HISTORY SPRING 2005 COURSE ATLAS

For information on registration, preregistration, and days and times, please refer to the Registrar's Schedule of Courses.

History 190-00P: Freshman Seminar: Female Rulership: Jezebel to Marie Antoinette

Melton; MAX:12

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

History 190-01P: Freshman Seminar: Great War & Birth of Modern World (Same as WS 190)

Fox-Genovese; MAX:8

Content: World War I marked a dramatic break in world history. The “great war” triggered what one historian has called “the political collapse of Europe”—and indeed much of the world. Europe itself experienced the collapse of the Austro-Hungarian, Russian, and Ottoman empires and the explosion of the Russian revolution, as well as the growth of socialism and other radical movements elsewhere. The non-European world experienced the beginnings of decolonization and the emergence of postcolonial societies. The emergence of the United States as a dominant world power overshadowed developments elsewhere, including the transformation of internal European political life. The unprecedented burden of the war itself left a grim legacy: horror of trench warfare, the loss of a class of political leaders, the emergence of tank warfare and air power, and the massive loss of life left. The cataclysm indelibly marked European culture, already engulfed in the tides of modernism. The birth of the modern revolutionized style and themes in art, letters, and theory in science, politics, social thought, theology, and more. Combined with the legacy of the war, the currents of modernism helped to fuel a revolution in women’s social and political position, and a radical shift in attitudes towards sexuality. This course fulfills General Education Requirement IC (Freshman Seminar).

History 190-02P: Freshman Seminar: "Spartacus" to "Gladiator": Hollywood & Ancient Rome

Burns; MAX:12

Content: This colloquium is designed to introduce students to both ancient Roman civilization and the approaches that visual media have made to the era over the course of the last half century. “ Hollywood ” in the title is a euphemism standing for all such productions. Our method is rather simple. We will do some background reading on the subject and watch a representative film, all outside of class. Weekly class time will be devoted entirely to the discussion of what we find – the coherence and discontinuities between these vehicles for portraying the past.

Texts: We have two textbooks [Jon Solomon, The Ancient World in Cinema; and Chester Starr, The Ancient Romans] and five other paperbacks recommended for purchase [Suetonius, The Twelve Caesars; Plutarch, The Fall of the Roman Republic; Shakespeare, Three Roman Plays; Caesar, The Conquest of Gaul; and Tacitus, The Agricola and The Germania]. A few relatively short readings are also on electronic RESERVE. All films are available in videotape or DVD at the Media and Music Library, 4 th floor of the entry wing of the Woodruff Library. Most of these can be charged out to you for use in the Media and Music Library for up to three hours. In all cases we will also have a group showing in the viewing room of the Media and Music Library at a time of convenience to as many of the students as possible.

Particulars: There will be two types of graded assignments: (1) two short papers (max. 1000 words each, a total of 40% of the course grade) on themes developed by the class; and (2) a final summary essay in which you will be asked to write an essay of approximately eight (8) pages double-spaced type in which you pull together much of our course around a major theme (40% of course grade). None of these papers are research assignments per se, and no credit will be given for the use of materials other than those assigned in the course. The remaining 20% of your grade will be determined by the quality of your class participation. This course fulfills General Education Requirement IC (Freshman Seminar).

History 190-03P: War & Society in Ancient World

Burns; MAX:12

Content: This colloquium is designed to introduce students to basic historical processes through the window of ancient warfare. We will do some background reading on the ancient world in general and then move directly into discussion of warfare and its relationship to the societies that fought, first among the Greeks and then the Romans. Weekly class time will be devoted entirely to the discussion. When it seems best to the class, we will select sides and recreate the action (or at least the tactics) on the battlefield. Lecturing will be rare. The students will be surprised when they realize that in studying the ancients at war, they have approached a better understanding of events of much more recent times.

Texts: Background reading will be on Electronic Course Reserve as taken from L. Hunt, et al., The Making of the West. Peoples and Cultures. Texts from which we will read substantial portions and so are recommended for purchase: For Greece. Victor Hanson, The Western Way of War; Homer, The Iliad; Thucydides, The Peloponnesian War. Euripedes, The Trojan Women; For Rome. Julius Caesar, The Conquest of Gaul; Livy, The War with Hannibal; Josephus, The Jewish War. And as “food for thought” and in conclusion, Simon Weil, The Iliad, a Poem of Force. Some short selections will also be on Electronic Reserve.

Particulars: There will be two types of graded assignments: (1) two short papers (max. 1000 words each, a total of 40% of the course grade) on themes developed by the class; and (2) a final summary essay in which you will be asked to write an essay of approximately eight (8) pages double-spaced type in which you pull together much of our course around a major theme (40% of course grade). None of these papers are research assignments per se, and no credit will be given for the use of materials other than those assigned in the course. The remaining 20% of your grade will be determined by the quality of your class participation. 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; Rickman; MAX:40
001; Rosenberg; MAX:40
002; Rickman; MAX:40
003; McGrath; 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; Payne; MAX:40
001; Feagin; MAX:40
002; Feagin; MAX:40
003; Staff; 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 211: The Making of Modern Latin America

Ioris; MAX:40

Content: This is an introductory course to the history of Latin America, with special attention to the Modern (post-1800) period. Classes will be organized in both chronological and thematic fashion, with themes mainly focusing on the region's colonial legacy, social, economic, and political life, and the persistent quest for modernization and development. Students taking this course will 1) Obtain knowledge of the major themes in the history of modern Latin America and 2) Gain a deeper understanding of contemporary issues in Latin America by examining their historical roots.

Texts: Weekly readings will be posted on e-reserve, and should run an average of 40 pages. A textbook might be assigned.

Particulars: Students will be expected to engage actively in class discussions and will be required to write short weekly response papers. In addition, a mid-term and a comprehensive final exam will be part of the evaluation.

History 221-000: The Making of Modern Africa (Same as AFS 221)

Mann; MAX:32

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 221-001: The Making of Modern Africa (Same as AFS 221)

CANCELLED

History 231: Foundations of American Society

000; Krebs; MAX:40
001; Harrison; 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; Stewart; MAX:40

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

History 241: History & Text: Love Magic, Witchcraft, & Rebelliousness: Creating Identity in Colonial Spanish America

Gammons; MAX:30

Content: This course will examine how men and women, Indian and Spanish, elite and peasant created identity through their representation in the legal texts of Colonial Spanish America. These sources include inquisition trials, criminal and civil cases, as well as wills, marriage contracts, and dowry records. We will analyze colonial representations of gender, race, and class through a variety of topics and themes including marriage, inheritance, honor, bigamy, mysticism, witchcraft and love magic.

Particulars: Class sessions will combine framing lectures with class discussion. Students will write short weekly papers and be graded on active class participation. This course satisfies area IVa of the General Education Requirements.

History 241: History & Text: Early Modern Society and Culture

Rickman; MAX:30

Content : In this course, we will explore what life was like for people living in sixteenth and seventeenth century Europe by analyzing a variety of primary texts. Primarily, we will focus on Britain. We will consider issues like religion, gender, sex, health and disease. The main question this course seeks to answer: how did early modern men and women experience and think about their bodies and their souls? How were these very fundamental views, ideals, and experiences similar to the ideas about bodies and souls in the present, and how were they different?

Texts: Readings include Jayne Elizabeth Lewis, The Trial of Mary Queen of Scots: A Brief History with Documents; Patricia Crawford and Laura Gowing, Women's Worlds in Seventeenth-Century England; Daniel Defoe, A Journal of the Plague Year, Samuel Pepys, Samuel Pepys' Diary, among others.

Particulars: There will be two exams and short weekly writing assignments. In addition, class participation will be very important: students will be required to participate in-class discussion, presentations, and other assignments. This course satisfies area IVa of the General Education Requirements.

History 305: The High Middle Ages, 1000-1350

Billado; MAX:40

Content: This course will analyze medieval social, cultural and political history from circa 1000 to circa 1350, mainly through the discussion of primary sources, including epic poetry, sagas, Arthurian romances, biography, saints' lives, histories, letters and legal documents.

Particulars: Class participation and presentations; weekly writing assignments, including a film review; a research paper (10-12 pages).

History 311: Europe in the Nuclear Age 1945-Present

Amdur; MAX:40

Content: This course treats recent European history (Western and Eastern) with attention both to social, economic and cultural developments and to the evolution of internal and international politics. Emphasis will be given to the ways in which postwar social reconstruction and the nuclear threat set the stage for the emergence of a new European society, aimed both at blending its own disparate cultures and at maintaining its independence from the two superpowers then to its East and West. Special attention will also be devoted to the end of Communist regimes in Russia and Eastern Europe and the questions posed for international politics today.

Texts: Perspective readings include: W. Laird Kleine-Albrandt, Europe Since 1945: From Conflict to Community; Laurence Wylie, Village in the Vauclues; Gunter Grass, Local Anesthetic; Hedrick Smith, The New Russians; Richard Pells, Not Like Us: How Europeans Have Loved, Hated and Transformed American Culture Since World War II; Tina Rosenberg, The Haunted Land: Facing Europe's Ghosts after Communism.

Particulars: Grading will be based primarily on a midterm and a final exam, and to a lesser extent on class participation. No term paper is required, but short essays based in class readings will be assigned.

History 314: Celtic Fringes: Ireland, Scotland, Wales

Rosenberg; MAX:40

Content: The 'Celtic fringe' is a controversial term. It describes a set of societies lying at the edges of Western Europe that were settled by Celtic peoples and have, to a varying degree, held on to Celtic languages and cultural inheritances. These societies fostered independent identities for themselves in the face of strong pressures for assimilation. The course examines the fate of this so-called 'fringe' at a time of expanding English influence -- a period that stretches from the late Middle Ages to the beginning of the 19th century. We will weigh the effects of political resistance, religious conflict, economic specialization, emigration, and regionalism on these various societies. We will be focusing most closely on the experiences of Gaelic Ireland and the Highlands and Isles of Scotland, but we will also give some attention to the contrasting (and less familiar) case of Wales.

Texts: This course makes extensive use of articles and chapters on online reserve.

Particulars: No permission is required, but familiarity with European or British history before 1800 is strongly recommended. Written assignments include two exams, three short tests covering the readings, and a reflection paper (8-10 pages).

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. These experiences are studied within the context of both interracial and intra-racial relationships and their intersections with the American political-economy. For a broader view, the course at times compares North America's African Americans with experiences of other African peoples in the Diaspora. In addition, students should pay attention to the role of American intellectual and institutional developments in shaping certain behaviors within the community itself.

Texts: To be announced in class.

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

History 346: The Indian in American History

Juricek; MAX:40

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

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

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

History 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, and equality have been most dramatically 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 economic and political life in the aftermath of the Civil War, the rise of Jim Crow segregation, industrialization and urbanization, southern poverty, southern contributions to American popular and literary culture, the southern civil rights movement, the rise of the two-party South, and the political impact of southern evangelical Protestantism.

Texts: Booker T. Washington, Up From Slavery; William Alexander Percy, Lanterns on the Levee; Richard Wright, Black Boy; Jacquelyn Dowd Hall, Like A Family; Twelve Southerners, I'll Take My Stand; James Goodman, Stories of Scottsboro; Lillian Smith, Killers of the Dream; Will Campbell, Brother to a Dragonfly; Ann Moody, Coming of Age in Mississippi; Flannery O'Connor, "Everything that Rises Must Converge;" Tony Horowitz, Confederates in the Attic. Other readings to be announced.

Particulars: The class meets three times a week, which will be broken into two lectures and a discussion. Students will be evaluated based on a midterm exam, a take-home final, two papers (4-6 pages each), and class participation.

History 361: Latin American since Independence

Lewis; MAX:40

Content: The story of Modern Latin America is one of nation building. After the Wars of Independence in the early nineteenth century, Latin Americans used many strategies to construct nations out of regions. The route was difficult, however, as processes like modernization, the stratification of wealth, racial and ethnic tensions, and military and foreign intervention marred attempts to create unified nations. Those same themes continued to dominate into the twentieth century, and new ones appeared -- immigration, challenges to gender roles, revolution, and new political strategies. This class will explore these topics and many others in our attempts to understand the complexity of Modern Latin American History and the continuing process of building a nation.

Texts: The 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 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)

Crais; MAX:20

Content: South Africa has one of the most dramatic histories anywhere in the modern world. This course introduces students to the history of this fascinating and conflict-ridden country. We will explore the pre-colonial past, slavery and early colonialism, the industrial revolution, the rise of segregation and apartheid, and patterns of resistance from the nineteenth century to the creation of a democracy in 1994. The course ends with the contemporary challenges facing the country: poverty and inequity; HIV/AIDS; race and ethnicity; and the challenges to building a durable democracy.

Texts: Readings may include: Biko, I Write What I Like; Mandela, Long Walk to Freedom; Ashford, Madumo: A Man Bewitched; Bozzoli, The Women of Phokeng; Plaatje, Native Life in South Africa; Peires, The Dead Will Arise.

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

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 may 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.

History 380: Britain since 1900: Pride & Passion

Collins; MAX:40

Content: Decline and fall form inescapable aspects of British history since 1900. A nation that once pioneered industrialisation and possessed a colossal empire returned to being a middling power with a so-so economy and a marginal say in world affairs. Yet was Britain's demise any less eventful than its rise? Two world wars provided momentous if Pyhrric victories, the empire fell stunningly fast and the independence struggle in Ireland engendered two notably bloody conflicts. And does the emergence of such vital social forces as women's emancipation, mass immigration, and youth culture contradict any narrative of decline? This course raises these questions and more.

Texts: This multimedia course combines songs, poems and images with prose sources ranging from Sir Robert Baden-Powell's 'Scouting for Boys' through George Orwell's 'Shooting an Elephant' to Tony Blair's victory speech after the 1997 elections. Students will also be given the chance to conduct their own research project based on primary sources. Possible secondary works include Martin Pugh's State and Society (2000), David Reynolds' Britannia Overruled (2000) and George Dangerfield's classic, The Strange Death of Liberal England (1935).

History 385: Special Topics: The Weimar Republic

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: Special Topics: Jews under Crescent and Cross: From Constantine to the Spanish Expulsion (Same as JS 371 & MES 370)

Rustow; MAX:15

Content: This course covers the history of the Jews under Christian and Islamic rule from late antiquity until the expulsions from Spain and Portugal. Using primary sources in translation and modern scholarly reconstructions, we will trace the development of Jewish culture, religion, society, and institutions as responses to specific historical circumstances. We will also survey poetry, philosophy, art, and other forms of cultural production in their social and material contexts. Themes include violence, social boundaries, and the vexed questions of influence and acculturation; sectarianism, heresy, and the construction and dissemination of rabbinic tradition; trade, travel, migration, and shifting centers of cultural gravity; the nature and effects of minority self-government and the Jews' relationship to governmental power.

Texts: Historical works include Biale, The Cultures of the Jews; Brody, The Geonim of Babylonia; Cohen, Under Crescent and Cross; Yerushalmi, Zakhor: Jewish History and Jewish Memory. Students will also be asked to read several historical novels about the period and analyze them critically, including Ghosh, In an Antique Land; Makiya, The Rock; and Yehoshua, A Journey to the End of the Millennium.

Particulars: Short written responses to primary sources, mid-term and final examinations; and a mid-term paper (8 pages).

History 385: Special Topics: Comparative Frontiers: Roman & American

Burns/Juricek; MAX:40

Content: Frontier situations are ubiquitous in human history, forming wherever two dissimilar populations settle in adjacent areas. This course will deal with two of the most famous and significant of these: the Roman frontier with the Germanic barbarians in the early centuries of the Christian era, and the Anglo-American frontier with the North American Indians more than a thousand years later. The approach will be comparative. We will attempt to determine what these (and other) frontier situations had in common and, on the other hand, how they differed. Attention will be given to various kinds of interaction between the peoples involved in these frontier confrontations and interactions. These will include military, technological, economic, ideological, and demographic interaction.

Texts: Julius Caesar, The Conquest of Gaul; Tactius, Germania; James Axtell, The European and the Indian; Patrick Malone, The Skulking Way of War; John Tanner, Captivity and Adventures; The Vinland Sagas; Karen Kupperman, Indians and English; Thomas Burns, Roman and the Barbarians; Some short readings will be placed in electronic reserve.

Particulars: 1) Two in-class reports leading to short essays (3 to 5 pages each); 2) A comparative essay dealing with both Rome and North America (10-12 pages); 3) Final exam.

History 385: Special Topics: Public Policy & NGOs (Same as PoliS. 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: Transatlantic Slave Trade: Electronic Approach (Same as AFS 389 & LAS 385)

Eltis; MAX:20

Content: The bulk of this 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.

Texts: David Eltis, Coerced and Free Migrations Global Perspectives (Stanford, 2002); and David Eltis, S. D. Behrendt, and H. S. Klein, and David Richardson, The Transatlantic Slave Trade 1527-1867: A Database on CD-ROM (New York: Cambridge University Press, 1999). Both publications available from instructor at a special price.

History 385: Special Topics: European Great Power Politics: 1870-1914

Afflerbach; MAX:40

Content: George F. Kennan called World War I the "seminal catastrophe" of the 20th century. And actual historiography agrees that he was right: World War I was indeed the starting point for most evils of the 20th century: National Socialism, Fascism, Communism, and, naturally, World War II, wouldn't have been possible without the "Great War". But how was this catastrophe linked with the developments of the 19th century? Was this war the logical outcome of a highly militarized, imperialistic and nationalistic epoch, so that the Sarajevo Crime was only the proverbial spark in the powder barrel of European politics? In this class we will try to analyze and to understand the mechanisms of European Great Power politics between 1871 and 1914. We will examine some general tendencies and political problems of the times. And we will deal with the peace keeping mechanisms of the European Concert of Powers as well as with the major events of international policy from 1871 to 1914, from the foundations of the German and Italian National States to the July crisis of 1914 and the outbreak of World War I.

Texts: A. J. P. Taylor, The Struggle for Mastery in Europe; Keith Wilson, ed., Decisions for War, 1914 (London 1995).

Particulars: Weekly reading and class participation, a book review which has to be presented in class; a 10-page research paper.

History 385: Special Topics: The History of the Holocaust (Same as JS 324 & REL 324)

Lipstadt; MAX:10

SEE JEWISH STUDIES

History 487SWR: JR/SR Colloquium: Literature & Revolution: The European Novelist as Social Critic

Amdur; MAX:12

Content: This course makes use of 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 modern 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 times and places, 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.

Content: Prospective readings include: Joseph Conrad, Heart of Darkness; 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, One 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: JR/SR Colloquium: Insurrection in Early Modern Europe, 1300-1850

Beik; MAX:12

Content: In the Europe ruled by kings and nobles (from 1300 to 1850) there were few legal channels for political protest. But there were many subversive movements, ranging from desperate resistance by rural villagers or angry townspeople to military revolts by noble conspirators. Some of these episodes concerned particular grievances, while others were tied to broader movements like the Protestant Reformation, the Revolt of the Netherlands against Spain, or the English Civil War, or the various French Revolutions. This class will explore the possibilities and limits of protest and insurrection and the ways historians interpret them. Focus will be on violent and non-violent protest movements, not on the broader events of which they were part (e.g., the French Revolution). Each student will research and write a case study of one or more episodes.

Texts: Wayne Te Brake, Shaping History: Ordinary People in European Politics 1500-1700; William Beik, Urban Protest in Seventeenth-Century France: the Culture of Retribution; David Andress, The People and the French Revolution; Arlette Farge and Jacques Revel, The Vanishing Children of Paris. A number of relevant articles.

Particulars: The goal of the course will be to write a research paper on a particular uprising or series of uprisings. We will read and discuss books that suggest a variety of approaches. Along the way there will be discussion and several smaller papers. Grade based 50% on final paper, 25% on participation, 25% on other papers. This course fulfills General Education Requirement IC (Post-Freshman Seminar).

History 487SWR: JR/SR Colloquium: Topics in Medieval History: Medieval Violence

Billado; MAX:12

Content: This course will examine violence in Europe during the Middle Ages, a time period often represented both in popular and scholarly discourse as a particularly violent one. Through the examination of primary documents, alongside scholarly works by both medieval historians and modern theorists of violence, this course will address various topics related to violence during the Middle Ages, including: war; rape; bloodfeuds; raiding; cursing and threats of supernatural vengeance; persecution of Jews, heretics, and other groups; the ordeal; torture and punishment.

Texts: Texts may include: Najal's Saga; Egil's Saga; Raoul de Cambrai; Béroul, The Romance of Tristan; Chrétien de Troyes; Arthurian Romances; Judith Butler, Excitable Speech; Kathryn Gravdal, Ravishing Maidens; Lester Little, Benedictine Maledictions; William Miller, Humiliation; William Miller, Bloodtaking and Peacemaking; R. I. Moore, The Formation of a Persecuting Society; Edward Peters, Torture; Michel Foucault, Discipline and Punish; Barbara Rosenwein, ed., Anger's Past; Daniel Baraz, Medieval Cruelty.

Particulars: Class participation, including presentations and discussion leading; weekly writing assignments; a final research paper (15-20 pages). 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 488SWR: JR/SR Colloquium: History of the Body: From Antiquity to the Internet

Young; MAX:12

Content: Does the human body have a history, a socially constructed meaning that can be traced through time? Our seminar will explore this question by examining historical periods in which the human body figured heavily in political, military, religious, and literary life. Through close readings of both primary and secondary sources, we will consider the politics of the body in such settings as Home's Iliad, Revolutionary America, and the twenty-first century internet. Students will write several brief (2-3 pages) position papers on the readings as well as one longer essay (10-15 pages) pulling together the broad themes of the seminar.

Texts: To be announced.

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

History 488SWR-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 489SWR: JR/SR Colloquium: 20th-Century African Diaspora (Same as AAS 270SWR & AFS 389SWR)

Davis; MAX:4

Content: This colloquium examines the historical experiences of African peoples in Africa and the Diaspora, at times referred to as the "Black Atlantic World." Readings cover selected communities in Africa, the Western Hemisphere, Europe and Asia. Selected readings also give students knowledge of theoretical constructs used in African Diaspora Studies, including a critique of the concept itself. We also examine, among others, questions that cause us to think about the construction of race and ethnicity, gender and class formation, both within specific cultures and differing political economies. Finally the readings examine the continuing relationships (both negative and positive) between continental Africans and those elsewhere in the Diaspora.

Texts: Will be announced in class.

Particulars: There are no examinations but each student is required to present oral presentations based on assigned readings, prepare weekly response papers and a final 15-20 page paper is also required. Final grades for the class are based on the student's oral and written assignments, in addition to informed and detailed discussion in class. Class attendance is mandatory and it satisfies the College intensive writing requirement. This course fulfills General Education Requirement IC (Post-Freshman Seminar).

History 489SWR: JR/SR Colloquium: Gender in Latin American History (Same as WS 475SWR & LACS 490SWR)

(PERMISSION OF INSTRUCTOR REQUIRED)

Premo; MAX:6

Content: This course is divided into two parts: reading seminar and research project. The reading seminar 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.

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: PERMISSION OF INSTRUCTOR REQUIRED. Because of the research component, students should have at least some familiarity with gender studies, writing history, and/or Latin America. 50% of students' grade will be derived from seminar participation, which includes writing a "reaction piece" focused on the readings to be sent to all members of the course before each class meeting. The remaining 50% of the course provides students the experience of first-hand research on gender in Latin America and culminates with a 16-24 page research paper to be 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: JR/SR Colloquium: Revolutions and Guerrilla in 20th-Century Latin America

Paz; MAX:12

Content: Latin America has always been portrayed as politically unstable, and its peoples as prone to rebellion. This course examines the roots, motives, and issues involved in Latin American revolutions in the twentieth century. It focuses on the Mexican, Bolivian, Cuban, and Nicaraguan revolutions, as well as on the development of guerrilla movements in the 1960s and 1970s. The readings deal with the politics and ideologies of revolutions and guerrilla movements as well as on their participants and leaders such as Emiliano Zapata, Fidel Castro, and Che Guevara. It will also delve into the theories to understand the achievements and shortcomings of revolutions.

Texts: Readings may include: Brunk, Emiliano Zapata! Revolution and Betrayal in Mexico, Chungara, Let Me Speak! Testimony of Domitila, a Woman of the Bolivian Mines, Coburn, My Car in Managua, Che Guevara, The Motorcycle Diaries, Meyer and Aguilar Camin, In the Shadow of the Mexican Revolution, Moses, Real Life in Castro's Cuba, Wright, Latin America in the Era of the Cuban Revolution, Castañeda, Compañero, Balfour, Fidel Castro.

History 489SWR: JR/SR Colloquium: Colonial Cultures (Same as AFS 389SWR)

Crais; MAX:12

Content: This course explores the making and unmaking of colonial cultures in the modern period. We will focus especially on the ways in which the worlds of the colonizer and colonized became intertwined and on the cultural and intellectual dynamics of decolonization. Most of our examples will come from Africa, though we will have occasion to explore India and other parts of Asia. This course should appeal to students interested in cultural history, colonial and imperial history, and cross-cultural studies.

Texts: Reading may include Ngugi, A Grain of Wheat; Cooper and Stoler, Tensions of Empire; Cannadine, Ornamentalism; Oyono, Houseboy; Fanon, Black Skins, White Masks; Marks, Not Either an Experimental Doll; Memmi, The Colonizer and the Colonized. We will also view a number of films, including "The Battle of Algiers."

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 to several short writing assignments; seminar participants will complete a research essay.

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 prior to the semester in which the internship will be taken. The student must be registered for the internship in the semester the internship is completed. Four credit hours are earned for ten to twelve hours of work per week for 14 weeks of the semester and a fifteen-page research paper. Course grade is based on the project supervisor's written evaluation of the intern's performance (50%), and on the quality of the research paper (50%) as evaluated by the instructor.

History 495WR: Honors Tutorial

Faculty; MAX:20

Content: Open only to students selected to participate in the department's Honor Program, this course is the written component of History 495, the department's seminar for honor students. It consists of intensive tutoring with a faculty Honors advisee in historical research and writing with the final requirement of producing an Honors thesis. This course is required for completion of the department's Honors program.

Particulars: PERMISSION OF INSTRUCTOR REQUIRED. Students must complete a thesis to receive credit for this class.