Courses in History (Division 390)

100-Level Courses are Survey Courses and Introductory Courses for Freshmen and Sophomores

110(101). Medieval, Renaissance, and Reformation Europe. (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. (Lindner)

111(102). Modern Europe. Hist. 110 is recommended as prerequisite. (4). (SS).

History 111 is intended as an introductory survey to the history of Europe during the past three centuries. Consequently it will emphasize the dynamic forces which have transformed the society and culture of Europe and by extension that of the world rather than a minute examination of events and particular national histories. Among those dynamic forces to be considered will be: the process of rationalization and bureaucratization, the growth of science and technology, industrialism and urbanization, centralization and the growth of state power, the transformation of the art of war into a military-technological-industrial-enterprise, the dissolution of community and the secularization of society and culture. Particular national histories will be used to elucidate the functioning of these dynamic forces. There will be a text and appropriate readings, a midterm and a final examination and three short papers (1000 words each). There are no course prerequisites. (Tonsor)

122/Asian Studies 122. Modern Transformation of East Asia. (4). (SS).

See Asian Studies 122. (Murphey)

152/Asian Studies 112. Modern South and Southeast Asia. (4). (SS).

See Asian Studies 112. (Murphey and Lieberman)

160(331). United States to 1865. (4). (SS).

A survey of American History to the end of the Civil War. The course will focus on the socio-economic and political development of the United States and will cover a wide variety of topics ranging from the changing attitudes towards abortion to the causes of the Civil War. There will be lectures two hours a week and a weekly section meeting. The grading in the course will be based on a midterm and a final, and three of the four quizzes to be given in the section meetings. (Vinovskis)

161(332). United States, 1865 to the Present. (4). (SS).

History 161 is designed to trace via talks, discussion sections and books America's history from 1865 to the present. The course will attempt to offer, with consistency, an analytical framework of usefulness to those trying to comprehend America. Its principal theme will be those of small-town America and its ideological persistence; the rise of an opposing set of values embodied in bureaucratic institutions; and the continuing tension between local and national values in such issues as race, religion, women's rights, foreign policy, government regulation, etc. The talks and a significant number of the books will also attempt to convey the varieties of personal experience so important to this period. Lectures will meet two hours a week plus a single weekly discussion section. Tentative marking requirements include a short paper, a one-hour midterm examination and a two-hour final examination. There are no history course prerequisites for History 161. (Linderman)

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).

History 181 is offered Winter Term, 1984.

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.

200-Level Courses are for Sophomores and Upper Class Students

201(312). Rome. (4). (HU).

A general introduction to Roman history, Republic and Empire, through examination of specific problems and topics. Among the topics scheduled for discussion are Roman imperialism, the development and disintegration of political consensus, provinces and frontiers. In addition to a recommended text, a number of "classics" in translation will be read and discussed. Students will be expected to write a term paper and to complete the midterm and final exams. (Eadie)

202(112)/RC Soc. Sci. 202. The Twentieth Century: A Global View. (4). (SS).

This course develops basic 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)

210(313)/MARC 210. Early Middle Ages, 300-1100. (4). (SS).

This course will survey the formation of Western European society from late antiquity to the mid-twelfth century. It is intended as a broad introduction to the period, and will trace demographic and economic decline and growth, changing social forms, and the formation of European political and religious institutions. We will also examine early medieval culture, including popular religious life saints, relics and pilgrimages as well as early science and philosophy, and the fine arts. There will be at least one exam and one short paper. Readings are drawn from both medieval sources and the works of their modern interpretors. (Hughes)

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).

This course is for those interested in modern Chinese history who have little background in the subject. The thematic focus will be the relationship in China between domestic social turbulence and foreign encroachment from the late 18th century, as well as the emergence in the 20th century of a revolutionary strategy responding to both these challenges. The reading will combine a textbook narrative with topical essays and translated sources. The class hour will be devoted to lectures and discussion. There will be a midterm and final, and students will be asked to submit a short paper or other project. (Young)

262(355). The American South. Hist. 160 and 161 are recommended but not required. (4). (SS).

This course concerns the history of one of America's largest minorities: Southerners. Beginning with the colonial origins of Southern society, it will explore the social, economic, political, cultural, and religious characteristics that have, until recently, made the South a region unto itself. Readings will include the work of distinguished historians of the South like C. Vann Woodward, Charles Sydnor, Edmund Morgan, Eugene Genovese, John Hope Franklin, and Harold Woodman, as well as the work of literary and journalistic interpreters of the South, such as Frederick Law Olmsted, Michael Shaara, and William Faulkner. Some background in American history is advisable though, for energetic students, not essential. The course will be taught through lectures and discussion. Requirements include a midterm and final examinations, and a short (10-page) final paper. (Fields)

300-Level Courses and Above are for Juniors and Seniors

333(392)/Econ. 396/Pol. Sci. 396/Slavic 396/REES 396/Soc. 393. Survey of Eastern Europe. (4). (SS).

See Slavic 396. (Szporluk)

383(469). Modern Jewish History to 1880. (4). (SS).

This course will briefly sketch the history of the Jews in Eastern and Western Europe during the Middle Ages; their communal structure. Weltanschauung and the relations between the Jews and their gentile neighbors. We will examine the dawn of Enlightenment within the Jewish community in the West and the development of Hasidism in the East. The main emphasis of the course, though, will be a detailed examination of the impact of political emancipation on Eastern Jewry as well as the fate of Eastern European Jewry under the rule of Imperial Russia. We will try to understand the political, social, economic and demographic conditions in Western and Eastern Europe between 1789 and 1880 which gave rise to the anti-Jewish reactions which developed toward the end of the 19th century. At the same time we will examine the secular, religious and intellectual developments within the Jewish communities including the Science of Judaism, assimilation, Neo-Orthodoxy, Reform, Positive-Historical School, and Hebrew Enlightenment. The formal assignments typically include a take-home midterm, a take-home final and no additional papers. (Weinberg)

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 396 and 397 are both offered Winter Term, 1984.

History 396

Section 001 Under the Eagle's Wings: The U.S. Occupation of Japan, 1945-1952. No segment of Japan's remarkable post-war history is more seminal or fascinating than the Allied occupation from 1945 to 1952. This course will examine the extraordinary episode during which the U.S. operated through the Supreme Commander Allied Powers (General MacArthur) to bring about fundamental changes in Japan's political and social institutions, values, and behavior. It will focus on the planning for this unparalleled undertaking, the reform enacted, the response of the Japanese, and the long-term impact of SCAP policies. Kuzuo Kawai's Japan's American Interlude (University of Chicago Press, 1980) will be used for background reading. Emphasis will be given to class discussions of assigned readings, to oral reports, and to three written assignments covering specific aspects of the Occupation and its aftermath. (Hackett)

Section 002 19th Century Settlement Patterns. (Livermore)

Section 003 Modernization and Westernization: Pressures and Responses in the Making of Asia 1815-1980. This is primarily a reading discussion course; we will read a series of basic books and some more specialized pieces dealing with the topic and discuss them in weekly two-hour class sessions. Four shortish (5pp.) essays are required in place of an examination. We will deal sequentially and, as the term progresses, comparatively, with the modernization-Westernization theme in India, Southeast Asia, China and Japan (plus Korea if time and interest permit). We will try to define and distinguish between modernization and Westernization, in the context of the development of each major Asian area under the impact of imperialist and other pressures, as outsiders confronted the separate indigenous Asian systems, each with its own circumstances and momentum. Finally we will try to assess the relative roles of these various elements in the emergence of modern Asia from the perspective of the present. To supplement the too-brief time for discussion, some evening get-togethers will be arranged, with attention also to culinary and social matters. (Murphey)

Section 004 Health and Disease in the Age of Victoria. The Victorian Era began with a devastating cholera epidemic, and ended with the revolutionary discoveries which shaped our modern views of disease. Medical issues both affected and reflected the rapid changes in Victorian society. This course will examine the history of health and disease in America and Britain during this century of unprecedented medical change. We will study: the health effects of industrialization, urbanization, feminism, colonialism, slavery, and war; the relative effects of environment, personal habits, and scientific knowledge on public health; the influence of medical issues on society, literature, and political economy; and the changing organization and power of the healing professions. No background in history or medicine is required, though a previous introduction to either might be useful. Class will be discussion-format, with occasional brief lectures. Readings will include primary sources such as old medical journals and newspapers, as well as modern historical works. Students will be expected to read and discuss thoughtfully an average of 200 pages a week. A 15-page paper based on original historical research is required, as are three 5-page book reviews. There are no written examinations. (Pernick)

History 397

Section 001 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. 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 to 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." Grading will be based on classroom discussion and on two or three short-to-medium length papers. All papers will be based on the assigned reading, rather than on additional research. (Arnesen)

Section 002 Michigan in the Era of Industrialization. This course will focus on the period in Michigan from 1880-1920. It will examine several themes in the period including immigration, industrialization, settlement patterns, etc. A general familiarity with U.S. history is required. History colloquia are conducted in the seminar format and are limited to a small number of students. As a result, emphasis is placed on student participation in discussions. Each student will be required to write a major research paper that will draw on the resources of the Bentley Historical Library, which contains original historical records relating to the history of the state. The course provides an opportunity for students to gain familiarity with a critical period in the history of the state and to do original historical research. Grades will be based on a midterm exam, class discussion, and the seminar paper. (Blouin)

Section 003 Romans, Jews, and Arabs: Cultural Continuity and Conflict in the Roman Empire. Roman relations with Judaea and Nabataea, from the intervention under Pompey (66-63 B.C.) to the death of Hadrian (A.D. 138), will be the focus of the inquiry. Special attention will be given to the effect of Roman intrusion on existing relations between Jews and Arabs in the region. Ancient and modern accounts of key events will be discussed during the first half; preparation of a substantial (20-25pp.) paper will be the principal activity in the second half. (Eadie)

Section 004 People of the Old South. This course will invite students to use primary documents in order to draw a picture of life in the Old South as experienced by its people: masters, slaves, free Black people, and the white yeomanry. Students will read and discuss short selections by historians addressing important questions concerning the social character of the Old South. Making use of these as background, they will be asked to prepare two short papers and one longer paper marshaling primary evidence in support of their own arguments. (Fields)

Section 005 Chinese Peasants: Masters or Servants of the Revolution. No one doubts the large role played by peasants in the revolution that brought the Chinese Communist Party to power in 1949. The major participation of peasants is one feature clearly distinguishing this revolution from the French and Russian revolutions. Less certain is the complex character of the peasant's relationship to the Communist movement. Were peasants merely pawns used by the Communist Party to advance its push to Peking or did peasants actively shape the agenda and goals of an agrarian revolution? Did the peasant's role in the revolution reproduce old social frictions in a new setting or did it mark a fundamental departure from not only other famous social revolutions but the Chinese past itself? To address these questions, this course explores three related clusters of issues. First, to put the revolution in historical perspective, we examine the peasant's relationships to outsiders before the arrival of the Communist Party; equal stress is placed on traditional patterns of protest and the peasant's relationship to the state. Second, we read several accounts of the peasant's role in the revolution to learn how earlier forms of conflict were continued and new types of struggle were developed. Finally, the course concludes with the peasant's relationship to the state after 1949 in order to assess the degree to which this relationship was transformed by the revolution and the degree to which it conforms to patterns pre-dating twentieth-century upheavals. Evaluation will be based on weekly participation in discussions, one oral report, and three five-seven page essays. (Wong)

Section 006 Social and Political Ideology in the U.S., 1945-1963. A seminar that explores political, social, and economic ideologies in the U.S. from the end of World War II until the early 1960's. Attention will focus on responses to the legacy of the 1930s, central debates of the 1950s, and origins of issues dominant in the 1960s. Readings will include Ralph Ellison, Invisible Man; Reinhold Niebuhr, Children of Light and Children of Darkness; W.W. Rostow, Stages of Economic Growth; Daniel J. Boorstin, Genius of American Politics; Eric Hoffer, True Believer; C. Wright Mills, Power Elite; Robert Dahl, Who Governs?; Will Herbert, Protestant-Catholic-Jew; Daniel Bell, End of Ideology; Herbert Marcuse, Eros and Civilization; Paul Goodman, Growing Up Absurd; and Betty Friedan, Feminine Mystique. Lecture and extensive discussion. Three eight to ten page analytic papers. (D. Horowitz)

Section 007 American Religion 1630-1860. A look at some of the major secondary literature concerned with religion (mostly that of various Protestant sects) and American society - -along with an attempt to look at "folk religion" in 19th-century America. The history we want to find, but which has eluded us for so long, is the history of "religious" practices at the ordinary level of human experience not theology, not denominational histories, not ministerial tracts, but the spirituality (and the social meaning of spirituality) in the ordinary lives of women and men. (King)

Section 008 Comparative Revolutionary Elites. The course will study and compare the personalities and the writings of selected leaders of opposition movements advocating radical change. The focus of the comparison will be a contrast between several violent and nonviolent trends. The examples of violent movements to be studied are: 1) Marxism-Leninism-Stalinism; 2) Anarchism 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 the recent wave of "narcissism" with its emphasis on the "inward" voyage as the route to follow towards solving individual 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 009 American Institutions and the Development of the Family. This course will investigate the relationship between changes within institutions such as schools, churches, and factories and its impact on the lives of individuals and their families. Everyone will read and discuss Carl Degler, At Odds: Women and the Family in America from the Revolution to the Present, Stephen Thernstrom, Poverty and Progress, Glenda Riley, Frontierswomen, and Janet Wilson James, Women in American Religion. The emphasis in the course will be on writing an original research paper on some topic exploring the interaction of American institutions and the family using both primary and secondary sources. Enrollment will be limited to 15 students. (Vinovskis)

Section 010 Kinship, Gender, and Sexuality in Traditional Europe. The nature of kinship structures and family relations in medieval and early modern Europe, with consideration of social and regional variety and change over time. A look in some detail at how the structure and ideology of the family in the West relate to the assignment of gender roles and to attitudes toward sexuality. The influence of both Church and State on the formation of acceptable family patterns will be studied. The class will be run as a seminar, and a research paper will be required. (Hughes)

Section 011: Early Colonial Latin America: Contact, Conquest, and Adaptation. This colloquium will examine the early history of Latin America, with a focus on interactions between Indians and Europeans. We will use a variety of primary sources and recent historical and ethnohistorical scholarship to study the process of contact between cultures and the range of subsequent adaptations. Topics to be discussed include the evolution of labor systems, land use, village life, and religious beliefs, as well as the changing structure of colonial society and the imperial enterprise. The main regional focus will be on Mexico and the Andes, though we will also discuss Brazil and the Caribbean. Readings will include James Lockhart and Stuart Schwartz, Early Latin America, and additional selections from works by Christopher Columbus, Bernal Diaz del Castillo, Garcilaso de la Vega, Charles Gibson, John Hemming, Felipe Huaman Poma de Ayala, Miguel Leon Portilla, William Prescott, Nathan Wachtel and others. Students will write two short papers and one longer one, make an oral presentation, and keep a reading journal. No knowledge of Spanish is assumed. (R. Scott)

400(411). Greece from the Bronze Age to the Death of Philip. (4). (HU).

The time span of this course is from Minoan times to the accession of Alexander in 336 B.C.; the subject is primarily the rise of Greek civilization and its stage as the foundation of Western culture. No prior preparation is required; beside a textbook students read in Homer, Herodotus, Thucydides, Plato, and Plutarch's lives. One hour-examination (essay) and a research paper on a topic of the student's choice count equally with the final examination (one-third each). Most sessions are given over to lectures on specific topics, but periodically discussions fill the hour. (Starr)

412(473)/MARC 414. Social and Intellectual History of the Florentine Renaissance. (4). (HU).

This course will explore the relationships between culture and society in Florence from the 13th to the 16th century. Attention will be given to the fine arts, Latin and vernacular literature, humanism, and political thought featuring the major writers, from Dante and Petrarch through to Machiavelli and Guicciardini. Readings will include sections of the Divine Comedy, Petrarch's letters, the Decameron, the writings of the civic humanists, selections from Vasari's Lives of the Artists, the Autobiography of Benvenuto Cellini, and finally, materials from Machiavelli and Guicciardini. The course will be conducted with lectures and discussions. Evaluations will be by exam and papers. (Becker)

413(471)/MARC 413. Intellectual History of the Italian Renaissance. (4). (HU).

This course will survey Renaissance humanism in Italy from the mid-fourteenth century to the mid-sixteenth. Readings will include selections from such authors as Petrarch, Salutati, Vergerio, Bruni, Alberti, Palmieri, Barbaro, Valla, Ficino, Pico, Machiavelli, Guicciardini, Castiglione, and Vasari. Through these readings, we will trace the origins and development of humanistic thought, its relation to classical models and to contemporary events, its place in the general cultural climate of Renaissance Italy, and its social diffusion. At the same time, students will be introduced to the major modern interpretations of Renaissance humanism, from the classic essay by Burckhardt to the studies of Hans Baron, Eugenio Garin, Paul Oskar Kristeller, and more recent scholars. Class sessions will combine lecture and discussion; students are expected to contribute vigorously to the discussions. Students will write a short (approx. 5 page) review of a book selected from a list of supplementary readings, a 10-15 page paper, and a final exam. (Bornstein)

428. History of Scandinavia. Open to all students of junior standing and above, or with permission of instructor. (4). (SS).

This lecture course will deal with the history of Denmark, Sweden, Norway, Iceland, and Finland, from pre-Viking times to the present. It will be chronological, but with emphasis placed on certain key periods in Scandinavian development. The emphasis will be greater the closer these periods are to the present, except for the Viking era, because of both its great impact on the rest of Europe, and importance to Scandinavia's own history. The union of all Scandinavia in the late 14th century is another key period. The upheavals and consolidation during the times of the Reformation resulted in two major states, Denmark and Sweden, dominating. The formation of these nations and their relationship to the rest of Europe during the 17th century is covered, along with the great cultural, political and social changes of the 18th century. The 19th century sees the growth of nationalism, and the evolvement leading to the five modern states that exist today. In our own time Scandinavia has been a laboratory of social ideas, and a workplace of creative activity. There will be one major essay required and a final exam. The required text is T.K. Derry's A History of Scandinavia. (Marzolf)

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).

A lecture course open to graduate and undergraduate students. No prerequisite or special background is required. Chronologically, the course will focus on the years since the mid-eighteenth century. Particular emphasis will be given to political, economic, social and cultural developments in the Ottoman Empire in Asia, Modern Turkey, Egypt, the Sudan, Lebanon, Israel and Jordan. Saudi Arabia, the Gulf and Iraq will also receive some attention, but will not be treated in depth as this is done in History 542. Arab Nationalism, Islamic reform and revival, Zionism, the establishment of nation states in the region, the Arab-Israeli conflict, the consequences of economic development and of incorporation into the world economy, and the roles and interests of the Great Powers in the region will be among the principal themes explored. Graduate students will be expected to do a research paper. Undergraduates may substitute two book reviews for this requirement. A midterm and final examination will be given. All students will be expected to do assigned reading of materials available at the University Library Reserve Service. No textbook will be required. However, several paperback titles will be recommended for purchase. (Rollman)

448(537)/CAAS 448. Africa in the Twentieth Century. (4). (SS).

See Afroamerican and African Studies 448. (Uzoigwe)

450(547). Japan to 1800. (4). (SS).

This course is a survey of Japan's history from the foundation of the archaic state until the eve of the Meiji Restoration. The primary focus of the course is on the evolution of Japan's political, economic, and social institutions, but attention is also given to the history of literature, religion, and thought. Among the themes treated within the latter sphere are the nature of Japan's classical aristocratic culture, the warrior culture of late medieval Japan, and the impact of Buddhism and Confucianism. In addition to the lectures that will form the heart of the course, there will be perhaps five or six in-class discussions of historical documents and literature in translation. Grading will be done on the basis of two examinations (a midterm and a final) and one writing assignment of 10-15 pages. (Arnesen)

453(550). Modern Southeast Asian History. (4). (SS).

This is a lecture survey of Southeast Asian history. It will concentrate upon the 19th and 20th centuries up to and including the Vietnam War. Geographical coverage will include the countries of both the Indo-China peninsula and of the islands from Indonesia to the Philippines. The course will be taught by Prof. Victor Lieberman, a specialist in the history of Burma, who was trained at the University of London; Prof. Lieberman will be joining the Department of History in the Winter Term. (Lieberman)

455(589). Classical India and the Coming of Islam 320-1526 A.D. (4). (HU).

The aim of this course is to examine the nature of Indian civilization in its classical form. We will study its social and political institutions, its value systems and religions, trying to see their interconnectedness, so far as the evidence allows. Toward the end of the course we will study the first major encounter between Indian and Islamic civilization, brought about by the Turkish conquest of North India. This is an introductory lecture course, which presumes no prior background in Indian history. Short papers, a midterm, and a final exam will be required. (Trautmann)

461(556). The American Revolution. (4). (SS).

An inquiry into what happened, why it happened, and what it meant (and still means) when, from 1763-1790, the American colonies resisted, declared independence from, and politically transcended British Rule. An investigation of the deepest sources of the American national character. No prerequisites; not part of a sequence. Lectures and discussions. A short (150-200 pp.) book or several articles a week, covering everything from high political struggles to ordinary lives. A short paper (5 pp.) a longer paper (10-15 pp.) and a final examination. (Lockridge)

463(558). Jacksonian America. (4). (SS).

The course centers upon the principal political, economic and social developments of the Jacksonian period, 1828-1845. Political party formation and their socio-economic foundations will have special emphasis. Discussion is encouraged during the three weekly lectures. The midterm and final examinations will be the "take-home" variety, with the limited option of a term paper. The required reading will include such books as Tocqueville's Democracy in America, Formisano's The Birth of Mass Political Parties, Silbey's The Transformation of American Politics, 1840-60, and Katz' The Irony of Early School Reform. The average weekly reading will be 200 pages. (Livermore)

475/Geography 475/Honors 204. History of Geography. (2). (SS).

See Geography 475. (Kish)

477(582). Hispanic America: The National Period. (4). (SS).

This course examines the history of Latin America from the early nineteenth century until the present. The approach is thematic, focusing on a series of topics: (1) the colonial heritage and political independence, (2) political systems and search for order, (3) economic dependency and development, (4) labor systems (including slavery, sharecropping, wage labor, peasant cultivation and peonage), (5) class ethnicity, and (6) revolution and reaction. Selected countries will be discussed under each topic, with particular emphasis on Mexico, Brazil, Cuba, the Andes, and Central America. The method of instruction will be lecture/discussion, with strong encouragement of student participation. Requirements include a short book review, a longer paper, a midterm, and a final. There will be readings in primary and secondary historical and anthropological sources, including Gibson, Spain in America, Stein and Stein, The Colonial Heritage of Latin America, Keen and Wasserman, A Short History of Latin America, Reed, The Caste War of Yucatan, Mintz, Worker in the Cane, Fredrich, Agrarian Revolt in a Mexican Village, Knight, Slave Society in Cuba, Castro, History Will Absolve Me, as well as selected fiction by Arguedas, Asturias, Fuentes and Garcia Marquez. (R. Scott)

487(484)/Engl. 416. Women in Victorian England. (4). (HU).

This is an interdisciplinary course using history, art and literature to explore the position of women in Victorian England (1837-1901). The Victorian age saw some of the most culturally repressive attitudes toward women, but also some of the strongest efforts to emancipate women. These extremes coincided with the first industrial revolution, and a time of great disparities in wealth and poverty. We will examine the stereotype of the ideal woman, and many responses to it; the struggle to improve women's education and to open the professions; the living conditions and lives of working women; and such general issues as sexuality, crime and prostitution. Readings will include a course pack, three novels, autobiography, critical essays and poetry. Requirements include one paper, one annotated bibliography and one final exam. (Vicinus)

491/Econ. 491. The History of the American Economy. Econ. 201 or 202. (3). (SS).

See Economics 491. (Whatley)

493/Econ. 493. European Economic History. Econ. 201 or 202. (3). (SS).

See Economics 493. (Webb)

507/GNE 463. Intellectual History of the Ancient Near Eastern and Pre-Classical Mediterranean World. Junior standing with at least one course in ancient literature, ancient philosophy, or ancient history; and reading knowledge of at least one modern foreign language. (3). (HU).

See GNE 463. (Orlin)

530(508). History of the Balkans from the Sixth Century to 1800. (4). (SS).

A general survey of the Balkans (including Medieval Greece, Bulgaria, Serbia, Croatia and Bosnia and the relations of these states with Byzantium and Hungary) from the arrival of the Slavs in the 6th and 7th century through the Turkish period. The reading list consists of monographs, articles and a few translated sources. The reading list can be altered (with permission of the instructor) to accommodate special interests. There will be an hour exam (written or oral as the student chooses), a paper (topic to be chosen by student with permission of the instructor) of about 15 pages and a final examination. Students who prefer to write a major paper (ca. 25 pages) can skip the hour exam. (J. Fine)

551(545). Social and Intellectual History of Modern China. (4). (HU).

This course examines Chinese society and intellectual thought during the nineteenth and twentieth centuries. Particular attention is paid to the forms of social conflict and political protest that accompanied the growing presence of foreigners, the collapse of the empire, and the efforts to build a post-imperial political system. Together with analysis of the visions of Chinese society put forward by Chinese leaders and intellectuals, this course offers a topical approach to the antecedents, context, and legacy of the Chinese revolution. Among the issues are: peasant life and community; the imperial state's perception of the social order; patterns of social conflict; the reality and myth of an agrarian crisis; conservative approaches to politics and culture; Marxism and the Chinese peasant; Mao's image of a new society. Some familiarity with the broad outline of events will be useful. Those students entering the course without background should be ready to do some supplemental reading. Course assignments include selections from the analytical literature and translated documents. On the basis of these readings, lecture presentations, and class discussions, students will write three 5-7 page papers and a final exam. (Wong)

562(571). History of Ideas in America: Puritanism to Romanticism, 1620-1865. (4). (HU).

The course will examine structures of social, political, and, most importantly, religious thought in America from the English settlement to the "American Renaissance." We will begin with a study of Puritanism, the often maligned word that historians use to designate the "mind" of seventeenth-century America. We will seek understandings of this mind, and we will ask whether Puritanism (a set of beliefs? a way of acting?) influenced the behavior of ordinary men and women. We will then look at the transformations of Puritanism, that is, at the ways in which an idea of religious experience changed when it reached the hands of men and women in eighteenth and early nineteenth-century America, "intellectuals" who revolted against the religious beliefs of their ancestors and yet who used those beliefs to understand the new social and economic environments in which they believed they were living. The course will begin with Puritan authors such as John Winthrop, Ann Hutchinson, and Cotton Mather, and it will end with Emerson, Hawthorne, Thoreau, and Fuller. The course will look at the intellectual surroundings of events such as the antinomian controversy, Salem witchcraft, the Great Awakening, the Revolution, and then finally, the American Renaissance. The course will bring American thought to the point of its becoming, by the middle of the nineteenth-century, a secular way of thinking, and yet a way not so secular after all. (King)

563(572). Intellectual History of the United States Since 1865. (4). (HU).

A lecture course on some major themes in American intellectual life since the Civil War. It focuses on how influential writers considered political, social, and cultural issues such as gender, race, ethnicity, reform, social change, and mass culture. The readings include works by Edward Bellamy, W.E.B. DuBois, Jane Addams, John Dewey, Randolph Bourne, Sinclair Lewis, Reinhold Niebuhr, Daniel J. Boorstin, Robert P. Wolff, and George Gilder. Requirements will include one midterm examination, one critical essay, and a final examination. (D. Horowitz)

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)

582(511). History of Criminal Law in England and America. (4). (SS).

This course traces the history of the criminal law in England and America from the medieval period to modern times. It deals with political and social theories regarding the institutions and ideas of the criminal law and with the relationship between society and legal norms. Among the subjects included in the scheme of the course are: the history of the criminal trial jury, its relationship to other institutions of the criminal law and its role with respect to the interaction of social attitudes and the formal processes of the criminal law; the use of the criminal law for counteracting disintegration of basic social institutions; political trials; theories of punishment; the development in the United States of constitutionally protected rights of defendants in criminal cases. This course is intended for students interested in Anglo-American history, for those interested in government and law, for those interested in the history of the relationship between social institutions and theories of criminal sanctions and for those interested in the origins and development of the central ideas and institutions of American constitutional and legal history. Course requirements: one short paper based on documents, a midterm and a final examination. (Green)

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)

591. Topics in European History. Upperclassmen and graduates. (4). (SS). May be elected for credit twice.
Section 001 History of Ireland, 1800-1904.

This course, conducted in lecture and discussion, will consider the history of Ireland in the nineteenth century, and in particular the political, social, and cultural character of Ireland in the Victorian era. After making a survey by narrative history of the course of the century, we will inquire more closely into the periods dominated by the careers of O'Connell and Parnell; we will take account of the most recent scholarship in the political, social, economic, cultural, and literary dimensions of these periods; we will consider most especially Anglo-Irish relations during the reign of Queen Victoria; finally, and most pointedly, we will be inquiring into a characterization of 'Victorian Ireland': in what ways is Ireland like, in what ways unlike, the England of this era? There will be two shorter and one longer papers; one midterm; one final examination. (McNamara)

lsa logo

University of Michigan | College of LS&A | Student Academic Affairs | LS&A Bulletin Index

This page maintained by LS&A Academic Information and Publications, 1228 Angell Hall

The Regents of the University of Michigan,
Ann Arbor, MI 48109 USA +1 734 764-1817

Trademarks of the University of Michigan may not be electronically or otherwise altered or separated from this document or used for any non-University purpose.