HISTORY SPRING 2003 COURSE ATLAS

History 190-000: Freshman Colloquium: Money: A History

FRESHMAN ONLY

Socolow, MAX:12

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 190-001: Freshman Colloquium: Fascism & Resistance in Italy

FRESHMAN ONLY

Adamson, MAX: 12

Content: When we approach a topic like this one, which so obviously involves deep convictions and heated ideological controversy, we tend to assume a tidy world in which clearly defined political enemies confront one another across a clearly demarcated battle field. Yet, if in the case of Stalin's USSR or Hitler's Germany, recent historical writing tends to confirm such a preconception, that on Italian fascism is producing a far murkier picture in which it is not always clear who is on what side and which side is leading the larger population down the more compromising road. Indeed, some of those once thought to be the morally loftiest opponents of Mussolini's regime, like the novelist Ignazio Silone, have recently been accused of some quite startling moral-political compromises. This seminar takes up these twenty years of Italian history with these observations in mind.

Texts: Alexander De Grand, Italian Fascism: Its Origins and Development; Ignazio Silone, Bread and Wine; Simonetta Falasca-Zamponi, Fascist Spectacle; Mabel Berezin, Making the Fascist Self; Carlo Levi, Christ Stopped at Eboli; Victoria De Grazia, How Fascism Ruled Women; Iris Origo, War in the Val d'Orcia.

Particulars: The seminar will not involve examinations. Course evaluation will be based on three short (1000 words) papers (50% together), a final, somewhat longer paper (2000-2500 words) (25%), and class participation (25%). This course fulfills General Education Requirement IC (Freshman Seminar).

History 190-002: Freshman Colloquium: U.S. Religious History

FRESHMEN ONLY

Allitt; MAX:15

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

History 190: Freshman Colloquium: Modern Israel (Same as JS 190)

FRESHMAN ONLY

Stein, MAX:8

Content: This undergraduate freshmen seminar will review the history of modern Israel from the inception of Zionism to the present. The four periods of study will be the ideological formations (to 1917), Zionist autonomy in Palestine and nation-building (to 1949), the problems and successes of sovereignty (to 1977) and the quest for identity and normalization (to the present). Issues to be discussed will include the structure of the old and new Yishuv, immigrations to Eretz Yisrael, British rule in Palestine, relationships with the great powers, sociological associations and cleavages, Israeli literature, Israel-Diaspora relations, American Jewry and Israel, religion and state policy interaction, the political and economic systems, constitutional issues, and Arab-Israeli wars and the negotiating process and quest for recognition from Arab neighbors.

Texts: Robert Alter, Modern Hebrew Literature, Behrman House, 1975; Asher Arian, The Second Republic Politics in Israel, Chatham, New Jersey: Chatham House Publishers, 1998; Martin Gilbert, Israel: a history, New York: Morrow, 1998; Dan Horowitz and Moshe Lissak, Trouble in Utopia : The Overburdened Polity of Israel, Albany, New York: State University of New York Press, 1998; Walter Laqueur, A History of Zionism, New York: Schocken, 1989; Nadav Safran, Israel: The Embattled Ally, Cambridge, Mass.: Harvard University Press, 1978; Zev Sternhell, The Founding Myths of Israel, Princeton University Press, 1999; David Vital, The Origins of Zionism, Oxford: Clarendon Press, 1975 and 1980.

Particulars: There will be two hour examinations and a final examination. Grading will be one-half for the (two) hour examinations and half for the final examination. This course fulfills General Education Requirement IC (Freshman Seminar).

History 190: Freshman Colloquium: Pirates: Maritime Coercion in Comparative Perspective

Andrade, MAX:15

Content: Captain Kidd, Francis Drake, Mary Read, Anne Bonny, Blackbeard -- these are just a few of the hundreds of pirates who sailed the seven seas. Yet piracy was not merely a European and American phenomenon. In this course we will discuss not just the famous pirates of the Spanish Main, but also Limahong, the Chinese pirate who nearly ousted the powerful Spanish Empire from Manila in 1574; Barbarossa, the North African pirate who pillaged European shipping and used the proceeds to create a powerful African State in Algeria and Tunisia; the Cheng family of China, whose powerful empire grew to threaten the Portuguese and Dutch colonies in the Far East; and the Chinese Pirate Queen Cheng I Sao, who led a force of thousands of Chinese raiders in the nineteenth century. The biographies of such pirates is a plank, a stepping off point from which to examine the politics and economics of piracy in comparative perspective. What is a pirate? Who decides who is a pirate and who is not? What economic and political situations are likely to breed piracy? How are pirate bands organized? What makes a pirate successful? What truth is behind the popular images of pirates that we see in film, song, and literature? Course requirements include in-class presentations, two 5-page papers, and a 12-page final paper. Readings will include primary sources, such as the captivity account of Joshua Gee and the annals of Sir Francis Drake; older histories of piracy, such as Daniel Defoe's The Pyrates; modern scholarship that places piracy in its economic and political context; and fictional accounts such as Robert Louis Stevenson's Treasure Island.

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

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

000; Roberts; MAX:40
001; Burns; MAX:40
002; Patterson; 40
003; Billado; 40
004; Billado; 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]

000; Grieco; MAX:40
001; Enright; MAX:40
002; Blaich; MAX:40
003; O'Grady; MAX:40
004; Feagin; MAX:40

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

Texts: To be announced.

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

History 231: Foundations of American Society

Harris; 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

000; Allitt; MAX:40
001; Roy; 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 and Texts

White: MAX:20

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 242: American Jewish History (Same as JS 242)

Goldstein; MAX:25

Content: This course is a survey of the Jewish experience in America, examining the religious, cultural, political and economic activities of American Jews from the colonial period to the present. Students will explore how Jewish tradition has adapted to and been challenged by the American setting, how patterns of communal life have been reshaped, what the relationship of Jews has been to other Americans and to the international Jewish community, and how American Jewish identities have been created from Jews' dual impulses for integration and distinctiveness. This course satisfied area V.A. of the General Education Requirements (United States History).

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

Particulars: Class sessions will combine lecture and discussion and also include some "breakout sessions" that emphasize the close reading of primary sources. There will be a mid-term, a final, regular short homework assignments and one longer writing assignment (5-7 pages) in which students will analyze a primary source of their choice.

History 285-000: Topics in Historical Analysis: 19th Century Origins of U.S. Capitalism

Luskey; MAX:40

Content: While capitalism may appear to be a natural or normative force in modern America, it is not without a history. In this class, we will analyze the origins of capitalism in 19th-century America, debate its definitions, study how Americans came into conflict over its core ideologies and structures, and examine how the United States's economy and society changed over time. In particular, we will be studying the ways in which capitalism intermingled with distinctly American ideologies to create certain expectations and hopes for individual, familial, and communal well-being or success.

Texts: Franklin, The Autobiography; Otter, History of My Own Times; Blewett, We Will Rise in Our Might; Mowatt, Fashion; Melville, The Confidence Man; Barnum, Struggles and Triumphs; Northup, Twelve Years a Slave; Alger, Ragged Dick; Dreiser, Sister Carrie, and several articles.

Particulars: One short paper (4-5 pages); one long paper (10 pages); midterm and final exams.

History 285-001: Topics in Historical Analysis: Race and Identity in the Cherokee Nation

Yarbrough; MAX:40

Content: This course examines the evolution of ideas about race and identity in 19th century Cherokee society. Students will receive a brief overview of the history of Cherokee Indians and gain familiarity with the legal and political institutions of the Cherokee Nation. Students will also explore the Cherokees' changing political and social relationships with the American government and Southern populations. The Cherokee Indians had a longstanding history of contact with blacks and whites that shaped how Cherokee society conceptualized race and defined itself as a nation.

Texts: Gary B. Nash, Red, Black and White: The Peoples of Early North America; Walter O'Meara, Daughters of the Country: The Women of the Fur Traders and Mountain Men; Laurence Foster, Negro Indian Relationships in the Southeast; Melton McLaurin, Celia, a Slave; Theda Perdue, Slavery and the Evolution of Cherokee Society, 1540-1866; Rennard Strickland, Fire and the Spirits: Cherokee Law from Clan to Court; Daniel Littlefield, The Cherokee Freedmen. Additional articles.

History 306: The Italian Renaissance

Strocchia; MAX:40

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; Italian 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; Benjamin Kohl and Ronald Witt, eds., The Earthly Republic: Italian Humanists on Government and Society; Niccolo Machivaelli, The Prince; Donald Wilcox, In Search of God and Self: Renaissance and Reformation Thought; and others.

Particulars: Grading will be based on class attendance and participation in class and electronic discussions (10%); a midterm essay examination (25%); a short analytical paper of 1500 words (=6 pages) based on class reading (25%); and the final essay exam (40%).

History 308: Revolutionary France, 1750-1815

Miller; MAX:40

Content: This course will focus on the turbulent decades of the French Revolution from a cat massacre in 1739 to Napoleon's fall at Waterloo in 1815. We will try to figure out why some French citizens marched off to war while others were led to the guillotine.

Texts: Popkin's A Short History of the French Revolution; Keith Michael Baker, Inventing the French Revolution; William Doyle, Venality: The Sale of Offices in Eighteenth-Century France; Sarah Maza, Private Lives and Public Affairs: The Causes Célèbres of Prerevolutionary France; The Rise and Fall of the French Revolution, T. C. W. Blanning, ed.; Lynn Hunt, Family Romance of the French Revolution; François Furet, Interpreting the French Revolution.

History 313: Stuart & Georgian England

Harding; MAX:35

Content: Early-modern Britain formed both our country and our way of life. Although Britain's American empire rose and fell between 1605 and 1776, its early-modern scientific, economic and political innovations shaped a modernity which is more enduring.

Texts: To be decided.

History 314: Topics in British History: Britain 1776-1901: The Lion's Share

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 Britain pioneered modernization and encountered the attendant forces of terrorism, globalization, environmental devastation, secularization and feminism at the zenith of its influence.

Content: Likely secondary works include, Eric J. Evans, The Forging the Modern State: Early Industrial Britain, 1783-1870 and Martin Pugh, State and Society: British Political and Social History, 1870-1997. The course also makes extensive use of primary sources including Edmund Burke's Reflection on the Revolution in France, Tom Paine's The Rights of Man and portions of Brian MacArthur's Penguin Book of Historic Speeches.

Particulars: Forms of assessment include mid-term and final examinations, a book review and a longer paper-cum-presentation on an 'Eminent Victorian' of your choice. Though basic knowledge of modern European history is an asset, no prerequisites pertain.

History 315: France in the Age of Kings

Beik; MAX:40

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: Probable texts: Froissart, Chronicles; Mack Holt, ed., Renaissance and Reformation France; Sharon Kettering, French Society, 1589-1715; James Collins, The State in Early Modern France; William Beik, Louis XIV and Absolutism; Sarah Maza, Private Lives and Public Affairs;

Particulars: Class participation 35%, four 3-5 page essays on assigned themes, 65%, no final examination.

History 326: Medieval and Muscovite Russia

Payne; MAX:40

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

Texts: Texts will include Janet Martin, Medieval Russia; Basil Dmytryshan, Medieval Russian Sourcebook; Avrich, Russian Rebels; Zenkovsky, Medieval Russia's Epics, Chronicles, and Tales.

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

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

Davis; MAX:20

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 paper. Final grades will also reflect informed and detailed class discussions.

History 341: Era of the American Revolution

Young; MAX:40

Content: Why did American colonists rebel against England, and why did they choose to create a nation so radically different from others in the early modern world? Our class will explore the political, social, and intellectual forces that sparked conflict and fostered democracy in Revolutionary America. We will examine the "Founding Fathers" and their relationships with women, slaves, and the farmers and artisans who comprised the vast majority of America's population. We will also trace the shifting definitions of freedom offered by Americans during the early national era. Grades will be based on class participation and three writing assignments (7-10 pages) that will require students to develop a critical perspective on the readings.

Texts: Assigned texts will likely include Edmund Morgan, Benjamin Franklin; Linda Kerber, Women of the Republic; Robert Middlekauff, The Glorious Cause; Sylvia Frey, Water from the Rock; Gordon Wood, The Radicalism of the American Revolution; and additional historical documents and articles.

History 345: U.S. since 1945

Harbutt; MAX:40

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: William Chafe & H. Sithoff, eds., A History of Our Time: Readings on Postwar America; Robert Griffiths & P. Baker, eds., Major Problems in American History since 1945; Fraser Harbutt, The Cold War Era; David Halberstam, The Fifties; Richard Schickel, Intimate Strangers: The Culture of Celebrity in America; Robert Reich, The Work of Nations: Preparing Ourselves for 21st Century Capitalism.

Particulars: Final 60%, Mid-term 30%, class participation 10%.

History 354: U.S. Legal and Constitutional History

Bellesiles

CANCELLED

History 361: Modern Latin American History

Premo; MAX:40

Content: We explore the history of Latin America from the 19th to the late 20th centuries. After Latin Americans cast off Spanish and Portuguese colonial rule in the nineteenth century, it became clear that the freedom and prosperity that they hoped for was elusive. Instead, Latin Americans turned to face a volatile "modern" history. That history would be steeped in violence and strong-man rule, deeply etched by the divisions between the many poor and the few with wealth, and marred by racial and gender inequalities. What is more, modern Latin American history would not unfold only out of internal events. Its course would be reset, again and again, by the intervention and influence of new foreign powers. But modern Latin American history is more than a tale of despair. It is also a story of how regions came to be defined as "nations," how elites attempted to institute order, progress, and "development," and how ordinary people and their daily practices created a unique culture mélange, a dynamic culture that sets the region apart from anywhere else in the world. It is an ironic story, in which groups as diverse as Catholic priests and militant Marxist guerillas made calls for liberation from poverty and injustice. And it is a history that started over again, as millions of immigrants filed off ships to start new lives in the "New World" in the late nineteenth and early twentieth centuries as "Latino" migrants leave their countries of origin for the US today.

Texts: The primary reading text for the course will be John Chasteen's Born in Blood and Fire. We will also read a variety of primary and secondary sources that reveal what Latin Americans were hoping their nations would become and what, in fact, they were. Readings will be supplemented with non-print media, like films, music and photos.

Particulars: TBA, but students can expect to write short papers based on class readings, to take a midterm and a final, and to be graded for active participation in course discussions.

History 371: Medieval & Early Modern Japan

Ravina; MAX:40

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

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

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

History 375: The Pacific War, 1941-45

Hyatt; MAX:40

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, etc.).

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 papers.

History 377WR: European Intellectual History since 1877

Adamson; MAX:40

Content: The course is designed as an introduction to the intellectual life of modern continental Europe. Emphasis is placed on the reading of those primary texts that have had the greatest impact upon it and the greatest extension into intellectual life elsewhere, but some attention is also given to lesser known texts that evidence important themes. Such themes include: the struggle to be a self under modern conditions; the perpetual crisis in moral and political thinking in the midst of rapid social change and world wars; the related problems of reason and its foundations, of madness and irrationality, and of language as expression rather than mere communication; and the rise of mass culture and intellectual responses to the sense of modern crisis, including the idea of non-mimetic art. Class sessions mostly involve discussion of particular texts in relation to such themes.

Texts: Friedrich Nietzsche, The Use and Abuse of History; Joris-Karl Huysmans, Against Nature; Henri Bergson, Introduction to Metaphysics; Wassily Kandinsky, Concerning the Spiritual in Art; Peter Gay, ed., The Freud Reader; Sian Miles, ed., Simone Weil: An Anthology; Arthur Koestler, Darkness at Noon; Walter Kaufmann, ed., Existentialism from Dostoyevsky to Sartre; Samuel Beckett, Waiting for Godot; Michel Foucault, Discipline and Punish; Elaine Marks and Isabelle de Courtivron, New French Feminisms.

Particulars: The course is writing-intensive. Course evaluation will be based on three short "reaction" papers, spaced at regular intervals (25%), two take-home exams at mid-semester and end-of-term (25%), a term essay (25%), and class participation (25%).

History 385-002: Special Topics in History: European Literature: Overseas "Discovery" & Travel (Same as Comp.Lit. 333R)

Schorsch; MAX:40

Content: In this course we will study the writings of Europeans concerning the encounter with the overseas lands and peoples new to them. Focusing mostly on the early phases of this encounter, we will read several first-person accounts from different national and religious backgrounds. Using recent scholarly analyses, we will examine such writings with an eye toward their significance and limitations as eyewitness reports, historical sources, cultural products, and personal narratives.

Texts: Very tentative. Hernan Cortés, Letters from Mexico; Jean de Léry, History of a Voyage to the Land of Brazil, Otherwise Called America; Richard Jobson, The Discovery of River Gambra (1623); Lady Anne Lindsay Barnard, Letters to Henry Dundas, from the Cape and Elsewhere, 1793-1803, together with her Journal of a Tour into the Interior; Michel de Certeau, "Montaigne's 'Of Cannibals': The Savage 'I'"; Mary Louise Pratt, Imperial Eyes: Travel Writing and Transculturation; Michael Harbsmeier, "Writing and the Other: Travellers' Literacy, or Towards an Archaeology of Orality"; Cheryl McEwan, Gender, Geography and Empire: Victorian Women Travellers in West Africa; Johannes Fabian, Out of Our Minds: Reason and Madness in the Exploration of Central Africa.

Particulars: Students will write a 1-2 page response to each reading.

History 385-003: Special Topics in History: The Weimar Republic & Nazism

Blaich; MAX:40

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 the Jews and other alleged enemies, but they also used some of the "modern" elements of Weimar's social and cultural life for their own purposes. This course will concentrate on these continuities and discontinuities; it will also pay special attention to issues surrounding the Holocaust.

Texts: Readings may include: Peter Fritzsche, Germans into Nazis; David Crew, ed., Nazism and German Society; Mary Fulbrook, The Divided Nation; Victor Klemperer, I Will Bear Witness; Omer Bartov, ed., The Holocaust. Origins, Implementation, Aftermath. Extensive use will also be made of film and other visual material.

Particulars: Two short analytical papers (3-4 pages); one research project (10-12 pages); final exam; and regular class participation.

History 385-000: Special Topics in History: Public Policy & Nongovernmental Organizations (Same as PolS.385-)

COURSE MUST BE TAKEN FOR A GRADE

Hochman/Creekmore; MAX:10

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, and global health. 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, final; several quizzes during the semester. Papers -- team-written term paper.

History 385-004: Special Topics in History: Free & Coerced Migration: The Transatlantic Slave Trade in Comparative Perspective

Eltis; MAX:40

Content: The first quarter of the course examines the phenomenon of long-distance migration from a global perspective with particular emphasis on what induces people to move and the form that such migration takes. Serfs, prisoners, military personnel, indentured servants, slaves and family groups in many different contexts will be the subject of study. The bulk of the course is devoted to the analysis of the 27,000 voyages contained in the Cambridge University Press CD-ROM of the transatlantic slave trade. Students will be shown how to use this resource and then will be expected to employ the CD to examine various positions in the literature on the causes, dynamics, nature and abolition/suppression of the transatlantic slave trade as well as explore the human dimension of what was the largest coerced migration in human history in the light.

Texts: David Eltis, Coerced and Free Migrations: Global Perspectives (Stanford, 2002); David Eltis, David Richardson, Stephen Behrendt and Herbert S. Klein, The Transatlantic Slave Trade: A Database on CD-ROM (New York: Cambridge University Press, New York, 1999; includes 52 page introduction published separately in hard copy).

History 385-001: Special Topics in History: Crime and Punishment in Ancient Rome (Same as Classics 329)

Riess; MAX:15

SEE CLASSICS

History 385-005: Special Topics in History: History of the Atlantic Ocean

Afflerbach; MAX:35

Content: This lecture course intends to analyze the impact of the Atlantic Ocean on European history as well as on the history of globalization. One focus will be laid on the changing geographical conceptions of the world and of the Atlantic Ocean from early ancient times onward. Another on the nautical, technical and intellectual preconditions of the great discoveries at the end of the middle ages. Emphasis will be laid also on mental blockades as, for example, the fear of perishing in a deadly"leaver sea" in the equatorial area. We will look to the systematic Portuguese discoveries along the African coast in the 15th century and the discovery of America. We will also analyze the historical importance of some of the well known heroes of this epoch such as Henri the Navigator, Bartholomeu Dias, Vasco da Gama, Christobal Colon, Amerigo Vespucci, etc. The Atlantic trade in the early modern age, the Spanish silver fleet, the slave trade and the centuries-long ongoing search for the "North-East" and the "North-West" passage to Asia will be mentioned as well as the passenger traffic on the Atlantic, the emigration from Europe to North America and the demographic change. The course will finish with an outlook on the role of the Atlantic in the process of globalization. This is mainly a lecture course, but we will read some important original sources, from Herodot to our times.

Texts: Useful books may include: Barry Cunliffe, Facing the Ocean; Peter Russell, Henry the Navigator. A Life; Bailey W. Diffie and George D. Winius, Foundations of the Portuguese Empire, 1415-1580; Dava Soble, Longitude; Vincent H. Cassidy, The Sea Around Them: The Atlantic Ocean, AD 1250; Pierre Chaunu, L'Expansion Européenne du XIIIe au XVe Siècle; Donald S. Johnson, Phantom Islands of the Atlantic; Herbert S. Klein, The Atlantic Slave Trade; James Pope-Hennessy, Sins of the fathers: a study of the Atlantic slave traders, 1441-1807; Hugh Thomas, The slave trade: the story of the Atlantic slave trade 1440-1870; Stephen Wentworth Roskill, The War at Sea 1939-1945; Stefan Zweig, Magellan; Lyle N. McAlister, Spain and Portugal in the New World 1492-1700; K. G. Davies, The North Atlantic World in the Seventeenth Century; Max Savelle, Empires to Nations: Expansion in America, 1713-1824. Many of these will be placed on reserve.

Particulars: A written midterm exam (25%); a final exam (35%); a critique on a book (approximately 5 pages) (20%), class participation (20%).

History 385-006: Special Topics in History: Shouts in the Street: Urbanization from 60s (Same as AMS 385-000 & Soc. 389-000)

Whitelegg; MAX:7

SEE AMERICAN STUDIES

History 385WR-000: Special Topics in History West Africa Today (Same as IDS 385-WR-003 & AFS 389WR-000)

Bay; MAX: 7

SEE IDS

History 385WR-001: Special Topics in History: Justice & Trial (Same as IDS 385WR-003)

Rosenberg, MAX:2

SEE IDS

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

Amdur; MAX:12

Content: This course uses a selection of novels and other cultural works from nineteenth- and twentieth-century Europe as sources for the study of the development of a revolutionary tradition in recent European history. Selections include diverse points of view, from moderate to radical, and include "anti-utopian" warnings as well as positive prescriptions for change. By using the novel as source material, we will be able to see the changing content of revolutionary doctrines in different European countries and different time periods, as well as to evaluate the role of art and culture as political mouthpiece: i.e., to see whether the pen may indeed be as mighty as the sword.

Texts: Prospective readings for the course include: Charles Dickens, A Tale of Two Cities; Emile Zola, Germinal; Dalton Trumbo, Johnny Got His Gun; Aldous Huxley, Brave New World; Arthur Koestler, Darkness at Noon; Albert Camus, The Plague; Alexander Solzhenitsyn, A Day in the Life of Ivan Denisovitch; Gunter Grass, Local Anesthetic; Milan Kundera, The Unbearable Lightness of Being.

Particulars: Course requirements include one or more short oral reports on the readings and the authors, plus a written research paper on a subject related to the course. There will be no exams. This course fulfills General Education Requirement I.C. (Post-Freshman Seminar).

History 487SWR-001: JR/SR Colloquium: Alexander the Great

Patterson; MAX:12

Content: The course will investigate in detail the career of Alexander the Great of Macedon, as well as the cultural and political background and historical impact of that career.

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

History 487SWR-002: JR/SR Colloquium: Love & Sex in Renaissance Europe

Strocchia; MAX:12

Content: This course explores changing sexual behaviors and social practices in Europe from 1400 to 1600, with a particular emphasis on France and Italy. By examining the relationships formed around love and sex, we will try to understand important aspects of the lives and mentalities of ordinary men and women in Renaissance Europe, one of the great watersheds in European history. We will also try to grasp some of the complex ways in which late medieval society gave way to more "modern" forms of social life and governance. Some of the topics to be investigated include the affectionate, often ritualized play of courtship; the nature and meaning of marriage; domestic relations between husbands and wives; the control of prostitution and sex crimes; homosexual activities; and the manifold relationship between sex and power.

Texts: Include Gene Brucker, Giovanni and Lusanna: Love and Marriage in Renaissance Italy; Thomas and Elizabeth Cohen, Words and Deeds in Renaissance Rome; Moderata Fonte, The Worth of Women; Cynthia Herrup, A House in Gross Disorder; Marguerite of Navarre, The Heptameron; Michael Rocke, Forbidden Friendships: Homosexuality and Male Culture in Renaissance Florence; Guido Ruggiero, Binding Passions: Tales of Magic, Marriage, and Power at the End of the Renaissance.

Particulars: Grading will be based on class participation, including several short oral presentations and regular weekly participation in our LearnLink conference (=60% of course grade); and a research paper using primary source documents, 15-20 pages in length (=40% of course grade). This course fulfills General Education Requirement IC (Post-Freshman Seminar).

History 487SWR-003: JR/SR Colloquium: The British Empire before 1776

Harding; MAX:12

Content: The Anglo-Scottish dynastic union of 1603 and its subsequent colonization of North America forged a new international power, the British empire. Although the Anglo-Scottish parliamentary union of 1707 strengthened the imperial core, many American colonies went their own way in 1776. In the interim the empire afforded many Britons unprecedented economic freedom, while depriving African slaves and indigenous peoples of the same.

Texts: David Armitage, The Ideological Origins of the British Empire; Jack P. Greene, Peripheries & Center; Peter Linebaugh & M. Rediker, The Many-Headed Hydra, as well as other secondary and primary works.

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

History 487SWR-004: JR/SR Colloquium: Female Rulership in Early Modern Europe (Same as WS 475SWR)

Melton; MAX:8

Content: Despite the broad range of misogynist attitudes that characterized the age, early modern Europe had a colorful and often talented cast of female rulers and regents. This course examines six of them: Mary Tudor, Elizabeth I and Queen Anne of England, Anne of Austria, Christina of Sweden, and Catherine the Great of Russia. A central theme of the course is the way the gender of female rulers could alternately enhance or pose obstacles to their political success. We will also examine how at times they used their sex to political advantage in securing the loyalty of their subjects, and how in other cases they made a deliberate effort to blur their sexual identities.

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

History 487SWR-005: JR/SR Colloquium: Europe in the First World War

Afflerbach; MAX:12

Content: The First World War was politically, socially and morally the "basic catastrophe" (George F. Kennan) of the twentieth century. This stalemate destabilized the culture and the social order of Europe and opened the way for the political disasters oncoming. This course will deal with some of the major events of World War I. The focus will be not only on the questions of political and military developments, but also on that of social and mentality history. Why did this war break out, for which war aims were the nations and coalitions fighting, why were the soldiers ready to risk their lives in the trenches, how did they fight, how did the people live on the homefront, and why did the struggle continue for so long despite the terrifying losses of about 10 million human lives? The course will discuss the question of changes: What material and psychological consequences did this war have on Europe - on the level of individual soldiers and civilians and on the level of states and societies?

Texts: Tony Asworth, Trench warfare, 1914-1918: the live and let live system; Roger Chickering, Imperial Germany and the Great War, 1914-1918; Roger Chickering & Sig Förster, Great War, Total War: Combat and Mobilization on the Western Front, 1914-1918; Paul Fussell, The Great War and Modern Memory; John Keegan, The face of battle; John Keegan, The First World War; Eric Leeds, No Man's Land: Combat and Identity in World War I; David Stevenson, The First World War and International Politics.

Particulars: Accurate weekly reading and class participation (30%), a 10 page research paper (40%), 2 book reviews (each 15%). This course fulfills General Education Requirement IC (Post-Freshman Seminar).

History 488SWR-000: JR/SR Colloquium: Lawyers, Judges & Jurisprudence in America

Zainaldin; MAX:12

Content: This course will explore the role of law in the development of American society since the Colonial era, and up to the late 20th century. The course will examine how law is used to resolve social and economic conflict. It will also explore the intellectual and philosophical foundations of law and core values in the Anglo-American legal system, especially as these values are challenged by changing political, demographic, and economic realities. Special attention will be given to the role of judge and lawyer as agents of change, or opponents of change, and the central role that law and legal professionals have played in American history.

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

History 488SWR-001: JR/SR Colloquium: Reimagining the West: Exploration & Settlement Beyond 100th Meridian

Chaffin; MAX:12

Content: With emphasis on evolving notions of American empire and other 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. We also will examine how such activities transformed life within and perceptions of the region. Beyond writings by historians, we will consider exploration narratives, paintings, belletristic writings and other relevant primary materials.

Texts: Possible texts include selected readings from: Tom Chaffin, Pathfinder, John Charles Fremont and the Course of American Empire; Norman Graebner, Empire on the Pacific; John Mack Faragher, Women and Men on the Overland Trail; James P. Ronda, Revealing America; Image and Imagination in the Exploration of North America; Richard Warner Van Alstyne, Rising American Empire.

Particulars: There will be a research paper of about 10-12 pages. This course fulfills General Education Requirement IC (Post-Freshman Seminar).

History 489SWR-00P: JR/SR Colloquium: 20th Century Middle East History (Same as JS 490SWR & MES 370SWR)

Stein; MAX:8

Content: Topics will include: Arab political culture, the legacy of Islam, late Ottoman-World War I and its post war arrangements, establishment of independent Arab states, political economy, Islam, Palestinian nationalism, Zionism and Israel, Arab-Israeli conflict, oil, inter-Arab politics, the cold war, societal and demographic trends, American/European interests and foreign policy toward the Middle East, and Iraq's tomorrow today.

Texts: Roy R. Anderson, Robert F. Seibert, Jon G. Wagner, Politics and Change in the Middle East: Sources of Conflict and Accommodation, New Jersey: Prentice Hall (6th Edition), 2000; R Stephen Humphries, Between Memory and the Desire: The Middle East in a Troubled Age, University of California Press, 1999; Giles Kepel, Jihad: The Trial of Political Islam, Harvard University Press, 2002; Kana Makiya, Cruelty and Silence, London: Jonathan Cape, 1993; John Waterbury and Alan Richards, A Political Economy of the Middle East, Westview Press, 1996.

Particulars: For each topic on the syllabus, there will be class round table discussion. Class participation is essential. Each student will write two papers, a 25 page research paper and one short, 10 page paper on a particular issue/topic. Students will submit various drafts of each paper for review. The final grade for the course will be determined by the degree of performance in the following areas: research paper - 40%, short paper - 20%, and class participation - 40%. Students may fulfill the history and/or college writing requirement. This course fulfills General Education Requirement IC (Post-Freshman Seminar).

History 489WR-000: JR/SR Colloquium: Gender in Latin American History (Same as WS 475SWR)

Premo; MAX:8

Content: This course will expose you to the historical theme of gender in Latin America, from the eve of Portuguese and Spanish conquest and colonization 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, asking how it has affected both women and men in Latin America, and we will analyze it as a historical and cultural phenomenon. This course is divided into two parts: reading seminar and research project.

Texts: During 9 weeks of the course, we will read about 3 article-length or chapter-length selections, usually around 100 total pages. The readings will be available on e-reserve through Euclid.

Particulars: 50% of students' grades will be based on seminar participation. 48 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. You will present the results of this paper at a "conference" held the last day of class. This course fulfills General Education Requirement IC (Advanced Seminar). Upon successful completion of the course with a grade of C or better, this course will fulfill the GER post-freshman writing requirement.

History 489SWR-002: JR/SR Colloquium: Fundamentalism in East Asia

Ravina; MAX:12

Content: In the 19th century, xenophobic, fundamentalist movements swept through East Asia (Japan, China and Korea). Although different in each country, the movements shared key beliefs: that foreign ideas, especially Christianity, were dangerous, that ancient local culture was sacred; and that society needed a revival of ancient values to combat imperialism. In this class we will examine how these movements evolved, their relationship with local religions, the impact of American and European imperialism, and the movements' legacies for revolutionary politics and modern nationalism.

Texts: Cohen, History in Three Keys. Others to be announced.

Particulars: One term paper (16-24 pages). This course fulfills General Education Requirement IC (Post-Freshman Seminar).

History 494: Internship

(WRITTEN PERMISSION OF INSTRUCTOR REQUIRED)

Payne; MAXL:12

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.