Autumn 2010 Courses

Course Descriptions Autumn Quarter, 2010

The Department of History
The Ohio State University
Undergraduate History Office
110 Dulles Hall
614.292.6793

The Department of History has compiled information in this booklet to assist students in selecting courses for Autumn Quarter, 2010. The descriptions are accurate as of April 13, 2010. Please be aware that changes may be made.

A printed version of the coursebook is also available in the History office, 106 Dulles Hall.

AFRICAN HISTORY

HISTORY 121 AFRICAN CIVILIZATIONS TO 1870
5 Cr. Hrs.

This course surveys the history of pre-modern African civilization with a focus on specific episodes in the continent's political, economic and cultural developments. We will explore some of the internal and external factors that account for the rise and decline of various African empires and states as well as the impediments the continent encountered in the course of its economic, political and cultural developments prior to formal colonial domination.

Time Meeting Days Instructor
9:30-10:48 TR Sikainga
9:30; 10:30 MW (recitations)

HISTORY 122 AFRICAN CIVILIZATIONS 1870 TO THE PRESENT
5 Cr. Hrs.

This is the second of two courses in a series intended to provide an introduction to the emergence and growth of African civilizations. The approach will be to foster an appreciation of the complexities of civilizations in Africa, an extremely large continent, as well as to highlight the main areas of Africa's contribution to human advancement.

Time Meeting Days Instructor
1:30-3:18 TR

AMERICAN HISTORY

HISTORY 151 AMERICAN CIVILIZATIONS, 1607-1877
5 Cr. Hrs.

This course surveys the political, constitutional, social, and economic development of the U.S. from the Colonial Period through the Era of Reconstruction. This course, in conjunction with HIS 152, furnishes one of the sequence requirements for the LAR and GEC. Not open to students with credit for History 150.01.

Time Meeting Days Instructor
8:30-10:18 MW
*10:30-11:48 TR Newell
11:30-1:18 TR
1:30-3:18 MW
3:30-5:18 TR
3:30-5:18 MW
5:30-7:18 MW
*Students signing up for this section must also sign up for a recitation section.

HISTORY HONORS 151 AMERICAN CIVILIZATIONS 1607 - 1877
5 Cr. Hrs.

This course provides a survey of American history from the Age of Encounter to the Reconstruction period. It covers the social, economic, cultural, political, and diplomatic history of the American peoples. We will discuss the experiences of famous people, such as Presidents, diplomats, and generals, as well as the experiences of ordinary people in all regions of the country.

Time Meeting Days Instructor
8:30-10:18 MW Cashin

Assigned Readings: (in the past included):
G. Nash, et al., The American People, Vol. I, but because this is an honors section we will also read three monographs on American history.

Assignments:
We will set aside class time to discuss the monographs, and all students are strongly encouraged to take part in discussion. The class will also write short (one to two page) papers each week on aspects of that week's lecture material.

Prerequisites and Special Comments: Regular attendance is highly encouraged.

HISTORY 152 AMERICAN CIVILIZATIONS SINCE 1877
5 Cr. Hrs.

This course surveys the political, constitutional, social, and economic development of the U.S. from the Era of Reconstruction to the present. This course, in conjunction with HIS 151, furnishes one of the sequence requirements for the LAR and GEC. Not open to students with credit for History 150.02 or History 150.03.

Time Meeting Days Instructor
8:30-10:18 TR
9:30-11:18 TR
*10:30-11:18 MWF Boyle
1:30-3:18 TR
2:30-4:18 MW
3:30-5:18 MW
3:30-5:18 TR
5:30-7:18 TR
*Students signing up for this section must also sign up for a recitation section.

HISTORY 152 HONORS AMERICAN CIVILIZATIONS SINCE 1877
5 Cr. Hrs.

The principal goals of this course are to promote understanding of the major events, issues, and developments in the United States since 1877, and to equip and encourage students to analyze historical issues and to think critically about works of history. In order to make sense of the wealth of evidence left behind by Americans in the last century or so, we will focus on the following themes: race relations; the struggles for opportunity of various cultural groups within American society; the development of American capitalism and consumer culture; the apparent cycle of reform and conservatism in national political life; and the evolution of the United States as a world economic and military power. Students will exercise their faculties as historians by analyzing primary sources of evidence and communicating ideas and knowledge in writing and in class discussion.

Your grade will be determined by participation in class presentations, discussions, and writing assignments, several quizzes, a research project, and a final examination. Note: willingness to participate regularly in class discussion and in daily class assignments is necessary for success in this class.

Time Meeting Days Instructor
9:30-11:18 TR Ugland

Assigned Readings (tentative):
Davidson, et al., U.S., Volume II
Salevouris and Furay, Learning American History
Ugland, Retrieving the American Past
Wheeler and Becker, Discovering the American Past, 6th ed., Vol. II

Assignments:
1. Several small written assignments, which will be part of the class participation grade.
2. A separately graded writing project involving research in newspapers/magazines (topics to be announced in class) or a family history involving primary historical sources.
3. A final, comprehensive essay examination.

Prerequisites and Special Comments:
This class is open to students enrolled in a college honors program. Interested students in the Arts and Sciences Scholars Program should contact the instructor to discuss permission for enrollment.

HISTORY 324 INTRODUCTION TO U.S. LATINA/O HISTORY
5 Cr. Hrs.

This course provides a general survey of the history of Latinos/as in the United States. We will trace how far back the presence of people of Spanish-Indian-African ancestry extends in the U.S. beginning with Spanish colonialism and conquest. Themes and topics include conquest and colonization, immigration, race and ethnic identity, labor activism and unionization, politics, education, popular culture, and social movements. The course explores Latino/a histories across national origin groups - Mexican Americans, Puerto Ricans, Cubans, Dominicans, Central Americans, and South Americans - and across the country, from the Southwest, Midwest, to the East Coast and the South.

Time Meeting Days Instructor
1:30-3:18 TR Fernandez

Assigned Readings (readings may include):

Burgos, Jr., Adrian, Playing America's Game: Baseball, Latinos and the Color Line (Berkeley: University of California Press, 2007)
Arredondo, Gabriela F. Mexican Chicago: Race, Ethnicity and Nation: 1916-1939 (Urbana: University of Illinois Press, 2008).
Course Packet
Additional readings on Carmen.

Assignments:
Quizzes (5-6), Essay, Campus/Community Event Summaries, Final Exam

Prerequisites or Special Comments: Fulfills Group B (United States); Post-1750

HISTORY 325 HONORS INTRODUCTION TO WOMEN'S HISTORY: THE AMERICAN
5 Cr. Hrs. EXPERIENCE

"Well-behaved women seldom make history." We will consider this assertion as we examine the forces that shaped American women's experiences and the ways in which women shaped the nation from the pre-colonial period into the twenty-first century. The course will focus on three themes: women's work and the sexual division of labor; relationships between gender and politics; and women's family roles and sexuality. Our sources will be what historians and other scholars have written about women, images of women in culture, and women's own words and creations. We will pay particular attention to differences among women in such areas as race and ethnicity, class, religion, sexuality, marital status, region, and the like.

Time Meeting Days Instructor
1:30-3:18 TR Hartmann

Assigned Readings:
Mari Jo Buhle, Teresa Murphy, and Jane Gerhard, Women and the Making of America
Jeanne Wakatsuki Houston and James D. Houston, Farewell to Manzanar: A True Story of Japanese American Experience During and After the World War II Internment (Bantam, 1983)
Harriet A. Jacobs, Incidents in the Life of a Slave Girl (Prestwick House, 2006)
An autobiography or memoir of your choosing in consultation with Professor Hartmann
Documents and images that will be available online

Assignments:
Students will lead discussions and make classroom presentations; they will write two or three short papers and one 10-12 page final paper.

Prerequisites and Special Comments:
This course is designed for honors students. It fulfills social diversity for the GEC, and it fulfills one of the social studies content courses for teaching licensure.
Group B, post-1750.

HISTORY 557.01 American Revolution and New Nation, 1760-1787
5 Cr. Hrs.

This course will examine the social, economic, cultural, and political changes in 18th century America that culminated in revolution and the creation of the republic. In addition to reviewing key events and themes, we will explore the ways that historians have interpreted the causes and consequences of the Revolution. Students will also analyze primary sources and will complete a major research project using 18th century newspapers. Ultimately, this class should enhance your analytical reading, writing and research skills, as well as your understanding of this crucial era in American and world history.

Time Meeting Days Instructor
1:30-3:18 TR Newell

Assigned Readings are subject to change, but may include some of the following:
David Hackett Fischer, Washington's Crossing
Woody Holton, Forced Founders
Michael Kammen, The Origins of the American Constitution (penguin)
Gary Nash, The Forgotten Fifth: African Americans in the Age of Revolution
Gordon S. Wood, The Creation of the American Republic

Prerequisites and Special Comments:
History 151 or equivalent recommended. Group B, post-1750.

HISTORY 560 WESTWARD MOVEMENT IN AMERICAN HISTORY
5 Cr. Hrs.

In this course, we shall examine the history of the trans-Mississippi West from the late 1700s to the present. We shall begin by looking at the exploration of the region and the evolution of its fur trapping, mining, cattle, and farming frontiers. Building on our understanding of these nineteenth-century developments, we shall then turn to an examination of major themes in twentieth-century western developments: urbanization, natural resource usage, tourism, and environmentalism.

Time Meeting Days Instructor
1:30-3:18 TR Blackford

Assigned Readings:
Osbourne Russell, Journal of a Trapper
Nannie Alderson, A Bride Goes West
Mark Twain, Roughing It
Nathaniel West, Day of the Locust
Jon Krakauer, Into the Wild

Assignments:
Three 7-8 page-long essays (each 33 1/3 percent of the grade).

Prerequisites and Special Comments:
Group B, post-1750.

HISTORY 564 EMERGENCE OF MODERN AMERICA, 1877-1917
5 Cr. Hrs.

The course explores the origins of modern America. We will examine the aftermath of Reconstruction and its reverberations in all of the nation's regions. Focusing on politics and social change, we will examine Industrial expansion, immigration, the movement of people to cities and to the West, and technological change. The development of a more powerful and active national state was one of the major developments of the period; we will trace that in conjunction with the period's social movements for temperance, women's rights, civil rights, and labor

Time Meeting Days Instructor
5:30-7:18pm MW Baker

Assigned Readings: We will read 3 short books written during the period, along with 2 history texts.

Assignments: There will be a number of web-based assignments, midterm and a final.

Prerequisites and Special Comments: Group B, post-1750.

HISTORY 565 FROM THE NEW ERA TO THE NEW FRONTIER: THE UNITED STATES
5 Cr. Hrs. 1921-1963

This lecture-reading-discussion course analyzes the period in U.S. history from 1921 to 1963. While the political reform context will frame the chronology, the interaction of cultural and social trends with the political culture will be highlighted. After establishing the antecedents and nature of the reform impulses in modern America, the course will survey how social, cultural, intellectual, and political-economic forces interacted with one another to create a series of continuous reform movements, from the New Era (dominated by business interests), to the New Deal in time of depression and war, to Harry Truman's Fair Deal, to the New Republicanism of Dwight Eisenhower, and to the short-lived New Frontier of John F. Kennedy. We will also discuss how the emerging modern consumer culture interacted with the reform impulses.

Time Meeting Days Instructor
9:30-11:18 MW Childs

The lectures, discussions, readings, and films will give attention to how different groups of Americans (business and political elites, intellectuals, blacks, women, rural and urban groups) responded to the need for reform and particularly how each group interacted with and took advantage of the existing reform impulses. Students may see the most recent syllabus on the web at: http://people.cohums.ohio-state.edu/childs1/565sylAut08.htm

Assigned Readings:
John Dos Passos, The Big Money (1933 … 1964); David M. Kennedy, The American People in the Great Depression (1999); Michael C. C. Adams, The Best War Ever: America and World War II (1993); David Halberstam, The Fifties (1993); Sloan Wilson, The Man in the Gray Flannel Suit (1955, 1983).

Assignments:
Midterm, Paper, Final Exam (all take-home)

Prerequisites and Special Comments:
Area B (North America) post-1750

Special Note: If a Creative Campus Partners grant comes through, students may have the option to add one more hour (History 593) in order to participate in collaboration with the Wexner Center, the OSU Dept of Theatre, and Business Association, a theatrical group from New York City. This collaboration involves developing a new stage production, ROAD TRIP (THE GRAPES OF WRATH), which will connect present-day economic and social issues to those found in John Steinbeck's novel, The Grapes of Wrath (1939). Students will be required to read the novel and participate in ways to be determined.

HISTORY 579.02 AMERICAN CULTURAL & INTELLECTUAL HISTORY IN THE 20th
5 Cr. Hrs. CENTURY

An overview of the major intellectual and cultural currents in the twentieth century. We begin with American Pragmatism and end with a consideration of our post-modern condition, stopping to discuss modernists, expatriates, and beats along the way. The course demands a great deal of reading and writing. Students are strongly recommended to have taken History 152 or have a working familiarity with outlines of 20th century history.

Time Meeting Days Instructor
10:30-12:18 MW Conn

Assignments:
Students will be expected to do considerable writing and reading, and to actively participate in class discussion.

Prerequisites and Special Comments:
Group B, post-1750.

HISTORY 752 READINGS IN AFRICAN AMERICAN HISTORY
5 Cr. Hrs.

This intensive reading and discussion seminar focuses on how historians have written about, and interpreted, slavery in the United States.

Time Meeting Days Instructor
3:30-6:18 M Shaw

HISTORY 770 STUDIES IN THE HISTORY OF AMERICAN FOREIGN POLICY
5 Cr. Hrs.

The purpose of this course is to teach graduate students the literature on recent U.S. foreign relations and the major schools of thought and interpretive approaches in the field.

Time Meeting Days Instructor
1:30-3:18 M Hahn

Assigned Readings:
Each student will be assigned to read and report on approximately ten books and an additional number of articles, drawn from a common reading list.

Assignments:
Six to eight 5-page papers, in addition to active participation in class discussions.

Prerequisites and Special Comments
Graduate students only.

HISTORY 772 STUDIES IN RECENT UNITED STATES HISTORY
5 Cr. Hrs.

Readings in selected topics in American history of the United States since 1877.

Time Meeting Days Instructor
1:30-3:18 M Baker

HISTORY 789 TOPICS IN AMERICAN HISTORY TO 1877
5 Cr. Hrs.

A graduate readings course designed to broader perspectives on central questions in American historiography to 1877, and to enhance your the teaching of the American survey. Readings have been chosen to explore both classics and new directions in the wider field. We will talk about the shape of the field as practiced by historians, and about the process of building approaches to teach undergraduates.

Time Meeting Days Instructor
3:30-5:18 W Brooke

Assigned Readings:
Edmund S. Morgan, American Slavery American Freedom, Revised Edition
W. W. Norton & Company ISBN: 0-393-32494-X
Mary Beth Norton, In the Devil's Snare: The Salem Witchcraft Crisis of 1692
Knopf Doubleday ISBN: 0-375-70690-9
Bernard Bailyn, The Ideological Origins of the American Revolution
Harvard University Press ISBN: 0-674-44302-0
Gordon S. Wood, The Creation of the American Republic, 1776-1787
University of North Carolina Press ISBN: 0-8078-4723-2
John W. Ward, Andrew Jackson: Symbol for an Age
Oxford University Press ISBN: 0-19-500699-2
Susan Zaeske, Signatures of Citizenship: Petitioning, Antislavery, and Women's Political Identity University of North Carolina Press ISBN: 0-8078-5426-3
Elizabeth R. Varon, Disunion!: The Coming of the American Civil War, 1789-1859
University of North Carolina Press ISBN: 0-8078-3232-4
Kenneth M. Stampp, ed., The Causes of the Civil War
Simon & Schuster ISBN: 0-671-75155-7
Eric Foner, Nothing but Freedom: Emancipation and Its Legacy
Louisiana State University Press ISBN: 0-8071-3289-6
Article readings

Assignments:
Writing requirements:
1. For at least seven of the ten meetings, each student will email a page or so of comments and questions to the class at large. These should be exploratory rough-reactions, posing questions, making queries, presenting general comments on the relationships among the readings, and discussing related literature.
2. An historiographical essay on a topic of interest, to be based on the assigned readings and on further work in the literature. These essays should address the thematic, "political," and methodological developments in the literature on the topic in question. 15-20 pp., bibliography, footnotes.

Prerequisites and Special Comments:
Auditors must do all readings, contribute emails, and participate in all meetings.

ANCIENT HISTORY

HISTORY 501.01 HISTORY OF ARCHAIC GREECE
5 Cr. Hrs.

This is the first half of a two-course sequence that surveys the history of ancient Greece. The course examines the formative period of Greek civilization, from the Neolithic era (ca. 7000-3000 BC) all the way down to the year 480 BC. Our primary focus will be on the period's major political developments: the rise and mysterious demise of the Mycenean kingdoms of the Late Bronze Age (ca. 1600-1100 BC); the subsequent emergence of small, village-based chiefdoms and, later, the first city-states in the Dark Age (ca. 100-700 BC); the creation of written laws, political institutions, and, ultimately, the world's first citizen-states in the Archaic Age (ca. 700-480 BC); and the momentous wars against the Persian empire in the early fifth century. Along the way, we will also explore various social and cultural phenomena associated with these political developments. Here, particular attention will be paid to the many innovations of the Archaic Age in art, architecture, sports, literature, and philosophy, as well as to broader social issues, such as the place of women and slaves in Greek society.

Time Meeting Days Instructor
11:30-1:18 MW Anderson

Assignments:
2 exams and term paper

Prerequisites and Special Comments: Group B, pre-1750.

HISTORY 503.01 ROMAN REPUBLIC
5 Cr. Hrs.

This course covers the history of Rome from the founding to the fall of the Roman Republic.

Time Meeting Days Instructor
1:30-2:48 MWF Rosenstein

Prerequisites and Special Comments:
Group B, pre-1750.

HISTORY 505.01 THE EARLY BYZANTINE EMPIRE
5 Cr. Hrs.

Notice: This course will be offered entirely on the Online: there will be no class meetings and all exams and other assignments will be done through the Internet. There will be no need for you to come to campus for this class and you can be in any part of the world and still participate in it. Students will follow the normal reading schedule and do all the assignments associated with the course, but there will be no class meeting and students need not ever come to class.

In addition, enrollment in the class will be strictly limited to 25 students.

All assignments will be submitted over the Internet, using Carmen, the University's online course software. Students who wish to enroll in this course must be reasonably comfortable working with computers. Full details on accessing the course will be sent a few weeks before the beginning of classed to those who enroll, via regular mail to their home addresses and e-mail to their OSU address.

The course is designed as an introduction to early Byzantine civilization and history, A.D. 330-843 (from the founding of Constantinople to the end of the Iconoclast Controversy). In it we will trace the transformation of the ancient world and the emergence of a distinctly medieval Byzantine civilization. We will observe the growth and triumph of Christianity and its transformation into a world religion. We will examine critically the myths concerning the "fall of the Roman empire" and the typical evaluation of Byzantium. We will attempt to understand Byzantine civilization through the eyes of the Byzantines themselves, examining their values and comparing them with those of our own. In this regard, we will seek to gain insight into the religious sensitivities of the Byzantines and how Byzantine Christianity expressed important transcendent ideas. We will also investigate relations between Byzantium and its neighbors and pay special attention to the military developments that influenced the course of history in this crucial period. The Byzantine Empire represents a fascinating, although little-known chapter in the history of mankind. This course is designed to explore some aspects of that civilization and to expose you to challenging new ideas.
Assigned Readings:

The following books are required (both will be available at all OSU area bookstores and elsewhere):

Timothy E. Gregory, A History of Byzantium (Oxford: Blackwells 2005) ISBN: 0631235132
Procopius, Secret History, G.A. Williamson, trans. (NY: Viking 1982) ISBN: 0140441824

Assignments:
Intense (graded) weekly discussion is required (20% of the grade) and a choice of other assignments including quizzes, short papers, a mid-term exam, and final exam; you will be able to choose which of these assignments you wish to submit for your final grade, but all students are required to participate in the discussion, which is conducted using a discussion board built into the course.

Prerequisites and Special Comments:
The course is especially appropriate for anyone interested in ancient and/or medieval history and for those who want to understand better the course of current affairs in Eastern Europe and the Middle East, since many of these have their roots in the Byzantine period.

For further information, contact Professor Gregory: gregory.4@osu.edu

HISTORY 709 METHODOLOGY IN ANCIENT HISTORY: LATE ANTIQUITY & BYZANTIUM
5 Cr. Hrs.

The course offers a general introduction to advanced research in ancient history. The aim is to familiarize students with the current state of the field by studying the kinds of issues, approaches, and materials that interest contemporary ancient historians. The course is organized around the exploration of a series of major topics, all of them taken from Greek history. Possible topics include: the formation of the polis; "tyranny" and political culture in archaic era; the construction of Athenian civic identity; relations between mass and elite in Athenian democracy; and broader socio-cultural areas, such as gender history, social memory formation, and the culture of athletics. Along the way, we will encounter a representative sample of the methodologies now employed by Greek historians, from traditional text-based approaches to those which draw on the theories and methods of archaeology, anthropology, and cultural history. We will also engage with a wide variety of materials, including influential scholarly monographs and articles, standard works of reference, and a comprehensive selection of ancient evidence, both textual (literary and epigraphic) and archaeological.

Time Meeting Days Instructor
3:30-5:18 W Anderson

Assigned Readings: TBA

Assignments:
In-class presentation and research paper

Prerequisites and Special Comments:
This course is a graduate-level introduction to problems and methods in the history of Late Antiquity and Byzantium.

HISTORY 808.01 Research Seminar in Ancient History
5 Cr. Hrs.

This course is designed to train advanced graduate students in ancient history and other fields to pursue independent research on topics in the history of the Roman Republic.

Time Meeting Days Instructor
1:30-4:18 T Rosenstein

Prerequisites and Special Comments:
For more information on this graduate seminar contact Professor Nathan Rosenstein, rosenstein.1@osu.edu.

ASIAN AND ISLAMIC HISTORY

HISTORY 141 HISTORY OF EAST ASIA IN THE PRE-MODERN ERA
5 Cr. Hrs.

"History of East Asia in the Pre-modern Era" is an introduction to the societies and cultures of pre-modern China, Korea, and Japan, the countries that make up the geographical and cultural unit of East Asia. Of the great civilizations of the world, East Asia grew up in perhaps the greatest isolation from the West; and one goal of this course is to point up what is distinctive about "East Asian civilization." A second goal is the study of the relationship between the evolution of China, Korea, and Japan as distinct cultures themselves. The course ends with a comparison of China, Korea, and Japan in their encounters with the West at the end of the pre-modern era.

Time Meeting Days Instructor
8:30-10:18 TR

HISTORY 142 HISTORY OF EAST ASIA IN THE MODERN ERA, 1600-PRESENT
5 Cr. Hrs.

History 142 will continue with the basic historical introduction to the societies and cultures of China, Korea, and Japan that was initiated in History 141. The course will survey the modern political, military, social, and intellectual history of East Asia. Special emphasis will be placed on developments in China, Japan and Korea. After a brief review of the culture, geography, and languages of East Asia, we will review key historical phenomena that have distinguished East Asian civilization in the modern period. For most of the semester, the course will be organized chronologically and thematically and will seek a balance between examination of particular periods (e.g. dynasties) and exploration of patterns of continuity and change across historical periods. In addition to providing a basic narrative of East Asian civilization, the course will introduce students to important written sources.

Time Meeting Days Instructor
3:30-5:18 MW

HISTORY 542.01 INTELLECTUAL & SOCIAL MOVEMENTS IN THE MUSLIM WORLD
5 Cr. Hrs.

This course explores significant intellectual and social movements that have arisen among Muslims from the inception of Islam in 610 C.E. until the present. These range from the initial split over the caliphate to the great medieval theological debates to the rise of modern-day Islamic "fundamentalism." Special attention will be given to the development of Shiite Islam, with a focus on the background to the Iranian revolution as portrayed in Roy Mottahedeh's The Mantle of the Prophet, an account of the experiences and intellectual formation of a young Iranian mullah active during the 1970s.

Time Meeting Days Instructor
9:30-11:18 MW Hathaway

Assigned Readings:
Frederick Matthewson Denny, An Introduction to Islam, 3rd ed.
Roy Mottahedeh, The Mantle of the Prophet: Religion and Politics in Iran
Various excerpts from primary and secondary sources

Assignments:
In-class midterm, paper related to The Mantle of the Prophet, take-home final, participation in group discussions.

Prerequisites and Special Comments:
Group A, pre & post 1750.

HISTORY 545.02 CHINA IN THE EARLY MODERN ERA: THE MING AND QING
5 Cr. Hrs. DYNASTIES

This course surveys early-modern Chinese history, roughly 14th-18th century. We begin with the transition from the Mongol Yuan dynasty to the Ming (ruled by Han Chinese), and end with the establishment of another "alien dynasty," the Manchu Qing. We will examine several main themes: 1) Confucianism and the state; 2) Political institutions and political culture; 3) Chinese economy in a global context; 4) Literati culture; 5) Social changes and movements; 6) Frontiers, ethnicity, and dynastic transitions.

This framework, centering around the "life cycle" of the Ming dynasty but exploring changes and continuities in three dynasties, allows us to explore: why did China follow its distinctive trajectory of development in early-modern period? How did its cultural heritage and external contacts jointly shape this trajectory? What major philosophical development during this period contributed to changes in political, social, and cultural realms? How do we evaluate the rise and demise of a Han-Chinese dynasty not only in the longer range of Chinese history but also in the context of early-modern global history?

Time Meeting Days Instructor
1:30-3:18 TR Zhang

Prerequisites and Special Comments:
Group A, pre & post 1750.

HISTORY 546 TOPICS IN CHINESE HISTORY
5 Cr. Hrs.

Gender and Sexuality in Early China

This seminar treats the topic of "gender and sexuality" in early China (to 1900). The course will be organized both chronologically and thematically, exploring historical developments in gender and sexuality discourses and practices. We will focus on the following broad questions: 1) How did Confucian ideology shape men and women's gender identities? 2) How was gender defined by familial roles, generation, religion, and class in early Chinese history? 3) How was sexuality understood and regulated culturally, socially, and politically?

The readings for this course are from multiple fields, including history, literary studies, art history, anthropology, philosophy, and religious studies. Some primary historical sources such as poetry, memoirs, didactic texts, paintings, and so on will allow us to observe how Chinese men and women in the past articulated their ideas about ideal manhood and womanhood.

Time Meeting Days Instructor
9:30-11:18 TR Zhang

Prerequisites and Special Comments:
Group A, pre & post 1750.

HISTORY 548.01 HISTORY OF JAPAN BEFORE 1800
5 Cr. Hrs.

This course treats the history of Japan from the earliest times to the beginning of the nineteenth century. It touches on a number of areas of politics, economic development, social trends and elements of the history of ideas and religion, samurai, and women, although it's main focus is the development of samurai dominance.

Time Meeting Days Instructor
9:00-10:18 MWF Brown, P.

Assigned Readings:
Conrad D. Totman, Japan Before Perry, Univ. of CA Press, 1982
Katsu Kokichi, Musui;s Story, Arizona.
Donald Keene, (trans), Chushingura, Columbia Univ. Press.
Selections from The Tale of Genji
Selections from David Lu, Japan: A Documentary History
other short readings

Assignments:
3 objective quizzes based on a list of terms distributed at the start of the course.
Undergraduates: 2 papers based on class readings (topics to be determined in consultation with the professor); undergraduates have the option of replacing the second paper with a research paper on a topic they choose in consultation with the professor (bonus points awarded for students who take this option).
Graduate students: the second paper must be an independent research paper (no bonus points)
An essay based take-home final exam

Prerequisites and Special Comments:
Group A, pre-1750.

HISTORY 724.02 IMPERIALISM, ANTI-IMPERIALISM, AND WAR IN MODERN EAST ASIA
5 Cr. Hrs.

Focus is on imperialism and military expansion in modern East Asia. We give consideration to European incursions into China and Korea, their responses and those of Japan. Japan's own imperialism is analyzed within this context as well as the particular global environment that emerges in the aftermath of World War I and the Versailles Conference of 1919.

Time Meeting Days Instructor
3:30-5:18 M Bartholomew

Assigned Readings:
Representative readings will include (but are not limited to) these titles:
Wang, Dong. China's Unequal Treaties, Narrating National History (2005)
Boyle, John Hunter, China & Japan at War, 1937-45 (1972)
Crowley, James B. Japan's Quest for Autonomy (1966)
Shigemitsu, Mamoru, Japan and Her Destiny (1958)
Dower, John, War Without Mercy (1986)

Assignments:
Reading, discussion, attendance, and two short analytical papers.

Prerequisites and Special Comments:
Graduate standing or permission of the instructor.

HISTORY 727 STUDIES IN ISLAMIC HISTORY HISTORIOGRAPHY OF THE OTTOMAN
5 Cr. Hrs. PROVINCES

This is a graduate reading seminar on the provinces of the Ottoman Empire, primarily during the period between the 16th and 18th centuries. We will explore key debates and problems in the study of the Ottoman provinces, notably the question of decentralization as it relates to provincial relations with the imperial center, the category of "local notables," political economy and inter-regional trade, land tenure and the peasantry, and how a province becomes "Ottoman." We will discuss secondary monographs on a variety of provinces: Arab, Balkan, and, where possible, Anatolian. Although the course is not arranged chronologically, we will address such periodization-related issues as provincial manifestations of the crisis of the 17th century and the irresistible (?) power of local notables during the 18th century.

Time Meeting Days Instructor
1:30-3:18 M Hathaway

Assigned Readings: Various books and articles TBA

Assignments:
3 position papers on featured monographs or sets of articles, historiographical final paper, oral presentation of historiographical paper, active class participation

Prerequisites and Special Comments:
This course is for graduate students in History, Near Eastern Languages and Cultures, History of Art, Slavic and East European Studies, and related departments in Arts and Humanities. A basic knowledge of Islamic history is highly desirable.

EUROPEAN HISTORY

HISTORY 111 WESTERN CIVILIZATION FROM ANTIQUITY TO THE 17TH CENTURY
5 Cr. Hrs.

This course surveys the Ancient Civilizations (Near East, Greece, Rome), the Barbarian Invasions, Medieval Civilizations (Byzantium, Islam, Europe), the Renaissance, and the Reformation. A central text focuses on the course and each instructor supplements the text with several other readings. This course, in conjunction with HIS 112, furnishes one of the sequence requirements for the LAR and GEC. It is not open to students with credit for 100.01.

Time Meeting Days Instructor
8:30-10:18 MW
*10:30-11:48 TR Cressy
2:30-4:18 MW
5:30-7:18 MW
*Students signing up for this section must sign up for a recitation section.

HISTORY 111D WESTERN CIVILIZATION FROM ANTIQUITY TO THE 17TH CENTURY
5 Cr. Hrs.

History 111D is the history of Western Civilization, from the beginning (ca. 3500 BC) until the 17th century AD. It will provide an intensive introduction to history as a discipline, historical method, and the background of Western Civilization as it exists today. The course will examine the first 5,000 years of western history (Europe and the Near East) and many of the major achievements of past cultures, but it is designed much more to expose students to what history is and how historians think and how they seek to understand the past as a means to comprehending our own society. It will therefore not focus on narrow, detailed "facts," but on the "big picture" and an understanding of historical argumentation.

History 111D will be taught Winter Quarter entirely online, using Carmen, the OSU courseware system. The course will have no regular classroom meetings and all assignments and examinations will be turned in via Carmen (the new course delivery software package now being used by most online courses at OSU). You don't have to come to campus at all for the course and you do not have to be online at a specific time for any part of the course. You will need to be online every week - probably for about 6-10 hours per week – and it is absolutely crucial that you do the reading and online work in a regular fashion and that you don't fall behind. This course is neither harder nor easier than a regular in-class course: it is simply different, and it's really important that you understand these differences. Students will be divided up into online discussion groups of about 12 people each, and you will have a faculty discussion leader to help expedite online discussion. Thus, you will be able to communicate with me, and the other students enrolled in the course, through the class website and we hope to make the course as personal as possible in an online environment.

Assigned Readings: (available at SBX and other bookstores):
Jackson Spielvogel, Western Civilization, Volume 1 (7th ed. preferable, but older eds are ok) You can find this at http://www.amazon.com/Western-Civilization-I-1715/dp/0495502863/ref=sr_1_2?ie=UTF8&s=books&qid=1229281834&sr=1-2
ISBN: 0-495-50286-3 (make sure you get a paperback version and make sure it is Vol 1 (down to 1715).
Exploring the European Past made especially for this section of the course. Unless you can find a used copy of the book (ETEP) for one of my past courses, do not buy a used copy.

Assignments:
All students will need to take part in organized online discussion that will count for 20% of your grade; the discussions will be conducted on the Carmen discussions board, so you can login to read what others have written and post your own ideas and observations about the historical issues we are considering. In addition, you will be able to choose from a variety of assignments, including quizzes, short papers and examinations. This is done to suit your individual learning style and preferences.

Please Note:
The online version of this course requires discipline and good work habits and you should expect to spend as much time on it as your would a regular in-class course at this level. Do NOT elect to take this course thinking that it will be "easier" than the in-class version of the class. Sign up for this course ONLY if you have the discipline to work online, without regular class meetings, and you want to take a highly-structured course on the early history of Western Civilization. For further information or questions, contact Professor Gregory at gregory.4@osu.edu.

HISTORY 112 WESTERN CIVILIZATION FROM THE 17TH CENTURY TO MODERN
5 Cr. Hrs. TIMES

This course surveys the political, scientific, and industrial revolutions; the rise of nationalism and the decline of empires; the two world wars and the cold war. A central text focuses the course and each instructor supplements the text with other readings. This course, in conjunction with HIS 111, furnishes one of the sequence requirements for the LAR and GEC. It is not open to students with credit for 100.02 or 100.03.

Time Meeting Days Instructor
8:30-10:18
*10:30-11:48 TR Kern, S.
1:30-3:18 TR
2:30-4:18 MW
3:30-5:18 TR
5:30-7:18 TR
*Students signing up for this section, must sign up for a recitation section.

HISTORY 311 WORLD WAR I
5 Cr. Hrs.

This course centers on one of the most significant turning points in modern world history - the First World War. Known as "The Great War" until the Second World War, the conflict that erupted during the summer of 1914 and endured for the next four gruesome years transformed the global balance of power, social practices in Europe and around the world, cultural trends and attitudes, the nature of politics, and fundamental economic policy. In fact, the final gasps of the war could be felt in a global influenza pandemic that carried off over 50 million casualties between 1918 and 1919. In the end, the pre-war optimism that prevailed in much of Europe, the U.S., and Japan gave way to general pessimism and foreboding around the world. This class will offer students an opportunity to probe this conflict through an examination of the fighting itself as well as the broader trends and changes that generated the war and were spawned by it. While the war was a fundamentally European affair, combatants from around the world participated and fighting took place in the Middle East, Africa, the Atlantic, and in Asia. Consequently, we will take a global approach to the Great War and situate it as a transformative event at many levels.

Time Meeting Days Instructor
10:30-12:18 TR Beyerchen

Assigned Reading (tentative):
Hew Strachan, The First World War (textbook)
Arthur Link, Woodrow Wilson: Revolution, War, and Peace
Svetlana Palmer and Sarah Wallis (eds.), Intimate Voices from the First World War.
and one or two other short books.

Assignments: (tentative)
Attendance and Participation: 10%
First 5-Page Paper: 25%
Second 5-Page Paper: 25%
Final Exam: 40%

Prerequisites and Special Comments:
Groups A & B, post-1750.

HISTORY 333 HISTORY OF ANTISEMITISM
5 Cr. Hrs.

This course will examine the role of antisemitism in Jewish life and in European and American history in the modern era. The course's introduction will examine the ways in which modern antisemitism broke with the ancient and medieval past. To do so, we will consider the Christian and pagan roots of antisemitism and investigate a number of key historical moments during the medieval period when groups voiced hatred toward the Jews. The second portion of the class will consider the development of modern antisemitism in Germany, England, France, Latin America, and the United States. Topics will include the politicization of antisemitism by the left and the right, the social dimensions of antisemitism, the role of antisemitism in socioeconomic conflicts, the development of racial antisemitism, and cultural concerns over Jewish difference. This section also will delve into certain historical episodes, namely the creation of antisemitic parties in Germany, the Dreyfus Affair in France, and the publication of the International Jew in the United States. We also will consider antisemitism in the Nazi and Fascist revolutions. As we conduct this examination, we will analyze Jewish responses to antisemitism. The course's final component will examine the development of new strands of anti-Jewish thought, imagery, and action after World War II. Throughout the course, we will pay attention to the ways in which anti-Jewish prejudice became embedded in the worldviews of significant sectors of the European and American populations.

Time Meeting Days Instructor
12:30-2:18 MW Judd

Assigned Readings (tentative):
Walter Laquer, The Changing Face of Antisemitism: From ancient times to the present day
Mimi Schwartz Good Neighbors, Bad Times: Echoes of my father's German
Selected Articles

Assignments:
Midterm exam, Paper, Final Exam, Short quizzes.

Prerequisites and Special Comments: Group B, post-1750.

HISTORY 506 HISTORY OF EARLY CHRISTIANITY
5 Cr. Hrs.

This course introduces students to historical approaches to the origins and early development of Christianity, from ca. 50 BCE - 450 CE. It focuses on the social, political, institutional, and intellectual dimensions of early Christianity, with close attention paid to its Greco-Roman cultural context and to the great diversity of belief and practice that characterized religious life in this period. Topics include: the difficult separation of Christianity from Judaism and Roman religions; the role of storytelling and miracles in conversion; Gnostic Christianities; persecution, martyrdom, and the relationship between Christians and the Roman state; the emergence of an institutional clergy and church; orthodoxy, doctrinal debate, and heresy; the rise of asceticism and monasticism. The course is based on the study of primary sources and will explore problems of historical method. Students will be assigned approximately 100-150 pages of reading per week and will complete several quizzes, a midterm, term paper, and final exam

Time Meeting Days Instructor
10:30-12:18 TR Sessa, T

Prerequisites and Special Comments: Group B, pre-1750.

HISTORY 508.01 MEDIEVAL EUROPE I: 300-1100
5 Cr. Hrs.

This course surveys Europe during a time of great transition. We begin with an overview of the three great empires of late antiquity: Rome, Byzantium, and Islam. Next, we turn to three great themes of the seventh and eighth centuries: monasticism, manuscripts, and mass conversion. At the middle of the course stands the imposing figure of Charlemagne and the first European empire. The course concludes with segments on the Vikings and on the tenth century. In the latter, we break free of Europe to survey the entire world at the year 1000. We will tackle this period on two levels. First, using a broad historical brush, we will look at how the growth and collapse of empires, the spread of religions, and the movements of peoples between 300 and 1100 formed what we call "Europe." Second, through primary source readings, we will work to gain a closer appreciation of the formation of early medieval culture, a dynamic mixture of Roman, Christian, and Germanic peoples, social structures, and ideas.

Time Meeting Days Instructor
1:30-3:18 MW Hobbins, D

Assigned Readings (tentative):
Clifford R. Backman, The Worlds of Medieval Europe, 2nd ed. (2008) custom edition
John Haywood, The Penguin Historical Atlas of the Vikings (1995)
Michelle P. Brown, Painted Labyrinth: The World of the Lindisfarne Gospels (2004)
Timothy Fry (ed.), The Rule of Saint Benedict in English (1980)
Seamus Heaney (trans.), Beowulf: A Verse Translation (2001)
Two Lives of Charlemagne (1969)

Assignments (tentative):
Participation (includes paragraph assignments, 10%)
Essay (20%)
Manuscript Project (10%)
Map Quiz (5%)
Midterm (25%)
Final (30%)
Prerequisites and Special Comments: Group B, pre-1750.

HISTORY 514.01 TUDOR AND STUART BRITAIN, 1500-1700
5 Cr. Hrs.

A critical exploration of the social, cultural, religious, and political history of England and the British Isles under the Tudors and Stuarts: the age of Henry VIII and Ann Boleyn, Elizabeth I and William Shakespeare, John Milton and Oliver Cromwell. The course will examine the crises of the Renaissance, Reformation and Revolution; crown and people, order and disorder, status and gender, plague and war, witchcraft and religion, reading and writing, popular culture, the opening of America, and England's relations with the wider world.

Time Meeting Days Instructor
1:30-3:18 TR Cressy

Assigned Readings:
Robert Bucholz and Newton Key, Early Modern England 1485-1714 (2nd ed)
(Wiley-Blackwell, 2009: ISBN 978-1-4051-6273-3)
David Cressy and Lori Anne Ferrell, Religion and Society in Early Modern England: A Sourcebook. Second Edition. Revised and Expanded
(Routledge, 2005: ISBN 0-415-34444-1)
Mark Kishlansky, A Monarchy Transformed: Britain 1603-1714
(Penguin, 1997: ISBN 01 401 48272)

Assignments:
participate in discussion (10% of grade).
critical analysis of a scholarly article (15%)\
historical-bibliographic analysis of a seventeenth-century pamphlet (15%)
midterm (15%)
research paper (25%)
final exam (20%)

Prerequisites and Special Comments: Group B, pre-1750.

HISTORY 519.01 EASTERN EUROPE IN THE 19TH CENTURY
5 Cr. Hrs.

This course examines the history of Eastern Europe in the long nineteenth century, tracing the developments in the Habsburg and Ottoman Empires that led to the creation of the modern Eastern European nation-states at the end of World War I. Eastern Europe is defined as the area encompassing the Balkans and East-Central Europe, including the territories of contemporary Greece, Bulgaria, the former Yugoslav republics, Albania, Romania, Hungary, the Czech Republic, Slovakia, Poland, and Austria.

The course explores the various ethnic, linguistic and religious groups that inhabited the Ottoman and Habsburg Empires in the nineteenth century and charts the emergence of ideological doctrines and political movements for national emancipation among their inhabitants. From wars to revolutions to reforms, students will examine the establishment of new nation-states in the Balkans and the implementation of political compromises in East-Central Europe. The course also studies other aspects of nationalism, such as the importance of intellectuals for mapping the nation, the mechanisms of the national mobilization of the masses, and the role of commemorations, monuments, and history in the national movements. Students will learn about the political institutions, social relations, cultural trends, and patterns of economic development in the area and pay special attention to marginalized groups within Eastern European societies, such as the Jews and Muslims. We will conclude with the Balkan Wars, World War I, and the postwar settlements that created the current nation-states in Eastern Europe.

Time Meeting Days Instructor
10:30-12:18 MW Dragostinova

Assigned Readings: (tentative)
Charles and Barbara Jelavich, The Establishment of the Balkan National States, 1804-1920 (Seattle: University of Washington Press, 1997).
Robin Okey, The Habsburg Monarchy c. 1765-1918. From Enlightenment to Eclipse (New York: St. Martin's, 2001).
Maria Bucur and Nancy Wingfield, eds., Staging the Past: The Politics of Commemoration in Habsburg Central Europe, 1848 to the Present (West Lafayette: Purdue University Press, 2001).
Ivo Andric, The Bridge On the Drina (Chicago: University of Chicago Press, 1977).

Assignments:
Two map-quizzes: 10%
Three four-page papers: 30%
Midterm: 20%
Final: 30%
Participation and discussion: 10%

Prerequisites and Special Comments: Group B, post-1750.

HISTORY 528 HISTORY OF LOVE
5 Cr. Hrs.

The course will introduce students to some of the major developments across these years by responding to the following questions: What were ancient Greek, Roman, Jewish, and Christian love, and how did those legacies play out in Western history? How did courtly love emerge in the medieval world? Why is it that no major love story in the history of the Western world until the twentieth century focused on the love of a married couple? Why does the Marquis de Sade lurk behind the philosophy of eighteenth-century love? Were the Victorians sexually repressed, and if so what was the impact on how they loved? Can sexual repression enhance love? Why are women's faces and eyes typically highlighted in courtship imagery, while men are presented in profile and off center? How has modern feminism shaped love? How was love influenced by new transportation and communication technologies, in particular bicycles, automobiles, telephones, movies, and television?
More generally we will be asking: Is love an unchanging instinct or does it have a history? If it has a history what is its logic and meaning? Is it conceivable that love becomes more authentic, more humanizing from generation to generation? Or have we rather lost something along the way? Or both? How does reading about love affect the way one loves? How have psychoanalytic theory and existential philosophy influenced love? What do we know about sexuality and love that our ancestors did not? In light of the fact that the past century has brought about major changes in the social, economic, educational, political, medical, and legal status of women, how have they affected love between men and women? How does the history of gay and lesbian love fit into this history? How do wars and sexual transmitted diseases affect love? How is love socially constructed? Do men and women love differently, and if so, how do those gender modes of love vary historically?
The readings will be from my book on the subject, selections from Simone de Beauvoir's classic statement of existential feminism, and three representative novels. A few lectures will be slide presentations exploring love in art, and one will be the love duet in Wagner's opera Tristan and Isolde. Lectures will cover the history of love since antiquity, although the readings and the two assigned papers will concentrate on the last two centuries.

Time Meeting Days Instructor
9:30-10:48 MWF Kern

Assigned Readings:
Charlotte Brontë, Jane Eyre
D. H. Lawrence, Women in Love
Carol Shields, The Republic of Love
Simone de Beauvoir, The Second Sex (selections).
Stephen Kern, The Culture of Love: Victorians to Moderns
Diana Hacker, A Pocket Style Manual 3rd. Ed.

Prerequisites and Special Comments: Group B, post-1750.

HISTORY 537.01 IMPERIAL RUSSIA, 1700-1917
5 Cr. Hrs.

In this course, we will study fundamental events and changes in Russian politics, economics, intellectual thought, artistic life, culture, and society from the reign of Peter the Great to the February and October Revolutions of 1917. We will strive to understand how Russians lived and gave meaning to their lives during these years. Russia was an eclectic place in these two and a half centuries: creative and destructive Tsars who ruled with absolute power; peasants in bark sandals who waded every spring through knee-deep mud and struggled every fall to bring in the harvest; bomb-throwing anarchists; a multi-ethnic empire which grew during these years to stretch from the German lands in the west to the Pacific Ocean in the east (and even into North America), an empire that included peoples from a vast collection of different cultures, religious beliefs and ways of life (and an empire that only came apart with the collapse of the Soviet Union in 1991); millions of Russian peasants who left their homes to move into Moscow, St. Petersburg, and other cities forming Russia's working class; revolutions and rebellions; and, at the turn of the century, arguably Europe's most brilliant intellectual and artistic life, ranging from Stanislavsky's theatre and Nijinsky's dancing to the Avant Garde art of Liubov Popova, Natalia Goncharova, and Kazimir Malevich.

Time Meeting Days Instructor
12:30-1:48 MWF Breyfogle

Assigned Readings:
(This list is tentative and the specific books may change)
Walter Moss, A History of Russia, vol. 1 [Textbook]
The Memoirs of Princess Dashkova: Russia in the Age of Catherine the Great.
Dmitrii Rostislavov (Alexander Martin, ed.), Provincial Russia in the Age of Enlightenment: The Memoir of a Priest's Son.
Nikolai Gogol, The Inspector General
Ivan Turgenev, Fathers and Sons.
Leo Tolstoy, "Hadji Murat"
Olga Semyonova Tian-Shanskaia, Village Life in Late Tsarist Russia.
Anton Chekhov,"The Cherry Orchard"
Kurban Said, Ali and Nino.
Sergi Anksakov, The Family Chronicle

Assignments:
This course requires a considerable amount of reading and writing. Two take-home midterm exams, take-home final exam, various quizzes, and in-class discussion and activities.

Prerequisites and Special Comments:
History 112 or History 336, 538 very helpful. Group B, post-1750.

HISTORY 712 STUDIES IN EARLY MODERN EUROPEAN HISTORY
5 Cr. Hrs.

Once upon a time historians of the French Revolution wrote in an Eden of unanimity provided by the Marxian explanation. Spelled out in the language of the Enlightenment though it was, the French Revolution, according to this model, was at basis a socio-economic event whereby a bourgeois and proto-capitalist class state displaced an aristocratic and neo-feudal order for which Catholicism and antiquated constitutionalism had similarly functioned as justifications. Alas, having tasted of the apples of Anglo-Saxon empirical "knowledge" and Left-Bank "post-knowledge," historians of this Revolution have experienced great doubt and no little discord, breaking up into a Babel of revisionist "discourses" that have despoiled the innocence of historiographical concord. After sampling some of the classic articles in the canon of revisionist literature on the subject, the course readings will turn to the efforts at reconstruction undertaken by post-revisionist historiography during the past ten or fifteen years. Among these post-revisionist efforts will figure the essays going into the making of a new book on the problem of the origins of the French Revolution edited by Thomas Kaiser and the teacher of this course, and scheduled for publication at about the time this course ends.

Time Meeting Days Instructor
3:30-5:18 W Van Kley

Assigned Readings:
In addition to delving into the journal literature, the course reading will not neglect such classics as Georges Lefebvre's The Coming of the French Revolution or Tocqueville's The Old Regime and the French Revolution. The main course requirements consist in assiduous participation in discussions of assigned books plus a substantial paper on an historian of the French Revolution.

Assignments:
The first requirements for this course consists, in regular participation in class discussion, including taking turns leading portions of the discussion and (perhaps) submitting short 1-2 page critiques of some the readings. The second is the submission of a twenty-page paper, whether on an important historian of the French Revolution or some aspect of the debate about the origins of the French Revolution involving numbers of historian, for example the debate about "feudalism" and its supposed abolition by the French Revolution. Yet a third possibility for this paper is a considered attempt to state how you would conceptualize the origins of the French Revolution based on the readings in class as well as on any others one finds the time to do

Prerequisites and Special Comments:
Graduate Standing.

HISTORY 723 STUDIES IN EUROPEAN INTERNATIONAL HISTORY
5 Cr. Hrs.

This is a Graduate Reading Colloquium for students preparing a major or minor field in European International History in the 20th century. The three units will consist of "Contemporary Europe," "The Cold War," and "World Wars I and II."

Time Meeting Days Instructor
1:30-3:18 W Fink

Assigned readings:
There will be weekly book and article assignments, including some common reading and some selected by each student.

Assignments:
3-4 reports and 3-4 book reviews.

Prerequisites and Special Comments:
Graduate Standing.

HISTORY 740 STUDIES IN RUSSIAN & SOVIET HISTORY
5 Cr. Hrs.

The theme for this quarter's graduate seminar will be "Russia as Multinational Empire, 1700-1917." This intensive reading course is designed to introduce students to the historiography of Russia as a multi-ethnic, multi-confessional empire, and the contours of Russian imperialism and colonialism. This topic has received significant attention since the collapse of the Soviet Union and has begun to alter fundamentally how the history of Imperial "Russia" is understood. The course will range geographically from the Baltic provinces and Poland, through the Caucasus, Central Asia and Siberia, and includes a discussion of Jewish life. Topically, the course explores how Russia strove to govern such extraordinary human heterogeneity; how the many non-Russian peoples of the empire experienced and reacted to Russian conquest and administration; how Russians and non-Russians interacted on a daily basis; and how differing non-Russian communities intermingled (or didn't) with each other within the confines of Russian control. Throughout, the Russian case will be discussed in the context of Western European, Chinese, And Ottoman empire/imperialism, and theories of empire-building and frontier life broadly.

Time Meeting Days Instructor
3:30-5:18 T Breyfogle

Assigned Readings:
This is a tentative list. Specific books will change and the final set of readings will be a little shorter.

Yuri Slezkine, Arctic Mirrors: Russia and the Small Peoples of the North. Cornell University Press, 1994. ISBN: 0801481783.
Michael Khodarkovsky, Russia's Steppe frontier; the making of a colonial empire, 1500-1800. Indiana University Press. ISBN: 0253339898. 2002.
Edward C. Thaden, Russia's Western Borderlands, 1710-1870. Princeton University Press, 1984. ISBN: 0691054207.
Thomas Barrett, At the Edge of Empire: the Terek Cossacks and the North Caucasus frontier, 1700-1860. Westview, 1999. ISBN: 0813336716.
Anna Zelkina, In quest for God and freedom: the Sufi response to the Russian advance in the North Caucasus (NYU, 2000) ISBN: 0814796958
Robert Crews, For Prophet and Tsar: Islam and Empire in Russia and Central Asia. Harvard University Press, 2006. ISBN-10: 0674021649, ISBN-13: 978-0674021648.
Andrei A. Znamenski, Shamanism and Christianity: native encounters with Russian Orthodox missions in Siberia and Alaska, 1820-1917. Greenwood. ISBN: 0313309604. 1999
Theodore Weeks, Nation and state in late Imperial Russia: nationalism and Russification on the western frontier, 1863-1914. Northern Illinois UP. ISBN: 0875802168. 1996
Adeeb Khalid, The Politics of Muslim Cultural Reform: Jadidism in Central Asia. University of California Press. ISBN: 0520213564. 1998
Benjamin Nathans, Beyond the pale: the Jewish encounter with late imperial Russia. University of California Press, 2002. ISBN: 0520208307
Jane Burbank, Mark von Hagen, and Anatolyi Remnev, eds. Russian empire : space, people, power, 1700-1930. Indiana University Press, 2007. ISBN: 9780253219114

Assignments:
Reading: 1-2 books per week
Approx 6 five-page reviews of books of student's choice
Informed and intelligent in-class discussion

Prerequisites and Special Comments:
Open to graduate students only. Previous knowledge of Russian history is helpful, but by no means necessary.

HISTORY 800.01 SEMINAR IN EARLY MODERN EUROPEAN HISTORY
5 Cr. Hrs.

During Autumn quarter 2010 and Winter 2011, seminarians will either (a) complete a research paper of around 50 pages on a topic in early modern European history that could serve as a thesis chapter or, perhaps, be revised for publication in a refereed journal. Or (b) develop a detailed "thesis proposal" on a topic in early modern European history.

Time Meeting Days Instructor
5:30-7:18 T Parker

Assigned Readings:
A set of common readings will be determined to reflect the research interests of those who enroll.

Assignments:
Read and discuss all assigned readings;
Attend and participate in all group discussions;
Produce the first draft of a research-based paper by the end of Autumn quarter.

Prerequisites and Special Comments:
Although two quarters may seem a long time in which to write 50 pages, it isn't. I urge all who decide to enroll in 800.01 to consult with me in SPRING QUARTER 2010 in order to identify a research topic. I also recommend that those who enroll should undertake some primary reading and research in Summer Quarter 2010.

JEWISH HISTORY

HISTORY 330.02 MODERN JEWISH CIVILIZATION
5 Cr. Hrs.

This course will survey the dynamics of modern Jewish history since the Enlightenment. It will examine the social, economic, political, and intellectual forces that shaped Jewish experiences in Europe and the United States, paying special attention to the ways in which Jewish life experienced a dramatic transformation during the 19th and 20th centuries. We will begin with an analysis of Jewish life at the end of the 18th century, turn to the European and American models of Jewish emancipation, and then examine the reactions Jews had to receiving their rights as citizens. As the course progresses, we will study the formation of the Jewish middle class, the entry of East European Jewry into modernity, and the rise of antisemitism throughout the world. The final portion of the class will look to the First World War, the interwar years, the Holocaust, the rise of the State of Israel, and contemporary Jewish life.

Time Meeting Days Instructor
9:30-11:18 MW Judd

Assigned Readings:
Carmit Delman, Burnt Bread and Chutney: Growing up Between Cultures
Lucy Dawidowicz From that Place and Time A memoir
Rebecca Kobrin Jewish Bialystok and its Diaspora
Jehudah Reinharz and Paul Mendes-Flohr, The Jew in the Modern World

Assignments:
Paper, Midterm Exam, Final exam, Quizzes.

Prerequisites and Special Comments:
Group B, post-1750.

HISTORY 333 HISTORY OF ANTI-SEMITISM FROM ENLIGHTENMENT TO THE
5 Cr. Hrs. PRESENT

Time Meeting Days Instructor
12:30-2:18 MW Judd

Assigned Readings (tentative):
Walter Laquer, The Changing Face of Antisemitism: From ancient times to the present day
Mimi Schwartz Good Neighbors, Bad Times: Echoes of my father's German
Selected Articles

Assignments:
Midterm exam, Paper, Final exam, Short Quizzes.

Prerequisites and Special Comments: Group B, post-1750.

HISTORY 531.01 MESSIANISM AND CHANGE IN THE JEWISH WORLD
5 Cr. Hrs.

This course will deal with the ways in which Jewish messiahs, messianic speculation and messianic ideas over the course of 2,000 years have acted as agents of change. Topics covered will include Christianity, Talmudic messianism, medieval and modern movements, and major historiographical debates on the topic.

Time Meeting Days Instructor
11:30-1:18 MW Goldish

Assigned Readings:
Matt Goldish, The Sabbatean Prophets
Harris Lenowitz, The Jewish Messiahs, From the Galilee to Crown Heights
Marc Saperstein, ed., Essential Papers on Messianic Movements & Personalities in Jewish History
Packet from Grade-A-Notes

Assignments:
Quizzes
In-class writing assignments
Paper
Take-home bibliographical exercise

Prerequisites and Special Comments:
Group B, pre & post-1750.

LATIN AMERICAN HISTORY

HISTORY 171 lATIN AMERICAN CIVILIZATIONS TO 1825
5 Cr. Hrs.

History 171 is an introductory survey of early Latin American history from Pre-Columbian times through independence (1825) that assumes no previous study of the region.

Time Meeting Days Instructor
4:30-6:18 MW

HISTORY 172 LATIN AMERICAN CIVILIZATIONS SINCE 1825
5 Cr. Hrs.

The history of modern Latin America, or Latin America since 1821, is filled with fascinating people, places, cultures, and societies. To better under this complex region, we will consider the history of individual countries, while at the same time analyzing the effect, influence and relevance of various historical events on the region as a whole. Modern Latin America begins with the tumultuous nineteenth century and the Wars of Independence. In focusing on state formation and national identity, the first section of this course aims to understand the dramatic social, cultural, and political impact of Latin America's post-Independence political conflicts and modernizing growth. Next we shift to the twentieth-century, starting with Mexico's great revolution and then moving forward to analyze other revolutions, including in Cuba and Nicaragua. Special consideration will be given to the study of military dictatorships and repression in South America and the search for social justice. In this section we also will examine the rise and fall of export economies and industrialization, poverty, and social reform.

Several themes appear throughout the course. The analysis of Latin American revolutions and revolutionaries are crucial to the study of the region, including the legend and myth of Che Guevara. We also will consider the role of the U.S. and international institutions in the regional politics, economics and culture of Latin America, as well as the narratives used to justify foreign intervention in the region. Throughout the course we will explore culture in Latin America, including movies, literature, and artists, such as the painter Frida Kahlo. Gender and ethnicity are important elements as well, and women and race are integrated throughout our studies.

Time Meeting Days Instructor
10:30-11:48 MW Smith
10:30; 11:30 TR (recitation)

HISTORY 534.03 HISTORY OF MEXICO
5 Cr. Hrs.

Mexico enjoys a dramatic and exciting history. This course will explore many dynamic events and ideas during the course of Mexico's history, including the country's recent contentious presidential elections. Students will explore several themes during the course, including: 1. The diversity of Mexico's pre-Columbian indigenous societies; 2. The Conquest; 3. The complex relations between the Spaniards and the indigenous populations of Mexico; 4. The colonial era, including the development of colonial systems and labor; 5. The Independence movement; 6. The 19th century breakdown into chaos; 7. The modernizing "Porfirian" dictatorship; 8. The Mexican Revolution; 9. The rise of the country's one-party state, the Institutional Revolutionary Party (P.R.I.); 10. The post-1968 political, social and economic struggles; 11. Mexico's ongoing struggles for just economic development, including the North American Free Trade Agreement's (NAFTA) place within this struggle; 12. The continuing movement for inclusion by Mexico's population, including the recent Zapatista rebellion; 13. Mexico's border with the United States, including the movement of people back and forth between the two countries.Throughout the course we further examine issues of gender and the role of women, race and ethnicity, and Mexico's transcultural interactions and conflicts, including those with the United States. We will also enjoy Mexico's rich culture through films, music, and art.

Time Meeting Days Instructor
1:30-3:18 TR Smith

Assigned Readings:
Michael C. Meyer, William L. Sherman, The Course of Mexican History, 7th Edition, Oxford University Press: 2003.
Gilbert M. Joseph and Timothy J. Henderson, ed., The Mexico Reader: History, Culture, Politics, Duke University Press, 2002.
Prerequisites and Special Comments:
Group A, pre & post-1750.

HISTORY 751 STUDIES IN LATIN AMERICAN HISTORY
5 Cr. Hrs.

Studies in Colonial Latin American History

This course will examine different facets of the emergence and evolution of the Spanish Empire in Latin America. Each week we will examine a variety of different topics that illustrate the different aspects of the Spanish Indies over time, focusing primarily but not exclusively on Spain's New World possessions in North and South America. Weekly units will include: the indigenous societies of the New World; emergence of the Spanish empire; the emergence of multi-ethnic, multi-racial societies, the structure of colonial societies; gender and sexuality, patterns of local, regional, and international trade; migration and disease; reform and resistance in the eighteenth century; the move towards independence within the empire; and the place of the Spanish Indies in the Atlantic World. It is an overview of the period that does not presume any previous coursework in Latin American History.

Time Meeting Days Instructor
3:30-5:18 M Andrien

Assigned Readings:
Some weeks the students will all read the same book. The tentative list of those common readings is as follows:

J. H. Elliott, Empires of the Atlantic World: Britain and Spain in America, 1492-1830

Gonzalo Lamana, Domination without Dominance: Inca-Spanish Encounters in Early Colonial Peru

Jane Mangan, Trading Roles: Gender, Ethnicity, and the Urban Economy in Colonial Peru

Eric Van Young, The Other Rebellion: Popular Violence, Ideology, and the Mexican Struggle for Independence, 1810-1821

For the remaining class sessions, the class will all read different books on a common weekly theme.

Assignments and Grading:
Grades are based on class participation (15%), one book review (20%) of five to seven pages, and a historiographical essay (65%) of approximately fifteen pages--the length of the paper will vary according to the topic chosen.

Prerequisites and Special Comments:
Graduate Standing or Permission of the Instructor.

MILITARY HISTORY

HISTORY 308 THE VIETNAM WAR
5 Cr. Hrs.

Beginning with an overview of the Southeast Asian cultural and political background, History 308 addresses the history of the Vietnam War focusing on the period from the foundation of the Doc Lap Dong Minh, the "League for Vietnamese Independence" by Ho Chi Minh in 1941 through the aftermath of the 1978 Vietnamese invasion of Cambodia. The initial lectures address the early history and cultures of Vietnam and Southeast Asia; the final lectures touch on recent developments and future prospects. The bulk of the course deals with the period 1946-1975, encompassing French and American involvement in the war and South Vietnam's struggle to survive as an independent nation. While the course addresses political reaction to the war in America, the focus is on events on the ground in Southeast Asia, encompassing developments in Laos, Cambodia and Thailand as well as Vietnam proper.

Time Meeting Days Instructor
1:30-3:18 TR Guilmartin

Assigned Readings (tentative):
Philip B. Davidson, Vietnam at War: The History, 1945-1975 (1988) [required]
Truong Nhu Tang, A Viet Cong Memoir (1986) [required]
Stuart Herrington, Stalking the Vietcong: Inside Operation Phoenix, A Personal Account (2004) [required]; first published as Silence Was a Weapon (1982) either ed. is acceptable
NOTE: One of the following four books is required:
Robert Olen Butler, A Good Scent from a Strange Mountain (1992)
Duong Thu Huong, Paradise of the Blind (1988)
Duong Thu Huong, Novel Without a Name, (1996)
Bao Ninh, The Sorrow of War (1995)
The following books are optional:
Eric M. Bergerud, Red Thunder, Tropic Lightning: The World of a Combat Division in Vietnam (1993) [optional]
Otto J. Lehrack, No Shining Armor: The Marines at War in Vietnam (1992)
Marshall L. Michael, III, Clashes: Air Combat over North Vietnam, 1965-1972.
Marshall L. Michael, III, The Eleven Days of Christmas: America's Last Vietnam Battle (2002)
Chuck Gross, Rattler One Seven: A Helicopter Pilots War Story (2006)

Assignments:
Course requirements include a quiz, a mid-term and a final examination. Texts are available at SBX.

Prerequisites and Special Comments:
Groups A & B, post-1750.

HISTORY 767 STUDIES IN MILITARY HISTORY: THE VIETNAM WAR
5 Cr. Hrs.

Beginning with an overview of the origins of Vietnam and the history of Southeast Asia through the French colonial period, History 767 addresses the history and historiography of the Vietnam War, focusing on the French and American phases of the conflict, beginning with the March 1945 Japanese coup de main that overthrew the Vichy regime and ending in April 1975 with the fall of the Republic of (South) Vietnam to the Peoples Army of Vietnam. While the course addresses diplomatic aspects of the conflict and political developments in the United States, the focus is on developments on the ground in Southeast Asia, particularly Vietnam. The course objectives are to give the student an understanding of the causes, conduct and consequences of the war; and to develop a critical appreciation of the war's historiography. The course is taught in conjunction with History 308, The Vietnam War (TR 1:30-3:18); students are encouraged to attend the undergraduate lectures.

Time Meeting Days Instructor
9:30-11:18 T Guilmartin

Assigned Readings:
Victory in Vietnam: The Official History of the People's Army of Vietnam, 1954-1975, Merle L. Pribbenow, tr. (Lawrence, Kansas, 2002).
Philip B. Davidson, Vietnam at War: The History, 1945-1975 (New York, 1991).
Bernard B. Fall, Street Without Joy (Mechanicsburg, Pennsylvania, 2005).
Stuart A. Herrington, Stalking the Vietcong: Inside Operation Phoenix, A Personal Account (Novato, Califonia, 2004).
Two of the following four books are required:
Robert Olen Butler, A Good Scent from a Strange Mountain (New York, 2001).
Bao Ninh, The Sorrow of War: A Novel of North Vietnam, (New York, 1995).
Duong Thu Huong, Paradise of the Blind (New York, 2002).
- Novel Without a Name (New York, 1995).
Optional:
Otto J. Lehrack, No Shining Armor: The Marines at War in Vietnam (Lawrence, Kansas, 1992).
Marshall L. Michel, III, Clashes: Air Combat over North Vietnam, 1965-1972 (Annapolis, Maryland, 1997).
Marshall L. Michel, III, The Eleven Days of Christmas: America's Last Vietnam Battle (San Francisco, 2002).
Gary D. Solis, Son Thang: An American War Crime (New York, 1998).

Assignments:
Course requirements include a seminar presentation and a 20-30 page research paper.

THEMATIC COURSE OFFERINGS

HISTORY 326 HISTORY OF MODERN SEXUALITIES

This course is designed to introduce students to the major issues associated with the ways different cultures have identified, regulated, and thought about sexuality from the eighteenth century to the present. Although not all countries can be covered, efforts will be made to include readings on U.S., European, Latin American, and Middle Eastern history, ones that will also address the roles of religious ideology, colonialism, law and sexual science.

During the quarter we will look at how societies used religious and cultural ideals to define appropriate and inappropriate sexual acts, and how secular laws and modernity caused these acts to be transformed into more fixed sexual identities. Since we will be discussing topics as diverse as heterosexuality, homosexuality, celibacy, and prostitution, students should understand that they need to understand how such identities have been formed historically, whether or not they personally identify with such practices.

Time Meeting Days Instructor
9:30-11:18 TR Guy

Assigned Readings (tentative):
Several books have been assigned for class use. All are available in paperback:
Elizabeth Abbott, A History of Celibacy (optional)
Angus McLaren, Twentieth-Century Sexuality: A History
Silvana Paternostro, In the Land of God and Man: A Latin Woman's Journey
Janet Afary, Sexual Politics in Modern Iran.
The Paternostro and Afary books will be required for a book report of 6-10 pages that compares and contrasts Muslim sexual beliefs with patterns in Latin America. This will be due on Week 9.

Assignments:
There will be two lectures each week. Students will be expected to attend all classes, and class participation will be recognized in the final grade. Occasionally students may break into sections to meet in computer labs to do exercises that will teach students how to use the web to do comparative history.
Grades will be based upon one book report 25%; midterm exam 25%; final exam 30%; and class participation 10%, with a reduction of grades if the student does not attend classes. Students may also obtain up to 8 points of extra credit by doing written assignments on extra readings or reviews of movies related to the course. All extra credit assignments must be approved by the instructor or the teaching assistant. Both the mid term and the final will be take home exams given out 1 week prior to the date they are due. Students will have a maximum of 10 pages, double spaced. Disabled Students, all students with disabilities should speak with Prof. Guy to work out potential problems with note-taking, reading the assigned books, and taking the exams.

Prerequisites and Special Comments: Groups A & B, pre & post-1750.

HISTORY 398 INTRODUCTION TO HISTORICAL THOUGHT
5 Cr. Hrs.

What is history and how do historians study the past? This course is designed to introduce history majors to the field of history. Through readings, films and discussions, we will explore various purposes for studying history, the types of sources available to reconstruct the past, and different methods or approaches to examining history. This course will provide an opportunity to develop analytical reading skills as well as logic and clarity in your written work and oral presentations. In other words, this is a course that will encourage you to think like a detective and argue like a lawyer. Designed as a workshop, the success of this course depends upon your active participation.

Time Meeting Days Instructor
11:30-1:18 TR Baker

Assigned Readings (tentative list):
Josephine Tey, The Daughter of Time

Prerequisites and Special Comments:
This course is required for all students declaring a Major in History in the Spring of 1996 or afterward, and is required for students who declared a Minor in History as of Autumn quarter 2008.

HISTORY 398 INTRODUCTION TO HISTORICAL THOUGHT
5 Cr. Hrs.

Required of all History majors, this course introduces students to the methods and discipline of historical inquiry. It explores the ways in which historians investigate and interpret the past - that is, what it means to "think historically" and do historical research. Through readings, discussions, workbook exercises, films, archival material, writing assignments and group projects, we will work to develop both the analytical and technical skills required for historical study and presentation. Since History 398 is fundamentally a workshop, your active and informed participation is an essential ingredient of success.

This class is designed to prepare students to succeed in the history major at OSU. Unlike many history courses, this course does not treat a specific period or geographical area, but rather focuses on historical philosophy and methodology.

The objectives of this course are for you to be able to:
1. master the basic factual knowledge of the major historical methods and perpectives presented in this course
2. think critically about historical issues and their interpretations
3. analyze historical data and reach informed conclusions about those data
4. express yourself with both oral and written clarity and precision.

Time Meeting Days Instructor
9:30-11:18 WF Beyerchen

Assigned Readings:
Conal Furay and Michael J. Salevouris, The Methods and Skills of History
Gerda Lerner, Why History Matters
Judith Doneson, The Holocaust in American Film

Choice of Required Final Text (one of these three, as determined in class):
Alfred Lansing, Endurance: Shackleton's Incredible Voyage
Jeremy Schaap, Triumph: The Untold Story of Jesse Owens and Hitler's Olympics
Tom Wolfe, The Right Stuff

Recommended Text:
Mary Lynn Rampolla, A Pocket Guide to Writing in History.

Assignments:
Attendance and participation are required for success in this course. Grades are computed on the basis of the proportions listed here. Detailed instructions for the written and group assignments will be distributed at least two weeks in advance of the due dates.

Attendance and Participation: 20%
Furay and Salevouris exercises: 5%
Review of Lerner, 3 pages: 10% (*** Due 28 October ***)
Review of Doneson, 3 pages: 10% (*** Due 18 November ***)
Final Examination in class, one hour: 20%
Final Paper, 9-10 pages: 35%

Group Presentation, extra credit: 2% (*** On 2 December ***)

Prerequisites and Special Comments:
This course is required for all students declaring a Major or Minor in History; students must earn a C or higher to have it count on the Major or Minor.

HISTORY 398 INTRODUCTION TO HISTORICAL THOUGHT
5 Cr. Hrs.

A better title for this course is "The Historian's Craft"! We will explore the ways in which professional historians go about their work. We will analyze the sources and methods they use and the problems they encounter when investigating the past. We will discover how historians do their work and how that work draws from and complements, and yet remains different from, other professions (e.g., the sciences, the law, and journalism). We will discuss why we should study history and how history informs our own lives. Some "historiography" or "philosophy of history" will animate our reading and discussions.

Much of "history" today appears in a variety of media presentations (movies, documentaries, biographies, books, the world wide web). Much of that does not follow the professional approach that historians have developed over centuries, and we will discuss how these uses of history differ from the professional approaches, how they inform our own lives, and how professional historians might exert more influence on these varieties of history.

Questions we will address include: Can history be objective? Is the course of history determined/or what are the major agents of change in history [chance; social, political, economic, technological forces; individuals, groups, institutions (governments, armed forces, nation states)]? Does history repeat itself? How do historians determine causation? How do historians judge what is "good" history? How does history relate to myth?

Preparation for and participation in class discussion are essential elements for success in this class.

Time Meeting Days Instructor
1:30-3:18 MW Childs

Assigned Readings:
Davidson and Lytle, After the Fact (6th edition; 2010); John Lewis Gaddis, The Landscape of History: How Historians Map the Past (2002); Natalie Zemon Davis, The Return of Martin Guerre (1983);Jules R. Benjamin, A Student's Guide to History (10th edition, 2007); handouts on historical films and primary sources for the film, Le Retour de Martin Guerre (1982); and, a monograph from the library written by an OSU History professor.

Assignments:
In addition to mandatory class preparation and participation, students will be required to write two precis assignments, three 3-4-page analyzes of chapters from After the Fact; a 4-6-page book review of a history monograph written by a member of the OSU Dept of History; and, a 6-8 page essay that analyzes the historical monograph, The Return of Martin Guerre,and compares it to the movie of the same name.

Prerequisites and Special Comments:
This course is required for all students declaring a Major or Minor in History; students must earn a C or higher to have it count on the Major or Minor. It may not be used for the GEC Historical Study requirement.

HISTORY 398 INTRODUCTION TO HISTORICAL THOUGHT
5 Cr. Hrs.

This course introduces history majors to how historians study the past. The teaching of history in secondary schools generally involves learning facts and chronology. In their history courses at OSU (including this one) students will accumulate a great many facts, but the primary goal of this course is to provide students with insight into the nature of historical inquiry. To achieve this goal, we will focus on two specific historical controversies: (1) whether or not Richard III (r. 1483-1485) killed his nephews to gain the throne; and (2) whether or not a French villager who returned home after years away at war was the man he claimed to be. We will conclude the course by considering some of the larger questions and issues confronting the historian: the relationship between truth and history, the nature of historical evidence, and the possibility of historical objectivity.

Time Meeting Days Instructor
1:30-3:18 TR Hobbins

Assigned Readings:
Natalie Zemon Davis, The Return of Martin Guerre (1984)
Josephine Tey, The Daughter of Time (1951; 1995)
John Gaddis, The Landscape of History: How Historians Map the Past (2004)
Mary Lynn Rampolla, A Pocket Guide to Writing in History, 5th ed. (2006)

Assignments
Précis
Source Analysis
Book Review
Paper on Martin Guerre controversy
Final Paper

Prerequisites and Special Comments:
This course is required for all students declaring a Major or Minor in History.

HISTORY 398 INTRODUCTION TO HISTORICAL THOUGHT
5 Cr. Hrs.

This course is designed to introduce undergraduate history majors to the discipline and some of the methods of history. The successful completion of the course will result in your gaining firsthand knowledge of how historians work. We will achieve this objective by examining and analyzing historical documents, by reading, studying, and dissecting (critiquing) published historical (and fictional) works, by learning the mechanics of historical production, and by writing historical essays.

Time Meeting Days Instructor
11:30-1:18 MW Shaw

The specific topic of this class is Nat Turner's rebellion. In 1831, Turner, a Southampton County Virginia slave, led a revolt designed to overthrow the institution of slavery. The revolt has been reconstructed by historians, fictionalized by novelists, and even translated onto film. Almost every generation recreates Turner anew. We will look at available documents on this incident, the different interpretations of them, and draw our own intelligent conclusions about what definitely happened, what probably happened, and what we can never really know. We will also try to account for the different views that exist and the conclusions that cannot be verified (and were probably false).

The point of these analyses is not simply to know all we can about Turner's revolt, but to think about the discipline of history. We will examine other primary documents from the period to aid us in this process as well. We will read and write book reviews, review historical journals, and spend some time looking at new technologies and resources for conducting historical research. We will also pay attention to problems and pitfalls of historical research and writing. In the process, we will look at and think about "driving forces" of history, whether history is objective or subjective, and the role of the historian in history. We will talk about "good" history and "bad" history, how to use sources, what "facts" are, and whether or not history can be scientific. Altogether, our goal is to become better historians through critical reading and thoughtful analysis of original and interpreted sources.

Prerequisites and Special Comments:
This course is required for all students declaring a Major or Minor in History.

HISTORY 398H HONORS INTRODUCTION TO HISTORICAL THOUGHT
5 Cr. Hrs.

An introduction to historical methodology for undergraduate history majors.

Time Meeting Days Instructor
8:30-10:18 MW Dale

Assigned Readings: (tentative)
Aristotle, Rhetoric
M. Bloch, The Historian's Craft
Davidson & Lytle, After the Fact
J. Tey, The Daughter of Time
Cantor & Schneider, How to Study History

Assignments (tentative):
4 precis
1 book review
1 essay on an academic journal
1 bibliographic essay

Prerequisites and Special Comments:
This is an honors class, non-Honors students must see the instructor to get permission to enroll. This course is required for all students declaring a Major or a Minor in History.

HISTORY 598* SENIOR COLLOQUIUM
5 Cr. Hrs.

Slavery and American Politics from the Age of Revolution to the Civil War

The struggle over slavery in the United States between the Revolution and the Civil War is both one of the oldest topics in American historical writing, one of the most dynamic among modern historians, and of ongoing significance in American politics and culture. This senior seminar will explore some of the central works in this thriving literature and provide students the opportunity to engage in primary research and writing on a wide range of topics on slavery and politics between the 1750s and the 1860s. Development of research skills [print, manuscript, and electronic] and writing skills will be emphasized.

*This course is designed for senior history majors and fulfills one of the requirements for the degree in history.

Time Meeting Days Instructor
10:30-12:18 W Brooke

Assigned Readings:
Egerton, Douglas R. Death or Liberty: African Americans and Revolutionary America
Oxford University Press [ ISBN: 0-19-530669-4 }

Kornblith, Gary. Slavery and Sectional Strife In the early American Republic, 1776-1821
Rowman & Littlefield Publishers [ISBN:: 0-7425-5096-6]

Varon, Elizabeth R. Disunion!: The Coming of the American Civil War, 1789-1859
University of North Carolina Press [ISBN: 0-8078-3232-4]

Stampp, Kenneth M., ed. The Causes of the Civil War
Simon & Schuster [ISBN: 0-671-75155-7]
Carmen readings

Assignments:
Active class participation
Book and article reviews
Research and writing skill assignments
Seminar paper based on primary research [~15pp.]

Prerequisites and Special Comments: Senior history majors.

HISTORY 598* SENIOR COLLOQUIUM
5 Cr. Hrs.

A study of Tolstoy's ideas or theories about history as presented in his epic 19th century novel, War & Peace.

*This course is designed for senior history majors and fulfills one of the requirements for the degree in history.

Time Meeting Days Instructor
8:30-10:18 T Dale

Assigned Readings: L.N. Tolstoy, War and Peace

Assignments:
Short weekly written assignments and quizzes
One essay (12-15 pages)

Prerequisites and Special Comments: Senior history majors.

HISTORY 598* SENIOR COLLOQUIUM: COMMUNISM IN EASTERN EUROPE
5 Cr. Hrs.

This class examines the experience of communism in Eastern Europe from 1945 to 1989, focusing on the communist takeovers after World War II, the Stalinist period, the post-Stalinist "thaw," and the period of "normalization" during late socialism. Some of the topics discussed include the Stalinist purges, show trials, and the gulag; the emergence of reform movements within the communist parties; the dissident intellectuals and everyday culture of dissent; ideas of reproduction and sexuality; and the perspectives of women and minorities. We will pay special attention to the experience of "everyday communism" though an examination of socialist fashion, consumption, popular culture, holidays, music, and the underground culture of dissent.

*This course is designed for senior history majors and fulfills one of the requirements for the degree in history.

Time Meeting Days Instructor
1:30-3:18 W Dragostinova

Assigned Readings (tentative):
Mark Pittaway, Eastern Europe 1939-2000
Czeslaw Milosz, The Captive Mind
Milovan Djilas, The New Class: An Analysis of the Communist System
Tzvetan Todorov, Voices from the Gulag: Life and Death in Communist Bulgaria
Munevera Hadzisehovic, A Muslim Woman in Tito's Yugoslavia

Vaclav Havel, Open Letters: Selected Writings, 1965-1990

Slavenka DrakuliÄ‡, How We Survived Communism and Even Laughed
Gail Kligman, The Politics of Duplicity: Controlling Reproduction in Ceausescu's Romania
Paulina Bren, The Greengrocer and His TV: The Culture of Communism after the 1968 Prague Spring

Prerequisites and Special Comments: Open to senior history majors only.

HISTORY 598* SENIOR COLLOQUIUM
5 Cr. Hrs.

The History of Children and Childhood in the Western World

Since the 1960s a growing number of historians have devoted attention to the history of children and childhood. In this class we will investigate how historians have approached this topic, which questions they have raised, what source materials they have utilized, and which conclusions they have drawn. Our readings will cover a range of issues including changing understandings of children and childhood; children's position in the family; child labor and schooling; children's welfare and the law; and the concept of children's rights.

*This course is designed for senior history majors and fulfills one of the requirements for the degree in history.

Time Meeting Days Instructor
3:30-5:18 Thurs Soland

Assigned Readings:
We will not be reading books in their entirety, and students will not be required to purchase any texts. All weekly readings, consisting in articles and book chapters, will be available on-line.

Assignments:
In addition to active and informed participation in class discussions, students are required to write two short papers (2-3 typed, double-spaced pages) in the course of the Quarter. Students are also expected to complete a final paper (approximately 15 typed, double-spaced pages) which will be due at the end of the course.
Prerequisites:
This course is designed for History Majors with Senior Standing. Other students may register for the class if space permits with permission of the instructor.

HISTORY 598H PROSEMINAR IN HISTORY
5 Cr. Hrs.

The "Fifties": Life in the United States, 1948-1963

An examination of American life during the immediate post-World-War-II period. Emphasis on the creation of a large military establishment and collective security agreements such as NATO, Cold War conflicts (most notably in Korea) and the U.S.-Soviet arms race, moderate (Eisenhower-era) conservatism, suburbanization and the re-emphasis on domesticity for women, the advent of television, the revival of mainstream religion, the Beats and other dissenters against the Fifties' system, and the other forces (economic, political, social and cultural) that eventually undermined the stability of the Fifties' system, such as superpower confrontations in the Third World, environmental pollution and the increasing challenge to segregation in law and everyday life.

Time Meeting Days Instructor
10:30-12:18 T Stebenne

Assigned Readings:
Michael J. Hogan, A Cross of Iron: Harry S. Truman and the Origins of the National Security State (1998), chaps. 1-8
Fred Greenstein, The Hidden-Hand Presidency: Eisenhower as Leader (1994), preface, prologue, chaps. 1-5
Herbert Gans, The Levittowners (1982)
James L. Baughman, Same Time, Same Station: Creating American Television, 1948-1961 (2007)
Will Herberg, Protestant, Catholic, Jew: An Essay in American Religious Sociology (1983), introduction, foreword, preface, chaps. 4-11
Joyce Johnson, Minor Characters: A Beat Memoir (1999) or Julia Child, My Life in France (2009)
Sheldon M. Stern, The Week the World Stood Still: Inside the Secret Cuban Missile Crisis (2004)
Karl Boyd Brooks, Before Earth Day: The Origins of American Environmental Law (2009)
Taylor Branch, Parting the Waters: America in the King Years, 1954-1963 (1988), skim chaps. 1-17; read chaps. 18-22

Assignments:
Attendance at, and active participation in, all class meetings and discussions; a 3-4-page research paper prospectus; and a first draft and a final draft of a 15-20-page research paper.

Prerequisites and Special Comments:
History 565 recommended.

HISTORY 786 COLLOQUIUM IN THE PHILOSOPHY OF HISTORY, HISTORIOGRAPHY,
5 Cr. Hrs. AND THE HISTORIANS SKILLS I

This class is designed to introduce incoming graduate students to some of the critical analytical works of the twentieth century that have influenced historians. They consist of historical works along with those from philosophy and sociology. Each week students will read a different author. One or more students will be asked to introduce the author and his or her contribution to their field and to history. The following week students will hand in a three to five page thought paper on the value of the reading and class discussions. At the end of the class each student will prepare a longer paper that analyzes at least three of the works and their usefulness to their own fields of history.

Time Meeting Days Instructor
3:30-5:18 TR Guy

Assigned Readings:
These are books that will be read. Students will also be allowed to select readings that will be read by all.

Benedict Anderson, Imagined Communities.
Eric Hobsbawm, The Age of Capital
Joan Scott, Gender and the Politics of History
Ann Stoler, Race and the Education of Desire
Michel Foucault, Discipline and Punish: The Birth of the Prison
Frantz Fanon, The Wretched of the Earth
George Mosse, Nationalism and Sexuality: Middle-Class Norms in Modern Europe
Michel de Certeau, The Practice of Everday Life
Antonio Gramsci , Selections from the Prison Notebooks

Assignments:
Grades will be based upon weekly discussions and papers and the final paper of 10-15 pages. Oral discussions will count 30%, weekly papers 30% and the final paper 30%.

WOMEN'S HISTORY

HISTORY 325 HONORS INTRODUCTION TO WOMEN'S HISTORY: THE AMERICAN
5 Cr. Hrs. EXPERIENCE

Time Meeting Days Instructor
1:30-3:18 TR Hartmann

Assignments:
Students will lead discussions and make classroom presentations; they will write two or three short papers and one 10-12 page final paper.

HISTORY 524 WOMEN IN THE WESTERN WORLD, THE INDUSTRIAL REVOLUTION
5 Cr. Hrs. TO THE PRESENT

This course is an introduction to the history of women in the western world, from the eighteenth century to the present. Several themes will be central to the course. We will study the processes of industrial expansion and economic change and the impact of these developments on women's social and economic position. We will also explore the political reorganization of Europe over the course of these centuries, and we will examine how women strove to shape and improve their lives under changing circumstances. Finally, we will look at how economic position, religion, sexuality, regional and national differences influenced women's experiences.

Time Meeting Days Instructor
11:30-1:18 TR Soland

Assignments: In addition to weekly readings, students will be expected to complete two short writing assignments (4-5 typed pages) as well as one term paper (8-10 typed pages) which will be due at the end of the quarter.

Prerequisites and Special Comments: Group B, post-1750.

HISTORY 781 STUDIES IN WOMEN'S HISTORY
5 Cr. Hrs.

This intensive reading course will help prepare students for general examinations by studying important works and central questions in the field of women's and gender history. We will concentrate on women's public lives and labor in the 19th and 20th centuries women and on relationships between gender and public policy and gender and nationalist movements. About half of the readings will focus on the United States.

Time Meeting Days Instructor
3:30-5:18 W Hartmann

Assigned Readings:
Students will read approximately one book or set of articles a week. The following list is tentative and incomplete, but it suggests the nature of the readings. Please check with Professor Hartmann before purchasing books.

Dorothy Sue Cobble, The Other Women's Movement: Workplace Justice and Social Rights in Modern America
Alice Kessler-Harris, In Pursuit of Equity: Women, Men, and the Quest for Economic Citizenship in Twentieth-Century America
Kristin L. Hoganson, Fighting for American Manhood: How Gender Politics Provoked the Spanish-American and Philippine-American Wars
Margaret D. Jacobs, White Mother to a Dark Race: Settler Colonialism, Maternalism, and the Removal of Indigenous children in the American West and Australia, 1880-1940
Peggy Pascoe, Doing What Comes Naturally: Miscegenation Law and the Making of Race in America
Elizabeth Thompson, Colonial Citizens: Republican Rights, Paternal Privilege, and Gender in French Syria and Lebanon

Assignments:
In addition to preparing for and taking part in weekly discussions, students will write several short papers (2-3 pages) and a historiographical essay or a practice general examination question (10-15 pages).

Prerequisites and Special Comments:
Graduate standing required. Graduate students from other departments should take note of the amount of reading and writing required for the course.

HISTORY 881.01 SEMINAR IN WOMEN'S HISTORY
5 Cr. Hrs.

Why write alone when you can have the benefit of a supportive intellectual community?

This two-quarter long seminar provides the opportunity to start and hopefully complete a major research project (such as a M.A. paper, a dissertation chapter, or an article) related to the fields of women's, gender, and/or sexuality history.

Our course will begin by examining a selection of historical scholarship and, if possible, conversing with the authors to help us: 1) conceptualize a viable research topic; 2) identify appropriate sources; and 3) develop methodological approaches and interpretive frameworks to analyze these materials.

Time Meeting Days Instructor
1:30-3:18 F Wu

We also will learn about online resources in historical research, teaching, and publication through a videoconference conversation with Prof. Tom Dublin of SUNY Binghamton. Along with Kitty Sklar, Prof. Dublin edits the online Women and Social Movements journal and database. (See http://alexanderstreet.com/products/wasm.htm)

The remainder of the course will allow time for research, writing, and rewriting. Students will gain the benefit of receiving regular constructive feedback from a supportive and collegial intellectual community as well as through one-on-one sessions with the instructor.
If you are interested in taking this course or have questions, please get in touch with me so we can discuss how the seminar can best support your intellectual endeavors.

WORLD HISTORY

HISTORY 181 WORLD HISTORY TO 1500
5 Cr.Hrs.

This course examines the major issues that have shaped the human experience from the beginnings of human civilization (ca. 3500 B.C.) to ca. A.D. 1500, when the European voyages of exploration were beginning to tie the world together more tightly than ever before in a new pattern of global interrelatedness. Before 1500, societies in different parts of the world had far less contact with each other. In particular, Afro-Eurasia and the Americas remained almost entirely cut off from each other. For this reason, the main emphasis of History 181 is the comparative study of civilizations. Secondarily, the course will emphasize patterns of integration that linked different civilizations at regional and hemispheric, if not yet global, levels.

Time Meetings Days Instructor
11:30-1:18 MW
5:30-7:18 MW

Assigned Readings (tentative):
Richard W. Bulliet, et al., The Earth and Its Peoples: A Global History, 4th ed. (Boston
and New York: Houghton Mifflin, 2008), vol. 1

HISTORY 182 WORLD HISTORY 1500 TO PRESENT
5 Cr. Hrs.

This course examines the major issues that have shaped the human experience from 1500 to the present.

Time Meetings Days Instructor
3:30-5:18 TR
5:30-7:18 TR

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