HISTORY SPRING 2002 COURSE ATLAS

History 190: Freshman Seminar: 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 question 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: 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). Also, a final examination. This course fulfills General Education Requirement I. C. (Freshman Seminar).

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

FRESHMEN ONLY

Miller, MAX:12

Content: Paris: the mere mention of the French capital evokes images of impassioned revolutionaries, high fashion, breathtaking architecture, and Left Bank cafes. 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 I.C. (Freshman Seminar).

History 190: Freshman Seminar: The Middle East, 1945-Present (MES 190/JS 190)

FRESHMEN ONLY

Stein, MAX:6/3/3

Content: This freshman seminar environment will focus on the major historical issues, personalities, and turning points in the Middle East since the end of WWII. Main themes will include the evolution of modern Arab states, Turkey, Iran, and Israel, the advent and flow of the cold war in the region, inter-Arab politics, the Arab-Israeli conflict, American, European, and Russian foreign policy toward states in the area, inter-Arab rivalries, and oil revolution, Middle Eastern wars, the Iranian revolution, political and military issues in the Persian Gulf region, political Islam, and the Arab-Israeli negotiating process.

Texts: Alasdair Drysdale, The Middle East and North Africa: A Political Geography (Oxford); H. A. R. Gibb, Mohammedanism (Oxford). Making Peace Among Arabs and Israelis: Lessons from Fifty Years of Negotiating Experience with Ambassador Samuel W. Lewis, (The United States Institute of Peace [not in bookstore, to be distributed by Professor]). A series of articles will be placed on Woodruff Library course reserve.

Particulars: Each student will give two oral presentations. Grading will be based upon class discussions (35%), two 10 page papers (20% each), one major paper (35%). This course fulfills General Education Requirement IC (Freshman Seminar).

History 190: Freshman Seminar: Histories of Childhood

FRESHMEN ONLY

Premo, MAX:12

Content: The history of childhood, we might think, must be as old as human history. After all, all humans begin as children. Yet at least one very influential historian believed that the history of childhood as we know it began as recently as the seventeenth century. In this course, we will explore why that historian believed this to be so, what other historians have discovered about children and childhood in the past, and why different societies' ideas about children and the adults who rear them matters politically, culturally and economically. Our readings and discussions in this class will draw primarily on histories of Western European childhood from ca. 1600-1900, but we also will devote some attention to ideas of childhood in colonial settings.

Texts: Texts will include selections from works such as Philippe Ariès, Centuries of Childhood; Norbert Elias, The Civilizing Process; and Elisabeth Bandinter, Mother Love. We will also read primary historical documents such as the work of Enlightenment philosopher Jean-Jacques Rousseau; Indian psychologist and scholar of colonialism Ashis Nandy; as well as lesser-known luminaries such as the "Dear Abby" of 18th century Lima, Peru. All readings will be available on electronic reserve through Woodruff Library.

Particulars: 60% of students' grades will be based on seminar participation, including sharing short written responses to the readings before class in order to stimulate discussion with other seminar participants. The remaining 40% of students' grades will be based on four 4-5 page papers. This course fulfills General Education Requirement I. C. (Freshman Seminar).

History 190-04P: Freshman Seminar: American Religious History

FRESHMEN ONLY

Allitt; MAX:12

Content: The course studies religion in America from the Colonial Era to the present, emphasizing the nation's extraordinary religious diversity and vitality. Themes to be considered include: religion as a motive for migration to America from Europe and other parts of the world, religions invented in America (including Mormonism, Christian Science, Shaker-ism, and numerous cults), religion and its influence on politics, revolution, slavery, and war, and the constitutional history of church-state separation.

Texts: Major Problems in American Religious History (ed., P. Allitt) and other titles to be announced.

Particulars: Weekly discussion of assigned readings, several short writing assignments, one paper and a final exam.

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

[Formerly History 101: History of Western Civilization I]

Hancock, MAX:40
Burns, MAX:40
Rickman, MAX:40
Rosenberg, MAX:40
Billado, MAX:40

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

Texts: To be announced.

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

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

[Formerly History 102: History of Western Civilization II]

Staff, MAX:40
Blaich, MAX:40
Blaich, MAX:40
Staff, MAX:40
Collins, MAX:40

Content: This course examines major themes in European history during the modern era, roughly mid-seventeenth century to the present. Beyond offering a chronological survey of the wars, revolutions, and political ideologies that have shaped modern history, the course pays special attention to the tensions and conflicts that surrounded changes in economic, political, social and intellectual life. The course further provides a basis for comparing the European and the non-European world, on both the political and the cultural level. The goal is to deepen students' appreciation of historical contexts through literary and philosophical texts, and thus to introduce students to the activity of being an historian.

Texts: To be announced.

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

History 203: The West in World Context

Miller, MAX:40

Content: Each day when we turn on the news, we are confronted by the fact that we live in a global community. That fact is both invigorating and confusing, as we seek to make sense of new cultures and of the processes by which we have come to know each other. This course provides a historical perspective on those processes, and gives us means for understanding them. What can we learn of our twenty-first century-world from the experiences of sustained contact between Europe and the rest of the world over the last five centuries? Beginning in the sixteenth century, we will look at the forces that drove European conquest, and of the initial shock of contact that those ventures created. We will follow that experience, tracing the resistance to European expansion, the transformations that expansion brought, the power struggles it produced. Finally, we will look at the legacy of such conflicts in the world around us.

Readings: Text(s), document collections and secondary readings that may include: Alfred W. Crosby, Jr., The Columbian Exchange: Biological and Cultural Consequences of 1492; James Walvin, Fruits of Empire: Exotic Produce and British Taste, 1660-1800; Michael Adas, Machines as the Measure of Men: Science, Technology and Ideologies of Western Dominance; Peter Hopkirk, Quest for Kim: In Search of Kipling's Great Game; Christopher Browning, Ordinary Men: Reserve Police Battalion 101 and the Final Solution in Poland; Barber, Benjamin, Jihad vs. Mcworld: From Hard Goods to Soft Goods.

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

History 221: The Making of Modern Africa(Same as AFS 221)

Mann; MAX:20/10; WRT: Old System: No; New System: No

Content: This course traces the incorporation of Africa into an expanding world economy 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]

Faculty; MAX:40

Curtis; 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

White; MAX: 35

Content: This course considers how, in medieval Europe, kings and warriors, queens and ladies, male and female saints, and monks and nuns represented themselves and were represented by others so as to make and justify their claims to political and/or religious authority. The course also examines how outlaws, rebels, peasants, heretics, Jews, and women were represented so as to justify their marginalization in medieval European societies and how, from a marginalized position, they were sometimes able to exercise power. Particular attention will be given to questions about how different kinds of texts (e.g. literary, religious, legal) can be interpreted in such a way as to illuminate medieval European cultural politics.

Texts: Readings will include medieval epics, romances, saints' lives, confessional writings, legal and liturgical texts.

Particulars: Weekly writing assignments, active class participation, a take-home hour exam, and a take-home final.

History 285: Topics in Historical Analysis: African Nationalism and the Independence Struggle:

Pool, MAX:30

Content: This course will cultivate an understanding of the nationalist period in African History and the ways that that period has helped to produce contemporary African conditions. It will examine the political and social struggles that accompanied the movement of African territories from colonial possessions to politically independent states. Major topics will include the colonial background; West African nationalism -- French and British colonial examples; Mau Mau and the Kenyan experience; the armed struggle in Rhodesia/Zimbabwe, Mozambique, Angola and Guinea Bissau; and the long struggle against Apartheid. Themes traced across these different experiences will include Pan-Africanism, Marxism and other trans-national philosophies; the interaction of the anti-colonial struggle with other internal struggles (gender-based, class-based, rural vs. urban); and the meaning of this period for our understanding of post-colonial African nations.

History 285: Controversial Lives: Revolutionaries, Dictators, Artists & Pacifists in 20th-Century Latin America

Grieco, MAX:30; WRT: No

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

Texts: This course mainly discusses historical biographies, autobiographies, testimonies and memoirs of the selected personalities. Burgos-Debray, E. (ed.), I Rigoberta Menchú. An Indian Woman in Guatemala, Verso, 1984; Balfour, S., Castro (Second Edition), Longman, 1995; De Jesús, C. M., Child of the Dark: The Diary of Carolina María De Jesús, (Reissue Edition) New American Library, 1983; Perón, Eva, In my own Words, New Press, 1996; Sinay, S. and Scenna A., Che for Beginners, Writers and Readers Publishing, 1997.

Particulars: Five quizzes (15%); individual class presentation and short paper (3-5 pages) (20%); take home mid-term (20%); final exam or final paper (30%); class participation and commitment (15%).

History 303: History of the Byzantine Empire

Burns, MAX:40

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

Texts: Peter Brown, The World of Late Antiquity; Robert Browning, The Byzantine Empire; Mark Whittow, The Making of Byzantium 600-1025; Procopius, The Secret History; Michael Psellus, Fourteen Byzantine Rulers; Anna Commena, The Alexiad; Villehardouin and De Joinville, Memoirs of the Crusades. In addition a few short readings will be placed on reserve.

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

History 306: The Italian Renaissance

Strocchia, MAX:40; WRT: Old System: Yes; New System: No

Content: This course examines the players and processes that created a "cultural revolution" in Italy between 1350 and 1530. We will investigate the material and economic conditions underlying this revolution; political innovations and the paradoxical failure of the Italian state system; changes in urban family life and in the everyday experiences of ordinary women and men; religious practices and the institutional history of the Catholic Church; and the ways that visual artists, intellectuals and a merchant elite used the resources of classical antiquity for various purposes, creating in the process a new cultural style known as "Renaissance." We will integrate discussions and visual materials with lectures on a regular basis.

Texts: include Gene Brucker, Giovanni and Lusanna: Love and Marriage in Renaissance Florence; Baldassare Castiglione, The Book of the Courtier; B. Kohl and R. Witt, eds., The Earthly Republic: Italian Humanists on Government and Society; Niccolo Machiavelli, The Prince; and other works.

Particulars: requirements include weekly assignments on LearnLink; a midterm essay examination; a short analytical paper (6-7 pp.); and a final essay exam.

History 313: Stuart & Georgian England: From Crisis to European Power: Britain, 1603-1775

Rosenberg, MAX:40

Content: This class covers the history of England and Scotland during the reigns of the Stuart Kings (1603-1714) and the first three of the Georges, up to the outbreak of war in America. In this period, the British Isles experienced deep changes, most of them, profoundly unsettling, but they also became the center of an international empire. The main focus here will be on evolving forms of power and the struggles over these new forms of power. We will also consider some of the social, economic, and cultural consequences of these political developments. Key topics include the British Civil Wars, the so-called "English Revolution" (Cromwell), major conspiracies, the significance of Puritanism, the rise of political parties, the role of propaganda, the scientific revolution, as well as industrialization, urbanization, and the origins of British imperialism.

Texts: The course draws on a variety of materials. Basic references will include portions of A.G. R. Smith, The Emergence of a Nation State, 1529-1660 and Wilfrid Prest, Albion Ascendant: English History, 1660-1815. We will also be reading portions of Locke's Two Treatises on Government, selections from the works of Francis Bacon, Robert Boyle, and Daniel Defoe, as well as a number of short articles on specified topics. Movies include clips from Cromwell, Restoration, and possibly The Madness of King George.

Particulars: Assignments include participation, identification tests, essay exams (mid-term and final), as well as a review of current literature. I may also ask for a movie review.

History 314: Britain, 1776-1901

Collins, MAX:40

Content: Britain was the powerhouse of the world in the late eighteenth and nineteenth centuries. It commanded the seas that carried the ships that transported the goods that supplied the markets that produced the profits that funded the investment that made it the first modern industrial and urban nation. Yet Britain enjoyed no easy supremacy. American colonists, French revolutionaries, Indian mutineers and Sudanese fundamentalists challenged its power overseas, while some women, workers and Irish nationalists demanded that power be distributed more equally within its own borders. This course examines how Britian pioneered modernization and encountered the attendant forces of terrorism, globalisation, environmental devastation, secularization and feminism at the zenith of its influence.

Texts: Likely secondary works include Eric J. Evans' The Forging the Modern State: Early Industrial Britain, 1783-1870; FML Thompson's The Rise of Respectable Society: A Social History of Victorian Britain, 1830-1900 and Lytton Strachey's Eminent Victorians. The course will also make extensive use of primary sources including Edmund Burke's Reflections on the Revolution in France and Tom Paine's The Rights of Man.

History 315: France in the Age of Kings

Beik, MAX:40; WRT: Old System: Yes; New System: No

Content: This course should interest anyone who wants to know more about French life and civilization, 1300-1780. We will move from the medieval monarchs who patched France together, through the Renaissance, the massacres of the wars of religion, the statebuilding and resistance of the era of Richelieu, Mazarin, and Louis XIV, ending up with the disintegration of the monarchy on the eve of the French Revolution. Emphasis will be on social and cultural history. Interesting readings; extensive use of slides and visual aids; ideal background for French literature and art history; counts in either European category for history majors and minors.

Texts: Froissart, Chronicles; Mack Hold, The French Wars of Religion; James Collins, The State in Early Modern France; William Beik, Louis XIV and Absolutism; Sarah Maza, Private Lives and Public Affairs.

Particulars: Class participation 40%; four 3-5 page essays on assigned themes, 15% each; no final examination.

History 321: The Holy Roman Empire

Melton, MAX:35

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

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

Davis, MAX:20/10; 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 345: The U.S. since 1945

Harbutt, MAX:35

Content: The postwar period in American history, bounded by the atomic bombing of Japan in 1945 and the dismantling of the Berlin War in 1989, is clearly over. We are now in a period of rapid change and confusing character. But that recent past, in its varied political, economic, international, and socio-cultural aspects, still influences us in profound and subtle ways. Films and lectures on particular topics (American psychology, the Supreme Court, Hollywood, etc.) will be given.

Texts: will include: R. Griffiths, Major Problems in American History Since 1945; Todd Gitlin, The Sixties; Reich, The Work of Nations: Preparing Ourselves for 21st Century Capitalism; J. L. Baughman, The Republic of Mass Culture: Journalism, Filmmaking and Broadcasting in America since 1941; S. Whitfield, The Culture of the Cold War; W. LaFeber, America, Russia and the Cold War 1945-1996.

Particulars: Mid-term exam or paper (1/3 grade), final exam (2/3 grade).

History 346: The Indian in American History

Juricek, MAX:35; WRT: Old System: Yes; New System: No

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," (a.k.a., "the Middle Ground"). 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; Ruth Underhill, Red Man's Religion; James Axtell, Natives and Newcomers; 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 (1/3), mid-term exam (1/4), paper (1/4), and class participation (1/6).

History 349: The New South

Daniel, MAX:40; WRT: Old System: No; New System: No

Content: The course focuses on the U.S. South during the first three-quarters of the twentieth century. It deals in particular with the origin and demise of segregation, the transformation of rural life, the impact of the New Deal and World War II, the Civil Rights Movement, literature, music, and stock car racing. Videos will supplement lectures.

Texts: Bryant Simon, A Fabric of Defeat: The Politics of South Carolina Millhands, 1910-1948; Richard Wright, Black Boy; Harry Crews, A Childhood: The Biography of a Place; Chana Kai Lee, For Freedom's Sake: The Life of Fannie Lou Hamer.

Particulars: Class attendance and participation in discussion are important. Grades will be based on a mid-term and a final examination.

History 361: Latin America since Independence

Socolow, MAX:40

History 371: Medieval & Early Modern Japan

Ravina, MAX:30; 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 political and cultural topics, including 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 of Modern Time; Lu, Japan: A Documentary History; Donald Keene, trans., Chuµshingura: The Treasury of Loyal Retainers; others to be selected.

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

History 385: Special Topics: History & Culture of the Sephardic Jews (Same as JS 371)

Schorsch, MAX:20/20

Content: This course will survey the history and culture of the Jews from Spain and Portugal. We will begin with their experience on the Iberian Peninsula in the two centuries before their expulsion from Spain in 1492 and their forced conversion in 1497 to Catholicism in Portugal, then explore the diaspora created by those who fled to Italy, North Africa, the Ottoman Empire, Western Europe and the Americas. We will also touch on the complex and controversial history of the marranos or conversos, those who remained, ostensibly as Christians, in Iberian territories.

Texts: Will likely include: Victor Pereira, The Cross and the Pear; Yosef Hayim Yerushalmi, From Spanish Court to Italian Ghetto: Isaac Cardoso: A Study in Seventeenth-Century Marranism and Jewish Apologetics; Andrea Aciman, Out of Egypt; Daniel Swetschinski, Reluctant Cosmopolitans: The Portuguese Jews of Seventeenth-Century Amsterdam; Robert Cohen, Jews in Another Environment: Surinam in the Second Half of the Eighteenth Century.

Particulars: Research paper (at least 15 pages).

History 385: Special Topics: Jerusalem: Holy City/National Dream (Same as MES 370-002 & JS 370-000)

Katz, MAX:10

SEE MES

History 385: Special Topics: World War I in Europe

Schumann, MAX:40; WRT: Old System: No; New System: No

Content: The First World War was not only a major military event. As European societies were being mobilized on an unprecedented scale, it also had a deep impact on class and gender relations and on political and cultural life. Whether this process brought about fundamental changes or rather short-term adaptations is being debated. We will examine this basic question by looking at crucial issues such as subsistence problems, family lives, and class conflicts, but also at forms of mourning and remembering the "Great War".

Texts: will include Bourke, Dismembering the Male; Chickering, Imperial Germany and the Great War, 1914-1918; DeGroot, Blighty. British Society in the Era of the Great War; Winter, Sites of Memory, Sites of Mourning.

History 385: Special Topics: Public Policy & Nongovernmental Organizations (Same as POLS 385)

Creekmore/Hochman, MAX:10/10; 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. Globalization and the relationship of NGOs also will be considered. 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; Thomas Friedman, The Lexus and the Olive Tree. Other readings to be announced.

Particulars: Examinations - take-home midterm and final; several quizzes during the semester. Paper - team-written term paper.

History 385: Special Topics: Literary Culture, Life & Politics in Germany since 1968 (Same as Ger 475/PS ___)

Gruber, MAX:4/5/4

See GER

History 487SWR: JR/SR Colloquium: The Culture of Communism in East Central Europe

Blaich, MAX:12

Content: Few subjects are as ripe for scholarly inquiry as the history of the former Eastern bloc states. Since the fall of Eastern European Communist states after 1989, their histories have become increasingly available to Western historians. By examining various kinds of historical sources, this course will focus on the social and cultural history of everyday life in Czechoslovakia, East Germany and Poland. We will look at the ways in which Communist ideology and politics affected people's daily lives. In addition to gaining substantive knowledge of Eastern European Communism, students will hone some of the specific skills used by historians: reading and interpreting historical sources, and writing history.

Texts: In addition to secondary literature, we will read several published primary sources in the form of novels, theoretical essays, letters, diaries, and newspaper articles. Texts may include: Heda Margolius Kovaly, Under a Cruel Star; Gale Stokes, ed., From Stalinism to Pluralism; Timothy Garton Ash, The File; Ryszard Kapuscinski, Imperium; Joseph Rothschild, Return to Diversity; Jane Curry, ed., The Black Book of Polish Censorship; Christoph Hein, The Tango Player; Nancy Lukens/Dorothy Rosenberg, eds., Daughters of Eve; Petra Sabina Ramet, ed., Rocking the State. Films (special screenings) may include: Trace of Stones; Loves of a Blonde; Man of Iron.

Particulars: Research paper (12-15 pages); presentation; three response essays (3-4 pages); and class participation will constitute final grades. This course fulfills General Education Requirement IC (Advanced Seminar). Upon successful completion of the course with a grade of C or better, this course will fulfill the GER post-freshman writing requirement.

History 487SWR: JR/SR Colloquium: War & Propaganda, 1450-1715

Rosenberg, MAX:12; WRT: Old system: Yes; New System: No

Content: This course has less to do with battles and military strategy than it does with the ideological dimensions of warfare. Consider, for instance, how cultural differences escalate into violence. Consider also how individuals and societies respond to warfare in the causes they espouse and the propaganda they produce. Early modern Europe was the setting for an impressive array of conflicts covering the entire spectrum of organized aggression, from local feuds all the way to wars of religion. We will attempt to reach a broad understanding of the impact of warfare in this period by tackling a series of cases in depth. These will include the factional feuds of the Friuli region in Italy, the Dutch Revolt against Spanish rule, the French Wars of Religion, the British Civil Wars (including the Irish Rebellion of 1641), the Anglo-Dutch Wars of the late seventeenth century, and the European campaigns against the Ottoman Empire.

Texts: Our readings will pair overviews of key conflicts with material that focuses on the ideological implications of war. We will be reading selections from the likes of Edward Muir, Mad Blood Stirring, Geoffrey Parker, The Dutch Revolt, Barbara Diefendorf, Beneath the Cross, and Steven Pincus, Protestantism and Patriotism alongside an assortment of primary sources. Expect frequent use of library reserves.

Particulars: The assignments in this class include weekly reaction papers, a short in-class presentation, and a research paper (15-20 pages). There will be no exams, but active participation will be essential. The course satisfies the advanced seminar requirement. History majors: this class may fulfill either the pre-1600 or post-1600 European distribution requirements. This course fulfills General Education Requirement IC (Advanced Seminar). Upon successful completion of the course with a grade of C or better, this course will fulfill the GER post-freshman writing requirement. Previous exposure to European history in this period is a prerequisite.

History 487SWR: JR/SR Colloquium: Insurrection in Early Modern Europe

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

Content: In the Europe ruled by kings and nobles (from 1500 to 1800) there were few legal channels for political protest. But there were many subversive movements, ranging from desperate resistance by rural villagers or angry townspeople to military revolts by noble conspirators. Some of these episodes concerned particular grievances, while others were tied to broader movements like the Protestant Reformation, the Revolt of the Netherlands against Spain, or the English Civil War. This class will explore the possibilities and limits of popular insurrection and the ways historians interpret them. Each student will research and write a case study of one episode.

Texts: Probable texts: Peter Blickle, The Revolution of 1525; Wayne Te Brake, Shaping History: Ordinary People in European Politics 1500-1700; William Beik, Urban Protest in Seventeenth-Century France: the Culture of Retribution; G. E. Aylmer, Rebellion or Revolution? England from Civil War to Restoration; Arlette Farge and Jacques Revel, The Vanishing Children of Paris.

Particulars: The goal of the course will be to write a research paper on a particular uprising or protest movement. This could be anything from a revolution to many different kinds of resistance. 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 (Advanced Seminar). Upon successful completion of the course with a grade of C or better, this course will fulfill the GER post-freshman writing requirement.

History 488SWR: JR/SR Colloquium: Eastern Europe to America: Jewish Immigration 1880-1924 (Same as JS 371S)

Goldstein, MAX:10/6

Content: This course will explore in detail the mass immigration of Jews from Eastern Europe to America during the late nineteenth and early twentieth centuries. In the first half of the course we will explore the roots of the immigrants in their Eastern European homelands, including the origins of Jewish life in the region, forms of cultural and religious expression in the Russian Pale of Settlement, and the social and political turmoil that led many to seek a better life on this side of the Atlantic. The second half will focus on the ways immigrants reconstituted their lives in the United States, investigating the challenges presented by American work patterns and mass culture, the problems of Antisemitism and immigration restriction, and transformations in Jewish culture and values.

Texts: Readings will consist mainly of book chapters and articles placed on on-line reserve. We will read, among other works, segments of: Moshe Rosman, The Lord's Jews; Michael Stanislawski, Tsar Nicholas I and the Jews; Steven Zipperstein, The Jews of Odessa; Andrew Heinze, Adapting to Abundance: Jewish Immigrants, Mass Consumption and the Search for American Identity; and Susan Glenn, Daughters of the Shtetl.

Particulars: Students will complete several short response papers on the assigned readings. In addition, they will complete an original research paper (15-20 pages) using relevant primary and secondary sources. Aspects of the final research paper (proposal, outline, bibliography, rough draft, etc.) will be due on specific dates during the term and will be the focus of in-class workshops. This course fulfills General Education Requirement IC (Advanced Seminar). Upon successful completion of the course with a grade of C or better, this course will fulfill the GER post-freshman writing requirement.

History 488S: JR/SR Colloquium: Re-imagining the American West: Exploration & Settlement Beyond 100th Meridian

Chaffin, MAX:12

Content: With emphasis on 19th-century events and trends, this course will examine the cultural, demographic, economic, environmental, political, and scientific sources and effects of U.S. exploration, conquest and settlement of the American West. Beyond writings by historians, we also will consider exploration narratives, paintings, belletristic writings and other relevant primary materials.

Texts: Possible readings include selections from Richard Van Alstyne, Rising American Empire; Wallace Stegner, Beyond the Hundredth Meridian; Carey McWilliams, California, the Great Exception; Walter Prescott Webb, The Great Plains; Norman Graebner, Empire on the Pacific.

Particulars: Grades based on participation in in-class conversations and various assignments, plus research paper.

History 488SWR: JR/SR Colloquium: The Mid-20th Century South (Same as AAS ___)

Daniel, MAX: 9/3: WRT: Old System: Yes; New System: No

Content: This colloquium will analyze the revolutionary forces that swept through the U.S. South from the Great Depression through the Civil Rights Movement. The New Deal, the transformation of rural life, World War II, the fifties, and the Civil Rights Movement will be the major topics of discussion. Reading assignments and participation in class discussion are essential.

Texts: Discussions will center primarily on books relating to literature, music, civil rights, and rural life, and on recent articles dealing with the mid-20th century South.

Particulars: Students will write one paper (approximately 15 to 20 pages) that uses primary sources. Grades will be based both on the paper and on class participation. This course fulfills General Education Requirement IC (Advanced Seminar). Upon successful completion of the course with a grade of C or better, this course will fulfill the GER post-freshman writing requirement.

History 488S: JR/SR Colloquium: Mental Illness, Public Health & American Culture in Historical Perspective (Same as NBB 470S)

Kushner, MAX:8/8

History 488S: JR/SR Colloquium: Globalization & the History of the Internet

Lemon, MAX:12; WRT: Old System: Yes; New System: No

Content: This course is designed to explore development of what we know today as the Internet and the World Wide Web, and some of the impact of these technologies on our understanding of the world and the way we study and present its history. The course itself will be an eclectic assortment of case studies, assignments, and readings designed to encourage critical thinking about the way that we present information, construct knowledge, interpret events, and analyze our own global history.

History 489S: JR/SR Colloquium: Violence in Africa (Same as AFS 270/VS 385S)

Schmidt, MAX:6/3/3

Content: Post-colonial Africa is widely perceived as a war-torn continent deeply engulfed in violent conflict. This colloquium aims at demystifying this image through addressing central questions in the study of violence, its experience, memory, and representation. These include the nature of guerrilla wars, mobilization and support structures and the gender of violence as well as its modernity. Primarily, two violent episodes in Africa's recent past will be discussed: the Mau Mau war in Kenya (1952-1956) and the Second Chimurenga, Zimbabwe's liberation war (1972-1980). Based on a background of theoretical approaches to the study of violence, these case studies will be unraveled through their rich historiographies and close reading of primary sources including autobiographical accounts of participants, film and photography, and more traditional colonial sources.

Texts: Arendt, Hannah, On Violence (New York, 1970); Armstrong, Nancy and Tennenhouse, Leonard, eds., The Violence of Representation. Literature and the History of Violence (London, 1989); Enzensberger, Hans Magnus, Civil Wars. From L.A. to Bosnia (New York 1994); Hüppauf, Bernd, "Modernity and Violence, Observations Concerning a Contradictory Relationship," in Hüppauf, Bernd, (ed.), War, Violence and the Modern Condition (Berlin, 1997), pp. 1-27; Maloba, Wunyabari, Mau Mau and Kenya. An Analysis of a Peasant Revolt, (Bloomington, 1993); Ranger, Terence O., Peasant Consciousness and Guerrilla War in Zimbabwe. A Comparative Study (Harare, 1985).

Particulars: Even though a multi-disciplinary approach to the study of violence will be taken, participants need to be prepared to primarily engage in historical work with primary sources. Each participant will give an oral presentation in the course, backed by a discussion paper (8-10 pages) and at least one primary source. Those who wish to get full credit need to write a 20 page research paper. Topics and the methodological approach will be developed both in class as well as in tutorials. The grade is based on the research paper (50%), the presentation (25%), and general participation (25%). This course fulfills General Education Requirement IC (Advanced Seminar).

History 489SWR: JR/SR Colloquium: Gender in Latin American History (Same as WS 475S)

Premo, MAX:8/4

Content: This course will expose you to the historical theme of gender in Latin America, from the eve of conquest by the Portuguese and Spanish in the fifteenth century to the present. It is not solely about women in Latin America's past, although women's history in the region certainly constitutes an important aspect of the material to be covered. We will examine how ideas about gender--the social and cultural attributes that were and are ascribed to individuals on the basis of their biological sex or sexual behavior--affected the lives of Latin American men and women at various junctures in the past. Thus we will take an amplified view of the role of gender, considering how it has affected both women and men, and we will analyze it as a historical and cultural phenomenon. The course is divided into two parts: reading seminar and research project.

Texts: During at least 2/3 of the weeks of the course, we will read about 3 article-length or chapter-length selections, usually around 100 total pages of reading a week. The readings will be available on eletronic reserve through Woodruff Library.

Particulars: 50% of students' grades will be based on seminar participation. 36 hours before we meet, students will write a page-long "reaction piece" focused on the readings to be sent to all members of the course. Students will be responsible for reading their colleagues' reactions before class. The remaining 50% of the course provides students the experience of first-hand research on gender in Latin America. Students write a 16-24 page research paper during the semester, formed around a supported analysis of primary documents illuminating an aspect of gender in Latin American history. This course fulfills General Education Requirement IC (Advanced Seminar). Upon successful completion of the course with a grade of C or better, this course will fulfill the GER post-freshman writing requirement.

History 489SWR: JR/SR Colloquium: Arab-Israeli Negotiations, 1968-Present (Same as JS 371S/MES 370S)

Stein, MAX:6/3/3; 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 K. Klausner, A Concise History of the Arab-Israeli Conflict, 3rd edition, Englewood Cliffs, New Jersey, Prentice-Hall, 1998; Kenneth W. Stein, Heroic Diplomacy: Sadat, Kissinger, Carter, Begin and the Quest for Arab-Israeli Peace, New York, Routledge, 1999; William B. Quandt, Peace Process: American Diplomacy and the Arab-Israeli Conflict since 1976, University of California Press, 2001.

Particulars: Each student will write two papers and give two oral presentations; the oral presentation 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%). Upon successful completion of the course with a grade of C or better, this course will fulfill the GER post-freshman writing requirement. Students may fulfill the history and/or college writing requirement for the old system.

PERMISSION FROM INSTRUCTOR TO TAKE THE COURSE IS REQUIRED. e-mail kstein@emory.edu to inquire about receiving permission to take the course.

Previous course work in the modern Middle East is essential. This course fulfills General Education Requirement IC (Post-Freshman Seminar).

History 489SWR: JR/SR Colloquium: Global African Experience (Same as AAS 270-001/AFS 389S)

Davis, MAX:6/3/3; WRT: Old System: Yes; New System: No

Content: This colloquium examines the historical experiences of African peoples in Africa and the Diaspora, sometimes referred to as the "Global African Community." The readings cover selected African peoples in Africa and mainly the Western Hemisphere beginning in the late 19th century to the present. The readings selected are designed to give the student a knowledge of theoretical constructs used in African Diaspora Studies, and actual historical experiences. We also hope to examine, among others, questions that cause us to think about the construction of race and ethnicity, as well as gender and class formation within specific cultures and varying political economies. It is also important to engage students in discussing whether there are similarities in the experiences of African peoples in Africa and its Diaspora.

Texts: Will be announced in class.

Particulars: There are no examinations in class. Requirements include class discussions on assigned readings, short oral presentations, and a 20-page research paper. This course fulfills General Education Requirement IC (Advanced Seminar). Upon successful completion of the course with a grade of C or better, this course will fulfill the GER post-freshman writing requirement.

History 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.