This is a service-learning course that integrates traditional coursework with personal reflection and community involvement. The goal of the course is to explore the dynamics of formal and informal education in urban settings. This course will help university students to understand the effects of social history and culture on the social identity of young children and how community members, especially elders, help to create and support positive roles for young children within this community. Students will work closely with members of the community and program staff to document cultural beliefs and practices that help to shape social identity and social expectations within the community.

As a requirement for the course, students will complete five hours of service each week in the Detroit public school system to develop practical service-learning models. Assisting educators in implementing these developed programs will give students the opportunity to put into practice the theory of service-learning.

This course introduces students to the history of the Caribbean by examining the concept of diaspora. We particularly focus on two kinds of diasporas. The first emerged from the Atlantic slave trade and evolved into a complex, interconnected patchwork of Creole cultures on the islands. The other began with a great movement of workers and families out of the islands in the 20th century and the formation of Caribbean communities in the U.S., Canada, Britain, and France. Readings include works of history, anthropology, and fiction.

New York Modern is designed as a broad historical exploration of the diverse cultural life of New York City — from its emergence as a modern metropolis during the 1820s through late twentieth-century developments such as punk rock and hip hop. Along the way, we will consider a wide range of social experiences (white/black/Asian/Latino, male/female, straight/gay, etc.) and cultural forms (theater, museum exhibitions, novels, dance, music, and film). The course operates on two basic levels.

Above all, it provides an engaging introduction to the many varieties of American cultural modernism. But it also offers more focused explorations of the neighborhoods, institutions, and historical forces that have made New York City the epicenter of American culture for over two centuries.

We will take an interdisciplinary and muti-media approach to the study of the relationship between poliitcs and culture in realms ranging from the expressive arts to intellectual production and organized social movements. With a focus on African American cultural production, we will also consider the importance of of broader black global and diaporic influences by looking at the intersections of Black American, African, and Caribbean artists and intellectuals. Drawing on a wide variety of texts, film, and music, each class will include discussion of articles and/or books as well as analysis of film, music, and/or paintings. The class will span the twentieth century with an emphasis on the middle decades of the century, and include such artists as Duke Ellington, Louis Armstrong, Nina Simone, Katherine Dunham, Alvin Ailey, Romare Bearden, Jacob Lawrence, Marion Williams, Mahalia Jackson, Curtis Mayfield, Aretha Franklin, and Stevie Wonder.

This course will examine the interaction between different racial groups in the U.S. from the 19th century to our present moment. Conventionally, such studies focus solely on the relationship between African Americans and whites, relying on the hackneyed black-white paradigm of U.S. race relations. This seminar explodes that dichotomy, searching for a broader historical model, which includes yellow, brown, red, and ethnic white.

In other words, how did African Americans respond to the internment of Japanese Americans? What made desegregation cases like Mendez v. Westminster important precedents in the run-up to Brown v. Board of Education? What is a “model minority,” and why did Asians inherit the mantle from Jews? What is a “protest minority,” and why were Blacks and Jews labeled as such during the Civil Rights Movement? What is the relationship among Black Power, Yellow Power, the American Indian Movement, and the United Farm Workers Movement? How do mixed-race individuals and interracial marriages fit into this discourse? We will critically interrogate the history of contact that exists between and among these diverse “groups,” and whether conflict or confluence dominates their interaction. If conflict, what factors have prevented meaningful alliances? If confluence, what roles have these groups played in collectively striving for a multiracial democracy?

Necessarily comparative and broadly interdisciplinary, the course will tap both American Studies and Ethnic Studies for primary source material, scholarly secondary work, oral histories, sociological studies, fiction, poetry, film, visual art, and music (most notably jazz and hip hop) that touch upon these relationships.

This seminar explores the role of comedy in shaping and challenging racial, gender and sexual identities from the 20th century to the present. From black face minstrelsy to the work of more recent stand-up comedians, the course will pose and seek to answer social questions posed by these performers. For example, does comedy more often reflect gender, ethnic, and racial stereotypes or challenge them? How do we account for the persistent emphasis upon racial and gender differences? Can comedy be “politically correct” and still be funny? How important is in-group laughter to comedy’s success and what should we make of the uncomfortable laughter of those not in the in-group? We will explore the work of comics from Bert Williams and Stepin Fetchit to that of Freddie Prinze, Sr., Margaret Cho and Chris Rock. We will investigate the work of modern comics through the ideas of modern thinkers who have written on the cultural history of American humor and the psychology of comedy and jokes. Students will be required to write feedback essays and a final critical “portfolio” on modern comedy in the U.S.

From the lynching advocated in D.W. Griffith's Birth of a Nation to the feminization of East Asian bodies in David Henry Hwang's M. Butterfly, to ethnographies of mail order brides and sex tourism, this course will examine the intimate links between race and sexuality. Through ethnography, film, literature and diverse histories, we will investigate how race gets sexualized and how sexualities get racialized through processes of globalization and in particular local and national settings.

This course will include mid-term and final papers, as well as short weekly reading responses. Grades will be based on the quality of written work, on class participation, and on attendance.

This course is about the human body and the senses from the comparative and historical perspective of anthropology. People in different cultures have strikingly different ways of using their bodies to "make sense" of their worlds. Our purpose in this course will be explore such questions as these. How do people communicate with each other through the gestures and movements of their bodies, including their faces. Is there a natural order of the senses? What would be the nature of a world organized around smell, touch, or sound, rather than sight, as a dominant mode of knowing, or a world perceived through the feet? How do people acquire their bodily educations, for example, their notions of gender, age, beauty, purity, or strength? Is there a politics of the body and the senses? For example, why should "taste" be a mark of social class? Are social relations species-specific, or might our bodies and senses (for example, as mammals and vertebrates) provide us with means of communicating and relating more broadly? Could we ever get a sense of what it is like to be a cat or a bird or a tree? We will begin with an over view of how anthropologists study the body and the senses from a comparative perspective, focusing especially on the sensory construction of social worlds. Then we will focus on case studies of our key questions, concluding with a consideration of how attention to the varieties of bodily and sensory experience might contribute to our understanding of human behavior overall.

COURSE REQUIREMENTS: This is a small, seminar-style course involving a lot of student participation in reading and discussion research projects, and writing. Assignments will include: weekly discussion papers on the reading, one or two presentations, small research projects, and three papers during the term.

Credit Exclusions: Credit is granted for a combined total of 12 credits elected in introductory biology.

It has been said that "Nothing in biology makes sense except in light of evolution." Life on earth evolved a uniform genetic code, later followed by neural codes for information processing. Physiological codes for survival are embedded in plants and animals. Among humans, many sets of religious codes have evolved through the tumult of harsh competitions over thousands of years. We will use evidence-based critical scrutiny to evaluate the utility and persistence of biological and behavior codes.

Credit Exclusions: Credit is granted for a combined total of 12 credits elected in introductory biology.

It has been said that "Nothing in biology makes sense except in the light of evolution." Life on earth evolved a uniform genetic code, later followed by neural codes for information processing. Physiological codes for survival are embedded in plants and animals. Among humans, many sets of religious codes have evolved through the tumult of harsh competitions over thousands of years. We will use evidence-based critical scrutiny to evaluate the utility and persistence of biological and behavior codes.

This seminar introduces first-year students to the intellectual community of social scientists working in the field of Afroamerican and African studies. The topic of the seminar varies term to term.

For most of the last half the twentieth century, scholars, journalists, and policy advocates have considered African American men to be in a state of crisis. This course provides a critical examination of works that aim to document and interpret that crisis. We will explore a range of arguments produced in the past thirty years that aim to define the state of Black masculinity and the social condition of African American men. These works will stimulate our effort to pose and answer questions about what, if anything, constitutes a condition of crisis for African American men and what needs to happen to and for them in order to improve their prospects in American society.

Taking its title from the Langston Hughes poem, this seminar will explore psychological aspects of race, ethnicity, and other cultural differences in the United States. What are some of the opportunities and obstacles to our joining with Hughes in affirming, "They'll see how beautiful I am . . I, too, sing America?"

Topics will include stereotyping, communication, cooperation, conflict, justice, and discrimination. For example: What are psychological theories about how individuals and groups might most benefit from life in pluralistic societies? What are some psychological dynamics of stereotyping? What are possible connections between various forms of discrimination (for example, racism, sexism, homophobia, and anti-Semitism)?

From the lynching advocated in D.W. Griffith's Birth of a Nation to the feminization of East Asian bodies in David Henry Hwang's M. Butterfly, to ethnographies of mail order brides and sex tourism, this course will examine the intimate links between race and sexuality. Through ethnography, film, literature and diverse histories, we will investigate how race gets sexualized and how sexualities get racialized through processes of globalization and in particular local and national settings.

This course will include mid-term and final papers, as well as short weekly reading responses. Grades will be based on the quality of written work, on class participation, and on attendance.

This course will explore how gender influences construction of the self. How does the answer to the question 'Who am I?' differ depending on one's gender. We will also investigate how beliefs about gender influence both the experience of emotion (What am I feeling right now?) and the expression (e.g., smiling, crying) of one's own and others' emotions. Students will examine their own beliefs and experiences as well as become familiar with basic controversies in this area.

How do issues of race, intergroup relations, and social group identity affect possibilities for building community in a democratic society? Students will explore issues of civic engagement and community building in a democratic society, taking into account issues of power and celebration, conflict and coalition, differences and common ground.

In this course, we will consider questions such as: West Indian and African-American—Are they the same thing? Can people be part of both groups at once? Does the distinction between African-American, West Indian, and Latino even make sense? Are Latinos like Sammy Sosa Black? Where do mixtures between hip hop, latin rap, salsa and dancehall reggae fit? How did R&B influence early reggae? How did early reggae influence hip hop? What is Colin Powell? What was Biggie?—African-American or Caribbean? How do we know?

By examining key works of African-American and Caribbean (Latino, Haitian, and West Indian) literature, music, and film, we will gain insight into the battles fought and the bridges built between these groups. Both immigrants from the Caribbean and African-American migrants from the South bring and brought their own culture, music, and dreams to the Northern cities like Detroit and New York. These cultures and dreams have clashed and blended, resulting in a variety of definitions and expressions of Black identity as well as cross-group stereotypes and tensions. We will analyze the development of these definitions, expressions, stereotypes, and tensions in relation to each other.

Required texts include: Edwidge Danticat, The Farming of Bones, Frederick Douglass, Narrative of the Life of Frederick Douglass Alain Locke, The New Negro.

Course pack — authors include Zora Neale Hurston, Claude McKay, W.E.B. DuBois, and Marcus Garvey.

Course Requirements: Short essays, individual presentation, final paper.

This course centers on Homer's Iliad and its paradigmatic value for military conflict in antiquity and the modern era. The course begins with a close reading of the poem and the complex narrative that transforms this subject into an evocative and enduring account of war. The remainder of the course considers works in a variety of disciplines (e.g., tragedy, philosophy, psychology) for which the Iliad has provided an access point to understanding war and its call to remembrance.

This class will study the extant Greek novels by Chariton, Xenophon of Ephesus, Achilles Tatius, Longus, and Heliodorus as well as the two Roman novels by Petronius (the Satyricon) and Apuleius (the Golden Ass). We will discuss characterization, suspense / narrative variety (vs. boredom / repetition), pathos, etc. Also, we will try to assess the genre more generally: typologically (What are the constituents of an ancient novel?); literary-historically (the origins of the genre; influence of, e.g., epic, tragedy, historiography); levels of intent (mere entertainment such as soap opera? literary qualities?); potential readership; etc. We shall also look at the reception of the genre in modern times (Shakespeare, Voltaire, C.S. Lewis, Fellini, etc.). All reading in English.

Course requirements: Readiness to read approx. 80-100 pp. per week; one 20-minute oral presentation; two short (3-4 page) papers (after the first and second thirds of the term); final exam: either long (10-page) paper or written exam (during exam period) covering the material of the entire term.

The remains of many Roman cities throughout the Mediterranean enable the archaeologist to penetrate deep into the everyday lives of the Romans. Some of these cities continue to be lived and worked in today, while several retain only the slightest traces of their once bustling activities. Others, however, preserve largely intact houses, shops, and monumental public buildings. All of these cities developed among unique historical, cultural, and geographical landscapes, yet each incorporated distinctive and familiar urban features in a bid to follow the Roman ideal.

In this course we will investigate all the parts that make up a Roman city. We will learn of how archaeologists interpret these urban ruins, and of what types of questions can (and cannot) be answered from the available evidence. From the many types of buildings that lined the streets, to their decoration and use of space, we will unlock the Roman past, and recreate the daily experience of living in a Roman city. We will explore, especially, Rome, Ostia, Pompeii, and Herculaneum, but also other cities from across the Roman Empire in an attempt to understand how the Romans built and organized their structural and social environment, and to learn of their engineering feats, artistic tastes, and cultural persuasions.

The course introduces first-year students to cultural studies in general and Dutch Studies in particular, integrating social, political, and economic history with literary renderings, and artistic representations of colonialism. The Netherlands has been an active participant in shaping the world as we know it, through mercantile and political involvement around the globe. The Dutch were colonizers of Indonesia and its many islands, founders of New Amsterdam/New York, traders in West Africa, first settlers in Capetown in South Africa, and the first trading partners with the Japanese. The Netherlands held colonial power over Suriname until 1975; other West Indies islands, i.e., Aruba, Bonaire, Curaçao are still part of the Dutch Kingdom. We will trace the origin and development of the Dutch expansion in the world, how countries were conquered and political systems were established. Mercantile gains as shown in the spice trade and the many aspects of the slave trade will be emphasized. The role of the Dutch East India Company (VOC), once called the world's largest multinational in the 17^th and 18^th century, will be examined. We will read from the vast body of Dutch literary works related to the East and West Indies, started as early as the 17^th century.

What does it mean to spend four years at the University of Michigan? What is the purpose of higher education today? How do our idealized visions of the university experience compare to university life as portrayed in popular culture? In this seminar students learn how to see or “read” their own experiences at Michigan while examining various images, films, and texts that purport to represent university life. In conjunction with improving your analytical skills, you will also learn how to craft college-level essays. Later in the term you will investigate the demands of university writing within your chosen field of study.

John Milton is considered by many to be the most compelling, and the most maddening, poet in the English language. His subjects were enormous: the nature of creation, the origins of sin, the interdependence of free will and obedience, knowledge and mortality, sex and the state. His technical mastery — his sheer command of poetic line and poetic image — is unsurpassed. His career confounds the divisions we take for granted: Milton was at once an ivory tower intellectual and a practical servant to a revolutionary Commonwealth, a poet of empire and an anti-imperialist, a radical reformer in religion, governance, and relations between the sexes, and also a defender of patriarchy. We will devote our term to Milton's masterpiece, Paradise Lost, using the poem as our handbook for broad discussions about the aesthetic, political, social and religious questions it opened to vivid scrutiny. Students who are not in the Honors program may request permission of the instructor to register for this course.

In this course, we will consider questions such as: West Indian and African-American—Are they the same thing? Can people be part of both groups at once? Does the distinction between African-American, West Indian, and Latino even make sense? Are Latinos like Sammy Sosa Black? Where do mixtures between hip hop, latin rap, salsa and dancehall reggae fit? How did R&B influence early reggae? How did early reggae influence hip hop? What is Colin Powell? What was Biggie?—African-American or Caribbean? How do we know?

By examining key works of African-American and Caribbean (Latino, Haitian, and West Indian) literature, music, and film, we will gain insight into the battles fought and the bridges built between these groups. Both immigrants from the Caribbean and African-American migrants from the South bring and brought their own culture, music, and dreams to the Northern cities like Detroit and New York. These cultures and dreams have clashed and blended, resulting in a variety of definitions and expressions of Black identity as well as cross-group stereotypes and tensions. We will analyze the development of these definitions, expressions, stereotypes, and tensions in relation to each other.

Required texts include: Edwidge Danticat, The Farming of Bones, Frederick Douglass, Narrative of the Life of Frederick Douglass Alain Locke, The New Negro.

Course pack — authors include Zora Neale Hurston, Claude McKay, W.E.B. DuBois, and Marcus Garvey.

Course Requirements: Short essays, individual presentation, final paper.

A course in the nature and technique of contemporary short fiction, from the reader-writer's point-of-view. Close analysis of twelve examples of recent American prose, with an eye on authorial technique. Written work will consist of exercises in imitation, an effort to enter the style and specific rhetoric of the examples at hand. We will read short stories from Andrea Barrett, John Barth, Charles Baxter, Raymond Carver, Ernest Hemingway, Richard Ford, Jamaica Kincaid, Bernard Malamud, Lorrie Moore, Bharati Mukherjee, Tim O'Brien and Flannery O'Connor. The article of faith on which this course is based is that imitation is not merely the sincerest form of flattery, but also a good way to grow.

Environmental problems are complex. They are a tangled web of scientific, political, historical, social, economic, legal, and psychological factors. This seminar will use the lens of 'environmental conflict' to examine these multiple dimensions of environmental problems. Three conflicts will be explored in detail:

• the restoration of wolves to Yellowstone National Park;
• the decline of New England's fishery; and
• the toxic chemicals conflict portrayed in the book and movie A Civil Action.

Why and how do resources matter? To all living things, to primates, to humans in particular, to the two sexes? We examine this issue in four major parts: what constitutes “a resource,” and how resources affect the survival and reproduction of all living things; how past societies treated their environments in the struggle to get resources; shifts in human societies from agriculture to industrial production; and issues of population, resources, and environment today. Students will also calculate their own “ecological footprints.”

The purpose of this seminar is to begin to understand at both the global and local levels, the emerging responses to major problems resulting from unprecedented environmental changes. Initiatives to achieve future sustainability will be the focus of the seminar. We will begin with a multidisciplinary examination of global environmental and related social changes. Focus will be on the needs of humans and other life forms, including the biophysical conditions on which life depends. Interconnections between the natural environment and social and cultural systems will be emphasized. To help develop a "global" perspective, we will identify implications of these changes for local communities, particularly in the U.S.A. By critically examining the multiple meanings of "sustainable development" and "sustainability" and related practices, the seminar will address the emerging choices and actions for change. Emphasis will be on changes being pursued by communities, organizations, and individuals in response to growing perceptions of the unsustainability of established values and behaviors. Also, we will examine our own lifestyles in relation to achieving greater sustainability. To understand initiatives to achieve greater sustainability in local geographical communities, we will study the topics of sustainable consumption, land use, food security and agriculture, materials use, and business and economy. Discussions of these topics will draw upon print and electronic resources, presentations by guest practitioners, and community based experiences of the seminar's members. Readings will come from a wide range of publications including core books of readings by different authors (e.g., People, Land and Community, Vital Signs 1999, and Eco-Pioneers) and articles from a variety of journals (e.g., The Futurist, Science, Resurgence, Harvard Business Review, and Co-op Quarterly). Seminar members over the course of the academic term will select and complete a project of their choice. Each seminar member will be expected to involve herself/himself in relevant learning activities of their choice beyond the seminar and within the University as well as the surrounding community. If they choose to, students will have the opportunity to pursue and integrate into their seminar work service learning experiences related to the pursuit of sustainability. Information and other learning from these involvements will be incorporated in the seminar. Writing assignments will include options for individual choice and utilize the forms of a journal and integrative essays expressed as op-ed articles, short research papers directed to different audiences, news articles, and book reviews. Essential parts of the seminar learning process will include thorough preparation for discussions and active participation in presenting and discussing ideas as well as in actively listening and responding to other seminar members. Assignments will be mostly individual but some will involve groups

Why do father and son (including father-figure and son-figure, e.g., Shane, The Searchers, Santee) relationships play such a big part in Westerns from Stagecoach and My Darling Clementine to Unforgiven and Wyatt Earp? That relationship is at the heart of more Westerns than of any other film genre (the gangster film—e.g., The Godfather Trilogy—may run second). We are going to explore why this relationship is so important in the Western's stories of settling new territories, facing savage human behavior, the establishment of law and order, patrimony, and revenge.

If you are excited about movies and literature, this course is for you. You will learn to make movies using the expressive power of images and sound. We will examine movies that use poetic strategies to convey ideas. No movie-making experience required.

Credit Exclusions: No credit granted to those who have completed or are enrolled in GEOSCI 135. Those with credit for GEOSCI 115 may only elect GEOSCI 145 for 2 credits.

This seminar course is intended for first-year students with no previous knowledge of, or experience in, the earth sciences. The material introduces students to the history of the Earth from its formation in the solar nebula, through the development of the continents, oceans, atmosphere, and life to its present state as an active planet. The course explains how various features of the Earth 'work,' including continental drift, volcanoes, and the formation of most rocks; how theories are developed in geology; and how the magnitude of time has been determined. The course is divided into two halves. In the first half, the basic concepts are explained. In the second half, each student makes a presentation covering a relevant subject followed by discussion. Assessment is by two one-hour examinations and the oral presentation, which forms the basis for a term paper. Regular assigned readings from the course text book are essential. Enrollment is limited to first-year students only. Upperclassmen will not be allowed to register for the course.

Credit Exclusions: No credit granted to those who have completed three of GEOSCI 105, 107, and 205. Those with credit for one of GEOSCI 105 and 107 may only elect GEOSCI 146 for two credits. Those with credit for GEOSCI 205, or both GEOSCI 105 and 107, may only elect GEOSCI 146 for one credit.

What is the cause of earthquakes and volcanic eruptions, and why do they occur where they do? How did the ancient and modern mountain form? A theory proposing mobility of the Earth's crust, called plate tectonics, has in the last half-century transformed our understanding of the Earth. Plate tectonics seeks to offer a unifying explanation for geological and planetary phenomena such as earthquakes, volcanoes, topography, and also climate, economic mineral occurrences and the evident diversity of life in the present and in the fossilized past. In this course we will explore what is presently known about the Earth, how plate tectonics cam to be proposed, rejected, and ultimately accepted during the 20th century, and the current state of this successful although sometimes ambiguous theory. The course involves three hours of weekly meeting time and selected reading material. No background in Earth science is necessary. Evaluation is based on class participation, three exams, a series of student presentations on selected topics and written essays on the same subject.

Credit Exclusions: Those with credit for GEOSCI 107 or 205 may only elect GEOSCI 147 for 2 credits. Those who have credit for both GEOSCI 107 and 205 may only elect 147 for 1 credit.

This first-year seminar examines various types of natural hazards such as earthquakes, volcanoes, hurricanes, and tornadoes. We make case studies, explore geological and geophysical background, and discuss the social aspects of natural hazards. Each student is given a project, which will be presented in a class and reported as an essay. Evaluation is based on an exam, the presentation and essay. No science background is required, but active participation of students is expected.

Book: main text, Natural Disasters, by E.A. Keller and R.H. Blodgett

Grading: based on a combination of quizzes, exercises, class presentations, and — most important — your final project presentation and paper.

Credit Exclusions: No credit granted to those who have completed or are enrolled in GEOSCI 411.

This course is intended to develop concepts about Earth history based on the mid-continental rock record and includes a required four-day field trip encircling Lake Huron that will allow the student to examine first hand the geology that has been discussed in class. By the conclusion of the course, the student will have mastered the geological framework of North America.

This course introduces students to the history of the Caribbean by examining the concept of diaspora. We particularly focus on two kinds of diasporas. The first emerged from the Atlantic slave trade and evolved into a complex, interconnected patchwork of Creole cultures on the islands. The other began with a great movement of workers and families out of the islands in the 20th century and the formation of Caribbean communities in the U.S., Canada, Britain, and France. Readings include works of history, anthropology, and fiction.

This course examines the relationships between technological and social change in the last two centuries both in Western Europe and in North America. Has technology been an autonomous force with its own internal logic or the product of social, political, and cultural processes? Has technology made us freer or more regimented? What has been the role of technology in challenging and reinforcing the divisions of class and gender? How has western technology been implicated in colonial and imperial projects around the world? Topics will include the social consequences of the Industrial Revolution, technology and the colonial expansion of the 19th century, the advent of mass production and mass consumption in the early 20th century, the dawn of the atomic age, and the implications of the information revolution of the late 20th century. We will also pay particular attention to the social and intellectual movements that have opposed, resisted, and critiqued technical change—from the machine breakers of the early 19th century to the hackers of the late 20th century.

This first-year seminar focuses on the establishment of British colonial rule in the Americas, Asia, and Africa from the 16th through the 20th centuries. We will consider the political, economic and cultural forces at work during this period. Themes of the seminar include race, gender, and sexuality; travel and exploration; ideologies of colonial rule; the economics of empire; and resistance to imperialism and criticisms of empire that emerged in both Britain and its colonies by the 20th century. We will explore such themes through novels and nationalist proclamations, women's writings, travel literature, and films.

New York Modern is designed as a broad historical exploration of the diverse cultural life of New York City — from its emergence as a modern metropolis during the 1820s through late twentieth-century developments such as punk rock and hip hop. Along the way, we will consider a wide range of social experiences (white/black/Asian/Latino, male/female, straight/gay, etc.) and cultural forms (theater, museum exhibitions, novels, dance, music, and film). The course operates on two basic levels.

Above all, it provides an engaging introduction to the many varieties of American cultural modernism. But it also offers more focused explorations of the neighborhoods, institutions, and historical forces that have made New York City the epicenter of American culture for over two centuries.

What is evil? From antiquity to our own period, the enigma of evil has directly challenged all of our explanations of humanity, of religion, and of the world. Figures of evil, from Satan to Hitler, threaten the benevolence, order and very meaning of human existence. As a result, evil fascinates. It has drawn the attention of theologians, philosophers, psychologists, and artists alike, many of whom have tried to explain it, understand it, or even dismiss it from the world. This course will explore the history of the human effort to understand moral, political, and religious evil. We will look at literature, philosophy, theology, and political writings, and will set these into dialogue with ruminations on evil in contemporary film and popular culture. Evil has not lost its potency in our current moment, after all, and by telling the history of evil, we will discover its value for thinking our way through our own moral, political, and relgious dilemmas.

We will explore the life and thought of a thinker whose ideas dominated Western intellectual life for 1000 years and remain influential today. Augustine of Hippo (354-430) articulated key ideas in philosophy, religion, politics,and ethics. Through vigorous discussion and group meetings we will carefully examine the central themes of his work, their historical context, and their subsequent life across Western Civilization. Students will write papers throughout the term to refine their ideas.

This course will introduce students to the development of Yiddish literature during the 19th and 20th century and its connections to Eastern European Yiddish folklore. We will get acquainted with the substance of Yiddish folklore, explore the channels through which it entered modern Yiddish literature and examine how folklore inspired Yiddish fiction, drama and poetry. We will look at how secular Yiddish writers emerged from traditional Jewish society and how their writings portray its transformation. We will also peek into a similar development in other forms of art, e.g., painting and music. Among the writers whose works will be read are Sholem Aleichem, Sh. Ansky, Y.L. Perets, Itsik Manger, M.L. Halpern, I.B. Singer, Avraham Reisen, and Kadya Molodowsky.

Do the sounds of languages capture your interests? The study of speech sounds is connected with several disciplines, including physiology, physics, linguistics, and cognitive psychology. This seminar offers students research skills for analyzing sound patterns and introduces students to the theoretical issues involved. The seminar takes a student-centered, hands-on approach. Each student will choose a language and work on various aspects of its sound system step by step. There is no pre-requisite

Credit Exclusions: No credit granted to those who have completed a 200-level or higher Mathematics course.

This course will introduce students to rigorous mathematical thinking, and writing proofs using plane geometry.

Credit Exclusions: No credit granted to those who have completed a 200-level or higher Mathematics course.

This course introduces students to the science of constructing and attacking secret codes. An important goal of this course to present the mathematical tools, from combinatorics, number theory and probability, that underlie cryptologic methods. It will be helpful for students in this course to have a strong mathematical background.

Are there conditions a kind of discourse must meet in order to constitute rational inquiry? What are they? Are scientists or philosophers doing something fundamentally different from poets and artists? If so, what is the difference? We explore these questions as they have been asked by thinkers both ancient and modern, from Plato’s attack on dramatists, sophists, and orators to contemporary debates about what is and is not science. Course requirements include class participation, 3-4 papers.

Today we tend to tend to take it for granted that out of all forms of government, democracy is the most desirable. This course asks: what is the basis for this belief? More fundamentally, what does democracy mean? In looking at theories of democracy, we will be attuned to the historical and conceptual differences among different models of citizenship: ranging from the Greek city-state to the Enlightenment models of elite liberal democracy (in England) versus more wide-spread French republicanism to today?s different versions of democracy (such as parliamentary and electoral). We will examine both democracy's strengths--especially in relation to other existing forms of government--and its flaws. We will read parts of classical works in political philosophy: by Plato, Aristotle, Hobbes, Locke, Rousseau, Kant, Mill and Marx. Aside from tracing the historical changes in models of democracy, we will also assess democracy?s value and desirability today.

Required Reading: Great Political Thinkers: From Plato to the Present, William Ebenstein and Allan Ebenstein.

Evaluation: 3 short essays (75%), one oral presentation and class attendance and participation (25%). Excessive absences result in no credit for the course.

Traces the evolution of scientific thought from antiquity to the early 20th century. Emphasis on physics and astronomy, but selected topics in medicine, mathematics, biology, and chemistry are covered.

What else is there in the universe besides stars? Why do we think there was a big bang? How big is a galaxy and how might they have formed? This course provides answers to such questions, stressing conceptual understanding and simple calculational problem solving.

This interdisciplinary seminar critically examines the condition of contemporary Brazilian women and African Brazilians and their struggle to gain cultural, economic, and sociopolitical equality. Our focus is on questions and perspectives concerning both the literary and socioeconomic aspects of gender, race, class inequality, resistance and transformation.

The format includes group discussions, activities, regularly assigned readings and papers, class presentations, film screenings, and Internet/library research.

This course is taught in English; this is not a Portuguese language course.

Estimated Cost of Course pack: $30

Public opinion surveys suggest that prejudice and racism have declined dramatically since the 1940s. Has racism really declined, or simply gone underground? This seminar will address hidden or covert forms of prejudice, as well as some not-so-hidden, more overt forms of prejudice. The seminar will focus primarily on Black-White intergroup relations, but issues involving other social groups, e.g., other racial groups, gender, and people of different sexual orientations will be included as well.

This seminar provides an introduction to how social psychologists think about self-concept, with particular attention to the consequences of self-concept for motivation, cognition, well-being and behavior and the ways that context and culture influence self-concept. What is self-concept? How have social psychologists studied its impact? Its content?

Taking its title from the Langston Hughes poem, this seminar will explore psychological aspects of race, ethnicity, and other cultural differences in the United States. What are some of the opportunities and obstacles to our joining with Hughes in affirming, "They'll see how beautiful I am . . I, too, sing America?"

Topics will include stereotyping, communication, cooperation, conflict, justice, and discrimination. For example: What are psychological theories about how individuals and groups might most benefit from life in pluralistic societies? What are some psychological dynamics of stereotyping? What are possible connections between various forms of discrimination (for example, racism, sexism, homophobia, and anti-Semitism)?

How do issues of race, intergroup relations, and social group identity affect possibilities for building community in a democratic society? Students will explore issues of civic engagement and community building in a democratic society, taking into account issues of power and celebration, conflict and coalition, differences and common ground.

This course will explore how gender influences construction of the self. How does the answer to the question 'Who am I?' differ depending on one's gender. We will also investigate how beliefs about gender influence both the experience of emotion (What am I feeling right now?) and the expression (e.g., smiling, crying) of one's own and others' emotions. Students will examine their own beliefs and experiences as well as become familiar with basic controversies in this area.

This seminar will explore conceptions of health and healing within a broad range of traditions and practices, from biomedicine to shamanism. We will study the mind/body relation within these traditions as well as consider current scientific studies elucidating the impact on health. This seminar will encourage a broadening of our conception of health and emphasize the impact of belief and culture on the practice of medicine. Students will examine their personal beliefs and practices. Topics will include placebo responses, stress, pain, addiction, and mood disorders.

What does it mean to be an effective leader? What are the individual characteristics, behavior or circumstances that determine a leader's ability to mobilize others successfully? In this seminar we will explore these questions and others by studying several approaches to understanding leadership in organizational contexts. We will use real and fictional cases to examine leadership, and evaluate our own leadership skills and behaviors in class exercises and discussions.

This course will explore how gender influences construction of the self. How does the answer to the question 'Who am I?' differ depending on one's gender. We will also investigate how beliefs about gender influence both the experience of emotion (What am I feeling right now?) and the expression (e.g., smiling, crying) of one's own and others' emotions. Students will examine their own beliefs and experiences as well as become familiar with basic controversies in this area.

This course will explore how gender influences construction of the self.How does the answer to question 'Who am I?' differ depending on one's gender. We will also investigate how beliefs about gender influence both the experience of emotion (What am I feeling right now?) and the expression (e.g., smiling, crying) of one's own and other's emotions. Students will examine their own beliefs and experiences as well as become familiar with basic controversies in this area.

The genesis for this course was the generally poor and inaccurate portrayal of mental illness in popular media in the United States, primarily Hollywood produced films. However, over the past several years the depiction of mental illness in films and in particular, the availability of narrative accounts, has improved in both depth and accuracy. This course is designed for first year undergraduate students with an interest in psychopathology, to explore varying portrayals of specific mental illnesses in popular media. The course will foster critical analysis of narrative and film depictions of illness. Close attention will be paid to film portrayals’ adherence to disorder criteria based on the Diagnostic and Statistical Manual for Mental Disorders, 4th Edition (DSM-IV), currently used in the United States for illness diagnosis. We will review and examine portrayals of mental disorders for etiology, epidemiology, symptomatology and treatment recommendations including schizophrenia, major depressive episode (unipolar depression), bipolar depressive disorder, obsessive compulsive disorder, post-traumatic stress disorder, sexual and gender identity disorders, substance abuse/dependence, eating disorders and childhood disorders such as autism and attention deficit hyperactivity disorder. In addition, we will explore stigma associated with mental illness, media depictions of inpatient treatment and outpatient psychotherapy, and generally discuss issues related to mental illness policy and society. Upon completing this course, students should be 1) well-versed in a variety of major mental disorders across the psychotic, neurotic and childhood spectrum, 2) be familiar with the DSM diagnostic system and critical diagnostic information, 3) have a background in the manifestations of diagnoses based on case studies and 4) be able to detect inaccurate portrayals of mental illness in popular media. These are the goals of the course and comprise the primary criteria for students’ grades.

This interdisciplinary seminar will explore the nature of conscious and unconscious mental processes in various types of human cognition and action, including perception, memory, thinking, and behavior broadly construed. We will take an eclectic approach in our exploration, encompassing points of view found in disciplines such as psychology, neurophysiology, artificial intelligence, philosophy, and medical practice. Both normal and altered states of consciousness (e.g., sleep, dreaming, meditation, hypnosis, and hallucination) will be considered from these perspectives.

Why do people hurt each other? In this course, we will examine how the cognitive and emotional processes of the brain contribute to violent behavior. We will consider how biological and psychological factors interact with an individual's social context and environment to produce violence. Our discussions will include psychological, psychiatric, neurological, and evolutionary perspectives on a wide range of violent behavior, ranging from individual acts of aggression and criminal behavior to war and genocide.

• Rise and fall of communism in Russia.
• Everyday life in a totalitarian state.
• Word as a weapon.
• Strong influence of politics on Russia's culture.
• Exceptional achievements of Russian intelligentsia.
• Russia and its many nations.
• Between East and West.
• Russia in the 21st century: Some perspectives.

Several films will be shown and discussed. Students will be evaluated by their performance in class and by their homework.

That America is a nation of immigrants is one of the most common yet truest statements. In this course we will survey a vast range of the American immigrant experience: that of the Irish, Germans, Jews, Italians, Blacks, Puerto Ricans, Mexicans, Cubans, Koreans, and Japanese. Immigration to America can be broadly understood as consisting of four major waves: the first one, that which consisted of Northwest Europeans who immigrated up to the mid-19th century; the second one, that which consisted of Southern and Eastern Europeans at the end of the 19th century and beginning of the 20th; the third one, the movement from the South to the North of Black Americans and Mexicans precipitated by two World Wars; and the fourth one, from 1965 on, is still ongoing in the present, of immigrants mostly from Latin America and Asia. At all times, our effort will be to understand the immigrant past of these ethnic groups, both for what it tells us about the past as well as their present and possible future.

What are the opportunities and challenges for realizing the American dream of people coming together as a just and equal society across race, class, gender, religion and other differences? How do we build strong communities and a strong, just democracy that is comprised of people with perspectives and viewpoints that differ from our own? Students will examine their own racial and other social identities with their classmates as they consider these and other questions about intergroup relations, community building, democratic freedoms, equality and inequality.

Students from every background who have interest in exploring new ideas and perspectives are encouraged to enroll in this interactive seminar, bringing their personal experience and perspective to enrich the discussion of readings and theory. All students are expected to participate actively in class discussions, read carefully and write extensively. Students will observe and participate in a number of community-based activities.

This first-year seminar will explore the trans/formations of genders in twentieth-century capitalist societies around the globe. Our goals are twofold: to understand the ways in which the relationship between capitalism and gender have been theorized on the one hand, and to grapple with the changing historical nature of this relationship on the other hand. We will read texts closely to distinguish the different modes of analysis that are deployed — from Marxist materialism to feminist cultural criticism — to understand the causal and explanatory frameworks that are formulated (for example, whether they privilege production and/or consumption processes) and their consequences for historical analysis. Course readings will examine the relationship between patriarchy and capitalism as historically contingent and will address the historical development of household technologies and the domestic consumer goods industry in the process of "international housewifization" with early commodity capitalism and industrialization, during WWII, and in the post-war period; the "new international division of labor" and how women are differently located in production and consumption along the global assembly line; and the role of gender in "sweatshop" labor and activism. Does capitalism need patriarchy, and how has this refracted through colonialism, imperialism, and neo-colonialism in the global arena? How are subjects being gendered by global capitalism in varied transnational locals? How does the pervasive consumerism of an advertising in advanced capitalism work to re/produce us as compliant workers, eager consumers, and in binary genders?

An introduction to the sociological study of inequality through an analysis of three of its fundamental dimensions—class, race and gender. The course will explore how each of the three dimensions of inequality is related to the development of modern capitalist society as described by Marx and Weber. The course will provide an introduction to basic concepts in class analysis, to contemporary issues in feminist theories of gender, and to recent work on the social construction of race. It will also trace both the similarities and differences among the three dimensions, their relationship to one another and to the underlying dynamics of capitalist modernity.

Texts include Barbara Ehrenreich, Nickel and Dimed: On (Not) Getting Buy in America; Richard Feldman and Michale Beltzold, End of the Line: Autoworkers and the American Dream; Susan Kessler and Wendy McKenna, Gender: An Ethnomethodological Approach; Oyeronke, Oyewumi, The Invention of Women; Joe Feagin and Melvin Sikes, Living with Racism: The Black Middle Class Experience; Ron Takaki, Iron Cages: Race and Culture in Nineteenth Century America, as well as selected readings from Marx and Weber.

This seminar will focus on how people listen to music and music's impact on communities of people who listen to it. In the first weeks of the course, students will learn how to listen to music and explore the interaction of different elements of music, such as rhythm, melody, and harmony. As we begin to listen to a wider range of music, we will explore the impact of music in cases such as the Paris riot of 1913 following the performance of Stravinsky's "Rite of Spring" or the reaction of King George to the "Hallelujah Chorus" at the conclusion of Handel's "Messiah." We will consider the impact of popular music, religious music, and the band as examples of how music has reached out into all types of communities. Students will attend three musical events and write reviews of each based on concepts explored in class. The professor will present and perform numerous examples of music on the piano, there will be invited soloists and chamber ensembles, and students who wish may share their musical talents in class.

We will explore the current contradictions between Western and Middle Eastern countries, studying stereotypes on both sides and how media and others exploit politically popular themes. We will consider various means of enhancing collaboration and breaking down the walls of mistrust and bias. We also will probe questions such as why intellectual dialogue has more or less broken down, and why thinking people are unable to connect with their counterparts across the religious and cultural divide.

Issues of human sexuality and gender are explored from many perspectives including historical, cross-cultural, religious, and physiological. All people are sexual throughout their lives, although the expression of our sex and gender is one of the most diverse and controversial areas in personal and public arenas. The diversities of biological sex, gender identity, gender roles, sexual orientation, sexual identity, and sexual behavior and the interplay among them are presented and reinforced through readings, exercises, videos, guest speakers, and weekly written assignments. We will discuss sexual difficulties such as infertility, STDs, sexual dysfunction, and sexual victimization along with prevention and treatment strategies. We will examine social and political issues such as civil rights for sexual minorities, sex and the law, date rape, pornography, the impact of AIDS, public and private morality.

Issues especially relevant for students are explored, including:

• choice of sexual partners and behaviors
• the influence of drugs, alcohol, and smoking on sexual function and sexual decision-making
• sexual values and religious attitudes toward sex, and
• the wide range of possible lifestyles from celibacy to polyamory to paraphilias.

The course requires access to the Internet and uses a variety of Web-based resources and communication modes, as well as a textbook and readings from various journals. Weekly short papers and a semester project are required. Opportunities for help with developing presentation skills are available.

We will study the development of medicine as a science and how its perception has changed through the media. Students will explore their own beliefs about medicine through literature such as The Citadel, Intern, and The House of God, and movies and television series such as The Hospital, Marcus Welby M.D., St. Elsewhere, and ER. Much of the course will focus on the discussion of ethical issues and the crystallization of students' own beliefs about medicine in the 21^st century.

This is a service-learning course that integrates traditional coursework with personal reflection and community involvement. The goal of the course is to explore the dynamics of formal and informal education in urban settings. This course will help university students to understand the effects of social history and culture on the social identity of young children and how community members, especially elders, help to create and support positive roles for young children within this community. Students will work closely with members of the community and program staff to document cultural beliefs and practices that help to shape social identity and social expectations within the community.

As a requirement for the course, students will complete five hours of service each week in the Detroit public school system to develop practical service-learning models. Assisting educators in implementing these developed programs will give students the opportunity to put into practice the theory of service-learning.

Students will examine the development of dentistry from its origins to its present status as a scientifically-driven health care discipline. Students will evaluate critically how science has influenced the development of dentistry as a discipline for the past century and explore how emerging scientific disciplines are likely to change the practice of dentistry in the next millennium.

Please attend every session if possible. If you are unable to attend a class, please email me beforehand. This is not a lecture course with a final written exam. Students will be expected to participate in class discussions, ask questions, and offer opinions.

"Health Care, Privilege, and Community" will consist of four sections. The first will provide an overview of medical and health care concepts and terms as they relate to multiculturalism. The understanding of these concepts will be critical for students, as they lay the groundwork for the remainder of the course. The class will examine issues relating to consumers of health care, which will include discussions of the major ethnic and racial groups in the United States. Many of the class discussions will focus on these new consumers, such as various ethnic communities, elders, and other interest groups that have been "left behind" as major players in health care. In addition, the class will take a look at physicians and other types of health care providers with special attention to the providers from the major demographic groups.

Thirdly, we will examine the dilemmas within our health care system. Class discussions will focus on health disparities, ethical issues related to research in different ethnic groups, and discrimination in health care. Finally, solutions to the present health care dilemmas will be discussed. We will investigate the future challenges for equitable health care based on the demographic changes that have occurred in the United States over the last two decades. It will be important for students to gain an understanding of how these changes have resulted in new important consumers and providers of health care services. Subsequently, a discussion of current health disparities today will be an integral part of understanding whether they will persist in the future. [Several spaces reserved for participants in Michigan Community Scholars Program]

The purpose of this seminar will be to explore the concepts of identity, alienation, and freedom as psychological and philosophical concepts. The orientation, however, will be specific and applied to the normal situations and predicaments that college students experience. Questions to be considered: surviving as an individual in a large and often impersonal university; living up to and/or dealing with the expectations of parents and teachers; questioning authority in the context of the classroom; trading-off career pressures and personal goals in setting educational priorities.

Of special importance will be the examination of the sometimes frightening loss of a sense of identity that often accompanies significant alterations in lifestyle, such as that experienced by students in the transition from high school to college or, later, in the transition from college to the "real world." In addition to regular class meetings, each student will meet individually with the instructor every third week to develop and discuss individual reading and writing assignments. Grades will be determined by the quantity and quality of this reading and writing.

There will be two texts, group projects in the form of "Journal Clubs," and an individual book review in both written and oral form. Journal Clubs are an important part of the continuing education of medical professionals. Journal clubs meet regularly to discuss current studies on subjects of mutual interest. The class will divide into JCs to explore various aspects of medical school. This project would accomplish several goals: help you build your group participation skills, develop web skills and increase your practical, current knowledge of medical schools. In addition, this project will introduce you to a wide range of information sources. The Clubs can decide specific topics, such as: How Medical Schools Differ; The Admissions Process; Trends in Medical Education; What Undergraduate Majors are Possible; Patterns in Specialty Choice; Getting a Residency; Staying Balanced in Medical School, and many others. The Journal Clubs will make a group presentation to the seminar. Individual book reviews will also be presented to the seminar. Each student will choose an individual book that is an autobiography of a medical student or a physician. (Other kinds of book are possible.) The student will make a presentation to the seminar, discussing the themes of the book and what insights it provides, as well as submit a review of the book covering these topics.

Seminar Panels:
There will be three panels during the seminar. One of first-year medical students; one of fourth-year medical students, and one of doctors in practice.

THE UNIVERSITY OF MICHIGAN FORUM ON HEALTH POLICY:
During FALL 2005, this course will be part of the University of Michigan Forum on Health Policy. The class will attend one special symposium on a Friday at noon at the medical campus (date in October and topic to be announced). More details in class.

GRADING:
Group Project: 30%
Individual Book Review:30%
General participation and Attendance at FORUM: 30%
Thoughtfulness of discussion participation and questions raised:10%.

WEEKLY TOPICS:
The American Medical Profession: A Brief History
Becoming a Doctor: The Educational Process
Becoming a Doctor: The Socialization Process
Great Discoveries of Medical Science
Explaining the Evolution of the American Health Care System
Trends in the Health Care System Today: Corporatization and Managed Care
Women in the Medical Profession; International Medical Graduates
Doctors and the Media
Doctors and Patients: The Doctors’ View; The Patients’ View
Medicine in the 21st Century: Telemedicine; The Genetics Revolution

This course will examine the broad social and economic impacts of alcohol, with an emphasis on the effects of alcohol on health. Information will be presented on the historical perspective on alcohol and its role in the United States since the twentieth century. Students will consider the many impacts of alcohol on individuals, families, organizations, and broader society. By exploring how we are socialized into drinking and what changes could be made to positively alter the way this socialization occurs, students will gain a greater understanding of the role played by family, culture, peers and the alcohol industry in the development of drinking patterns. At the same time they will learn how to foster a more mature approach to, and responsible use of, alcohol. Classes also provide opportunities to engage in stimulating discussions with faculty and other experts from within the University of Michigan.

Indeed this is the age of scientific discovery! With each passing day, knowledge in the life sciences is increasing exponentially in many areas, including stem cell biology, patterns of birth defects, and the phenomena of aging, dying and death. This new information, while important to human health, surfaces the complex and intertwining issues of ethics and values that will be of special consideration in this seminar. Each of the daily learning modules and projects in this seminar is designed to expand our current thinking about the intersect between world of scientific discovery and its impact on human health and society.

Biological Perspectives. The plan of the human body can serve as a keystone as we probe the interplay of genes, cells, morphogenesis, and the environment in which we live. A myriad of biological advances could be considered, but three exciting topics especially jump out:

1. birth defects and population patterns;
2. the phenomena of aging, dying, and death; and
3. the immensely provocative "stem cells."

This last topic alone opens up a world of biological concepts and principles that can influence our understanding of how the human body — your human body — is shaped prior to birth and throughout life. Thus, "life inside the box."

Ethical and Societal Perspectives. However stimulating "life inside the box" may be, that is not the whole story! In the excitement of so many dramatic scientific advances over the last ten years, efforts to understand the ethical implications have not kept pace. It is vital that researchers and clinicians be aware of and sensitive to the legal, cultural, and societal issues spawned by their work. What principles and policies should be in place to guide further research and application of such discoveries? Answering this question focuses our attention on those environmental events occuring outside biology laboratories and outside our own human bodies, i.e., "life outside the box.”

This course explores how gender relates to music. Can music be masculine or feminine? Is there a gendered voice in music? What is at stake in thinking about music and gender? The course materials will incorporate different genres and styles of music from “classical” (e.g., opera and symphony) to “popular” (e.g., jazz and blues, rock and hip-hop). We will also discuss how gender and music interact in literature (readings include Ntozake Shange’s novel Sassafrass, Cypress and Indigo and the poetry of Langston Hughes and Shakespeare). While gender and music will be the focus of this seminar, we will also consider how this topic intersects with sexuality, race, class and ethnicity.

This course is designed for first-year students. No previous musical background is required except that you be passionate about some type (any style or genre) of music. Grades will be based on class participation (discussion and short presentations) and written work.

This course explores the use of reading and writing to create and maintain social identities with an emphasis on gender, race, and class. Our investigation will extend across different cultures and through history, thinking about writing as technology as well as writing as art. To this end, we'll do research with a variety of materials including our historical collections at campus archives and museums as well as on-line book chats and real time book clubs. We will balance this with an exploration of illiteracy, who is illiterate here as well as abroad and how illiteracy has been addressed globally.

This first-year seminar will explore the trans/formations of genders in twentieth-century capitalist societies around the globe. Our goals are twofold: to understand the ways in which the relationship between capitalism and gender have been theorized on the one hand, and to grapple with the changing historical nature of this relationship on the other hand. We will read texts closely to distinguish the different modes of analysis that are deployed — from Marxist materialism to feminist cultural criticism — to understand the causal and explanatory frameworks that are formulated (for example, whether they privilege production and/or consumption processes) and their consequences for historical analysis. Course readings will examine the relationship between patriarchy and capitalism as historically contingent and will address the historical development of household technologies and the domestic consumer goods industry in the process of "international housewifization" with early commodity capitalism and industrialization, during WWII, and in the post-war period; the "new international division of labor" and how women are differently located in production and consumption along the global assembly line; and the role of gender in "sweatshop" labor and activism. Does capitalism need patriarchy, and how has this refracted through colonialism, imperialism, and neo-colonialism in the global arena? How are subjects being gendered by global capitalism in varied transnational locals? How does the pervasive consumerism of an advertising in advanced capitalism work to re/produce us as compliant workers, eager consumers, and in binary genders?