HISTORY SPRING 2006 COURSE ATLAS

History 190-000: History of Modern Israel (Same as JS 190 & MES 190) #####

Stein; MAX:10

Content: This undergraduate freshmen seminar will review the history of modern Israel from the inception of Zionism to the present. The four periods of study will be the ideological formations (to 1917), Zionist autonomy in Palestine and nation-building (to 1949), the problems and successes of sovereignty (to 1977), and the quest for identity and normalization (to the present). Issues to be discussed will include the structure of the old and new Yishuv, immigrations to Eretz Yisrael, British rule in Palestine, relationships with the great powers, sociological associations and cleavages, Israel-Diaspora relations, American Jewry and Israel, religion and state policy interaction, political and economic systems, constitutional issues, Arab-Israeli wars, American-Israeli relations, 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; Alan Dowty The Jewish State: A Century Later; Arthur Hertzberg, The Zionist Idea: A Historical Analysis and Reader; Kenneth W. Stein, Heroic Diplomacy: Sadat, Kissinger, Carter, Begin, and the Quest for Arab-Israeli Peace; Zev Sternhell, The Founding Myths of Israel

Particulars: There will be a one hour examination and a final examination. Students may write a 10-page paper. 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 190-001: American Civil War: Personal Experience

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 190-002: History of Money

Socolow; MAX:12

Content: We will examine the history of money, beginning with barter and ending with plastic and other types of modern currency. Special attention with be given to the effect of changes in the type of money in circulation on economics and society. In addition we will look at the way money is portrayed in literature, art and music, the representations that occur on money, the problem of counterfeit and the creation of new monies such as the Euro.

Texts: Jack Weatherford, The History of Money: From Sandstone to Cyberspace; Jonathan Williams (editor), et al., Money: A History; David Standish, The Art of Money: The History and Design of Paper Currency from Around the World; Lawrence Weschler, Boggs: A Comedy of Values; Milton Friedman, Money Mischief: Episodes in Monetary History; Viviana Zelizer, The Social Meaning of Money

Particulars: Readings and classroom participation will determine the final grade. This course is a Freshman Seminar and as such is limited to Freshmen. This course fulfills General Education Requirement IC (Freshman Seminar).

History 190-003: 20th-Century Black Leaders (Same as AAS 190)

Davis; MAX:6

Content: This freshman seminar examines some of the significant issues and questions engaging students and scholars in African American Studies and History. The seminar this semester will focus on an interdisciplinary approach to comparative 20th Century (widely-defined) "black" leadership. Looking at black male and female leadership (elites and non-elites) from various perspectives (sociology, politics, history, literature, etc.) allows us to re-evaluate our assumptions about the construction of race and ethnicity, as well as gender and class formation within specific cultures and diverse political economies.

Texts: Will be announced in class.

Particulars: There are no examinations but each student is assigned to a group and does oral presentations based on readings, participates in detailed class discussions and prepares a research paper. This course fulfills General Education Requirement IC (Freshman Seminar).

History 190-004: Sugar & Slaves (Same as AAS 190 & AFS 190)

Mann; MAX:6

Content: European expansion into the Americas after 1492 made possible increased production of sugar and other staples to satisfy changing patterns of consumption in the Old World. Production of many of these commodities took place on plantations and employed the labor of African slaves. This course draws on history, literature, film, and art history to probe the reasons for the rise of slavery in the New World, and its impact on Africa and the Americas, focusing especially on the experiences of the slaves.

Texts: Mintz, Sweetness and Power; Eltis, et al., The DuBois Consolidated Slave Trade Database; Klein, The Atlantic Slave Trade; Northrup, The Atlantic Slave Trade; The Life of Olaudah Equiano; Schwartz, Slaves, Peasants, Rebels; Lovejoy, Transformations in Slavery; Gomez, Exchanging their Country Marks; "Amistad"

Particulars: Students will keep a journal in which they record reactions to readings and reflections on them. Each will write multiple drafts of two critical papers. Class participation is expected. Grades: journal (25%), papers (25% each), class participation (25%). 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:4
001; Patterson; MAX:40
002; Rickman; 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; Starostina; MAX:40
001; Payne; MAX:40
002; Feagin; MAX:40
003; Shockley; MAX:40

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

Texts: To be announced.

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

History 203: The West in World Context

000; Grieco; MAX:40
001; Grieco; MAX:40

Content:This course explores the sources and long-term consequences of the contact between Europe and the rest of the world from the 1500s to the present.  It addresses the economic, ecological, intellectual and cultural discussions that explain the rise of western culture, not in isolation but rather in a world-wide context. Emphasis is given to the interaction between colonizers and the colonized, the adoption of and resistance to western models, material and cultural exchanges, transfers of peoples and ideas and the creation of local and global multicultural communities.

Texts: Readings include a textbook (Traditions and Encounters), articles and books (about 50 to 80 pages per week).

Particulars: Examinations include quizzes, take home exams and traditional in class exams.  Class participation in highly expected and will be graded as well. This course fulfills General Education Requirement V.B.

History 211: The Making of Modern Latin America

Troisi Melean; MAX:30

Content: This is an introductory course of the history of Latin America from the conversion of New World peoples to Catholicism to the present. Special attention will be given to the relationship between religion and history in the region. Classes will be organized in both chronological and thematic fashion. Major themes include the region’s colonial legacy, syncretism, dictatorship and church, Liberation Theology, Pentecostalism and the persistent quest for modernization and development. Students taking this course will gain a deeper understanding of contemporary issues in Latin America by examining their historical roots.

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

Arrington; MAX:15

Content: This course will explore African history from the late 19th century, with special emphasis on colonization and Independence. By examining the impact of colonization and independence movements, we will consider the changes Africans experienced in terms of culture, society, economics, politics, religion, and gender. The course is meant to provide students with a sense of how the past 130 years have shaped Africa as the continent it is today. Although it is a history course, we will use work from other disciplines to more fully explore the making of modern Africa.

Texts: We will use historical studies, literature, and film throughout the semester.

Particulars: Grades will be based on exams (midterm and final), paper, weekly response papers, and class participation.

History 231: Foundations of American Society: Beginnings to 1877

000; Young; MAX:40
001; Vox; 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; Singh; MAX:40
002; Cocar; MAX:40
003; Cocar; 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 241-000: History & Text: Medieval Iceland

White; MAX:20

Content: Through close readings of Icelandic family sagas (in modern English translation) and other medieval texts, this course provides an introduction to the study of central issues in medieval European legal, social, and political history, including: feuding and violence, law and the settlement of disputes, kinship, and marriage.

Texts: Readings will include: Njal's Saga, Laexdala Saga, Egil's Saga, Gisli's Saga, and Gragas, the law code of medieval Iceland

Particulars: Short weekly writing assignments (c. 400 words) and a take-home final exam. This course satisfies area IVa of the General Education Requirements.

History 241-001: History & Text: Remembering My Africa: Intimate History through Novels, Memoirs, and Films (Same as AFS 389)

Arrington; MAX:25

Content: African writers and filmmakers have produced a spectacular collection of novels, memoirs, and films that offer intimate insight into the recent African past. This course will employ those types of sources to explore how Africans themselves remember and experienced the late colonial period and the more contemporary postcolonial era. Themes students should be prepared to consider include culture, gender, class, and race. Some articles and chapters from more traditional historical texts will be used to provide contextual background, but a major question we will discuss throughout the course is if African history can effectively be taught and learned by using these more intimate sources of knowledge. This class is designed for all students, regardless of discipline.

Texts: Novels, memoirs, and films by Africans offering personal reflections on the late colonial and postcolonial world (the time period covered will be mostly from the 1950s to the present).

Particulars: Grades will be based on performance on weekly response papers, midterm, final, and class participation. This course satisfies the Area IVa requirements of the GER.

History 242: American Jewish History (Same as JS 242)

Goldstein; MAX:20

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

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

Particulars: Class sessions will combine lecture and discussions that emphasize the close reading of primary sources. There will be a mid-term, a final, regular short homework assignments and one longer writing assignment (5-7 pages) in which students will analyze a primary source of their choice. This course satisfies area V.A. of the General Education Requirements (United States History).

History 304: The New Europe, 300-1000 AD

Burns; MAX:40

Content: This course surveys the "Dark Ages" from the reign of emperor Constantine the Great through the era of the Viking Invasions. During these centuries the medieval world evolved from its Roman, Christian and Germanic barbarian roots. We study the civilization of western Europe through a multi-faceted approach using literature from the period in translation, slides of archaeology, as well as modern scholarship. The unwary student may find himself/herself cheering for the barbarians in their battles with forces visible and imagined.

Texts: Possible texts include: Roger Colins, Early Medieval Europe, 300-1000; Hugh Elton, Warfare in Roman Europe, AD 250-425; Caroline White, Early Christian Lives; Chris Wickham, Early Medieval Italy; Katherine Drew, Lombard Laws; Paul Dutton, Carolingian Civilization: A Reader; Pierre Riche, Daily Life in the World of Charlemagne; Ammianus Marcellinus, The Later Roman Empire.

Particulars: Optional midterm and/or paper, plus final exam. The student may write an 8-10 page research paper on a topic of his/her choice. Grading: Midterm 30%, paper 30% (one or both), final exam 40-70% depending upon options taken in regard to paper and midterm. Class discussion will assist in the determination of marginal grades.

History 308: Revolutionary France, 1750-1815

Miller; MAX:40

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

Texts: Popkin, A Short History of the French Revolution; Howard Brown and Judith Miller, Taking Liberties; Keith Michael Baker, Inventing the French Revolution; Sarah Maza, Private Lives and Public Affairs: The Causes Célèbres of Prerevolutionary France; the Rise and Fall of the French Revolution, T. C. W. Blanning, ed.; Lynn Hunt, Family Romance of the French Revolution.

Particulars: Short papers and final paper, all based on course readings

History 314: Topics in British History: Celtic Fringes: Ireland, Scotland, Wales

Rosenberg; MAX:40

CANCELLED

History 318: Modern Germany

Eckert; MAX:40

Content: This course is a survey of modern German history. Since 1870, the changing territory called Germany has seen Imperial regency, fragile democracy, ironclad dictatorship, foreign occupation, the country’s division and an unforeseen, no longer expected unifcation of the two German states into the Federal Republic of Germany which we find on maps today. Germany has caused and been devastated by two World Wars, going down in history for the most horrific crimes, the Holocaust. For almost 150 years, the so-called German question has occupied the brightest political and scholarly minds. Indeed, comprehending Germany may lay at the core of understanding recent European history. The course will cover the key issues that have shaped modern Germany and its impact on Europe and the world. It will combine social, political, and cultural histories. Among scholars and contemporary Germans alike, German history remains highly contested. The course will therefore introduce students to different approaches and interpretations of German history as well.

Texts: Readings will include Mary Fulbrook, History of Germany 1918-2000. The Divided Nation; Fulbrook, 20th Century Germany. Politics, Culture and Society, 1918-1990; Martin Kitchen, A History of Modern Germany 1800-2000; Sybille Steinbacher, Auschwitz. A History; Peter Schneider, The Wall Jumper. A Berlin Story. There will be a course reader containing articles and primary sources. The course will also make use of film sources.

Particulars: Course evaluation will be based on class participation (20%), a take-home midterm (20%) and a take-home final (30%) with essay questions and/or primary source interpretations, as well as a book review (30%).

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 latter part of the 19th century to the present. These experiences are always nuanced by issues of class, race, gender and geography both inside and outside of African American group experiences. In addition to important developments within the general American political-economy (including social, intellectual and institutional developments), the course at times compares north America's black population with experiences of other African peoples in Diaspora during this time.

Texts: To be announced in class.

Particulars: Requirements include mandatory class attendance, an in-class midterm and take-home final, group projects and a research 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 that 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 into three parts. Part I deals with Indian pre-history and culture, that is, what Indians were like before Europeans arrived. Part II outlines prevalent patterns of interaction and influence between Indians and transplanted Europeans. Part III then traces the story of Indian-White interaction through four periods from the colonial era to the present.

Texts: Roger Nicols, American Indians in U.S. History; Lynda Shaffer, Native Americans before 1492; Ruth Underhill, Red Man's Religion; Alden Vaughan, Roots of American Racism; James Axtell, The European and the Indian; Richard Aquila, The Iroquois Restoration; Anthony 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; a two-hour final examination; term paper of about six pages. Grades assigned on following basis: final exam (40%), mid-term exam (20%), paper (20%), contribution to class sessions (20%).

History 349: The New South (Same as AAS 270)

Crespino; MAX:30

Content: This course examines the history of the American South 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; Twelve Southerners, I'll Take My Stand; James Goodman, Stories of Scottsboro; Lillian Smith, Killers of the Dream; Ann Moody, Coming of Age in Mississippi; Flannery O'Connor, "Everything that Rises Must Converge;" Timothy Tyson, Blood Done Signed My Name; Tony Horowitz, Confederates in the Attic. Other readings to be announced.

Particulars: Students will be evaluated based on two short papers, a longer research paper, a final exam, and class participation.

History 351: Topics in Non-U.S. Economic History: Global Migration from 1000-1900 (AFS 389, Econ 351 & LAS 385)

Eltis; MAX:15

Content: The course examines the forced and free migrations of peoples around the World over nine centuries. After taking up the dimensions and direction of migrations, the course focuses on first, why people have moved (or have been forced to move) and second, the impact that such movements have had on donor and receiving societies. Particular attention will be paid to the role of shifting conceptions of identity and cultures in addition to the usual political and economic factors. There is, of necessity, an emphasis on the Americas and Africa and the pattern of slave trading and free migration that re-peopled North and South America after 1492.

Text: Hoerder, Cultures in Contact: World Migrations in the Second Millennium (Durham, 2002).

History 354: U.S. Legal & Constitutional History

Price; MAX:40

History 361: Latin American since Independence

Greico; MAX:35

Content: This course studies major social, political, economic and cultural trends in Latin America in the19th and 20th centuries including nation building after Independence, integration of "national" economies into the world economic system, the expansion of political participation and citizenship, new and old forms of social stratification, immigration (national and transnational) and the tensions caused by the forces of modernization and tradition. Although the purpose of the course is to provide a general background, case studies will illustrate these trends and will provide the basis for a comparative perspective.

Particulars: Reading load is high (two to three articles per week). Assignments include participation in class discussion, take-home examinations, a short paper and a traditional final exam.

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

Scully; MAX:20

Content: Covering the period from c. 1400 to the present, this course provides an in-depth history of South Africa. We will analyze pre-colonial societies, early contacts between Africans and Europeans, slavery, colonialism, apartheid as well as the first decade of democracy. The course will focus on the experience of women and men, and on the ways in which understandings of race, gender and class helped shape the South African past. We will read primary documents as well as novels and secondary sources, and will see a number of films.

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), James Fahey, Pacific War Diary; Saburo Ienaga, The Pacific War; Eugene Sledge, With the Old Breed; Studs Terkel, The Good War; and Haruko and Theodore Cook, Japan at War

History 385: Special Topics in History: Traitors, Hermits, and Witches in Medieval Society

Bosnos; MAX:35

Content: Often when we think of medieval society we think first of lords and ladies, kings and queens, monks and bishops, and maybe the occasional humble-born hero. But these men and women were not the only people in medieval society--what about heretics and saints, Muslims and Jews, teenagers and the poor? What roles did these groups play in their communities? "Traitors, Hermits and Witches in Medieval Europe" addresses the above questions while also providing an introduction to the social history of the Middle Ages from c. 1000-1300. Course readings and discussion will focus on the concepts of minorities, marginal groups, and processes of marginalization in both medieval society and in modern historical debate.

History 385: Special Topics in History: Great Powers & Middle East, 1914-Present (Same as MES 370)

Tal; MAX:20

Content: The course will deal with the creation of the Middle East in its present form, with the entry of the Great Powers to the region after the First World War. It will discuss the rise of the British influence in the region and its decline in the aftermath of the second world war, the rise of Arab nationalism, as a counter force and the growing role and influence of the United States in the area, the turning of the Middle East into a great powers' Cold War battlefield, and the role of the decolonization movement in the changing face of the Middle East.

Texts: Peter L.Hahn, The United States, Great Britain and Egypt, 1945-1956: Strategy and Diplomacy in the Early Cold War; Douglas Little, American Orientalism; Wm. Roger Louis, The British Empire in the Middle East, 1945-1951: Arab nationalism, the United States, and postwar imperialism.

History 385: Special Topics in History: Global Migration from 1000-1900

Eltis

See History 351 -- course listing changed from History 385 to History 351.

History 385: Special Topics in History: Public Policy and NGO's (Same as PolS 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, the environment, 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 lectures, including former U.S. President Jimmy Carter, officials from The Carter Center, CARE, and other NGOs; and other Emory professors.

Texts: To be announced.

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

History 385: Special Topics in History: Heretics and 'Others' in the Middle Ages (Same as JS 271)

Rustow; MAX; 20

Content: This course will take an unorthodox approach to heresy. From the Cathars of the 13th c. to the two-thirds of world Jewry who believed Sabbatai Sevi was the messiah in the 17th, historians usually portray heresy as a kind of disease, with periods of outbreak and latency. Others see it as an expression of social protest. But what if we were to view heresy as an obsession of the authorities who try to extirpate it? This course will thus avoid describing heretical doctrines and instead will focus on moments when heresy emerged as a central problem among Jews, Christians, and Muslims. How can we use texts created by the pursuit of heresy--such as inquisitorial dossiers and polemical treatises--to reconstruct the moment of encounter between heretics and their accusers? How can understanding the faults and fissures of religious conflict shed light on the entire society in which it emerged?

Texts: Representative readings include: Daniel Boyarin, Dying for God: Martyrdom and the Making of Christianity and Judasim; Richard Bulliet, Islam: The View from the Edge; Umberto Eco, The Name of the Rose; Carlo Ginzburg, The Cheese and the Worms; R. I. Moore, The Formation of a Persecuting Society; Mark Pegg, The Corruption of Angels; Gershom Scholem, The Messianic Idea in Judaism.

Particulars: Classes will consist of twice-weekly lectures and once-weekly discussions. Requirements include listening, reading, asking questions and participating in discussion; a mid-term paper of approximately 8 pages; and a final paper of 10-15 pages. There are no prerequisites; this course fulfills the history major requirement for an upper-level course in either Europe pre-1600 or Near Eastern history.

History 385: Special Topics in History: American Radicalism (Same as PolS 385)

Klehr; MAX:10

SEE POLITICAL SCIENCE

History 385: Special Topics in History: Mali: History, Culture & Economy of a Developing Country (Same as AFS 389)

Jezequel; MAX:10

Content: Why are African countries poor? What does development mean for Africa? How can African countries develop? This course provides tools for understanding the situation of African developing countries by exploring the situation of Mali, one the most fascinating West African countries. Our objective is to go beyond de-contextualized approaches of African poverty. Close analyses of history, culture and economics will help us to understand the current situation in Mali. This course also suggests that African societies should not only be seen as passive, poor and helpless: the example of Mali also demonstrates that Africa works.

Texts: Readings will include a broad range of scholarly articles, UN/WorldBank/NGO's documents as well as Video and Audio materials related to Malian culture.

Particulars: Attendance and active participation in discussion are expected. Specific assignments might include one or more short essays on class readings, one mid-term paper and one group presentation on a subject of students' choice.

History 385: Special Topics in History: The Rise & Fall of Imperial Germany

Afflerbach; MAX: 40

Content: The history of Imperial Germany ends nearly where it stared: in the "hall of mirrors" in Versailles. In January 1871 it was the place of Imperial coronation. In May 1919, defeated Germany, now a republic, had to sign the peace treaty of Versailles in the same place. Imperial Germany was a society with a double face: On one side it was an optimistic, quickly modernizing nation with an avant garde culture and phenomenal economic growth rates. In 1914 it was the second biggest industrial power in the world (after the U.S.). On the other side, Germany was a state with a notoriously backward political system. This class will explore some of the facets of this state and society. It will deal with Bismarck and his ideas for a United Germany (or Great Prussia). It will focus on his attempts to make the German nation-state compatible with the stable international order. It will deal with the German monarchy, especially with Wilhelm II, the last German emperor. It will deal with the contradicting trends in Germany society: Widespread militarism on one side, a growing welfare state on another side, and a rising political left, especially Social democracy, on the third side. We will study anti-Semitism in Imperial Germany. We will also study the writers of the epoch and the question of how the works of Theodor Fontane and Heinrich Mann influence our image of Imperial Germany. We will also study the German responsibility for the outbreak of World War I. The course will close with the defeat and breakdown of the German monarchy in November 1918

Texts: Blackbourn, The Long Nineteenth Century: A History of Germany, 1780-1918; Gordon Craig, Germany 1866-1945; John Röhl, Wilhelm II (2 vols); John Röhl, Imperial Germany and its Court; Christopher Clark, Wilhelm II. Films: Der Untertan; Schamoni, Der Kaiser braucht Sonne

Particulars: Accurate weekly readings and class participation (20%), a book review (10%), a research paper (10 pages) (35%), final exam (35%).

History 385: Special Topics in History: Women in India (Same as MES 370 & ASIA 370)

Lal; MAX:5

SEE MES

History 385S: Special Topics in History: Gender, Sexuality & Modern Islam (Same as MES 370S & ASIA 370S)

Lal; MAX:2

SEE MES

History 487SWR: JR/SR Colloquium: Germany after 1945: Reconstruction & Memory

Eckert; MAX:12

Content: The class allows students to explore problems of memory, identity, and social reconstruction in postwar Germany. It pays special attention to the emergence of two German states that developed diverging societies and independent policies during the Cold War, yet remained more closely intertwined than both sides cared to admit. The class is concerned with the liabilities and assets both Germanies had to reckon with after 1949. It examines how the Federal Republic of Germany and the German Democratic Republic dealt with the Nazi past and its perpetrators; related to their respective "superpower"; struggled to develop a new and independent national identity; and reconstructed their societies accordingly. Topics include the relationship to the occupying powers; denazification; the territorial division of the country; Jewish life in postwar Germany; migration, immigration, and guest worker programs; popular culture and "Americanization"; RAF terrorism of the 1970s; revolution & reunification 1989/90; and memory in post-unification Germany.

Texts: Books will include Norbert Frei, Adenauer's Germany and the Nazi Past: The Politics of Amnesty and Integration; Mary Fulbrook, History of Germany 1918-2000. The Divided Nation; Timothy Garton Ash, The File: A Personal History; Jay Howard Geller, Jews in Post-Holocaust Germany, 1945-1953; Günter Grass, Crabwalk; Hanna Schissler, (ed.), The Miracle Years: A Cultural History of West Germany, 1949-1968; Jeremy Varon, Bringing the War Home: The Weather Underground, the Red Army Faction, and Revolutionary Violence in the Sixties and Seventies. The course will also draw on primary sources and film.

Particulars: The class is a seminar rather than a lecture course. Strong emphasis is placed on active participation in discussing weekly readings (ca. 100-150 pp.) and the interpretation of primary sources. The assignments (presentation, book review) are designed to practice scholarly debate and writing, and lead to a research paper (16-20 pp.) on a topic agreed upon between student and instructor. This course fulfills General Education Requirement IC (Post-Freshman Seminar).

History 487SWR: JR/SR Colloquium: Approaches to Medieval Studies (Same as HArt 475SWR)

Permission of instructor required

White/Pastan; MAX:6

History 487SWR: JR/SR Colloquium: Europe and the First World War

Afflerbach; MAX:12

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

Texts: Tony Ashworth, Trench Warfare, 1914-1918: the live and let live system; Roger Chickering, Imperial Germany and the Great War, 1914-1918; Roger Chickering and Stig Förster, Great War, Total War. Combat and Mobilization on the Western Front, 1914-1918; Paul Fussell, The Great War and Modern Memory; John Keegan, The Face of Battle; John Keegan, The First World War; Eric Leeds, No Man's Land: Combat and Identity in World War I; David Stevenson, Cataclysm: The First World War as Political Tragedy.

Particulars: Accurate weekly reading and class participation (30%), a 10-page research paper (40%), 2 book reviews (each 15%).

History 488SWR: JR/SR Colloquium: Uncovering Emory's Past

INSTRUCTOR PERMISSION REQUIRED

Goldstein; MAX:12

Content: This seminar will provide an opportunity for students to master and apply the techniques of historical research and writing through an exploration of the history of Emory University from its founding as Emory College in 1836 to the present. Questions we will consider will include: What challenges has Emory faced in its transformation from a small southern college into a major American university? How has the university been shaped by its religious roots? What impact has the university had--both intellectually and institutionally--on the City of Atlanta, the nation, and the world? How have major benefactors and international figures like former president Jimmy Carter influenced Emory's development? How has the university responded to the issue of academic freedom? What has been the experience of various minority groups at Emory and how have students, faculty and administrators confronted the issues of difference and diversity? How have students and student organizations (including fraternities and sororities) both reflected and challenged prevailing social patterns on campus and in the wider world?

Texts: Readings will consist mainly of book chapters and articles placed on on-line reserve, as well as copies of original historical documents provided by the instructor.

Particulars: In the first half of the course, students will gain a framework for exploring these issues through the reading of secondary sources and a number of original historical documents from the Emory Archives. There will be two short writing assignments based on these readings. During the second half of the course, students will complete major research papers (15-20 pages) on topics of their choice that are 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. This course fulfills General Education Requirement I.C. (Advanced Seminar). It also fulfills the Emory College Post-Freshman Writing Requirement.

Instructor permission is required to register. Please e-mail Professor Goldstein at egoldst@emory.edu to request a spot in the class.

History 488SWR: JR/SR Colloquium: Lincoln & His America

Roark; MAX:12

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

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

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

History 488SWR: JR/SR Colloquium: Desegregation in the American South (Same as AAS 270SWR)

Crespino; MAX:8

Content: This course examines the struggle to end Jim Crow segregation in the American South, from the 1940s through the 1970s. This struggle, and white southerners' resistance to it, transformed the political, social, and cultural landscape of the American South in the second half of the twentieth century, and established the basic parameters of contemporary debates over racial equality in modern America. This course will examine the variety of ways historians have written the history of Jim Crow's end as well as explore several directions for future scholarship.

Texts: Required texts for the course include but are not limited to the following: William Chafe, Civilities and Civil Rights; David Chappell, A Stone of Hope; Steve Estes, I am A Man; Kevin Kruise, White Flight; Charles Payne, I've Got the Light of Freedom; Barbara Ransby, Ella Baker and the Black Freedom Movement; Timothy Tyson, Radio Free Dixie; Clive Webb, ed., Massive Resistance.

Particulars: Students will be expected to read at least 250 pages per week of primary and secondary source material. All assignments will be geared towards assisting students in completing a 20-25 page paper based on original research that contributes to our understanding of the history of southern desegregation. Students will be encouraged to make use of the unique archival collections relevant to this topic available in the Special Collections department of Woodruff Library as well as in other archives in the Atlanta area. This course fulfills General Education Requirement IC (Post-Freshman Seminar).

History 489SWR: JR/SR Colloquium: Intervening in Africa: History of Development & Humanitarian Practices in Sub-Saharan Africa (Same as AFS 389SWR)

Jezequel; MAX:6

Content: The course will examine the philosophical and political basis for humanist/humanitarian involvement in Africa. We will explore the role of progressive ideals in attempts to legitimate interventions in Africa from slavery to colonialism to contemporary notions of development and military-humanitarian operations. The course will re-historicize the notion of ‘right/duty of Intervention’ that the western world assigns to itself in Africa. To what extent have humanitarian principles/values been manipulated and instrumentalized to exacerbate forms of domination and/or local processes of violence? Are humanitarian interventions doomed to ‘doing harm while thinking good’ as some critics allege? What lies behind the similarities between 19th century colonial discourses on the civilizing mission and 20th century moral discourses on the duty to promote human rights and provide humanitarian assistance in Africa?

Texts: Readings will include a broad range of scholarly articles, Primary sources and NGOs documents.

Particulars: Attendance and active participation in discussion are expected. Specific assignments include one or more short essays on class readings and a research paper of 10-15 pages on a subject of the student's choice. This course fulfills General Education Requirement IC (Post-Freshman Seminar).

History 489SWR: JR/SR Colloquium: History of Israeli Foreign Policy (Same as JS 370SWR & MES 370SWR)

Tal; MAX:6

Content: The course will concentrate on Israel's diplomatic history. It will discuss Israel's international orientation in the 1950s', the role of the diplomats in the pursuit of security alliance with a great power, first with France and later with the United States; the search for peace and the diplomat's role in the preparation to war, before and after the 1956, 1967, and 1973 wars; and the role of diplomacy throughout the Israeli-Palestinian rapprochement and conflict.

Texts: Uri Bialer, Between East and West: Israel's foreign policy orientation; Avner Cohen, Israel and the bomb; Aaron S. Klieman, Israel & the world after 40 years; Avi Shlaim, The Iron Wall: Israel and the Arab World; Benny Morris, Righteous Victims; Kenneth W. Stein, Heroic diplomacy: Sadat, Kissenger, Carter, Begin and the quest for Arab-Israeli peace; Levey Zach, Israel and the western powers, 1952-1960

History 489SWR: JR/SR Colloquium: Modern Near Eastern History (Same as MES 370SWR & JS 490SWR)

Stein; MAX:8

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

Texts: Bill, James A. and Robert Springborg, Politics in the Middle East; Bates, Daniel G. and Amal Rassm, Peoples and Cultures of the Middle East; Gibb, Hamilton, Mohammedanism; Goldsmith, Arthur, A Concise History of the Modern Middle East; Humphries, R. Stephen, Between Memory and Desire: The Middle East in a Troubled Age; Kepel, Gilles, Jihad: The Trial of Political Islam; Waterbury, John and Alan Richards, A Political Economy of the Middle East.

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

History 489SWR: JR/SR Colloquium: Black Bourgeoisie? The Making of African-American & (S. Asian) Dalit Middle Classes (Same as AAS 270SWR, MES 370SWR & ASIA 370SWR)

Pandey: MAX:5

Content: The course has two main aims. One is to analyze the concept of the middle class, and how the idea travels over time and space, through different cultures, societies and histories. The second is to examine the specific conditions and practices that go into the making of a middle class among groups that have been historically disfranchised, and the extent to which these new middle classes continued to live with unusual burdens and expectations. We shall begin with a brief discussion of changing ideas of middle-classness in Europe, North America and India over the period of the late 18th century to today. We will then proceed with a more detailed examination of works on, and by, Dalit and African-American middle class folk: autobiographies, histories and perhaps some films and fiction.

Particulars: The format will be that of a seminar, and will involve a close reading and discussion of selected texts in our weekly meetings. Students will be expected to write one mid-term and one final paper, of 5-7 pages and 8-10 pages respectively, in addition to ongoing notes on the individual texts being discussed week by week.

History 494-00P: Internship

(WRITTEN PERMISSION OF INSTRUCTOR REQUIRED)

Patterson; 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 495-00P: Introduction to Historical Interpretation

Faculty; MAX:20

PERMISSION OF INSTRUCTOR REQUIRED

History 495WR-00P : Introduction to Historical Interpretation

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.