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					                                               HISTORY COURSES
                                                  SPRING 2009

100AL1 GLOBAL HISTORY (Burton, A.)                            a background for the understanding of many debates
     History 100 covers 700 years across the globe in         in East Asia today.
15 weeks. The course follows a basic chronological
narrative from the 13th century up to the immediate           140AL1 WESTERN CIV TO 1660-ACP
post 1945 period. Our approach will combine the               (Koslofsky, C.)
global and the local, emphasizing comparison and                 Please see course description for 141AL1.
difference between times and places. Our major
themes will be political systems, trade and                   141AL1 WESTERN CIV TO 1660
commodities, cultural encounters, the role of women           (Koslofsky, C.)
and gender, and the rise and fall of empires -- all in              The emphasis in this course is on the close
the context of a global framework.                            reading of primary sources in discussion sections of
                                                              about 25 students. The lectures help students make
106AL1 MODERN LATIN AMERICA                                   the connection between text and context. Our subject
(Jacobsen, N.)                                                is broad: in History 141 we examine the political,
       This course will draw out some threads in the          social and cultural history of western civilization
dramatic and conflictive development of Latin                 from antiquity to 1660. We will be reading primary
American nations between the Wars of Independence             sources from the ancient, medieval, and early modern
and the present. What happened to black slaves and            periods, including the medieval heroic epic Beowulf
Indians after the overthrow of colonialism? How can           (written c. 750), The Treasure of the City of Ladies
we explain the many revolutions and military                  by Christine de Pizan (1365-c.1429), and The Prince
dictators? Did export agriculture and dependence              of Niccolò Machiavelli (1469-1527).
from industrialized nations impoverish Latin                        A course in the history of western civilization is
America? Did “Uncle Sam” help or hinder                       an excellent opportunity for students to develop and
development and democracy among his southern                  master skills of reading, analysis, discussion, and
neighbors? What are the origins for the huge cities           writing which will be useful for a lifetime. The aim
that dominate most Latin American nations today and           of this course is not to fill the student's mind with a
how do people cope with them? Have Latin                      mass of useless, quickly forgotten facts. Instead, in
American men become less “machista” over the past             this course we will emphasize three skills: 1) careful
two centuries, and how precisely has this affected            and critical reading; 2) effective discussion, analysis
women? What is the role of the Catholic church and            and reasoning; and 3) clear and accurate writing. To
popular religiosity, and will Latin America “turn             build these skills, in each class meeting we will
protestant” any time soon?                                    discuss primary sources - direct evidence from the
     These and other issues will be explored through          past.
lectures and discussions in this class.                       Students attend two lectures and one discussion
                                                              section each week. Attendance is mandatory, and
120AL1 EAST ASIAN CIVILIZATIONS                               participation is a big part of your course grade.
(Kim, J.)                                                     Requirements also include exams, essays, and weekly
     Same as EALC 120                                         writing assignments. There are additional writing
    This course introduces some of the common ideas           requirements for History 140.
and institutions that link China, Korea, and Japan in a
broadly shared, regional civilization, as well as the         142AL1 WESTERN CIV SINCE 1660
distinct culture and institutions each has developed          (Fritzsche, P.)
for itself. One goal of this course to examine what is               The political and economic revolutions which
distinctive about “East Asian civilization.” A second         changed fundamentally the Western world will be the
goal is the study of the relationship between the             focus of this course. How do historians account for
evolution of China, Korea, and Japan as distinct              the tremendous industrial power assembled in a few
cultures themselves. Although China exerted a                 short decades by European societies, or the dramatic
profound influence on the development of pre-                 sequence of rebellion and revolution? We will
modern East Asia, Korea and Japan, despite                    explore the impact of the French Revolution and the
considerable linguistic, intellectual, and political          Industrial Revolution on ordinary workers, peasants,
borrowing from China, diverged from the Chinese               and also on the world at large. The course will
pattern of development to form cultures with their            examine the great burst of intellectual activity in the
own very distinctive artistic and literary traditions,        eighteenth and nineteenth centuries, and discuss
political organizations, and social and economic              nationalism, liberalism and socialism. The twentieth
structures. Though largely concerned with pre-                century, on the other hand, saw unprecedented
twentieth-century East Asia, this course will provide         destruction and horror. For this reason, we will look
                                                              closely at the world wars, and at life and society in

Hitler's Germany and Stalin's Russia. And Europe              199TH UNDERGRADUATE OPEN SEMINAR
today? The postwar division of the continent, the             (Rabin, D.)
"dirty wars" of decolonization, the rise of a consumer           For history senior honors thesis writers only.
society, and the revolutions of 1968 and 1989
provide the course with its final themes. Throughout          200A INTRO HIST INTERPRETATION
the course, we will look at the politics of war and           (Crowston, C. & Fouché, R.)
revolution, and the accomplishments of philosophers                Topic: Digital History
and statesmen, but also pay attention to the lives and             This course will think through how to represent
beliefs of ordinary people.                                   historical information and analysis in digital space.
     There will be one midterm and one final, as well         The primary focus will be to study, critique and
as short papers assigned by section leaders.                  produce digital history. The course readings,
                                                              discussions, and activities will expose students to the
143AL1 WESTERN CIV SINCE 1660-ACP                             methods, philosophies, and practices of the emerging
(Fritzsche, P.)                                               field of History and New Media. The course will
    Please see course description for 142AL1.                 center on the process by which one can effectively
                                                              make use of resources on and offline to create freely
172AL1 US HIST SINCE 1877 (Barrett, J.)                       available digital history projects. Students will
     A survey of the United States since                      choose research projects and produce, by the end of
Reconstruction era, this course explores the varied           the semester, their own "digital history".
ways that Americans perceived and responded to the
massive economic, political, and social changes               200B INTRO HIST INTERPRETATION (Toby,
confronting them in the last 150 years. The course is         R.)
particularly concerned with how common Americans                    Topic: Visuality
experienced these changes and, indeed, reshaped our                 A picture may or map be "worth a thousand
society in the process. The twice-weekly lectures             words," but it's never self-evident which thousand
provide interpretations of key problems and periods           words they are. Pictures and their cousins, maps, that
(as opposed to detailed narratives). These aim for a          is, are representations that must be "read" with the
broad overview of political, cultural, and intellectual       same critical care given to written, verbal texts: Who
change, but the emphasis is on social and economic            is the "author" ("artist"; "cartographer";
history. In practice, this means more attention to            "producer")?What was the context of production and
long-term historical change and to conflict along             reception? What conventions of representation are
class, racial, gender, and ethnic lines and rather less       built into the work? What are the limits of empirical
to presidential administrations. Discussion sections          and interpretive reading of visual texts? Initial
meet weekly to examine the issues raised by the core          examples will be taken from the rich archive of
textbook and several supplementary readings.                  visual production in early-modern Japan, but students
Assessment will be on the basis of classroom work as          are encouraged to pursue the historical reading of the
assigned by section instructors, two examinations,            visual in their own areas of interest.
and a paper. Attendance at lectures is assumed;                    "Visuality" is a seminar focused on the theory,
attendance at discussion sections is required.                problematics, and practice of interrogating visual
                                                              artifacts (paintings, prints, photographs) as historical
173AL1 US HIST SINCE 1877 – ACP                               document or source. We begin with some theoretical
(Barrett, J.)                                                 and methodological readings from history, art
    Please see course description for Hist. 172AL1            history, and criticism, etc., and from the history of
                                                              cartography, before proceeding to implement those
199DIS UNDERGRADUATE OPEN SEMINAR                             insights in individual research projects employing
(Barnes, T.)                                                  visual or pictorial "evidence" in historical
     Topic: The Atlantic Slave Trade from the African         interpretation. The instructor has focused in his own
Perspective.                                                  research on the "reading" or "textualizing" of
     Rather than focusing on the more familiar topics         Japanese paintings, prints, maps, and book
of the horrors of the Middle Passage and the                  illustrations, some of which will be presented in
American side of the Atlantic Slave Trade, this               class; materials will be drawn from many other
course will examine two aspects of the trade’s                cultures as well.
development on the African continent. We will read                 Students will research and write original papers
historical debates about the impact of the trade on           exploring the possibilities of reading the visual as
African soil, and watch and discuss some African              historical text. They will keep course journals, and
films to get a sense of the perspectives and debates          make class presentations of their research-in-
that have developed about this contentious area of            progress.
African history.

200C INTRO HIST INTERPRETATION                                discuss the different actors and communities that
(Schneider, A.)                                               campaigned for or against integration as the process
     Topic: Transitional Justice in Latin American            unfolded. Assigned materials will offer different
Comparative Perspective                                       interpretations about the actors and their motivations
     Although the United Nations and the Universal            in either supporting or opposing integration. In so
Declaration of Human Rights made “human rights” a             doing, we will analyze questions of historical
household phrase and a concern in international               interpretations: How do historians use evidence to
politics, states continued to perpetrate atrocities           build an argument? How do we place historical
against their people. This course looks at how new            scholarship in conversation with one another? We
democracies in the latter half of the twentieth century       will also explore what are the possibilities and
dealt with past state-sponsored human rights                  limitations of using sport, specifically baseball, as the
violations. With a focus on Latin America, we will            medium to analyze questions such as integration and
analyze the events and innovations of so-called               racial equality. Finally, this class is intended for
“transitional justice.” Among our chief concerns are          majors who are ready to think critically about history.
the debates surrounding criminal trials for                   It will be taught in a discussion-based format, with a
perpetrators of state-sponsored human rights                  heavy emphasis on student participation.
violations, the promises and pitfalls of truth                Assignments will include presentations, short
commissions, and the debates regarding reparations.           reaction papers, and an end of the semester project.
We will discuss concepts and theories about
democratization and justice, as well as about the roles       200H INTRO HIST INTERPRETATION
of memory and history in achieving the aims of                (Bucheli, M.)
transitional justice.                                              Topic: Latin America and the World Economy
                                                                   Since their independence in the 19th century,
200D INTRO HIST INTERPRETATION                                Latin American countries have participated in the
(Ramsbottom, J.)                                              world economy. The countries specialized in the
     Topic: Children                                          production and export of raw materials to the
     This seminar-size class will explore how                 industrialized world, and opened its doors to foreign
historians have described and studied the lives of            investors. This was encouraged and endorsed by the
children in the past. This is a challenge, because            local elites of the newly-created countries, who
children, by nature and circumstances, leave little           upheld the goals of modernization and "progress"
direct evidence of their thoughts and actions. The            through participation in an emerging global
course will approach this topic through the history of        economic system. This process of integration,
the family and work, the requirements of religion,            however, was not smooth. The relationship between
law, and government, and, wherever possible,                  foreign markets and local societies generated
records constructed from the perspective of children          different kinds of conflicts and movements of
themselves. Examples will range from ancient                  resistance that shaped Latin America in the 19th and
Western societies to the twentieth-century United             20th century. This course explores the relationship
States.                                                       between Latin America and the world market,
     Students should be prepared to read carefully, to        attempting to answer the following questions: Was
discuss critically, and to undertake their own                the peculiar insertion of Latin American countries
investigation of a subject related to the course. The         into global capitalist markets to blame for the region's
main written assignment is a research project (two            widespread poverty? To what degree did foreign
drafts, about 15 pages). There will also be a midterm         investors change local societies? How has the
exam and occasional online activities.                        relationship between Latin American societies,
                                                              foreign investors, and the world market evolved in
200E INTRO HIST INTERPRETATION                                the last two centuries?
 (Burgos, A)
     Topic: Baseball and Integration                          211A HISTORY EAST AND SOUTHERN
     The integration of U.S. professional baseball has        AFRICA (Brennan, J.)
been hailed an important precedent for the Civil                  This course examines the history of Eastern and
Rights Movement. In addition to its impact on U.S.            Southern Africa from the 19th century up to the
society as whole, historians and other scholars have          present day. We will examine the social, economic,
debated the impact that integration had on Black              and cultural dynamics of African and settler societies
communities and specifically on the race institutions         over this period by focusing on themes such as
formed during Jim Crow segregation. This course               slavery, commercialization, colonialism,
will revisit debates about baseball integration as a          urbanization, Christianity and Islam, anti-colonial
microcosm of broader societal issues. We will                 rebellion, African nationalism, and the nature of post-
consider integration as a process that was neither a          colonial politics. We will read primary sources in the
guaranteed success nor an inevitable. Course                  form of extracted documents and novels, as well as
readings will revisit primary source materials that           secondary sources in the form of books and journal

articles. The course devotes equal time to lecture and        251A WAR, MILIT INSTS SOC SINCE 1815
discussion.                                                   (Lynn, J.)
                                                                   Same as GLBL 251
221U1 MODERN CHINA (Chang, J.)                                     History 251 carries on the story begun in History
     Same as EALC 221                                         250; however, 250 is not a prerequisite for 251. Now
     This course will lead us to an exploration of a          the subject is the history of war and military
culture and society very important in our global age.         institutions during the last two hundred years.
In this exploration we try to understand the life,            Subjects covered include the impact of the Industrial
history and values of the Chinese and, by way of this,        Revolution on military technology and practice, the
also of ourselves, while appreciating the complex             influence of Clausewitzian theory, the development
contexts of its enormous changes to become one of             of staffs and doctrine, the phenomenon of total war,
the most important economies of today. This course            the character of insurgency, and the rise of global
is a general introduction to the major themes of the          terrorism. Conflicts studied in some detail include
Chinese Revolution from the 1840 to the present,              the U.S. Civil War, World War I, World War II, the
emphasizing the interplays between politics, idea and         Korean War, the Vietnam War, and the Arab-Israeli
culture in shaping the tumultuous history. The                Wars. The approach followed in 251 will stress
themes will include the rise of an autonomous                 society and culture as factors that shaping warfare
intelligentsia, the tension between cultural integrity        and the military. The material presented is
and Western ideologies, the conflict between                  specifically designed to interest a wide range of
democratic participation and the tradition of                 students who simply want to know more about
centralized control, and the representation of national       humankind. Learn more about this inescapable,
identity in high and mass culture.                            though regrettable, side of human experience.

222A CHINESE THGHT CONFUCIUS TO                               252A THE HOLOCAUST (Fritzsche, P.)
MAO (Chow, K.)                                                     The purpose of this course is to provide students
     Same as EALC 222, RLST 224                               from all backgrounds with an introduction to the
     This course takes a cultural approach to ideas of        complex events in twentieth-century Europe now
major Chinese thinkers from Confucius to Mao                  known as the Holocaust, to the various
Zedong. We will begin with those who belong to the            interpretations that scholars have offered to attempt
major schools of thought in ancient China:                    to explain the Holocaust, and to the global legacy of
Confucianism, Daoism, and Legalism. These                     the Holocaust. We will examine perpetrators,
intellectual and religious traditions will be examined        bystanders, and victims, the role of anti-Semitism,
in terms of their genealogy in their respective               the interaction of war and genocide, the relationships
historical context, paying special attention to their         between German and other European actors, the
relationship with power in its various forms: social,         responses of Jewish communities, and the memory of
political, symbolic, and institutional. Contrary to           the Holocaust. There will be a midterm and a final,
stereotypical accounts, Chinese thought has never             but the primary focus of the course will be on student
ceased to evolve in response to both internal as well         engagement with the texts in three short papers
as external challenges. Over its long history, Chinese        spread out across the semester.
thought often engaged in dialogue with alien
cultures. Through complex processes of integration,           256A GREAT BRITAIN SINCE 1688
negotiation, and resistance, Chinese thought, like            (Ramsbottom, J.)
other aspects of Chinese culture, has continued to                 In this survey course we will be concerned with
expand its horizon. Attention will be given to the            major events and trends in British history since the
impact of contact with foreign intellectual currents on       Glorious Revolution of 1688. Particular attention
Chinese thought from Buddhism and Christianity in             will be given to the formation of the British state, the
the imperial period to science, individualism,                process of industrialization, and the impact of the
liberalism, democratic theories and Marxism in                World Wars. We will also seek answers to
modern times. Background of Chinese history is not            underlying questions: What factors shaped the
required.                                                     development of the British constitution? How was
                                                              the British Empire created and maintained? How
241A HISTORY OF ANCIENT ROME                                  have social class and gender affected people's
(Mathisen, R.)                                                experience of life in modern Britain? In addition to
    The course will examine the political, social,            a midterm, online discussion, and a final exam, there
                                                              will be occasional quizzes and two assigned papers
economic, religious, and cultural development of
                                                              (totaling about 15 pages).
Rome and the Romans from the founding of Rome,
ca.753 BC, until the fall of the western Roman
                                                              258A 20THC WORLD TO MIDCENTURY
Empire, ca.AD 480.
                                                              (Tartakovsky, D.)

     In this course we will examine the powers that             the U.S. exercise of power and the impact of foreign
have shaped the modern world. The first half of the             relations on domestic affairs.
twentieth century was a critical time, an era of world-              Lectures will touch on some, but not all of the
wide conflict that put Western superiority to the test.         readings, and vice versa. So to do well in this course,
We will focus on the interaction and growing                    you need to keep up with the readings and pay
interdependence between Europe and its colonial                 attention in lecture. You also need to participate
empires, looking closely at specific examples in Latin          intelligently in section, for these small group
America, Africa, and Asia. Through literature and               discussions are a central component of the course.
film, we will explore how Europe’s struggle for
democracy influenced the ideas and movements in                 281A CONSTRUCTING RACE IN AMERICA
the rest of the world, and how their struggle against           (Cha-Jua, S. & Hoxie, F.)
colonialism shaped the West. Key to our discussion                 Same as AAS 281, AFRO 281, and LLS 281
will be the meaning of modernization, and its                      Description not available at time of publication.
relationship to the West.
                                                                285A US GENDER HISTORY TO 1877
261A INTRO RUSSIAN-JEWISH CULTURE                               (Pleck, E.)
(Avrutin, E. & Murav, H.)                                            Same as GWS 285
     Same as RUSS 261. See RUSS 261.
                                                                     This course aims to introduce students to
                                                                changing ideals and life experiences of American
& Philosophical Perspectives, and Western
Comparative Culture                                             women from the period just prior to the arrival of
     An introduction to the religious, political, social,       European explorers to the Civil War. The readings
cultural, and economic changes of the Russian-                  draw on primary sources and historian's
Jewish community in the 20th century, with emphasis             interpretations to emphasize the work, family, and
on marriage, family, love, the body, and gender roles.          political activities of American women, within the
Key focus n creative and literary expression, and               context of larger changes in colonial America and the
legacy and memory of Russian-Jewish life in                     United States. These larger changes include
American culture, including: visual art, films, short           colonialism and European settlement, the role of
stories, and oral histories. Two take-home exams +              Enlightenment ideas, the growth of an industrial
short paper. No Russian required.                               economy, the expansion of slavery, and the rise of
                                                                nineteenth century reform movements. Students will
272A TWENTIETH CENTURY AMERICA                                  learn to think critically about historical arguments
(Schneider, D.)                                                 and the use of evidence.
     Twentieth Century U.S. History will examine the
past century chronologically and thematically From
                                                                350A EUROPEAN HISTORY 1815 TO 1871
the 190s to the Clinton Presidency. Themes that will
                                                                (Liebersohn, H.)
guide lectures, discussions and student papers will
                                                                     Europe after 1815 was a period when old and
focus on 1. The rise of the United States from a
                                                                new ways of life jostled, when Europeans yearned
largely regional to a global power, 2. The continual
                                                                for the comforts of a vanished, traditional past and at
internal diversity of the nation.
                                                                the same time explored new freedoms. In this course
     The semester begins with a discussion of the
                                                                we will focus on liberalism and Romanticism as
uses of history in the current political climate and
                                                                cultural movements that defined the new freedoms of
amid contemporary political debates. Twentieth
                                                                the nineteenth century. We will also study industry
Century U.S. History then proceeds chronologically.
                                                                at home, global forces of trade and travel, and nation-
The class will emphasize topics in social, political
                                                                building that organized Europeans into new, modern
and cultural history. Readings will include textbook
chapters, a collection of sources, web-based materials
and memoirs. A mid-term and a final as well as a
paper and presentation on a topic of choice are
                                                                369A HISTORY OF SPAIN AND PORTUGAL
                                                                (Baber, J.)
                                                                     This course introduces students to the history of
274AL1 US & WORLD SINCE 1917
                                                                the Iberian Peninsula from 771 to 1810. After a brief
(Hoganson, K.)
                                                                overview of Roman and Visigoth Iberia, the course
     This class provides an introduction to the study
                                                                will study the cultural, technological and intellectual
of U.S. foreign relations from roughly 1917 through
                                                                accomplishments of Moorish Iberia. We will linger
the end of the Cold War. These are years in which
                                                                in medieval Iberia in order to evaluate the historical
the United States ascended to superpower status,
                                                                debates regarding convivencia-the interpretation that
something that affected not only the course of world
                                                                Muslims, Jews and Christians lived in harmony
events but also U.S. politics, society, and culture.
                                                                before the rise of Spain's and Portugal's imperial
Over the course of the semester we will consider both
                                                                visions of a Catholic World. We will follow Iberians

as they moved out of Iberia, into Africa, Asia and           based primarily on a midterm, a final, participation in
America. As they explored, conquered, traded,                class discussion and a website discussion board, and
evangelized and settled in these new lands, the              a 10-page argumentative research paper, each asking
Peninsula was transformed. Concurrent with studying          students to stake out their own positions on the
the circulation of people, goods and beliefs, the            historical issues threaded through the course.
course will investigate how the expansion and
maintenance of Empire impacted the social, political,        396A SPECIAL TOPICS (Fouché, R.)
religious and economic history of Iberia. We will                 Topic: Technology and Sport
conclude with the fall of the Empires, and analyze                Traditionally sport has been a competition
what contributed to the end of Iberian imperial              between humans or humans and nature. Recent
powers.                                                      technological developments have altered this
                                                             arrangement. Now technology is a constitutive
372A AMERICA’S REPUBLIC, 1789-1861                           component of sport and has changed modes of play.
(Sampson, R.)                                                This course will historically examine the evolving
     This course addresses the growth and                    relationships between contemporary sport, emerging
development of the United States from the adoption           technology, and cultural experience. The
of the Constitution through the War with Mexico,             fundamental question this course will address is: how
including the social, political, and economic issues         has technology, in its multiple forms, reshaped sport?
that helped shape the age.                                   Course requirements include participation, leadership
                                                             in class discussions, as well as a research project.
(Levine, B.)                                                 396B SPECIAL TOPICS (Espiritu, A.)
     Topic: Civil War and Reconstruction                          Topic: United States in an Age of Empire
     Examines the United States’ civil war (1861-                 Is the United States an "Empire" or a "Republic,"
1865) and the era of postwar “reconstruction”                or both? Can this nation be at the same time an
(conventionally dated as 1865-1877). In these years          "imperial republic" or a "republican empire" or is this
the nation underwent its second revolution -- and a          a contradiction in terms, an impossibility, especially
revolution more radical than the one that freed it           in light of this nation's long traditions of democracy
from the British Empire. Much of U.S. history for            and freedom? This class will examine these questions
the next century and more was decided during these           from a number of angles -- from the standpoint of
decisive years.                                              America's history of expansion and political
                                                             evolution, from the experience of violence, conquest,
377A UNITED STATES SINCE 1932 (Leff, M.)                     and resistance of Native Americans, and from the
     This course follows American responses to               viewpoint of colonial men, women, and children and
domestic and foreign challenges, from capitalism's           their relations of intimacy with the colonized. This
seeming economic collapse in the 1930s and post-             class will examine both secondary and primary
WWII visions of an American Century to post-9/11             sources and encourage students to develop original
traumas over an economy (widening economic                   research.
inequalities, financial meltdown) and "new world
order" run amuck. A course covering the past three-          422G2/G4/U3 SOC-ECON HIST MODERN
quarters of a century amply illustrates James                CHINA (Fu, P.)
Baldwin's claim that "the great force of history comes            Same as EALC 421
from the fact that we carry it within us, are                     This course, to be taught by Poshek Fu in
unconsciously controlled by it in many ways, and             partnership with give visiting professors from China
history is literally present in all that we do." This        (Freeman Fellows), explores major social, cultural,
course therefore confronts such subjects as the social       and historical issues of China from 1900 to the
movements (with special emphasis on Black                    present. It is an interdisciplinary and lecture-and-
Freedom struggles) that sought to bring change; the          discussion course engaging scholarship from various
presidential leadership strategies (from Herbert             humanities and social science perspectives, focusing
Hoover and Franklin Roosevelt through the newly-             on the subjects of migration, education, media
elected administration) that sought to direct and/or         politics, popular culture, urban youth, and cultural
control it; the evolving manifestations and                  identity in the rapidly changing contexts of China’s
distributions of power in American society; the              engagements with modernity and globalization. The
effects of anti-communist crusades at home                   main goal of the course is not to provide answers but
(McCarthyism) and abroad (origins, evolution, and            to question the answers.
transformation of the Cold War); the long-term
impact of the New Deal welfare state and cultures of         437G2/G4/U3 MIDDLE EAST IN THE 20th
consumption; and engagements with American                   CENTURY (Cuno, K.)
dilemmas of race, ethnicity, feminism, and the                   What led up to the Iraq war? Why can't the
culture war legacies of the 1960s. Assessment will be        Palestinians and Israelis make peace? How has oil

production affected the societies and politics of the          relationship” and the 7/7 London bombings. We will
Persian Gulf region? What is behind Islamic                    examine how global warfare, the labor movement,
fundamentalism? And how did the U.S. get involved              anti-colonial and post-imperial nationalisms, the Cold
in all of this anyway? This course will help you               War, decolonization, the growth of the welfare state,
answer these questions and more. We will examine               immigration and multiculturalism, Thatcherism,
the post-WWI history of Egypt, Arabia, the Fertile             devolution, and international organizations
Crescent (including Israel), Iran, and Turkey, a group         contributed to the shaping of Britain over the last
of countries representing a diversity of societies,            century. A particular emphasis will be placed on the
political systems, and histories, and which have               role of changing notions of community, race, class,
experienced colonization and decolonization, the rise          gender, religion, sexuality, and citizenship in shaping
of nationalist movements and other secularisms, plus           and responding to local, regional, and global forces.
religious-reformist and militant religion-political
movements. We will explore these issues against the            461G2/G4/U3 RUSSIA-PETER THE GREAT TO
background of the region's modern social and                   REV (Randolph, J.)
economic transformation. Grades will be based on                    This course is a survey of central problems in
written work, including a term paper. You have to              nineteenth-century Russian history: from the defeat
read to understand this stuff, and so a fair amount of         of Napoleon’s invasion in 1812 to the Revolutions of
reading is assigned.                                           1917. History 461 is an upper-division course,
                                                               intended for students with some background in
439G2/G4/U3 THE OTTOMAN EMPIRE                                 Russian history, although students without such
(Todorova, M.)                                                 background may ‘catch up’ using supplementary
     This course introduces the history of one of the          textbook readings. Among the problems we will
great imperial formations of the early modern and              consider are: the nature of authority in Russia’s serf
modern period, which had long-standing                         communities; the creation of modern Russian
repercussions on the development of Europe, the                political ideologies; the making of Russia’s literary
Near East, and North Africa. It covers the whole               ‘Golden Age’; the roles of ethnicity and religion in
span of Ottoman history, and will pay special                  Imperial social life; city life and Modernism at the
attention to some of the following problems: the               beginning of the twentieth century; the fall of the
political rise of the Ottoman state since the thirteenth       Romanov dynasty and the October Revolution. This
century and how it became an empire, its social and            course will be conducted in a lecture and discussion
administrative structure, the classical Ottoman                format, with an emphasis on the latter. Each student
economic system, Ottoman impact on the societies,              will be expected to lead one discussion this semester,
politics, economies and cultures of Byzantium and              in consultation with the instructor. The most
the medieval Balkan states, the spread of Islam in             fundamental goal of the course is to allow students to
Europe, the transformations of the Ottoman polity              develop more advanced historical skills by
and society and aspects of what has been                       considering key problems in modern Russian history
conventionally named as Ottoman decline, the                   in depth. You will learn how to formulate a good
Eastern question in international relations, the               historical question; how to survey historical opinion
modernizing reforms of the nineteenth century, and             on that question; and how to use primary source
the spread of nationalism as a prelude to the final            material to extend the inquiry still further. In sum,
demise of the supranational empire in the twentieth            this course is not so much a survey of important
century.                                                       names and dates in Russian history as an advanced
                                                               workshop in historical thinking, using Russian
                                                               historical materials.
                                                               462G2/G4/U3 SOVIET UNION SINCE 1917
(Mathisen, R.)
     Same as MDVL 443                                          (Koenker, D.)
The course will examine the political, social,                        The world's first socialist society emerged out
economic, military, institutional, religious and               of the chaos of war and revolution and continued to
cultural development of the Early Byzantine Empire             astound the world until and after its collapse in 1991.
from the reign of Diocletian (AD 284-305) through              This course is constructed to encourage students to
the Heraclian Dynasty (A.D. 610-717) with special              understand the legacy of 75 years of socialist
attention given to how peoples and governments                 experimentation, what happened in Russia and why,
                                                               and to evaluate the impact of the USSR on the lives
responded to stress.                                           of its citizens and the world.
                                                                      The course examines the experience of building
449G2/G4/U3 MODERN BRITAIN SINCE 1900                          socialism and living through its demise by focusing
(Warren, J.)                                                   on the key moments of Soviet history: the
    This course will examine major social, political,          revolutionary process of 1917 and civil war; the role
and cultural trends in Britain since 1900, from the            of political parties and social groups; the attempt to
South African War (1899-1902) to the “special                  create a new socialist culture, society, and state;

Stalin's revolution from above based on                      472G4/U3 IMMIGRANT AMERICA
industrialization, collectivization, repression, and         (Schneider, D.)
Russian nationalism; relations with the outside world,            This advanced undergraduate seminar covers all
including the Great Fatherland War and the Cold              aspects of the history of immigration to the United
War; efforts to reform socialism after Stalin's death;       States from the early nineteenth century to the
the rise of the USSR as a world power; the hidden            present. After a one week introduction on European
contradictions of nationality; the implosion of all          immigration to pre-industrial America, the class will
these contradictions during the turbulent regime of          focus on immigration from Europe and Asia during
Gorbachev; the legacy of the Soviet Union in today's         the period 1840-1915. During the second half of the
Russian Federation. Readings include personal                semester the history of immigration law and the
narratives, selected documents, and a textbook.              social and cultural history of immigrants in the
Requirements include 2 short papers on the readings,         twentieth century United States will be the focus of
a take-home midterm essay, and an extended essay             lectures, readings and discussions.
comparing a personal narrative with works of current              The class format will combine lectures and
historical scholarship.                                      discussions. Readings will include historial
                                                             materials, fiction and scholarly articles from the
467G4/U3 EASTERN EUROPE (Hitchins, K.)                       social sciences. A research paper is required.
     Topic: Eastern Europe Since 1919
     The region between Western Europe and the               475G4/U3 US PUB HEALTH & HEALTH
Soviet Union/Russia in the twentieth century was             POLICY (Melhado, E.)
(and is) a world of contradictions. We see them in                 American public health and health policy.
political experiments ranging from liberalism and            Public health and health policy in America since the
peasantism to fascism and communism; in the                  late-18th century. Emergence of modern public-
creation of democratic institutions and the failure of       health institutions; relation of public health to
democracy; in nationalism before, during, and after          conceptions of disease, social order, gender roles,
Communism; in cultural integration into urban                and the role of government; emergence and
Europe and the persistence of the folk spirit of the         development of public policy issues in public health
village; in strivings to industrialize and the               and medical care, of the environment for the
persistence of agriculture; and in the advance of            formulation of policy, and the relation of policy to
materialism and the deepening of traditional                 broader issues of social development, incidence of
spirituality. Within this broad context we shall             disease, and assumptions about the proper
examine society and politics and national identity in        distribution of public and private responsibility for
the 1920s and 1930s, the nature of the post-World            health and medical care. Grading based on class
War II Communist regimes, and the transition to              discussion, written assignments, and term paper
democracy and integration into Europe after 1989.            (done in stages). Prerequisite: one year of college
We shall also have to decide how and to what extent          history and/or college courses pertaining to public
Eastern Europe differed from the West and whether            health or health policy; or consent of instructor.
in the twentieth century the gap between them was
closed. The countries to be studied are Poland,              485A HISTORY OF AMERICAN INDIAN LAW
Czechoslovakia, Hungary, Romania, the former                 (Hoxie, F.)
Yugoslavia, Bulgaria, and Albania. There will be                  Meets with AIS 490
ample reading and a research paper based on sources.              This lecture/discussion course will introduce
                                                             students to the history of the American Indian
471G4/U3 HISTORY OF AMERICAN                                 struggle for justice in the United States. It will offer
FAMILIES (Pleck, E.)                                         students an opportunity to explore Native American
      Same as HDFS 421                                       encounters with the American legal system through
      This course will provide an overview of family         common readings in secondary sources as well as the
life in the United States, beginning before the              decisions of federal courts. Students will review the
forming of the U.S. in colonial history and extending        evolution of federal Indian policy as well as the legal
up to the present. Topics emphasized will be the             issues that have confronted Native Americans (and to
history of childhood and adolescence, dating and             a limited extent Native Hawaiians) over the past two
courtship, sex and reproduction, husband-wife                centuries. Among the topics to be explored are
relations, female-headed households, and aging. The          sovereignty, treaty rights, the powers of tribal
course will also examine major transformation in             governments, jurisdictional disputes involving states
family structure and authority patterns, and                 and tribes and the civil liberties of Native people. In
consequences of those transformations. Among the             the last section of the course, students will develop
assignments will be an analysis of family photos and         short research papers focused on the history of a
a possible research paper on history of the student’s        single legal dispute involving a particular Indian
family.                                                      community

492C HISTORIOGRAPHY AND                                       Exceptionalism,’ ‘Indo-Chic,’ ‘Postmodern Hindu
METHODOLOGY (Koslofsky, C.)                                   Nationalism,’ ‘Caste in Transnational Perspective’
     How should a student prepare to write an honors          and ‘Self-Orientalisms.’
thesis? Answering this question requires a look
"behind the scenes" of historical research. In this           498A RESEARCH AND WRITING SEMINAR
seminar we will examine the basic three components            (Vostral, S.)
of historical research: scholarly questions, primary               Topic: Diseases and Devices: A History of
sources, and secondary literature. How do these               Medicine and Technology
three components work together when scholars write                 This course examines the history of material
history today? Discussions and assignments will               cultures of health care. The class will analyze how
combine practical questions (i.e. how does one find           technological innovation has become central to
book reviews?) with abstract issues: how have                 medicine over the last two centuries and how we are
historians structured their dialogue with the past?           coping with the consequences, both intended and
When we ask questions about the past, what makes              unintended, of our reliance upon such devices. We
some answers better than others? We will discuss              will look at the ways in which disease is constructed,
these (and many other) questions, based on case               and how technologies contribute to the naming of
studies of historical research. In History 492                maladies and the identities associated with
students will learn how to move from being                    “sickness.” Attention will given to race, class, and
consumers of history to become producers of their             gender, in term of implications for emergent
own historical scholarship.                                   biotechnologies.

495A HONORS SEMINAR (Chandra, S.)                             498B RESEARCH AND WRITING SEMINAR
     Topic: Incredible India?                                 (Hansen, J.)
     Today, India’s Department of Tourism works to                 Topic: Lincoln Visual Culture and Nation
attract visitors from far and wide with the slogan            Building
“Incredible India!” – a publicity campaign that extols             This course will examine the use of visual
the country’s exceptionalism. Yet images of India as          symbols (pictures, portraits, statutes, etc.) of great
unique and exotic, exceptional yet unchanging are             leaders such as Abraham Lincoln to build consensus
anything but new. They have been absolutely                   notions of a national community amid the challenges
foundational to everything from British explorer              presented by civil war or the creation of empire. In
Richard Burton’s translation of the Kama Sutra, to            the first part of the seminar, we will discuss what we
the hit TV series “Jewel in the Crown,” the global            mean by "visual culture", and follow with three case
explosion of Bollywood, the scholarly study of the            studies in the United States (Lincoln), Germany
“subaltern,” and the proliferation of yoga studios in         (Bismarck) and Britain (Queen Victoria). In the
North America and Europe! How, and why, did                   second half of the course, we will move to a more
India become ‘incredible’? Reaching to intellectual           thematic approach, looking at various types of visual
and social history, and to cultural studies methods,          culture. In the end,
this course explores the mechanisms for the                   students will be expected to produce a research paper
production and transnational dissemination of                 using primary source documents (as part of our
popular perceptions about India. Where do these               research, we will also take a field trip to the
perceptions originate and how are they produced?              Lincoln Museum in Springfield). Potential topics are
What are the intellectual traditions, the institutional       not limited to our particular case studies, but may
sites, and the visual/ narrative forms that support           include examinations of any figure from any
what some might describe as a trans-national public           period.
relations campaign? What are the effects, and the
political stakes, of this exceptionalism? In answering        498C RESEARCH AND WRITING SEMINAR
these questions we will utilize a diverse range of            (Levine, B.)
primary and secondary sources from 1750 to the                     Topic: Understanding the Civil War Era (1830-
present, including memoirs and manifestos, novels             1880)
and films. Methodologically, we will bring together                This seminar focuses upon the era of the U.S.
intellectual histories of orientalism, nationalism,           Civil War – which is defined here to span the
postcoloniality and ‘area studies’, with histories of         decades between the intensification of sectional
Indian social movements; we read these through                conflict in the 1830s through the end of
feminist cultural studies models on the production            Reconstruction in the late 1870s. Course
and dissemination of meaning. While students are              requirements aim to develop student skills in
not expected to have prior knowledge of Indian                historical analysis, research, evaluation of evidence,
history, the course requires independent, historical          and writing.
research projects. Potential topics for investigation
include: ‘Indian Regional Hegemony,’ ‘The Cold                498F RESEARCH AND WRITING SEMINAR
War and Area Studies in South Asia,’ ‘Indian                  (Espiritu, A.)

     Topic: American Empire                                         "What is insanity? How do we define the
     There seems little debate today that America is           normal and the pathological? Who in society is best
an empire, although of a very different order than the         suited to determine psychological health and
empires of old, which depended upon slavery,                   sickness? Can there be sciences of the emotions and
tribute, colonial military occupation, or actual               sexuality? How do class, race, religion, and gender
possession of territory. Rather, America is regarded           influence our views of human mental functioning?
as an informal empire that depends upon its                    Can the human mind know itself? At the beginning
enormous resources to direct the world towards its             of the twenty-first century, the sciences of the
self-interests open markets, liberal democracy, and            mind—psychiatry, psychoanalysis, clinical
human rights. The question that is rarely ever posed           psychology, psychopharmacology, the cognitive
is how America has become an empire. In what                   neurosciences—claim tremendous scientific authority
sense, especially, does empire constitute not only the         and exert enormous cultural influence. Yet these are
perspectives of the victors but also the views of the          only several of the basic, urgent questions that
vanquished and those of the others who have evaded,            remain controversial or unanswered today.
resisted, or found themselves caught up in the                       This seminar seeks to explore these and many
American Juggernaut? How have they viewed                      related subjects. Our approach will be historical.
American Empire? What new perspectives, patterns,              Specifically, we will study the social, cultural,
and possibilities might we learn about American                intellectual, and institutional history of madness and
Empire in examining these submerged voices of                  psychiatry in Britain, continental Europe, and North
history? These are the questions that we will attempt          America from the late eighteenth to the early
to answer in this course through an examination of             twentieth centuries. Topics will include: the origins
critical works, autobiographical writings, novels, and         of psychiatric humanitarianism, medical
primary documents. We will also explore several                professionalization, the history of psychiatric
classic representations of empire, race, and gender in         diagnostics, the emergence of the modern asylum,
film. We shall learn how to critique such sources in           patient autobiography, women in the mental health
depth. Most importantly, students will have the                system, the history of the insanity defense in the
opportunity to contribute new knowledge to this                courts, Victorian nervousness and hysteria,
emerging field through research papers that we will            psychiatry and heredity, the beginnings of medical
develop throughout the semester.                               sexology, Freud and the coming of psychoanalysis,
                                                               and shell shock in the First World War."
 (Hoffman, B.)                                                 498M RESEARCH AND WRITING SEMINAR
     Topic: Censorship in 20th Century US                      (Hitchins, K.)
     This course examines the social, cultural, and                 Topic: Empires: Mongols, Mughals, Turks
political foundations of censorship in the United                  An examination of the nature of empires through
States from 1873 to the present. Beginning with the            a comparative study of the Mongol Empire of
passage of the Comstock act and continuing through             Genghis Khan and his immediate successors, the
the pornography wars of the 1980s, students will               Delhi Sultanate and the Mughal Empire in India, and
explore the power dynamics involved in controlling             the Ottoman Empire in Anatolia and Southeastern
what individuals are allowed to see, experience, and           Europe. The formation of empires, armies and
read. The class will use visual and textual sources to         methods of warfare, conquests and the treatment of
evaluate how shifting social, economic, and cultural           conquered peoples, religious and legal institutions,
anxieties inspired moral legislation over time. The            especially Islamic, and relations with Europe will be
weekly readings will pay particular attention to the           compared. Besides surveys of each empire, sources
role that gender, class, sexuality, and religion played        such as The Secret History of the Mongols, The
in establishing a modern definition of obscenity. The          Baburnama, and The Turkish Letters of Ogier
class will also chronicle the continuing struggle to           Ghiselin de Busbecq will be read. Readings and
promote civil liberties, exercise freedom of speech,           discussions and a research paper.
and subvert censoring regimes through direct
resistance and subtle manipulation. Documenting                502A PROBLEMS IN MILITARY HISTORY
campaigns against the birth control movement, sex              (Randolph, J.)
radicals, film, theater, homosexuality, comic books,                Topic: Mobility in Eurasia: From the Silk Road
pornography, and political dissidents, this course             to the Railroad
seeks to critically examine the role of censorship in a             In recent years, histories of human mobility have
democratic society.                                            begun to move beyond their traditional concerns—
                                                               measuring the scale, speed, and direction of human
498K RESEARCH AND WRITING SEMINAR                              movement—to consider questions of space, agency,
(Micale, M.)                                                   and subjectivity. How do power and culture develop,
    Topic: Madness And Society In The Modern                   spatially? How does the practice of movement—how
World                                                          does the valence of movement—change over time?

What sort of framework do means and modes of                    a paper which can deal with a particular aspect of any
mobility provide for political action, sociability, and         one of the world's nationalisms, with its
the making of individual or collective identities?              characteristics in a given historical period, or its
What can the study of movement reveal about human               evolution over time, as well as comparisons between
ambition, and ability?                                          the manifestations of different nationalisms.
     This seminar will be an introduction to mobility
as a category of historical analysis, based on                  502C PROB IN COMPARATIVE HISTORY
materials from Eurasia and its vast systems of                  (Barrett, J. and Summerfield, G.)
overland transportation. The course is meant for                    Topic: Immigration: History and Policy
graduate students who are interested in developing                  Description not available at time of publication.
themes and problems for their own research, rather
than for specialists in any one country. Readings will          502D PROB IN COMPARATIVE HISTORY
range geographically from China and India to Russia             (Iriye, A.)
and continental Europe, and chronologically from                     Topic: Transnational History
about 1500 to about 1900. The course will likely be             This course will consider methods and themes in
subdivided into three main rubrics (“Mobility as a              transnational history, as distinct from national or
Concept for Historical Research”; “Technologies of              international history, and discuss how the
Movement”; and “Techniques for Mobility                         transnational approach may enrich our understanding
Research”). Interested students are invited to contact          of modern history, including the history of the United
the instructor for a list of course readings. For their         States and the world in the twentieth century.
written assignments, students will have several                 Students will be assigned various readings and asked
choices: a series of reviews; a larger historiographical        to discuss how the authors succeed in going beyond
review essay; or a research proposal and                        nation-centered presentations of the past. Please note:
bibliography elaborating a topic from the history of            The first meeting of the course will be on Friday
mobility.                                                       January 23, and thereafter we shall meet on some
502B PROB IN COMPARATIVE HISTORY                                not all) Fridays and Mondays, for a total of fourteen
(Todorova, M.)                                                  meetings.
     Topic: Comparative Nationalism
     Nationalism, an issue that was considered to               502E PROB IN COMPARATIVE HISTORY
have passed its peak, now dominates world politics              (Edelson, M. & Baber, J.)
and permeates political discourse. Not only is a                     Topic: New World Empires: Spain and Britain in
thorough grasp of this phenomenon crucial to the                America, 1492-1825
understanding of such imposing institutional                         Early modern European expansion into the
constructions-in-process as the European Union, it is           World was a spatial process. This course examines
at the bottom of tensions and conflicts that are garbed         the creation of early modern empires from a spatial
in a religious rhetorical veil, and constitute much of          perspective. Our readings range broadly across
the agenda of today’s “war on terror.” What explains            European and Amerindian zones of influence and
the recurrence, persistence and ubiquity of this                emphasize the history of cartography, modes of
phenomenon? What are its peculiar manifestations in             visual representation, legal history, and the history of
different historical periods? Which are the main                commerce and culture. Themes include the
forms of its articulation? How does it differ across            comparative history of British and Spanish
geographical borders, class boundaries, gender and              colonization, how the Dutch shaped American visual
generational cleavages?                                         conventions, the European creation of a cartographic
     In its first part, this graduate seminar will focus        “imaginary,” indigenous mapping, spatiality in
on the theories of nationalism, and will deal with              comparative legal regimes, the contest over the trans-
problems of definition, the ancient or modern origins           Mississippi west, Virginia’s relation to the wider
of nationalism, its main chronological and                      Atlantic world, the extension of the Portuguese
geographical varieties and the models proposed to               empire, and the place of the Caribbean in an age of
describe them, the typology of nationalist movements            revolutions. We encourage students to develop
and, finally, the articulation of the nationalist               spatial dimensions of their own research interests and
discourse. The readings draw on a variety of                    will provide an introduction to map research and
approaches – historical, sociological,                          spatial analysis. Graduate students from geography,
anthropological, literary, and psychological -- and             landscape architecture, art history, English, law, the
aim at providing a solid introduction to the scholarly          CLACS program, and Spanish, Italian, and
literature. They are clustered around a list of                 Portuguese are welcome to take part in this
mandatory books (at Illini Bookstores),                         interdisciplinary seminar.
supplemented by articles, reviews and discussion that
will be available during the course. The second part            504A SEMINAR IN HISTORY OF SCIENCE
of the course is supposed to lead to the completion of          (Micale, M.)

     Topic: Science, Medicine and Gender in Europe              Who printed books and why? Were there niche
and America 1870-1940                                           markets in the sixteenth and seventeenth centuries?
      In the old and new worlds alike, scientific and           Where and how did publishers obtain manuscripts for
medical intellectuals in the late nineteenth and early          publication? Were books too expensive for the lower
twentieth centuries were massively preoccupied with             classes? Was Chinese writing too difficult for literacy
the nature of masculinity and femininity. Their richly          to spread, constraining the cultural impact of printing
varied attempts to describe, classify, and theorize             in imperial China? What was the impact of printing
gender took place in one area of disciplinary inquiry           on education, literature, politics, communication,
after another, including sociology, clinical                    religion, and cultural production? Did the boom of
psychiatry, evolutionary biology, crowd psychology,             commercial publishing in the sixteenth and
criminology anthropology, sexology, forensic                    seventeenth century create multiple reading publics
medicine, reproductive physiology, and                          of men and women? Is reading gendered? Did
psychoanalysis.                                                 printing impact the production of public opinion,
     This course investigates a series of the "new              especially concerning literary taste, scholarly
sciences" of gender from the fin-de-siecle and aube-            judgment, and political discussion? Did printing
de-siecle generations. Authors include Darwin, Ellis,           contribute to the fashioning of a common literary
Freud, Krafft-Ebing, Lombroso, Nordau, Ellis,                   culture of China or did it promote diverse local
LeBon, Steinach, and Weininger, as well as a                    cultures? What are the implications of the answers to
selection of the best historical scholarship on science,        these questions for a comparative study of printing in
medicine, and gender.                                           Asia and Europe?
                                                                      Participation in discussion is essential and
507A PROB IN LATIN AMERICAN HIST                                students are responsible for making presentations.
(Schneider, A.)                                                 There will be written assignments and a final seminar
     Topic: Memory, History, and Politics in Latin              paper.
     Memory, especially collective memory, has been             551A PROB IN EUROPEAN HIST SINCE 1789
variously regarded by scholars as a matter of politics,         (Avrutin, E.)
history, and ethics. In particular, the memory (or the               Topic: Ethnicity, Violence, and the State in
forgetting) of atrocity has become an object of                 Europe’s Borderlands
historical inquiry. This course explores the tensions                Focusing on the multinational and religiously
between memory, history and politics in Latin                   diverse borderland territories, this course analyzes
America, examining the ways in which societies or               the origins, trajectories, and manifestations of ethnic
segments of societies constructed or contested an               violence in East-Central, Eastern, and Southeastern
authoritative understanding of the past. We will                Europe. Standing at the intersections of four great
reflect on distinctions between history and memory,
                                                                empires (German, Austro-Hungarian, Russian, and
as well as conceptions of memory and history as
particular forms of labor. Other topics include public          Ottoman), the borderlands were marked by long
space, monuments and memorials, truth-telling and               periods of neighborly tolerance and coexistence, but
testimonials, bearing witness to and surviving                  also by horrific episodes of popular and state-driven
atrocity, and justice and democratization. The                  violence and destruction. In comparative and
readings include theoretical works, testimonial                 transnational perspective, the seminar introduces
literature, and a survey of some of the latest                  students to the rich and contentious historiography on
approaches to these topics in Latin American                    ethnicity, violence, and the state in Europe’s
historiography.                                                 multinational and religiously diverse borderlands.
                                                                Course themes include population politics, ethnic
520A PROBLEMS IN CHINESE HISTORY                                cleansing, neighborly relations, and memorialization
(Chow, K.)                                                      of violence. Over the course of the semester, each
     Same as EALC 520                                           student is required to lead at least one seminar,
     Topic: History of Literary Culture and                     provide a short analytical summary of the week’s
Communications in China                                         reading, and raise questions for discussion. In
     This course introduces students to recent                  addition, there are two written assignments for the
scholarly works on the approaches, methodologies,
                                                                course: a longer mid-semester review essay of the
and major issues in the study of print culture of
China. We will examine works on printing                        class readings and an annotated bibliography project,
technology, book production, and publishing. In this            which is due at the end of the term. The bibliography
course, we will concentrate on the Ming Qing                    project is designed to help students prepare for
periods.                                                        preliminary examinations and/or begin preliminary
     There are many important questions and issues              background reading for a future, long-term research
that will be addressed in this course. How were                 project.
printed books produced, distributed, and marketed?

572A PROB IN US HIST SINCE 1815                                 instructors and an advisor from her or his own
(Burgos, A.)                                                    research field.
      Topic: Race and the City
      The U.S. population shifted from a
predominantly rural to urban demographic in the
1880s. This shift came with its own series of
problems regarding the city as a physical place and
an imagined space as immigrant and native-born
residents sought to make community, pursue work in
the industrial sector, and strove to make the city a
home. Progressive reformers sought to address
problems caused by urban life, urban planners sought
to revive the feeling of community through design,
and various ethnic and racial communities attempted
to maintain the integrity of their cultures in the midst
of Americanization efforts. Collectively, these groups
reveal efforts to address the impact of the
demographic shift in terms of the local and national
political landscape, racial politics, and American

(Roediger, D.)
     Topic: Racial Formation in the United States
     Concentrating on the nineteenth century this
reading course also provides an introduction to
varied methodologies for, and theoretical approaches
to, the study of race in the United States.

(Liebersohn, H.)
     This course will have two goals. One is to make
students familiar with some of the theories and
concepts like class, status, and the public sphere that
are a basic part of historians’ vocabulary. The
second is to discuss current theories of such topics as
gender, transnationalism, the subaltern, global
history, race, nation, empire. Readings in Marx,
Weber, Mauss, Habermas, Geertz, Foucault, Dening,
and recent journal articles.

(Rabin, D. & Brennan, J.)
     Topic: Introductory Research Seminar in
     This seminar for first-year graduate students is
the second half of the introductory graduate
sequence. This course focuses on the process of
writing an original piece of historical scholarship.
Topics to be discussed include: developing an
argument, exploring sources, arriving at a research
strategy, planning and structuring an article,
presenting complex data, and producing scholarship
that is a coherent representation of an author's
perspective on the past. Over the course of the
semester, each seminar participant will develop and
write an original, article-length research paper.
Students will work with the assistance of the


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