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The first half of the European history survey course covers a sweeping period of over a millennium. The course is designed to expose students to general outlines and chronology of European history and to encourage critical, skeptical analytical thinking.
To anchor our flying coverage of this long and varied time, we will focus on developments in culture art, architecture, literature , social organization family, community, gender relations , and in political organization and theory. Readings will include a textbook, primary sources, challenging interpretive essays.
Lecture time will be punctuated by small-group discussions and active participation is strongly encouraged. Slides will frequently accompany lectures. Great Traditions of East Asia. It aims to provide an overview of changing traditions from ancient to early modern times ca. The development of state Confucianism, the spread of Buddhism, the functions of the scholar and the warrior, the impact of the military empires of Inner Asia, and the superiority of pre-modern Asian science and technology are some of the topics we will cover.
In addition to the required textbooks, we will read contemporary accounts and view slides and films to acquire intimate appreciation of these cultures. Course requirements include successful completion of: This course is an introduction to the civilization of India, that is, the region of South Asia consisting of the modern countries of India, Pakistan, Bangladesh, Nepal, and Sri Lanka. We will begin with the first Indian civilization, that of the Indus Valley, and go on to the Vedic age, the formation of empires and the classical civilization of India, its social organization, arts, and sciences.
We will then examine the encounter of India with Islamic and European civilization, and the formation of the independent nation-states of today.
Course requirements include short papers, midterm, and final exam. Among the topics that will be considered are the territorial expansions of Europeans into the Americas; the creation of Anglo-American colonies; the social, political, and cultural orders of British North America; the creation of an independent American republic in the Revolution, and the destruction of that first republic in the War Between the States.
The required readings will include both primary and secondary sources, and will be examined in weekly discussion sections. There will be both a midterm and a final examination, and active class participation will be expected in the sections. History surveys the evolution of the United States from an agrarian nation with little concern for foreign affairs to the world's preeminent economic power with self-defined global interests.
Within this context lectures, reading assignments, and discussion sections will stress the changing nature of the concept of freedom within the United States since This examination necessarily will focus on the lives of individual citizens, the transformation of the labor force and the workplace, and the role played by race, ethnicity, class, and gender in determining a person's place with the greater society.
In so doing the course will address the era's major reform movements Reconstruction, Populism, Progressivism, the New Deal, and the Great Society as well as the nation's reaction to demands placed upon it in international affairs. Course requirements will include at least one essay, a one-hour midterm examination, and a two-hour final examination. Colonialism and Cultural Encounters. The Writing of History. This course may not be included in a history concentration.
Each "Writing of History" section will study a different era, region, and topic in the past, for the common purpose of learning how history is written and how to write about it. Students will read the work of modern historians as well as documents and other source materials from the past, such as historical novels, letters, diaries, or memoirs. In each case the goal will be to learn how to construct effective arguments, and how to write college-level analytic papers.
History satisfies the first-year writing requirements. Each section will enroll a maximum of twenty students. North Africa has played a special role in the European imagination; it has stood for the exotic, the picturesque, the sensual, and the barbaric.
At the same time, North Africans have been forced to think about Europe. They have done so in deeply ambivalent ways, portraying Europe as home to both violence and enlightenment, both greed and high culture. In this course we will consider the cultural encounter of Europe and North Africa - above all France and the Maghreb Morocco, Algeria, and Tunisia - from the early nineteenth century until the present.
We will survey European conquest and colonialism, together with North African nationalism and the drive for independence. But our central aim will be a history of cultural perception, a study of the ways in which North Africa and Europe perceived each other. Sources will include novels, press illustrations, travel accounts, political speeches, painting and poetry.
This course examines racial science and its influence upon government policy in twentieth century western Europe and the united states. Our goal is to understand how and why racial thinking was "respectable" prior to World War II and to consider the different ways in which the issue of "racial purity" shaped politics and social reform within different periods and national contexts.
We will begin by exploring the idea of race in late nineteenth century natural science and considering the efforts of scientists, politicians and writers at the turn of the century to apply racial science to social policy.
The topics in this part of the course will include popular and elite conceptions of poverty, illness and crime and the movements to reform health, welfare and criminal justice on both sides of the Atlantic, prior to World War I.
The second part of the course will concentrate on the transformation of racial practice and the politics of social reform during World War I and its aftermath. We will examine the broad-based interest and support for "racial hygiene" between the wars in various European countries and in the U.
In the last section of the course, the focus will shift to the role of "applied racial science" in right-wing political ideologies and movements in Italy, France and especially Germany. We will examine the appropriation of progressive ideals of social reform by the fascists in Italy and the nazis in Germany, and we will consider their differing attempts to transform and to politically utilize the idea of the biological "other".
In this course, students will explore the evolution of this public memory. By examining primary documents, historical accounts, memoirs, fiction, film, and visual images, we will examine how the history of the holocaust has been written, and how themes of bearing witness have shaped that story.
Medieval Warfare, Tournaments, and Courtly Love. This course will explore chivalry as the defining ideology of medieval Europe in the period from Although it originated primarily as a code of military conduct, chivalry became such an integral part of noble identity and expression that eventually it defined nobility itself. Chivalry was also an international value, and the ways in which chivalry was expressed will be considered in various regions, particularly its role in bringing areas considered marginal or backward into the mainstream of European culture.
Topics that will be explored in this course include: Chivalry occupies an important place in recent scholarly debates, and there has been much discussion about its 'decadence' in the later middle ages. We will consider these ideas of the decline of chivalry, especially the parts played by values and culture in particular societies, and what they reveal about these societies.
We will use a broad range of primary and secondary sources including: The course is primarily a writing course, and thus weekly writing assignments will be assigned. These will include essays, book reviews, group reports, and a research paper. How do people interpret the landforms they see? What effect does altering the physical landscape have on their interpretations? What role does this process play in people making history? This course examines a series of American Western places with these questions in mind.
From the 19th century midwestern frontier, to the dust bowl, to modern Los Angeles, a variety of times and places will be studied.
Readings include essays by popular writers, historical monographs, Navajo myths, and recent works by historical geographers. The course requires four papers each of which emphasizes a different skill: It was during this time that the ideal of universal Christian empire gave way, definitively and inexorably, to that of nation state; that the slow and tedious process of writing manuscripts by hand gave way to the printing press; that the unified catholic church gave way to any number of Protestant sects; that the borders of the world were suddenly extended to include new worlds and new peoples never before imagined.
The end result of these momentous changes, as we shall see, was to challenge the apparent cohesiveness of the world, putting into question not only peoples' perceptions of their rights and duties but also undermining the very foundations of individual and group identity. The objectives of this class will be twofold: In this, and in many other respects, the early modern period was perhaps not so different from our own; indeed, insofar as these now distant struggles to redefine that nature of community and authority set the stage for the scientific, industrial and political revolutions of the 17th and 18th centuries, we still live with their legacy today.
This course will consider major ideas and intellectual movements, principally in Western Europe, from the French Revolution to the outbreak of the First World War. The topics will include: There will also be a consideration of the rise of modern psychological and sociological thought.
The method to be employed will include both lecture and class discussion. The student will be required to do a series of written reports on the various topics to be covered in this class. Readings will include both original texts and documents, as well as a general narrative history textbook treating leading historical events.
This course is a first-year seminar intended to allow students to explore the history and representation of women in Victorian Britain Special attention will be paid to the ways in which "Victorian women" are divided and differentiated, especially by class, but also by "race," religion, ethnicity and region, generation, and politics; we will explore the ways in which working-class women including servants and women colonial subjects are represented in literary writings by other women, as well as the ways in which they represent themselves, and the ways in which the diversity of women's affiliations and interests are addressed or ignored by the Victorian organized women's movement.
The period from about to was obsessed with the need for reform, in religious, political, social, and intellectual life. Reading in this course will be taken from those authors whose moral and intellectual critiques of contemporary life, letters, and society made them the most important promoters of reform in their eras.
Other readings will be selected from the works of some of the following: Our primary focus will therefore be on "great books" and their authors. In the course of the term students will also become familiar with a wide range of reference works, which they will use to gain the necessary background information to place the reading in historical context. Two hours a week will be devoted to class discussion of the assigned readings.
The third hour will serve a variety of purposes preparation for the next assignment, discussion of effective writing, slide presentations, and the like. There will be three short essays pages and a final synthetic exercise of pages. A principal goal of the course will be the development of clear, effective writing; comments will, therefore, address problems of expression as well as substantive historical and textual issues. There will not be a midterm or a final examination, but there may be occasional quizzes and student reports.
This first-year seminar will examine the different ways that westerners have imagined sex the biology of difference and gender the culture of difference and the links between the two. Shifting between primate studies and rock-and-roll bobby-sox culture, we will investigate not only the incredible range of expressing and acting upon sexual difference over the ages, we will also look at how people assumed that such a very different set of meanings and practices were "natural" or "normal.
From there we will branch out to discussions of the role of science, popular culture, and law in efforts to fix or codify the meanings of femininity and masculinity. We will not neglect to discuss how westerners simultaneously defined Asians and Africans in ways to define European and American virtue. This course presents a survey of history from human beginnings through Alexander the Great. Primary emphasis is on the development of civilization in its Near Eastern and Greek phases.
Students need no special background except an ability to think in broad terms and concepts. In view of the extent of historical time covered in the course, a general textbook is used to provide factual material.
There are two hour examinations plus a final examination. Discussion sections are integrated with lectures and reading.
Early Middle Ages, An introduction of the transformation of the Roman Empire into Byzantine, Islamic, and west European successor states between AD and
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