 15 minutes), and 2) a final research paper (about 12 pages). This course fulfills General Education Requirement.

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

[Formerly History 101: History of Western Civilization I]

Pollard; MAX:40
Hardy; MAX:40
Rosenberg; 40
Silliman; 40

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

Texts: To be announced.

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

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

[Formerly History 102: History of Western Civilization II]

Payne, MAX:40
Payne, MAX:40
Conley, MAX:40
Kaschak, MAX:40
Cox, 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 221: The Making of Modern Africa (Same as AFS 221)

Mann; Max:35; WRT: Old System: No; New System: No

Content: This course traces the incorporation of Africa into an expanding world eocnomy from the middle of the 19th century to the present and examines the impact of this incorporation on the history of African cultures and modern nation states. It is designed to provide an understanding of the economic, social, and political forces that have shaped Africa in recent times and continue to affect the lives of people throughout the continent.

Texts: A. Boahen, African Perspectives on Colonialism; W. Soyinka, Ake; W. Soyinka, Death and the King's Horsemen; O. Sembene, God's Bits of Wood; B. Davidson, Modern Africa; Ghana: The Autobiography of Kwame Nkrumah; F. Fanon, The Wretched of the Earth.

Particulars: Take home midterm, paper, and final examination. Grading: midterm 20%, paper 30%, final 30%, and class participation 20% of the grade.

History 231: Foundations of American Society

[Formerly History 131: US History to 1877]

Farrelly; MAX:40

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

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

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

Allitt; MAX:40

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

History 241: History & Text: Autobiographies/Memoirs (Same as GER 460)

Schumann; MAX:15

Contents: By rearranging their pasts through selectively remembering and forgetting, human individuals attempt to (re)construct their lives in a coherent fashion and give "meaning" to them. This course will take a close look at autobiographies and memoirs that were written by both prominent and ordinary people in the 19th and 20th centuries. It will focus on the narrative strategies which they used to deal with successes and failures and to convey and hide emotions and on the "identities" that they tried to present. Special emphasis will be given to the experience of war and violence in the 20th century, the Shoah in particular.

Texts: will include Kelly, The German Worker; Klemperer, I Will Bear Witness; Richarz, ed., Jewish Life in Germany; Weizsaecker, From Weimar to the Wall.

Particulars: class discussion (30%); 3 analytical papers on assigned primary sources (15% each); take-home final exam (25%)

History 285: Aborted Revolutions & Men with Guns: Modern Brazil, Chile & Argentina

Marsilli; MAX:40

Content: The course explores the main topics in the modern histories (nineteenth and twentieth-centuries) of Argentina, Brazil, and Chile, known as the "ABC countries". The three countries will be compared in their economic, social, and political achievements. Twentieth-century military dictatorships will be examined in detail. The course will also pay attention to women's roles, ecology, identity construction, and human rights issues. While the bulk of the course's topics are history-related, anthropology and literature readings are meant to facilitate a better understanding of some subjects. Additionally, movies will provide discussion settings for some of the course's issues.

Texts: Readings might include: Benedict Anderson, Imagined Communities; Gilberto Freyre, The Mansions and the Shanties; Tomás Eloy Martínez, Santa Evita; Donna Guy, Sex and danger in Buenos Aires; prostitution, family, and nation in modern Argentina; Gabriel García Márquez, Clandestine in Chile: the adventures of Miguel Littin; Ariel Dorfman's To read Donald Duck and Heading South, looking North; Mary Helen Spooner, Soldiers in a narrow land: The Pinochet regime in Chile. Movies might include: The War of the End of the World: Canudos; The Official Story; Death and the Maiden; Central Station; Missing; State of Siege; Men with guns.

Particulars: Class participation 35%, Midterm 25%, Final 40%.

History 301: History of Greece

Patterson; MAX:40; WRT: Old System: Yes, New System: Yes (pending Education Policy Committee approval)

Content: The course is an introduction to the history of the Greek world from the late Bronze age (1200 b.c.e.) to the death of Alexander the Great (323 b.c.e.). Within this large expanse of time and space, we will focus on the character and culture of the Greek polis and on its interaction with the non-Greek or "barbarian" world.

Particulars: The course is writing intensive: there will be short, weekly resonse papers and a term-long research project, culminating in a 10-12 page final paper and a 20 minute oral presentation. Developing skills of revision and editing will be a major goal throughout the course, and we will work both individually and as a grup towards that goal.

History 314: Celtic Fringes: Ireland, Scotland, Wales & Brittany 1500-1800

Rosenberg; MAX:40

Content: The 'Celtic fringe' is a controversial term. It describes a set of societies lying at the edges of Western Europe which were settled by Celtic peoples and have held on to Celtic languages and cultural inheritances. These societies have fostered independent identities for themselves in the face of strong pressures for assimilation. This course examines the fate of this so-called 'fringe' at a time of expanding English (and French) influence -- a period that stretches from the late middle ages to the beginning of the 19th century. We will weigh the effects of political resistance, religious conflicts, social and economic particularities, seafaring, colonialism, and cultural interactions on these various societies. While we will focus most closely on Ireland and Scotland, we will also give some amount of attention to societies that are often a little less familiar -- those of Brittany and Wales.

Texts: Textbook to be announced. We will be drawing mostly on reserve materials to be placed online and on learnlink. These materials will include primary documents, articles, and relevant excerpts from various textbooks.

Particulars: Previous exposure to British or European history is not an absolute necessity, but is desirable. Written assignments will include a movie review, a term paper, and two exams (mid-term and final).

History 314: 20th-Century Britain

Conley; MAX:35

Content: This course offers a survey of British history during the twentieth century that focuses on Britain's declining role as a world power and on changing conceptions of Britain's national identity. During the semester, we will look at how the following events affected British political, social, economic and cultural life: the crisis of the British state in the early 20th century; the impact of the Great War; the emergence of trade-unionist, feminist, and independence movements; the effects of the Depression and the Second World War; the growth of the welfare state; decolonization; the challenges of the 1960s; the rise of immigration; the onslaught of Thatcherism; the breakup of Britain; finally the advent not only of New Labour but also of "Cool Britannia."

Texts: In addition to selected historical documents and journal articles, possible texts include First World War Poetry, Robert Roberts's The Classic Slum; Virginia Woolf's Mrs. Dalloway; George Orwell's Road to Wigan Pier; Buchi Emecheta's In the Ditch; and Hanif Kureishi's The Buddha of Suburbia. We will also watch a number of documentaries and films like "Thirty Five Up," "Saturday Night and Sunday Morning," "London Can Take It," "Sid & Nancy," and "My Beautiful Landrette."

Particulars: There will be periodic response papers to readings and films, a midterm exam, an essay based on class readings, and a take-home final exam.

History 319: Imperial Russia

Payne; MAX:40

Content: This course will study the development of Russian History from the Westernization drive of Peter the Great to the October Revolution of 1917. Although primairily concerned with political history, the development of Russia's social classes, the impact of its cultural awakening, the effects of economic modernization and its place in the world will also be examined. Topics covered will include Westernization, the creation of a caste society, the emancipation of the serfs, economic modernization and the Revolutionary movement.

Texts: Readings will include Sergei Aksakov's A Russian Gentleman, Gorky's My Childhood, and Tugenev's Fathers and Sons.

Participation: Course requirements include a twelve page research paper and an oral exam. Imperial Russia with its servile labor, doomed nobility, passionate artists, autocratic Tsar, and ruthless revolutionaries has faschinated observers for centuries. Find out what's so fascinating!

History 321: The Holy Roman Empire, 1500-1906

Melton; MAX:40

Content: Central European history from Luther to Napoleon. Topics include the Reformation, the witch-craze, the Thirdy Years' War, the rise of Prussia and Austria, and the German Enlightenment.

History 321D: The Holy Roman Empire, 1500-1906/Applied Language-German

(Written permission of instructor required.)

Melton; MAX:40

Content: As part of Emory's Language Across the Curriculum program, this course offers an additional hour of credit to students who meet weekly with the instructors to read and discuss supplemental readings in German.

Particulars: Students will be graded on the basis of class participation (50%) and short weekly essays (50%). Given in conjunction with History 321, "The Holy Roman Empire."

History 335: Diplomatic History of U.S. since 1914

Harbutt; MAX:40; WRT: Old System: NO; New System: No

Content: This course examines U.S. foreign policy, 1914-2000. It traces the rise of the U.S. under Woodrow Wilson to a position of leading world power in the era of World War I, the Bolshevik revolution and the Versailles settlement; the interwar return to political but not economic isolationism; and the World War II period followed by the struggle with the Soviet Union for global mastery from Roosevelt to Bush. Relations in China and the various Vietnam, Middle East and Central American crises will be examined as will the contemporary predicaments of the Clinton era. Attention will be given to the nuclear arms race, domestic politics, the international influence of American culture and the influence of special interests and corporations. Conceptual approaches will include an emphasis upon the U.S. as a constrained power within various international systems and a focus upon the economic issues of American and international diplomacy.

Texts: T. Paterson, G. Clifford, K. Hagan, American Foreign Relations Since 1895, 5th ed.; D. Merrill & T. G. Paterson, ed., Major Problems in American Foreign Policy, Part II Since 1914, 5th ed.; W. McDougall, Promised Land: Crusader State; R. Reich, The Work of Nations; S. Whitfield, Cold War Culture; G. Craig & A. L. George, Force and Statecraft.

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

History 339: History of African Americans Since 1865 (Same as AAS 339)

Davis; MAX:30; WRT: Old System: Yes; New System: No

Content: This course examines the collective experiences of African-Americans from the late 19th century to the present. This experience is studied within the context of both interracial and intraracial realities with special attention paid to race, class, gender, color and regional factors. For a broader view the course at times compares mainland North American black experiences with those of other "black experiences" in the hemisphere. In addition students should pay attention to the role of American intellectual and institutional developments in shaping certain behaviors within the U.S. African American community.

Texts: To be announced in class.

Particulars: Requirements include mandatory class attendance, an in-class midterm and take-home final, response papers and a final 10-page paper. Final grades will also reflect informed and detailed class discussions.

History 346: The Indian in American History

Juricek; MAX:40

Content: This course will deal with the story of the North American Indian from pre-Columbian times to the present. Since the course deals with a non-literate people it requires a non-traditional approach. The method employed here will be through "ethnohistory," an interdisciplinary approach which links anthropology and history. The main focus of the course will be on the various ways that Indian and Anglo-American cultures have interacted with and influenced each other at the "Indian-White Frontier." The course is organized in three parts. Part I is a background section dealing with Indian pre-history and culture. Part II outlines prevalent patterns of "frontier" interaction after the intrusion of Anglo-Americans into the Indian world. Part III then traces the story of Indian-white interaction through four periods from the colonial era to the present.

Texts: William Hagan, American Indians; Ake Hultkrantz, The Religions of the American Indians; James Axtell, The European and the Indian; Richard Aquila, The Iroquois Restoration; Anthony F. C. Wallace, The Long Bitter Trail; Robert Utley, The Indian Frontier of the American West; Donald Parman, Indians and the American West in the Twentieth Century. Additional readings on reserve.

Particulars: An hour mid-term examination and a two-hour final examination; term paper of about six pages. Grades assigned on the basis of final exam (1/2), mid-term exam (1/4), and paper (1/4), with variable extra credit for class participation.

History 348: Ethnicity in American History (Same as AAS 270 & JS 371)

Prude; MAX:25 WRT: Old System: Yes; New System: No

Content: This course will explore the developing experience 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, Native 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 fiction (The Breadgivers), autobiography (Coming of Age in Mississippi) and historical studies (including The Strange Career of Jim Crow, World of Our Fathers, and Boston's Immigrants).

History 371: Medieval & Early Modern Japan (Same as ASIA 375-004)

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

Content: An introductory survey of Japan from prehistory to the early modern Japan era. There are no prerequisites. We will examine a wide range of cultural topics, such as the evolution of Japanese Buddhism, changes in the roles of women, changes in warfare, and Japan's relations with other Asian countries.

Texts: Hall, Japan from Prehistory to Modern Time; Lu, Japan: A Documentary History; Donald Keene, trans., Chushingura: The Treasury of Loyal Retaines; others to be selected.

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

History 375: The Pacific War, 1941-45

Hyatt; MAX:65; WRT: Old System: Yes; New System: No

Content: Primary focus will be on land, sea, and air campaigns of the Japanese-American conflict in World War II, with attention also given to representative personalities, weapons, homefront factors, and roles of Chinese and British Commonwealth forces. The subject will be handled as an example of culture conflict and total war in the twentieth century. Normal class routine will be lecture, with certain days set aside for movies or discussion of particular topics (prisoners of war, the atomic bomb).

Texts: Prospective titles include: Ronald Spector, Eagle Against the Sun (textbook), with selections from works such as Tregaskis, Guadalcanal Diary; White and Jacoby, Thunder Out of China; Fahey, Pacific War Diary; Polenberg, War and Society: The United States 1941-45.

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

History 385: Special Topics in History: Slavery in the U.S. History & Culture (Same as AAS 385)

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

Content: This course begins with an in-depth study of the current state of historians' knowledge of the institution of 19th-century slavery in the southern United States. The second part of the course will examine how slavery has been dealt with in the twentieth century. We will examine the historiography of slavery, and how that historiography has been affected by public policy as well as the limits of historians themselves. We will also examine depictions of slavery in 20th-century literary works, and responses to those depictions.

Texts: May include Campbell and Rice, Before Freedom Came; Blassingame, The Slave Community; Raboteau, Slave Religion; Gray-White, Ar'n't' I a Woman; McLaurin, Celia, A Slave; Toni Morrison, Beloved.

Particulars: Two take-home midterms and final paper; class participation.

History 385: American Routes: Tradition & Transformation in Musical Cultures (Same as IDS 321)

Tullos; MAX:15

Content: This course explores the variety of traditional musical cultures in the United States, their historical-geographical emergence and routes of influence upon each other, and upon popular music in the twentieth century. In examining music in cultural contexts, we will consider the formation, reproduction, revival, and transformation of traditions, the relations of performers and audiences, as well as the history of recording and of distributing popular music.

Texts: Course materials consist of required texts as well as resources that are located on the American Routes at Emory web site. Students will need access to a fast internet connection, either at their residence or on campus, in order to carry out the assignments of the course. Possible texts include: Eric Alterman, It Ain't No Sin to Be Glad You're Alive; Nelson George, Hip Hop America; Loretta Lynn, Coal Miner's Daughter; Robert Palmer, Deep Blues; Richard A. Peterson, Creating Country Music: Fabricating Authenticity; Craig Werner, A Change Is Gonna Come: Music, Race & the Soul of America.

History 385: Public Policy & Nongovernmental Organizations (Same as PolS 385)

Hochman/Creekmore; MAX:20; WRT: Old System: No; New System: No

Content: In the post-Cold War world, nongovernmental organizations (NGOs) are playing more active and consequential roles than ever before. This course will examine how and why this is happening, focusing on selected issues in conflict resolution, democratization, human rights, economic development, global health, and environmental policy. For special expertise, the course will feature former President Jimmy Carter, Carter Center fellows and directors, other Emory faculty, and outside practitioners.

Texts: Seyom Brown, New Forces, Old Forces, and the Future of World Politics: Post Cold War Edition. Selected readings TBA.

Particulars: Grading--midterm exam 35%, team-written term paper 20%, final exam 45%

History 385: American Radicalism (Same as PolS 359)

Klehr; MAX:10

History 385: The Arab World (Same as MES 210)

Newby; MAX:20

History 487S: Nationalism

Adamson; MAX:12; WRT: Old System: Yes; New System: No

Content: Long studied for its positive and ineluctable role in the "modernizing" process, nationalism has since 1990 taken on a darker coloration. But astride that reaction, and with increasing intensity in the later 1990s, there has arisen a more balanced, less demonizing view of nationalism that stresses its internally contested nature, its existence (albeit in "banal" forms) among "us" as well as among "them," and its interconnection with questions of gender and race. This seminar aims: 1) to survey the recent theoretical and historical literature on nationalism; 2) to provide students with a critical orientation toward the study of nationalism that enables them to conduct primary research on a specific topic in the field.

Texts: Michael Ignatieff, Blood and Belonging; Umut Özkirimli, Theories of Nationalism: A Critical Introduction; Ernest Gellner, Nations and Nationalism; Benedict Anderson, Imagined Communities; Anthony Smith, National Identity; Eric Hobsbawm, Nations and Nationalism since 1780; Denis Mack Smith, Mazzini; Michael Lind, The Next American Nation; George Mosse, Nationalism and Sexuality; David McCrone, The Sociology of Nationalism.

Particulars: Oral presentations; one short essay; research paper of at least 20 pages. This course fulfills General Education Requirement IC (Post-Freshman Seminar).

History 487S: The Reign of the Sun King, Louis XIV

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

Content: Louis XIV (1643-1715) was one of Europe's most dramatic and influential rulers. Known for his ritualistic court and his palace of Versailles, his image as the Sung King, his patronage of the arts, his mobilization of the largest armies since Roman times, his reorganization of provincial France, his persecution of Protestants and Catholic dissidents, and his attempts to dominate the rest of Europe, Louis XIV has something of interest for everyone.

Texts: Beik, Louis XIV and Absolutism; Burke, The Fabrication of Louis XIV; Sturdy, Louis XIV; other readings.

Particulars: The goal of the course will be to write a research paper on a particular aspect of the reign. It could be a study of anything from literature viewed historically, to diplomacy, statecraft, biography, warfare, social history, cultural expressions. Along the way there will be discussion and several smaller papers. Grade based 50% on final paper, 25% on participation, 25% on other papers. This course fulfills General Education Requirement IC (Post-Freshman Seminar).

History 487S: Weimar & Nazi Germany (Same as GER 460S)

Schumann; MAX:8

Content: Despite its brief existence, the Weimar Republic was marked by a vibrant cultural and intellectual life and by rapid modernization. When the Nazis destroyed it in 1933 they reaffirmed certain authoritarian traditions of German society and added the murderous persecution of Jews and other alleged enemies, but they also used some of the "modern" elements of the social and cultural life of the Weimar Republic for their own purposes. The course will concentrate on these continuities and discontinuities; it will also focus on the Holocaust.

Texts: Will include Kaes / Jay / Dimendberg, eds. The Weimar Republic Sourcebook; Peukert, The Weimar Republic; Kershaw, The Nazi Dictatorship. Problems and Perspectives of Interpretation; Klemperer, I Will Bear Witness 1933-1941. A Diary of the Nazi Years.

Particulars: Class participation (15%); a film journal, consisting of 1-2 page papers on each film (15%); a 3-4 page paper on primary sources (10%); a 3-4 page paper on secondary sources (10%); a 15-20 page research paper (50%). This course fulfills General Education Requirement IC (Post-Freshman Seminar).

History 487S: Medieval History from Icelandic Sagas

White; MAX:12

Content: In this course close readings of Icelandic family sagas will serve as the basis for discussing various topics in medieval European history, including: gift-exchange, political clientage, marriage and kinship, law in stateless societies, honor and shame, and, above all, homicide and feuding.

Texts: Texts will include: Njal's Saga, Egil's Saga, Laxdaela Saga, Erbyggja's Saga, Gisli's Saga, and Grettir's Saga. Particulars: 8 short papers (2 typed pages) and a final research paper (15-20 pages).

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

History 487S: Healers & Patients

Reznick; MAX:12; WRT: Old System: Yes; New System: No

Content: Healers and patients play key roles in the history of medicine but rarely are their interactions examined in depth to illuminate continuity and change in western medical practice and in culture and society generally. Students in this colloquium will examine relationships between healers and patients in a variety of European and American contexts, from the early nineteenth century to the present. Students will read and think critically about these interactions as they have been mediated by race, age, class, gender, religion, war, politics, and economics, among other categories. Through a range of readings, students will enhance their understanding of the social and cultural history of medicine and science while gaining writing and public speaking experience that will serve them well in other advanced history courses and university classes.

Texts: To be announced.

Particulars: Regular attendance (10%); participation in discussions (30%); 6, 2-page (500 words) "think pieces" based on assigned question(s) and readings (30%); final research paper (20 pages/5,000 words) (30%). The instructor may also ask students to view two or three feature-length films and attend at least one meeting of Emory's History of Medicine Group. This course fulfills General Education Requirement IC (Post-Freshman Seminar).

History 487S: The Age of Augustus (Same as CL 487S)

Rosenberger; MAX:9

Content: The age of Augustus is a pivotal period in the history of Rome. When Gaius Octavius, the adopted son of Julius Caesar, entered politics in 44 B.C., the fate of the Roman republic was unclear. In the years to come Gaius Octavius finally became Imperator Caesar Augustus, the sole ruler of the Roman Empire. After his death in A.D. 14 there was no serious doubt that the new monarchy would continue. Using a wide variety of primary source material in translation, an effort is made to present a balanced picture of the Age of Augustus by discussing such themes as political, social, and economic development, intellectual life, poetry, arts, architecture and religion.

Texts: Karl Galinsky, Augustan Culture; Robert Gurval, Actium and Augustus: The Politics and Emotions of Civil War; Ronald Syme, The Roman Revolution; Virgil, The Aeneid; Paul Zanker, The Power of Images in the Age of Augustus.

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

History 487S: Displaying the Nation: Cultural Representation of Germany from Wilhelmine Empire to Federal Republic (Same as GER 460S)

Paulman; MAX:12

Content: The course examines representations of the nation in Germany from the late nineteenth century to the post World War II era. Students will learn how national images were constructed, who was included and who not. The case studies encompass cultural representations at home and abroad ranging from national monuments and war memorials to occasions attracting international attention such as the German pavillon at the Paris World Exhibition (1937), or the Olympic Games in Berlin (1936) and Munich (1972). Written texts, visual presentations (including films) and political rituals will be analyzed. The course contributes to the understanding of continuity and change in German self-perception. Comparisons may be drawn to representations of other nations.

Texts: Texts will include Peter Alter, Nationalism; Rob Burns (ed.), German Cultural Studies. An Introduction; David Blackbourn, The Long Nineteenth Century: A History of Germany, 1780-1918; Mary Fulbrook, The Divided Nation: A History of Germany 1918-1990; films may include Olympia (Leni Riefenstahl), episodes of Heimat (Edgar Reitz); and One Day in September (Kevin MacDonald and Arthur Cohn).

Particulars: Weekly readings and active class participation; one or two oral presentations on assigned topics. Major requirement will be a 15-20 page research paper developed with the instructor's guidance. This course fulfills General Education Requirement IC (Post-Freshman Seminar).

History 488S: Jr/Sr Colloquium: African American Freedom Struggles (Same as AAS 390S)

Harris; MAX:7; WRT: Old System: Yes; New System: No

Content: Through a reading of historical, political and literary works, we will study the various ways in which African-Americans have defined freedom and equality for themselves within the United States. What is the "freedom" that we are fighting for? What are the terms that we have been willing to accept? What are the tools and methods of African-American struggle and resistance? How have issues of gender and class affected the struggle for racial equality?

Texts: Toni Morrison, Beloved; David Walker, An Appeal; Marilyn Richardson, ed., Maria Stewart, Essays and Speeches; Nell Painter, Exodusters; Booker T. Washington, Up From Slavery; Willard Gatewood, Aristocrats of Color; W. E. B. DuBois, The Souls of Black Folk; Zora Neale Hurston, Their Eyes Were Watching God; Ralph Ellison, Invisible Man; Anne Moody, Coming of Age in Mississippi; William L. Vandeburg, New Day in Babylon.

Particulars: Class attendance and participation required; oral presentations; 20-page research paper; weekly LearnLink entries. This course fulfills General Education Requirement IC (Post-Freshman Seminar).

History 488S: Jr/Sr Colloquium: Abraham Lincoln & His America

Roark; MAX:12; WRT: Old System: Yes; New System: No

Content: No American has received more attention from historians than Abraham Lincoln. No event in American history has received more attention than the Civil War. Nevertheless, Lincoln remains an enigma, and we have yet to achieve a consensus about the causes and consequences of the war. In this course, we will explore a fraction of the Lincoln literature in an effort to understand the man and the great and terrible events he engaged.

Texts: Lincoln's own writings will make up the heart of the reading list. (Since his letters and speeches add up to more than a million words, I promise to be selective.) In addition, students will read a biography, several studies of specific aspects of Lincoln's personality and career, and perhaps a novel.

Particulars: Students will be expected to come to the seminar each week prepared to engage in an informed discussion of the week's assigned reading. The principal writing assignment will be an essay of approximately 20 pages that offers a deep reading and analysis of one of Lincoln's letters or speeches. Final grades for the course will reflect class participation and writing, each receiving approximately equal weight. This course fulfills General Education Requirement IC (Post-Freshman Seminar).

History 488S: Jr/Sr Colloquium: Lawyers, Judges & Jurisprudence in American History

Zainaldin; MAX:12; WRT: Old System: Yes; New System: No

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 backgroup of economic, intellectual, and political development. The course will be of special interest to students considering a professional career in the law, or who have an academic interest in law and legal systems."

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

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

History 488S: Jr/Sr Colloquium: 19th-Century U.S. Expansionism

Chaffin; MAX:12

Content: With emphasis on pre-Civil War events and trends, this course will take a broad look at 19th century U.S. expansionism, and its impact on the nations politics and culture, and its domestic and diplomatic history. We will examine the cultural, economic, sectional, environmental, political, and scientific sources and effects of U.S. expansionism. We also will look at U.S. expansionism as U.S. foreign policy--examining how U.S. geopolitical initiatives in North America, Central America, and the Caribbean belonged to long-standing rivalries among the United States, Britain, France, Spain, and Mexico.

Texts: Selected Readings from: Whitman, Emerson, other 19th century writers and periodicals; and various historians: William Goetzmann, Exploration and Empire: The Explorer and the Scientist in the Winning of the American West; Norman Graebner, Empire on the Pacific; Thomas Hietala, Manifest Design; Tom Chaffin, Fatal Glory: Narciso Lopez and the First Clandestin U.S. War against Cuba; Walter LaFeber, The New Empire; Frederick Merk, Manifest Destiny and Mission in American History:; Richard Van Alstyne, The Rising American Empire; Donald Worster, Rivers of Empire: Water Aridity, and the Growth of the American West; John Mack Faragher, Women and Men on the Overland Trail; Donald Worster, Under Western Skies: Nature and History in the American West.

Particulars: Students are expected to complete assigned readings and participate in discussions, debates, and oral presentations. Grade will be based on class participation (40%), a four-to-six-page paper (20%), and final, eleven-to-fifteen-page paper (40%). This course fulfills General Education Requirement IC (Post-Freshman Seminar).

History 488S: Jr/Sr Colloquium: Madness, Sanity & Culture: A Psychocultural & Biological Exploration in Historical Perspective (Same as Psych 473S & Biol. 470S & NBB 470S)

Kushner/Fivush; MAX:

Content: This upper division seminar will explore, in historical perspective, the construction and origin of a number of contested syndromes sometimes classified as mental illness. Conditions to be examined may include multiple personality disorder, attention deficit disorders, chronic fatigue syndrome, Tourette syndrome, post traumatic stress syndrome, affective disorders, and schizophrenia. Attention will focus on issues of race, class, and gender as well as biological and psychological explanations that have been and continue to be used to explain the etiology of these syndromes.

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

History 488S: Jr/Sr Colloquium: Jews of the American South (Same as JS 371S)

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 communities 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 evangelical religion, and its struggle with the issue of race.

Texts: Readings will include Eli Evans, The Provincials: A Personal History of Southern Jews; Helen J. Apte, Heart of a Wife: The Diary of a Southern Jewish Woman; 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 a coursepack of articles.

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 IC (Post-Freshman Seminar).

History 489S: Arab-Israel Negotiations, 1967-Present

WRITTEN PERMISSION OF INSTRUCTOR REQUIRED

Stein; MAX:12; WRT: Old System: Yes; New System: No

Content: The objectives of this course are threefold: it is designed to acquaint students with an in-depth understanding of the origins, development, and negotiating successes and failures associated with the Arab-Israeli conflict; to become familiar with the major political leaders, statesmen, and diplomats who were associated with conflict's evolution, its wars, and its secret and public diplomacy, and third, to write research papers that require use of primary source materials.

Texts: Ian Bickerton and Carla L. Klausner, A Concise History of the Arab-Israeli Conflict, Third Edition, Englewood Cliffs, New Jersey: Prentice-Hall, 1998; Stein, Kenneth W. Heroic Diplomacy: Sadat, Kissinger, Carter, Begin and the Quest for Arab-Israeli Peace, New York: Routledge, 1999.

Particulars: Each student will write two papers and give two oral presentations; the oral presentations will reflect the content of the written papers. The first paper will be no longer than 15 pages and the second no longer than 30 pages, including endnotes. Grading: The 15 page paper (25%), the 30 page paper (50%), and class participation (25%). Students may fulfill the history and/or college writing requirement for the old systems. PERMISSION FROM INSTRUCTOR TO TAKE THE COURSE IS REQUIRED. Previous course work in the modern Middle East is essential. This course fulfills General Education Requirement IC (Post-Freshman Seminar).

History 498S: Revolution in Japan: The Meiji Restoration (Same as ASIA 375-005)

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

Content: In 1865 Japan was a technologically backward, underdeveloped nation on the brink of civil war. Its leaders were unable to resist Western imperialism and the shogun signed unequal treaties with the US, UK, Russia and France. After the Meiji Restoration of 1868, Japan's new government embarked on a program of radical reform. Within a generation, however, Japan was a rapidly industrializing nation and had joined the ranks of the imperialist powers, establishing colonies in Korea and China. How did Japan manage this transformation? How did it shape people's lives? We will explore this question through the lives of three figures: Matsuo Taseko, a woman poet, Fukuzawa Yukichi, an educator and intellectual, and Shibusawa Eichi, an industrialist.

Texts: Fukuzawa, Autobiography of Fukuzawa Yukichi; Shibusawa, Autobiography of Shibusawa Eichi; Walthall, The weak body of a useless woman: Matsuo Taseko and the Meiji Restoration.

Particulars: Class participation (50%) and a final paper (50%). This course fulfills General Education Requirement IC (Post-Freshman Seminar).

History 489S: I Witness History: The Spanish Conquest of America

Lemon; MAX:12

Content: This course will use translated first-person accounts of those who lived through and wrote about the Spanish conquest of America. Using the chronicles, histories, diaries, and letters of sixteenth- and seventeenth-century conquistadors, nuns, Indians, and other European explorers we will examine not only the history of the conquest. The course will also investigate the types of the personal narratives produced during the Conquest, the biases of the authors, the audiences they wrote for, and the way the documents serve as historical sources for the period. The course will be taught in a technology-enabled classroom and will include an online component. We will take advantage of Internet and computing technology to study, write about, and present our findings regarding the documents read and analyzed in the class.

History 494: Internship

(WRITTEN PERMISSION OF INSTRUCTOR REQUIRED)

Allitt

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

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