HISTORY SPRING 2007 COURSE ATLAS

History 190-000: Freshman Seminar: Hippocratic Medicine in Context

Patterson

CANCELLED

History 190-001: Freshman Seminar: Medicine in the Age of Plague

Strocchia: MAX:12

Content: This course examines both the healing practices and the bodies of knowledge and belief that structured health care in Renaissance Europe from around 1300 to 1700. We will explore health and healing from the perspectives of patients and practitioners, including a broad spectrum of healers such as herb-women, midwives, charlatans, and learned physicians. How did ordinary people make sense of their bodies, and of sickness and health? How did their ideas relate to those of their healers? The seminar will also try to establish a productive dialogue between Renaissance healing practices and modern-day cultural attitudes. What can we learn about our own responses to epidemics, chronic illnesses, and disabilities from this seemingly distant past.

Texts: Include Daniel Defoe, Journal of a Plague Year; David Herlihy, The Black Death and the Transformation of the West; Mary Lindemann, Medicine and Society in Early Modern Europe; Sister Bartolomea Riccoboni, Life and Death in a Venetian Convent; and various reserve readings.

Particulars: Seminar participation, including weekly e-postings, counts as 40% of your course grade. Assignments include two short papers (1000 words apiece, each worth 15% of course grade; one essay will focus on a disability-related topic), and a final project that integrates web resources, images, and library research (30% of final grade) due at the end of the semester. This course fulfills General Education Requirement IC (Freshman Seminar).

History 201-000: The Formation of European Society: From Late Antiquity through the Early Modern Era

Rosenberg; MAX:25

Content: The course studies the formation of European society and institutions during the period from the height of the Roman Empire to the Early Modern Era (roughly 100 -1600 CE).  We will attend to the emergence of Europe as a geo-political entity with distinctive customs, cultures, and social arrangements. The main emphasis in this section will be to demystify what is meant by the "Middle Ages." Key topics will include: the emergence of Christianity as the region's majority religion; the fragmentation of the Roman Empire; economic recovery; the geopolitics of clashing kingdoms; the human catastrophe of the Black Death; and the cultural and material underpinnings of the Renaissance.

Texts: Judith M. Bennett and C. Warren Hollister, Medieval Europe: A Short History; Stephen Runciman, The Sicilian Vespers; John Kelly, The Great Mortality; and Erasmus of Rotterdam, The Praise of Folly; supplemented by shorter readings on online reserves.

Particulars: Assignments include two in-class exams and a final, plus occasional reading quizzes. This course fulfills General Education Requirement VB.

History 201-001: The Formation of European Society: From Late Antiquity through the Early Modern Era

Melton; MAX:40

Content: The course studies the formation of European society and institutions during the period from the height of the Roman Empire to the Early Modern Era (roughly 100 -1600 CE).  This course focuses on the impact of religion on social and political order. Topics include the collapse of the Roman Empire and the rise of Christianity, the Middle Ages as a synthesis of Roman, Christian, and Germanic institutions, the Western encounter with Islam, the impact of heretical movements, the advent of European colonization, the Reformation, and the age of religious wars.

Texts: Kishlansky et al., Civilization in the West; Kishlansky et al., Sources of the West; Makers of Rome; Nine Lives by Plutarch; Poem of the Cid; Dante, Inferno; Las Casas, Short Account of the Destruction of the Indians; Martin Luther, Selection from His Writings.

Particulars: Grades will be based on five quizzes (20%), a midterm (40%), and a final (40%). This course fulfills General Education Requirement VB.

History 201-002: The Formation of European Society: From Late Antiquity through the Early Modern Era

Houghtby

CANCELLED

History 202-000: The Making of Modern Europe: Old Regime to the Present

Gold; MAX:40

Content: Examines the history and culture of Europe during the modern era, roughly from the mid-seventeenth century to the present.  As an introductory course, the course emphasizes broad themes and long-term trends of Europe as a whole, rather than individual countries.  This class fulfils a General Education Requirement (Vb) and is neither intended as a preparation course for later European history courses nor presumes pre-existing knowledge of the topic.  Rather, its goal is to expose students to historical thinking about a region vital to the creation of our modern world. We will look at major events, important people, social trends, and cultural shifts that shaped Europe in the past three hundred years. We will also look at how Europe fits into broader world history. This particular section will focus on introducing students on reading and writing strategies and techniques through a variety of assignments and workshops, concentrating specifically on reading and writing history.

Texts: Mark Kishlansky, Civilization in the West, as well as a variety of texts available via Course Reserves and Reserves Direct.

Particulars: Students will be graded on two exams (one midterm and one final), a 10-15 page term paper, attendance, and participation in discussions about weekly readings.

History 202-001: The Making of Modern Europe: Old Regime to the Present

Dunn

CANCELLED

History 202-002: The Making of Modern Europe: Old Regime to the Present

Crochet

CANCELLED

History 202-003: The Making of Modern Europe: Old Regime to the Present

Houghtby; MAX:40

Content: This course covers major themes in European history between the seventeenth century and the present.  They include rural society and lordship, the Scientific Revolution and the Enlightenment, the French
Revolution, industrialization, imperialism, totalitarianism, the world wars, and European reconstruction after 1945.

Texts:  TBA

Particulars:  Final grades will be based on two essay examinations, class participation, two short response papers (four pages) on assigned readings, and an extended review (10 pages) on a book to be assigned.

History 203: The West in World Context

Starostina:

Content: Explores the causes and consequences of Europe’s rise to and decline from global hegemony in the half millennium from 1500-2000.  The course is a broad survey of such varied issues such as the Columbian exchange, trans-Atlantic slavery, European imperialism  and decolonization.  This course will explore political, social, and cultural encounters between the West and the world since the sixteenth century to the present day. We will examine ways how such interactions contributed to the formation of the very notions of West and Europe, the two concepts that were constantly evolving during the last centuries. While examining the themes of colonialism, imperialism, and nationalism and bringing the perspectives of social, cultural and gender history, the course will investigate the expansion of European empires and their impact on the construction of European identity. In particular voyages to the lonely corners of the world helped Europeans create a sense of Western civilization as an "imagined community." Contemporary politics reveals the enduring legacy of such encounters for shaping modern Europe.

Texts: Jerry Bentley, Traditions and Encounters: A Global Perspective on the Past will be the textbook for the course. Reading also integrates excepts from primary sources such as Daniel Defoe's Robinson Crusoe; Montesquieu's Persian letters; Jules Verne's Around the World in Eighty Days; The Memoirs of Count Witte; Robert Graves's Good-Bye to All That: An Autobiography; and Gao Yuan's Born Red: A Chronicle of the Cultural Revolution. Students will also become familiar with recent rends in historiography, presented by works by Edward Said, Larry Wolff, Daniel Hedrick, Ann Laura Stoler, Tyler Stovall, Richard Kuisel, and others.

Particulars: Grading will be based on student's contribution to classroom discussion, two short papers, midterm and final examinations, and a research paper. This class fulfils a General Education Requirement (Vb) and is neither intended as a preparation course for later European history courses nor presumes pre-existing knowledge of the topic.  Rather, its goal is to expose students to historical thinking about a region vital to the creation of our modern world.

History 211: Making of Modern Latin America: Rebels, Smugglers, & Bandits in Latin America (Same as LAS 270)

Prado; MAX:30

Content: Corruption scandals, urban violence and agrarian conflicts are in the daily news in Latin America today. However, since the colonial period, bandits, contrabandists and rebels are important characters in Latin American history. This course intends to use the analysis of social conflicts as a window to understand the dynamics of interaction between social groups, rather than emphasizing each group separately. Moreover, because of the type of sources generated, rebellions, criminal and judicial cases as well as revolutions are exceptional moments to analyze resistance, negotiation, gender and ethnicity in Latin America. Understanding such movements and episodes will contribute to better understanding the social and political colonial heritage of Latin America and the challenges the regions face today.

Texts: Burckholder, Mark & Johnson, Lyman. Colonial Latin America, 5th edition.

History 231-000: Foundations of American Society: Beginnings to 1877

Erby; MAX:40

Content: This course considers the development of American Society from tentative beginnings to Reconstruction. The course will explore 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. Special emphasis is given to certain critical periods and topics including colonialism, ethnic relations, the American Revolution, the market revolution, "Jacksonian Democracy," slavery and expansion, and the Civil War. This course will emphasize the clash of cultures that produced the young nation and subsequently affected its future development.

Texts: Readings in primary and secondary sources. Many materials will be available on e-reserve.

Particulars: Class discussions, exams and paper assignments seek to bring out and sharpen critical thinking about past and present American society. Two exams (one a take-home) and two short papers will be required.

History 231-001: Foundations of American Society: Beginnings to 1877

Conner; MAX:40

Content: This course considers the development of American Society from tentative beginnings to Reconstruction. Special emphasis is given to certain critical periods, including colonialism, the American Revolution, the Market Revolution, and the Civil War. In this course, students will read, write about, and discuss a broad range of primary documents and writings by historians. We will pay particular attention to the ways that attitudes about race and gender helped create and shape American society from its colonial origins through the Civil War.

Texts: The central texts for this course are Roark, et al., The American Promise: A Compact History, Vol. I, 3rd ed., and the primary source readings in the online course reader (on Blackboard and e-reserve). Other readings may include Alfred F. Young, The Shoemaker and the Tea Party; Paul E. Johnson, A Shopkeeper's Millennium; James M. McPherson, For Cause and Comrades; and an assigned packet of essays and documents for the interpretive essay.

Particulars: Course requirements: Regular attendance, active and informed class participation, short Blackboard writing assignments, quizzes, 4-6 page interpretive essay, midterm exam, and final exam.

History 232-000: The Making of Modern America: United States History since 1877

Thompson; MAX:40

Content: The course introduces the social, political, economic, and diplomatic forces that have shaped modern America. The goal of this course is to provide students with a basic understanding of United States history since the end of Reconstruction in 1877. The course introduces students to major themes in modern American history as well as to the social, political, economic, and diplomatic forces that have shaped modern America. Special emphasis is given on how diverse components of the American population have interacted in American Society. The class format will be two lectures and one discussion session each week. Readings will include a primary historical documents text and several books. These written sources will be supplemented by audio recordings, video clips, images, and web sites.

Texts: Michael P. Johnson, Reading the American Past: Selected Historical Documents, Volume II: From 1865, 3rd edition. Additional 5-6 texts to be announced.

Particulars: Students will be required to write two short (4-5 pages) papers in response to course readings and to complete an oral history project (approx. 10-15 pages). In addition to several quizzes, there will be an in-class midterm and a final examination. Students will be graded based upon attendance, active participation in class discussions, and performance on quizzes, writing assignments, and exams.

History 232-001: The Making of Modern America: United States History since 1877

Allitt; MAX:40

Content: The course introduces the social, political, economic, and diplomatic forces that have shaped modern America. How did the United States of America become the world's most powerful nation? What changes did its people experience between the end of Reconstruction and the early twenty-first century? How did they and their government participate in world affairs? The course will answer these questions by studying the history of politics, social life, gender, technology, war, immigration, race, ethnicity, and other major themes. Course requirements include discussion of weekly readings, midterm and final exams, regular short papers, and occasional quizzes. There is no text book but careful reading of other assigned readings (to be announced) is required.

History 232-002: The Making of Modern America: United States History since 1877

Spillman; MAX:40

Content: The course introduces the social, political, economic, and diplomatic forces that have shaped modern America. This course examines major developments and everyday moments in American history since 1877. It emphasizes the dramatic increase in the wealth, power, and international influence of America during the period. Further, it explores how Americans responded to the challenges and opportunities that accompanied these changes, particularly in the areas of politics, religion, culture, race, and ideas. It uses a combination of lectures, discussions, music, films, pictures, quizzes, exams, and paper assignments to investigate these themes.

Texts: Texts may include Anzia Yezierska, Bread Givers; Richard Wright, Black Boy; Studs Terkel, The Good War: An Oral History of World War II; David Halberstam, The Fifties; Timothy Tyson, Blood Done Sign My Name: A True Story; Ron Suskind, A Hope in the Unseen: An American Odyssey from the Inner City to the Ivy League.

Particulars: Grades will be based on intelligent participation in class discussion (30%), short papers and assignments (30%), and the midterm and final exams (15% and 25%).

History 232-003: The Making of Modern America: United States History since 1877

Singh; MAX:40

Content: The course introduces the social, political, economic, and diplomatic forces that have shaped modern America. Special emphasis is given to how diverse components of the American population have interacted in American society. Emphasis will also be given to not merely learning factual information, but also to interpretation, argumentation, and debate in an effort to reveal the various tones and rich layers that history offers its students. Part of the goal will be to show history as a source of conflict as well as consensus and as a vibrant palette with vital and changing colors. As modern America has continued to develop, it has engendered a consistent reexamination of the past and a competiton for history's recollection and transmission.

Texts: William Chafe, Harvard Sitkoff, Beth Bailey, eds., A History of Our Time: Readings on Postwar America; James Roark, Michael P. Johnson, Patricia Cline Cohen, Sarah Stage, Alan Lawson, Susan M. Hartman, The American Promise: A History of the United States, Volume II: From 1865 (2nd ed.).

Particulars: Each week students will read a two-minute, typed, prepared paper (one to two double-spaced pages with size 12 font) addressing thematic and interpretive questions that I will have asked. Each week will also see a debate between small teams of students over central questions pertaining to the weekly historical topic. Each student will participate in such a debate once during the course of the semester.

History 241-000: History & Text: The Roaring Twenties

M. Davis; MAX:20

Content: This course will explore the history of the 1920s in the United States. Throughout this tumultuous decade, Americans struggled to redefine themselves and their country in the face of tremendous social, cultural economic, and industrial change. Through deep and critical analysis of primary sources of the time (including but not limited to movies, music, poetry, the popular press, advertising, and legal documents), we will examine several important themes of the decade, such as: conflicts between rural and urban ideals; religion versus science; the growth of mass production and consumer culture; Prohibition; and changing ideas about race and ethnicity.

Texts: TBA

Particulars: Course requirements consist of regular participation in class discussions, a series of short papers (2-3 pages), and a take-home final exam.

History 241-002: History & Text: American History in Film

Connelly; MAX:20

Content: This course will assess the value of films as historical texts in regard to themes, events, and persons in the United States from the Civil War to the present. We will explore the ways in which the medium of film is used to interpret, reflect, and shape historical consciousness and collective memory in modern America. The selected films deal with an assortment of subjects, including Reconstruction, the Western frontier, Darwinism and religion, the evolution of mass media, the Cold War, the Civil Rights Movement, political assassinations and conspiracies, and 9/11. A common theme of our discussions will be each film’s engagement with the question of what constitutes the sources of cultural and political authority in modern America. Films will be shown on a weekly basis outside of normal class hours.

Texts: Prospective films include The Birth of a Nation, Citizen Kane, Inherit the Wind, The Manchurian Candidate, The Man Who Shot Liberty Valance, JFK, Malcolm X, Fahrenheit 9/11. The primary textbook will be Peter Rollins, ed., The Columbia Companion to American History on Film: How Movies Have Portrayed the American Past (paperback). Other relevant primary source readings and historiographical literature: TBA.

Particulars: T here will be one longer writing assignment in which students will have choices in regard to topic. Short writing responses to film viewings and discussions, as well as a final exam, will also be required.

History 241-003: History & Text: Modern France in History and Film

Amdur; MAX:20

Content: This course will introduce modern French history since the Revolution through the medium of a special sort of "text": French feature-length films. Rather than use these films to construct a history of French cinema, we will use them (all in subtitled versions) as evidence of contemporary historical "memory": that is, to show how the French tell their own history to themselves. Like written texts, films can be "read" and interpreted to reveal not just the narrative of a subject but the point of view of an author, as well as the social or cultural concerns of the place and time in which they were produced. Our films will be shown on a weekly basis, outside of class time, supplemented by a selection of reading assignments to provide background and context. By addressing historical themes in a mostly fictional (not documentary) format, our films will demonstrate how history can be "written" for a popular audience and how mass media can both shape and reflect a nation's collective identity.

Texts: Our main "texts" (feature-length films) include the following prospective titles: Danton; Horsemen on the Roof; Madame Bovary; Germinal; Jean de Florette; Life and Nothing But; Story of Women; A Self-Made Hero; The Battle of Algiers; Hate. Prospective readings include a selection of short documents and essays plus two longer works: Alain Corbin, The Village of Cannibals; Laurence Wylie, Village in the Vaucluse.

Particulars: Writing assignments will include short responses to class assignments plus a longer project on an additional film of the student's choice. There will also be a final exam.

History 302: History of Rome

Burns; MAX:25

Content: This course is a survey of Roman history from the rise of the Roman Republic (ca. 500 BC) through the creation of a "new" empire (ca. AD 300). Using a wide variety of primary source material in translation, an effort is made to present a balanced picture of Roman civilization by discussing such themes as gender issues, political, social and economic development, intellectual life and religion. Digitized images will be used frequently to reveal the archeological record.

Texts: NOT all are read in their entirety. Additional short readings will be placed on electronic reserve at the Woodruff Library. Mary T. Boatwright, et al., The Romans from Village to Empire; Livy, The Early History of Rome; Caesar, The Conquest of Gaul; Tacitus, The Agricola; Apuleius, The Golden Ass; Suzanne Dixon, The Roman Family.

Particulars: There will be an optional midterm and/or research paper (8-10 pages) and a final examination. Grading: Optional midterm 30% and/or paper 30%, final examination, 40-70%, depending upon options chosen by the individual student. This course is part of a sequence (History 301, 302, 303, 304) which traces the development of ancient civilization through the early medieval period. Any course may be taken individually without regard for the others in the sequence. Students interested in religion, classics, the history of art, law, and government, as well as those in history, will find an introduction to Roman history particularly valuable.

History 307: Europe from the Reformation to the Enlightenment

Beik; MAX:40

Content: This course will explore the intriguing phase of Europe's development from the crisis caused by the outbreak of religious diversity to the eighteenth-century world of salons and enlightened rulers (1550-1750). There will be a lot of discussion and class interaction. We will compare the mosaic of central European peoples that comprised the Habsburg Empire, with Western monarchies like the Spain of Philip II and the France of Louise XIV, and with rising commercial powers like England and the Dutch Republic. Themes examined will include the changing role of the nobility, baroque civilization, European statebuilding, the rise of capitalism, and the emergence of new modes of thought. Lectures will be punctuated with doses of music and art.

Texts: Texts will probably include: Andrew Pettegree, European in the Sixteenth Century; Cervantes, Don Quixote; Joseph Bergin, ed., The Seventeenth Century; Andrew Lossky, The Seventeenth Century; Julius Ruff, Violence in Early Modern Europe. And other readings.

Particulars: Three essays on assigned topics concerning the readings (15% each); one slightly longer essay (20%), on-line and in-class discussion (35%). No regular exams, no final exam.

History 313: The Making of Britain, 1550-1750

Rosenberg; MAX:40

Content: This course provides an introduction to the history of England and Scotland between the Elizabethan era and the British Enlightenment. In this period, the British Isles underwent deep changes, most of them very unsettling. They also became the center of a nascent empire. The course charts three big themes: evolving forms of power; struggles over these new forms of power; and rapid commercial and cultural modernization. Key topics will include Protestantism and religious dissent, the origins and effects of civil war, the two revolutions (1649 and 1688), the union of England and Scotland, science, law, London's emergence as a metropolis, and the growth of the imperial outlook.

Texts: Robert Bucholz and Newton Key, Early Modern England, 1485-1714, plus a variety of documents, articles, and chapters available through e-reserves. The research component will draw on Early English Books Oneline and Eighteenth-Century Collections Online.

Particulars: There are no prerequisites; students at all levels are welcome. Assignments will include a midterm and a final exam, reading quizzes, as well as a set of short research assignments to be developed into a longer paper (10-12 pages).

History 341: Era of the American Revolution

Desrochers; MAX:40

Content: How did a seemingly minor squabble over taxation lead improbably to the birth of the United States? How and why did thirteen relatively disunited colonies on the edge of the British Empire come together to fight a bloody war of independence, embark on bold and uncertain forms of self-government, and develop a new science of politics? What was the American Revolution, and what was revolutionary about it? This course examines the origins, outcomes, and ironies of the American Revolution, with a dual emphasis on the Revolution as an intellectual event and a social drama that challenged age-old assumptions about political authority, and dared all eighteenth-century Americans to think in new ways about their lives, liberties, and pursuits of happiness.

Texts: Probable texts include Bernard Bailyn, The Ideological Origins of the American Revolution; Richard D. Brown, ed., Major Problems in the Era of the American Revolution, 1760-1791 (2nd ed.); Gary B. Nash, Race and Revolution; Jack N. Rakove, Declaring Rights: A Brief History with Documents; Ray Raphael, A People's History of the American Revolution: How Common People Shaped the Fight for Independence; Gordon S. Wood, The Radicalism of the American Revolution; Alfred F. Young, Masquerade: The Life and Times of Deborah Sampson, Continental Soldier.

Particulars: This is a lecture and discussion course. Final grades will be based on class participation, completion of several short writing assignments, two short research papers (8-10 pages each), and a final exam.

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 351R: Topics in Non-US Economic History: Traditional Origins of Modernity: 1450-1850 (Same as Econ 351)

Houghtby; MAX:20

Content: This course provides a broad survey of European economic history from the Black Death to the Industrial Revolution. It focuses largely (though not exclusively) on rural economic development and its implications for understanding the structure and function of markets, property rights and social conflicts over property, rural industry, economic and administrative relationships between town and country, and the role of states in the economy.

Texts: Several short books and scholarly articles to be announced.

Particulars: The final grade will be based on class participation, short quizzes, three short papers on assigned readings (3-5 pages) and a final paper on a topic selected by the student and approved by the professor (15-20 pages).

History 361: Latin America since Independence

Premo; MAX:35

Content: We begin as Latin Americans cast off Spanish and Portuguese colonial rule in the nineteenth century, when it became clear that the freedom and prosperity that they hoped for was elusive. Instead, they turned to face a volatile "modern" history steeped in violence and strong-man rule, deeply etched by the divisions between the many poor and the few with wealth, and marred by racial and gender inequalities. What is more, modern Latin American history would not unfold only out of internal events. Its course would be reset, again and again, by the intervention and influences of new foreign powers. But modern Latin American history is more than a tale of despair. It is also a story of how regions came to be defined as "nations," how elites attempted to institute order, progress, and "development," and how ordinary people and their daily practices shaped their own history, sometimes with guns in hand, and created a dynamic culture that sets the region apart from anywhere else in the world.

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

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

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

Crais; MAX:35

Content: South Africa's first democratic elections in 1994 marked one of the most momentous historical watersheds in the twentieth century. Just a few years earlier, amidst widespread resistance and state repression, few imagined that Nelson Mandela would become president. South Africans now enjoy one of the world's most progressive constitutions, racist apartheid legislation has been consigned to the dustbin of history, and all South Africans are now citizens of their own country. At the same time, South Africa faces a catastrophic, HIV/AIDS pandemic, extraordinary poverty and inequality, and persistent patterns of violence. This course offers an introductory but in-depth history of this complex part of the world. In addition to lectures and films, we will read selected primary sources and secondary materials.

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 377WR: European Intellectual History since 1880

Adamson; MAX:40

Content: The course introduces the intellectual life of modern continental Europe. Emphasis is placed on those primary texts that have had the greatest impact both in Europe and elsewhere. Some attention is also given to lesser known texts that evidence important themes. These themes may be briefly articulated as four questions: 1) how do writers in this period conceive of human knowledge (its sources, nature, range, and foundations); 2) how do they conceive of human community amidst rapid social change, political and economic crises, world wars, and a shrinking globe; 3) how do they think about art, human creativity, and their relation to rationality and irrationality; and 4) how do they conceive the human individual and the possibility of "selfhood" in a world governed by impersonal forces and prone to collective crisis?

Texts: Friedrich Nietzsche, The Use and Abuse of History; Joris-Karl Huysmans, Against Nature; Henri Bergson, Introduction to Metaphysics; Wassily Kandinsky, Concerning the Spiritual in Art; Peter Gay, ed., The Freud Reader; Sian Miles, ed. Simone Weil: An Anthology; Arthur Koestler, Darkness at Noon; Walter Kaufmann, ed., Existentialism from Dostoyevsky to Sartre; Martin Heidegger, Basic Writings; Samuel Beckett, Waiting for Godot; Michel Foucault, The History of Sexuality, vol. 1; Milan Kundera, The Unbearable Lightness of Being.

Particulars: The course is writing-intensive. Course evaluation will be based on three short "reflection" papers (25%), two take-home exams at mid-semester and end-of-term (25%), a term essay (25%), and class participation (25%). This course fulfills the Emory College Post-Freshman Writing Requirement.

History 385-000: Special Topics in History: Public Policy & NGO's (Same as Pols. 385)

Creekmore/Hochman; MAX:10

See Political Science

History 385-001: Special Topics in History: Anger & Love: Emotions in the Medieval West

McGrath; MAX:40

Content: Did medieval people experience modern emotions? If so, did they interpret and react to them in the same way we do today? What purpose did emotional displays serve in medieval society? This course seeks to answer these basic queries. It will do so by concentrating on two powerful emotions: anger and love. By examining the treatment of these two paradoxical emotions, we will be able to draw a number of conclusions about the role and function of emotions in medieval Europe. In addition to historicizing these emotions, this course will also investigate larger questions of the universality and innate nature of emotional responses.

Texts: The focus of this course will be a close reading of primary texts from the period with the addition of some secondary literature. These may include Beroul's The Romance of Tristan; The Book of Sainte Foy; Galbert of Bruges' The Murder of Charles the Good; Yvain, or the Knight with the Lion; and The Saga of Thorstein Staffstruck.

Particulars: The requirements for the course include regular attendance and participation, periodic reading quizzes, a term paper of 10-12 pages with an annotated bibliography, and a take-home final exam.

History 385-002: Special Topics in History: Religion in 20th Century America

Stewart; MAX:30

Content: Few issues are more explosive in modern society than the intersection of religion and politics. And, in a nation that proclaims a strict division of church and state while simultaneously celebrating its religiosity, the intersection of religious tradition and secular society in twentieth-century America provides a particularly potent example of this dynamic. This class will offer an examination of the major religions in the twentieth-century United States and their influence on its nationalism, politics, education, foreign policy and culture. Students will learn to develop their critical thinking skills as we engage a variety of sources, both primary and secondary, and determine their significance to larger historical trends within modern American religious history.

Texts: The main texts for this course will be Patrick Allitt, Major Problems in American Religious History; Edward Larson, Summer for the Gods: The Scopes Trial and America's Continuing Debate Over Science and Religion; Leo Rosten, Religions of America; and Marcia Z. Nelson, The Gospel According to Oprah. Students will also read a variety of articles available on e-reserves.

Particulars: Grading will be based on several short essays, weekly online postings, class participation and one research paper (10 pages). There will be no exams.

History 385-003: Special Topics in History: World War I

Kronenbitter; MAX:30

Content: The First World War is the "great seminal catastrophe of the twentieth century" (George F. Kennan). New forms of warfare required mass mobilization on an unprecedented scale. Millions of people were wiped out in the war. The global conflict toppled four empires and transformed European political systems, social structures and culture life profoundly. The Great War shaped international relations for two decades and undermined European colonial empires in the long run. The October Revolution in Russia and America's entry into the war in 1917 marked a turning point in modern history. This course will deal with the political, military, social, economic and cultural history of World War I, from the July Crisis of 1914 to the peace treatises of 1919-20 and the collective remembrance of the Great War.

Texts: Niall Ferguson, The Pity of War; Marc Ferro, The Great War 1914-1918; David Stevenson, Cataclysm: World War I as Political Tragedy; Hew Strachan, The First World War; Jay Winter, Sites of Memory, Sites of Mourning: The Great War in European Cultural History.

Particulars: Course evaluation will be based on class participation, a research essay and a final exam.

History 385-004: Special Topics in History: Medieval Epic and Romance

White; MAX:30

CANCELLED

History 385-005: Special Topics in History: History of the Holocaust (Same as JS 324 & REL 324)

Lipstadt; MAX:10

See Jewish Studies

History 385-006: Special Topics in History: Slavery in Africa from 1400 to 1900 (Same as AFS 389)

Vos; MAX:20

Content: This course is designed to introduce students to key themes in the study of slavery in Africa between 1400 and 1900. It will outline the main theoretical positions in the historiography, and survey trends in the history of African slavery using Paul Lovejoy’s Transformations in Slavery. Additional literature is selected to highlight specific topics and regional variations. Particular attention will be paid to the impact of the Atlantic slave trade on slavery in Africa, the relationship between women and slavery, and the end of slavery in Africa in the nineteenth century resulting from the abolition of the Atlantic slave traffic and the rise of colonial rule.

History 395-007: Special Topics in History: Byzantine Literature (Same as IDS 385)

Ekonomou; MAX:5

See IDS

History 385-00P: Special Topics in History: Blacks and Jews in American History (Same as JS 371 & AAS 385)

M. Davis; MAX:

PERMISSION OF INSTRUCTOR REQUIRED.

Content: This course will examine the history of interactions between black Americans and Jewish Americans in the United States. These interactions have been harmonious and cooperative at times, but at times their interests have radically diverged, and relations have been strained. While groups of black Americans and Jews have regarded each other with varying degrees of respect or suspicion, individuals have interacted, created personal relationships, and even taken on elements of the others' identity, in ways that complicate the stories of these two groups even further. This class will engage historical and literary instances of all of these scenarios, and will show how the lives of both blacks and Jews in the U.S. -- and relations between the two groups -- have changed over time.

Texts: TBA

Particulars: Course requirements consist of regular participation in class discussions, an in-class presentation, a research paper based upon primary source materials, and a book report.

History 385SWR-000: Special Topics in History: Food & Taboo: The History of Dieting II (Same as IDS 385SWR & Ant. 385SWR)

Gilman; MAX:3

History 385SWR-001: Special Topics in History: Tradition in Modern China (Same as CHN 471SWR & ASIA 375SWR)

Kurtz; MAX:3

History 487SWR-000: JR/SR Colloquium: Coercion & Contention in French Rural History

Houghtby

CANCELLED

History 487SWR-001: JR/SR Colloquium: Literature & Revolution

Amdur; MAX:12

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

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

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

History 487SWR-002: JR/SR Colloquium: The Way to Armageddon! Outbreak of WWI

Kronenbitter; MAX:12

Content: On 28 June 1914 the Archduke Franz Ferdinand, heir to the throne of Austria-Hungary, was assassinated in Sarajevo. Less than five weeks later, at the end of the July Crisis, the major powers of Europe plunged into what became World War I. Because of the disastrous consequences of this decision, the question of responsibility for the outbreak of the war was hotly debated among historians and politicians in the 1920s and 1930s. In Germany, the Fischer-Ritter controversy of the 1960s stimulated research into the role of the German political and social elite in 1914. In the last decades long-term causes of the war and civil-military relations were analyzed by scholars. The main emphasis of recent studies is on the shortcomings of the international system at the beginning of the 20th century, the role played by Austria-Hungary and Serbia, and the impact of détente policy on international relations. In this course we will discuss the results of more than 80 years of historical research on the outbreak of the First World War.

Texts: Richard F. Hamilton, Holger H. Herwig, Decisions for War, 1914-1917; David G. Herrmann, The Arming of Europe and the Making of the First World War; James Joll, The Origins of the First World War; David W. Langdon, July 1914: The Long Debate, 1918-1990; Annika Mombauer, The Origins of the First World War: Controversies and Consensus; Samuel R. Williamson, Jr., Russel Van Wyk, July 1914: Soldiers, Statesmen, and the Coming of the Great War; Keith Wilson (ed.), Decisions for War, 1914.

Particulars: Class participation, a book review, a presentation and a final research paper (20-22 pages). This course fulfills General Education Requirement I.C. (Post-Freshman Seminar).

History 487SWR-003: JR/SR Colloquium: Violence in Early Modern Europe, 1300-1800

Beik/Houghtby; MAX:12

Content: Was violence in the past different from violence in the modern world? In the Europe ruled by kings and nobles (from 1300-1800) there were several aspects to this question. One is to look at how people behaved towards each other. Another is to look at organized violence as seen in war and other forms of state oppression. A third is to study protest, resistance, revolution (what we might call "people's collective protest"). In those days there were few legal channels for political protest. As a result there were many subversive movements, ranging from desperate resistance by rural villagers or angry townspeople to military revolts by noble conspirators and major events 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 any and all of these possibilities in Europe 1300-1800 and the ways historians interpret them. Each student will research and write an analysis of one of these issues, using selected specific instances.

Texts: Julius Ruff, Violence in Early Modern Europe; Samuel Cohn, Popular Protest in Late Medieval Europe; Arlette Farge and Jacques Revel, The Vanishing Children of Paris; William Beik, Urban Protest in Seventeenth-Century France: the Culture of Retribution; David Andress, The People and the French Revolution. A number of relevant articles.

Particulars: The goal of the course will be to write a research paper on a particular topic. 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-004: JR/SR Colloquium: Europe's Postwar Transitions (Same as JS 490SWR)

Eckert; MAX:8

Content: This seminar examines Europe’s two main postwar transitions. We will zoom in on the chaotic end of the Second World War and the ensuing postwar decade as well as the last stages of the Cold War in the 1980s and the fall of Communism. Indeed, since it was only with the fall of the Berlin Wall in 1989 that the war-born division of Europe was ended, some scholars even call the entire era from 1945-1989/91 simply “postwar”. By focusing on these periods of transition, we will consider those events and experiences that – despite Europe’s diverse national, regional and ethnic cultures and histories – may be considered shared experiences and have hence become major pillars of European identity. The class accordingly closes with an examination of modern European memory. Topics in this course include patterns of retribution after the Second World War (violence, criminal justice, forced migration); the beginnings of the Cold War; Americanization in Western Europe; the fall of the Wall and the end of Communism; reckonings with Communist rule; and re-evaluations of the Second World War experience. This course fulfills General Education Requirement I.C (Advanced Seminar). It also fulfills the Emory College Post-Freshman Writing Requirement.

Content: Books will include Tony Judt, Postwar. A History of Europe Since 1945; Istvan Deak, Jan T. Gross and Tony Judt (eds.), The Politics of Retribution in Europe. World War II and Its Aftermath; Timothy Garton Ash, The File. A Personal History; Slavenka Draculic, How We Survived Communism and Even Laughed. The course will also draw on primary sources and film.

Particulars: The class is a seminar with a heavy reading load and strong emphasis on active participation in discussing weekly readings and the interpretation of primary sources. The assignments are designed to practice scholarly debate and writing, and lead to a research paper (16-20pp.) on a topic agreed upon between student and instructor. This course fulfills General Education Requirement I.C (Post-Freshman Seminar). It also fulfills the Emory College Post-Freshman Writing Requirement.

History 487SWR-005: JR/SR Colloquium: Herodotus and Thucydides

Patterson; MAX:12

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

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

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

History 488SWR-000: JR/SR Colloquium: The Ethnic Experience in America (JS 490SWR)

M. Davis; MAX:8

Content: The main objectives of this seminar are (1) to explore the experiences of ethnic groups and the overall historical meaning of ethnicity in America from colonial times to the present; and (2) to facilitate student research using primary documents on some aspect of race, ethnicity, immigration, or nativism in the United States. The seminar also aims to give students a working knowledge of some major books dealing with the development of scholarly ideas about ethnicity in its American context.

Texts: Scholarly sources will likely include (but are not limited to): The Wages of Whiteness by David Roediger; Whiteness of a Different Color by Matthew Frye Jacobson; The Strange Career of Jim Crow by C. Van Woodward; and The Ethnic Myth by Stephen Steinberg.

Particulars: Students will write short response papers on the assigned readings, and once in the course of the semester, each student will help lead discussion on one of these texts. In addition, they will complete an original research paper (15-20 pages) using relevant primary sources available in local libraries and archives. Students will also be asked to make an oral presentation of their findings toward the end of the term. Regular attendance and participation are vital to success in this course. This course fulfills General Education Requirement IC (Post-Freshman Seminar).

History 488SWR-001: JR/SR Colloquium: Marriage in 20th Century America

Celello; MAX:12

Content: This course explores how social perceptions, laws, political rhetoric and the lived experience of marriage changed (and, in some cases, stayed the same) in the twentieth-century United States. We will examine the many ways in which the history of modern relationships influenced men's and women's understandings of themselves and how married people interacted in their daily lives. We also will consider how this same history influenced the public, government, and legal system's changing understanding of marriage as a fundamental American institution.

Texts: Possible texts include: Jessica Weiss, To Have and to Hold: Marriage, the Baby Boom, and Social Change; J. Herbie DiFonzo, Beneath the Fault Life: The Popular and Legal Culture of Divorce in Twentieth-Century America; Renee Romano, Race Mixing: Black-White Marriage in Postwar America; George Chauncey, Why Marriage? The History Shaping Today's Debate over Gay Equality; Vicki Howard, Brides, Inc.: American Weddings and the Business of Tradition.

Particulars: Class participation and writing are both key elements in this course. Students will write discussion questions before each class session; several short reaction papers; and a longer piece of original research based in primary and secondary sources (15-20 pages). This course fulfills General Education Requirement IC (Post-Freshman Seminar).

History 488SWR-002: JR/SR Colloquium: The Revolutionary Atlantic

Desrochers; MAX:12

Texts: This course in comparative and Atlantic history invites students to think about the origins and outcomes of the American Revolution as episodes in British imperial history, and asks students to consider historical claims for and against its social and political significance alongside other "Atlantic Revolutions" of the late-eighteenth and early-nineteenth centuries in France, Haiti, and Latin America. Topics include race and slavery; colonialism and empire; popular politics, ideology, and political culture; democracy, republicanism, and freedom; and assorted "radicalisms."

Texts: Possible texts include Laurent Dubois, Avengers of the New World; Susan Dunn, Sister Revolutions; Eliga H. Gould, The Persistence of Empire; Jack P. Greene, Peripheries and Center; Christopher Hill, The World Turned Upside Down; Lester D. Langley, The Americas in the Age of Revolution, 1750-1850; Peter Linebaugh and Marcus Rediker, The Many-Headed Hydra; Pauline Maier, From Resistance to Revolution; Andrew O'Shaughnessy, An Empire Divided; Jeremy D. Popkin, A Short History of the French Revolution; João José Reis, Slave Rebellion in Brazil; Gordon S. Wood, Radicalism of the American Revolution.

Particulars: This is a reading- and writing-intensive course. Active engagement with the readings and meaningful participation in class discussions required, to which end paired students will lead the weekly seminar. The main writing assignment consists of a 20-25 page critical essay that challenges students to draw larger conclusions of their own about a particular aspect of the revolutionary Atlantic. This course fulfills General Education Requirement IC (Post-Freshman Seminar).

History 488SWR-003: JR/SR Colloquium: Experiencing the Civil War

Roark; MAX:12

Content: What was it like to live through (or to die in) the American Civil War? What difference did it make if one were a soldier or a civilian, white or black, slave or free, male or female, planter or yeoman? Students will explore the wartime experiences of southerners through secondary sources and most especially through individual research in manuscript sources. Woodruff Library's rich holdings include scores of collections of common soldiers, military leaders, politicians, women and civilian workers behind the lines, and more.

Texts: Several secondary readings on southern civilians and soldiers.

Particulars: Each student will write a research paper of approximately 25 pages, an abbreviated version of which the student will present orally to the colloquium. This course fulfills General Education Requirement IC (Post-Freshman Seminar).

History 489SWR-000: JR/SR Colloquium: Intervening in Africa (18th-21st century). A History of Development and Humanitarian Practices in Sub-Saharan Africa (Same as AFS 389SWR)

Jezequel; MAX:8

Content: This 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 inverventions 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 NGO's 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.

History 489SWR-001: JR/SR Colloquium: The Middle Kingdom: China & the World

Andrade; MAX:12

Content: China is known to its own people as Zhongguo, meaning "The Middle Kingdom," a conception that put China at the center of the world, the heart of civilization. It is an appellation that smacks of arrogance, and many have considered China to be ossified and closed to outside influences. But contemporary scholars are beginning to show that China was actually, for much of its history, an "Open Empire," receptive to ideas from outside and in close contact with many other areas of the world. This course attempts to resolve or at least clarify this paradox by approaching Chinese history from a global perspective. We will explore topics such as the Silk Road, the tribute system, the Great Wall, the Zheng He voyages, and China's relations with Europeans and North Americans. We will also make explicit comparisons between China and the west, especially as regards science, commerce, and industrialization. Throughout, we will pay close attention to the construction of historical narratives and the use of historical sources, with the goal of helping students complete a research paper of their own. This course fulfills General Education Requirement IC (Post-Freshman Seminar).

History 489SWR-00P: JR/SR Colloquium: The Palestine Mandate (Same as JS 490SWR)

Stein; MAX:3

Prerequisite: Hist 169/PS 169/ JS 169 or equivalent (no exceptions). Permission of Instructor Required.

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

Texts: Laurence J. Silberstein (ed.), New Perspectives on Israeli History: The Early Years of the State, and Kenneth W. Stein, The Land Question in Palestine, 1917-1939, and two books to be borrowed from the instructor. An extensive core of required articles and books will be available through the Woodruff Library reserve system.

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

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

Miller; MAX:20

PERMISSION OF INSTRUCTOR REQUIRED

Content: For Honors Students in history. Addresses historiographical and methodological issues, and offers practical guidance in thesis design and research, with details and emphases at discretion of instructor .

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.