HISTORY SPRING 2004 COURSE ATLAS

History 190: Freshman Colloquium: Free at Last: Slavery, Freedom & the American Civil War

FRESHMAN ONLY

Roark; MAX:12

Content: This course focuses on the end of slavery in the American South and particularly on the ways slaves participated in their own liberation. In the process of winning freedom, African Americans revealed much about themselves, about the clandestine institutions, long-cherished beliefs, and deeply held values that they had created during two centuries of bondage, as well as their aspirations as free people.

Texts: The core reading is Free at Last, a rich collection of some of the most remarkable documents -- personal letters, official transcripts, and formal reports -- ever written by Americans. These documents are drawn from the awarding-winning volumes now being published under the title Freedom: A Documentary History of Emancipation, which has been described as "this generation's most significant encounter with the American past." Students will also read studies of specific aspects of the emancipation process -- for example, how emancipation became part of the North's political agenda and how blacks came to serve in the federal military.

Particulars: Students will be expected to come to the seminar each week prepared to engage in an informed discussion of the assigned reading. In addition, there will be several short writing assignments and a longer essay that engages in a "deep reading" of one of the documents in Free at Last. Final grades for the course will reflect a student's class participation and writing, each receiving approximately equal weight. This course fulfills General Education Requirement IC (Freshman Seminar).

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

FRESHMAN ONLY

Stein; MAX: 6

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 Yisreal, British rule in Palestine, relationships with the great powers, sociological associations and cleavages, Israel-Diaspora relations, American Jewry and Israel, religion and state policy interaction, the political and economic systems, constitutional issues, Arab-Israeli wars and the negotiating process and quest for recognition from Arab neighbors. Several guest speakers will participate in the class.

Texts: Walter Laqueur, A History of Zionism, New York: Schocken 1989; Howard M. Sachar, A History of Israel from the Rise of Zionism to Our Time, Knopf, 1996; Ehud Sprinzak, The Ascendance of Israel's Radical Right, Oxford U. Press 1991; Zev Sternhell, The Founding Myths of Israel, Princeton U. Press 1999; David Vital, Origins of Zionism, Oxford U. Press 1980.

Particulars: There will be one hour examinations and a final examination. Students may write a 10 page paper. The papers are due the last day of class. If students opt to write a paper, then the hour examination and paper will count for two-thirds of the final grade, the final examination, one third. If students choose only to take the examinations, grading will be one-half for the hour examination and half for the final examination. This course fulfills General Education Requirement IC (Freshman Seminar).

History 190: Freshman Colloquium:

FRESHMEN ONLY

Andrade; MAX:12

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 Euro-American phenomenon. In this course students will learn not just about the famous pirates of the Spanish Main, but also about 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; and the Chinese pirate Queen Zheng Yisao, who led a force of thousands of Chinese raiders in the nineteenth century. The biographies of such pirates is only 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 factors lie behind the most successful pirates? What truth is behind the popular images of pirates that we see in film, song, and literature? The course ends with a consideration of modern piracy, which has risen steadily in the last decade. Are we entering another great age of piracy?

Texts: Readings will include contemporary accounts, such as the captivity account of Joshua Gee and the annals of Sir Francis Drake; older histories of piracy; modern scholarship about piracy; and fictional accounts such as Robert Louis Stevenson's Treasure Island. There may even be a video game involved

Particulars: Course requirements include an in-class presentation, two 5-page papers, and a 12-page final paper. This course fulfills General Education Requirement IC (Freshman Seminar).

History 190: Freshman Colloquium: Spartacus--The Gladiator: Hollywood & Ancient Rome

FRESHMAN ONLY

Burns; MAX:12

Content: This course explores the intersection of academic history and popular culture as represented in the film industry's renditions of Roman history. During the semester students will be expected to view films or TV productions on DVD or videotape in the Woodruff Library and to read various assigned material prior to class. The weekly class sessions will be devoted to the discussing of the type of ancient history available to the observer from each medium (film or written text) and how these relate to ancient source material and modern points of view.

Texts: Films include: "Spartacus" (1960); "Caesar and Cleopatra" (1946); "I, Claudius" BBC; "Caligula" (1980); "The Viking Queen" (1966); "Footsoldiers" pt. 4, A&E Network; "Cleopatra" (1963); and "Gladiator" (2000). Assigned texts include: J. Solomon, The Ancient World in Cinema; C. Starr, The Ancient Romans; Caesar, The Gallic War; Suetonius, Lives of the Caesars; William Shakespeare, "Antony and Cleopatra." Short reading assignments will be on reserve.

Particulars: The seminar will not involve normal tests; however, there will be two types of writing projects: (1) three short (1000 words) papers (a total of 40% of course grade), and (2) a final summary essay (30%). The latter will be a take home assignment designed to help each student pull together various threads of the course. Class participation will constitute the remainder of the evaluation (30%). 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; Bosnos; MAX:40
001; Harding; MAX:40
002; Enright; MAX:40
003; Harding; MAX:40

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

Texts: To be announced.

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

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

000; C. White; MAX:40
001; Briggs; MAX:40
002; Payne; MAX:40
003; Starostina; MAX:40
004; Fulwider; MAX:40

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

Texts: To be announced.

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

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

Mann; MAX:25

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

000; D. Carlson; MAX:40
001; Young; 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; Vox; 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 270: Survey of Jewish History (Same as JS 100)

Rustow; MAX:20

Content: This course offers an overview of the history of Jews and Judaism from antiquity to the present, tracing how that history has unfolded in varying cultural and geographical settings. On the basis of primary sources and the interpretations of modern scholars, we will ask how the Jews have defined and redefined themselves and how they have responded to the societies in which they have lived. Special emphasis will be placed on the use of primary texts -- original documents in translation that will allow students to develop their skills at hands-on historical analysis -- and on the types of questions historians bring to bear on source material. This course is appropriate for anyone who wishes to pursue further courses in history or Jewish Studies, and for non-specialists who seek an overview of the field.

Texts: Readings include a general overview (Raymond Scheindlin, A Short History of the Jewish People); a set of specialized essays covering Jewish cultural history (David Biale, ed., The Cultures of the Jews: A New History); primary sources culled from various anthologies William Hallo et al., eds., Heritage; Civilization and the Jews (Study Guide); Jacob R. Marcus, The Jew in the Medieval World; Norman Stillman, The Jews of Arab Lands: A History and Source Book; Jehuda Reinharz and Paul Mendes-Flohr, eds., The Jew in the Modern World; as well as poetry, selections from religious and philosophical works, and excerpts from historical novels.

Particulars: Two exams, final examination, and weekly response papers. The course satisfies area V.B. of the General Education Requirements (Historial Perspectives on Western Culture).

History 285: Allah, Jesus & African Spirits: Religious Encounters (Same as AFS 389 & AAS 270 & REL 370R)

Willis; MAX:15

Content: This course introduces students to the diversity of Africa's religious movements and practices in the 19th and 20th centuries. It examines case studies from the encounters between Islam and Christianity and Africa's traditional religions as they engage one another in selected West African communities. The bulk of the course focuses on Nigerian context. Given the manner in which religion has been such a prominent issue for contemporary Nigeria and the entire world, the course highlights the relevance of these 19th- and 20th-century religious encounters for contemporary Nigeria, the African diaspora, and the world. The goals of the course are to expose students to the following: 1) the diversity of Africa's religious heritage, 2) common themes across the African religious terrain, 3) an understanding of the social, political, and economic implications of religion, and 4) exposure to interdisciplinary research methods used in African history. Videos, photos, and other visual materials will add to the learning environment. Several contemporary Africans will visit as guest speakers to enhance the students' understanding of religion in Africa.

History 285: Latin American History Through Film

Ribeiro; MAX: 25

CANCELLED

History 301: History of Greece

Patterson; MAX:40

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

Texts: Will include: Finley, The World of Odysseus; Forrest, The Emergence of Greek Democracy; Patterson, The Family in Greek History; Burns, Persia and the Greeks; Herodotus, Histories; Thucydides, Peloponnesian War; Plutarch, Rise of Athens and Rise of Alexander; Aeschylus, Persians; Sophocles, Antigone; Euripides, Trojan Women; Aristophanes, Birds, Wasps, and Knights; Menander, The Grouch.

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

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, and Christians, Jews, and Moslems 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 305: The High Middle Ages, 1000-1350

White

CANCELLED

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 1607 and 1776, its scientific, economic, and political innovations shaped a modernity which is more enduring.

Texts: David L. Smith, A History of the Modern British Isles 1603-1707: The Double Crown; Richard Middleton, Colonial America: A History 1565-1776; Francis Bacon, The New Organon; Thomas Hobbes, Leviathan; John Locke, Two Treatices of Government.

Particulars: Midterm, final; 6-10 page book report.

History 315: France in the Age of the Kings

Beik; MAX:35

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 include Froissart, Chronicles; Mack Holt, ed., Renaissance and Reformation France; James Collins, The State in Early Modern France; William Beik, Louis XIV and Absolutism; William Doyle, ed., Old Regime France

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

History 319: Imperial Russia

Payne; MAX:40

Content: This course will study the development of Russian history from the Westernization drive of Peter the Great to the October Revolution of 1917. Although primarily concerned with political history, the development of Russia's social classes, the impact of its cultural awakening, the effects of economic modernization and its place in the world will also be examined. Topics covered will include Westernization, the creation of a caste society, the emancipation of the serfs, economic modernization and the Revolutionary movement. Imperial Russia with its servile labor, doomed nobility, passionate artists, autocratic Tsar, and ruthless revolutionaries has fascinated observers for centuries. Find out what's so fascinating!

Texts: Readings will include Figes' Natasha's Dance, Gorky's My Childhood, and Tugenev's Fathers and Sons, Hoch's Serfdom and Social Control, and Chekhov's Peasants.

Particulars: Course requirements include a twelve page research paper and a choice of an oral exam (done in the manner of the Russian University exams) or traditional in-class exam. Class participation and weekly learnlink responses will also contribute to the final grade.

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

Harbutt; MAX:40

Content: This course examines U.S. foreign policy, 1914-2002. It traces the rise of the U.S. under Woodrow Wilson to the Versailles settlement; the interwar return to political but not economic isolationism; and the World War II period followed by the struggle with the Soviet Union for global mastery from Roosevelt to Bush. Relations in China and the various Vietnam, Middle East and Central American crises will be examined as will the contemporary predicaments of the Clinton era. Attention will be given to the nuclear arms race, domestic politics, the international influence of American culture and the influence of special interests and corporations. Conceptual approaches will include an emphasis upon the U.S. as a constrained power within various international systems and a focus upon the economic uses of American and international diplomacy.

Texts: T. Paterson, G. Clifford, K. Hagan, American Foreign Relations Since 1895, 5th ed.; D. Merrill & T. G. Paterson, ed., Major Problems in American Foreign Policy, Part II Since 1914, 5th ed.; E. J. Hobsbawm, The Age of Extremes: A History of the World 1914-1991; S. Whitfield, Cold War Culture; D. Yergin, The Prize: The Epic Quest for Oil, Money, and Power.

Particulars: Mid-term and final. Grading: Midterm 1/3, final 2/3.

History 336: Multicultural History of Women in the U.S. (Same as WS 336)

Odem; MAX:20

Content: This course explores the history of women’s work, family, and political lives in the United States from 1800 to the present. We will examine the differences in women’s historical experiences based on their diverse race, region, ethnic, and class positions within U.S. society. The readings draw on both secondary and primary sources to examine women’s experiences within the context of larger historical changes in the United States (including the economy, race relations, social and political movements). The course presents women’s history both as an integral part of American social history and as a unique subject of historical investigation. In the course, students will develop skills of (1)critical thinking, reading and writing (2)oral expression and (3) historical research and analysis.

Texts: Norton and Alexander, Major Problems in American Women’s History (1996); Ruiz and DuBois, Unequal Sisters: A Multicultural Reader in U.S. Women’s History (2000).

Particulars: Midterm & Final essay exams, 6-8 page paper

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

History 344: American Environmental History (Same as EnvS 344)

Allitt; MAX:30/10

Content: The history of the relationship between people, plants, animals, bacteria and the weather in America, from the first European contacts to the present. The first part of the course will emphasize the difficulties Native Americans and settlers faced in their confrontation with the natural world. Second, the course will explore the way in which intensive farms, mining and industrialization, transformed the landscape. Third, it will investigate the origins and development of environmentalism in the Twentieth Century and the way it became an important element of American political life.

Texts: To be announced.

Particulars: About 6 short (500 words) summary papers. One midterm and a final, occasional quizzes. No term paper.

History 349: The New South

Crespino; MAX: 40

Content: The American South has long been a unique field on which fundamental American issues of liberty, democracy, equality, and capitalism have been contested. This course examines southern history from Reconstruction to the present, paying attention to the evolution of economic, social, cultural, and political life. Topics of particular interest include the reorganization of southern life in the aftermath of war, the origins and development of legalized racial segregation, industrialization and urbanization, southern poverty, southern contributions to American popular and literary culture, the civil rights movement, and the rise of the two-party South.

History 361: Latin American since Independence

Premo; MAX:35

Content: After Latin Americans cast off Spanish and Portuguese colonial rule in the nineteenth century, it became clear that the freedom and prosperity that many had hoped for was elusive. Instead, Latin Americans turned away from colonialism only to face a volatile "modern" and "independent" history. That history would be steeped in violence and strongman 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 responded to the challenges of the 19th and 20th centuries by revolting, adapting and creating a dynamic culture that sets the region apart from anywhere else in the world.

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: Students can expect to write short papers every week based on readings and films, to take a midterm and a final comprised of comprehensive take-home essays and an in-class portion, and to be graded for active participation in class discussions.

History 367: The Making of South Africa (Same as AFS 367)

van der Spuy; MAX:20

Content: This course introduces students to the history of South Africa from its precolonial southern African roots, through processes of colonialism and industrialization, to the formation of the nation state 'South Africa' in 1910. It then traces the era of segregation, and the imposition of apartheid from 1948, through the establishment of democracy from 1994. The course aims to strike a balance between analysis of important political events and the social history of South Africa, through the lenses of race, class and gender.

Texts: TBA

History 375: The Pacific War, 1941-1945

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 including Tregaskis, Guadalcanal; White and Jacoby, Thunder Out of China; Fahey, Pacific War Diary; Polenberg, War and Society, The United States, 1941-1945.

Particulars: Grading will be determined from a midterm and final exams, and to a lesser extent from class participation. No papers.

History 385: Special Topics in History: Germany in World War II

Afflerbach; MAX: 40

Content: Probably never in history were the "good" and the "evil" so clearly divided in a war like during the Second World War. This conflict was provoked by Hitler's Germany, and the Allied powers fought a "good war" to win against a mass-murdering regime. The struggle had epic dimensions and was the most destructive and most costly conflict of all time. Despite the global dimensions of the conflict and the participation of the U.S. Japan, China and other non-European countries, Germany remained during the whole war in the center of events. We will deal with many international implications of this war, but concentrate mainly on the events in Germany. Our focus will not only lay on the most decisive political, strategic and military events, but we will also describe the effects of the war on the civilian populations in Germany and Europe during the war. We will analyze the connection between the German army and the politics of extermination and the consensus between the German population, army and Nazi party. We will speak about the treatment of populations in occupied countries, partisan warfare and the killing of hundreds of thousands of civilians by air raids of both sides. We will ask the reasons of the disastrously long resistance of the Germans in this hopeless war. We will show the extent of destruction and death. And we will deal with the problem of expulsion. The class includes a historiographical outlook on the debates about war, crimes and guilt from 1945 to our present times.

History 385: Special Topics in History: Public Policy & NGOs (Same as PoilS. 385)

Creekmore/Hochman; MAX:10

Content: In the post-Cold War world, nongovernmental organizations (NGOs) are playing more active and consequential roles in public policy than ever before. This course will examine how and why NGOs have become more influential within the context of increasing globalization. It will focus on selected issues in conflict resolution, democratization, human rights, economic development, and global health and examine how NGOs are involved in these areas. Some sessions will be devoted to the work of specific NGOs. In addition to the course coordinators, the course will feature guest lecturers, including former U.S. President Jimmy Carter; officials from The Carter Center, CARE, and other NGOs; and other Emory professors.

Texts: TBA

Particulars: Examinations: midterm and final. Papers: team-written term paper

History 385: Special Topics in History: Running Riot, 1300-1992

Dee; MAX:30

Content: This class will investigate the social and cultural history of riots. In it, students will learn to "read" and interpret riots by examining a series of case studies ranging from communal violence in medieval Spain to labor unrest in nineteenth-century Russia to the popular turmoil that engulfed Los Angeles in the wake of the Rodney King verdicts of 1992. By identifying who participated in riots and what they did, students will gain insight into the aspirations and experiences of ordinary people in various times and places. Furthermore, by placing these riots in their historical contexts, they will also understand how incidents of popular unrest were linked to broader political, economic, social, and cultural processes.

Texts: David Nirenberg, Communities of Violence: Persecution of Violence in the Middle Ages; Barbara Diefendorf, Beneath the Cross: Catholics and Huguenots in Sixteenth-Century Paris; Jan T. Gross, Neighbors: The Destruction of the Jewish Community in Jedwabne, Poland; Bill Buford, Among the Thugs; Philip Gourevitch, We Wish to Inform You that Tomorrow We Will Be Killed With Our Families: Stories from Rwanda.

Particulars: Three short analytical papers (3-4 pages); one research paper (7-10 pages) and regular class participation

History 385: Special Topics in History: Servants, Slaves & Free Blacks in Pre-Civil War Virginia

Latimore; MAX:35

Content: This course is designed to be a social, political, and intellectual historical analysis of the lives of and the interactions between servants, slaves, and free blacks in pre-Civil War Virginia. Students will explore the ideology that shaped and the issues behind slavery's emergence, indentured servitude's gradual decline, and the rise of the free black population. Key developments and events such as the rise and fall of tobacco as a viable cash crop, the Revolutionary War, Gabriel's Rebellion, and Nat Turner's Rebellion will be examined to not only provide chronology to the course but also to assess their impact on the lives of free blacks and slaves in pre-Civil War Virginia.

Texts: To be announced.

History 385: Special Topics in History: Slavery in U.S. History & Culture (Same as AAS 270)

Harris; MAX:25

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

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

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

History 385: Special Topics in History: South African History & Issues (Same as Jour 488 & AFS 389 & AAS 270 & WS 385-00P)

van der Spuy; MAX:5

Content: This interdisciplinary course introduces students to the history and contemporary issues of South Africa. It will explore topics in modern South African history and issues facing a society undergoing enormous social change. The course encourages students to learn about themselves by challenging them to contrast and compare the racial dynamics in America with those in South Africa. Finally, this course will allow students to do individualized preparation for May/June internships in Cape Town. With this in mind, the course will often dawn on examples from the Western Cape.

Texts: May include: A. Bank, C. Malherbe and P. van der Spuy, People of the Western Cape; W. Finnegan, Crossing the Line; S. Magona, To my children's children; N. Mandela, A Long Walk to Freedom; M. Mathabane, Kaffir Boy.

Particulars: Students are required to attend the orientation on Wednesday, Oct. 22, 2003 in Callaway Center S108, 4:30 pm to discuss the requirements of the 2004 Interdisciplinary Internship in South Africa Summer Study Abroad.

History 385: Special Topics in History: The Postwar Germanys: Culture and Identity in the Cold War

Blaich; MAX:40

Content: The year 1945 was a turning point in modern German history, in which the Nazi regime was defeated, the nation was divided into Allied occupation zones, and history's first war crimes trials took place in Nuremberg. In the ensuing years, Germany was divided into East and West, becoming the international focal point of Cold War tensions. This course will examine the construction and significance of culture and identity in East and West Germany, as each developed into a showcase for competing ideologies: communism vs. capitalism. Themes will include: denazification; the memory of WWII and the Holocaust; Americanization and Sovietization; consumerism; popular culture; the symbol of Berlin; women's rights and experiences; the treatment of ethnic minority groups; the construction of separate national identities; and the politics of (re)unification.

Texts: Assigned readings may include Mary Fulbrook, The Divided Nation; Robert Moeller, ed., West Germany under Construction; Uta Poiger, Jazz, Rock and Rebels; Heide Fehrenbach, Cinema in Democratizing Germany; Joshua Feinstein, The Triumph of the Ordinary: Depictions of Daily Life in the East German Cinema; and David Crew, Consuming Germany in the Cold War. Extensive use will also be made of film and other visual material.

Particulars: Regular class participation, two short essays (3-4 pp), term paper (10-12 pp), final take-home examination.

History 385: Special Topics in History: Southern Voices: Listening to the Modern South

Chaffin; MAX:

CANCELLED

History 385WR: Special Topics in History: Modern Ireland (Same as Engl 340WR)

Collins/Higgins; MAX:15

Content: Modern Ireland is a joint History and English course that forms the cornerstone of the new Irish Studies Program. The intertwining of historical action and literary reflection in modern Irish culture makes it a perfect subject for an interdisciplinary class. This, after all, is a nation in which the Easter Rising of 1916 was led by poets, dramatists and teachers who invoked the heroic spirit of the legendary Cuchulain as they ended their lives and started a revolution. The course accordingly alternates between multimedia historical lectures with complementary seminars focusing on how literary texts illuminate the same key themes and events. So, for example, the rise and fall of nationalist leader Charles Stewart Parnell will be examined through historical texts, political cartoons and the fiction of James Joyce. Two tumultuous centuries of Irish history -- war and peace, famine and emigration, revolution and counter-revolution -- are brought to life through the texts and contexts that produced Modern Ireland.

Texts: Possible secondary works include Theodore Hoppen's Ireland since 1800 (1998), Gerard Reid's edited collection Great Irish Voices (1999), David Pierce's Irish Writing in the Twentieth Century (2000), Brian Friel's Making History (1989) and Angela Bourke's The Burning of Bridget Cleary (1999). Films including Michael Collins (1996) will also form an integral part of the course.

History 385WR: Special Topics in History: The Culture of Communism (Same as IDS 385WR)

Bren; MAX:6

SEE IDS

History 487SWR: JR/SR Colloquium: People and States of Former Soviet Central Asia

McKenzie; MAX:12

Content: This course focuses on that part of Central Asia that once belonged to Imperial Russia and afterwards to the Soviet Union. The course is therefore concerned with 1) the five newly independent (since 1992) states of Kazakstan, Uzbekistan, Kyrgyrstan, Turkmenistan, and Tajikistan and 2) their titular nationalities. How stable is and will be the future development of these newly independent states and peoples? What paths, political, economic, and cultural have they taken? How well did Russian rule prepare them for independence? What about Central Asian history and culture prior to Russian rule? Some attention, albeit limited, must be given to selected main features and episodes of Central Asian history. How consequential are the pre-Russian centuries? Is the recent past or the more remote past of greater importance? Class meetings include informal lectures, discussions of weekly readings, and oral reports by students on specific topics. Students are expected to combat courageously the nearly universal ignorance of Central Asia fostered by the American education system.

Texts: Tentative list includes: Bacon, Eliz. Central Asians Under Russian Rule, 1966 and 1980; Morgan, David. The Mongols, 1986; Rywkin, Michael. Moscow's "Muslim Challenge", latest edition.

Particulars: One short (10 pages) paper (due at 5th meeting) and a major research paper (20-25 pages, plus pages for endnotes and bibliography). Both must be carefully written, and students will also present an oral report on the research paper during final class meetings. Tests and grading: Research paper counts 50%; class particiation counts 50%. Attendance at all class meetings is expected and required. No tests except possibly map quizzes. No final exam, except by popular demand.

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

History 487SWR: JR/SR Colloquium: The Americanization of Germany

Blaich; MAX:12

Content:: Since the early twentieth century, Europeans have been fascinated by ideas of American "modernity." Drawing primarily on the history of Germany, but incorporating examples from other European states, this course will examine the causes and effects of Europeans' appropriation of American institutions and cultural forms. Particular attention will be paid to the experience of World War Two, the effects of American popular culture, US foreign policy, and the exportation of capitalism and commercialism. We will discover that "Americanization" was not just a process by which Europeans simply accepted foreign ideas and institutions; rather, they resulted in intense debate about national, gender and generational identities.

Texts: Michael Ermarth, ed., America and the Shaping of German Society; Mary Nolan, Visions of Modernity: American Business and the Modernization of Germany; Uta Poiger, Jazz, Rock and Rebels; Richard Kuisel, Seducing the French; as well as selections from Maria Höhn, GIs and Fräuleins and other studies. We will also discuss numerous films (separate screenings) such as One, Two, Three; A Foreign Affair; Berlin, Ecke Schönhauser and Die Halbstarken.

Particulars: Research paper (15-20 pp), brief weekly readings responses and regular class participation. This course fulfills General Education Requirement IC (Post-Freshman Seminar).

History 487SWR: JR/SR Colloquium: Herodotus and Thucydides and the Invention of History

Patterson; MAX:12

Content: "Herodotus of Halicarnassus here displays his historia, so that human achievements may not become forgotten in time, and great and marvelous deeds may not be without their glory." So Herodotus began his epic account of the rise of Persia and the confrontation between Greek freedom and Persian imperialism that culminated in the Greek victories of the years 480-79 b.c.e. At the end of the same century, Thucydides the Athenian opened his account of "the war fought between Athens and Sparta" with the claim that this was a "great war and more worth writing about than any of those which had taken place in the past." These two wars and their historians mark the beginnings of historical writing in the West. This course will examine the two texts in detail, with particular attention to narrative style, method of argument, and use of evidence. Finally, although war provides the narrative thread for both histories. Herodotus and Thucydides present powerful analyses of the larger societies engaged in these wars and of basic human responses to war and violence that still resonate today.

Texts: Herodotus, Histories; Thucydides, History of the Peloponnesian War

Particulars: Several short discussion papers and a final term research paper. This course fulfills General Education Requirement IC (Post-Freshman Seminar).

History 488SWR: JR/SR Colloquium: 20th-Century Black Leadership (Same as AAS 390SWR)

Davis; MAX:8

Content: This colloquium or seminar examines some of the significant issues and intellectual questions now engaging students and scholars in African-American Studies and History. Our special focus this semester is an interdisciplinary approach to comparative 20th century (widely-defined) "black" leadership. By looking at black male and female leadership (both elites and non-elites) from various perspectives (sociology, politics, history, anthropology, religion, music, literature, etc.), we evaluate our assumptions about the construction of race and ethnicity, as well as gender and class formation within specific cultures and varying political economies. We are particularly interested in looking at these variables in constructing a viable leadership paradigm.

Texts: Will be announced in class.

Particulars: There are no examinations in the class. Requirements include class discussions on assigned readings, short oral presentations, and a 20-page research paper. This course fulfills General Education Requirement IC (Post-Freshman Seminar).

History 488SWR: JR/SR Colloquium: American Conservatism since 1945

Crespino; MAX:12

Content: This class will explore the history of modern American conservatism from the New Deal to the present. The course is interested in the broad range of conservative social, cultural and political movements, from anti-liberal and conservative intellectual history to more grassroots "reactionary populisms," such as southern massive resistance, anti-bussing, or the tax revolt of the 1970s. Topics of particular interest include conservative political theory; McCarthyism; the far right in the liberal imagination; the Goldwater movement; race and conservatism; neo-conservatism; the politicization of Christian evangelicals; and the Reagan Right.

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

History 488SWR: JR/SR Coloquium: Confederate States of America: History & Memory

Roark; MAX:12

Content: Only once in American history has sectional rivalry involved nationalism. In 1860-61, eleven slave states seceded from the Union and formed the Confederate States of America. Northern victory in the Civil War in 1865 ended the effort to establish a separate nation. This course will explore the origins of the Confederacy, the experiences of different Southerners during the four years of its existence, and the ways different Southerners today remember that historic moment.

Texts: The readings will include heavy doses of secondary and primary materials that explore a wide range of topics, including secession, mobilization of human and material resources, centralization and states rights, Confederate nationalism, the home front and civilian morale, the battlefields and military strategy, African Americans and the end of slavery, women's new roles and responsibilities, and dissent within the Confederacy. We will also assess present-day Southerners' understanding of the Confederate past, looking particularly at patriotic organizations, flag controversies, and public monuments.

Particulars: Students will be expected to come to the seminar each week prepared to engage in an informed discussion of the assigned reading. There will be several short writing assignments; in addition, there will be a longer essay based on primary documents that explores an aspect of Confederate history. Final grades for the course will reflect a student's class participation and writing, each receiving approximately equal weight. This course fulfills General Education Requirement IC (Post-Freshman Seminar).

History 488SWR: JR/SR Colloquium: Free Blacks in Antebellum U.S. (Same as AAS 390SWR)

Harris; MAX:8

Content: This course examines the lives and aspirations of free blacks in the United States from the Revolutionary War to the beginning of the Civil War. As slavery continued in the South, free blacks north and south dealt with racism in a society that assumed all blacks should be enslaved. Themes to be covered include the rise and growth of urban free black populations, north, south and west; common cultural, political and religious ties among blacks; and the class, gender, color, cultural, and political tensions among free blacks. Students will also take a critical look at the concept of community as applied by historians to free blacks.

Texts: Horton and Horton, In Hope of Liberty; Berlin, Slaves Without Masters; Harris, In the Shadow of Slavery; Wilson, Our Nig; Bay, White Image in the Black Mind

Particulars: Attendance mandatory; weekly discussion papers based on readings; oral presentations; 20-page research paper. This course fulfills General Education Requirement IC (Post-Freshman Seminar).

History 488SWR: JR/SR Colloquium: Jews and Other "Others" in American History (JS 490 SWR)

Goldstein; MAX:8

Content: This course will explore where Jews have fit in the diverse ethnic and racial mix that has been characteristic of American history. By exploring the history of Jewish integration into American society in comparative context with the histories of other groups (African Americans, Asian Americans, Latinos, and other European ethnics) we will answer the following questions: What groups' experiences have been most similar to those of Jews and what groups' experiences have been most different? How have American definitions of "difference" shaped Jewish integration and what impact have they had on Jewish efforts to assert a distinctive identity? Are Jews insiders or outsider in American society? Are Jews white?

Specifics: In the first half of the course, students will gain a framework for exploring these issues through the reading of a number of secondary sources and the writing of two short papers. The second half of the course will be devoted to the completion of a major research paper (15-20 pages) on a topic related to the theme of the course. Students will have to turn in bibliographies, outlines, drafts, and other components of their final papers at various points during the writing and research process, and there will be opportunities for sharing and peer-review work during class sessions.

Texts: May include: Hasia Diner, In the Almost Promised Land: American Jews and Blacks, 1915-1935; James McBride, The Color of Water: A Black Man's Tribute to His White Mother; Gish Jen, Mona in the Promised Land; and a number of articles on e-reserves by authors such as James Baldwin, George Sanchez, Michael Lerner, David Roediger and others.

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

History 488S-002: JR/SR Colloquium: Lawyers, Judges & Jurisprudence in American History

Zainaldin; MAX:12

Content: This course will introduce students to the changing nature of law, jurisprudence, the judiciary, and the legal profession in American history. We will examine court opinions, arguments of counsel, and trends in legal analysis and education, set against the background of economic, intellectual, and political development. The course will be of special interest to students considering a professional career in the law, or who have an academic interest in law and legal systems.

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

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

History 488SWR: JR/SR Colloquium: Re-imagining the American 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 much 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: Short assignments, discussions and presentations, research paper, final exam. This course fulfills General Education Requirement IC (Post-Freshman Seminar).

History 489SWR: JR/SR Colloquium: Comparative Colonialism

Andrade; MAX:12

Content: European expansion in the early modern period has frequently been viewed as a sudden rupture, with drastic consequences for both Europe and the rest of the world. In this course students will re-examine the history of European trade, exploration, and conquest in the light of evidence from Asia. The first part of the course focuses on the state of Asia circa 1450, on the eve of European expansion. The second part addresses the history and historiography of European expansion, examining on the one hand the extent and limits of European power and on the other hand various theories that have been advanced to explain European expansion. The third section examines the effects of Europeans on Asian regions in the early modern period. The course ends with some final ruminations on the state of European Expansion studies.

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

History 489SWR-003: JR/SR Colloquium: History of the Palestine Mandate, 1920-1948 (Same as JS 371SWR & MES 370SWR)

Prerequisite: History 169 or Political Science 169 or equivalent (no exceptions)

Stein; MAX:9

Content: This colloquium will review the thirty-year history prior to the creation of Israel in 1948. We shall try to answer the question: why and how did the Zionists succeed in building a national home? Using primary and secondary sources it will review social, economic, and political issues which influenced the development of Zionism, affected the creation of Israel, saw the emergence of Palestinian national identity, the creation of Israel and Palestinian refugees, and unfolding of the Palestinian-Israeli conflict. Students will concentrate on understanding the internal workings of Arab, British, and Zionist communities and their relationships with one another. Students will use a variety of historical sources, including unpublished dissertations, period newspapers, memoirs, monographs, biographies, and novels of the era.

Texts: Laurence J. Silberstein (ed.), New Perspectives on Israeli History: The Early Years of the State (1991); and Kenneth W. Stein, The Land Question in Palestine, 1917-1939 (2003). Each student will purchase one used copy of John Marlowe's, The Seat of Pilate (1959) at the first day of class. An extensive core of required articles and books will be available through the Woodruff Library reserve system.

Particulars: Students will write two papers and be responsible for two oral presentations. Students may satisfy all college and history writing requirements. Using secondary source materials, the ten page short paper (25%) will be written about a personality or institution of the period. The research paper (50%) will be 25 pages, or 35 pages for graduate students. Students will use the Colonial Office 733 (Palestine Mandate) microfilm series and other primary sources. Oral participation constitutes the remaining quarter of the grade. This course fulfills General Education Requirement IC (Post-Freshman Seminar).

History 494: Internship

(WRITTEN PERMISSION OF INSTRUCTOR REQUIRED)

Payne; MAX::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.