100-Level Courses are Survey Courses and Introductory Courses for Freshmen and Sophomores
110(101). Medieval, Renaissance, and Reformation Europe. Not open to upperclass students. (4). (SS).
History 110 is a survey designed to introduce students to the development of western civilization from the fall of Rome and the beginning of the middle ages to the scientific revolution and the rise of the modern state. It is "introductory" not only because it presents a narrative history over a period of fourteen centuries, but also because it introduces students to the subjects and techniques that comprise the study of history - the most comprehensive and variegated of all the academic disciplines. From biography and political narrative to demography and the history of science, from art to economics, the focus of History 110 is on the people and forces that have created the world in which we live. The reading will concentrate on primary sources – works written by those who made this history – and these readings will be discussed in sections that meet twice weekly. Lectures are designed to provide some sense of order in this expanse of time as well as to introduce students to various kinds of history and ways of posing historical questions. Examinations will emphasize understanding, not rote-memorization. If essays are assigned, they will be short and based on the assigned readings. (Tentler)
111(102). Modern Europe. Hist. 110 is recommended as prerequisite. Not open to upperclass students. (4). (SS).
This course will deal with Europe since 1700 in broad outline, focusing on large-scale changes in the economy, society and politics. The lectures will not provide basic narrative accounts of each country's history, but will be organized around general themes, making reference to individual countries for illustration. For this reason it is important to follow the course through the assigned text-book and associated readings, as the lectures have to leave a lot of background. The aim of the course is not just to communicate facts, but to deal with general ideas, and to introduce the problems of interpreting historical change or its absence. Assignments: critical review, midterm and final. (Eley)
121/Asian Studies 121. Great Traditions of East Asia. (4). (HU).
See Asian Studies 121. (Arnesen)
151(101)/Asian Studies 111. The Civilizations of South and Southeast Asia. (4). (HU).
See Asian Studies 111. (Trautmann)
152(102)/Asian Studies 112. Modern South and Southeast Asia. (4). (SS).
See Asian Studies 112. (Gluski)
160(331). United States to 1865. (4). (SS).
A survey of American history to the end of the Civil War. Three regular meetings per week (two lectures and one discussion). Midterm exam, final exam, occasional quizzes, and an optional paper. A concise textbook is supplemented by reading in a variety of books written by contemporary observers of the American scene (Benjamin Franklin, Peter Oliver, Alexis de Tocqueville, Frederick Douglass, Harriet Beecher Stowe, and Mary Chestnut). (Shy)
161(332). United States, 1865 to the Present. (4). (SS).
This course surveys the history of the United States since the end of the Civil War. It aims to familiarize students with what most historians now believe about such episodes as Reconstruction, Immigration, the Darwinian Revolution, Populism, Progressivism, the New Deal, World War Two, the Origins of the Cold War, McCarthyism, and the Vietnam War. Format: Lecture with sections taught by T.A.'s. Evaluation based on: midterm (25%), paper (25%), final exam (50%). Assigned readings likely to include: Twain, Adventures of Huckleberry Finn; Hodgson, America in Our Time; Sherwin, A World Destroyed; Fitzgerald, The Great Gatsby; Blum, Woodrow Wilson and the Politics of Morality; Levine, Black Consciousness and Black Culture; Brody, Steelworkers of America; and Wiebe, The Search for Order. (Hollinger)
180, 181(103, 104). Comparative Studies in Historical
Cultures. No credit granted for 180 to those who
have completed 350; no credit granted for 181 to those who have
completed 351. (4 each). (SS).
Section 001 – Progress or Decay? Conflicting Ideas on the Development of the Modern World. This course differs from the usual introductory course in two fundamental ways. First, it will not limit itself to a single historical culture but will stress the value of comparison in understanding the experience of many cultures, including our own. Secondly, the course will not follow the "one damned thing after another" approach to history. Rather, it will emphasize the relevance of history as a tool for analyzing pressing contemporary issues. At the outset the course will examine the development of the widespread belief in Western Civilization that humans have progressed during the past three centuries. We will then assess the impact of this belief, and of other basic assumptions, in a variety of critical areas: science and technology; health care; food production; energy use; and population growth. For each of these topics, the course will consider the alternatives posed by non-Western cultures, whose perceptions of these issues can differ fundamentally from our own. Can Western approaches to these issues be appropriate to non-Western societies? What is appropriate to our own? Students will be asked to consider that there is not one history, but many histories; that uncontested fact is of relatively little significance with conflicting interpretations and varying perceptions of the past. There will be three lectures and one discussion section a week. Writing requirements for the term will be three short papers and a final exam. This course is recommended for freshmen and sophomores. (Stevens and Uninsky)
191, 192(151, 152). Undergraduate Seminar. Permission of instructor. (2 each). (SS).
History 192 is offered Winter, 1982.
This course is set to introduce freshmen to literature as an historical source. We will read important works of western literature and discuss these plays, novels, essays, and poems in terms of their historical setting. All works will be read in English, though they will come from French, German, and Russian, as well as American and English literature. There will be a limited enrollment allowed for the course so as to insure active discussion by all students. There will be no final exam, but I shall assign a number of short, critical papers during the term. Each student will also make an oral presentation. (Vann)
196, 197. Freshman Seminar. (4 each). (SS).
History 197 is offered Winter, 1982.
This seminar will be concerned with the social history of the United States in the latter nineteenth and earlier twentieth centuries. Emphasis will be placed upon examining the living conditions, way of life and problems of working people and families during these years. Other social groups and other time periods will also be considered, however, in part for comparative purposes. The seminar will provide an opportunity to gain familiarity with methods of historical research and to work with unusual historical primary source materials bearing upon the conditions of working people as well as other groups. Secondary studies will also be employed. Instruction will be conducted primarily through class discussions and "laboratory" work. Student evaluations will be based upon a combination of brief examinations and papers. No special background or preparation is required. (Clubb)
200-Level Courses are for Sophomores and Upper Class Students
201(312). Rome. (4). (HU).
The first half of the term is given over to the remarkable rise of Rome to Mediterranean mastery, and the cultural, social, and political effects thereof on the Romans. Then comes the great period of Roman peace and flourishing culture, when cities appeared everywhere. Eventually the classical outlook gave way to a new view of man, marked especially by the rise of Christianity; and eventually the Roman Empire "declined and fell" in a series of events which have excited human imagination ever since. Two hour exams count each as much as the final; lectures and discussion sections are used. No prior knowledge required. (Starr)
202(112)/RC Soc. Sci. 202. The Twentieth Century: A Global View. (4). (SS).
This course develops themes in the history of the 20th Century designed to provide freshman and sophomores with a solid background to current events. Its perspective is global and its focus is on broad economic and political developments. The purpose is not to offer a cluster of familiar themes, but to develop a systemic historical approach to the dynamic forces that create and transform the modern world system. We will organize the course around three interrelated themes: the mutations of the domestic and international division of labor as expressed in internal social conflict, imperialism, and anti-colonial resistance movements; competing strategies and ideologies for achieving national and international stabilization; and the manifestation of these large interactions in everyday economic and political decisions. And we will pursue these themes through three interrelated arenas of investigation: the international order, seen as a world system; the politics and economic problems of advanced industrial nations; and the third world in its struggle with dependency. This may sound fairly difficult, but we hope to clarify matters by a combination of general historical analysis and good stories. The course requires no previous knowledge. We hope only for your interest and curiosity. Readings will include a number of monographs and a course pack. Two papers, a midterm, and a final will be required. There is a special section in the RC on Fridays for students enrolled in RC/SS 202. (Bright)
211(314). Later Middle Ages, 1100-1500. (4). (SS).
A survey of political, economic, and religious developments in Western Christendom. Special emphasis will be given to the main currents of medieval thought. A midterm and final examination will be given. The readings will include: R. Southern, Western Society and the Church in the Middle Ages and The Making of the Middle Ages, St. Francis, The Little Flowers; Dante, Divine Comedy; J. Huizinga, The Waning of the Middle Ages; Ed. C. Cipolla, The Fontana Economic History of Europe. (Becker)
217(250). War and Society in the 20th Century: World War II. History 216 recommended. (4). (SS).
The aim of this course is to reach students who have an interest in history. No special courses are required for admission, only an interest in the background of contemporary world politics and war. Less attention will be paid to diplomacy than to the theme of war and society. Reading may include war novels as well as historical studies; use will, if possible, be made of movies and newsreels, and there may be a number of guest lecturers who participated in World War II. (Bowditch)
221. Survey of British History from 1688. (4). (SS).
The development of British politics from oligarchy to liberal democracy to the welfare state; the rise and decline of Britain as a great power and "workshop of the world." (Price)
251(344). Modern China. (4). (SS).
History 251 examines modern Chinese history by means of lectures, reading, and discussion, and provides the student an opportunity to learn about the main event of nineteenth and twentieth century China and to explore various interpretations of their meaning. The course considers the following main topics: Chinese state and society at the end of the 18th century; the Opium Wars and the establishment of the foreign presence; nineteenth-century rebellions and their consequences; imperialism and reform; the republican revolution; the early republic; nationalism and social revolution on the 1920's; the development of the Chinese Communist movement; war and civil war in the 1930's and 1940's; and the People's Republic of China since 1949. About 150 pages of reading a week from text, monographs and translations of contemporary materials will be assigned. A course paper is required. Midterm and final examinations. (Feuerwerker)
275(202)/CAAS 231. Survey of Afroamerican History II. (4). (SS).
This course will examine the history of Afro-Americans from the Civil War to the present. Readings and lectures will focus primarily on three topics: (1) social, economic, and cultural changes within the Black community (i.e., occupations, residency, education, class structure, and artistic expression); (2) ideological conflict among Afro-American leaders over social change strategies (i.e., political versus economic approaches and nationalism versus integration); and (3) changing points of interaction and conflict between Blacks and whites (i.e., patterns of race relations, contacts, and cultural exchanges). Hopefully, the examination of these topics will help us understand how both race and class have shaped the experience and condition of Black Americans. The class format will be two lectures supported by a once weekly discussion section. Course requirements include a midterm and a final examination, and a term paper. (Holt)
280, 281(203, 204). Comparative Study in History and Culture. (4 each). (SS).
One of the underlying models of the human sciences is the conception of society as an aggregate of self-seeking individuals. Mandeville scandalized Europe in his provocative formulation of this idea, The Fable of the Bees (1714). But it soon became respectable through the writings of the classical economists, and has since spread its influence throughout the social sciences, well beyond the bounds of economics as such. This economic or "economistic" model of society, however, has not gone unchallenged. Opposed to it is the idea of culture: a set of thought-categories, values and norms existing independently of the individual, and imposed upon him or her by the environing society. This course will examine the growth of the human sciences in the 18th and 19th centuries, including economics, demography, linguistics, sociology and anthropology, through the eighteenth and nineteenth centuries in the light of the two conceptions of society, conceptions which are very much with us today. Our ultimate purpose will be to assess the strengths and weaknesses of each. This is a lecture course, primarily intended for sophomores. There is no prerequisite. (Trautmann)
282(275). Jewish Society through the Ages. (4). (SS).
This course is intended for students with little or no background in Jewish history. The course is intended for those who wish to acquaint themselves with major themes in Jewish civilization from antiquity to the present. It will include, among other themes, the age of the prophets, the Hellenistic period, the age of the Talmud, the Jews in the Middle Ages, the period of the renaissance, the origins and development of Zionism and the State of Israel, the holocaust and Jews in the Diaspora. There will be lectures devoted to Jewish art, Jewish languages and Jewish music and literature. This is a lecture course with some time devoted during each lecture for discussion. Basic requirements for the course are weekly readings in assigned texts, a midterm and a final. (Reinharz)
284(261). Sickness and Health in Society: 1492 to the Present. (4). (SS).
From devastating infectious epidemics to the quiet suffering of malnutrition, health problems have both affected and reflected the evolution of modern society. This course will study a variety of historical periods, exploring such issues as: the effects of individual habits, environmental conditions, and medical innovation on public health; the role of ethics, economics, and politics in medical decision-making; the changing health problems of the disadvantaged, including Indians, women, Blacks, immigrants, and workers; the changing meaning of concepts like "health," "disease," "cause," and "cure"; the dissemination and impact of medical discoveries and the changing organization and power of the healing professions. The readings will focus on the English-speaking world since 1492, although comparisons with other societies will be introduced.
This course is a basic introduction. No background in medicine or history is assumed or required. Classes will be taught in lecture format, using a variety of audio and visual source materials. Reading assignments will emphasize primary source documents, such as old newspapers, magazines, and vintage medical journals. Modern historical articles will also be assigned. There will be a midterm and final exam. (Pernick)
300-Level Courses and Above are for Juniors and Seniors
333(392)/Econ. 396/Pol. Sci. 396/Slavic 396/REES 396. Survey of Eastern Europe. (4). (SS).
See REES 396. (Gitelman)
351. Comparative Studies in Historical Cultures II.
Permission of instructor. No credit granted to those
who have completed 181. (4). (SS).
Section 001 – Progress or Decay? Conflicting Ideas on the Development of the Modern World. This lecture course for juniors and seniors meets jointly with History 181. See History 181 for a description. (Stevens and Uninsky)
365(570). Diplomatic History of the United States Since 1914. (4). (SS).
This course considers the role of the United States in world affairs from the outbreak of the first World War to the present. The emphasis is on American policy and the factors which produce it – personalities, economic interest, military considerations, ideology, public sentiment – but attention is also paid to the international setting and to the policies of nations with whom, or toward whom, the United States acted.
The course is basically a lecture course, although discussion is encouraged. The assigned reading consists only of a textbook, but an extensive term paper, planned in conjunction with the instructor and based upon reading in numerous books is also required. There is one hour examination. The final examination consists of one two hour essay. (Perkins)
366. Twentieth-Century American Wars as Social and Personal Experience. (4). (HU).
History 366 will examine – via talks, books and films – America's wars of the past eighty years, with emphasis on those that have engaged this society since 1940. The stress will fall on individual perceptions of war's purposes and meanings as they are revealed in autobiography and fiction and on the patterns of personal experience as they alter from war to war. In large historical perspective, the following themes will receive attention: American society's pattern of response to situations of conflict; methods of mobilizing the nation for war; the experience of the homefront; American images of ally and enemy; and the role of technology in altering the nature of war. There will be almost no discussion of tactics or the technical processes of warmaking. The class will meet from 2:00 to 4:00 on Tuesday afternoons and from 2:00 to 3:00 on Thursday afternoons, with Tuesday's second hour ordinarily devoted to film showings. The general format will be that of the lecture, but the instructor asks, and needs, frequent and vigorous student intervention. Reading assignments generally require the mastery of one paperback volume each week. Tentative marking requirements include a one-hour midterm examination and a two-hour final examination. (Linderman)
372(289)/Women's Studies 372. Women in European History, 1750 to the Present. (4). (SS).
Lecture course with discussion which will cover economic, social and political aspect's of women's lives in Europe from about 1700 to the present. The major focus will be on Britain and France. Rural and urban, upper and lower class women will be discussed. Specific topics include demographic factors, sex and sexuality, women's movements, women's work, education, religion, family. Reading includes text, articles, 2 novels. Hour exam and research paper. (Tilly)
376/Amer. Cult. 372/Eng. Hums. 372. American Technology and Society: Historical Perspectives. (3). (SS).
See American Culture 372. (Segal)
388. Socialism and Nationalism. (4). (HU).
Lectures, discussions and readings on Socialism and Nationalism in Europe (East and West) from 1848 to the present. No prerequisites; open to all students. Midterm, final, one brief paper on topics of special interest to students. Readings include selections from Marx, Lenin, Stalin, Herder, Masaryk, Hitler and Mussolini. Textbooks: Irving Howe Essential Works on Socialism; Carl Cohen, Communism, Fascism and Democracy (2nd edition); Louis L. Snyder, Varieties of Nationalism (Dryden Press), David McLennan, Marxism after Marx (Houghton Mifflin), and Anthony D.S. Smith, Nationalism in the Twentieth Century (New York University Press). (Szporluk)
396, 397. History Colloquium. History concentrators are required to elect Hist. 396 or 397. (4). (SS). May be elected for a total of 12 credits.
History 397 is offered Winter Term, 1982.
Section 001 – War and the Novel. This course is designed to introduce students to the wars of the 20th century through the medium of literature. If possible, students should read War and Peace by Tolstoy before the term begins (it is a long novel, but probably the classic war novel of all time). It will be used as a standard against which to judge novels of World War I and World War II. All students will read at least six novels in common including All Quiet on the Western Front, Verdun, For Whom the Bells Tolls, Catch 22, Slaughterhouse Five, and 1984. In addition each student will read the works of some French, German, Russian, English, and Italian novelists. For background reading on the First World War, students will be expected to purchase Paul Russell's The Great War and Modern Memory. There will be no examinations; but each student will turn in a report on his reading projects and a second paper covering the required readings. (Bowditch)
Section 002 – 20th Century Britain. The aim of this course is to place the contemporary crisis of British society in the overall context of 20th C. developments, with special reference to the structural problems of British capitalism, the changing structure of British society, and the character of the political system. The following problems will receive major attention: social democracy, corporatism and the British state; the labor movement, the welfare state, and the current crisis of the Labor Party, nationalism in Ulster, Scotland, Wales and England; race; Britain's place in the world. Main emphasis will be on post-1945. Assignments: written papers. (Eley)
Section 003 – British Politicians and the American Revolution. Research seminar using the historical documents in the William L. Clements Library, on campus. Open to undergraduates with background in American history and interested in research. Each student will give one seminar and write a 15-20 page paper. (Lockridge)
Section 004 – The French Enlightenment and Society in 18th Century Europe. The course is designed to treat the following questions: What in the culture of the Enlightenment was specific to the eighteenth century, distinguishing it from rationalism of the seventeenth century and Romanticism of the nineteenth? What in the French Enlightenment made it different from the simultaneous movement of ideas elsewhere? What, if any, was the relation of the French Enlightenment to society and the generating of conflict that led to the Revolution of 1789? Students will read secondary accounts to absorb and to criticise the standard interpretations, and primary sources selected by them to test the hypotheses they will have generated. Several short papers and one long one (15 pages or so) are expected. Anyone who has not had a college-level course in the history of western civilization should prepare for the course in advance by reading a text on the subject, for example, R.R. Palmer, A History of the Modern World, chapters 4 and 11. (Bien)
Section 005 – Zionism. There will be an attempt to analyze the roots of the Zionist idea as a political movement since the 19th century. Topics will include the precursors of Zionism in the East and West, Zionist-Arab relations, the Mandate period, the conflict of interests of the various powers around Palestine, the conditions which led to the establishment of the State of Israel. Requirements are a class presentation and a paper. (Reinharz)
Section 006 – Modern Balkans 1890-1945. This is a colloquium which will treat major problems in the history of the Balkans – the area which consists of the present-day countries of Yugoslavia, Bulgaria, Greece and Albania from roughly 1890 to the present. The course will consist of weekly readings with discussion and several papers. Grading will be based on the papers (some of which may also be presented to the class orally) and on classroom discussion. Certain class meetings (or portions of them) will be devoted to methods and writing of history. In connection with these, D.H. Fischer's Historians Fallacies will be read. Major topics to be covered will be: the Balkan situation established by the Treaty of Berlin (1878), the Macedonian question, the First World War, the creation of Yugoslavia and nationality problems within it, World War II and the Resistance Movements in Yugoslavia and Greece during the War, Tito's Yugoslavia, its break with the USSR and Yugoslavia's special path to socialism. (John Fine)
Section 007 – Women and Power in Pre-Industrial Europe. Pre-industrial societies in Western Europe had very clear notions about the persons best suited for political or economic power. There was almost universal agreement that women, by virtue of their gender, were not suited. The hereditary nature of many positions of strength, however, made the absolute exclusion of women untenable. Women did occasionally emerge as major landholders, entrepreneurs, and monarchs. In the late sixteenth century, most of Western Europe's governments were controlled by women. This course will examine the traditional idea of power (particularly kingship) in pre-industrial Europe, the expected role for women, and the problem of fitting reality to these ideals. We will deal not only with the contemporary discussion of the "women problem," but also with the way that historians have treated powerful females. Much, but not all, of the common reading will focus on the British experience. Reading will include theoretical and biographical materials by contemporary and modern scholars. Teaching is by seminar format. Evaluation will rely on class participation and a major (15-20 page) research paper. (Herrup)
Section 008 – Immigrant Experience in America. The course is designed to explore the personal and collective experience of immigrants arriving in the United States during the nineteenth and twentieth centuries. Categories of special interest will include the following: immigrant expectation and adaptation; the tension between ethnic exclusiveness and assimilation; the fit of the immigrant within the new city and its politics; native-born reactions; and the condition of ethnicity in contemporary America. Films and meetings with members of local ethnic communities will be employed to convey particular ethnic patterns. Tentative marking requirements include vigorous class discussion and several short analytical essays. The course does not form part of a departmental sequence, nor do special background or prerequisite courses bear on its successful completion. (Linderman)
Section 009 – Health and History 1880-1980. From the drama of major epidemics to the quiet suffering of hunger, health problems have both affected and reflected the development of society. This course will study such issues as: the effects of medical practice, individual habits, and environmental conditions on public health; the ethics, economics, and politics of medical decision-making; the changing health problems of women, Blacks, Indians and immigrants; the changing meanings of such ideas as "health," "disease," "cause," and "cure"; the spread and effects of medical discoveries; and the changing organization of the healing professions. This course examines medical history from the discoveries of Pasteur and Koch at the end of the 19th century to the present. While it is designed to complement a fall term course on pre-20th century health and medicine, either course may be taken separately. No background in history or medicine is assumed, though either could be useful. Classes are discussion format with supplementary lectures and audio-visual source presentations. Reading assignments include "first-hand" source documents and modern histories. Students are expected to read and discuss thoughtfully the equivalent of a book a week. A 20-page paper based on original historical research, and three short book reviews are required; no exam. (Pernick)
Section 010 – The New South. The major focus of this course will be the idea, reality, and significance of the "New South" in the period embraced by the Reconstruction and the Populist Movement. This theme will be explored from perspectives provided by three distinct but interrelated sets of source material: historical studies of the political economy of the postwar South (e.g., C. Vann Woodward and Jon Weiner); literary portraits of the era (W.E.B. DuBois, William Faulkner, and Charles W. Chestnut); and ethnographic studies of the everyday life of Black and white southerners (Powdermaker and Hagood). Hopefully, through these materials we will gain understanding of the historical and cultural context for the development of values and value conflicts among racial groups and classes. The class format will be readings and discussions. Course requirements include at least one oral presentation, a review essay, and a term paper. (Holt)
Section 011: Lords and Peasants in Early Medieval England. In this course we shall be looking at the relationship between lords and peasants in England from the Anglo-Saxon conquests until the late fourteenth century, but shall focus our attention primarily upon the period from 1180 to 1300. Among the issues that we shall treat are the origins of the English manor, the origins and significance of serfdom, the ordering of agrarian life, seigneurial justice, village bylaws, and the impact of economic and demographic change. Readings will range from the nineteenth century legal history of Maitland to the more recent Marxist historiography of Rodney Hilton. Students will be expected to read, write about, and discuss these materials critically, rather than seeking to master a body of accepted "facts." There will be something on the order of five or six writing assignments, and students will be required to meet periodically with either the instructor or the T.A. to discuss their writing. No prior knowledge of English history is assumed. (Arnesen)
Section 012: Comparative Revolutionary Elites. The course will study and compare the personalities and the writings of selected leaders of opposition movements advocating radical social change. The focus of the comparison will be a contrast between several violent and non-violent trends. The examples of violent movements to be studied are: (1) Marxism-Leninism-Stalinism; (2) Anarchism; and (3) Fascism. The non-violent movements are those associated with (1) Gandhi, Tolstoy, and related "non-violent" resistance groups; (2) communal movements in India, Israel, the U.S. and elsewhere; and (3) the recent "wave of Narcissism" with its emphasis on an "inward" voyage as the route to follow to solve individual and social problems. The course will be especially interested in relating the ideas to the personalities of their authors and in evaluating the social consequences of those ideas and ideals, judging, that is, their success or failure and their social costs. The course will involve, mainly, discussions of the assigned readings. In addition to active participation in those discussions, the requirements are one term paper and a final exam. (Mendel)
Section 013: Ukraine. Readings and discussions, with occasional lectures, on Ukraine since 1914. Topics include the Ukrainian question in World War I and in the Russian Revolution; Interwar Soviet Ukraine; Ukrainians in Poland and Czechoslovakia (1919-1939); World War II; de-Stalinization (1953-1964); the era of P. Shelest (1963-1972), and the problem of dissent in the 1970's. Readings include Reshetar, The Ukrainian Revolution, 1917-1920; Borys, The Sovietization of Ukraine; Armstrong, Ukrainian Nationalism 1939-1945; Kamenetsky, Hitler's Occupation of Ukraine, 1941-1944; Dzyuba, Internationalism or Russification?; and Plyushch, History's Carnival: A Dissident's Autobiography. Students will have the following option: three short papers or one long paper. (Szporluk)
Section 014: Race, Class, and Power in the American City. It is probably true that, as John Kenneth Galbraith has noted, "to understand the modern city is to understand the social ills which most oppress us." To understand the modern city, however, one must first recognize that it is the product of concrete historical experience. This course takes this recognition as its point of departure and focuses on patterns of historical development in the areas of race, class and power in urban America in order to provide historical perspective on contemporary urban problems. By means of both general works and more specific case studies, the course will consider such things as the relationships among urban ethnic and racial groups, the development of the urban class structure, and the distribution of such scarce resources as wealth and power. Of special concern will be the means by which a social system of obvious inequality has been legitimated. The heart of this course will be the discussion of about one book a week. As an aid to critical reading, students will write short (1-2 pp.) weekly papers and a longer (10-15 pp.) final paper, all based on the required course readings. Grades will be based on a combination of class participation and performance on the papers. Students who have completed History 566 will be admitted to this course by special permission of the instructor only. (McDonald)
Section 015: World War II: Asia. This course undertakes to investigate a few prominent issues about the origins and course of the Sino-Japanese war, 1937-45, and the American-Japanese war, 1941-1945. The focus will be, not on the battles, but on the diplomatic, political and social dimensions of the conflicts. The work for the course will consist of reading, discussion, and the writing and rewriting of several papers. Additional sessions devoted to writing may be scheduled. (Young)
Section 016: European Socialism. This colloquium will examine the history of European socialism from its origins in the 1830's to the Russian Revolution of 1917. Discussions will focus on student papers and on the assigned readings. Students will be evaluated on the basis of their paper and an oral examination on the readings. No prerequisites. Among the assigned reading will be: George Lichtheim, The Origin of Socialism Robert C. Tucker (ed.), The Marx-Engels Reader, Carl Schorske, German Social Democracy, 1905-1917, and other books and articles. (Suny)
Section 017: The Society of Colonial America as Seen Through the Sources. Colonial America – from the founding of Jamestown in 1607 to the Declaration of Independence in 1776 – was a society in which nothing happened, and everything happened. Nothing happened in the sense that there were no Presidents and no great events which have become popular milestones in American history. Everything happened in the sense that 100 odd scrofulous settlers in Jamestown became a nation of three million Americans, and in their views of God, the world, and politics these were recognizably the Americans of the next two hundred years. Something else happened, as well; paradoxically, these early Americans also participated in a society utterly unlike today's. Theirs was a rural, agricultural, and traditional society closer to the distant past than to today's urbanized, industrialized, and bureaucratized society. Both because it was typically American, then, and because it was uniquely unlike the present, colonial America can be a fascinating subject. We will read a textbook to learn the basic flow of events from 1607-1776, but otherwise will study this society through the words of the men and women of the time. We will read and discuss their letters, diaries, wills, and court cases. It will be a casual exploration, seeking conclusions as we go along, summarizing them at the end. There will be one or two papers based on the documents we read, and an examination at the end. This is a class in the intensive critical reading and analysis of relatively short documents. As such, it will be particularly useful for students who plan to go to law public service, or administration. But the main objective is to wander through a time which made and yet was utterly unlike our own. We shall seek our own conclusions about the American, and the human, past. (Lockridge)
398(393). Honors Colloquium, Junior. Honors
students and junior standing. (4). (SS).
Sections 001 and 002. This course, required of History Honors Juniors, is designed both as preparation for writing the Senior Honors Thesis and as a self-contained introduction to the art and science of professional historiography. It will be concerned with some current problems in historical theory, but even more with the actual practice of working historians. Several of the class meetings will be devoted to presentations by department members and visiting scholars on special historical problems and techniques. Students will be expected to write a series of critical essays, and a detailed prospectus for a substantial research project. (Grew and Jacoby)
417(460). Intellectual History of Europe from 1900 to the Present. (4). (HU).
European Intellectual History in the 20th century focuses its attention on the period from about 1870 (the neo-romantic movement or the antipositivist revolt) to 1945. It concerns itself with the retreat from the naive materialism and realism of the mid-nineteenth century, the perception of decadence, the birth of the symbolic movement in the arts and literature, the youth movements, revisionism in Socialist thought, anti-rational political theories, the new physics, the appearance of the unconscious in psychology and the rise of proto-fascism. "Modernity" and its discontents will be dealt with in terms of the method of the history of ideas although the contextual social and political developments will not be wholly neglected. There is a text for the convenience of the students. Students will be expected to read four additional books (to be chosen by the student from a long bibliography) and write a short paper. There will be a midterm and a final examination. (Tonsor)
433(502). Imperial Russia. (4). (SS).
A history of Russia from Peter the Great to World War I, with emphasis on the problems of modernization, political institutions, economic development, and the revolutionary movement. Lectures, supplemented by optional discussion section. Requirements include a course project (written or non-written), midterm exam (with a choice of take home or in-class, and a graded-ungraded option), and a final exam (choice of take home or in-class). (Rosenberg)
441(532)/GNE 471. The Near East in the Period of the Crusades, 945-1258. (3). (HU).
See General Near East 471. (Ehrenkreutz)
443(534)/GNE 474. Modern Near East History. (4). (SS).
The course deals with the impact of the West on the Islamic Near East in the 19th and 20th centuries. Concentration is on the "modernization" of the Ottoman Empire and Republican Turkey and Egypt; the rise of Arab and Zionist nationalisms and the subsequent Arab-Israeli dispute; inter-Arab politics and rivalries as expressed in regional ideological diversity and conflict; and regional and international strategies of the local actors and the Great Powers as regard "security," defense and energy. The course requires one final exam, usually "take-home," and a comparative book review. Readings related to the lectures hopefully will lead to periodic class discussions. (Mitchell)
451(548). Japan Since 1800. (4). (SS).
The purpose of this course is to convey an understanding of the history of modern Japan and to impart a sense of how to read and think about that history. This aim will be pursued through lectures, readings, discussions, and written exercises. The lecturers will attempt to (1) analyze the background out of which modern Japan emerged, (2) to identify the major developments in her modern evolution, (3) and to explain the rise and fall of Japan's empire and her emergence as a major world power today. There is a midterm, final and two writing assignments in the course. Texts for this course are Peter Duus' The Rise of Modern Japan (Scribner's 1972) and David J. Lu's Sources of Japanese History, Vol. 2 (McGraw-Hill, 1974). (Hackett)
452(549). Premodern Southeast Asia. (4). (SS).
A lecture-survey of the history of Southeast Asia (including both the Indo-China peninsula and Indonesia), from the earliest times to the advent of European colonialism. Topics will include recent archaeological findings on the beginnings of agriculture and metallurgy, the formation of classical states, indigenous world-views, and the role of Hinduism, Buddhism and Islam. Previous work on Southeast Asia is not required. (Gesick)
454(588). The Formation of Indian Civilization to 320 A.D. (4). (HU).
India is among the world's oldest and most long lived civilizations. In this course we will examine its evolution, from the ancient civilization of the Indus Valley (c. 2300-1700 B.C.) to the beginnings of the classical period. Topics will include the arrival of Indo-European languages, the origins of Hinduism and Buddhism, the formation of the Mauryan empire, relations of India with Greeks and Central Asian nomads, and the structure of family life and the caste system. This is a lecture course, and it presumes no prior study of India on the part of the participants (except the professor). Both undergrads and grad students are welcome. (Trautman)
467(563). The United States Since 1933. (4). (SS).
The course provides a comprehensive view of American history and of life in America from the Great Depression to the present day. Among the subjects treated are the New Deal; World War II; the Cold War; McCarthy and McCarthyism; the Fair Deal; the New Frontier; the Great Society; the turbulence of the 1960's (the Black revolt and Black power, the counterculture and youth revolt, new feminism and women's liberation); and Nixon and the Watergate affair. Several paperbacks are assigned for the course, but no textbook is used. There is a midterm and a final examination in the course, and a paper is required. History 467 is a lecture course, but optional discussion sections may be scheduled. (S. Fine)
491/Econ. 491. The History of the American Economy. Econ. 201 or 400. (3). (SS).
See Economics 491. (Whatley)
511(514). England Under the Stuarts. (4). (SS).
The Stuart Age (1603-1714) has been considered an "age of revolution" for England not only in political, but also in social, religious and economic life. This course will investigate the validity of that characterization through a critical analysis of the events that transformed the England of Shakespeare into the Britain of Defoe. Among the topics to be studied: the nature of the three English revolutions (1640-60, 1688, the scientific revolution); the rise and decline of puritanism and religious radicalism; the birth of the political press and political parties; the growth of England into Britain; Britain into an empire and the integration of Britain into Europe. The course combines lectures and discussions. Readings include both contemporary (Hobbes, Locke, Defoe, Clarendon) and more modern works. There will be a midterm, several short historiographic essays, and a final examination. (Herrup)
517(426). History of Ireland Since 1603. (4). (HU).
A narrative history of modern Ireland from the collapse of Gaelic culture until the present. Social and artistic (especially literary) as well as various historical topics will be lectured upon, with opportunity for discussion. The main text used will be J.C. Beckett, The Making of Modern Ireland. Other readings will be assigned. Course work will include two brief papers, one longer paper, and a final exam. There will be no hour exams. (McNamara)
519(486). The German Empire, 1500-1740. Hist. 110, 211, or 213. (4). (SS).
This course is devoted to a study of Germany in what, broadly speaking, might be defined as the Age of the Baroque. The principle focus will be on identifying the basic social groups in early modern German society and on relating these groups to the primary political institutions of the Holy Roman Empire. Particular attention will be given to the Hapsburg monarchy and to its attempts at consolidating administrative control over the Germanies. The contemporary intellectual and artistic movements will also be studied. There is no language requirement for the course. In addition to a midterm and final examination, each student will be expected to submit a research paper on a topic of particular interest. (Vann)
523(482). France, 1661-1789. (4). (SS).
A study of the French Old Regime and the causes of the first
great revolution of the modern era. The course undertakes a selective
examination through lectures of certain problems and themes - the feudal background, state-building and its social consequences, the corporatist society, the aristocratic resurgence or reaction, the enlightenment, and the meaning and limits of reform. In these
lectures several questions are posed: why did large-scale revolution
take place in France rather than elsewhere in Europe? why did
revolution come when it did? in what senses was revolution inevitable?
Comprehensive coverage and narrative treatment of the period are obtained through the readings. These include Tocqueville, Old Regime and Revolution; W. H. Lewis, The Splendid Century; John Lough, An Introduction to Eighteenth-Century France; R. R. Palmer, The Age of the Democratic Revolution; Franklin Ford, Robe and Sword: the Regrouping of the French Aristocracy; Elinor Barber, The Bourgeoisie in Eighteenth-Century France; and various other brief selections and articles. Parts of Descartes, Voltaire, Montesquieu, and Rousseau are read. There is an hour exam (optional), a final exam, and one essay of 7 or 8 pages on a topic and problem to be arranged consistent with the student's particular interest. (Bien)
528(474). Modern Italy, 1815 to the Present. (4). (SS).
One of Europe's newest states and oldest cultures, Italy is today a wealthy nation with the largest Communist party in any non-Communist country. This course explores such paradoxes in terms of the history of Italy from the French Revolution to the present. Major topics treated include the process of national unification, regional differences, industrialization and social change, the impact of the Catholic Church, the origins and nature of Fascism, modern Italian culture, and the politics and society of contemporary Italy. Lectures and assigned readings provide the framework of the course; students are encouraged to use discussions, a term paper, and optional oral reports as a chance to investigate topics of special interest to them. (Grew)
531(509). History of the Balkans Since 1800. (4). (SS).
History 531 is a lecture course which surveys the history of the Modern Balkans – the area which consists of the present-day countries of Yugoslavia, Bulgaria, Greece, and Albania – from roughly 1800 to the present. There are no prerequisites nor required background. Interested Freshman should feel welcome. Grading is based on: one hour exam (with the option of having a one-hour written exam, writing on one essay question out of about four, or a half-hour oral), one course paper (approximately 15 pages, topic according to student interest but cleared with instructor) and a written final exam (2 essay questions to be chosen from a list of about 8 questions). Major issues to be covered are: liberation movements of the Serbs and Greeks from the Ottomans, development of their two states, the crisis of 1875-78 with international involvement ending with the Treaty of Berlin, Croatia and Bosnia under the Hapsburgs, the development of Bulgaria after 1878, the Macedonian problem, Terrorist societies, World War I, the formation of Yugoslavia, Nationality problems in Yugoslavia between the Wars, German penetration and the rise of dictatorships in the interwar Balkans, World War II with Yugoslav and Greek Resistance movements (including the Greek Civil War), Tito's Yugoslavia, its 1948 break with the USSR and Yugoslavia's special path to socialism. (John Fine)
535. Armenia and the Armenians in the 20th Century. History 287 recommended but not required. (4). (SS).
This course will examine the history of the Armenian people in the last century, beginning with the European recognition of the "Armenian Question," the failure of the reform in the Ottoman Empire, and the rise of the Armenian revolutionary movement. Focus will be on the massacres and genocide of the 1890s and 1915, the impact of the Russian Revolutions of 1917, and the establishment of the Soviet Republic of Armenia. No prerequisites. Evaluation will be based on an oral examination and a written paper. Students will read: Richard Hovannisian, Armenia on the Road to Independence, 1918, Mary Matossian, The Impact of Soviet Policies in Armenia, and other books and articles. The course will be taught through lectures and discussions. (Suny)
550(546). Imperial China: Ideas, Men, and Society. (4). (HU).
This is a systematic analysis of state, society, men, and ideas in Imperial China from 221 B.C. to the end of the 18th century. Each dynasty or period is examined by its characteristic development and unique features. The following topics are to be covered: 1) the concept and structure of empire; 2) soldiers, diplomacy, and war; 3) society, cities, and literature; 4) barbarian challenge, economic development, and social change; 5) state, society, and culture in early modern China. The course is open to all undergraduates and graduates. (Chang)
581(429). Utopian and Millennial Movements. (4). (HU).
This course surveys past utopian and millennial movements and begins with a study of the most recent of them, the "counter culture" of the late 1960s. The course then takes a great leap backward to the beginnings of utopian idealism as represented by the prophetic message of ancient Judaism and the Christian apocalyptic vision. These two traditions are then compared with the Buddhist "Nirvana" and similar eastern ideals. After a rather brief review of the principal millennial trends of the middle ages, the course focuses on four utopian movements of modern times: the rationalist utopians of the French Revolution; communism from Hegel through Marx, Lenin, and Stalin to Mao; the Nazi vision of a "Third Reich"; and anarchism. The course then returns to the present with an analysis of recent and current communalism including an evaluation of the Israeli kibbutz. If time permits, modern science fiction as a form of utopian thought and sentiment will also be considered. (Mendel)
583. Anglo-American Constitutional and Legal History. (4). (SS).
This course is intended for students interested in Anglo-American history, for those interested in government and law and for those interested in the origins and development of the central ideas and institutions of American constitutional and legal history. The course undertakes an analysis of several major themes in the development of law and legal institutions in 16th and 17th century England and in America from the colonial period to 1850, e.g., theories underlying the growth of, and the setting of restraints upon, executive power; the historical origins of judicial review; popular movements for reform of the common law; the growth of the legal profession and the relationship between legal training and constitutional and legal theory and practice; the effect on constitutional and common law of social and economic change in early 19th century America. Course requirements include: one short paper (five pages) based on documents or an hour examination; a final examination. Although there are no prerequisites, some background in English or American history is helpful. (Green)
584. American Constitutional and Legal History. (4). (SS).
This course is intended for students interested in American History, for those interested in the development of the central ideas and institutions of modern American Constitutional and legal History. It is the second in a two-course sequence: History 583, Anglo-American Constitutional and Legal History, precedes but is not a prerequisite for this course. The course will undertake an analysis of several themes: changing approaches to constitutional interpretation; the impact of social and economic developments on public and private law; the relationships of legal theory to legal education and of legal education to the role of the legal profession; the tensions among legal doctrines, scientific theory and social attitudes regarding the problem of human freedom. Course requirements include: one short paper (five pages) based on documents or an hour examination; a final examination. No formal prerequisites. (Green)
588(598). History of History II. (4). (HU).
A historiographical survey of the 18th, 19th, and 20th centuries stressing the development of historicism and its problems. The course places a major emphasis on the relationship of the development of method to philosophies of history. No text is employed. Students are expected to read four books of their own choice from an extensive bibliography and to write a critical 2,500 word paper. There is a midterm and a final examination. (Tonsor)
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