History 190-000: Freshman Seminar: Sugar & Slaves (Same as AAS 190/AFS 190)

FRESHMEN ONLY

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., 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%).

History 190-001: Freshman Seminar: Jews in American Popular Media (Same as JS 190)

FRESHMEN ONLY

Goldstein; MAX:6

Content: This course will examine representations of Jews in American popular media from the birth of the motion picture through the age of television. It will also examine the role Jews themselves played in the entertainment industry and how film and television provided them with an arena in which they could work out important questions of American Jewish identity. Specific topics will include antisemitism in early film shorts, the significance of the Hollywood “moguls,” the connection between acculturation and Jewish humor, Jews and blackface minstrelsy, representations of Jewish women, ethnic imagery in the television sitcom, and the presentation of the Holocaust in film and on television.

Texts: Texts will include J. Hoberman and Jeffrey Shandler, Entertaining America; excerpts from Neil Gabler, An Empire of their Own: How the Jews Invented Hollywood; Joyce Antler, ed., Talking Back: Images of Jewish Women in American Popular Culture; Michael Rogin, Blackface/White Noise: Jewish Immigrants in the Hollywood Melting Pot; Jeffrey Shandler, While America Watches: Televising the Holocaust; and other readings on online reserve. We will also be viewing a number of films and television clips, a few of which will be scheduled during evening hours at a time convenient for class members. Most viewing, however, will be in class.

Particulars: Students will write four or five short response essays, based on the materials we read and view in class, and a longer paper at the end. Regular attendance and participation are vital to success in the course.

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

Bosnos; MAX:40

Content: History 201 provides an introduction to over fifteen hundred years of Western European society and civilization from the first-century Roman Empire to the sixteenth-century Protestant Reformation. Readings for this course will combine broad, overarching narratives of the early history of Western Europe with the details of those ordinary (and extraordinary) people who made this period so fascinating. Ongoing themes will include the development of political and legal institutions, the so-called "rise of the state," and historical change over time in addition to explorations of art and literature, religious dissent, contemporary living conditions, relations between family members and between the sexes, and the role of "marginal" people or groups in medieval communities.

Texts: To be announced. Previous texts have included Virgil's Aeneid, Beowulf, Einhard's Life of Charlemagne, the Song of Roland, Machiavelli's The Prince, and selections from Chaucer's Canterbury Tales.

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

Madden; MAX:40

Content: The goals of this course are to trace the development of European society from the Roman Empire circa the first century A. D. to the rise of nation states in the seventeenth century. In particular, we will examine the development of European states, institutions, economies, and societies as well as aspects of religion, art, and culture. In addition, throughout this course we will be revisiting the themes of what it means to be "western," "European," and, indeed, "civilized" by exploring these themes in the development of European history through the genre of travelers accounts. Travelers' accounts provide a lens through which to view changing ideas of self, other, and nationhood and we will be exploring the above themes in several of these fascinating narratives.

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

Irwin; MAX:40

Content: This course will examine the main contours of the history of European culture and society from 1648 to the dissolution of the Soviet Union in 1991. The trajectory of a series of "isms" that have come to define our world will be traced extensively: nationalism, imperialism, fascism, modernism, liberalism, radicalism, conservativism, etc. Detail will also be paid to the contours of gender and sexuality. What power did women have at any one time? What did it mean to be a man or woman? One purpose of this course is to determine the place of modernity in narratives of history. When does the modern begin and what does modernity itself mean? And a further objective will be to introduce the student to the craft of the historians’ trade.

Texts: Mark Kishlansky, Civilization in the West, Volume II; Beaumarchais, The Marriage of Figaro; Balzac, Colonel Chabert; Jan Gross, Neighbors; George Orwell, Why I Write; and assorted pieces that will be found on e-Reserve.

Particulars: Final grades will be based on a midterm, a final and class attendance and participation. A creative project that deals with the analysis of primary and secondary sources will also figure prominently into the grade.

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

Rosenbaum; MAX:40

Content: The history of Europe during the past four centuries has been a story of dramatic high’s and low’s. The modern era that began with such promise and optimism in the human spirit has ended in destruction, disenchantment, and increasing irrelevance for the European continent within the global community. This course will address these developments by shedding light on the major episodes, sites, and personalities of modern European history, with special attention to themes as varied as nationalism, industrialization, imperialism, and globalization, to name but a few. Our subject, broadly stated, is the transformation of the “Old Country” into modern Europe, but we will often consider the history of Europe within the context of the world beyond the continent itself.

Texts: Judith G. Coffin and Robert C. Stacey, Western Civilization, Volume II (core textbook); Voltaire, Candide; Karl Marx and Friedrich Engels, The Communist Manifesto; Wolfgang Schivelbusch, Disenchanted Night: The Industrialization of Light in the Nineteenth Century; Alan Adelson, ed. The Diary of David Sierakowiak: Five Notebooks from the Łódź Ghetto. Additional readings will be available on E-Reserve or J-STOR.

Particulars: Over fifty percent of the final grade will be decided by a midterm and final exam containing multiple choice, fill-in-the-blank, short answer, and essay questions. The students are also expected to write one, ten-page paper, entailing a substantial analysis of primary sources. Weekly quizzes will test students’ knowledge of European geography, and their completion of the assigned text book readings. Attendance and participation will also be considered in determining the final grade for the course.

History 203: The West in World Context

Payne; MAX:40

Content: This course will concentrate on the emergence and consequences of Europe’s role in the world. From a relatively backward, poor and fragmented hinterland of Eurasia, Europe rose to dominate the world in the half millennium from 1500-2000, profoundly influence it, and then to recede in the second half of the 20th century. This class will explore the causes and consequences of this historical trajectory with the emphasis on Europe, rather than the world. In other words, this is not a “world history” course but a history of Europe in the world. Discrete topics such as the medieval roots of European expansionism, the age of discovery, commodities and Empire, the impact of Revolution, “new” Imperialism, world wars, the Cold War and decolonization will all be addressed. Although different topics will highlight different European countries, please keep in mind that case studies will rely disproportionately on the instructor’s area of expertise, the Russian Empire and Soviet power.

Texts: Texts and reserve documents may include such works as Alfred W. Crosby, Jr., The Columbian Exchange: Biological and Cultural Consequences of 1492; Jarett Diamond’s Guns, Germs and Steel; Michael Adas, Machines as the Measure of Men: Science, Technology and Ideologies of Western Dominance; Pomeranz’s The Great Divergence; Mike Davies, Victorian Holocausts; Benjamin Barber, Jihad vs. Mcworld: From Hard Goods to Soft Goods; and excerpts from many more.

Particulars: Class assignments will include weekly discussion responses and reading quizzes. Exams will include an in-class mid-term and take home final. Class participation is mandatory.

History 203: The West in World Context

Hooper; MAX:40

Content: The primary goal of this course is to discuss historical events from a global perspective. The course considers the history of the West in the world context, so emphasis will be placed on the rise of European economic, political, and military dominance throughout the world, beginning in the sixteenth century. In this course, you will study cross-cultural encounters between 1500 and the present-day. Since this course cannot possibly present a comprehensive picture of world history over 500+ years, the goal is to expose you to a selection of historical texts that present histories that transcend national boundaries.

Texts: Readings will include excerpts from the following books: Alfred Crosby, The Columbian Exchange; Mike Davis, Late Victorian Holocausts: El Niño and the Making of the Third World; Edward Dreyer, Zheng He: China and the Oceans in the Early Ming Dynasty; Philip Gourevitch, We wish to inform you that tomorrow we will be killed with our families: Stories from Rwanda; Kenneth Pomeranz, The Great Divergence: China, Europe, and the Making of the Modern World Economy; John Thornton, Africa and Africans in the Making of the Atlantic World; Takashi Yoshida, The Making of the “Rape of Nanking”: History and Memory in Japan, China and the United States.

Particulars: The class will focus on a discussion of the readings. Assignments include map quizzes, a short book report, a research paper, and a final exam.

History 211: Making of Modern Latin America: Coerced Labor in Latin America: Slavery and Draft Labor (Same as LAS 270)

Borucki; MAX:30

Content: What did an Aymara-speaking man born in colonial Bolivia and a woman from pre-colonial Nigeria have in common? Systems of coerced labor subjected them to work in Colonial Latin America. This course compares two bodies of literature not usually studied together in order to ask three questions: What were the forces that pulled coerced labor from the Americas, Africa, and Europe during the early-modern Atlantic world? How did these systems of labor operate, and how did people from diverse cultural backgrounds respond to them? What were the long standing legacies that these dynamics left in Latin America? The goal of this course is to broaden the perspectives of students interested in the Atlantic World by exposing them to the experience of people from different continents who met in Latin America.

Texts: Mark A. Burkholder and Lyman Johnson, Colonial Latin America; George Reid Andrews, Afro-Latin America, 1800-2000.

Particulars: No final paper is required. Each student will write seven two-page responses to the topics studied in class during the course. Final grades will result from participation, short paper-responses, mid- and final-exams. The course is neither intended as a preparation for later Latin American history courses nor presumes pre-existing knowledge of the topic.

History 211: Making of Modern Latin America (Same as LAS 270)

Czeblakow; MAX:30

Content: This course surveys the history of Latin America since 1820, when most countries of the region obtained the political independence from Spain and Portugal. Using US-and Latin American made films as primary sources, as well as supplementary primary and secondary written sources, we will both critically analyze historical developments in Latin America as well as the assumptions and biases that go into the making of a film on Latin America. Through this process, we will grapple with these interrelated problems of history and historical interpretation: How do motion pictures represent the past, and, specifically, how do they represent the past of Latin America? How do movies affect history? How do historians, filmmakers, and moviegoers approach historical film?

Texts: The primary texts are the films we will watch on Latin American history. Some of the films include: The Mission; Burn!; Xica da Silva; Viva Zapata!; Memories of Underdevelopment; Bananas; Three Caballeros; Death and the Maiden among others. Written texts may include selections from Elisabeth Burgos-Debray, ed., I Rigoberta Menchú: An Indian Woman in Guatemala; Carolina Maria de Jesus, Child of the Dark: the Diary of Carolina Maria de Jesus; Mariano Azuela, The Underdogs: A Novel of the Mexican Revolution.

Particulars: Students will be expected to do the readings and carefully view the movies, to write film responses papers, to prepare film introductions, lead discussions, and write a short research paper.

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

Mann; MAX:30

Content: This course traces the incorporation of Africa into an expanded world economy from the middle of the 19th century to the present and examines the impact of this incorporation on the history of African cultures and modern nation states. It is designed to provide an understanding of the economic, social, and political forces that have shaped Africa in recent times and continue to affect the lives of people throughout the continent.

Texts: A. Boahen, African Perspectives on Colonialism; W. Soyinka, Ake; W. Soyinka, Death and the King's Horsemen; O. Sembene, God's Bits of Wood; B. Davidson, Modern Africa; Ghana: The Autobiography of Kwame Nkrumah; F. Fanon, The Wretched of the Earth.

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

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

Elder; MAX:40

Content: This course will provide an introduction to the major historical events and themes in American history from early contact between Europeans and Native Americans to the Civil War and Reconstruction. The course will pursue an understanding of this history through a focus on themes such as freedom and slavery, religion in American life, regional diversities and national unities. While the class will necessarily attempt to explain important political events in the development of the state, we will also try to interweave these events with their roots and implications in American lives.

Texts: James Roark, et al., The American Promise, Vol. 1: to 1877, compact 3rd edition. E-reserve and other texts to be announced.

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

Carter; Max:40

Content: This course will follow the evolution of American society from European contact to the end of Reconstruction in 1877. While providing a general, overall narrative of these three centuries, the class will focus specifically on several key developments and issues, such as the Jamestown and New England settlements (including the story of Pocahontas), the life and times of Benjamin Franklin, the American Revolution and creation of the new Republic, movement west and sectionalism, and the Civil War and its aftermath. Throughout the course, we will pay particular attention to the ways that race, class, gender, and region shaped experience, and highlight the stories of “regular” Americans as well as the famous ones. Both analyses by historians and primary sources will be examined.

Texts: The text book is Roark, et al, The American Promise, Vol. I, compact edition, 3rd ed., and its companion, Reading the American Past by Johnson. Other books will probably include The Autobiography of Benjamin Franklin, Incidents in the Life of a Slave Girl, and For Cause and Comrades. There also will be online readings.

Particulars: The class will consist of lecture and discussion. Grades will be based on class participation, quizzes and response essays, two exams, and one 5-8 page paper.

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

Allitt; MAX:60

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

Weinryb Grohsgal; MAX:40

Content: This course introduces the social, political, economic, and diplomatic forces which have shaped modern America. How did America emerge from the destruction of the Civil War to become the world’s most powerful nation? How did the United States become increasingly involved in international conflicts? What were the reactions of ordinary people and government to the changes of the nineteenth and twentieth centuries? We will consider the roles of race, ethnicity, migration, technology, and gender in shaping Americans’ views of their society and of themselves. 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.

Texts: To be announced. Texts will be available on e-reserve or library reserve.

Particulars: Course requirements include midterm and final examinations, discussion of weekly readings, short papers reflecting analysis of assigned readings, and occasional quizzes.

History 241-000: History & Text: Civil War Stories

Carter; MAX:20

Content: The Civil War has been described as “the crossroads of our being” for Americans. This course will explore how that crossroads was understood at the time and how that understanding has changed. We will study primary sources (such as accounts by soldiers, women on the homefront, and freed slaves) as well as secondary sources (by historians of the war). Propaganda, novels, and films will also give us the opportunity to see how the war shaped, and was shaped by, Americans at the time and since. We will pay attention to which stories are remembered, by whom, and why.

Texts: We will use a variety of sources, mostly on E-Reserves, including anti-slavery literature and pro-slavery pieces from the time, letters, diaries, narratives by former slaves, historians’ analyses of events and people, a recent novel, current documentaries, and contemporary non-fiction. Students will purchase approximately 3 books.

Particulars: Class participation is critical and will be facilitated by regular short essays, probably submitted on Learnlink. Other grades include a mid-term essay and a final paper analysis.

History 241-002: History & Text: Africa and the Atlantic Slave Trade

Misevich; MAX:20

Content: This course examines the history of West Africa from the eve of the Atlantic slave trade through its abolition in the mid-19th century. It focuses particularly on the African contexts of slavery and the slave trade and assesses the slave trade's impact on Africa. However, as a 241 course, it does not simply seek to provide a narrative of events spanning the West African coast during this period. We will be equally concerned with scrutinizing a wide variety of historical and modern sources on the slave trade and the context in which they were produced in an effort to examine how such material has contributed to our understanding of this period in the history of the Atlantic world.

Texts: Readings for this course will consist primarily of primary sources available online or photocopied and distributed before a given class. More general texts will be used less frequently and only when introducing a new topic. The latter may include: Philip Curtin, Africa Remembered: Narratives by West Africans from the Era of the Slave Trade; Paul Lovejoy, Transformations in Slavery: A History of Slavery in Africa; David Northrup, The Atlantic Slave Trade; John Thornton, Africa and Africans in the Making of the Atlantic World, 1400-1800. We will also be drawing heavily from two outstanding online databases accessible on all Emory computers in the library: Slavery, Abolition and Social Justice, 1490-2007; The Trans-Atlantic Slave Trade Database.

Particulars: A course designed to analyze and assess different kinds of "text" inevitably requires a substantial amount of class participation and a number of writing assignments. Fifth percent of your grade will be based on two written assignments: a short (2-3) page critical analysis of a primary source and a longer (8-10) page essay based on individual students' interests. Class participation will count for 30 percent of your grade and a final exam will make up the final 20 percent.

History 241-003: History & Text: History of American Conservatism

Spillman; MAX:20

Content: This course explores the history of American conservatism since the American Revolution, with particular attention paid to the Cold War-era conservative movement (1945-1989). Organized both chronologically and thematically, the course examines two of the most pressing questions related to the study of American conservatism—what makes someone a conservative, and how has conservatism changed over time? Through the deep and careful reading of primary sources, we will examine several important themes of American conservatism, such as: hierarchy and aristocracy, slavery and racism, mass democracy and liberalism, anti-communism and free speech, religion and toleration, the relationship of neoconservatism to American social policy and national defense, and the relationship between conservative ideas and practices.

Texts: In lieu of a textbook, this course explores selected readings from a wide variety of conservatives important to American conservative history such as Edmund Burke, John Adams, Nathaniel Hawthorne, John Calhoun, Henry Graham Sumner, Herbert Hoover, Friedrich Hayek, Ayn Rand, Whittaker Chambers, Russell Kirk, Richard Weaver, Barry Goldwater, William Buckley, Irving Kristol, Phyllis Schlafley, Ronald Reagan, George Will, etc.

Particulars: Course requirements include intelligent discussion of weekly readings, midterm and final exams, and occasional short papers and quizzes.

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

Goldstein; MAX:25

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

 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.

History 285: Plantation to Postcolonial (Same as LAS 270/IDS 285)

Goddard; MAX:5

SEE LATIN AMERICA STUDIES

History 304: The New Europe, 300-1000 A.D.

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 311: Europe since 1945

Amdur; MAX:40

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

Texts:   Prospective readings include:  William Hitchcock, The Struggle for Europe: The Turbulent History of a Divided Continent, 1945-2002 ; Laurence Wylie, Village in the Vaucluse; Mark Kurlansky, 1968: The Year that Rocked the World; Gunter Grass, Local Anesthetic; Stephen Kotkin, Armageddon Averted: The Soviet Collapse, 1970-2000;   A. Fazekas, ed., Jokes of The (Not So) Humorous Struggle Against Communism in Hungary; Tina Rosenberg, The Haunted Land: Facing Europe's Ghosts After Communism.

Particulars:   Writing assignments include short commentaries on class readings plus two short "special projects":  one on press coverage of social conflict in the 1960s, and one on oral history and memory.  There will also be a final exam.

History 312: Medieval & Renaissance England

Bosnos; MAX:40

Content: England witnessed profound legal, religious, economic, and social changes in the five centuries from the reign of Edward the Confessor to that of Henry VIII, c.1050 to c.1530. Some of these changes, such as the emergence of representative institutions and the development of the Common Law, are often perceived as signs of “progress” which led to the modern world we inhabit today. Other changes, for example violent colonization, severe economic crisis, and the misery of the Black Death, were certainly less positive in nature. Yet all of these changes—both good and bad—shaped English society and made England what it would become in the early modern and modern periods. Over the course of the semester we will thus cast a critical eye on the many highs and lows of English History as we trace the development of this society from the Norman Invasion to the Protestant Reformation and the dawn of Renaissance England.

Texts: TBA. We will use a significant number of articles and other readings from EReserve.

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 complicated by issues of class, race, gender and region 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 period.

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 341: Era of the American Revolution

Desrochers; MAX:40

Content: How did a 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 unintended consequences 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 those who lived through it to think in new ways about their lives, liberties, and pursuits of happiness.

Texts: To be announced. Representative 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.); Woody Holton, Forced Founders: Debtors, Merchants, Slaves, and the Making of the American Revolution in Virginia; Alfred F. Young, Masquerade: The Life and Times of Deborah Sampson, Continental Soldier; John Philip Reed, The Concept of Liberty in the Age of the American Revolution.

Particulars: This is a lecture and discussion course. Final grades will be based on class participation, completion of several short writing assignments, two short papers, and a final exam.

History 345: The U.S. since 1945

Harbutt; MAX:40

Content: We will address in this course a sixty-year period in recent American history bounded by the Hiroshima explosion and the War on Terror. It is an era of compelling interest but also one of rapid change, unprecedented prosperity, global tension and cultural confusion. It is therefore, in its domestic and external dimensions alike, a challenging subject: a media-drenched epoch characterized by familiar surfaces and elusive realities. We will endeavor to get to the bottom of it through a variety of political, economic, diplomatic and socio-cultural perspectives.

Texts: Texts will include Robert Griffiths & P. Baker eds., Major Problems in American History Since 1945; David Burner, Making Peace with the Sixties; Fraser Harbutt, The Cold War Era; Robert Reich, The Work of Nations: Preparing Ourselves for 21st Century Capitalism; James Baughman, The Republic of Mass Culture: Journalism, Filmmaking and Broadcasting in America Since 1941; Stephen Whitfield, The Culture of the Cold War.

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

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. Here the subject will be approached through "ethnohistory," an interdisciplinary method based on both 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, in ways very subtle as well as very obvious. This began with the first European settlers and continues to the present day.

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. Grade formula: final exam (40%), mid-term exam (20%), paper (20%), contribution to class sessions (20%).

History 349: The New South

Crespino; MAX:40

Content: The American South has long been a unique field on which fundamental American principles of liberty, democracy, and equality have been most dramatically contested. This course examines southern history from Reconstruction to the present, paying attention to the evolution of economic, social, cultural, and political life. Topics of particular interest include the reorganization of economic and political life in the aftermath of the Civil War, the rise of Jim Crow segregation, industrialization and urbanization, southern poverty, southern contributions to American popular and literary culture, the southern civil rights movement, the rise of the two-party South, and the political impact of southern evangelical Protestantism.

Texts: Nicholas Lemann, Redemption: The Last Battle of the Civil War; William Alexander Percy, Lanterns on the Levee; David Godshalk, Veiled Visions: The 1906 Atlanta Race Riot and the Reshaping of American Race Relations; 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;” Tim Tyson, Blood Done Signed My Name. 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: Non-US Economic History: The Israeli Economy (Same as Econ 351/JS 371/MESAS 370R)

Rivlin; MAX:30

Content: This course traces the history of the pre-independence and modern economy, examining the role of population growth and immigration; problems of inflation and stabilization; the balance of payments and sectoral developments. It analyses the role of the Histadrut, the defense budget; the economics of the peace process of the 1990s and Israel's integration into the world economy. The effects of the second Intifada and the current rapid growth of the economy are also examined.

History 351: Non-US Economic History: International Oil Market and the Political Economy of the Middle East (Same as ECON 351/MESAS 370R)

Rivlin; MAX:30

Content: This course examines the connections between the world's reliance on oil and the political economy of the Middle East. The first part of the course examines world energy markets and their development, with emphasis on the USA. It then places oil consumption into the wider energy context. The rise of China and India as energy consumers is also examined and some environmental issues are analyzed. The second part looks at the Middle East as an oil supplier: what was the role of the West and how rentier states have come into being. Economic and strategic conclusions are drawn.

History 361: Latin America since Independence

Gonzalez; MAX:40

Content: This course examines the history of post-independence Latin America with particular attention to economic, social, political, and cultural issues. After gaining a general overview of nineteenth, twentieth, and twenty-first centuries Latin America, we will read biographies as a means of focusing on specific regions.

Texts: E. Bradford Burns and Julie A. Charlip’s Latin America: A Concise Interpretive History will provide the basic overview of modern Latin America. The biographies we will read include those of Frida Kahlo, Mexican artist; Carolina Maria de Jesus, a São Paulo favela dweller; and Miguel Perdomo Neira, an Andean faith healer. Additional book chapters and articles will also be assigned.

Particulars: Students will be expected to do the readings, to write two papers (one is three to four pages in length; the other is to be eight to ten pages long), to lead class discussion at least once in the semester, to participate actively in all discussions, and to take both a mid-term and a final exam.

History 372: History of Modern Japan

Ravina; MAX:40

Content: An introductory survey of modern Japanese history, covering 1850 to 1950. There are no prerequisites. Topics include a brief survey of traditional Japanese society and politics; the fall of the shogunate and the Meiji Restoration; industrialization and economic development; the rise of political parties and labor unions; militarism and World War II; the American occupation and postwar recovery. Although the emphasis will be on major political events and institutional developments, we will trace social and cultural currents through literature, including one theater piece.

Texts: Duus, Modern Japan; Tanizaki, Naomi; Dower, Embracing Defeat; others.

Particulars: A midterm exam, final exam, and two short papers.

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 378: Modern Italy

Adamson; MAX:40

Content: The course focuses on the development of the Italian nation since 1800 and the relation of cultural life to that development. We will look closely at the experience of national unification, the difficulties and disappointments surrounding the subsequent “liberal” regime, Italy’s involvement in two world wars, the experience of fascism, and life in a postwar republic still polarized by the anti-capitalist ideologies that clashed in the interwar era. Specific topics include: Italy’s regional diversity and the special problem of the South; the feminist, futurist, and nationalist critiques of liberalism; political persecution and cultural expression under fascism; and a postwar social world characterized by increasing urbanization, consumerism, mass culture, and mafiosi.

Texts: Doumanis, Nicholas, Italy : Inventing the Nation; Davis, John A., Italy in the Nineteenth Century; Lampedusa, Giuseppe di, The Leopard; Tisdall, Caroline and Angelo Bozzola, Futurism; De Grand, Alexander, Italian Fascism: Its Origins and Development; Levi, Carlo, Christ Stopped at Eboli; Calvino, Italo, Marcovaldo; Gundle, Stephen, Between Hollywood and Moscow: The Italian Communists and the Challenge of Mass Culture, 1943-1991; Sciascia, Leonardo, The Day of the Owl; Severgnini, Beppe, La Bella Figura: A Field Guide to the Italian Mind

Particulars: Course evaluation will be based on two short papers, a take-home midterm, a term essay, class participation and a final exam, each weighted at 20%. Term essays (10-12 pages) should focus on the interpretation of a primary source or sources and may involve a person, movement, event or other phenomenon in modern Italian history.

History 395-000: Special Topics in History: Sugar and Rum (Same as LAS 385-001/IDS 385-008)

Goddard; MAX:5

SEE LATIN AMERICAN STUDIES

History 385-001: Special Topics in History: World War II in Europe

Kronenbitter; MAX: 40

Content: The course will focus on the European theatre of this greatest of twentieth century conflicts. It will handle the causes of war, the major military and political events from 1939 to 1945 and the implications for post-war Europe. Special attention will be paid to the Eastern front and Germany's war of annihilation.

Texts: Prospective titles include Anthony Beevor, Stalingrad; Norman Davies, No Simple Victory; Ian Kershaw, Fateful Choices; Catherine Merridale, Ivan's War; Gerhard Weinberg, A World at Arms.

History 385-002: Special Topics in History: U.S.-China Relations (Same as POLS 385)

Bullock; MAX:15

Content: This course will examine US-China relations from the American Revolution to the lead-up to the 2008 Olympics. While the course will focus on the period since President Nixon’s opening to China, it will include attention to earlier political, economic and social antecedents, especially the complex World War II, Civil War and Korean War period. Cultural relationships as well as traditional diplomatic and economic trends will be explored. The different roles of Congress, the Executive branch and corporate America in making China policy will be examined. The course will conclude by examining the major strategic, economic, technological and political challenges being encountered by China’s rise to great power status.

Texts: Four to five books will be required, including: Michael Hunt, The Making of a Special Relationship: The United States and China to 1914; Warren I. Cohen, America’s Response to China: A History of Sino-American Relations (Fourth edition); James Mann, About Face: A History of America’s Curious Relationship with China, from Nixon to Clinton. Multiple articles and chapters of books will also be assigned.

Particulars: The course will include a mid-term and final, several short writen and oral assignments and a 10-12 page research paper. Students will have the opportunity to use Jimmy Carter’s Presidential Archives for their research paper.

History 385-004: Special Topics in History: Why We Fight: America Chooses War and Peace in the 20th Century

Renouard; MAX:40

Content: This class asks a simple question that has no easy answer: What factors have led the United States into its modern wars? Many observers have argued that geographical isolation and economic power have given the U.S. a unique ability to avoid foreign entanglements. Yet in the modern era Americans have effectively “chosen” war on dozens of occasions, from world wars to temporary “police actions.” The focus of this course, then, will be the periods leading up to some of America’s most significant conflicts since 1898. We will debate the following questions throughout the semester: Are Americans chiefly interested in their own security and prosperity? Do we feel that we have a mission to spread liberal, democratic values abroad? What is the significance of war to American national identity and notions of citizenship? Is the U.S. an empire?

Texts: J. Garry Clifford, Kenneth J. Hagan, Thomas G. Paterson, eds., American Foreign Relations: A History, Volume II, Since 1895, 6th Ed.; Tony Smith, America’s Mission: The United States and the Worldwide Struggle for Democracy in the Twentieth Century; Kristin L. Hoganson, Fighting for American Manhood: How Gender Politics Provoked the Spanish-American Wars; David Reynolds, From Munich to Pearl Harbor: Roosevelt’s America and the Origins of the Second World War; Krenn, The Color of Empire: Race and American Foreign Relations; Alexis de Tocqueville, Democracy in America; Helene Christol and Serge Ricard, eds., Hyphenated Diplomacy: European Immigration and U.S. Foreign Policy; Samantha Power, A Problem from Hell: America and the Age of Genocide; Michael C. Davis, ed., International Intervention in the Post-Cold War World: Moral Responsibility and Power Politics; Walter LaFeber, Liberty and Power: U.S. Diplomatic History, 1750-1945 (abbreviated edition); Alex Roland, The Military-Industrial Complex (abbreviated edition); In addition, we will read selections from a diverse list of magazines and journals, including The National Interest, Atlantic Monthly, Foreign Affairs, the Weekly Standard, and Esquire.

Particulars: This course will be heavily focused on discussion and debate. Weekly debates (in the form of a public “trial” or seminar) will comprise upwards of 50% of a student’s final grade. All students will post questions for debate and discussion each week, and two students will take turns leading each week’s debates and discussions. There will be a short midterm exam and a short final exam based on classroom material and a selection of readings. You will also write two 4-6 page critical response papers.

History 385-005: Special Topics in History: The International History of the End of the Cold War, 1977-1992

Vigil; MAX:40

Content: This course will examine the history of the end of the Cold War from three fascinating perspectives: US-Soviet relations during the presidencies of Jimmy Carter, Ronald Reagan, and George H.W. Bush; Soviet politics and foreign policy from 1977 until the collapse of the U.S.S.R.; and the tumultuous history of Eastern Europe from 1980-1989, including the rise of Solidarity in Poland and the fall of the Berlin Wall. Some of the questions that we will consider include: When and why did the Cold War end? Did Ronald Reagan really win the Cold War? Why did Soviet policy toward Eastern Europe and the United States change so profoundly after 1985? What caused the collapse of the Soviet Union?

Texts: Timothy Garton Ash, The Magic Lantern: The Revolution of '89 witnessed in Warsaw, Budapest, Berlin, and Prague; Archie Brown, The Gorbachev Factor; Slavenka Drakulic, How We Survived Communism and Even Laughed; Stephen Kotkin, Armageddon Averted: The Soviet Collapse, 1970-2000; Paul Letow, Ronald Reagan and His Quest to Abolish Nuclear Weapons; Olav Njolstad, The Final Decade of the Cold War: From Conflict Escalation to Conflict Transformation.

Particulars: Grades will be based on mastery of lectures and a heavy reading load, participation in weekly class discussions and a special class debate, two substantial research papers, and a final examination.

History 385-006: Special Topics in History: South Asian Politics since 1945 (Same as POLS 385/ASIA 370)

Creekmore; MAX:10

Content: This course analyzes the political and economic developments in South Asia, particularly in India, Pakistan, and Afghanistan, over the past 50 years from a historical, political institutional, and policy perspective. Possessing 20 percent of the world's population, this region will play an increasingly important role in international affairs in the future.

History 384-007: Special Topics in History: Goa & Globalization 1500-1800 (Same as CHN 375R/EAS 385-002)

Magone; MAX:3

Content: Located on the west coast of India, in the region known as the Konkan, Goa became forcefully part of the Portuguese seaborne empire in 1510. Through its strategic position along the maritime routes connecting Lisbon to the African and Asian continents, Goa was in fact the main logistical center of world globalization in its first two hundred years, serving as a relay between Europe and China in the age of colonialism. The main goal of the course is to look at the Portuguese world empire through its most important location in order to sketch out a complex and multi-layered picture of globalization in its beginnings. Topics include the politics of European expansionism, the technology of maritime navigation, the logistics of early modern colonial empires, the silver/silk trade between China and Japan, the China and Japan missions, and Goa's competition with Batavia and Manila.

Texts: J.R. Russell Wood, The Portuguese Empire, 1415-1808: A World on the Move; Jonathan D. Spence, The Memory Palace of Matteo Ricci.

History 385-008: Special Topics in History: African American Social & Political Thought (Same as AAS 385/AMST 389)

Gadsden; MAX:3

SEE AFRICAN AMERICAN STUDIES

History 385-009: Special Topics in History: Segregation (Same as AAS 385/AMST 389)

Gadsden; MAX:3

SEE AFRICAN AMERICAN STUDIES

History 385WR: Special Topics in History: Byzantine Literature (Same as IDS 385WR/CL 328WR)

Ekonomou; MAX:6

SEE IDS

History 385WR-00P: Special Topics in History: The Irish-American Experience (Same as ENG 389RWR)

Flannery; MAX:5

SEE ENGLISH

History 385: Special Topics in History: Religious Traditions in the Literature of Late-Medieval England (Same as IDS 385/Eng 303/REL 387)

Dzon; MAX:3

SEE INTERDISCIPLINARY STUDIES IN CULTURE AND SOCIETY

Amdur; MAX:12

Content:  This course poses the question of how a country's formative experiences are remembered collectively in politics and culture.  Examining events such as wars and revolutions, the class will target the ways that societies face up to collective traumas or acknowledge collective responsibility for darker sides of their history, and the lingering presence of these "ghosts" in later years.  While drawing most of its cases from modern European history, the course will pose analogies to similar patterns in America and elsewhere and invite students to choose those countries for their individual projects if they wish.

Texts:  Prospective readings include:  Paul Fussell, The Great War and Modern Memory; Dalton Trumbo, Johnny Got His Gun; Deborah Lipstadt, Denying the Holocaust: The Growing Assault on Truth and Memory; Richard Evans, Lying About Hitler: History, Holocaust, and the David Irving Trial; Robert Jay Lifton and Greg Mitchell, Hiroshima in America: A Half-Century of Denial; Tina Rosenberg, The Haunted Land: Facing Europe's Ghosts After Communism.  A selection of feature-length films, such as "The Nasty Girl" (on Germany) and "A Self-Made Hero" (on France) will also address the use of cinema to confront controversial issues of a nation's past.

Particulars:  Writing assignments include a short project on oral history and memory plus a final project of some 15-20 pages on a subject of the student's choice.  There will be no final exam.

History 487SWR: JR/SR Colloquium: Hermits, Traitors and Witches in Medieval Society

Bosnos; MAX:12

Content: Lords, ladies, kings, queens, and priests were not the only people in medieval society--what about heretics and saints, Muslims and Jews, teenagers and the poor? What roles did these people play in the societies in which they lived? Did individuals such as these live at the center of their communities or on the fringes? Why don’t we know more about some of these people? Does it matter?

Questions such as these reflect the difficulties historians encounter when studying cultures remote in time and space from our own, foremost among them our own biases as “impartial” observers of the past. With these difficulties in mind, this course provides both a starting point for the exploration of the social history of medieval Europe and a platform for investigating the historiographical issues involved in the study of minorities, marginal groups, and processes of marginalization in Europe c.1000-1300. During this semester we will analyze and debate notions of social center and periphery and identify potential pitfalls in attempting to study people on the political, economic, and geographical margins of medieval European society.

Some familiarity with European history before 1500 is recommended.

Texts: TBA. We will use a significant number of articles and other readings from EReserve.

Particulars: One research paper (c. 4000-6000 words) and active class participation required.

History 487SWR: JR/SR Colloquium: Morals, Reputation, Trust, 1500-1800

Rosenberg; MAX:12

Content: Pre-industrial peoples attached as much significance to personal and group reputation as we do today—in fact, perhaps even more so. Mutual assessments of honor, fair-dealing, and honesty colored their everyday transactions. On the political plane, judgments of trustworthiness influenced how subjects viewed their leaders. Since reputation mattered as much as it did, people spared no effort in trying to keep theirs clean, or cleaning it up when under attack. The course will consider how this framework of perceptions functioned in a variety of contexts: slander suits, dueling, criminal proceedings, commerce, political uprisings, interactions overseas, and early science. Our examples will be drawn from British, French, and Dutch history, although students will be free to research other parts of Europe if they prefer.

Texts: The readings in this class will combine book chapters and articles on electronic reserves. Readings will be concentrated in certain weeks so as to allow time for research at other moments during the semester. Possible authors include: Stuart Carroll on honor in the context of dueling; Laura Gowing on slander; Cynthia Herrup and Lisa Silverman on legal norms and the implications of torture; Steve Shapin on the reputability of early science; Craig Muldrew on credit; and Benjamin Schmidt on the dilemmas of overseas expansion.

Particulars: Familiarity with European history or culture before 1800 is an asset. No exams. Assignments will include three short reflections (2 pp. each), research exercises on the way to the paper, and a research paper (20 pages).

History 488SWR: JR/SR Colloquium: Jimmy Carter's America

Crespino; MAX:12

Content: This course uses the political life of Jimmy Carter as a lens through which to explore a variety of key issues in post-World War II America. Class readings will be centered around a range of social, political and cultural crises that either came to a head or evolved in significant ways during the course of the 1970s. Among the topics of interest are the energy crisis; the Cold War and the policy of détente; Middle Eastern politics and the Camp David Accords; the politics of school desegregation; feminism and the Equal Rights Amendment; and evangelicalism and American politics in the 1970s. Class meetings will rotate from week to week between a seminar room on campus and one at the Carter Library. Students will be required to write a 20-25 page original research paper based in large part on the Carter presidential archives.

Texts: TBA

Particulars: Students will be expected to read roughly 200-250 pages per week of primary and secondary source material. All assignments will be geared towards assisting students in completing a 20-25 paper based on original research at the Carter Library.

History 488SWR: JR/SR Colloquium: In Their Words: Americans, 1820-1880

Carter; MAX:12

Content: Americans witnessed profound change and turmoil during the middle of the nineteenth century. Obviously, the Civil War was a turning point for the nation and in the lives of countless people. This course will explore the history of mid-century America, largely through the writings of individuals from the era. Particular emphasis will be placed on the ways that gender, race, region, and class shaped identity, allegiance, and experience. The bulk of the course will cover important books about the period to appreciate the complexities of the era, the various questions that historians have identified, and the ways that scholars tell other people’s stories. Additionally, we will read and analyze primary documents. All of this grounding is in preparation for a final research paper for the class.

Texts: Several substantial secondary sources will be assigned, as well as primary source material. Likely texts will include Celia, a Slave, Embattled Courage: The Experience of Combat in the American Civil War, The Sea Captain’s Wife, A Year in the South, Race and Reunion, articles and essays on E-Reserves, and others. A more complete list is available upon request.

Particulars: Students will read, on average, one substantial book (or its equivalent) each week. Weekly discussion, led by students, will drive course meetings and contribute to the final grade. Students must also present their research and writing to the class. The final research paper of approximately 20 pages will make up a large part of the final grade and will come from the ample resources in MARBL.

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

Zainaldin; MAX:12

Content: This course will survey critical legal opinions, commentaries, and disputes that have occurred in the American legal system from the colonial era to the present. We will learn how to read and understand a law case, the difference between "civil" and "common law," the role of the attorney and the role of the judge, and the meaning to be given to judicial opinions and legislation. The course assumes that there is a tension among American values--values of liberty, community, democracy, the public good, the private good, and public policy. We will attempt to understand how these tensions arise in the context of law, and are resolved (or not) in American history.

Texts: Stephen B. Presser and Jamil S. Zainaldin, Law and Jurisprudence in American History: Cases and Materials.

History 488SWR: JR/SR Colloquium: The Professions in America

Prude; MAX:12

Content: The colloquium will consider the origins, development and meaning of the professions in America from the Revolution to the present. Each week students will read an assignment in common and then meet to discuss the material. Emphasis will be placed on the evolution of professional lawyers, doctors, artists, and sports figures, as well as the emergence of professional opportunities for women and minorities. The changing experience of young adults in choosing a profession and the relationship between vocational choice and the formation of personal identity will also be explored.

Texts: Readings will include selections from B. Franklin, Autobiography; N. Harris, The Artist in American Society; J. Auerbach, Unequal Justice; S. Lewis, Arrowsmith; R. Kahn, Boys of Summer; S. Turow, One L.

Particulars: No exams. There will be one paper, 15-20 pages, on a topic relating to the course but of the student's choosing.

History 489SWR: JR/SR Colloquium: Contemporary Issues in Israeli Politics (Same as POLS 490SWR)

Shultziner; MAX:6

Content: This colloquium looks at developments in Israeli politics, society and constitutional arrangements from the 1990s until present day. The main topics that will be covered in the course are the changing agenda and nature of the Israeli politics, the role of the Israeli Supreme Court in shaping political realities, new dimensions of political extremism, gender politics, and interest groups. A relevant historic review about each topic will precede each topic and will provide understanding of Israeli politics, society and law along specific topics. No previous knowledge of Israel is required.

Texts: Gershon Shafir and Yoav Peled. 2002. Being Israeli; Shultziner, Doron. 2006. “A Jewish Conception of Human Dignity: Philosophy and its Ethical Implications on Israeli Supreme Court Decisions” Journal of Religious Ethics 34(4): 663-683; Inbari, Motti. 2007. "Religious Zionism and the Temple Mount Dilemma - Key Trends" Israel Studies 12(2): 29-47; Zalmanovitch, Yair. 1998. "Transitions in Israel's Policymaking Network" The Annals of the American Academy 555: 193-208.

Particulars: Grading based on active participation, presentations, and a seminar paper.

History 494-00P: Internship

(WRITTEN PERMISSION OF INSTRUCTOR REQUIRED)

Payne; MAX::12

Content: The internship program provides history majors with the opportunity to apply their academic knowledge to practical experience. This will involve placing students in actual work situations with various government agencies or other institutions which deal with historical questions and materials. These may include the Georgia Department of Archives and History, the Historical Preservations Section of the Georgia Department of Natural Resources, the Atlanta Historical Society and the Carter Center. The student is responsible for identifying and securing acceptance to an internship position. All projects must be approved by the Director of Undergraduate Studies who can supply suggestions and information on possible internships.

Particulars: PERMISSION OF INSTRUCTOR (Director of Undergraduate Studies) REQUIRED: To be eligible for a history internship a student must be a junior or senior history major with a minimum 3.0 cumulative GPA. Applications available in the History Dept. office must be submitted to the instructor prior to the semester in which the internship will be taken. The student must be registered for the internship in the semester the internship is completed. Four credit hours are earned for ten to twelve hours of work per week for 14 weeks of the semester and a fifteen-page research paper. Course grade is based on the project supervisor's written evaluation of the intern's performance (50%), and on the quality of the research paper (50%) as evaluated by the instructor.

History 495-00P: Introduction to Historical Interpretation

Rosenberg; 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.