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 Winter Quarter, 2011. The descriptions are accurate as of October 4, 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 | AMERICAN HISTORY | ANCIENT HISTORY | ASIAN & ISLAMIC HISTORY | EUROPEAN HISTORY | JEWISH HISTORY | LATIN AMERICAN HISTORY | MILITARY HISTORY | THEMATIC COURSE OFFERINGS | WOMEN'S HISTORY | WORLD 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
11:30-12:48 TR Dunbar
11:30; 12:30 MW (recitations)
HISTORY 122 AFRICAN CIVILIZATIONS 1870 TO THE PRESENT
5 Cr. Hrs.
Using a multi-disciplinary approach and a variety of teaching materials (including movies and documentary films), this course will explore specific episodes in Africa’s political, social, and economic history from 1870 to the present. Focusing on European colonialism, African liberation struggles and subsequent emergence of modern nation states, we will attempt to trace the historical roots of Africa’s putative economic stagnation and persistent political conflicts, and how Africans grappled with these challenges. Our themes will include struggles for national liberation, the contributions of African Americans in African liberation struggles in the form of Pan Africanism, the search for continental unity, the formation of regional economic blocs, the cold war and its effects, debt crises, civil wars and genocides, the HIV pandemic, and the effects of droughts on national and regional conflicts. While Africa has continued to lag behind most of the world in economic development and political stability, it will be historically inaccurate to neglect the continent’s success stories. We will therefore pay close attention to areas where the continent has made and is still making significant progress. Through novels, music and movie clips, students will be exposed to modern African cultures in the context of globalization.
Time Meeting Days Instructor
1:30-2:48 MW Kobo, O.
1:30; 2:30 TR (recitations)
Assigned Readings: To be decided but will include a textbook and a course reader.
Assignments: Assignments will include a map quiz, in-class quizzes, a take-home midterm and final exam.
HISTORY 594 GROUP STUDIES
5 Cr. Hrs.
Following the September 11 terrorists, the United States began to develop new policy toward Africa that would allow a more active engagement between the US and Africa than had ever been pursued during the 19th century. This new policy seemed to have been shaped by the US war on terror, as illustrated by the establishment of the United States Africa Command (AFRICO). Yet, attempts to shift from what some scholars have described as a US policy of “benign neglect and selective engagement” toward Africa, to a more active engagement with the continent began during the latter part of the Clinton Administration. Using a variety of sources, this course explores the history of US-Africa relations since the early 20th century. We will examine the various factors that shaped US interests or lack of interests in Africa, and how African rulers perceived US interests. We will pay close attention to specific themes that shaped US-Africa engagements, such as US involvement in African liberation struggles; foreign aid, military assistance, human rights, politics of HIV/AIDS, democracy and democratization, trade and foreign investments, and the new war on terrorism within the context of the newly established United States Africa Command (AFRICOM). We will consider the dynamics of U.S.-Africa relations, the specifics of Africa’s underdevelopment, domination, exploitation and marginalization in the international economy and the extent to which America’s relation with Africa is indicative of the power and position of the African-American constituency in the United States’ economic and political power structure.
Time Meeting Days Instructor
1:30-3:18 TR Kobo, O.
Prerequisites and Special Comments: Group A, post-1750.
HISTORY 744 AFRICAN WOMEN: HISTORY AND SOCIOECONOMIC CHANGE
5 Cr. Hrs.
This course uses a cross-cultural approach to examine the cultures and roles of African women in the 20th and 21st centuries. Particular attention is given to the voices of African women as they confront and work to overcome the complex problems they encounter in their everyday lives.
Time Meeting Days Instructor
1:30-3:18 TR Robertson, C.
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
*9:30-10:48 TR Gallay
*10:30-11:48 TR Brooke
12:30-2:18 MW
1:30-3:18 TR
3:30-5:18 MW
*Students signing up for this section must also sign up for a recitation section.
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
10:30-12:18 TR Stebenne
12:30-2:18 TR
*2:30-3:48 MW Conn
3:30-5:18 MW
5:30-7:18 TR
*Students signing up for this section must also sign up for a recitation section.
HISTORY 309 THE SIXTIES
5 Cr. Hrs.
Almost half a century after it began, the 1960s maintains its grip on the American imagination. This course explores the profound political and social convulsions of the decade and traces how they shape our own times. In particular, the course will focus on three dynamics: the struggle for civil rights and its effect on American politics; the Vietnam War and the fracturing of the Cold War system; the era’s sweeping challenges to traditional culture.
Time Meeting Days Instructor
10:30-11:48 MWF Boyle
Assigned Readings:
The following is a tentative list of required readings.
Diane McWhorter, Carry Me Home: Birmingham, Alabama, The Climactic Battle of the Civil Rights Revolution
Paul Hendrickson, The Living and the Dead: Robert McNamara and Five Lives of a Lost War
James Baldwin, The Fire Next Time
Joan Didion, Slouching Toward Bethlehem
Marian Faux, Roe v. Wade: The Untold Story of the Landmark Supreme Court Decision that
Made Abortion Legal
Jonathan Rieder, Canarsie: The Jews and Italians of Brooklyn Against Liberalism
Assignments:
The course will rely heavily on reading, writing, and personal participation. Students will be required to write at least three papers and to participate in classroom discussion. Regular attendance is expected.
Prerequisites and Special Comments:
Group B, post-1750.
HISTORY 323.01 HISTORY OF AFRO-AMERICANS IN THE AGE OF SLAVERY
5 Cr. Hrs.
The history of African peoples in the United States has primarily been a chronicle of strivings for liberation, justice, and equality. Much of this story represents Black people’s desires to retain their racial identity and autonomy, to build community, and create a sense of nationalism, while simultaneously asserting their right to be treated as equal American citizens. Thus, this course examines the lives, labors, and culture of Africans during enslavement and their struggle for freedom. We will begin by exploring the process and justification for slavery by focusing on the structure of slavery in the United States, and the differing conditions for Black people in the Northern and Southern regions of the country. During this section, students will also be introduced to the legacy of African heritage in the development of Black cultural institutions, labor systems, and methods of resistance.
In the second half of the course, students will not only expand their understanding of slavery, but will gain insight into the conditions of free Blacks and their quest for social and political inclusion. As a result, we will discuss the ways in which free Blacks protested against racism in the United States by forming associations, building institutions, and various emigration schemes. Ultimately, we will conclude with the Civil War and Reconstruction, focusing upon the ramifications of the Emancipation Proclamation and the participation of Black soldiers. Students in this course will learn how all of these issues represent the larger narratives in which Black people fought and persevered in the United States. This course fulfills the GEC requirement for Historical Study, and also counts towards the history major.
Time Meeting Days Instructor
1:30-3:18 TR Alexander
Prerequisites and Special Comments: Groups A & B, pre & post-1750.
HISTORY 325 INTRODUCTION TO WOMEN’S HISTORY: THE AMERICAN
5 Cr. Hrs. EXPERIENCE
This course will examine the forces that shaped American women’s experiences and the ways in which women and gender shaped the nation’s economy, politics, and culture from the pre-colonial period into the twenty-first century. We 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
10:30-11:48 MW Hartmann
10:30; 11:30 R (recitations)
Assigned Readings:
Mari Jo Buhle, Teresa Murphy, and Jane Gerhard, Women and the Making of America (2009)
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)
Documents and images that will be available online
Assignments:
Students are required to participate actively in the discussion sections; write two short papers; and complete a mid-term and final exam.
Prerequisites and Special Comments:
This course fulfills social diversity for the GEC, and it fulfills one of the social studies content courses for teaching licensure. Group B, post-1750.
HISTORY 368.01 INTRODUCTION TO NATIVE AMERICAN HISTORY
5 Cr. Hrs.
In this survey course, we shall explore American Indian history from precontact times to the present. We shall examine Native American societies and their interactions with other societies in what is now the United States. We shall look at personal relations, economic interactions, socio-cultural interactions—and their impacts on both Indians and non-Indians in North America. While most of our time will be spent on developments in the seventeenth, eighteenth, and nineteenth centuries, we shall also look at twentieth-century developments, especially federal government Indian policies and how Indians have reacted to those policies.
Time Meeting Days Instructor
10:30-12:18 MW Blackford
Assigned Readings:
Donald Jackson, ed., Black Hawk: An Autobiography
Luther Standing Bear, My People the Sioux
William l. Iggiargruk Hensley, Fifty Miles from Tomorrow: A Memoir of Alaska and the Real People
Assignments:
Grading will be based on three 7-page long essays (each 33 1/3%).
Prerequisites and Special Comments: Group B, pre & post-1750.
___
HISTORY 375 AMERICAN CRIMINAL JUSTICE
5 Cr. Hrs.
Crime and punishment are among the most important issues in contemporary America. This course offers an introduction to the historical study of crime in the United States from colonial times to the present. It highlights changes in criminal behavior and in the ways Americans have sought to deter, punish, and rehabilitate. Primary topics include historical patterns of violence, the role and organization of the police, and the evolution of punishment in theory and practice. This course also emphasizes differences in crime and punishment by region, class, ethnicity, gender, and age. Topics will include riots, homicide, capital punishment, organized crime, gangs, prisons, policing, jurisprudence, and official violence.
Time Meeting Days Instructor
1:30-3:18 MW Roth
Assigned Readings:
Walker, Samuel, (1998) Popular Justice: A History of American Criminal Justice, 2nd. ed.
Colvin, Mark (1997) Penitentiaries, Reformatories and Chain Gangs: Social Theory & the History of Punishment in Nineteenth-Century America.
Butterfield, Fox (1995) All God’s Children: The Bosket Family & The American Tradition of Violence.
Michael Massing (1998) The Fix. Berkeley: Univ. of CA Press.
A History of organized crime or the drug trade in the twentieth century (to be determined).
Assignments:
Discussion & Attendance (10% of grade)
Quizzes on the Readings (10% of grade)
Midterm & Final Examinations (40% of grade)
Research Project/Essay (40% of grade): You will be asked to turn in your research notes (in computerized form on a floppy disk or a ZIP disk) and an interpretive essay (5 to 6 pages in length) on the history of crime in Chicago, Illinois, in the late nineteenth century or in an Ohio city or county in the late 1990s.
Prerequisites and Special Comments:
Group B, post-1750.
HISTORY 557.02 JEFFERSON & JACKSONIAN DEMOCRACY, 1800-1845
5 Cr. Hrs.
In this course we will be discussing the social, economic, cultural, and political history of antebellum America. We will explore the experiences of ordinary people, such as farmers, shopkeepers, factory workers, as well as famous names, such as Andrew Jackson and Harriet Tubman. We will also explore large-scale social processes such as the expansion of slavery, the growth of reform movements, and sectionalism in national politics.
Time Meeting Days Instructor
8:30-10:18 MW Cashin
Assignments:
Students will read John Mayfield, The New Nation, and several monographs; they will write a paper and take one exam. Students are expected to attend class and meet the course requirements.
Prerequisites and Special Comments: Group B, post-1750.
HISTORY 566 THE CONTEMPORARY US SINCE 1963
5 Cr. Hrs.
This course tracks the major developments in the United States in the more than 50 years since World War II. Because the United States emerged from the war as a world power, inevitably this course also looks beyond the borders of the United States. Our topics will include the “rights revolution” and its impact on American society, culture, law, and politics (including the African-American civil rights movement, feminism, and rights claims concerning everything from abortion to environmental policies); the Cold War (including the hot wars in Korea and Vietnam) and its end; the rise of conservative ideas and a conservative movement; and changes in the economy and population (particularly
immigration). Our point will be to understand the connections among these important trends and events.
Time Meeting Days Instructor
5:30-7:18pm TR Baker
Assigned Readings:
Books to be determined (feel free to email me later to get a jump on buying texts). We will read a mix of documents and books and articles by historians.
Assignments:
Two quizzes, midterm, final, one paper that requires research in sources outside of the class reading.
Prerequisites and Special Comments:
There are no formal prerequisites but History 152 is strongly recommended.
Group B, post-1750.
HISTORY 579.02 AMERICAN CULTURAL & INTELLECTUAL HISTORY IN THE 20th
5 Cr. Hrs. CENTURY
This course will examine broad currents in American thought and culture across the 20th century. We will consider philosophy, politics and social thought and their intersections with art, literature and architecture. Readings will be entirely primary source material. Students will be expected to write and discuss a great deal.
Time Meeting Days Instructor
10:30-12:18 MW Conn, S.
Prerequisites and Special Comments:
Group B, post-1750.
HISTORY 772 STUDIES IN RECENT UNITED STATES HISTORY
5 Cr. Hrs.
This intensive reading course is designed to help students prepare for general examinations. We will read newer work in 20th century U.S. history, with an emphasis on the period from the New Deal to the present. We will focus on domestic politics and policies as they intersect with economic, social, demographic, and international developments. Topics include: the changing role of the federal government; the domestic impact of the Cold War; the black freedom struggle, feminism, and other social movements; immigration and migration; shifting political alignments; changes in the American economy. In addition to understanding how historians and social scientists have approached and interpreted political and policy changes, students should develop their abilities to analyze, compare, and critically evaluate historical studies and improve their discussion and writing skills.
Time Meeting Days Instructor
3:30-5:18 W Hartmann, S.
Assigned Readings:
Students will read about ten books. The following list of common readings is incomplete and tentative; check with Professor Hartmann before buying books.
Lizabeth Cohen, A Consumers’ Republic: The Politics of Mass Consumption in Postwar America
Jefferson Cowie, Stayin’ Alive: The 1970s and the Last Days of the Working Class
Alice Kessler-Harris, In Pursuit of Equity: Women, Men, and the Quest for Economic Citizenship in 20th Century America
Nancy MacLean, Freedom Is Not Enough: The Opening of the American Workplace
Lisa McGirr, Suburban Warriors: The Origins of the New American Right
David Reimers, Other Immigrants: The Global Origins of the American People
Thomas Sugrue, Sweet Land of Liberty: The Forgotten Struggle for Civil Rights in
The North
Assignments:
Students will write three short papers and a longer essay that ties the readings together.
Prerequisites and Special Comments:
This course is designed for graduate students in history. All others interested in the course must consult with Professor Hartmann before registering for the course.
HISTORY 867.01 SEMINAR IN EARLY AMERICAN HISTORY
5 Cr. Hrs.
A two-quarter seminar in advanced research, analysis, and writing for graduate students in early American history, defined as running from the era of colonization to the end of Reconstruction. The seminar participants will discuss a limited number of common readings and work in close consultation with the instructor to carry a research project to the completion of a 25-30 page paper of publishable quality in the second quarter of the course. The seminar is designed to maximize the time that you will be working on your individual projects, with a regular schedule of individual presentations to the group, including reports on research design, progress, and outcome, reports on secondary readings, and formal comments on fellow-participants’ papers. This course will also be appropriate for students in Atlantic World History
Time Meeting Days Instructor
5:30-7:18 W Gallay, A.
Prerequisites and Special Comments:
The research seminar is taught over two quarters. Graduate students must enroll for both winter and spring quarters to receive credit for the course. At the end of the winter quarter a grade of “P” will be given to all those making satisfactory progress; a regular letter grade for both quarters can only be assigned at the completion of the second quarter’s work. 70% of the grade assigned will be based on your first and final drafts of your research paper, the remaining 30% on the other course assignments, including critical and constructive commentary on each other’s work. Students who do not complete all of the course work should not expect to receive a passing grade. Post-generals dissertation candidates in residence are expected to participate fully in the seminar, and to complete at least one chapter of their dissertation during the course.
HISTORY 869.01 SEMINAR IN 20TH CENTURY AMERICAN HISTORY
5 Cr. Hrs.
The sole purpose of this two-quarter seminar is to assist graduate students in researching, writing, and rewriting a scholarly research paper, M.A. thesis, dissertation chapter or journal article that deals with some aspect of twentieth-century American history. As such, the seminar welcomes graduate students from all areas of that field, from first-year students to final-year ones. Class sessions (and the frequency of meeting) will be configured to the needs of those who enroll in the course. The emphasis throughout will be on creating a helpful environment that contributes to the timely completion of high-quality work. Feel free to contact me in advance to explain your particular needs, so that I can plan the course around them and answer any questions you might have.
Time Meeting Days Instructor
10:30-12:18 W Stebenne, D.
Assigned Readings:
As needed.
Assignments:
A research paper, M.A. thesis, dissertation chapter or journal article, due at the end of the second quarter of this course.
Prerequisites and Special Comments:
Graduate students only.
HISTORY 301 HONORS INTRODUCTION TO ANCIENT MEDITERRANEAN CIVILIZATION
5 Cr. Hrs.
This class is an introduction to the history of the Ancient Mediterranean Civilizations of Greece and Rome for honors students. It provides a background of the chronological development of ancient Greek and Roman civilizations and then focuses on the broad issues of gender, warfare, tyranny, monotheism, and the environment over a period of several weeks, allowing students the opportunity to deal with these issues in several historical contexts over the whole of the course. The course concludes with a consideration of the importance of Greek and Roman history in the modern world and the ways in which is it used today.
Time Meeting Days Instructor
10:30-12:18 MW Gregory
Assigned Readings:
D. Brendan Nagle, The Ancient World. A Social and Cultural History, 5th edition (Nagle); Exploring the European Past (ETEP), a set of readings compiled by the Department of History at OSU and individual readings specially selected for this class.
Assignments:
The following are required for all students –
Prerequisites and Special Comments:
Honors standing or permission of the instructor.
HISTORY 503.02 EARLY ROMAN EMPIRE, 31 B.C. TO A.D. 180
5 Cr. Hrs.
This course offers an advanced survey of Roman history during the early and middle imperial era, 44 B.C. – c. A.D. 180, from a variety of perspectives: political, social, diplomatic, economic, intellectual and religious. In addition, students will be introduced to some of the basic problems which historians of the period are currently attempting to solve as well as to some of the most important hypotheses their work has produced. In the process, students will become acquainted with certain of the principle research tools and techniques which ancient historians have developed to aid them in their investigations.
Time Meeting Days Instructor
9:30-11:18 MW Sessa
Prerequisites and Special Comments:
Groups A & B, pre-1750.
HISTORY 808.01 Research Seminar in Ancient History
5 Cr. Hrs.
This course is the first quarter of a two-quarter seminar, whose primary goal is the promotion of student research. It will provide a broad overview of historical questions in the period from ca. 300 to 1500 A.D., with primary but not exclusive emphasis on social history, material culture, and religion. The course will examine a number of important books, articles, and primary sources that will encourage new ways of looking at this broad period. Discussion of this material is designed to help students develop research topics that will allow them to prepare a significant research proposal by the end of the first quarter. In the second quarter students will concentrate on research and writing on the seminary paper, which they will complete by the end of the spring quarter.
Time Meeting Days Instructor
3:30-5:18 M Gregory
List of probable readings (to date, suggestions for additions are welcome):
D.F. Caner, History and hagiography from the late antique Sinai : including translations of Pseudo-Nilus' Narrations, Ammonius' Report on the slaughter of the monks of Sinai and Rhaithou, and Anastasius of Sinai's Tales of the Sinai fathers. Liverpool 2010.
C. Galatariotou, The Making of a Saint: The Life, Times, and Sanctification of Neophytos the Recluse. Cambridge 1991.
S.E.J. Gerstel, M. Munn, H.E. Grossman, E. Barnes, A. H. Rohn, M. Kiel, “A Late Medieval Settlement at Panakton,” Hesperia 72 (2003) 137-234.
P. Hordon and N. Purcel, The Corrupting Sea. Oxford 2000.
A. Papaconstantinou and A.-M. Talbot, eds., Becoming Byzantine: Children and Childhood in Byzantium. Washington, D. C. 2009.
A. Papalexandrou, “Echoes of orality in the monumental inscriptions of Byzantium,” in Liz James, ed., Art and Text in Byzantine Culture. Cambridge 2007.
Ph. Rousseau, ed., A companion to late Antiquity. Chichester 2009.
Thomas Sizgorich, Violence and Belief in Late Antiquity: Militant Devotion in Christianity and Islam. Divinations: Rereading Late Ancient Religion. Philadelphia: University of Pennsylvania Press, 2009.
R. Webb, Demons and Dancers. Performance in Late Antiquity. Cambridge, MA 2008.
Zachariah of Mytilene, The life of Severus, translated with introduction by Lena Ambjorn, Piscataway, NJ 200
Prerequisites and Special Comments:
Prerequisites: The course is open only to graduate students. Students in fields other than ancient and medieval history are welcome to take part, and special care will be taken to tailor reading assignments to works that will help in preparation for general examinations. Students who take History 808.01 must also successfully complete History 808.02, spring quarter, in order to receive credit.
Special Features: The seminar will have important elements available on Carmen, and students will need to access this material on a regular basis.
For more information on this graduate seminar contact Professor Timothy Gregory, gregory.4@osu.edu.
__
HISTORY 808.02 Research Seminar in Ancient History II
5 Cr. Hrs.
This is a continuation of History 808.01 offered Autumn quarter 2010. Only those graduate students enrolled in History 808.01 may enroll in this course.
Time Meeting Days Instructor
1:30-4:18 Thursday Rosenstein
Prerequisites and Special Comments:
For more information on this graduate seminar contact Professor Nathan Rosenstein, rosenstein.1@osu.edu.
__
HISTORY 141 HISTORY OF EAST ASIA IN THE PRE-MODERN ERA
5 Cr. Hrs.
History 141 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, and Japan, and to a lesser extent, Korea, as distinct cultures themselves. The course is designed, rather, to provide a broad chronological overview of East Asian history, with special attention to the interrelationships of intellectual, cultural, political, social, artistic, technological, and economic change. Discussions focus on the analysis of primary sources—philosophical and religious texts, government documents, poetry, drama, and fiction—from China, Korea, and Japan.
Time Meeting Days Instructor
10:30-11:18 MWF Brown
9:30; 10:30 TR (recitations)
Assigned Readings:
Ebrey, Palais and Walthall, East Asia: A Cultural, Social and Political History -Pre-Modern East Asia (First Edition, 2006).
Photo-copied readings for History 141 (on class’s Carmen course site or available at Cop-EZ).
Assignments:.
Map quizzes (3), one short paper, one primary source analysis, A midterm, and final examination,
Prerequisites and Special Comments:
History 141 and its continuation, 142, “History of East Asia in the Modern Era,” fulfill the GEC Arts and Humanities requirements for the historical survey and “international issues course: non-western or global.”
HISTORY 142 HISTORY OF EAST ASIA IN THE MODERN ERA, 1600-PRESENT
5 Cr. Hrs.
History 142 will continue with the introduction to the societies and cultures of East Asia, that is, China, Korea, and Japan that was initiated in History 141. After a brief review of the culture, geography, and langugages of East Asia, we will survey key historical phenomena, including political, military, social, and intellectual themes that have distinguished East Asia in the long modern period since 1600. For most of the quarter, 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. Where appropriate, comparative historical perspectives will be suggested.
Time Meeting Days Instructor
11:30-12:18 MWF Reed
11:30; 12:30 TR (recitations)
HISTORY 341 THE SILK ROAD
5 Cr. Hrs.
A study of commercial and cultural relations among China, India, Iran and Rome from ancient times to 1498.
Time Meeting Days Instructor
8:30-10:18 TR Dale
Assigned Readings:
Sven Hedin, My Life as Explorer
John Lawton, Silks, Scents and Spices
Marco Polo, The Travels of Marco Polo
Francis Wood, The Silk Road
Sally Wriggins, The Silk Road Journey with Xuanzang
Assignments:
Three short papers
Final examination
Prerequisites and Special Comments:
Group A, pre-1750
__
HISTORY 355 HISTORY OF AFGHANISTAN
5 Cr. Hrs.
This course will begin with an introductory survey of Afghanistan’s ethnic landscape, cultural diversity and early history. The focus of the course will then quickly shift to more modern concerns, beginning with the emergence of the Afghan state in the mid-eighteenth century, and Afghanistan’s central role in the “Great Game,” the Anglo-Russian colonial cold war of the nineteenth century. Attention will then turn to Afghanistan’s progressive age, which emerged in the early twentieth century and lasted into the 1970s, as the central government in Kabul struggled to implement a series of educational, social and economic reforms intending to provide the foundation for a modern Afghan society. Afghanistan’s progress in this period was substantial, but it was also ephemeral. In the winter of 1979, the Soviet Union launched a massive invasion of Afghanistan. Soon thereafter the United States began funding numerous Afghan resistance groups, collectively known as the mujahidin. As the Soviet army withdrew in 1988, the extraordinarily well-armed mujahidin factions descended into a protracted civil war that further transformed the country into a poverty-stricken wasteland. In the power vacuum of the 1990s, this nearly forgotten war zone became an incubator for radical Islamist political movements and a safe haven for global terror organizations.
Time Meeting Days Instructor
1:30-3:18 MW Levi
Assigned Readings: Three books
Assignments: Coursework includes a map quiz, mid-term, research paper and final exam.
Prerequisites and Special Comments: Group A, post-1750.
HISTORY 540.03 THE OTTOMAN EMPIRE
5 Cr. Hrs.
The Ottoman Empire was the longest-lasting Islamic empire and the only one to figure as a major power in the history of Europe as well as of the Islamic world. This course examines the origins of the empire in an obscure band of frontier warriors, its florescence as a major world power of the sixteenth century, and its further development down to the time when European expansionism began to undermine its autonomy, opening a new era of rapid change. This course considers not only the Ottomans’ political power, but also economic, social, and cultural factors that helped explain that power and gave the empire such a distinctive place in Islamic and world history.
Time Meeting Days Instructor
1:30-3:18 TR Findley
Assigned Readings:
The reading list will include works such as the following:
Esposito, John, Islam, the Straight Path, Oxford, 1991
Evliya, The Intimate Life of an Ottoman Statesman: Melek Ahmed Pasha (1588-1662) as Portrayed in Evliya Çelebi’s Book of Travels, trans. Robert Dankoff, Albany, 1991
Imber, Colin, The Ottoman State: The Structure of Power 2002
Hathaway, Jane, The Arab Lands under Ottoman Rule, 1516-1800, Pearson Longman, 2008
Murphey, Rhoads, Ottoman Warfare, 1500-1700, Rutgers Press pb, 1999
Peirce, Leslie, The Imperial Harem: Women and Sovereignty in the Ottoman Empire, Oxford pb,1993
Singer, Amy, Palestinian Peasants and Ottoman Officials, Cambridge Press pb, 1994
Assignments:
There will be one midterm, a paper assignment, and a comprehensive final examination. The paper assignment will probably be based on the Dankoff translation of Evliya, The Intimate Life of an Ottoman Statesman. Graduate students may be asked to prepare a term paper on a suggested topic and may also be asked to do extra reading.
Prerequisites and Special Comments:
This course is a sequel to courses pertaining to earlier periods of Islamic history (such as History 340, 540.01, 540.02, and 542.01). Although no other course on Islamic history is listed as a prerequisite for History 540.03, it is not designed to serve as an introduction to the basics of Islam or Islamic civilization. Students lacking background on those subjects will need to do additional background reading before the beginning of the quarter or during the first week. Such students are urged to contact the instructor for recommendations: findley.1@osu.edu. Group A, pre-1750
HISTORY 545.03 CHINA 1800 TO 1949
5 Cr. Hrs.
This course provides a general but analytic survey of the social, political, and intellectual history of China from 1800 to 1949. After a brief introduction to China's geography, languages, and cultural background, we will discuss key historical phenomena that have distinguished Chinese society in the modern period (1800-1949). For most of the quarter, the course is organized chronologically and thematically and seeks a balance between detailed examination of particular periods and exploration of patterns of continuity and change across historical periods. When appropriate, comparative historical perspectives will be suggested.
Time Meeting Days Instructor
2:30-4:18 MW Reed
Assigned Readings: 4-5 books.
Prerequisites and Special Comments:
This course assumes that students are familiar with the range of topics covered in History 141 and 142, “Survey of East Asia, I & II. Group A, post-1750.
HISTORY 727 STUDIES IN ISLAMIC HISTORY
5 Cr. Hrs.
An introduction to the founding evolution and culture of the three great “early modern” Muslim empires: the Ottomans, Savids and Mughals.
Time Meeting Days Instructor
1:30-3:18 T Dale
Assigned Readings:
Stephen Dale, The Muslim Empires of the Ottomans, Safavids and Mughals
Other assigned weekly readings
Assignments:
One short paper each week.
Prerequisites and Special Comments:
No prerequisites, any students interested in the early modern period are welcome.
HISTORY 798 STUDIES IN EARLY CHINESE HISTORY
5 Cr Hrs.
This course aims to accomplish several goals.
Time Meeting Days Instructor
11:30-1:18 T Zhang
The course consists of two parts. In the first part, students will read works that study literati as a community and explore the relationship between their historical transformations and important political, socio-economic, cultural, and intellectual changes in imperial China. In the second part, students will read several monographs/biographies, each of which, by studying the life and career of one historical figure, explores particular historical phenomena and/or historiographical issues (such as public sphere, early modernity and modernity, empire, the identity of the intellectual, biography and history, and so on). These books together also showcase the wide range of roles of Chinese literati—scholar, bureaucrat, poet and writer, military official, educator and artist in public life, as well as their experience in private life as a religious person, friend, and man.
Assigned Readings:
(8 books—3 for Part I and 5 for Part II—will be chosen from a list that will be available on the syllabus.
HISTORY 827.02 SEMINAR IN THE HISTORY OF THE ISLAMIC WORLD II
5 Cr. Hrs.
This is the second quarter of a two-quarter research seminar in the history of the Islamic world with emphasis on processes of state building and empire formation. Student must have been enrolled in the first quarter of the seminar, during fall quarter 2010.
The purpose of the course is to bring together graduate students interested in any area of Islamic civilization. The seminar will give these students an opportunity to explore a particular subject in depth, share their findings with the other students, and participate in an active process of peer evaluation. The seminar is intended to provide an occasion for the discussion of major problems, to widen and deepen the students’ reading in the scholarly literature, and to give each student an opportunity to explore original sources relevant to his or her topic of interest.
The course may also include a series of public lectures by scholars from various universities; these will also be open to the public.
Time Meeting Days Instructor
3:30-6:18 W Findley
Assigned Readings:
During fall quarter, students were asked to read and report on specific studies selected to illustrate the themes of the seminar. Discussions of these readings in common were designed to serve as ways to create a common frame of reference for the individual research projects that were emphasized in the later part of fall quarter and will be increasingly in History 827.02.
Assignments:
Each student will prepare a research paper of about twenty-five pages on a subject to which the instructor has agreed. The research paper will be due at a designated date near the end of the second quarter. There will also be several interim assignments related to the paper topic, including submission at set dates of bibliography, outline, and preliminary conclusions, and one or more in-class oral reports on the subject of the paper. Active participation and peer critique of other students’ work will be taken into account in evaluating student performance, as will punctuality in meeting course requirements.
Prerequisites:
In addition to the general prerequisites for an 800-level seminar, this course is designed to accommodate history graduate students who have, or are acquiring, at least some research facility in a Middle Eastern language. Students will be expected to use primary sources in preparing their papers; that includes primary sources in English, where appropriate. For students who have not yet developed a high level of proficiency in the languages of the region, the amount and nature of such source materials will be discussed and agreed on with the instructors in proportion to the students’ level of preparedness.
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
10:30-12:18 TR
*1:30-2:18 MWF Sessa
3:30-5:18 MW
*Students signing up for this section must sign up for a recitation section.
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 TR
*9:30-10:48 TR Otter, C.
*10:30-11:48 TR Dragostinova, T.
1:30-3:18 TR
3:30-5:18 MW
*Students signing up for this section, must sign up for a recitation section.
_______
HISTORY HONORS 112 WESTERN CIVILIZATION FROM THE 17th CENTURY TO
5 Cr. Hrs. MODERN TIMES
This course is designed for students in the OSU Honors Program. Class size is limited to 25. Non-honors students may enroll if space is available and with permission of the instructor. The focus of this course is on Europe from the Age of Discovery to globalization (1492-present). In the 16th century, Europe was still peripheral to much of the world. By the beginning of the 20th century, however, Euro-American flags and interests dominated much of the globe. The world today is the product of this transformation. In this course we will study one aspect of the creation of the modern world through the many European revolutions and counter-revolutions – intellectual, commercial, industrial, nationalist, imperialist, consumerist, and feminist – that helped to bring it into being. The first half of the course is devoted to European expansion and internal developments prior to 1800, the second half to European domination and its consequences in the 19th and 20th centuries.
Time Meeting Days Instructor
10:30-12:18 TR Conklin
Assigned Readings:
René Descartes, The Discourse on Method & Meditations
Françoise de Graffigny, Letters from a Peruvian Woman
Karl Marx, The Communist Manifesto
Joseph Conrad, Heart of Darkness
Primo Levi, Survival at Auschwitz
Assignments:
Regular attendance to lectures and participation in discussion, and short written responses to primary sources (20%)
One short paper (30%)
In-class midterm exam (25%)
In-class final exam (25%)
HISTORY 331 THE HOLOCAUST
5 Cr. Hrs.
This course will examine the state-sponsored murder of millions of Jews and non-Jews by the Nazis and their collaborators during World War II. Together we will trace the interrelated individuals, institutions, historical events, and ideologies that allowed for the Holocaust to occur. This class does not focus only on the Final Solution. Instead, in the first part of the course, we will analyze important historical factors that occurred before the Nazi rise to power. In the next segment of the class, we will examine the crucial period of 1933-1938, paying close to attention to the erratic anti-Jewish policies of the era and the myriad of Jewish responses to them. In the third portion of the course, we will explore the Final Solution itself. Next we will study the perpetrators, bystanders, and victims during the Shoah. Finally, we will consider the Holocaust’s aftermath and legacy among Jews and non-Jews in Germany, Israel, and the United States.
Time Meeting Days Instructor
11:30-1:18 MW Judd
Assigned Reading:
Reading List (all books are available at local bookstores and on reserve):
Doris Bergen, War and Genocide: A Concise History of the Holocaust
Marion Kaplan, Between Dignity and Despair (selections only)
Primo Levi, Survival in Auschwitz
Art Spiegelman, Maus I and II
Assignments:
Midterm, final, short paper
Prerequisites and Special Comments: Group B, post-1750.
HISTORY 508.02 MEDIEVAL EUROPE, 1100-1450
5 Cr. Hrs.
This course examines European civilization for the period generally known as the High Middle Ages, the centuries in which many of the best-known characteristics of medieval culture emerge. Three emblematic developments of the High Middle Ages structure the course: cathedral-building, the crusading movement, and the rise of universities. We will discuss the foundations and contexts of these developments by addressing the nature of the agricultural and commercial revolutions, high medieval religion, and medieval politics and patronage.
Time Meeting Days Instructor
TR 9:30-11:18 Hobbins
Assigned Readings:
The Letters of Abelard and Heloise, trans. Radice (rev. ed. 2003)
John Baldwin, The Scholastic Culture of the Middle Ages. 1000-1300 (1971)
Robert A. Scott, The Gothic Enterprise (2003)
Constance Bouchard, Strong of Body, Brave and Noble: Chivalry and Society in Medieval
France (1998)
(?) Madden, ed. Crusades (2004); or Madden, Concise History (2005)
Black Death reader (TBA)
Assignments:
Several short (5-6 page) papers, Midterm and Final Examinations.
Prerequisites and Special Comments: Group B, pre-1750.
HISTORY 509.01 ITALIAN RENAISSANCE I, 1300s and 1400S
5 Cr. Hrs.
In this course we explore the economic and social forces that gave rise to the Italian Renaissance, one of the great cultural flowerings in European history. Our study will include the great warloards, or condottieri, and a whole range of despots, bankers, explorers, philosophers, poets, painters, sculptors, architects, and social leaders, as well as the thousands of ordinary Guidos and Guidettes who made this reawakening so remarkable and so distinctly Italian.
Time Meeting Days Instructor
TR 10:30-12:18 Davis
Assigned Readings:
Paula Findlen, The Italian Renaissance
Margaret L. King, The Renaissance in Europe
Evelyn Welch, Art in Renaissance Italy, 1350-1500
Assignments:
There will be a midterm and a final as well as five short papers.
Prerequisites and Special Comments:
A course on Western Civilization or another course in pre-modern history, especially Europe is preferred. Group B, pre-1750.
HISTORY 512.05 EUROPE SINCE 1950
5 Cr. Hrs.
This course covers the history of Europe from the end of World War II to the present. We shall explore the economic, social, cultural, political and diplomatic history of the continent (East and West). Topics to be examined include the Cold War division; European integration; economic recovery; the dismantling of colonial empires; the revolutions of 1968 and their impact; détente and the “new Cold War”; the women’s, environmental and peace movements; the fall of the Soviet bloc; the wars in the former Yugoslavia; Europe’s search for a new identity after 1991.
Time Meeting Days Instructor
TR 1:30-3:18 Juneau, J.
Assigned Readings:
William Hitchcock, The Struggle for Europe. The Turbulent History of a Divided Continent,
1945 to the Present.
Georges Perec, Things: A Story of the Sixties.
Vaclav Havel, The Power of the Powerless.
Petra Kelly, Fighting for Hope.
Assignments:
Midterm, paper, final examination.
Prerequisites and Special Comments:
Group B, post-1750.
HISTORY 513.02 EUROPEAN THOUGHT & CULTURE IN THE 20TH CENTURY
5 Cr. Hrs.
This course surveys what is arguably the most dynamic period of Western cultural history, roughly 1890-1950. These revolutionary developments include modernist art (Picasso, Kandinsky), modernist literature (Conrad, Mann, Joyce, Woolf, Proust), the impact of technology on time and space (Kern), relativity and quantum theory (Einstein, Bohr), atonal music (Schoenberg), psychoanalysis (Freud), existential philosophy (Nietzsche, Sartre), and feminism (Woolf, De Beauvoir).
Time Meeting Days Instructor
9:30-10:48 MWF Kern
Assigned Readings:
Joseph Conrad, Heart of Darkness
Thomas Mann, “Death in Venice”
Stephen Kern, The Culture of Time and Space: 1880-1918
Sigmund Freud, Introductory Lectures on Psychoanalysis (selections)
Virginia Woolf, A Room of One’s Own
Robert Denoon Cumming ed., The Philosophy of Jean-Paul Sartre (selections)
Simone de Beauvoir, The Second Sex (selections)
Diana Hacker, A Pocket Style Manual
Assignments:
Students write three papers (6-7 pages) on assigned topics based on the readings and class discussions.
Prerequisites and Special Comments:
Group B, post-1750.
HISTORY 518.01 GERMANY IN THE 19TH CENTURY
5 Cr. Hrs.
The purpose of this course is to introduce upper-division students to the major events and issues of German history from Napoleonic era to the outbreak of World War I. We will trace the intertwined themes of economic industrialization and political unification, with considerable emphasis on the social and cultural context and consequences of both.
Time Meeting Days Instructor
10:30-12:18 WF Beyerchen
Assigned Readings (in the past for this course have included):
Holger Herwig, Hammer Or Anvil? Modern Germany 1648-Present, pp. 1-200.
Heinrich von Kleist, The Prince of Homburg
Wolfgang Schievelbusch, The Railway Journey
Eric Eyck, Bismarck and the German Empire
Friedrich Nietzsche, On the Genealogy of Morality
Rosa Luxemburg, Reform or Revolution
Assignments:
Grades will be based on a take-home midterm (40%), class participation (attendance, discussion and quizzes, 10%) and a take-home final (50%).
Prerequisites and Special Comments:
It may be helpful to know that History 518.02, Germany in the 20th century, is scheduled to be taught in Spring 2011. The plan is to use the second half of the textbook for that course. Group B, post-1750.
HISTORY 519.02 EASTERN EUROPE IN THE 20TH CENTURY
5 Cr. Hrs.
This course examines the history of Eastern Europe from World War I until today. 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, Austria, the Czech Republic, Slovakia, and Poland.
The course will focus on several discrete themes. First, we will examine the political situation in Eastern Europe after the establishment of new nation-states following World War I, paying special attention to the minority problems, refugee flows and political crises that the regimes continuously faced. Next, we will explore the importance of World War II for redrawing the map of Europe, unleashing the most comprehensive ethnic cleansing in the history of the continent, and paving the way for the communist takeovers in Eastern Europe. We will then turn to the socialist experience behind the Iron Curtain through the study of the party-state and nomenklatura, the show trials and the gulag, dissident voices and reform movements, as well as everyday life in socialist society. We will conclude with contemporary problems of transition to democracy and market economy after the fall of the Berlin Wall in 1989 the Yugoslav Wars of the 1990s, and Eastern Europe’s integration in the European Union in 2004 and 2007.
Time Meeting Days Instructor
2:30-4:18 MW Dragostinova
Assigned Readings:
R. J. Crampton, Eastern Europe in the Twentieth Century—and After (New York: Routledge, Second Edition, 1997). (ISBN-13: 978-0415164238)
Bruce Clark, Twice a Stranger: The Mass Expulsions that Forged Modern Greece and Turkey (London: Granta Books, 2007).
Heda Margolius Kovaly, Under a Cruel Star. A Life in Prague, 1941-1968 (NY: Holmes & Meier, 1997) (ISBN-13: 978-0841913776)
Slavenka Drakulic, Café Europa: Life After Communism (New York: Penguin, 1999).
Assignments:
Two map quizzes: 10%
Three papers on assigned readings: 30%
Midterm examination: 20%
Final examination: 30%
Participation and discussion: 10%
Prerequisites and Special Comments: Group B, post-1750.
HISTORY 538 HISTORY OF THE SOVIET UNION
5 Cr. Hrs.
This course is a survey of the entire Soviet period, from the 1917 Revolution to the demise of the Soviet Union in 1991. A central theme of this course is the unfulfilled promise of the Revolution and the genesis of the Stalinist dictatorship. Topics include the Civil War, the New Economic Policy and problems of underdevelopment, collectivization and industrialization, Soviet culture, the delineation of gender roles, the Second World War and its legacy, the Cold War, de-Stalinization, nationality issues, the collapse of Communism, and prospects for Russian democracy.
Time Meeting Days Instructor
10:30-12:18 TR Hoffmann
Assigned Readings:
Hosking, The First Socialist Society (2nd edition)
Von Laue, Why Lenin? Why Stalin? Why Gorbachev?
Scott, Behind the Urals (enlarged edition).
Ginzburg, Journey into the Whirlwind.
Daniels, ed., Soviet Communism from Reform to Collapse.
Assignments:
There will be a midterm exam, paper, and final exam. In addition, students will have short weekly writing assignments on assigned readings.
Prerequisites and Special Comments: Group B, post-1750.
HISTORY 584 MODERN INTELLIGENCE HISTORY
5 Cr. Hrs.
This course will examine the role of diplomatic and military intelligence in the making of policy. The function of intelligence gathering, appraisal and assessment has often been overlooked in the exploration of policy making, especially in times of peace. It will be our undertaking to examine some of the most significant international events of the twentieth century in light of the contribution, or lack thereof, of both covert and overt forms of intelligence. After an introduction to the field and a discussion of the origins of the modern intelligence services, we will analyze the histories of several of the major intelligence organizations in the twentieth century. We will then discuss in depth the influence of the assessment and utilization of intelligence on the perceptions of policy makers and public opinion in both war and peacetime up to the immediate post-war era and the origins of the Cold War intelligence climate. The course will not be concerned with the intricacies of tradecraft, but with the interplay between intelligence and international policy making in the origins and encounters of the First and Second World Wars and the establishment of the intelligence rivalries and relationships which played their part in the Cold War. In our final week, we will consider the correlation between the growth of intelligence communities, their legitimization and delegitimization, and the popular image of spying represented contemporaneously in fiction and film.
Time Meeting Days Instructor
10:30-12:18 TR Siegel
Assigned Readings: (tentative)
The reading list may include:
Cutler, Richard W. Counterspy: Memoirs of a Counterintelligence Officer in World War II and the Cold War. Washington, DC: Brassey’s Inc., 2004.
Philby, Kim. My Silent War: The Autobiography of a Spy. New York: Random House, 2002.
Shulsky, Abram N. and Gary J. Schmitt. Silent Warfare: Understanding the World of Intelligence. Washington, DC: Brassey’s Inc., 2002.
Assignments:
Weekly readings and class discussions
Midterm and comprehensive final
One short analytical paper.
Prerequisites and Special Comments:
This course fulfills requirements in the International Studies Intelligence and National Security concentration. Within the history major, it is a Group B, Post-1750.
HISTORY 712 STUDIES IN EARLY EUROPEAN HISTORY
5 Cr. Hrs.
This is a colloquium about the nature, occasions, and role of violence in pre-modern European society. Though we generally accept that force or its threat was as present in human exchanges 500 years ago as it is today, we often underestimate just how pervasive violence was in pre-modern Europe. In reality, early-modern London, Paris, Madrid, and Rome used to have murder rates far in excess of even the most violent American cities of today, with assaults correspondingly higher as well, at all levels of society. Violent imagery, language, and deeds informed much of human interactions in this world, in ways that can be as surprising as they are historically informative. We shall consider violence in its reactive, instrumental, and performative senses -- that is, both sociologically and anthropologically. To do so, we will be taking advantage of the rich historical literature that details the presence and role of violence in the military, state authority, class and gender relations, honor and vendetta, religion, sport, and banditry.
Time Meeting Days Instructor
1:30-3:18 W Davis
Assignments:
Seminar discussion & a term paper of 20-25 pages dealing with some aspect of violence’s role in the student’s particular area of interest or expertise
Prerequisites & Special Comments:
Open to any graduate student interested in approaching pre-modern society and culture through the particular optic of force and violence.
HISTORY 713 COLLOQUIUM IN EARLY MODERN STUDIES
5 Cr. Hrs.
The colloquium and guest lecture series in Early Modern Studies follows the course’s usual format. It begins this quarter with meetings every other Friday and continues on the same schedule in the Spring. Papers will be offered by speakers from around the region, on a variety of subjects and sub-fields. In the winter quarter, these will include Elizabethan England, papal Rome, Reformation Germany, and Imperial Spain.
Time Meeting Days Instructor
3:30-5:18 F Davis
Assigned Readings:
Assigned reading will consist of the papers submitted by our speakers, along with whatever collateral material they (or I) supply.
Assignments:
Students are required to formulate questions on the pre-circulated papers and write brief folow-up responses to each presentation. At the end of Spring Quarter, you will submit an essay on general themes or topics suggested by the seminar.
Prerequisites & Special Comments:
Open to any graduate student interested in Early-modern society and culture. Required for graduates in Early-modern European history. The course meets ten times over the course of two quarters, and students may choose to take their resulting five units credit in either WI-11 or SP-11.
HISTORY 723 STUDIES IN EUROPEAN INTERNATIONAL STUDIES
5 Cr. Hrs.
This readings and discussions course will examine the political, economic, diplomatic and military relations between and among the Great Powers from the mid-nineteenth century up to the origins of the First World War. We will trace the development of the Great Power system within the context of the foundations of State power. Over the course of the quarter, we will examine a number of broad topics, including: (1) the diplomacy of the individual Great Powers; (2) imperialism and the "New Imperialism"; (3) the military strategies of the Great Powers in peacetime and war; (4) the relationship between continental commitments and world power; (5) the relationship between domestic politics and foreign affairs; (6) and the relationship between economic stability and diplomacy in the international system.
Time Meeting Days Instructor
1:30-3:18 T Siegel
Assigned Readings: (tentative)
The reading list may include:
Cain and Hopkins. British Imperialism.
Hobson, Imperialism: A Study.
Joll, James. The Origins of the First World War.
Kennedy, Paul. The Rise and Fall of the Great Powers.
Lenin, V. I. Imperialism, the Highest Stage of Capitalism.
Lieven, Dominic. Russia Against Napoleon.
Miller, Steven E. (Editor), Sean M. Lynn-Jones (Editor), and Stephen Van Evera (Editor). Military Strategy and the Origins of the First World War.
Mommsen, W.J. Theories of Imperialism.
Robinson and Gallagher. Africa and the Victorians.
Schroeder, Paul W. The Transformation of European Politics, 1763-1848,
Taylor, A.J.P. The Struggle for Mastery in Europe.
Wehler, H.U. "Bismarck's Imperialism."
We will also be doing weekly readings and discussions of articles or chapters dealing with the approaches and methodologies of political science and history in the study of international relations.
Assignments:
Weekly readings and class discussions
One historiographical paper.
HISTORY 730 STUDIES IN 19th AND 20th CENTURY EUROPEAN THOUGHT
5 Cr. Hrs.
This seminar will focus on religious experience in the secular, modernist period, roughly 1890 to 1950. Students will examine formal thinkers (Nietzsche, Weber, Freud, Russell, James), novelists (Joyce, Martin du Gard, Gide, Lawrence, Faulkner), and scholars (Lewis, Binion, Gentile). The thematic focus will be on ways that leading intellectuals and artists struggled to analyze and distance themselves from religion while at the same time remained immersed in its rhetoric, imagery, and narratives. It will conclude with an examination of how, in the spiritual void created by a persistent secularism, intellectual and emotional needs formerly fulfilled by religion took a dark turn in the “sacralized politics” of Nazi Germany and the Soviet Union.
Time Meeting Days Instructor
5:30-8:00 T Kern
Assigned Readings (tentative)
Peter Fritzsche ed., Nietzsche and the Death of God
Friedrich Nietzsche, The Anti-Christ
Max Weber, The Protestant Ethic and the Spirit of Capitalism
Sigmund Freud, The Future of an Illusion and Moses and Monotheism
Bertrand Russell, “Why I am Not a Christian”
William James, “The Will to Believe”
James Joyce, A Portrait of the Artist as a Young Man and selections from Ulysses
Roger Martin du Gard, Jean Barois
André Gide, Strait is the Gate
D. H. Lawrence, The Escaped Cock and selections from The Rainbow
William Faulkner, Light in August
Pericles Lewis, Religious Experience and the Modernist Novel
Rudolph Binion, After Christianity: Christian Survivals in Post-Christian Culture
Emilio Gentile, Politics as Religion
Assignments
Regular participation in discussion and two papers: the first 3 pages and a final paper 10-12 pages.
HISTORY 731 STUDIES IN EUROPEAN HISTORY, 1914 TO PRESENT
5 Cr. Hrs.
OCCUPIERS AND OCCUPIED: THE FRENCH EMPIRE AND VICHY
This class is about two contradictory yet potentially inter-related French experiences in modern times: that as occupiers in the second largest empire in the world for nearly two centuries and that as occupied during the Second World War. In both cases, French values and attachment to Republican forms of citizenship were challenged. In both cases there was violence and oppression. In both cases there was a question of collaboration, although values and experience varied by power relationships. We will begin this class by examining France=s colonial history, including the torment of withdrawal from empire, in the 19th and 20th centuries. We will then proceed to examine various ways of understanding and explaining the Vichy years, especially the raw question of collaboration with Nazis. Each of these experiences will be examined on its own terms; but, when possible, we will seek to draw comparisons or contrasts between the two, as well as consider the larger question of how one best writes the history of modern France and its empire in a single narrative.
Time Meeting Days Instructor
1:30-3:18 W Conklin
Assigned readings will include:
J.P. Daughton, An Empire Divided
Benjamin Brower, A Desert Named Peace: The Violence of France’s Empire in the Algerian SaharaTodd Shepard, The Invention of Decolonization
Robert Paxton, Vichy France
Philippe Burrin, France Under the Germans
Robert Gildea, Marianne in Chains: Daily Life in the Heart of France during the German Occupation
Eric Jennings, Vichy in the Tropics: Pétain=s National Revolution in Madagascar, Guadeloupe, and Indochina
Philip Nord, France’s New Deal: From the Thirties to the Postwar Era
Assignments:
Weekly reviews of the reading. One class presentation. One longer essay.
Prerequisites and Special Comments:
Graduate standing or permission from the instructor
HISTORY 800.02 SEMINAR IN EARLY MODERN HISTORY II
5 Cr. Hrs.
This is a continuation of History 800.01 from Autumn quarter, only students who were enrolled in that course may enroll in History 800.02.
Time Meeting Days Instructor
5:30-7:18 T Parker
HISTORY 802.01 SEMINAR IN RUSSIAN HISTORY
5 Cr. Hrs.
This seminar is the first half of a two-quarter graduate research seminar in Russian, East European, and Eurasian history. (The second half of the course will be taught Spring 2011, on Fridays 1:30-3:30.) Graduate students enrolled must have a research project, normally a master’s thesis or dissertation, that will serve as the basis of their research for the course.
Time Meeting Days Instructor
1:30-3:18 Thursday Hoffmann
Assigned Readings:
The majority of the reading for the course will be primary and secondary sources related to graduate students’ particular research projects.
Assignments:
There will be a series of assignments designed to help graduate students formulate and work on their research projects. These assignments will include a research proposal, a book review, and drafts of their final papers.
Prerequisites and Special Comments:
Those enrolled must be graduate students, normally beyond their first year of graduate study.
HISTORY 807.01 SEMINAR IN MEDIEVAL HISTORY I
5 Cr. Hrs.
This is an advanced graduate seminar using primary sources from the late Middle Ages (c. 1300-1500) to explore the history and culture of this period. It is designed for graduate students who specialize in medieval and early modern European history and literature. Students should have some reading ability in Latin sources, and ideally some French and/or German as well. The work in Winter 2011 will include close reading of primary sources in Latin. In Spring 2011, students will write an original research paper based on a chosen sources, text, genre, or body of evidence. We will also do some common reading in the secondary literature.
Time Meeting Days Instructor
1:30-3:18 W Hobbins
HISTORY 330.01 ANCIENT AND MEDIEVAL JEWISH CIVILIZATIONS
5 Cr. Hrs.
This course surveys nearly fifteen centuries of Jewish history, religion, and culture in the Near East from the days of the Maccabees (second century B.C.E.) to the death of Moses Maimonides (1204 C.E.). Focusing on key figures and representative subjects, the lectures will seek to offer a balanced picture of the Jewish experience in the ancient and early medieval periods. Special emphasis will be placed upon the evaluation and interpretation of primary sources (in translation). These texts will introduce students to the political, social, intellectual, and spiritual worlds of ancient and medieval Jewry.
Time Meeting Days Instructor
11:30-1:18 TR Frank
Assigned Readings (tentative):
1. H.H. Ben-Sasson, A History of the Jewish People.
2. Lawrence H. Schiffman, Texts and Traditions: A Source Reader for the Study of
Second Temple and Rabbinic Judaism.
Additional required readings will be posted on the CARMEN website for this course or will be found via the links provided on the course syllabus.
Assignments:
1. All assigned reading is required.
2. There will be four written assignments. Each will consist of a 250 word response to an assigned question (you will be given a choice). The assignments will be discussed in class on the specified dates. Written assignments will be collected and checked, but not individually graded. All essays must be completed on time.
3. Examinations: There will be a Midterm Examination and a Final Examination; detailed study guides will be distributed in advance of each examination.
4. Essay: There will be one essay in the form of a book review (5-8 pages).
Prerequisites and Special Comments:
Group A, pre-1750.
HISTORY 331 THE HOLOCAUST
5 Cr. Hrs.
This course will examine the state-sponsored murder of millions of Jews and non-Jews by the Nazis and their collaborators during World War II. Together we will trace the interrelated individuals, institutions, historical events, and ideologies that allowed for the Holocaust to occur. This class does not focus only on the Final Solution. Instead, in the first part of the course, we will analyze important historical factors that occurred before the Nazi rise to power. In the next segment of the class, we will examine the crucial period of 1933-1938, paying close to attention to the erratic anti-Jewish policies of the era and the myriad of Jewish responses to them. In the third portion of the course, we will explore the Final Solution itself. Next we will study the perpetrators, bystanders, and victims during the Shoah. Finally, we will consider the Holocaust’s aftermath and legacy among Jews and non-Jews in Germany, Israel, and the United States.
Time Meeting Days Instructor
11:30-1:18 MW Judd
Assigned Reading:
Reading List (all books are available at local bookstores and on reserve):
Doris Bergen, War and Genocide: A Concise History of the Holocaust
Marion Kaplan, Between Dignity and Despair (selections only)
Primo Levi, Survival in Auschwitz
Art Spiegelman, Maus I and II
Assignments:
Midterm, final, short paper
Prerequisites and Special Comments: Group B, post-1750.
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. It will meet three times each week for lecture and twice for discussion classes. The course will focus on a series of historical problems including: European expansion and the indigenous civilizations of America, the formation of a new “colonial” society, problems of race, ethnicity, class, and gender, and colonial economic and political structures. Our goal is to convey some basic knowledge about Latin American societies during this period and to provide an interpretive framework for understanding the historical changes taking place.
Time Meeting Days Instructor
10:30 MWF Andrien
10:30; 11:30 TR (recitations)
Assigned Readings:
Kenneth J. Andrien, The Human Tradition in Colonial Latin America
Mark A. Burkholder & Lyman L. Johnson, Colonial Latin America (text)
J. Michael Francis, Invading Colombia, Spanish Accounts of the Gonzalo
Jiménez de Quesada Expedition of Conquest
Cathryn Lombardi and John V. Lombardi, Latin American History: A Teaching Atlas (recommended)
Assignments:
There will be a midterm and a final examination and each student will write a critical review of 3-5 pages on Invading Colombia.
Prerequisites and Special Comments:
English 110 or 111 and this course fulfills the GEC historical sequence.
HISTORY 172 LATIN AMERICAN CIVILIZATIONS 1825 TO PRESENT
5 Cr. Hrs.
History 172 is an introductory survey of early Latin American history from 1825 through the present.
Time Meeting Days Instructor
5:30-7:18 MW Hyland
HISTORY 368.02 NATIVE AMERICAN PEOPLES OF THE ANDES
5 Cr. Hrs.
This course is an introductory survey of the history of the Native American Peoples of the Andes from Pre-Columbian times to the present that assumes no previous study of the region. It will meet twice each week for lecture and for discussion. The course will focus on a series of historical problems including: the rise of the Inca Empire, the European invasion of the Andes, the place of the Native Andean peoples in the new “colonial” society. It will then discuss the Age of Andean Rebellions, the role of Native Andeans in the independence movements, their participation in the nation-building in the nineteenth century, their struggles for full citizenship in the twentieth century; and both radical and democratic attempts to gain political power. The goal is to convey some basic factual knowledge about the Native American peoples during this period and to provide an interpretive framework for understanding the historical changes taking place.
Time Meeting Days Instructor
1:30-3:18 TR Andrien
Assigned Readings:
Kenneth J. Andrien, Andean Worlds: Indigenous History, Culture & Consciousness Under
Spanish Rule (text)
Brooke Larson, Trials of Nation Making: Liberalism, Race & Ethnicity in the Andes, 1810-1910 (text)
Cathryn Lombardi & John V. Lombardi, Latin American History: A Teaching Atlas
Clorinda Matto de Turner, Birds Without a Nest: A Story of Indian Life & Priestly Oppression in Peru.
Assignments:
There will be a quiz on basic geographical and historical terms in the first two weeks of the term, which will count 5% of the final grade. Each student must write a critical review of three to five pages on Birds Without a Nest. The paper will count 20% of the final grade. There will be a midterm examination that will count 25% of the final grade, and a final examination, which will compost 35% of your final grade.
Prerequisites and Special Comments:
Group A, pre & post-1750.
HISTORY 308 THE VIETNAM WAR
5 Cr. Hrs.
This course focuses on the Vietnam War as an episode in American and international history. While concentrating on the 1945-1975 period, it will also cover the French colonial era, the growth of Vietnamese nationalism in the period before WWII, and will examine the impact and legacy of the Vietnam War in the three decades since North Vietnam’s victory. The course will encompass diplomatic, military, political, social and cultural history. Students will read a text that features primary documents and excerpts from key secondary works as well as several first-hand accounts of the Vietnam War and one or more historical surveys of major aspects of the conflict.
Time Meeting Days Instructor
1:30-3:18 TR McMahon
Prerequisites and Special Comments: Groups A & B, post-1750.
HISTORY 380 THE HISTORY OF WAR
5 Cr. Hrs.
This course is an introduction to the salient concepts and problems involved in the study of military history. It also addresses the effect of war on human society and development and examines the significance of war in human culture. Although it examines war from prehistoric times to the present, the course is thematic rather than chronological — less a survey of wars and military developments per se than a survey of the main concepts involved in studying war. In addition to such topics as the nature of war, the causes of war, and the development of warfare, two concepts in particular will receive extended treatment: the “warrior code” as understood in various cultures (Greek, Roman, Norse, Japanese, Native American, etc.) and the problem of moral judgment in war.
Students will achieve an understanding of the causes and consequences of war, as well as how various societies — past and present, western and nonwestern — have understood and practiced war. They will also hone their skills at critical writing and analysis, and will gain greater insight into the way historians explore the human condition.
Time Meeting Days Instructor
12:30-2:18 MW Grimsley
Assigned Readings (tentative):
Stephen Morille, et al., War in World History of Warfare.
Shannon E. French, The Code of the Warrior: Exploring Warrior Values, Past and Present.
Michael Walzer, Just and Unjust Wars: A Moral Argument with Historical Illustrations.
Assignments:
The course grade is based on weekly quizzes administered through Carmen, a take home midterm examination, a final examination, and class participation. These requirements are weighted as follows:
Quizzes 40%
Midterm 20%
Final Exam 30%
Class Participation 10%
Prerequisites and Special Comments:
There are no prerequisites, but a solid grounding in Western Civilization or World History is very helpful. Groups A & B, pre & post -1750.
HISTORY 580.02 HISTORY OF EUROPEAN WARFARE FROM THE END OF THE
5 Cr. Hrs. FRANCO-PRUSSIAN WAR THROUGH WORLD WAR II
History 580.02 explores the military history of Europe and those regions of the world where European military institutions and patterns of warfare dominated from the aftermath of the Franco-Prussian War through World War II. The course traces the development of the tactical means and operational methods of organized, socially sanctioned armed violence and the development of strategies within which to apply them for political, economic or social purposes. Particular attention is devoted to the human dimension of war as experienced by combatants and civilians. Beginning with an overview of the last of the European colonial wars and the breakdown of Otto von Bismark's diplomatic system, the course turns to a comprehensive study of World War I followed by an examination of the Versailles peace settlement and the rise of totalitarian ideologies. The second half of the course begins with a discussion of the underlying origins of global war, 1939-1945, and the principal interwar conflicts and centers on a comprehensive study of the causes, conduct and outcome of World War II with the Pacific and European theaters receiving equal attention.
Time Meeting Days Instructor
11:30-1:18 TR Guilmartin
Assigned Readings:
Colin McEvedy, The Penguin Atlas of Recent History (Europe since 1815) (optional)
George Orwell, Homage to Catalonia (required)
Millett & Murray, A War to be Won (required)
Richard Overy, Why the Allies Won (required)
Gerhard Weinberg, A World at Arms: A Global History of World War II (optional)
One of the following three books is required:
Richard Baughn, The Hellish Vortex
E.B. Sledge, With the Old Breed
Dennis Winter, Death's Men.
Assignments:
Course requirements include a midterm, a critical review of two related books approved by the instructor and a final examination. Texts are available at SBX.
Prerequisites and Special Comments: Group B, post-1750.
582.01 AMERICAN MILITARY POLICY, 1607-1914
5 Cr. Hrs.
This course describes and analyzes the history of American military policy from the colonial period to the end of the Philippine War. It focuses on the creation of American military institutions, the genesis of policy-making and maintenance of civilian control over that process, the interrelationship between foreign and military policy, the conduct of war, and the influence of American society upon the armed forces as social institutions.
Students will achieve an understanding of the main developments in American military history, the ways in which these developments have reflected or shaped developments in general American history, and the main interpretations advanced by scholars who have studied this subject. They will also hone their skills at critical writing and analysis, and will gain greater insight into the way historians explore the human condition.
Time Meeting Days Instructor
3:30-5:18 MW Grimsley
Assigned Readings (tentative):
Allan R. Millett and Peter Maslowski, For the Common Defense: A Military History of the United States of America., Revised and Expanded Edition.
Fred Anderson, A People's Army: Massachusetts Soldiers and Society in the Seven Years' War.
James M. McPherson, For Cause and Comrades.
Assignments:
The course grade is based on weekly quizzes administered through Carmen, a take home midterm examination, a final examination, and class participation. These requirements are weighted as follows:
Quizzes 40%
Midterm 20%
Final Exam 30%
Class Participation 10%
Prerequisites and Special Comments:
Although there are no prerequisites, a solid grounding in U.S. History is very helpful.
Group 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.
This course explores the discipline of history, focusing on the concepts and skills needed to study the past. We begin by considering the purpose of writing history – the motives and concerns of historians. We consider also the approaches and types of sources available for the study of history. These have included perspectives and methods drawn from fields as diverse as psychology, economics, anthropology, philosophy, or biology.
We also examine the range of scholarly journals and bibliographical resources that are available. The final section of the course will introduce students to historiography – the study of the history of historical writing. We discuss the ways in which historical interpretations of the past are themselves influenced by the historical circumstances in which they were or are written. Unlike most history courses, History 398 does not deal with any specific nation or time period but rather with the philosophy and methodology of the discipline as a whole.
Time Meeting Days Instructor
1:30-3:18 MW Bartholomew
Assigned Readings:
John Gaddis, Landscape of History
E. H. Carr, What Is History?
Josephine Tey, The Daughter of Time
James Davidson & Mark Lytle, After the Fact: The Art of Historical
Detection (3rd edition)
(plus one or two more works to be determined)
Assignments:
One or two critical essays, bibliographical exercises, historiographical essay
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.
This course is designed to introduce you to what historians do and how they do it. Unlike other history classes, this course does not treat a specific topic or period in history, but rather focuses on historical methodology. It is intended to enhance your research skills and to give you practice in the critical analysis of sources: historical (i.e. primary) sources--written, visual, physical, and oral; and secondary sources (i.e. other historians' interpretation of the primary source record). We will also focus on the skills necessary to communicate your analysis clearly to an audience, both in written and oral form.
Some of the issues we will explore include:
*What constitutes a historical source?
*How do we collect, select, and evaluate historical evidence, and what kinds of evidence best answer certain kinds of questions?
*Can historians be objective? What sorts of professional ethics and considerations guide the conscientious historian?
*What is the difference between history and memory?
*What forces shape how we interpret the historical record?
Time Meeting Days Instructor
10:30-12:18 TR Newell
Assigned Readings:
will include some of the following works, although the final list is TBA:
Paul K. Conkin and Roland N. Stromberg, Heritage and Challenge
Natalie Zemon Davis, The Return of Martin Guerre
James Davidson and Mark Lytle, After the Fact: The Art of Historical Detection, vol 1 to 1877
Art Spiegelman, Maus
Josephine Tey, The Daughter of Time
and various articles and handouts
Assigned Readings:
Students will write several short papers and a longer bibliographical essay/research proposal, and will complete in-class workshops. Class discussion will be an important component of your final grade.
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 as an introduction to history as a field of study. We will explore the ways in which historians go about their work, the sources and methods they use, and the problems they encounter when investigating the past. In addition, emphasis will be placed on improving students’ historical writing skills.
Time Meeting Days Instructor
11:30-1:18 TR Soland
Assignments:
All students will be required to hand in weekly writing assignments. The topics of these will be announced in class. Students will also be required to turn in a term paper at the end of the quarter.
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 introduces students to the methods that historians employ to understand the past. We will explore a range of issues concerning investigating and writing history:
Students will not only gain some theoretical knowledge about the study of history but also obtain practical experience in identifying, analyzing, and writing about historical evidence and scholarship to explain a historical phenomenon and articulate a historical observation.
Time Meeting Days Instructor
12:30-2:18 MW Zhang
Assigned Readings:
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.
This course introduces prospective history majors to the academic discipline of history. We will look at the kinds of sources historians use, what sorts of things, events or processes historians analyze, and the various methodologies or critical frameworks historians use to make sense of the past. As we look at these questions, we will also raise a series of fundamental questions about the past and our relationship with it: what is it, if anything, that distinguishes historical writing from other forms of writing? Is history a science or an art? Can the historian be objective? These themes and questions will be addressed through a series of readings, discussions of the readings, and various writing exercises.
Time Meeting Days Instructor
1:30-3:18 MW Otter
Prerequisites and Special Comments:
Honors standing.
This course is required for all students declaring a Major or Minor in History.
HISTORY 585 HISTORY OF LITERACY
5 Cr. Hrs.
Historical research on literacy has been unusually important in encouraging a reconstruction of the field. We will seek a general understanding of the history of literacy as we examine critically literacy’s contributions to the shaping of the modern world and the impacts on literacy from fundamental historical social changes. Among many topics, we will explore communications, language, expression, family and demographic behavior, economic development, urbanization, institutions, literacy campaigns, political and personal changes, and the uses of reading and writing.
Time Meeting Days Instructor
9:30-11:18 TR Graff
Assigned Readings:
Ginzburg, The Cheese and the Worms
Graff, The Literacy Myth
Brandt, Literacy in American Lives
Sapphire, PUSH
Assignments:
Attendance, participation, two 5-page papers, multimedia project.
Prerequisites and Special Comments:
This course is cross-listed with English 585.02 and Comparative Studies 585.02.
HISTORY 596 INTRODUCTION TO QUANTITATIVE METHODS IN HISTORY
5 Cr. Hrs.
The purpose of the course is to improve students' quantitative skills and to stimulate interest in quantitative methods and social science history. The course prepares students to use quantitative evidence in their own research and to read critically historical works that use quantitative evidence. We will analyze data from a wide range of civilizations and time periods (e.g., medieval Europe, modern China), and we will study a wide range of problems (from crime to voting to economic trends). The course has no mathematical prerequisite. The focus will be on tools, techniques, and the interpretation of data, not on mathematical equations or proofs. We will use exploratory, graphic, and visual techniques to explore data in an effort to build students' confidence and quantitative intuition. We will then learn the basic methods of classical statistics: sampling, regression, and cross-tabulation. We will also learn how to use the principal statistical packages used by historians, statisticians, and the social scientists: MINITAB and SPSS.
Time Meeting Days Instructor
3:30-5:18 MW Roth
Assigned Readings:
Leonard Mlodinow, The Drunkard’s Walk
Paul F. Velleman and David C. Hoaglin, Applications, Basics, and Computing of Exploratory Data Analysis (in COP-EZ Course Packet)
Edward R. Tufte, Data Analysis for Politics and Policy
Loren Haskins and Kirk Jeffrey, Understanding Quantitative History (in COP-EZ Course Packet)
Stanley Lieberson, Making It Count
Optional texts:
Ryan, Joiner, and Ryan, Minitab Handbook
Assignments:
We will have regular weekly homework assignments and a take-home final examination. The homework assignments are demanding, so the course will not require a term paper or quizzes or data collection. The take-home final will require mastery of all the quantitative methods we will study in the course. Class attendance and participation are required.
Grading:
Discussion and Participation 10%
Weekly Homework Assignments 60%
Final Examination 30%
Prerequisites and Special Comments:
Groups A3, B5,6, post-1750.
HISTORY 598* SENIOR COLLOQUIUM
5 Cr. Hrs.
This course explores the nature and development of Black political thought from its origins in the 19th century, through the late 20th century. More specifically, we will compare and contrast various manifestations of Black political activism in the antebellum era, through the protest movements of the early 20th century, and conclude with the civil rights and Black Power struggles.
This senior seminar is designed to provide senior history majors with the opportunity to explore a specific historical topic and utilize the skills they have learned as history majors. In this course, students will be exposed to a diverse array of Black political expression in America including speeches, essays, narratives, autobiographies, and even musical expressions. Ultimately, students will learn to interpret these various expressions of political thought and analyze these works in written form.
*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 Alexander
Assigned Readings:
The following books are regularly used in this course:
David Walker’s Appeal
Confessions of Nat Turner
Up From Slavery
Souls of Black Folk
Autobiography of an Ex-Colored Man
A Testament of Hope: The Essential Writings and Speeches of Martin Luther King, Jr.
Malcolm X Speaks: Selected Speeches and Statements
Assata: An Autobiography
Prerequisites and Special Comments: Open to senior history majors only.
HISTORY 598* SENIOR COLLOQUIUM
5 Cr. Hrs.
This is the documents-based capstone course for history majors. Our overall subject will be magic, prophecy, and witchcraft in 17th century England, a topic on which a great deal of primary material in English is easily available from our library microfilm collections. For background we will read a short book on the Tudors and Stuarts, and Keith Thomas’s Religion and the Decline of Magic. The class will be held in a seminar style, each student working independently throughout the quarter on a project based on a primary text and reporting regularly in class about her or his progress. Most of the grade will be based on the paper, in both its finished version and the various stages of its progress through the quarter. Other grades will be given for quizzes or other assignments designed to keep us together in the reading.
*This course is designed for senior history majors and fulfills one of the requirements for the degree in history.
Time Meeting Days Instructor
11:30-1:18 F Goldish
Prerequisites and Special Comments: Open to senior history majors only.
HISTORY 598* SENIOR COLLOQUIUM
5 Cr. Hrs.
The Sino-Japanese War, 1937-45
In July 1937, soldiers of the Japanese Imperial Army were involved in what initially seemed to be a minor military skirmish with Chinese soldiers at the Marco Polo Bridge outside Beijing. Since the 19th century, Japanese or other foreign troops had frequently used such events to provide their political leaders with excuses to send reinforcements to China (which was obliged to accept them under the rule of extraterritoriality). This time, however, what the Japanese understatingly call “The China Incident” grew into a protracted eight-year continental war in which the main Japanese goals became the establishment of order, “civilization,” a reformed economy, and a stable new “anti-leftist” Chinese government friendly and responsive to Japan’s interests in China. However, from the start, the Japanese found themselves contending with unexpected “insurgencies” led by Chiang Kai-shek’s Nationalist Party-led (KMT, GMD) Chinese government, by Mao Zedong’a Chinese Communist guerillas, and also by the ordinary people of China who bore the brunt of the wartime devastation. In their desperation to end the war by imposing a full embargo on Chiang Kai-shek’s wartime government holed up in Chongqing, the Japanese eventually attacked and invaded the US-controlled Philippines, British-controlled Hong Kong, all of Southeast Asia from French Indochina to Thailand, British Malaya and Burma, and the Dutch East Indies. They also attacked the American-controlled, pre-statehood territory of Hawaii. In the process, the Japanese added to the China Incident what they call the Pacific War (1941-45) and what the West calls World War II; behind it all, however, the Sino-Japanese War (1937-45) churned on unceasingly. This course will examine the Sino-Japanese War from political, economic, military, and civilian perspectives. The course will emphasize reading and discussion rather than lectures.
*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 T Reed
Assigned Readings:
Probably 3-4 monographs and additional shorter readings.
Assignments: TBA
Prerequisites and Special Comments: Open to senior history majors only.
HISTORY 598* SENIOR COLLOQUIUM
5 Cr. Hrs.
This course is a study of what goes into the making of a “classic” in historical literature, in this case Alexis de Tocqueville’s The Old Regime and the French Revolution. Although the book originally appeared in French in 1856, it soon broke into translation in English and all the other European languages. Along with his even better known Democracy in America, the book remains perennially in print and widely read and referred to until the present day.
Why do some histories, like Thucydides’ The Peloponnesian War, become books “for all times” rather than studies consulted only to specialists of a given subject or period? Because the answer to this question tends to be that the book contains a “message” that, while perhaps exemplified by the “facts,” in fact transcends those facts, most of the course’s common readings and discussions will go in quest of that message. That quest will take the class to Tocqueville as a person, to what he read, to his time in the early nineteenth century, to his experiences in political life, and to the formation of his mature political philosophy as exemplified in Democracy in America among other writings. These reading will in turn pose the problem of how all of these personal influenced may have informed the conclusions Tocqueville reached about the causes of French Revolution. Along the way, the course readings will invite an a discussion of such perennial problems as the tension between the values of liberty and equality in democracies, the proper role of religion in an officially secular state, and the possibility—even the desirability—of “objectivity” in the writing of history. If time permits, the course will conclude with a brief look at how Tocqueville’s The Old Regime and the French Revolution has fared in the estimation of more recent historians of the same subject
Time Meeting Days Instructor
10:30-12:18 M Van Kley
Course Readings and Assignments: In addition to a reading and re-reading of Tocqueville’s The Old Regime and the French Revolution, the common course readings will consist in his other writings, notably selected parts of his Democracy in America, his Recollections of the Revolution of 1848, some of Tocqueville’s translated letters and correspondence, and a perhaps a brief exposure to some of Tocqueville’s own sources of theoretical inspiration—most especially to parts of Montesquieu’s classic Spirit of the Laws. If time permits, a look at one or two examples of the recent historiographical literature on the relation between the Old Regime and the French Revolution will conclude the course readings and discussions.
In addition to an initial four or five-page précis of Tocqueville’s The Old Regime, the chief assignments will consist in active participation in class discussions of the common readings and—most important—an individual course research paper that may take either an American or European direction, just as Tocqueville’s own interests did.
Prerequisites and Special Comments: Open to senior history majors only.
HISTORY 598 HONORS PROSEMINAR IN HISTORY
5 Cr. Hrs.
‘The Indians’ New World’: Native Americans and Europeans in the Contest for North America, 1560-1820
In this readings and discussion course, we will explore how scholars have studied and interpreted the experiences of Native Americans during the era of European invasion and colonization. Each week, we will read sometimes conflicting accounts of Indian/European encounters in different regions of North America. Our task will be to try and understand the often devastating changes and challenges that Native Americans faced in the wake of European contact, as well as the strategies that allowed some indigenous groups to survive and even prosper. We will also assess the ways in which Native Americans shaped colonial societies—including the competition among different European powers, and, later, the American settlers, for primacy in North America.
In the process of trying to reconstruct the Indians’ experiences, we will also examine the nature of historical writing on the subject. Thus, another objective will be to assess the usefulness of these different approaches, and to discuss the radical changes that have overtaken the field of Native American history. This involves asking questions, such as: what kinds of questions do historians ask? how do they frame the issue of Indian/European encounter? what sources do these authors draw upon to build their arguments? how do they reconstruct the experience of people who left little in the way of written records (except those written by often hostile and uncomprehending Whites)? is it even possible to recapture the Indians’ own worldview? what do scholars in other fields like anthropology, environmental studies, literature and epidemiology have to offer historians? Thus, aside from mastering issues of content this course will help students develop their skills in historical writing and research through the critical consideration of primary and secondary works.
Time Meeting Days Instructor
1:30-3:18 R Newell
Assignments:
Each student will write three short papers of 2-3 pp. analyzing the readings, as well as final essay of 12-15 pp. based on original documents.
Prerequisites and Special Comments: History major with senior standing or permission of instructor.
HISTORY 775 HISTORY OF LITERACY, HISTORICAL & COMPARATIVE PERSPECTIVES
5 Cr. Hrs.
In recent years our understanding of literacy and its relationships to ongoing societies and social change has been challenged and revised. Historical research on literacy has been unusually important in encouraging a reconstruction of the fields that contribute to literacy studies. We examine critically literacy's contributions to the shaping of the modern world and the impacts on literacy from fundamental historical social changes. Among many topics, we will explore communications, language, family and demographic behavior, economic development, urbanization, institutions, literacy campaigns, both political and personal changes, and the uses of reading and writing.
Time Meeting Days Instructor
1:30-3:18 TR Graff
Assigned Readings:
Text may include William V. Harris, Ancient Literacy; Michael T Clanchy, From Memory to Written Record: England, 1066-1307; Carlo Ginzburg, The Cheese and the Worms; Harvey J. Graff, The Literacy Myth; Carl Kaestle, et al, Literacy in the United States: Readers and Reading Since 1880; Mike Rose, The Mind at Work: The Intelligence of American Workers; Deborah Brandt, Literacy in American Lives.
Assignments:
Regular reading, attendance, and preparation for each class meeting; brief commentary papers; leadership of one or more seminar sessions, two short essays.
Prerequisites and Special Comments:
This course is cross-listed with English 884.
HISTORY 795.02 PROFESSIONAL DEVELOPMENT: PRE-PROFESSONAL COLLOQUIM
5 Cr. Hrs. FOR HISTORIANS
This workshop introduces students to methods of locating financial support for a wide array of professional activities they will undertake throughout their careers: funding for graduate education, travel to research libraries, dissertation research (including foreign research sites), conferences, development of instructional programs and the like. Although focused on funding applications, many of the skills addressed here also have application to job searches.
Assigned Readings:
Readings will primarily consist of review of materials prepared by other students in the class
Assignments:
We will conduct a variety of exercises associated with development of effective applications for scholarship, fellowship, grant and other funding applications that will support graduate education, research and other professional activities. These will include development of components in an application (curriculum vitae, budgets, project abstracts, project descriptions, etc.).
Prerequisites and Special Comments:
Limited to History Graduate Students and admits with special permission from the instructor.
HISTORY 325 INTRODUCTION TO WOMEN’S HISTORY: THE AMERICAN
5 Cr. Hrs. EXPERIENCE
This course will examine the forces that shaped American women’s experiences and the ways in which women and gender shaped the nation’s economy, politics, and culture from the pre-colonial period into the twenty-first century. We 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
10:30-11:48 MW Hartmann
10:30; 11:30 R (recitations)
Assigned Readings:
Mari Jo Buhle, Teresa Murphy, and Jane Gerhard, Women and the Making of America (2009)
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)
Documents and images that will be available online
Assignments:
Students are required to participate actively in the discussion sections; write two short papers; and complete a mid-term and final exam.
Prerequisites and Special Comments:
This course fulfills social diversity for the GEC, and it fulfills one of the social studies content courses for teaching licensure. Group B, post-1750.
HISTORY 781 STUDIES IN WOMEN’S HISTORY
5 Cr. Hrs.
Readings in Modern European Women’s History
This intensive reading course is designed to give graduate students a broad introduction to the field of European women’s history from the 18th century to the present. Reflecting the current scholarship, emphasis will be placed on the history of women in France, Germany and Great Britain, but studies of other countries will also be included, and cross-cultural comparisons will be encouraged.
Time Meeting Days Instructor
3:30-5:18 Thurs Soland
Prerequisites and Special Comments:
This class is open to all graduate students in the history department. Graduate students from other departments must have instructor’s permission to enroll.
HISTORY 881.02 SEMINAR IN WOMEN’S HISTORY II
5 Cr. Hrs.
This is a continuation of History 881.01 Autumn quarter 2010, only students who were enrolled in that course may enroll in History 881.02.
Time Meeting Days Instructor
1:30-3:18 F Wu
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 will be the comparative study of civilizations. Within that context, religions (belief systems), trade, and technology will be emphasized as factors that differentiated civilizations while also linking different civilizations at regional and hemispheric, if not yet global, levels.
Time Meetings Days Instructor
8:30-9:48 MW Hathaway
8:30; 9:30 TR (recitations)
Assigned readings:
Richard W. Bulliet, et al., The Earth and Its Peoples: A Global History, vol. 1, 3rd ed.
Robert van Gulik , The Chinese Gold Murders: A Judge Dee Mystery
Assignments:
In-class midterm and final, a paper related to The Chinese Gold Murders, attendance at and participation in recitations.
__
HISTORY 182 WORLD HISTORY 1500 TO PRESENT
5 Cr. Hrs.
This course will explore the emergence of the modern world. From the late fifteenth century, the world witnessed a rapid progression in the mobility of people and information, and an unprecedented tightening of the bonds connecting far-flung civilizations. This is most apparent in the European maritime explorations and conquests of the sixteenth and seventeenth centuries, which led to the establishment of European colonies across much of the Americas, Africa and Asia. In addition to examining European colonialism and imperialism in various manifestations across the globe, students enrolled in this course will be challenged to think critically about the global repercussions of such historical phenomena as the Scientific Revolution, the Enlightenment and the Industrial Revolution. In the final weeks of the course we will turn to more recent global historical issues. These include the rise of nationalism, its relationship to the collapse of the European colonial empires, and its turbulent legacy today.
Time Meeting Days Instructor
10:30-11:48 MW Levi
10:30; 11:30 TR (recitations)
Assigned Readings:
Textbook and two additional short books
Assignments:
Coursework includes a map quiz, mid-term, research paper and final exam.
HISTORY 366.01 GLOBAL ENVIRONMENTAL HISTORY
5 Cr. Hrs.
This course explores the long history of the earth and humanity from an environmental/earth systems perspective, focusing on the changing relationship of human societies and global ecologies and the problem of the sustainability of the human condition. A brief introduction to climate and the biosphere in geological time establishes the background for a comparative overview of three broad "human revolutions": the origin of the human species, the agricultural revolution, and the industrial revolution. Themes of particular importance include issues in human evolution, demography, subsistence, and technology, debates over gradual and catastrophic change in climate and the biosphere, and the prospects for a sustainable future. Term projects allow students to explore problems of individual interest.
Time Meeting Days Instructor
12:30-2:18 MW Brooke
Assigned Readings [tentative list]:
Alfred Crosby, The Children of the Sun
Brian Fagan, The Long Summer
Dorothy Crawford, Deadly Companions: How Microbes Shaped our History
There will also be readings posted on Carmen, including John Brooke, “A Rough Journey,” typescript of a book in development.
Assignments: Class attendance and participation in discussions (15%), quizes [IDs and short essays] on parts I, II, and III (65%), term project (20%). [Note: We may have occasional flash-quizzes on the readings during the quarter.] All three quizzes are based on ID lists developed by the class and the instructor. Shorter and longer essays will allow you to demonstrate your understanding of the significance and interconnection of various topics and themes developed in the readings, lectures, and discussions.
Prerequisites and Special Comments:
Undergraduate Program Credit:
History: Group A or Group B, and either “pre-1750” or “post-1750.”
International Studies: This course may be taken as a part of the Minor in Globalization Studies offered by the Program in International Studies, to fulfill part of the requirement in “Economic, Environmental, and Political Dimensions.”
Public Health: This course may be taken as an elective in the Minor in Public Health.
GEC: This course may be taken to fulfill either (but not both) of two GEC Requirements:
4C: Social Science: Human, Natural, and Economic Resources, and
6B: Diversity Experiences: International Issues (Global or Non-Western).
Students taking the course for either of these categories need to plan their projects in consultation with the instructor so as to meet the requirement guidelines.
Graduate credit: Graduate students preparing for fields in World History or Global Material History may attend the lectures in conjunction with enrollment in 791.
Recommendation: High school-level science background is assumed; university courses in history, archaeology, anthropology, biology, geology, or technology will all be useful background.
HISTORY 587.01 HISTORY OF CAPITALISM IN GLOBAL AND COMPARATIVE PERSPECTIVE
5 Cr. Hrs.
Welcome to comparative (international) business history! In this course we shall compare the historical development of business in Great Britain, Germany, the United States, Japan, and China from pre-industrial times to the present, with emphasis on the twentieth century. We shall focus our attention on the evolution of business firms and their management, but we shall also examine the development of government-business relations and the changing relationships between business and society in each nation. In short, we shall examine business developments in their full social, cultural, political, and environmental contexts--with the overall goal of understanding convergence and divergence in business systems across the globe. Throughout, we shall examine businesspeople--men and women--as agents of change.
Time Meeting Days Instructor
9:30-11:18 TR Blackford
Assigned Readings:
Mansel G. Blackford, Rise of Modern Business: Great Britain, Germany, the United States, Japan, and China 3rd edition--a comparison of historical developments in the five nations since about 1600, stressing changes in the twentieth century.
Thomas McCraw, ed., Creating Modern Capitalism--a casebook exploring the development of specific companies in the nations we are examining, ranging from Wedgwood to Toyota to IBM.
Assignments:
Grading will be based on two 7-page-long papers (30% each) and a take-home essay final exam about 9-10 pages long (40%). You will have choices in each of the three assignments. We shall work together on the papers in class before you work on them individually.
Prerequisites and Special Comments:
None. Students from a variety of fields and backgrounds typically take (and succeed in) this class. Groups A & B, post-1750.
HISTORY 597 CRITICAL ISSUES OF THE TWENTIETH CENTURY WORLD
5 Cr. Hrs.
This course looks from a global perspective at major issues that have made, or are making, the world we live in today. The lectures explore major themes or examples illustrative of those issues. Additional exercises will explore a variety of alternative approaches to understanding the world around us: films, works of literature, the pictorial record created by artists and photographers, or simulations of real-life situations. The goal of the course is not only to convey factual knowledge about the twentieth-century world, but also to provide an interpretive framework in which this knowledge can be set, and to help us all become well-informed and responsible citizens of a world that is now at a critical turning point in its history.
Time Meeting Days Instructor
1:30-3:18 TR Bartholomew
Assigned Readings: (tentative)
Carter V. Findley and John A. Rothney, Twentieth-Century World, 6th ed.
Chinua Achebe, Things Fall Apart
Erich Maria Remarque, All Quiet on the Western Front
Alan Paton, Cry the Beloved Country
Chinua Achebe, A Man of the People
Assignments: A midterm and a final, plus a short analytical paper based on assigned readings. Exams may combine objective and essay questions. Comprehensive final.
Prerequisites and Special Comments: Open to juniors and seniors only.
