110. 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 until the dawn of Enlightenment. It explores events and traditions that have shaped the modern West and have become a part of America's heritage and examines economic and social structures that we have mostly left behind. The fact that we have done so is as much a part of our identity as the traditions that connect us with the distant past. The main events that we shall consider include the rise of feudalism, the establishment of medieval Christianity, the Renaissance, the Protestant Reformation, the rise of the modern state and the scientific revolution. The economic and social developments we shall examine will include the rise and fall of population, the changing nature of social inequality, the shifting relationship between the sexes, the conditions of daily life and the rise of capitalism. There will be two lectures each week. The readings will be drawn from a text and a set of primary sources, which will be discussed in sections. Some attention will also be given to the development of artistic expression, and so examples of works of art will also be discussed in sections. Students will be graded on their performance in class, on two SHORT essays based on assigned materials, a midterm and a final. (MacDonald)
111. Modern Europe. Hist. 110 is recommended as prerequisite. (4). (SS).
This course examines European history from 1700 until 1945, outlining large-scale social, political, economic, and cultural change. The lectures will focus on the "turning points" of European history – the Enlightenment, the French revolution, the industrial revolution, the rise of the new social classes and new ideologies – liberalism, nationalism, socialism – the era of imperialism, the First World War, the Russian revolution, National Socialism in Germany, the Second World War, and the division of Europe in 1945. There will be two lectures and two discussion sections weekly. Course requirements include: a midterm and final examination; one 5-7 page paper on a topic addressed in readings and class discussions; and participation in discussion section. [Cost:3] [WL:1 and 3] (Canning)
122/Asian Studies 122. Modern Transformation of East Asia. (4). (SS).
For those who have developed a curiosity about the societies of East Asia (China, Japan, and Vietnam) and would like to be introduced to their present shape and how they got that way. We shall treat their modern history, in the nineteenth and twentieth centuries, and, from a multi-disciplinary perspective, consider current developments. Topics include the impact of Western imperialism, the challenge to the old order, Japan's trajectory from reform through militarism to postwar democracy, Communist revolution in China and Vietnam, civil war and division in Korea, and the present-day conundrums facing each. No background is required. Three lectures and a section each week. Midterm and final. [Cost:1 or 2] [WL:1] (Young)
152/Asian Studies 112. Southeast Asian Civilization. (4). (SS).
See Asian Studies 112. (Lieberman)
160. 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 toward abortion to the causes of the Civil War. There will be two one-hour lectures per week and two weekly section meetings. The grading in the course will be based on a midterm, final, and three of the four quizzes to be given in the section meetings. [WL:3] (Vinovskis)
161. United States, 1865 to the Present. (4). (SS).
What are the forces that have shaped contemporary America? This course will attempt to answer this question by focusing on such topics as the meanings of race, class, gender and ethnicity in American society, foreign policy in the twentieth century, patterns in economic development, the urbanization and suburbanization processes, and the politics and meaning of liberalism and conservatism in recent America. Themes that will be traced through these years will include the tensions between altruism and self-interest in domestic and foreign policy, between unity and diversity in the population, and between market and the government as institutions to allocate resources. Students will attend two lectures and a section meeting each week, take midterm and final examinations, and complete an additional writing assignment. Readings will include a textbook and about a half a dozen other paperbacks including novels, autobiographies, and synthetic overviews of aspects of American history. [Cost:5] [WL:1] (McDonald)
Section 003 – A Collegiate Fellows section; see page 3 of this Course Guide for a complete list of Collegiate Fellows courses. (McDonald)
201. Rome. (4). (HU).
A survey of Roman history from the founding of Rome in the eighth century B.C. to the emergence of a Christian Roman empire in the fourth century A.D. Topics to be discussed include the consolidation of Italy under Roman rule; overseas wars of expansion into the Mediterranean; the domination of military commanders such as Pompey and Julius Caesar; the establishment of an empire by Augustus; and the conversion of Constantine to Christianity. Readings will include a survey textbook and many ancient texts in translation. Classes will consist of lectures by the instructor and discussions led by TAs. Final grade is based on two tests, frequent quizzes, and participation in discussions. No prerequisites; everyone welcome. [Cost:1 or 2] [WL:1] (Van Dam)
211/MARC 211. Later Middle Ages, 1100-1500. (4). (SS).
This course will provide a general survey of the late Middle Ages. Emphasis will be placed on the relationship between cultural, religious, and aesthetic developments, their social and economic framework, and the different effects of these on women and men. In addition, we will examine in detail the impact of famine, plague, war and revolution on fourteenth and fifteenth century European society, and the way in which men and women respond to these crisis by formulating new concepts of love, art, religion, and political organization. Students will take a midterm (30%) and a final (35% non-cumulative). In addition there will be a short paper (25%) to be written in consultation with the instructor. Creative performances (music, dance, a play, dramatic readings, etc.) can be offered as a substitute for the paper and, under certain conditions, the midterm. I will welcome and encourage such performances. Class participation (10%) is expected and encouraged. Please, feel free to contact me if you have any questions and/or suggestions. The History Department will provide you with my phone number and address. (Ruiz)
260/Am. Cult. 260. Religion in America. Hist. 160 and 161 are recommended but not required. (4). (HU).
An introduction to the historical study of religion in America, from the early seventeenth century to the present. Emphasis falls on broad movements of people and ideas rather than denominational histories. Religion obviously is and has been crucial in the historical experience of peoples of the United States and its predecessor colonies. Moreover, religion has become in the past 15-20 years a subject of major importance in historical writing, with growing relevance to a broad range of other areas, including social history, intellectual history, the history of science, and political history. For both of these reasons, history of religion is central to the study of American history. The course will emphasize the theories, methods, and problems that have been applied to or arisen within the historical study of religion. (Tentler)
265. A History of the University of Michigan. (3). (Excl).
The University of Michigan has a proud and important heritage. Since 1817 it has been a leader in shaping the modern American university. The course will relate the University's history from the perspectives of students, faculty, fields of study, administration, politics, etc. It will also explore the factors that have shaped one modern American university. The only prerequisites are a desire to know about your own university and its place in history. The main mode of presentation will be lectures, often illustrated with slides. Grading will be based on exams and one or two short papers/projects. A picture identification exercise will familiarize students with the campus and its buildings. Readings will be from a course pack and required texts. (Steneck)
275/CAAS 231. Survey of Afro-American History II. (4). (Excl).
See CAAS 231. (Lewis)
300-Level Courses and Above are for Juniors and Seniors
319. Europe Since 1945. (4). (SS).
A Collegiate Fellows course; see page 3 of this Course Guide for a complete list of Collegiate Fellows courses. The aim of this course is to provide a comprehensive critical introduction to European society, culture and politics since the Second World War. Lectures and readings will cover both Eastern and Western Europe, the international arena and the national histories of particular countries, and social and cultural life as well as political developments. The course aims to explore the shaping of the contemporary world and to introduce students to societies and political cultures which are both structurally similar and fundamentally different from their own. Instruction will be via lectures and ad hoc discussion, evaluation via midterm exam and end of term essay. No special background is required; prejudices and preconceptions about European societies are enough. [Cost:3 or 4] [WL:2] (Eley)
333/Econ. 396/Pol. Sci. 396/Slavic 396/REES 396/Soc. 393. Survey of Eastern Europe. (4). (SS).
See REES 396. (Szporluk)
366. Twentieth-Century American Wars as Social and Personal Experience. (4). (Excl).
History 366 will examine – via talks, books, films and discussion sections - -America's wars of the past 90 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 in combat as they alter from war to war. In larger historical perspective, the following themes will receive attention: American society's patterns of response to situations of conflict; methods of mobilizing the nation for war; the experience of the homefront; American images of ally and enemy; the peculiar attraction of combat; the roles of such groups as women, minorities and leadership elites; and the impact of technology in altering the nature of war. [Cost:5] [WL:4] (Linderman) of tactics or the technical processes of war-making. Students are asked to select one of the lecture sections, and to register as well for one of the discussion sections scheduled to meet an additional hour each week. There are no history-course prerequisites for History 366. (Linderman)
371/Women's Studies 371. Women in American History Since 1870. (4). (Excl).
This course analyzes U.S. women's work, family and sexual life, and political activity as well as changing definitions of womanhood among Afro-Americans, native whites, and immigrant groups. Readings will examine unpaid housework and child care, paid domestic, factory, and clerical work, migrant and immigrant life, the experiences of sexuality and childbearing, and women's involvement in social reform and political activism, especially suffrage, civil rights, and women's liberation. The impact of social class difference is stressed throughout. (Simmons)
376/Amer. Cult. 372. American Technology and Society: Historical Perspective. (3). (Excl).
See American Culture 372. (Doyle)
384. Modern Jewish History 1880-1948. (4). (Excl).
This course surveys the history of the Jewish people in Europe, America, and the Middle East over the last one hundred years. The course begins with the rise of virulent forms of anti-semitism at the end of the nineteenth century and examines how this undermined Jewish assimilation in Western Europe and dashed all hope for emancipation in Eastern Europe. The course then considers the various ways in which Jews responded to this new crisis: nationalism, revolutionary socialism, emigration, assimilationist defense activities, conversion. The last third of the course is devoted to the drama and often tragic events of the twentieth century that totally changed the face of world Jewry – the Bolshevik revolution, the Holocaust, the creation of the State of Israel, and the emergence of the American Jewish community as the largest and most secure community in the history of the diaspora. There will be a midterm and a comprehensive final, as well as an eight-to-ten page essay analyzing a novel from the period of Eastern European migration to the United States. [Cost:3] [WL:3] (Endelman)
393. Topics in U.S. and Latin American History. (4). (Excl). May be elected for credit twice.
MYTHS AND MODELS IN AMERICAN HISTORY. A Collegiate Fellows course; see page 3 of this Course Guide for a complete list of Collegiate Fellows courses. Students will examine American history as a story based upon standard models of society, state, and human nature, embracing certain political and moral ends, and plotted like other stories. Class sessions will focus on how a given article or book constitutes a version of the American past through its arrangement – and often creation – of facts according to its presuppositional framework and ideological commitment. As the course proceeds the sequence of readings will lead to a consideration of how American history as a whole is created as and through narrative. Evaluation will be based upon class discussions and shorter and longer (written) analytical reviews of the assigned readings. The student will learn to read – and appreciate – American histories in a new, more complex and active way by understanding how myths, models, morals, methodologies, and metastories are combined into the narrative synthesis we call the American past. [Cost:4] (Berkholter)
395. Reading Course. Open only to history concentrators by written permission of instructor. (1-4). (Excl). (INDEPENDENT). May be repeated for credit only with permission of the Associate Chairman.
This is an independent 1-4 hour course open only to history concentrators by written permission of instructor. It may be repeated for credit only with permission of the Associate Chairman. [WL:3]
396. History Colloquium. History concentrators are required to elect Hist. 396 or 397. (4). (Excl). May be elected for a total of 12 credits.
Section 001 – AMERICAN POLITICAL DEVELOPMENT. This course will attempt to provide an improved understanding of contemporary problems and controversies confronting the United States by considering them in relation to the national historical experience and the processes of change and development which the nation has undergone. The underlying argument is that political institutions, practices and values are formed in particular historical circumstances but persist long after those circumstances have changed. One consequence is political stability and the avoidance of radical and potentially disruptive change. A second consequence is that persistent practices, institutions and values can become problems themselves, and constraints on the capacity of the nation to respond to new needs and challenges. Thus a central goal of the course will be to assess for the contemporary period, the consequences of these patterns of persistence. To do so will require examination of aspects of the political development of the United States from the founding of the nation to the present. Grades will be based on several papers and class participation. (Clubb)
Section 002 – "ISSUES AND DECISIONS IN THE MODERN PRESIDENCY: THE GERALD R. FORD ADMINISTRATION, 1974-77." For this upper division writing and research seminar, students will study presidential decision-making and the nature of Gerald R. Ford for case studies. The seminar will meet as a class for lecture/discussion during the first weeks of the term at the Gerald R. Ford Library on North Campus. Students will then meet individually with the instructor and staff of the Ford Library as they conduct research using documentary resources at the Library. Students should have a survey understanding of recent American history. Evaluation will be based primarily on writing assignments, in particular, research paper(s). Course objectives: (1) Explore the operation of the presidency and the nature of presidential decision-making; (2) Learn how to conduct primary research and write a seminar paper; and (3) Review the presidency of Gerald R. Ford. Broad choice of research topics available. (Mackaman)
Section 003 – 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 1945-1952. This course will examine that extraordinary episode during which the United States 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 reforms 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 readings; other readings will be included in a course pack. Emphasis will be given to class discussion of assigned readings, to oral reports, and to three written assignments covering specific aspects of the Occupation and its aftermath. There will be one quiz toward the end of the term. (Hackett)
Section 004 – PUBLIC AND PRIVATE LIFE IN ANCIENT GREECE. THEME: Development of growing separation between public and private life in ancient Greece (c. 800-200 B.C.). Includes political institutions, role of philosopher, position of women, change in religion. Readings from ancient texts (translated), interpretive comment, comparative material. No prerequisites. History 200, Classical Civilization 101 useful for background. Assessment based on writing assignments spaced throughout the term (80%) plus participation in class discussion (20%). Instruction: lectures, discussion, individual conferences. Required texts: Barrington Moore, PRIVACY; Sophocles, ANTIGONE; course pack. [Cost:2] [WL:2] (Humphreys)
Section 005 – CONTEMPORARY SOVIET POLITICS AND CULTURE. This course, which could be titled "Perestroika and Glasnost'," will explore various aspects of Soviet culture from the late 1970s through 1988. The major sources will be Soviet literature, drama, films, television, and, especially, articles from the Soviet press. The first third of the course will focus on Mikhail Shatrov's play ONWARD, ONWARD, ONWARD!, in connection with the performance of the play and the playwright's visit to Ann Arbor in February. Discussions and papers will examine the connections between literature and politics in the Soviet Union, the nature of Soviet political discourse, and cultural developments from the Brezhnev period to the present. Each student will write one short essay and a research paper. Reading knowledge of Russian is strongly preferred; all students must have the permission of the instructor to register in the course. [Cost:4] [WL:3] All must have overrides to enter. (Burbank and Sancisi-Weerdenburg)
397. History Colloquium. History concentrators are required to elect Hist. 396 or 397. (4). (Excl). May be elected for a total of 12 credits.
Section 001 – THE POETICS OF POWER: COLONIAL DISCOURSES AND BEYOND.
In this course we will explore the discourses of domination and resistance
constitute images of "self" and "other" through a study
of the conquest of the Americas as an on-going process. We will analyze the inscription of hierarchical categories of person in historical projects
of control during the encounter in America among indigenous European and African peoples. These conceptions of history and personhood will be compared
to contemporary constructions of social identity. Throughout this examination, we will attempt to deepen our understanding of the relationship among the
representation of meaning, the exercise of power, and the constitution of
identity in specific historical situations. Classes will be based on the
discussion method. Students are expected to attend each class, write brief
weekly papers (2-3 pages each), and a final paper (10 pages). Grades will
seek to reflect written work and class participation. [Cost:3] [WL:4] (Coronil)
Section 003 – UNDERGRADUATE COLLOQUIUM ON WAR IN 18th-CENTURY AMERICA. A seminar-type course, mainly for upper-division History concentrators exploring the history and impact of war in colonial and Revolutionary America. After several weeks spent in common reading and discussion, students will develop independent research projects that may deal with virtually any aspect of war or the military in the Anglo-American colonies and the new United States, from about 1675 to about 1800. Emphasis in the independent projects will be on the use of primary evidence available in the Graduate Library and in the rich collections of William L. Clements Library. The definition of relevance is broad, including such possible projects as Indians and war, slavery and war, women and war, opposition to war, the economics of war, medical practice in war, religion in war, and war veterans. More conventional subjects are also suitable for independent study, such as strategy, military operations, and military organization. Although the course meets only once weekly, reading and writing requirements are fairly heavy, and the independent research paper (30-40 pages) will be a major obligation. Some previous work in American history is expected, and History 160, 389,, or 460-461 will be valuable preparation. Because various European armed forces were actively involved in American wars 1739-1783, those primarily interested in early modern European history may also find a place in the course. (Shy)
Section 004 – JEWS IN POLAND SINCE 1850. Polishi-Jewish relations belong to the most interesting subjects in the history of modern Poland. This controversial problem reflects the entire complexity of international configuration in Central Europe and contributes to a debate about a unique and tragic historical phenomenon of the Nazi Genocide and Holocaust. Conclusions, drawn from a discussion about Polish-Jewish relations, are of great importance for future contacts between Poles and Jews. They could be useful also for researches on other, non-Jewish relations in the second half of the 19th Century and till the 1980's. (Wrobel)
398. Honors Colloquium, Junior. Honors students and junior standing. (4). (Excl).
This course is a methods seminar required of juniors who are members of the History Department Honors Program. It is not available for general enrollment. [Cost:1] [WL:5] Must be admitted by letter from Honors Committee. (J. Fine)
399. Honors Colloquium, Senior. Honors student, History 398, and senior standing. (1-6). (Excl). May be elected for a total of 6 credits.
This course is required of all senior Honors concentrators in the History Department and open only to them. [Cost:1] [WL:5 Must be admitted] (J. Fine)
404. The Later Roman Empire. (4). (Excl).
ART, RELIGION AND SOCIETY IN LATE ANTIQUITY. The period to be studied extends from the second century CE when the Roman peace was at its height, to the eighth, when in the Eastern Mediterranean the Byzantine empire was battling Islam, and Western Europe was ruled by Germanic kings. This period witnessed the transformation of Christianity from a small sect into the state religion of the Roman empire, and the growth of Christian institutions. These included the government of the Church by bishops, and monasticism. In the seventh century, Islam emerged as a rival both to Christianity, and to Christianity's parent religion, Judaism. These changes will be studied by examining written sources hand in hand with visual ones: Roman imperial monuments, the Roman coinage, and the public arts of the early Byzantine empire. The origins and development of Christian art in Byzantine and Western Europe will be examined to reveal distinct traditions in Christian visual representation and their theological background. Original documents of the period will be studied in translation, and students will be encouraged to acquire a good visual memory to help understand late Roman and medieval art forms. There will be three in-class slide tests, requiring brief identification and discussion of items previously discussed in lectures. In addition, students will be asked to prepare a research paper, c. 15 typed pages, excluding notes and bibliography. Please discuss the topic of the paper with me before you start serious work on it. (MacCormack)
413/MARC 413. Intellectual History of the Italian Renaissance. (4). (Excl).
The course will commence with a discussion of the culture of the Northern and Central Italian city-states in the 13th century. Emphasis will be placed on the civic and public nature of city life, and it is in this context that the ideas of Dante and others of his generation will be considered. Next we shall treat the emergence of Italian humanism tracing its religious and political strands leading from Petrarch in the 14th century to his more civically minded successors in the following century. After this, we will evaluate the leading ideas of Italian Neoplatonists and their impact on fields as varied as poetry and science. Machiavelli and Machiavellianism will be examined for an understanding of the rise of a new political ethic. Courtly society and courtly culture will be studied in order to appreciate the social and political transformation occurring in Italy in the 16th century. The course will close with an analysis of scientific developments leading to the New Science of the 17th century. (Becker)
417. Intellectual History of Europe from 1900 to the Present. (4). (Excl).
The Intellectual History of Europe from 1900 to the Present is a lecture discussion of the chief ideas of "modernity" from the inception of the symbolist movement and the anti-positivist revolt to the beginnings of the post-modernist period following 1945. The course will consist of lectures and bi-weekly discussions of five books chosen to illuminate particular ideas and problems dealt with in the course. There will be a midterm and a final examination. An effort will be made to give a coherent account of the impact of symbolism and elite aesthetic and social theory on the development of art, literature and politics. Elite theories of socialism, anti-democratic biological, cultural and social theories, the rise of authoritarianism and ideology, the loss of religious faith and the growth of Irrationalism, the revolution in science and technology and the anti-technological response will all be discussed. Books to be purchased and read by the student: Renato Poggioli, THE THEORY OF THE AVANT-GARDE; Ernst Nolfe, THREE FACES of FASCISM; Vladimir Lenin, WHAT IS TO BE DONE, BURNING QUESTIONS OF OUR MOVEMENT; Georges Sorel, REFLECTIONS ON VIOLENCE; Walter Laqueur, WEIMER, A CULTURAL HISTORY. [Cost:2] [WL:4] (Tonsor)
425. French Revolution. (4). (Excl).
This course will treat the French Revolution as a transformation of the politics, culture and society. It will be based largely on a close reading and analysis of contemporary documents, supplemented by secondary readings. Classes will be taught mainly by discussion method although there will be occasional lectures. (Sewell)
432. Russia to Peter the Great. (4). (Excl).
Since medieval times, Westerners have brought back tales of exoticism and barbarism from Russia to their homelands, but few have taken the time to understand the nature of Russian society and culture. This course attempts to examine early Russian society in its own terms, while also studying the historiographic tradition and the issues at stake for the various historians of the field. The course spans the history of Russia from the ninth century, when written records begin, to Peter the Great at the end of the seventeenth century. Topics include the formation of the Russian state, the conversion to Orthodox Christianity, the invasion of the Mongol horde, and the reign of Ivan the Terrible. The course emphasizes interpretive issues, historiographic debates and questions of historical method. Class sessions will combine lecture and discussion. Texts include: Nicholas Riasanovsky, A HISTORY OF RUSSIA; Charles Halperin, RUSSIA AND THE GOLDEN HORDE; Serge Zenkovsky, MEDIEVAL RUSSIA'S EPICS, CHRONICLES, AND TALES; and a photocopied course reader. Students will be evaluated on the basis of two short papers (5-7 pages), a midterm and a final exam. There are no prerequisites. [Cost:3] [WL:4] (Kivelson)
434. History of the Soviet Union. (4). (Excl).
A history of twentieth-century Russia, which concentrates on the social, political, economic and intellectual forms of Bolshevism as they developed before 1917, and as they were applied in domestic and, to some extent, foreign policies after 1917. Stress is placed on understanding Russian perspectives of Russian history, and on developing an awareness of important aspects of social development generally. (Suny)
443/GNE 474. Modern Near East History. (4). (Excl).
This lecture course surveys the emergence of the modern Middle East from the three great Muslim empires of the early modern period, the Ottoman, Safavid, and Mughal. It discusses both indigenous developments and the Western impact in the nineteenth century, looking at reform bureaucracy and millenarian movements as responses to these changes. We then examine the rise of nationalism and the break-up of the Ottoman Empire during and after WW I, and these phenomena are seen as the context for the beginnings of the Palestine issue. Attention is paid to the interwar efforts at building strong states in the region, whether in the Turkey of Ataturk, the Iran of Reza Shah, or Wafdist Egypt. The last part of the course looks at the rise of socialist and pan-Arab ideologies, as well as of opposing ideologies such as Islamic activism after WW I. The impact of petroleum, the Palestinian issue, the turn toward bourgeois liberalism, and Shi'ite movements such as the Iranian Revolution and the Hizbullah phenomenon in Lebanon, will all be addressed in this section. Students will take a midterm and a final examination, and will write a ten-page term paper on a subject of their choosing. Reading in this class, as with most history courses that earn 4 credits, is heavy, about 200 pages a week. [Cost:4] [WL:3] (Cole)
450. Japan to 1800. (4). (Excl).
Japan offers one of the most colorful of the world's premodern histories. This course will explore the evolution of Japanese civilization from its prehistoric days to the last phase of the age of the samurai, covering such major topics as the emergence of the state, aristocratic lifestyle, rise of the warriors, feudalism, peasant and lord, and mass culture. The course is organized in a chronological fashion. Occasional films and slide presentations will supplement lectures. Students will complete two take-home examinations and write a brief paper. The basic text is John W. Hall's Japan from Prehistory to Modern Times. No prerequisites for taking the course. [Cost:2] [WL:3] (Tonomura)
453. Modern Southeast Asian History. (4). (Excl).
This course describes the modern European conquest and transformation of Southeast Asia, and the indigenous responses to external influences. Geographic coverage will include the principal countries of the mainland (Burma, Thailand, Cambodia, Vietnam) and the island world (Malaysia, Indonesia, and the Philippines). The course will conclude with an examination of post-World War Two developments, including the Vietnam Wars. In particular the course attempts to explain why individual Southeast Asian countries have developed military, Western parliamentary, or Communist regimes. Lectures and readings assume no prior knowledge of the region. There will be a midterm, a final, and an optional term paper. [Cost:2] [WL:4] (Lieberman)
454. The Formation of Indian Civilization to 320 A.D. (4). (Excl).
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. [Cost:1] [WL:4] (Trautmann)
459. Science, Medicine, and Sexuality: Historical Perspectives. (4). (Excl).
Medical concepts about sexuality have both affected and reflected changes in science and in society. This course will examine four aspects of that relationship: 1) comparison of men's and women's experiences as medical practitioners; 2) comparison of the health and medical treatments of women and men patients; 3) biological theories about sexuality and reproduction; and 4) the relationship between medical ideas about sexuality and gender roles in society. Emphasis will be placed on the ways in which women's history has affected men, and vice versa. Readings, lectures, and discussions will examine four different periods in the United States from the colonial era to the present, emphasizing the past two centuries. Although no background in history or biology is required, prior coursework in either would be helpful. An earlier version of this course, with the same title, was offered in Fall 1986 as History 397 section 004; students who took that course may not take this one for credit. Those with unexcused absences during the first week may not remain in the course. Students choose either a midterm and final exam, or a twenty-page original research paper. In addition you choose either weekly factual quizzes or two seven-page book reviews. (Pernick)
461. The American Revolution. (4). (SS).
A look at some recent writings about the American Revolution, aimed chiefly at presenting the case that the revolution revealed a rather thin "consensus" on republicanism and the Constitution, beneath which lay significant social and ideological division within the revolutionary movement. A previous survey course in American history from 1607 to the present would be very useful. There will be three or four quizzes and a longer paper. Most instruction will take the form of lecture-discussions. [Cost:3] [WL:1 and 4] (Lockridge)
467. 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, the new feminism and women's liberation); the war in Vietnam; Nixon and the Watergate affair; and the presidencies of Carter, Reagan, and Bush. 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. Review sessions will be scheduled. [Cost:3] [WL:4, a student may also visit the faculty office to see about getting on a Waitlist into the course.] (S. Fine)
493/Econ. 493. European Economic History. Econ. 201 or 202. (3). (Excl).
See Economics 493. (Clark)
517. History of Ireland Since 1603. (4). (Excl).
A narrative history of modern Ireland from the time of the collapse of Gaelic culture at the Tudor conquest until the present. Lectures will treat aspects of cultural and social as well as political history. The main texts will be Moody and Martin, THE COURSE OF IRISH HISTORY, and R.F. Footer's MODERN IRELAND 1600-1972. Course work will include two hour exams, two brief papers, one term paper, a final examination. There is no course prerequisite and no prior knowledge of Ireland is required. [Cost:2] [WL:1] (McNamara)
531. History of the Balkans Since 1800. (4). (Excl).
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 pre-requisites nor required background. Interested freshman should feel welcome. Grading is based on: one hour exam, a one-hour written exam, writing on one essay question out of about four, 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 Habsburgs, the development of Bulgaria after 1878, the Macedonia 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 inter-war 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. [Cost:3] [WL:4] (J. Fine)
538(442). The Ottoman Enterprise. History 110 or equivalent, or permission of instructor. (4). (Excl).
This course, which replaces the "old" History 442, covers the history of the Near East from the arrival of the Turks in Asia Minor in the eleventh century to the heyday of Ottoman rule in the seventeenth century. In addition to the central area, we will also look at some topics in the history of Inner Asia and Iran insofar as they affected the Mediterranean. Among special subjects treated are: nomadic society in history, the Mongols in the Near East, the end of the Byzantine Empire, the growth and spread of Turkish culture, the economic history of the Mediterranean in the age of discovery, the conquest and governance of the Balkans in the age of the Renaissance and Reformation, the comparative social history of town and countryside, and like subjects. Classes will consist of lectures and discussions of the required readings (drawn from contemporary sources, for the most part). Undergraduates will be required to take two exams and prepare a book report on a topic to be chosen in consultation with the instructor. (Lindner)
543/GNE 472. Perso-Islamic Civilization in the Eastern Caliphate and India, 900-1350. (4). (Excl).
See General Near East 472. (Luther)
550. Imperial China: Ideas, Men, and Society. (4). (Excl).
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. [Cost:4] [WL:3 or 5; attend the first class and get an Override] (Chang)
559. U.S. Diplomacy from 1914. (4). (Excl).
This course examines American diplomacy since the outbreak of World War I. Major topics include entry into and participation in the two World Wars, the origins and development of the Cold War, the war in Vietnam and the diplomacy of the post-Vietnam era. Although extensive attention is given to the world setting in which America acted, the primary emphasis is upon the formulation and execution of American policy, including investigation of the forces, domestic and foreign, which influenced it. A textbook and reading for a term paper are required. In addition to the paper, an hour exam and a final examination are required. [Cost:1] [WL:1] (Perkins)
563. Intellectual History of the United States Since 1865. (4). (Excl).
This course explores the intellectual discourse of educated Americans since the Civil War. Its focus will be on ideas about human nature, politics, society, knowledge, gender, morality, the physical world, and American national destiny as these ideas surfaced in the writings of leading thinkers. Attention will be given to the scientific and literary cultures of the Victorian era, and to the legacies of these two, often conflicting cultures in the twentieth century. Attention will also be devoted to: a) the shifting social foundations for American intellectual life, b) the emergence of cultural modernism, c) the political arguments of American intellectuals in relation to Stalinism, the Cold War, McCarthyism, and the crisis of the 1960's, and d) the reconsideration of "positivistic" social science. Readings are likely to include works by William James, F. Scott Fitzgerald, John Dewey, Robert Penn Warren, Reinhold Niebuhr, Oliver Wendell Holmes, Jr., Josiah Royce, Margaret Mead, Sinclair Lewis, Elizabeth Cady Stanton, Lionel Trilling, Thomas S. Kuhn, Edmund Wilson, and Randolph Bourne; while some attention will be given to prominent Europeans whose work was widely discussed in the United States (e.g., Charles Darwin, W.K. Clifford, James Joyce, and Leon Trotsky). Students will be asked to complete one midterm, one paper, and one final examination. [Cost:2] [WL:1] (Hollinger)
588. History of History II. (4). (Excl).
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 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. [Cost:2] (Tonsor)
593. Topics in U.S. and Latin American History. Juniors, seniors and graduates. (4). (Excl). May be elected for credit twice.
THE INCAS. Most of the available information about the Incas comes to us from the Spaniards who in 1532 invaded the Andes and created a colonial state on the basis of the Inca institutions. Spanish understanding of Inca history, religion and culture was selective. We will examine the strengths and limitations of the evidence Spaniards left behind, and compare it to the handful of sources written by Andean authors during the early colonial period. We will also study Inca public architecture and art. The purpose of the course is twofold. Students will become familiar with Inca Civilization. Simultaneously, they will be asked to address the cognitive problems that arise when one civilization is studied through the eyes of another. History and theory will, it is hoped, go hand in hand. Reading knowledge of Spanish is useful but not required. Students will be asked to contribute regularly to class discussion and to write a research paper, length c. 15 typed pages, excluding notes and bibliography. Please see me before you finalize your topic. (MacCormack)
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