Courses in History (Division
390)
100-Level Courses are Survey Courses and Introductory
Courses for First- and Second-Year Students
111. Modern Europe. Hist.
110 is recommended as prerequisite. (4). (SS).
This introductory course will address critical issues in the
history of modern Europe from the Scientific Revolution to the
present. Topics will include: the replacement of "religion"
by "science" as the common metaphor for understanding the world, the emergence of the industrial market economy, the
making of modern gender and racial differences, the position of
women in European society, the emergence of democratic and working
class movements, the revolutions of the nineteenth and twentieth
centuries, war and society, and cultural inventions of the past
and future. We shall examine closely as well the ways that people
in the past invented their worlds, their sensibility, and their
sexuality. Students will be encouraged to develop critical historical
analyses of their own, with particular focus upon the creation
of historical arguments. Readings include a basic text, along
with several novels and secondary works. (Frost)
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Times, Location, and Availability
122/Asian Studies 122. Modern
Transformation of East Asia. (4). (SS).
The course treats the modern experience of China, Japan, and Korea. We shall discuss comparatively the social and political
orders in each country in their Asian context, before the advent
of a powerful Western intrusion, and then explore the ways that these old civilizations handled the new calculus of power in the
19th and 20th centuries. We will attempt a broad look at the many
sources of change and the varieties of their expression in the
modern period. Topics will include reform and revolution, colonialism
and liberation, racism directed both against and by Asians, the
changing roles of women, and the economic transformation of recent
decades. Readings will be drawn from historical narratives and translated expressions of East Asian voices. There will be a midterm
exam, a term paper, and a final exam. Cost:2
/3 WL:4 (Buoye)
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Times, Location, and Availability
132/APTIS 100/ACABS 100/HJCS
100. Peoples of the Middle East. (4). (HU).
See APTIS 100.
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Times, Location, and Availability
152/Asian Studies 112. Southeast
Asian Civilization. (4). (SS).
Southeast Asia is one of the world's most culturally diverse
regions, home to Buddhist, Muslim, Confucian, and Christian civilizations.
It boasts ancient monuments of surpassing grandeur and symbolic
complexity. It was the scene of the bloodiest conflict since 1945, the Vietnam War. Today it has the world's fastest growing regional
economy and is an area of mounting importance to Japan as well
as the United States. This course offers an introduction (and thus assumes no prior knowledge) to Southeast Asian history from the earliest civilizations, through the colonial conquest, the
indigenous political reaction – of which Vietnamese Communism
and the Vietnam Wars were one expression – and the contemporary
economic explosion. The course seeks to define Southeast Asia's
uniqueness as well as its evolving ties to the rest of the world.
Midterm, final, and optional paper. Two lectures, one discussion
section per week. Cost:2
WL:4 (Lieberman)
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Times, Location, and Availability
160. United States to 1865.
(4). (SS).
A survey of early American history from the period of initial
colonization through the Civil War. The course will be organized
around the interactions of the three dominant cultures which came
together in early America: Native American, European, and African.
We will explore the internal dynamics of each culture (family
life, religious beliefs, political system, labor arrangements, gender roles) and how the clash of cultures shaped the experience
of Americans in the colonial and national periods. Specific topics
will include the problems of forming communities in an alien environment, the transition to slave labor and the origins of an African-American
society, the American Revolution and the creation of the republic, the emergence of sectionalism, and the impact of early industrialism.
Students will attend two lectures each week, and read a series
of monographs and primary documents. A short paper and a final
exam are required. Cost:4
WL:4 (Juster)
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Times, Location, and Availability
161. United States, 1865
to the Present. (4). (SS).
History 161 surveys the evolution of the United States from
an agrarian nation with little concern for foreign affairs to the world's preeminent economic power with self-defined global
interests. Within this context lectures, reading assignments, and discussion sections will stress the changing nature of the
concept of freedom within the United States since 1865. This examination
necessarily will focus on the lives of individual citizens, the
transformation of the labor force and the workplace, and the role
played by race, ethnicity, class, and gender in determining a
person's place with the greater society. In so doing the course
will address the era's major reform movements (Reconstruction, Populism, Progressivism, the New Deal, and the Great Society)
as well as the nation's reaction to demands placed upon it in
international affairs. Course requirements will include at least
one essay, a one-hour midterm examination, and a two-hour final
examination. (Fitzpatrick)
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Times, Location, and Availability
196. First-Year Seminar.
(3). (SS).
Section 001 – Family and Conflict in African Society. For
Winter Term, 1998, this section is offered jointly with Afroamerican
and African Studies 103.001. Cost:1
(Scarnecchia)
Section 002 – Nationalism and Self-Determination in the Soviet Union: the Karabagh Movement
in Armenia, 1988-1990. In 1988, a mass movement in support
of national self-determination emerged in the Armenian Republic
of the former Soviet Union. Triggered by conflict between Armenians
and Azerbaijanis in Nagorno Karabagh – an Armenian-populated autonomous
region within the neighboring republic of Azerbaijan – the movement
was unprecedented in Soviet history in both its nature and scope.
Over the course of two years, hundreds of thousands of Armenians
demonstrated in demand for the transfer of Nagorno Karabagh from
Azerbaijan to Armenia, the fulfillment of constitutional rights, and ultimately, the redress of historical grievances, and independence
from the Soviet Union. This course will examine in detail the
origins, evolution and outcome of the Karabagh Movement in Armenia
between 1988 and 1990. Topics to be explored in depth include the movement in the context of Gorbachev's reforms; the movement
in comparison with other national movements (particularly in, but not limited to, the Soviet Union); and the role of historical
memory and historiography in the formulation of popular political
consciousness. The role that the movement may have played in the
disintegration of the Soviet Union also will be considered. Class
presentations, midterm and final papers will be required. (Platz)
Section 003 – The Creation and Destruction of Yugoslavia. This section will focus on the
different peoples of what was to become Yugoslavia; the act of
creating that state (at the end of World War I); the nature
of the first (Royal) Yugoslavia 1918-41; the German/Italian invasion
and break up of Yugoslavia into various entities under the occupiers; the Resistance movement under Tito and the opposition to it by the occupiers, the Serb nationalist Cetniks, and the Croat nationalist
Ustase; Tito's triumph and the re-establishment of Yugoslavia
as a socialist and federal state of 6 republics; the break with the Soviet bloc; the liberalization of the state; economic and other problems arising in the late 1960s; the return of nationalism; the difficulties of the 1980s, leading to the destruction of the
state; the warfare and nature of the successor states. The course
will be in seminar format, with weekly readings and discussions.
There will be oral presentations and one or two papers – the form these will take will depend upon class size. There will be no
exams. (J. Fine)
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Times, Location, and Availability
197. First-Year Seminar.
(3). (HU).
Section 001 – The Construction and Deconstruction of Liberalism.
Liberalism is undeniably one of the central ideologies of the
modern age, yet few intellectual traditions are so poorly understood, by supporters and critics alike. By studying some of the key texts
of the liberal tradition from the 18th, 19th, and 20th centuries, we will identify the ideas that have separated liberals from their
opponents. We will also explore how alternative ideologies ranging
from socialism to feminism to conservatism have been shaped by
debates with liberalism, and how liberals have reconfigured their
own thinking in response. Included in the reading list will be
excerpts from the writing of John Locke, Adam Smith, Mary Wollstonecraft, John Stuart Mill, Karl Marx, Pope Gregory XVI, Herbert Spencer, John Maynard Keynes, and more. Cost:2
WL:4 (Porter)
Section 003 – Environment and History
in Europe. This first-year seminar investigates the mutual
interactions of European people an European natural environments, from ancient times to industrial ones (about 500 BC to 1800 AD).
It shows how ecological systems shaped economic, social, and cultural
patterns in the ancient Mediterranean, and in medieval and early
modern European communities; and how people's choices and actions
influenced their environments at the same time. Among the topics
covered in readings, class discussions, and written assignments
are "pollution" and environmental "degradation,"
population growth and its consequences for non-human communities, the wilderness in the European imagination, agriculture's impact
on landscapes, religious attitudes to nature, and animals' roles
in human societies. WL:4 (Squatriti)
Section 004 – Selling It Like
It Was: The American Experience of Popular History. We will
explore the ways that Americans are deeply involved with their
own history – as entertainment, as nostalgia, as investment –
quite outside the academic study of history. Topics to be covered
include: (1) historical theme parks, resorts, boats and trains, and historical vacation destinations; (2) amateur enthusiast groups, such as those who recreate medieval, revolutionary, and civil
war battles; (3) organizations of collectors of historical artefacts, such as bottles, dolls, and guns; (4) historical romances and western novels; (5) the genealogy industry; (6) ethnic museums
and ethnic stores; and (7) historic preservation of houses and districts and the relation of property values to "history".
Through reading, interviews, discussion, and writing we will broadly
examine what gets emphasized and what gets left out in each of these formulations of history and why. We will look at some struggles
for a "right" story and "right" meaning. We
will specifically consider corporate appropriation of history
and its implications. (Gordon)
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Times, Location, and Availability
200-Level Courses are for Sophomores and Upper Class Students
201. Rome. (4).
(HU).
Section 001 – The Roman Empire and its Heirs. A survey of
Roman history from the consolidation of the Roman empire in the
first century B.C. to the rise of its political heirs in the Mediterranean
world in the eighth century A.D. Topics to be discussed include
Rome's overseas expansion; the administration of a large empire; the impact of Christianity; the conversion of Constantine; heresy
and the imposition of orthodoxy; barbarian kingdoms; Justinian's
reconquest; the rise of Islam; and the coronation of Charlemagne
as a revived Roman emperor. Readings will include many ancient
texts in translation and some modern scholarship. Final grade
is based on two tests, frequent written exercises, and participation
in discussions. No prerequisites; everyone welcome. Cost:1
, maybe 2 WL:1 (Van
Dam)
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Times, Location, and Availability
211/MARC 211. Later Middle
Ages, 1100-1500. (4). (SS).
This course will investigate the institutional, economic, and intellectual development of Europe from the opening of the second
millennium through the fourteenth century. Some important themes
will be the nature of kingship and representative institutions;
patterns of urban, economic, and demographic growth; and movements
in religious and intellectual life. Extensive readings from contemporary
documents (chronicles, romances, poetry, sermons, etc.),
a midterm, a final examination, and two short papers are required.
WL:2 (Squatriti)
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Times, Location, and Availability
221. Survey of British History
from 1688. (4). (SS).
This lecture course covers the history of Britain in the 18th, 19th, and 20th centuries. Topics include: British society and politics in the 18th century; 18th century economic and cultural
change; industrialization and the making of modern class identities; the impact of the French revolution on British politics; regional
differences and the histories of Scotland and Wales; the "Irish
question" in the 19th and 20th centuries; the development
of working class politics; Liberalism, Conservatism, and the emergence
of Labour politics; gender and the activities and ideas of women;
sexuality in the 19th and 20th centuries; imperialism, science, and the ideas about race; the position and activities of Blacks
and Asians in Britain; social and cultural modernity; the impact
of the two world wars; Britain in the post-colonial era; British-American
relations; youth in Britain in the post-war era; the sixties and seventies; Thatcherism; and contemporary British social, political, and cultural movements. Assignments will include several short
papers; sections; and a take-home final. No special background
is required, but familiarity with modern European history would
be very useful. Readings will include both primary and secondary
materials and both historical and literary sources. Cost:2
WL:4 (Israel)
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Times, Location, and Availability
249/Korean 249. Introduction
to Korean Civilization. (3). (HU).
See Korean 249. (Cho)
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Times, Location, and Availability
265. A History of the University
of Michigan. (4). (HU).
The University of Michigan has been a leader in shaping the
modern American university. The course will examine this heritage
and history from the perspectives of students, faculty, fields
of study, administration, etc. It will explore the factors that have shaped the University and place it within the larger
social, political, national, and international context. The only
prerequisite is an interest in your University and its place in
history. Presentation will be through lectures with slides. Grading
will be based on essay/ objective exams; term project or research
paper; photo quiz to acquaint students with central campus, its
architecture and embellishment. Readings will be from a course
pack and 2 or 3 required texts. Cost:2
WL:1 (Steneck)
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Times, Location, and Availability
275/CAAS 231. Survey of
Afro-American History, II. (3). (SS).
See Afroamerican and African
Studies 231. (Theoharis)
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Times, Location, and Availability
300-Level Courses and Above are for Juniors and Seniors
306/ACABS 321/Rel. 358.
History and Religion of Ancient Israel. (3). (HU).
See ACABS 321. (Schmidt)
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Times, Location, and Availability
309/Religion 309. The Christian
Tradition in the West from Luther and Calvin to the Present. (3).
(Excl).
See Religion 309. (Tentler)
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Times, Location, and Availability
319. Europe Since 1945.
(4). (SS).
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 -4 WL:4 (Eley)
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Times, Location, and Availability
333/Poli. Sci. 396/Slavic
396/REES 396/Soc. 393. Survey of East Central Europe. (4).
(SS). Laboratory fee ($10) required.
See Russian and East European
Studies 396. (Eagle)
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Times, Location, and Availability
368/Amer. Cult. 342/WS 360.
History of the Family in the U.S. (4). (SS).
Section 001 – History of the Family in the United States, 1880
to the Present. This course aims to help students gain a
perspective on the contemporary family by studying the development
of this important institution in the American past. Particular
emphasis will be placed on changing attitudes towards and experiences
of sex roles, sexuality, childrearing, work patterns, and relationships
between men, women, and children. We will explore: race, ethnicity, and class; cover economic developments as well as shifting conceptions
of the role of the state; and ask about the impact of these factors
on family life. We will want to examine how much the family has
changed over time and try to project, on the basis of historical
evidence, whither the family is going. Cost:3
WL:4 (Morantz-Sanchez)
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Times, Location, and Availability
371/WS 371. Women in American
History Since 1870. (4). (Excl).
This course examines the experiences of women in America from the Civil War to the present, focusing on women as individuals, as a group with the shared experience of being female and as members
of historically constructed racial, ethnic, economic, regional
and self-defined communities. Our investigations will focus on the ways social constructions of gender, sexuality, race, ethnicity, class, region and nation have helped shaped women's participation
in American society, as well as on the ways different women have
pushed against boundaries of those social constructions and in that process have helped re-shape American society. Throughout the course, we will situate women's individual and collective
experiences in the contexts of social, demographic, legal, political
and economic transformations at the local, national, and global
levels. (DuPuis)
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Times, Location, and Availability
377/Amer. Cult. 312. History
of Latinos in the U.S. (3). (Excl). (This course
meets the Race and Ethnicity Requirement).
This course is an exploration of the history and culture of
Latinos in the United States from the colonial era to the present.
We will examine the diversity among groups that make up the Latino
population of the United States, paying particular attention to the three largest subgroups of Mexican, Puerto Rican, and Cuban
origin. Topics will include the varied experiences of colonialism
and immigration; the role of race prejudice and discrimination
in shaping social mobility; cultural transformation and regional
variations in language, religion, and music; gender as a central
variable in defining issues of identity and opportunity; and the
birth of a Latino civil rights movement. Cost:2
WL:1 (Montoya)
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Times, Location, and Availability
386. The Holocaust. (4).
(Excl).
This course will attempt to answer some of the most vexing
historical problems surrounding the Nazi regime's systematic extermination
of six million Jews during World War II. For example: What role
did Christian hostility to Judaism play in the growth of genocidal
racism in Germany? How did German political traditions prepare the way for Nazi authoritarianism? Why did the German people acquiesce
in the Nazi program of mass murder? Why did the American and British
governments refuse to come to the aid of European Jews? How did
European Jews behave in crisis and extremity? Was the Holocaust
"unique"? There will be a midterm, a paper of 10 to
15 pages, and a comprehensive final. Cost:2
WL:1 (Endelman)
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Times, Location, and Availability
391. Topics in European
History. (3). (Excl). May be elected for credit twice.
Section 001 – Visions of the Past. This course rests on the
proposition that most of what most people have ever known about the past has come from deliberated aesthetic forms such as monuments, paintings, novels, and films. Many more Americans have read or
seen Gone with the Wind than have ever read a history
of the Civil War; films like Schindler's List have been the primary means by which Americans and Europeans have conceptualized the destruction of European Jewry. This course, therefore, will
examine how and why history is represented in the various aesthetic
forms, and how those representations have created our sense of
what is important in history. We shall read a half dozen novels
and plays, see several films, look at a variety of art and architecture, and listen to several musical forms. Classes will be lecture and discussion, and there will be one or two papers besides a midterm
and final. (Marwil)
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Times, Location, and Availability
395. Reading Course. Open
only to history concentrators by written permission of instructor.
Only 12 credits of History 394, 395, 396, 397, 398, and 399 may
be counted toward a concentration plan in history. (1-4). (Excl).
(INDEPENDENT). May be repeated for credit only with permission
of the Associate Chairman.
This is an independent 1-4 credit course open only to history
concentrators by written permission of the instructor.
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Times, Location, and Availability
396. History Colloquium.
History concentrators are required to elect Hist.
396 or 397. Only 12 credits of History 394, 395, 396, 397, 398, and 399 may be counted toward a concentration plan in history.
(4). (SS). May be repeated for a total of twelve credits.
Enrollment limited to history concentrators needing ECB requirement
and by override only. Apply for overrides at 1014 Tisch Hall on
Monday, November 10 from 9 a.m. until 1 p.m. Students may be dropped
for non-attendance at the first meeting of History 396 or 397.
All students must take action through Touch-tone Registration
to make sure that their official schedule of courses matches the
courses they are attending.
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Times, Location, and Availability
Section 001 – Old Age in American
History. Being old in America in the 1990s is both remarkably
similar to and incredibly different from conditions in past times.
Americans have long perceived old age as a distinct stage of life, and they have always faced their own aging with ambivalence. But
people in colonial times would be shocked to see Yuppies denounce their elders as "greedy geezers," they would find it
hard to unravel the legal, medical, economic, and ethical issues that currently shape long-term care for the elderly in this country.
Through weekly discussions of books and articles, we will try
to understand such continuities and changes in the meanings and experiences of old age over time. There will be no exams. Cost:3 WL:1 (Achenbaum)
Section 002 – History of the North
American Environment. (Montoya)
Section 003 – Social History
of the U.S. Civil War. Although much has been written about the political and military aspects of the Civil War, scholars
have almost completely ignored the social history of that conflict.
This undergraduate research and writing seminar will try to advance
our limited knowledge of this area by having the participants
do original research on the social aspects of that struggle on the homefront and on the battlefield. After some introductory
readings about the Civil War, each student will select a research
topic. The course is designed to teach students how to do original
research and to write a comprehensive research paper. The instructor
and a graduate student assistant will work with the students on
a series of short written assignments in preparation for their
final paper. The final paper for the course will be approximately
30-50 pages long and will be based upon primary and secondary
sources about the social history of the Civil War. WL:2 (Vinovskis)
Section 004 – Health and Medicine
in U.S. Culture since 1875. Unprecedented technical advances
and cultural changes transformed the health of Americans and the
power of the healing professions since 1875. This course examines
how gender, race, ethnicity, economics, politics, and changing
cultural meanings of disease and science combined with new technical
discoveries to alter medicine, health, and society. Class is discussion
format, with occasional brief lectures. Students are expected
to read and discuss thoughtfully about 150 pages per week, drawn
from often-divergent sources. A 15 page paper based on original
historical research, a weekly journal, and two 5-page book review
papers are required. Those absent from the first class without
advance permission WILL BE DROPPED from the course. Cost:1
-5. Required purchases cost about $25 but additional required
reading available on reserve may be purchased for about $125.
WL: 2 for history majors; 4 for all others. (Pernick)
Section 005 – Constructing the Political, Part II: Representations
of Power and the Idea of the Individual in Modern Political Thought.
This course is intended to provide students with the opportunity
to reflect upon some of the issues surrounding cultural diversity
and the status of the "western tradition." The course
centers on certain key themes – visions of human nature, the good
life, the practical and ethical dimensions of political and social
organization. Members of the seminar will thus engage critically
with the arguments of Rousseau, Burke, Smith, Hegel, Marx, Weber, Appiah and Bourdieu in order to see how it is that notions about
male and female, class and status, nation and ethnicity, have
underwritten constructions of both social and political order.
Ultimately, our goal is to confront such arguments directly, in
order to see how the very different understandings of the past
- about the relationship between the family and the state, economy
and society, ethics and politics – have informed the visions of
justice, political efficacy (power) and human happiness to which the western tradition is heir. There will be no exams. Active
participation in weekly discussions and a set of frequent short
papers (3-5 pp.) will determine one's grade. ECB students will
be asked to expand two of those brief essays into longer (8-10
pp.) pieces. (Downs)
Section 006 – Michigan in the
Era of Industrialization. This course will focus on the period
in Michigan history from 1880-1930. It will examine several themes
in that period including immigration, industrialization, settlement
patterns, etc. A general familiarity with United States
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 manuscripts and archives relating to the
history of the state. The course provides an opportunity for students
to gain familiarity with a critical period in the industrial and social history of the of the U.S. and do original historical research.
Grades will be based on a midterm exam, class discussion, and a seminar paper. Cost:1
WL:2 (Blouin)
Section 007 – Dreams and Visions in Medieval and Early
Modern Europe. This seminar explores the nature and interpretation
of dreams from late antiquity until Freud. It has several objectives.
The first is to confront the problems and promises presented by
dreams as an historical subject. The second is to follow the shifting
debate that raged among Western intellectuals from the ancient
Greeks until the 18th century about the origins of dreams and their possible prophetic and supernatural significance. The third
goal is to understand how theories of dreaming were implicated
in medieval, early modern and modern culture. A final goal is
to demonstrate that history as a discipline is more than the study
of events and processes in the past. Students will be asked to
work on two writing assignments for this course, a diary of their
own dreams and a term paper that analyzes an aspect of the subject
of dreams and visions in depth. The dream diary will enable students
to test some of modern day theories of dreams with which we shall
open the course against his or her experience. The term paper
must be a piece of original research based on primary sources
or a rigorous analysis of historiographical, literary, artistic, or social scientific texts. Students will be assisted in preparing
a bibliography, writing a draft, and revising and preparing a
final version of this paper. (MacDonald)
Section 008 – History and Identity in Armenia and Elsewhere.
Memories and interpretations of the past figure prominently in
most peoples' understandings of "who they are" and "how they came to be" that way. Yet accounts of the past – whether
personal or popular, individual or collective – are inevitably
selective. How are narratives of the past formed, how do they
figure in the practice of daily life, how are they used or politicized
by individuals, groups, and nations, and how are people influenced
by them? Using Armenian historical consciousness in the late twentieth
century as a case study to be explored in depth, this course will
also examine in theoretical and comparative perspective the ways
in which accounts of history can circumscribe or interact dynamically
with conceptions of personal, ethnic or national identity. In
readings and class discussion, particular attention will be paid
to approaches to ethnicity and the relationships among history
and territoriality; historiography, political philosophy, and nationalism; historical narratives and state-building; and ideologies
of tradition and modernity. Students will write and revise two
short (5-8 page) papers, and will write and revise one longer
(10-15 page) final paper. (Platz)
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Times, Location, and Availability
397. History Colloquium.
History concentrators are required to elect Hist.
396 or 397. Only 12 credits of History 394, 395, 396, 397, 398, and 399 may be counted toward a concentration plan in history.
(4). (HU). May be repeated for a total of twelve credits.
Enrollment limited to history concentrators and by override
only. Apply for overrides at 1014 Tisch Hall on Monday, November
10 from 9 a.m. until 1 p.m. Students may be dropped for non-attendance
at the first meeting of History 396 or 397. All students must
take action through Touch-tone Registration to make sure that their official schedule of courses matches the courses they are
attending.
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Times, Location, and Availability
Section 001 – Anthropology and American Culture. Americans have contributed a lot to the
formation of anthropology in the eighteenth and nineteenth centuries, and in the twentieth century there are more anthropologists in
America than in any other country. Anthropological writings have
played important roles in American debates about the relations
among European Americans, African Americans, and Native Americans.
This course will examine the history of anthropology in America, and its connection with the great issues of public life, especially
race relations. No prior background in anthropology is necessary.
We will be reading the classic works of American anthropology, including writings of Thomas Jefferson, L.H. Morgan, Frederick
Douglass, and Franz Boas. Students will choose topics for class
presentations and term papers. (Trautmann)
Section 002 – Law and Society
in American History. This course deals with several major themes in American legal history from the Colonial period to the
early twentieth century. The themes include: tensions between
formal legal rules and widespread social attitudes in various
settings, including the local community, the family, and the larger
economic order; changes in concepts regarding the nature and source
of law and the relationship between those concepts and the roles
of legislation, judicial opinions, and informal or "customary
norms"; concepts of human behavior as they relate to legal
and social ideas regarding both the theory of criminal responsibility
and the practical uses of institutions to enforce the law and to "correct" offenders; the relationship between socio-economic
development and legal change regarding issues of class, gender, and race; the various meanings of the "rights tradition"
in America. These subjects will be pursued through analysis of
a selection of recent books (paperbacks) and articles. Attention
will be paid both to the substantive matters listed above and to the manner in which historians have formulated issues and employed
evidence in setting forth arguments regarding specific historical
contexts. Students will be expected to write at least 30 pages, including a term paper of their choosing. The term paper will
be an analytical essay on one of the main themes of the course, and will draw upon several of the works read for the course. Cost:4 WL:2
; The history department will create a waitlist; do
not attend the first class meeting unless the instructor
has admitted you to the course. (Green)
Section 003 – State, Church, and Social Policy in Early
Modern Europe. Social policy is high on the political agendas
of industrialized countries worldwide. This was true of early
modern Europe as well. All political entities sought to institutionalize the various forms of organized charity and considered social policy
a vital governmental instrument, both for population-control and disciplining the poor. This social policy was financed mainly
by raising voluntary contributions from the well-to-do. Their
gifts were based on concepts of Christian charity. The various
Christian churches had different ideas about the forms in which this charity should be expressed, and so shaped the instruments
states had at their disposal to implement their social policies.
The course will consist of a comparative study of organized charity
in Protestant and Catholic states and cities. Its aim is to clarify the interrelations of two main aspects of early modern European
history, state-formation and confessionalization, from the viewpoint
of social policy. (Spaans)
Section 004 – Medicine and Society in Japanese History.
A guiding assumption of this course is that issues of medicine, disease, and definition of illness are fundamental elements of
a society, and exercise a direct impact on areas such as life
course decisions, reproductive strategies, and public policy.
Social responses to conditions or afflictions also provide a window
on prevailing values and understandings of the human condition, and are related to such things as possible treatments that may
be available, and public health responses. In more recent times
we encounter issues of "traditional" versus "scientific"
knowledge, of "western" versus Sino-Japanese" notions
of treatment, and the tension between competing medical systems.
The course aims to examine a number of issues in a historical
framework in order to, first, obtain a sense of the Japanese experience(s), and, second, provide the opportunity for students to develop an
interpretative framework for understanding issues of illness, disease and medicine more generally. While some knowledge of Japanese
history would be an advantage, it is not a prerequisite for the
course. Students will take turns being "discussion leaders"
for different weeks (though the instructor will assume this role
in weeks four and five), but all are expected to be familiar with the readings, and be prepared to participate in the weekly discussions.
In addition, students will be required to write a term paper of
approximately 4500 words. The final version of the paper is due
no later than 4/23, but students will need to have at least a
substantial draft ready for circulation and discussion during the final two class periods (precise details will be finalized
by 3/16). (Goble)
Section 005 – Exploring 1950s U.S. Culture. For Winter
Term, 1998, this section is offered jointly with American
Culture 496.008. (Anderson)
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Times, Location, and Availability
399. Honors Colloquium, Senior. Honors student, Hist. 398, and senior standing.
Only 12 credits of History 394, 395, 396, 397, 398, and 399 may
be counted toward a concentration plan in history. (1-6). (Excl).
May be repeated for a total of six credits.
This course is a workshop for thesis writers. It concentrates
on practical and theoretical problems of research and writing
with special reference to methodological questions. (Scobey)
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Times, Location, and Availability
412/MARC 414. Social and Intellectual History of the Florentine Renaissance. (3).
(Excl).
How did a medieval city of bankers and cloth merchants become, in the fifteenth century, the center of an original humanist culture that offered Europeans new ways of seeing and portraying themselves
and their society – from artistic perspective to the writing of
history? The course will trace the history of renaissance Florence
not only as a chronicle of its development but also as the process
by which it self-consciously constituted itself as a society and a history. Among the topics taken up will be the reshaping of the city, both physically and constitutionally; the transformation
of the Medici from bankers to humanist rulers; the development
of humanism into an enabling code for civil life; the new valuation
of wealth and the civic use of magnificence (from palaces to wedding
and funeral processions); social organization and changing attitudes
toward the disempowered (slaves, Jews, the poor, women); and forms
of religious expression, from confraternal devotions and processions
to the fire and brimstone of prophetic preachers (e.g.,
Savonarola). Considerable use will be made of original sources
(historical, literary, and visual). This is designed as a lecture
course, but there will be ample time allotted for discussion.
(Hughes)
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Times, Location, and Availability
416. Nineteenth-Century
European Intellectual History. (3). (Excl).
Section 001 – German Thought from Marx to Wittgenstein. Between the upheavals of the French Revolution and the First World War, the European nations witnessed an utter transformation of their
world. The relations of the person to the nation, to the state, to history, and to the physical world were rethought from top
to bottom. Our exploration of modern ideas will take us from rationalism
to racism, and from utopian ideologies to the birth of psychoanalysis.
Students will be evaluated on the basis of class participation, a midterm exam, and a final paper. (Spector)
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Times, Location, and Availability
427(508). Magic, Religion
and Science in Early Modern England. Hist. 220 and junior standing are recommended. (3). (Excl).
This course is about the "first three minutes" of the modern mental universe – in actuality, about three centuries
of historical time (1500-1800). It concentrates on how the "big
bang" of the Protestant Reformation blasted apart a world
view and a culture that had slowly developed over a thousand years.
The explosive force of that strangely contingent event, renewed
by subsequent eruptions of religious conflict and civil war, divided the English people culturally as never before. Magic declined, miracles and malevolent witches disappeared, the prestige of the
ancient sciences of astrology and alchemy eroded. New and powerful
philosophical ideas about human understanding and physical reality
flourished; scientific explanations for a vast array of celestial, earthly and mental phenomena proliferated and were embraced by
laypersons as the basis of a new faith, the faith in (someone
else's) reason. The world view that dominates modern English (and Western) culture emerged from almost three hundred years of charged
conflict and began rapidly to evolve into contemporary scientism.
And yet the shattering effect of the events that powered cultural
change also made it impossible for secularization and rational
religion fully to triumph. The hold of rational religion and secularism
on the minds of the majority of ordinary men and women remained
less complete than on the minds of the educated, governing classes.
The result finally was a cultural and social realignment. The
elite fashioned a "superculture" that is dominated by
religious rationalism and scientistic faith; the dissenting sects, the lower classes and marginalized groups have sustained and created
subcultures that are characterized by supernatural wonder and sudden infusions of spiritual and emotional energy. Much has changed
since 1800 when this process was more or less completed, but these
cultural and class divisions have not disappeared, and they have
complicated ethnic relations as well as politics. In sum, this
course is finally a meditation on how England lost its medieval
mind and found its modern, divided sensibility. Principal readings
will include all or part of Eamon Duffy, The Stripping of the Altars; Keith Thomas, Religion and the Decline of
Magic; James Sharpe, Instruments of Darkness: Witchcraft
in England, 1550-1800; Peter French, John Dee: The Life
of a Renaissance Magus; and Steven Shapin, The Scientific
Revolution. A course pack of articles and original sources
will also be required. Students will be asked to write three short
(five page) papers on the readings for class; an in-class, midterm
examination and a two-hour final examination. (MacDonald)
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Times, Location, and Availability
429(143). Discovery. (3).
(Excl).
Section 001 – The History, Art, and Cinema of Discovery and Exploration.
This course is suitable for first-year students. Travel, and a
fascination for exploration, have been important determinants
of European and American culture. This course explores the history
of travel, discovery, and exploration through original accounts
by travelers and explorers, through artistic depictions of travel, and through a series of movies about exploration and by explorers
(some examples are "Grass," "King Kong," "Kamet
Conquered," "Destination Moon"). The primary concern
of our work will be the impact of travel, discovery, and exploration
on the travelers themselves. We begin with the age of Marco Polo, move to the "New World," visit the North and South Poles, climb the highest mountains, and end with real and imagined space
travel. Grades will be based on class participation, performance
on a regular quiz, and the final examination. (Lindner)
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Times, Location, and Availability
431(531). History of the
Balkans Since 1878. (3). (Excl).
This is a lecture course which surveys the history of the modern
Balkans – the area which consists of the ex-Yugoslavia, Bulgaria, Greece, and Albania – from roughly 1878 to the present. There
are no prerequisites nor required background. Interested first-year
students 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: 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. Nationality problems, the break-up of Yugoslavia, and the ensuing wars. Cost:3
WL:4 (J. Fine)
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Times, Location, and Availability
434. History of the Soviet
Union. (4). (SS).
With the collapse of the Soviet Union and the emergence of
fifteen independent republics, the experience of Communism in
Russia and Eastern Europe is being rethought as if the seeds of
destruction had been planted already in the revolution. This course
looks at the complex evolution of political structures, social
developments, and cultural responses during the 70 years of the
Soviet system. Beginning with the prerevolutionary crises and political movements, it surveys the rise of Stalin, the building
of a "totalitarian" state, and the successive reforms that ultimately unraveled the system. Students are required to
attend two lectures and one discussion section each week, prepare
a term project, and take two take-home examinations (midterm and final). WL:1 (Rosenberg)
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Times, Location, and Availability
443/APTIS 487. Modern Middle
East History. (3). (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 II. 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, and the Gulf War of 1991, 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 comes to about 150 pages per week. (Cole)
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Times, Location, and Availability
448/CAAS 448. Africa Since
1850. (3). (SS).
Section 001 – Wealth, Health, and Gender in Africa, 1850-2000.
This course will focus on the broad, linked themes of wealth and health as a way to study closely key moments and processes of the last 150 years of sub-Saharan African history. We will work
to define these words – wealth and health – according to shifting
and various African logics about power, gender, virtue, and human
agency; and in relation to particular religious, cultural, and/or
political formations, movements, performances, and expressions.
Wealth, health, gender, and generation will also serve as beginning
analytic terms for our readings and debates about power, bodies, prestige, fortunes, misfortune, money, gift-giving, healing, illness, violence, and work, leisure, and style in Africa's recent past.
Primary sources will be about as numerous as secondary ones; films
and novels will be included therein; some classes will be devoted
to small group work; and we will spend about one third of the
class on each five-decade segment, 1850-1900; 1900-1950; 1950-1997
(2000). (Hunt)
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Times, Location, and Availability
450. Japan to 1800. (3).
(Excl).
History 450 is an introductory survey of Japanese history from
early times through 1800. The course covers some broader political, religious and social topics within a chronological framework, and is divided into five segments. First, society and state formation
to the end of the eighth century; second, the appearance of distinctive
political and social patterns developed by a hereditary aristocracy
from the ninth through twelfth centuries (the Heian period); third, developments coincident with the emergence of the warrior class
onto the national political stage from the late 1100s to early
1300s (the Kamakura period); fourth, the medieval age from roughly
1300-1600 (the Muromachi and Azuchi-Momoyama periods) dominated
by warfare, social change, and extensive overseas contacts; and, lastly, the early modern era from 1600 through roughly 1800 (Edo
or Tokugawa period, generally dated 1600-1868) characterized by
peace, urbanism, economic growth, and a vibrant popular culture.
Evaluation: One midterm exam (25%) one final exam (35%); a term
paper of no less than 3000 words (40%). (Goble)
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Times, Location, and Availability
461. The American Revolution.
(3). (SS).
This is a lecture course that covers the half-century of North
American history between the Seven Years War and the War of 1812.
It is not a course in military history but rather a detailed examination
of the origins, character, and results of the American Revolution.
During the term, we will revisit many of the familiar themes of this period – the rise of opposition to Britain, the nature of the military conflict that ensued, the republican experiment that
followed the Treaty of Paris in 1783, and the new order established
by the Constitution. Much of our inquiry will focus, however, on other crucial issues, as we examine the Revolution – to quote
an early historian – "as a social movement." To what
extent did the Revolution act as a force for change within America?
What role did conflicts over class, gender, and race play? Throughout the term, a central challenge will be to keep the diversity of
America's social structure in view, to consider the experience
of women as well as men, of the rank- and-file as well as members
of the elite, of Native Americans and African Americans as well
as Europeans. Readings, which include several monographs and a
course pack of documents, total about 150 pages per week. Written
assignments include two in-class exams and a comprehensive final.
In addition, two essays (6-8 pp., double-spaced) will be assigned.
(J.Scott)
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Times, Location, and Availability
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; the 1980s and the Reagan presidency;
and the presidencies of Bush and Clinton. 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.
Cost:3 WL:4
, a student may also visit the faculty office to see about
getting on a Waitlist into the course. (S. Fine)
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Times, Location, and Availability
477. Latin 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 both thematic and chronological, focusing on: (1) the colonial heritage, political independence, and the development of new forms of political
rule; (2) agrarian transformations and labor systems; (3) urban
growth and industrialization; (4) nationalism and struggles to
define national cultures; (5) social constructions of racial, ethnic and gender identities; and (6) revolutionary movements
and military responses. Selected regions will be discussed under
each topic, with a particular emphasis on Haiti, Mexico, Brazil, Cuba, the Andean republics, and Central America. (Caulfield)
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Times, Location, and Availability
Section 004 – Languages Across the Curriculum. Students who enroll in this section should
also enroll in University Course 490.001, a one-credit course
will count towards a certificate in advanced second-language competence.
Students will complete extra reading and writing assignments in
Spanish and discussion will be conducted in both Spanish and English.
Please note meeting time for this section is longer. This is for
undergraduates. Students should have 4th-term Spanish competency.
PLEASE NOTE – YOU WILL NOT BE ABLE TO ENROLL IN UC 490.001 UNTIL
AFTER THE TERM BEGINS. Instructions on how to do this will be
explained in the first few class meetings. (Caulfield)
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Times, Location, and Availability
491/Econ. 491. The History
of the American Economy. Econ. 101 or 102. (3). (Excl).
See Economics 491. (Whatley)
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Times, Location, and Availability
A course number in the 500s does not
indicate a more difficult or advanced course than one in the 400s.
537/APTIS 463. The Near
East in the Period of the Crusades, 945-1258. Junior
standing. (3). (Excl).
See APTIS 463.
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Times, Location, and Availability
538. The Ottoman Enterprise.
Hist. 110. (3). (Excl).
Beginning in the later Middle Ages, a series of great transformations
changed the aspect of our world: printing from movable type, a
demographic catastrophe and rebound, the circumnavigation of the
world, a revolution in warfare, the rise of the individual as
a force in art, changes in the life of families, and the rise
of the individual as a force in art, changes in the life of families, and the rise of a scientific attitude. How the Near East contributed
to and was affected by these changes is the core issue discussed
in this course, which uses the great empire of the Ottomans (1299-1923)
as its base. Class work will include lectures, slide demonstrations, and discussions of contemporary sources. In addition to the final there will be a midterm and a book report. (Lindner)
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Times, Location, and Availability
550. Imperial China: Ideas, Men, and Society. (3). (HU).
This is a systematic analysis of state, society, people, 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) emperors and political
culture; (3) great thinkers, influential political leaders, and powerful rebels; (4) wars and foreigners; (5) Confucianism, Taoism, and Buddhism; (6) class, gender, and race; (7) writers, literature, and the structure of feeling; (8) science and technology; and (9) eating culture, art of entertainment, and daily life. Special
features of the course include reading of Classical Chinese poetry, singing of Peking opera, and discussion of the Scientific Revolution
and the birth of "Modern China" in the 17th century.
The course is open to all undergraduates and graduates. Cost:3
WL:1 (Chang)
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Times, Location, and Availability
569/LHC 412 (Business Administration).
American Business History. Junior, senior, or graduate
standing. (3). (Excl).
A study of the origins, development, and growth of business.
The course traces the beginnings of business enterprise in Europe
and describes business activities during the American colonial, revolutionary, and pre-Civil War periods. It then discusses economic
aspects of the Civil War, post-Civil War industrial growth, business
consolidation and the anti-trust movement, economic aspects of
World War I, business conditions during the 1920s, effects of the 1929 depression and the New Deal upon business, economic aspects
of World War II, and a multitude of recent business developments
and trends. Cost:1
WL:3 (Lewis)
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Times, Location, and Availability
572/Amer. Cult. 533/CAAS
533. Black Civil Rights from 1900. (3). (Excl).
This seminar will provide an in-depth study of Black struggles
for freedom during the 1950s, 60s, and early 70s. Specifically
we will focus on the origins of these struggles, their continuities
and differences from previous struggles, the variety of goals
and leadership used, the experiences and backgrounds of the participants, and these movements' successes and failures. We will pay particular
attention to the roles of women and men in the movement and the
ways that ideology changed, shifted, and indeed remained constant throughout the struggle. In doing this, we will seek to rewrite the history of the United States during this period and examine
how the these movements have been remembered and memorialized
in popular culture, the academy, and contemporary culture today.
Students must have ample background in African American history
to take this course. Cost:2
WL:4 (Theoharis)
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Times, Location, and Availability
591. Topics in European
History. Juniors, seniors, and graduate students.
(3). (Excl). May be elected for credit twice.
Section 001 – The Emergence of Modern Missions and the Creation
of a Christian Public. Till the end of the eighteenth century, the spread of Christianity was usually linked with political expansion.
Engaging in missions in a modern sense, as an undertaking formally
distinguished from politics, is a comparatively recent phenomenon.
Modern missions were organized by new Christian bodies, either
new churches, religious societies, or new (Catholic) orders. Support
of the laity was vital, and modern missionary organizations have
always focused upon raising support among the population of Christian
countries, pioneering new forms of communication, publicity campaigns, funding-raising techniques and various forms of organizational
renewal. Both by their organization inventions, which created
a Christian public, and their massive disseminating of new images
of the way in which Christianity moved in the world, modern missionary
movements were an important aspect of the transformation western
Christianity underwent in the wake of the rise of the nation state.
(van Rooden)
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Times, Location, and Availability
592. Topics in Asian History.
Juniors, seniors, and graduate students. (3). (Excl).
May be elected for credit twice.
Section 001 – The Opium War to the New Open Door: Economic History
of Modern China. This course examines the origins and development
of China's modern economy from the nineteenth to twentieth centuries.
The course will examine the historical antecedents of economic
growth in China as well as the cultural, economic, and political
institutions that have shaped the course of modern Chinese economic
history. Beginning with the traditional agrarian economy of the
early nineteenth century, we will trace China's economic development
from the era of foreign imperialism under the treaty port system, to the struggle for economic and political stability in the early
twentieth century, to the Maoist strategies of the Communist era
and the past decade of market reform. Topics will include importance
of political and economic institutions, demographic history, social
costs of economic change, foreign imperialism, and the role of the West in the economic development of East Asia. Grading will
be based on class participation, research paper, and an in-class
presentation. (Buoye)
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Times, Location, and Availability
593. Topics in U.S. History.
Juniors, seniors and graduates. (3). (Excl). May
be elected for credit twice.
Section 001 – Approaches to Asian American History. For Winter
Term, 1998, this section is offered jointly with American
Culture 496.006. (Nomura)
Section 002 – Engendering Imperialism:
America in the Pacific, 1898. 1998 marks the centennial of
America's formal colonialist expansion into the North Pacific through its territorial annexations of Hawaii, Guam and the Philippines.
This seminar explores gendered discourses and discourses about
gender that were central to America's dominance of these Pacific
sites at the turn of the century. In part, our investigation will
focus on the functions of gendered and racialized discourses as
technologies of American imperialism and in the debates over the
meaning of America as a colonial power which occurred during this
period. Readings thus will include a variety of 19th- and 20th-century
documents written by both pro- and anti-imperialist Americans.
As well, however, we will investigate the function of gender and race in discourses of resistance to American imperialism, reading
a selection of English-language and translated sources written
by indigenous Pacific islanders. Throughout the course, we will
be concerned with understanding the relationships between gendered
and racialized technologies of power and of resistance as they
were enacted both in America and at these Pacific sites during the period. The class will be open to graduate students and upper-level
undergraduates with permission of instructor. Several short response
papers and an end-of-term analytical research paper will be required.
Cost:3 WL:1 (DuPuis)
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Times, Location, and Availability
595/CAAS 595. Topics in
African History. (3). (Excl).
Section 001 – African Nationalist Life Histories. This course
will investigate the historical contacts of African nationalism through the autobiographies and biographies of Nationalist leaders, presidents, trade unionists, and political activists. Three generations
of African leaders will be discussed based on their own portrayals
in autobiographies, including the first generation of nationalist
such as Nkrumah, Azikiwe, Kenyatta, Senghor, Lumumba, Mugabe, and others; the second generation of Moi, Mobutu, Mengistu, Rawlings, Amin, and others; and the third generation including Kabila, Meles, Museveni, and Kagame. The "founding fathers" trope will
be explored over the three generations of leaders, as well as
among autobiographies of activists and leaders in South Africa.
These works will be contrasted with the writings and life histories
of opposition leaders and non-elite participants in African nationalist
movements. Students are encouraged to compare course readings
with the writings of African-American leaders and other nationalists
leaders in the African Diaspora. Requirements include a number
of review essays and a substantial research paper. Cost:2
WL:4 (Scarnecchia)
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Times, Location, and Availability
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