Spring 2008 Courses

Spring 2008 Courses

HIST 103A FOUNDATIONS OF AMERICA

Description: Examines the development of American society from the 17th century to the mid-19th century. Special attention paid to the interaction of European, Native American and African peoples. Examines the institutional development of slavery, the displacement of Native Americans and the role these developments played in the shaping of European American society and institutions. Readings and lectures reflect the experiences of different peoples in America and approach these experiences from a variety of methodological perspectives. Satisfies both history and philosophy, politics and law major.

Format: Two lectures and one discussion section.

Books: TBD

Notes: THIS COURSE IS APPROPRIATE FOR FIRST-YEAR STUDENTS.

Prerequisite:

Corequisite:

HIST 104B MODERN AMERICAN CIVILIZATION

Description: An exploration of the social and political history of the United States from the Civil War to the present. The course will focus on particular groups or phenomena throughout the term, with the goal of crafting a more intimate picture of the American experience. Implicit in this is an attempt not only to understand how the nation functioned, but also its level of dysfunction at various times.

Format: Lectures and discussion sections. Evaluation will consist of mandatory rough drafts, two papers, take-home final, section attendance, section participation.

Books: Books may vary by sections: Selected texts: Horatio Alger, RAGGED DICK; Tim O'Brien, THE THINGS THEY CARRIED; Anne Moody, COMING OF AGE IN MISSISSIPPI; others to be determined.

Notes: THIS COURSE IS APPROPRIATE FOR FIRST-YEAR STUDENTS.

Prerequisite: Notes may vary by sections.

HIST 130A MODERN WORLD HISTORY

Description: Employs a global perspective to explore how societies and peoples in different locations in the period since 1500 have confronted (with various degrees of success) fundamental issues of the human condition: community, reproduction, security, inequality and notions of the "other." The time frame is one that historians have labeled the "rise of the West." Course moves beyond this assumption by showing the complexity of historical developments. It uncovers not only the adaptations to growing Western military and technological superiority, but also independent and distinct patterns of political, social, cultural and economic organization. Seen from this perspective, the track of history was not predetermined; it reflected the internal dynamics of interaction among cultures and autonomous developments within societies. Course illustrates this complexity by comparing developments in China, India, Africa, the Middle East, Europe and the Americas. Topics include the collapse of the New World and its consequences; industrial transformations in home, workshop and factory; subjects and citizens; revolutions; nationalisms, wars and decolonization; and globalization.

Format: Lecture/discussion with slides and films. Grade determined by two hourly examinations and a comprehensive final.

Books: Robert Tignor, Jeremy Adelman, et al., WORLDS TOGETHER, WORLDS APART; Rand McNally, HISTORICAL ATLAS OF THE WORLD; Jean Quataert, GENDERING OF HUMAN RIGHTS IN INTERNATIONAL SYSTEM; Alfred Andrea & James Overfield, THE HUMAN RECORD. SOURCES OF GLOBAL HISTORY II SINCE 1500; Janet Abu-Lughod, THE WORLD SYSTEM IN THE THIRTEENTH CENTURY; Alifa Rifaat, DISTANT VIEW OF A MINARET; Iris Chang, THE RAPE OF NANKING.

Notes: THIS COURSE IS APPROPRIATE FOR FIRST-YEAR STUDENTS.

Prerequisite:

Corequisite:

HIST 203 THE RISE AND FALL OF ROME

Description: The course explores the development of Roman politics, society, and culture from the founding of the city through the Republic, and into the imperial era, ending in the mid-6th century C.E. Among the topics to be discussed: constitution and law; imperialism; institutions and values; religion; social structure, and culture (both native and borrowed).

Format: Three lectures per week. Evaluation will be based on essay mid-term and final examinations. No term paper. No prerequisites. Suitable for both majors and non-majors.

Books: T. W. Africa, THE IMMENSE MAJESTY; J. Shelton, AS THE ROMANS DID, 2nd ed; R Warner & R. Seager, PLUTARCH. FALL OF THE ROMAN REPUBLIC; M. Grant, TACITUS. ANNALS OF IMPERIAL ROME; I. Scott-Kilvert & F. W. Walbank, POLYBIUS. THE RISE OF THE ROMAN EMPIRE.

Notes: THIS COURSE IS APPROPRIATE FOR FIRST-YEAR STUDENTS.

Prerequisite:

Corequisite:

HIST 223 GERMAN HISTORY 1871-PRESENT

Description: Covers the major political, social and cultural developments that shaped Germany between 1871 and the present. Although designed as a general survey, it also addresses two more specific questions through readings and lectures: How have post-war Germans made sense of their own history? How has the Nazi period been integrated and contextualized within modern German history and historiography?

Format:

Books: TBD

Notes: THIS COURSE IS APPROPRIATE FOR FIRST-YEAR STUDENTS.

Prerequisite:

Corequisite:

HIST 242 JUDAISM IN THE SECOND TEMPLE PERIOD

Description: This course provides an introduction to early Judaism and the origins of Christianity. It looks at how biblical traditions were interpreted in the period following the Babylonian Exile in order to make theological sense of current events. It examines how the Second Temple become a source of devotion as well as disagreement between different Jewish constituencies. It traces the political fortunes of Judea under imperial rule, and follows the internal political struggles of competing religious factions, the proliferation of new Jewish sects, including Christians, Essenes, Pharisees, Sadducees and Zealots. We also examine the complex relations between Jews and non-Jews both in the Land of Israel and in the Diaspora, and conclude with the development of rabbinic Judaism and its monumental texts.

Books: Texts: include among others: John Barclay, Jews in the Mediterranean Diaspora, 323 B.C.E.-117 C.E. Richard Horsley, Bandits, Prophets and Messiahs: Popular Movements in the Time of Jesus

Notes: THIS COURSE IS APPROPRIATE FOR FIRST-YEAR STUDENTS.

Prerequisite: N/A

Corequisite: N/A

HIST 243 MEDIEVAL JEWISH HISTORY

Description: Focuses on the history of the Jews from the rise of Islam to the expulsion of the Jews from Spain. Examines the social, intellectual and religious developments in Jewish communities stretching from London to Baghdad and the relationships between the Jews and the Muslim and Christian worlds in which they lived. For majors and non-majors.

Format: Grades are based on a midterm (30 percent), a final (30 percent), a 10- to 15-page paper (30 percent) due at the end of the semester and class participation (10 percent).

Books: Chazan, THE JEWS OF MEDIEVAL WESTERN CHRISTENDOM, Hartman, THE EPISTLES OF MAIMONIDES, Yuval, TWO NATIONS IN YOUR WOMB, Biale, CULTURES OF THE JEWS

Notes: THIS COURSE IS APPROPRIATE FOR FIRST-YEAR STUDENTS.

Prerequisite: Appropriate for freshmen; no previous knowledge of topic assumed.

Corequisite: N/A

HIST 264 IMMIGRATION AND ETHNICITY IN THE U.S.

Description: Surveys the influences of immigration and migration patterns in U.S. history and explores the evolution of an ever-evolving and complex "American" identity. Compares and contrasts the experiences of immigrants and African Americans in the United States from the arrival of the first permanent English settlers to contemporary discussions surrounding the meanings of ethnicity and multiculturalism in the U.S. Draws heavily on first-person narratives -- letters, diaries and reminiscences -- to examine this history from the perspective of ordinary Americans. Readings explore the experiences and interactions of Europeans, Africans, Asians and Latin Americans in the United States over almost four centuries. For majors and non-majors.

Format: Grades determined as follows: two papers (each 20 percent), a midterm examination (20 percent), a final examination (30 percent) and section participation (10 percent). There is an optional Languages Across the Curriculum component.

Books: Dublin, BECOMING AMERICAN, BECOMING ETHNIC; Takaki, A DIFFERENT MIRROR; Dublin, IMMIGRANT VOICES; Gates Jr., THE CLASSIC SLAVE NARRATIVES; Kitano and Daniels, ASIAN AMERICANS: EMERGING MINORITIES (3rd ed.); Sparks, TWO PRINCES OF CALABAR.

Notes: THIS COURSE IS APPROPRIATE FOR FIRST-YEAR STUDENTS.

Prerequisite: N/A

Corequisite: N/A

HIST 281M RUSSIA AND THE WORLD

Description: Just how impenetrable was the Iron Curtain of the Soviet Union? How did jazz become an expression of cultural and philosophical rebellion in Soviet society? What did Russians, and Soviet citizens from the Asiatic non-Russian republics, think about Americans and other westerners? This course will present a cultural history of Russia/the Soviet Union in the twentieth century, focusing primarily on Russia's interaction with America and the West but including elements of Russia’s interaction with its Asian neighbors as well. We will begin with an introduction to the rich world of Russian cultural expression at the beginning of the twentieth century, including painting, cinema, cartoons, and literature. We will study changing patterns of interaction with America and the west during the Stalin era, and in the cultural thaw of the 1960's. The course will deal extensively with events of the past thirty years, using film (documentary, “art,” and animated), music, literature, posters, advertising, essays and newspapers. We will end with a look at Russian responses to America in current events. (Note: occasional Monday evenings will be used for film screenings from about 7-9).

Format: Lecture, discussion. Assignments: written assignments, quizzes, midterm, final exam.

Books:

Notes:

Prerequisite:

Corequisite:

HIST 286B MUSLIMS IN THE AMERICAS

Description: This course focuses on free and forced migrations of Muslim Africans, Asians and Europeans to the Americas, and their establishment of organizations to the 21st century. Topics include "Spanish Moors" in the Americas; Muslim slaves; conversion/"reversion" to Islam; jihads/rebellions, civil wars and refugees; Muslim immigration to the Americas; domestic, organizational and public roles of women; student activities; inter-Muslim relations; civil and religious rights, and assimilation; relations with non-Muslims and government; effects of the 9/11 tragedy.

Format: Lectures, discussion, videos; minimum 10-page paper for Section 02

students. Three examinations.

Books: TBA

Notes: THIS COURSE IS APPROPRIATE FOR FIRST-YEAR STUDENTS.

Prerequisite: Minimum Sophomore standing or permission of the instructor.

Corequisite:

HIST 341 CHINA AND THE WEST

Description: A study of key junctures in the history of direct and indirect relations between China and Europe, from antiquity to the establishment of the People's Republic of China. Topics include Ibn Batuta, Marco Polo, William of Rubruck and other traveler-authors of medieval times; the pre-European world trading order; the expansion of Europe and the role of the Jesuits as cultural intermediaries; China's influence on the Enlightenment; opium and the coming of imperialism; treaty ports; Chinese migrations; and Westernization, modernization, war and revolution. Ample attention to political and economic patterns of interaction, but particular focus upon cultural perceptions and (mis)understandings. Readings consist of both primary accounts (Chinese and Western) and secondary studies. Section 02 is writing.

Format: Meets twice a week for lectures that involve frequent discussions and which are occasionally accompanied by slide presentations and visits to relevant websites. Grades based upon midterm and final examinations and either a 10- to 15-page paper (for writing students in Section 02) or a five- to seven-page essay (for non-writing students in Section 01), as well as class participation.

Books: (tentative): Abu-Lughod, THE WORLD SYSTEM IN THE 13TH CENTURY; Larner, MARCO POLO AND THE DISCOVERY OF THE WORLD; Polo, THE TRAVELS OF MARCO POLO; Porter, IDEOGRAPHIA: THE CHINESE CIPHER IN EARLY MODERN EUROPE; Spence, THE QUESTION OF HU; Waley-Cohen, THE SEXTANTS OF BEIJING: GLOBAL CURRENTS IN CHINESE HISTORY

Notes:

Prerequisite: None

Corequisite:

HIST 356 AMERICAN LEGAL HISTORY

Description: This course will expose students to historical contexts, conflicts, and issues in American law. Students will acquire a broad view of how and why the institutions and principles of American law developed into their present forms. It seeks to cultivate an understanding of important trends in American legal history. This is not a course on law, rather a HISTORY course on law.

Notes:

Prerequisite:

Corequisite:

HIST 371 TOKUGAWA JAPAN, 1600 - 1868

Description: From 1600 to 1868, Japan was ruled by a military regime known as the Tokugawa shogunate. Topics: the origins of this regime, how it governed, and the ways in which it affected Japan's social and cultural life, the closing of Japan, the suppression of Christianity, economic and ecological issues, the transformation of the samurai class, peasant unrest, and the rigidification of social structure. In the cultural arena, we consider literature (poetry, novels, etc.), art & architecture, theater, the demi-monde (the "Floating World"), the Japanese redefinition of their national past, the resumption of contact with the outside world and the collapse of the regime.

Format: Three lectures per week. A one-hour in-class mid-term (one essay question) and a two-hour final examination (2 essay questions); a 5-7 page reaction paper.

Books: Conrad Totman, EARLY MODERN JAPAN; Eiko Ikegami, THE TAMING OF THE SAMURAI; L. Stryk, tr., BASHO. ON LOVE AND BARLEY; Justin F. Stone, ed., BUSHIDO. THE WAY OF THE SAMURAI; Ivan Morris, tr., THE LIFE OF AN AMOROUS WOMAN. IHARA SAIKAKU.

Prerequisite:

Corequisite:

HIST 374 CHINA IN THE 20TH CENTURY

Description: Surveys the history of China from the late 19th century to the present. Purpose of course is twofold. On one hand, it provides an outline of the major historical events in 20th-century China. On the other, it examines the social conditions, political changes and cultural transformations of China during this often-tumultuous period. Main themes include nationalism, modernization and international relations. Attention also given to Chinese diaspora, popular culture and controversial political issues, such as those concerning Taiwan and Tibet. No knowledge of Chinese is required. For majors and non-majors.

Books: TBD

Notes:

Prerequisite:

Corequisite:

HIST 380A SCIENCE & RELIGION IN THE U.S.

Description: This course will explore three interrelated topics to understand the broader changes shaping the modern American nation. We will explore science both in its theoretical developments and its technological applications; religion both as a personal component of identity and as a social force; and culture both as an arena for framing meaning and as institutions shaping identities. By examining these topics individually and in relation to one another, students will learn how science and religion have shaped one another in U.S. society and how cultural institutions have framed popular meanings for both scientific ideas and religious principles that often depart from the intentions of their authors.

Format: The course will be delivered in lecture/discussion format. Course members will be expected to participate in discussions, to complete assigned readings, to submit response papers and essays, and to take midterm and final examinations.

Books: TBD

Notes:

Prerequisite:

Corequisite:

HIST 380B ORAL HISTORIES OF THE BLACK EXPERIENCE

Description: Oral history is one of the most important tools open to historians, particularly those studying Africa and the African Diaspora. In Africa, for example, the rich tradition of passing on history orally continues to this day. Storytellers or griots weave stories of the past often with social commentaries on the present. In this seminar, starting first with the African historical background, we will look at some of the most famous oral histories of Africa and its Diaspora. We will tackle this area of study from the perspective of several disciplines including anthropology. Finally, not only will there be a focus on content but also on methodology. How do historians use oral history to reveal important themes in history? What are the challenges of this method of study? What is unique about the knowledge that we gain from oral history accounts? How are these accounts reconciled with other sources of history?

Books: The reading list includes D.T. Niane's SUNDIATA, Richard Price's FIRST TIME and excerpts from South Africa's online report of the Truth and Reconciliation Commission.

Notes:

Prerequisite:

Corequisite:

HIST 380E AFRICAN AMERICAN HERITAGE: POETRY/JAZZ

Description: Jazz music and poetry are two forms of artistic expression that have developed side by side in the movement of African American culture from the oral tradition. The aim of this course is to follow this parallel development through the crucial stages of African American history, and examine: first, in what ways the two art forms have responded to successive social and political contexts; and secondly, some modes of interaction between the music and the poetry, especially in the phenomenon of “jazz poetry.” We shall watch some videos that capture the key moments and personalities in the growth of the music; listen to CDs and tapes that illustrate the key styles of each period; and examine the poems that capture the spirit and the concerns of the times

Format: Seminar

Books: Not available at this time

Notes:

Prerequisite: None

Corequisite: None

HIST 381H MACHIAVELLI & THE RENAISSANCE

Description: This course examines texts in contexts. It explores Machiavelli’s writings in relation to the Renaissance in Florence, Italy and Europe. What made Machiavelli so reviled in the sixteenth and seventeenth centuries, and why does his name continue to carry opprobrium? Were his ideas atypical or did he merely push the implications of Renaissance thought further than his contemporaries? There will be special emphasis on the text of The Prince, but ample opportunity to read other works of Machiavelli and his contemporaries and write about them. Level three course for majors and non-majors.

Format: Two lectures per week and discussion. One mid-term examination and one final; one essay of 10-12 pages; marks for class participation and attendance.

Books: Peter Bondanella and Mark Musa, ed., THE PORTABLE MACHIAVELLI; Patrick Curry and Oscar Zarate, INTRODUCING MACHIAVELLI; Richard Mackenney, RENAISSANCES. THE CULTURES OF ITALY, C.1300-C.1600; Quentin Skinner, MACHIAVELLI; Maurizio Viroli, MACHIAVELLI

Notes:

Prerequisite:

Corequisite:

HIST 381Q MUSLIMS, CHRISTIANS AND JEWS IN AL-ANDULUS

Description: Andalusian society was formed by different elements: Muslims, Christians, and Jews of different ethnicities who developed a civilization different from what existed in the Arab Islamic east. From the eighth century until about 1300, Muslim Spain was the most civilized and materially advanced area of Western Europe. Ethnic and religious minorities enjoyed a high degree of tolerance and formed prosperous communities in magnificent cities. When the world spoke Arabic, Cordoba was the most splendid city, with culture and prosperity unequaled elsewhere in Europe. Moorish culture in Spain reached its zenith under the auspices of Arab-Islamic rule, guaranteeing diversity with a stable political situation. These and other circumstances engendered the efflorescence of erudition, high culture and refined living in Andalusia. Course examines culture and civilization of Islamic Spain and contribution of each group to its greatness. Readings are in English.

Format: Two one-hour-and-25-minute class meetings. Reading quizzes. Regular attendance and oral presentations. Grading based on in-class performance and participation, quizzes, responses to readings, two short papers and one longer final paper, or a midterm and final written test. The papers required of those taking the course for a Harpur College writing ("W") requirement will be slightly longer.

Books: To be determined

Notes:

Prerequisite: None

Corequisite: None

HIST 384A WWII AND ITS AFTERMATH IN ASIA

Description: Lectures on Japan's experience of World War II. Particular attention will be given to the underlying causes of the "Asia-Pacific War" of 1931-45, decision making in Tokyo and Washington, how each side fought, the war crimes that Japanese and American soldiers committed during the fighting, the lessons they drew from their wars, and the consequences that followed. This term special attention will be given to the U.S. nuclear bombing of Hiroshima and Nagasaki and the ensuing U.S.-Soviet cold war. There will be a midterm paper (eight pages) and a final report (eight to nine pages). The goal will be to cut through myths and deepen understanding of war and its consequences.

Books: Herbert Bix, HIROHITO AND THE MAKING OF MODERN JAPAN (HarperCollins Publishers, 2001), ISBN 0060931302; John Dower, WAR WITHOUT MERCY (Pantheon Books, 1986), ISBN 0393320278; Michael Hogan, HIROSHIMA IN HISTORY AND MEMORY (Cambridge Univ. Press, 1996), ISBN 0-521-56682-7; Mark Selden & Alvin Y. So, eds., WAR AND STATE TERROR (Rowman & Littlefield Publishes, Inc., 2004).

Notes:

Prerequisite:

Corequisite:

HIST 384G WOMEN & GENDER IN SOUTH ASIA

Description: Recent research on the history of women and gender in South Asia has transformed our understanding of modern South Asian history and society. Scholars relying on new sources such as women's autobiographies, legal testimonies, and medical texts have explored new topics such as the colonial state's regulation of interracial sex; the inscription of new patriarchies under nationalism; the changing fortunes of women peasants and workers; the struggles for women's suffrage; and the varieties of Indian feminism. Actresses, "lady doctors," revolutionary terrorists, and factory workers have entered the historical record. Along with exploring the work and lives of such remarkable figures as Haimabati Sen and Indira Gandhi, we will engage with a number of theoretical issues concerning the politics of language; strategies of archival retrieval; questions of agency and representation; the intersection of gender with caste, class, religion, race, and sexuality; and the impact of South Asian feminist scholarship and activism.

Format: Course grades will be based on attendance and class participation (20%); homework assignments (30%); a midterm paper (20%); and a final paper (30%). For

majors and non-majors.

Books: Forbes, WOMEN IN MODERN INDIA; Raychaudhuri and Forbes, THE MEMOIRS OF

HAIMABATI SEN, and Rokeya Sakhawat Hossain, SULTANA'S DREAM AND SELECTIONS FROM

THE SECLUDED ONES.

Notes:

Prerequisite:

Corequisite:

HIST 386D WEST & NORTH AFRICANS ABROAD

Description: This course focuses on little-known aspects of West and North Africa's international relations, and free and forced migrations of West and North Africans to Asia, the Americas and Europe. Topics include African students and diplomats abroad; African travelers and explorers; effects of the Saharan and Atlantic slave trades on Africa; social and commercial roles of women; religion and rebellion; African abolitionists; writings of enslaved and free Africans; West and North Africans in European and American militaries.

Format: Seminar, discussion, videos. One 10-minute presentation per student.

Minimum 10-page paper for Section 02 students. Two examinations.

Books: TBA

Notes:

Prerequisite: Minimum Junior standing or permission of the instructor.

Corequisite:

HIST 386F THE MIDDLE EAST AND THE U.S.

Description: This course examines the interactions between the peoples, governments and economies of the Middle East and the United States from the 18th century to the present day. Its basic goal is to explore modern Middle Eastern history and how U.S. policies and actions have influenced and are still affecting the course of that history. It begins by examining the late Ottoman Empire and the arrival of American missionaries and merchants, their motives and goals and local impact. It then turns to a series of key events in the Middle East and the role played by the United States in their unfolding and outcome. These include the Armenian Massacres of the 1890s and 1915; the Great Power

Partition of the Mid East after World War I; the emergence and end of the Cold War; the 1948 formation of Israel; the early 1950s Mossadeq crisis in Iran; the 1952 Egyptian Revolution; the Lebanese and Iraqi crises in 1958; the Iranian Revolution in the late 1970s; the Gulf War of the early 1990s and the invasion of Iraq in 2003.

Format: Course requirements include regular attendance and participation as well

as two hourly, in-class exams and one final examination.

Books: Readings include: Zachary Lockman, CONTENDING VISIONS OF THE MIDDLE EAST: THE HISTORY AND POLITICS OF ORIENTALISM; James L. Gelvin, THE MODERN MIDDLE EAST: A HISTORY; Sandy Tolan, THE LEMON TREE; Rajiv Chandrasekaran IMPERIAL LIFE IN THE EMERALD CITY: INSIDE IRAQ'S GREEN ZONE; Jimmy Carter, PAPESTINE: PEACE NOT APARTHEID; Richard Falk, Irene Gendzier and Robert Jay Lifton, eds, CRIMES OF WAR, IRAQ.

Notes:

Prerequisite:

Corequisite:

HIST 386K COMPARATIVE EMPIRES: THE PHILIPPINES, SPAIN, AND THE UNITED STATES

Description: This course takes a comparative focus to imperial rule, its consequences for colonies and metropolitan societies, and the transformations and interactions between three different regions of the world: Europe, Asia, and North America. It does so by contrasting two models of empire in one location, the Philippines: the old European mercantilist model established by Spain in the 16th century, succeeded by the new, modern version initiated at the beginning of the 20th century by the United States. In 1521, Spanish explorers reached the Philippines, marking the beginning of Spanish imperial influence in and trade with Asia. Though the Spanish sought to transform native forms of commerce, social organization, political institutions, and religion, Filipinos resisted or created modified versions. Economically, the profits from the Manila galleon

trade as well as the tribute, taxes, and customs duties collected in the islands, together with revenue from Latin American possessions made Spain's empire the most successful in all of Europe. By the 19th century, however, this imperial system collapsed, culminating in the 1896 Philippine Revolution against Spain. Through war with Spain and the Filipinos, the United States annexed the islands, becoming the last Western power to acquire an empire. The American period (1902-1946) was marked by the introduction of public education, representative democracy, and economic development, interrupted by the Japanese occupation; after World War II, the Philippines became an independent republic. In today's global economy, the Philippines plays a significant role. As a postcolonial country with links to Europe and the United States, and boasting a

population fluent in English, the Philippines is the world's foremost exporter of labor to the rest of the world. The course will analyze the consequences of these unprecedented transnational migrations to the Middle East, the United States and Canada, greater Asia, and Europe for the Philippine nation-state. Themes include: the consequences of imperial rule over the Philippines for Spain's own governance, influence in greater Asia, and larger empire; the American reshaping of Philippine national life and the economy; the effects of empire upon the United States, including debates over annexation, implications

for the republic, and governance; the Japanese Occupation during World War II and independence; challenges to the Philippine nation-state from the Huk Rebellion and the drive for Muslim autonomy; Ferdinand Marcos and the 1986 People Power Revolution

Format: Grades will be based on quizzes (10%); one 4-page paper (20%); participation and attendance (20%); a midterm exam (20%), and a final exam (30%). This course fulfills the N (Social Science) General Education requirement and the Harpur College W (Writing) Requirement.

Prerequisite: Students should have at least sophomore standing and have taken

one 100- or 200-level history course.

Corequisite:

HIST 386L WAR & MEDICINE

Description: This course will investigate selected topics in the social, economic and political relationship between modern warfare and medicine. The course will focus on the last two centuries and consider, on the one hand, the role of war in advancing medicine and, on the other hand, its problematic relationship with the public health. Topics will include: late 18C naval medicine, Florence Nightingale and the Crimean War, the sanitary movement and the American Civil War, imperialism and the health of soldiers, shell shock and WWI, the influenza epidemic and the military during WWI, the production of penicillin during WWII and the rise of large-scale post-war clinical trials,

emergency medicine and Vietnam, and the effect of 9/11 on public health.

Format: Lecture and discussion. Course grades determined as follows: 1 essay exam 25%, 5 short quizzes 25%, class participation 10%, final paper 40%. For majors and non-majors.

Books: Books include: Curtin, DISEASE AND EMPIRE: THE HEALTH OF EUROPEAN TROOPS IN THE CONQUEST OF AFRICA, Byerly, FEVER OF WAR: THE INFLUENZA EPIDEMIC AND THE US ARMY DURING WORLD WAR I, Pick, WAR MACHINE: THE RATIONALIZATION OF SLAUGHTER IN THE MODERN AGE, Rosner & Markowitz, ARE WE READY? PUBLIC HEALTH SINCE 9/11.

Prerequisite:

Corequisite:

HIST 386P WOMEN, CHILDREN & 20TH CENTURY WARS

Description: The goal of the course is to explore the traumas visited on children and women by physical dislocation due to exile, mass persecutions and punishments associated with civil wars, revolutions and wars between nation-states, during the twentieth century. The course will include the work of the truth and reconciliation commissions for South Africa. Readings will draw on historical and social scientific literature (anthropology, sociology, psychology, psychiatry and law). The emphasis in the readings and discussions will be on a comparative, global perspective.

Format: Written outline of weekly readings, which will serve as the basis for oral presentation in class for discussion. With class attendance and participation this constitutes 40% of grade. Papers of about fifteen pages on topics developed in consultation with instructor will constitute the remaining 60% of the grade.

Prerequisite:

Corequisite:

HIST 386Q SECULAR JEWISH IDENTITIES

Description: This course will focus on the emergence and development in modern times of essentially non-religious definitions of Jewish identity and strategies for maintaining Jewish survival. It will explore writings of the most important modern Jewish secularists as well as the programs for action outlined and implemented by Jewish secularist leaders and movements. For majors and non-majors.

Format: One lecture per week. Grades based on midterm (30 percent), 7-10-page

paper due at the end of the semester (30 percent) and final exam (40 percent).

Books: Goldstein, BETRAYING SPINOZA, Hess, ROME AND JERUSALEM, Schor, EMMA LAZARUS, Walzer, EXODUS AND REVOLUTION, Ahad Ha'am, SELECTED ESSAYS

Prerequisite:

Corequisite:

HIST 395 INDEPENDENT STUDY

Description: Tutorial or seminar study of special problems that meets needs of advanced students.

Notes:

Prerequisite: Consent of instructor

Corequisite:

HIST 397 INDEPENDENT STUDY

Description: Tutorial or seminar study of special problems that meets needs of advanced students.

Notes:

Prerequisite: Consent of instructor

Corequisite:

HIST 480B U.S. CIVIL RIGHTS MOVEMENT

Description: The US Civil rights movement is one of the most significant periods in US history. This course analyzes the structure and dynamics of the civil rights movement from various viewpoints including history and sociology. Much emphasis will be placed not only on the hallmark achievements of the 1950's and 1960's but earlier phases of the movement which from the perspective of this course started included the immediately after the Civil War. Key leaders of the movement as well as grassroots efforts from ordinary citizens will be important to our study. The assessment of key primary sources will also be a key feature of this course.

Books: The reading list includes works by Martin Luther King Jr., C. Vann Woodward, Doug McAdam, Lynne Olson and Juan Williams.

Notes:

Prerequisite:

Corequisite:

HIST 480M TRIALS OF THE 20TH CENTURY US

Description: During the twentieth century, certain legal dramas grabbed headlines in the United States and piqued the public interest. From the thrill killers Leopold and Loeb to the aftershocks of Roe v. Wade, Americans have watched, debated, and created meaning from symbolic legal confrontations that have had resonance far beyond the narrow confines of a courthouse. Observers often understood these events within frameworks grounded in different kinds of twentieth-century "trials": social struggles over moral codes; changing conceptions of men, women, and sexuality; or conflicts over racial ideologies, to name several. This class will discuss these twentieth-century courtroom

confrontations as legal trials that had connections, both implicit and explicit, to the wider social trials besetting U.S. society and involving such issues as race, class, and gender.

Format: Writing in this class will constitute approximately 80 percent of the course grade, and students will produce between 20-30 pages of expository prose.

Prerequisite:

Corequisite:

HIST 480R RACIAL VIOLENCE IN SLAVERY & FREEDOM

Description: This seminar will examine the many ways in which violence shaped and permeated race relations and institutions in slave societies in America and in the aftermath of freedom. Violence, or the threat of violence, functioned as an integral form of control, central to maintaining order and stability on a slave plantation and in a plantation society. We will therefore examine violence as a tool of masters to control slaves and extort their labor. But slaves themselves came to view violence as an important form of resistance, and utilized it individually and collectively to shape the conditions of their work and lives, to address injustices, and in an attempt to win their freedom. Among the questions we will grapple with: What forms did slave violence take? What factors shaped the nature of slave violence? How did the tactics of resistance evolve over the course of three centuries? Were there alternatives to violence? What role did gender and sexuality play in racial violence? What were the consequences for slaves who lived with the contact threat of brutal physical punishment? How did the institutions and cultures of the colonizing European powers shape the nature of racial violence in slavery? Violence continued to characterize relations between the races in former slaveholding societies after emancipation as well, primarily by whites who were threatened by black freedom and agency in the political, economic, and social arenas. Most flagrantly, whites used extreme forms of violence, such as lynching, to exert attempt to exert control over the black population, often justifying the extralegal violence as revenge for acts of sexual violence against white women. Among the topics we will engage throughout the semester are: slave crime, domestic violence, sexual violence, race riots, uprisings and rebellions, punishment, runaways, lynching, the KKK, and legally sanctioned racial violence. We will also explore the long-term impact of racial violence on American institutions and communities.

Format: Seminar. In addition, the course will cover important skills focusing on the tools needed to conduct historical research and write a historical essay.

Prerequisite:

Corequisite:

HIST 481D SHAKESPEARE TO HOLLYWOOD

Description: This course has three major elements which are interlinked. It explores definitions of the Renaissance and its significance, how Renaissance themes reached a wide popular audience in Shakespeare¿s time and how representations of those themes have in turn translated into our own culture. Among the topics for examination are Socratic characteristics of Falstaff, history and posterity in JULIUS CAESAR, Machiavellian themes in 3 HENRY VI and RICHARD III, the continuing fascination - and marketability - of the tragedies, comedies and histories. The films under study will be largely - but not exclusively - versions of the plays which are or have been available to cinema audiences and will include JULIUS CAESAR, RICHARD III, and HAMLET.

Format: One seminar per week. One mid-term examination and one final; one essay

of 10-12 pages; marks for attendance and participation. Senior Seminar for majors and non-majors.

Books: Stephen Greenblatt, et al., ed., THE NORTON SHAKESPEARE; Richard

Mackenney, RENAISSANCES. THE CULTURES OF ITALY, C.1300-C.1600; Frank Kermode, THE AGE OF SHAKESPEARE; Stephen Greenblatt, RENAISSANCE SELF-FASHIONING: FROM MORE TO SHAKESPEARE; Russell Jackson, ed., THE CAMBRIDGE COMPANION TO SHAKESPEARE ON FILM

Prerequisite: Some background in Renaissance history will be an advantage. This

course is not appropriate for first-year students.

Corequisite:

HIST 481H CULTURES OF CATASTROPHE

Description: Deals with the collective memory of catastrophic events in different national cultures and different media. For example, how have the participants of World War II tried to explain their wartime record to themselves and future generations? How have the perpetrators, victims and bystanders of the Nazi genocide tried to come to terms with that past and find some meaning in that experience that could be useful to other cultures and subsequent generations? Also determines what methodologies and theoretical approaches are best suited to study the development of collective memories.

Format: Grade based on seminar participation and research paper

Books: To be determined

Prerequisite:

Corequisite:

HIST 481Q RELIGION AND THE ENLIGHTENMENT

Description: This course has two major aims: first, to investigate various of the approaches to religious questions found in eighteenth-century Enlightenment literature, and second, to survey important religious currents that developed contemporaneously with but were distinct from the Enlightenment, such as Jansenism, Pietism, Methodism, and Hasidism. Among other questions, we will ask whether there existed any causal relationship between these seemingly disparate phenomena. The course presumes that religion played a greater a role than scholars have traditionally assumed in eighteenth-century intellectual life. Indeed, we will attempt to locate some of the seeds of modern religious sensibilities (in both Europe and the United States) within various strands of

eighteenth-century culture and thought.

Books: Course books include among others: Nigel Aston, CHRISTIANITY AND

REVOLUTIONARY EUROPE; James M. Byrne, RELIGION AND THE ENLIGHTENMENT: FROM DESCARTES TO KANT; Jonathan Israel, RADICAL ENLIGHTENMENT: PHILOSOPHY AND THE MAKING OF MODERNITY, 1650-1750; Frank Lambert, PEDLAR IN DIVINITY: GEORGE WHITEFIELD AND THE TRANSATLANTIC REVIVALS; Adam Sutcliffe, JUDAISM AND ENLIGHTENMENT

Prerequisite: Permission of the instructor

Corequisite:

HIST 485A THE MIDDLE EAST: 1700-PRESENT

Description: This course will examine a number of readings to explore major themes in Middle East history during the period c. 1700 to the present. These themes include the nature of the state, economic and social structures, labor history, inter-communal relations and the role of the Great Powers in the region. Emphasis will be on the pre-World War I period but some attention will be given to subsequent events.

Format: For part of the semester, the class will meet to discuss a common set of readings. Each student, in consultation with the instructor, will choose a research topic based on the common and other readings. Then, in the later part of the term, the students will present their research findings to the class for discussion and criticism.

Books: Donald Quataert, THE OTTOMAN EMPIRE, 1700-1922, second edition

(Cambridge, 2005); Beshara Doumani, REDISCOVERING PALESTINE. MERCHANTS AND PEASANTS IN JABAL NABLUS, 1700-1900 (Berkeley, 1995); Ussama Makdisi, THE CULTURE OF SECTARIANISM. COMMUNITY, HISTORY AND VIOLENCE IN NINETEENTH CENTURY OTTOMAN LEBANON (Berkeley, 2000); Sandy Tolan, THE LEMON TREE (New York, 2006); Bruce Clark, TWICE A STRANGER: THE MASS EXPULSIONS THAT FORMED MODERN GREECE AND

TURKEY; Taner Akcam, A SHAMEFUL ACT: THE ARMENIAN GENOCIDE AND THE QUESTION OF TURKISH RESPONSIBILITY; Robert Vitalis, AMERICA¿S KINGDOM: MYTHMAKING ON THE SAUDI OIL FRONTIER; James Grehan, EVERYDAY LIFE AND CONSUMER CULTURE IN 18TH CENTURY DAMASCUS.

Prerequisite: Consent of the instructor is required for registration in the class.

Corequisite:

HIST 486A HISTORY OF BIOETHICS

Description: This seminar will investigate the cultural, social and political context of ethical controversies in the biomedical sciences. The course will concentrate on a limited number of areas in19th and 20th century biomedicine including: evolutionary ethics; the definition of brain death and organ transplantation; eugenics; human and animal experimentation; the development of bioethics as a privileged voice in ethical decisions and contemporary issues in bioetechnology and its biopolitics.

Format: Seminar. Course grades determined as follows: seminar presentation 20%; first paper 20%, final paper 40%, class participation 10%, 3 un-graded response papers 10%. For majors and non-majors.

Books: Proctor, RACIAL HYGIENE: MEDICINE UNDER THE NAZIS; Stern, EUGENIC NATION; Jones, BAD BLOOD: THE TUSKEGEE SYPHILIS EXPERIMENT; Lederer, SUBJECTED TO SCIENCE; Stevens, BIOETHICS IN AMERICA; Rose, THE POLITICS OF LIFE ITSELF: BIOMEDICINE, POWER & SUBJECTIVITY IN THE TWENTY-FIRST CENTURY

Prerequisite:

Corequisite:

HIST 486F MARITIME ASIA

Description: Exploration of the interactions of the peoples and cultures of maritime Asia over the past 2,000 years. Topics include the long-distance trade patterns of the first millennium CE, the 12th-century "world trading system" in which Europe played only a peripheral role; the 15th-century expeditions of the Chinese admiral Zheng He (and the question of whether the Chinese discovered America); and the Asian maritime world during the eras of European expansion and colonialism. Considers the profound impact of Europe's Asian expansion, as well as the impact of that expansion on Asian cultures, and investigates the ways in which the activities of the maritime world influenced multiple cultures (Chinese, Japanese, Korean, Southeast Asian, Indian, Middle Eastern and

European) and religions (Islam, Buddhism and Christianity in particular).

Format: Seminar meeting once a week for three hours; discussion-based. Grades for undergraduates based upon an essay of five to seven pages and a seminar paper of 15 to 20 pages. Drafts and re-writes are required for the first assignment and are strongly recommended for the seminar papers.

Books: TBD

Prerequisite:

Corequisite:

HIST 486N WOMEN, HEALTH & MEDICINE: COMPARATIVE PERSPECTIVES

Description: Over the last two decades women's health has attracted unprecedented resources and attention in many parts of the world. What exactly is "women's health" and how has it been defined? To what extent are biomedical or social science models useful for understanding the determinants of women's health? How do we explain disparities in health among women divided by race, ethnicity, social class, and sexual orientation, both within nation-states and across their boundaries? How have these disparities changed over time? Focusing on the United States and India, this course will explore such questions from a comparative historical perspective, with additional selected readings from anthropology and public health. Topics will include birth control, abortion, childbirth, breast cancer, HIV/AIDS, and women as physicians and health care activists.

Format: Course grades will be based on attendance and class presentations, reading outlines, critical reaction papers, and a major research paper on a topic of the student's choice.

Books: Possible Books: Leavitt, WOMEN AND HEALTH IN AMERICAN HISTORY; Brumberg, THE BODY PROJECT; Lorde, THE CANCER JOURNALS

Prerequisite:

Corequisite:

HIST 498 HONORS THESIS

Description: Honors essay for seniors, under supervision of faculty member.

Prerequisites: Consent of department director of undergraduate studies and instructor.

Notes:

Prerequisite:

Corequisite:

HIST 499 HONORS THESIS

Description: Honors essay for seniors, under supervision of faculty member.

Prerequisites: Consent of department director of undergraduate studies and instructor.

Notes:

Prerequisite:

Corequisite:

HIST 501B WOMEN, HEALTH & MEDICINE

childbirth, breast cancer, HIV/AIDS, and women as physicians and health care activists.

Format: Course grades will be based on attendance and class presentations, reading outlines, critical reaction papers, and a major research paper on a topic of the student's choice.

Books: Possible Books: Leavitt, WOMEN AND HEALTH IN AMERICAN HISTORY; Brumberg, THE BODY PROJECT; Lorde, THE CANCER JOURNALS

Prerequisite:

Corequisite:

HIST 501G HISTORY OF BIOETHICS

Description: This seminar will investigate the cultural, social and political context of ethical controversies in the biomedical sciences. The course will concentrate on a limited number of areas in 19th and 20th century biomedicine including: evolutionary ethics; the definition of brain death and organ transplantation; eugenics; human and animal experimentation; the development of bioethics as a privileged voice in ethical decisions and contemporary issues in bioetechnology and its biopolitics.

Format: Seminar. Course grades determined as follows: seminar presentation 20%;

first paper 20%, final paper 40%, class participation 10%, 3 un-graded response

papers 10%.

Prerequisite:

Corequisite:

HIST 501K COMPARATIVE EMPIRES

Description: The seminar aims at comparing early modern and modern empires. Themes such as modes of production, social formations, administrative and political structures, and cultural production will be the focus of the readings.

Format: Weekly discussion of assigned readings. Papers of about twenty pages on topics developed in consultation with instructor.

Books: TBD

Prerequisite:

Corequisite:

HIST 501N HISTORICIZING HUMAN RIGHTS

Description: The discipline of history claims a distinctive contribution to human knowledges in its practices of historicization, the careful attention to context, specificity of time and place, as well as human agency. This course explicitly explores the nature and limitations of historicizing by critical reading of scholarly literature on human rights. “Human rights” is a particularly compelling case because the field is dominated by “presentist” assumptions of political scientists and international relations theorists. The

historical literature falls into a number of traps as well, either equating all moral visions with human rights principles or seeing the post-l945 human rights system as a “revival” of l8th century Enlightenment thinking. Through a mix of historical texts and primary sources (and, ultimately, a concentration on the 20th century in its global scope), the course looks at debates over origins and genealogies and examines methods of assessing the so-called human rights legal revolution l945-49. It then offers critical readings in international perspectives; the work of transnational global advocacy networks; gender and global circulation and translation; local perspectives; transitional justice models, among other themes and approaches.

Format: The course requires short weekly papers summarizing the readings; and a research project on a topic in human rights history posed as an historical problem (topics to be worked out together with the class).

Books: Paul Lauren, THE EVOLUTION OF INTERNATIONAL HUMAN RIGHTS; Akira Iriye, GLOBAL COMMUNITY; Donald Bloxham, GENOCIDE ON TRIAL; Neve Gordon, FROM THE MARGINS OF GLOBALIZATION: CRITICAL PERSPECTIVES ON HUMAN RIGHTS; Sally Engle Merry, HUMAN RIGHTS AND GENDER VIOLENCE; Jean Quataert, THE GENDERING OF HUMAN RIGHTS IN INTERNATIONAL SYSTEM; Simon Chesterman, ed., CIVILIANS IN WAR, among

other texts. Shared readings (chapters, articles, primary sources) will be on blackboard.

Prerequisite:

Corequisite:

HIST 513 COLLOQUIUM ON U.S. WOMEN’S HISTORY

Description: This course surveys classic and recent works on the history of women in the United States from the colonial period to the present. Our focus will be on how interpretations of women¿s experience have been influenced by changing conceptions of race, ethnicity, sexuality, family, class, religion, region, immigration, economics, and politics. Students will become well-versed in the historiography of U.S. women’s history and will be required to write a lengthy historiographical paper on a select topic during the course of the semester. Students are required to make presentations of the week¿s reading.

Prerequisite:

Corequisite:

HIST 521A REVOLUTIONARY AMERICA

Description: This reading-intensive graduate seminar explores the historiography of the era of the American Revolution. By reading both recent and classic interpretations of the War for Independence and the founding of the United States, this class will combine an analysis of trends in historical writing and research with a close examination of the problems related to the economic, social, political, cultural and legal developments of late 18th-century America. Specific concerns include the relative revolutionary character of the Revolution, the causes and consequences of the war for Independence, the relationship between social conflict and ideas in the formation of legal institutions, the imperial and Atlantic aspects of revolutionary America, and the comparative importance of religion, ideology and class conflict in the political developments of the era.

Format: In addition to active participation in discussion, each student will be responsible for leading a discussion of a particular historiographic problem related to the reading of the week, and for writing an extensive historiographical paper.

Books: Subject to change, works include: Jameson, THE TRANSFORMING HAND OF

REVOLUTION; Bailyn, IDEOLOGICAL ORIGINS OF THE AMERICAN EVOLUTION; Robson, THE AMERICAN REVOLUTION IN ITS POLITICAL AND SOCIAL ASPECTS; Foner, TOM PAINE AND REVOLUTIONARY AMERICA; Wood, THE RADICALISM OF THE AMERICAN REVOLUTION; Breen,

THE MARKETPLACE OF REVOLUTION; Nash, THE UNKNOWN AMERICAN REVOLUTION; Shy, A PEOPLE NUMEROUS AND ARMED; O'Schaunessy, AN EMPIRE DIVIDED; Kerber, LIBERTY'S DAUGHTERS; Edling, A REVOLUTION IN FAVOR OF GOVERNMENT; Richardson, PEACE PACT; Onuf, JEFFERSON'S EMPIRE; McDonald, NOVUS ORDO SECLORUM; Newman, PARADES AND THE

POLITICS OF THE STREET; Holton, FORCED FOUNDERS; and numerous articles.

Prerequisite:

Corequisite:

HIST 530B ISSUES IN US HISTORY 1877-PRESENT

Description: This graduate seminar is intended to assist students pursuing a Certificate in the Teaching of American History by providing a strong foundation of key historical and historiographical issues in American History. The course is organized around four units: Industrialization and its Discontents; America Between the Wars; Postwar America; Thinking about what History is, and is Not. Within this framework, the course addresses a range of political, economic, social, and ideological topics.

Prerequisite:

Corequisite:

HIST 532C MODERN U.S. CULTURAL & INTELLECT

Description: This course focuses on the intellectual traditions and cultural transformations shaping American life and society in the 19th and 20th centuries. It addresses major historiographical issues by exploring the following themes: 1) shifts in American liberalism, from the colonial era through the New Deal and our contemporary times; 2) the significance of intellectuals and intellectual work to larger society; 3) nation-building and the influence of American empire, transnational history, and global American history; 4) the relationship between "highbrow" and "lowbrow" culture,

consumption, and visual culture; and 5) religion and politics.

Format: Grades will be based on one 4 to 5-page book review (10%); attendance

and participation, including one oral presentation (40%); and a 20-page

historiography paper (40%).

Books:

Notes:

Prerequisite:

Corequisite:

HIST 532N AFRICAN AMERICAN HERITAGE: POETRY/JAZZ

Description: Jazz music and poetry are two forms of artistic expression that have developed side by side in the movement of African American culture from the

oral tradition. The aim of this course is to follow this parallel development through the crucial stages of African American history, and examine: first, in what ways the two art forms have responded to successive social and political contexts; and secondly, some modes of interaction between the music and the poetry, especially in the phenomenon of “jazz poetry.” We shall watch some videos that capture the key moments and personalities in the growth of the music; listen to CDs and tapes that illustrate the key styles of each period; and examine the poems that capture the spirit and the concerns of the times

Format: Seminar

Books: Not available at this time

Prerequisite: None

Corequisite: None

HIST 533F AMERICAN WORKERS IN THE 20TH CENTURY

Description: This course will examine the experience of workers in the 20th century from a variety of perspectives. It will include now "classic" works in labor history as well as a number of more contemporary works that have moved labor history in different directions that intersect with other social movements and political activism.

Format: Attendance and discussion in weekly meetings will comprise a significant

proportion of grades. Written work will include several book reviews and several longer historiographic papers.

Books: TBD

Prerequisite:

Corequisite:

HIST 540B THE U.S. CIVIL RIGHTS MOVEMENT

Books: The reading list includes works by Martin Luther King Jr., C. Vann Woodward, Doug McAdam, Lynne Olson and Juan Williams.

Prerequisite:

Corequisite:

HIST 551A MEDIEVAL LATIN & PALEOGRAPHY

Course Description: This seminar has two goals: (1) to give an introduction to the Latin language and literature of the late antique and medieval periods (ca. A.D. 200-1500), (2) to give a theoretical and practical introduction to reading medieval manuscripts.

1. Designed to move students toward independent work with Medieval Latin texts, the first part of the course will emphasize the close reading and careful translation of a variety of representative Medieval Latin texts and documents, with attention to vocabulary, orthography and syntax.

2. Aimed at establishing basic skills for doing independent research in medieval studies, techniques will be developed for transcribing medieval texts. In so doing, we will talk about the development of scripts in the Middle Ages and about methods of editing medieval texts.

As background to both parts, the course will also provide an introduction to some of the areas of Medieval Latin scholarship, including lexica, bibliographies, and reference works for the study of Latin works composed in the Middle Ages.

Format: Course grades will be based on class participation, including weekly transcription of a manuscript-text and preparation of a Latin text (40%)

a mid-term exam of prepared and on-sight Latin texts (30%)

a final paper or a class presentation, either about paleographical and text-historical issues related to one’s own research or about one of the Latin texts (30%).

Book: Bernhard Bischoff, Latin Paleography, translated: Dáibhi ó Cróinín & David Ganz, Cambridge University Press 1997.

Latin texts will be available on library reserve.

Prerequisite: one year of classical Latin

Corequisite:

HIST 560A GENDER& COLONIALISM

Description: This course explores how gender was implicated in modern imperializing and colonizing processes. Drawing examples from both the European and American empires, we will examine how gender and sexuality were mobilized and performed in the interest of white imperial rule and a patriarchal gender order. We will focus in particular upon the following themes: reproduction and sexual practices; intimacy, the family, and domestic life; interracial sex and the meanings attached to “mixed-blood” offspring; biopolitical interventions and the policing of racial boundaries; the links among gender, race, and commodities.

Books: Briggs, REPRODUCING EMPIRE: RACE, SEX, SCIENCE, AND U.S. IMPERIALISM IN PUERTO RICO; Buettner, EMPIRE FAMILIES: BRITONS AND LATE IMPERIAL INDIA; Burke, LIFEBUOY MEN, LUX WOMEN: COMMODIFICATION, CONSUMPTION, AND CLEANLINESS IN MODERN

ZIMBABWE; Stoler, HAUNTED BY EMPIRE: GEOGRAPHIES OF INTIMACY IN NORTH AMERICAN HISTORY; Thomas, THE POLITICS OF THE WOMB: WOMEN, REPRODUCTION, AND THE STATE IN KENYA; Thompson, COLONIAL CITIZENS: REPUBLICAN RIGHTS, PATERNAL PRIVILEGE, AND GENDER IN FRENCH SYRIA AND LEBANON; Wexler; TENDER VIOLENCE: DOMESTIC VISIONS IN AN AGE OF U.S. IMPERIALISM. Wildenthal, GERMAN WOMEN FOR EMPIRE, 1884-1945.

Prerequisite:

Corequisite:

HIST 560B RELIGION & THE ENLIGHTENMENT

Description: This course has two major aims: first, to investigate various of the approaches to religious questions found in eighteenth-century Enlightenment

literature, and second, to survey important religious currents that developed contemporaneously with but were distinct from the Enlightenment, such as Jansenism, Pietism, Methodism, and Hasidism. Among other questions, we will ask whether there existed any causal relationship between these seemingly disparate phenomena. The course presumes that religion played a greater a role than scholars have traditionally assumed in eighteenth-century intellectual life. Indeed, we will attempt to locate some of the seeds of modern religious sensibilities (in both Europe and the United States) within various strands of eighteenth-century culture and thought.

Books: Course books include among others: Nigel Aston, CHRISTIANITY AND

Prerequisite:

Corequisite:

HIST 560C CULTURES OF CATASTROPHE

Format: Grade based on seminar participation and research paper

Books: To be determined

Prerequisite:

Corequisite:

HIST 576F MARITIME ASIA

European) and religions (Islam, Buddhism and Christianity in particular).

Books: TBD

Notes:

Prerequisite:

Corequisite:

HIST 592 HISTORIOGRAPHY

Description: The course is designed to provide you with an efficient road map through the complexities of contemporary historical practice and theory. For that purpose we shift gears several times during the semester, combining short summaries with in-depth analyses. We deal summarily with historiographical surveys of the discipline and the major historiographical traditions of the 20th century. Then we will engage more closely with the postmodern challenges to historical writing and, even more important, with the answers that historians have formulated in response to these challenges. These answers have been developed on two different levels. On the one hand, historians have tried to

conceptualize their work and provide theoretical responses to the theoretical challenges of their critics. In these efforts, doing battle on foreign soil, historians have not been very successful. On the other hand, historians have responded to the challenges in practice, i.e., in their writing of history. In these endeavors they have been extraordinarily successful and we will study them quite carefully. In short, course should jump-start your career as a professional historian, provide you with a clear idea of what is expected from

you in this profession and help you develop a set of philosophical-methodological guidelines to ground your future research, writing and teaching.

Format: Grade based on historiographical term paper and 20- to 25-minute, in-class presentation

Prerequisite:

Corequisite:

HIST 597 INDEPENDENT STUDY (MA)

Description: Reading course for history graduate students at the master's level.

Format: To be determined between faculty member and student

Prerequisite: Consent of faculty member

Corequisite:

HIST 599 MASTER'S THESIS

Description: Master's thesis for MA-level students, under supervision of faculty member.

Prerequisite:

Corequisite:

HIST 600P RESEARCH SEMINAR IN HISTORY

Description: This course is intended to guide students in original scholarly research. It could lead to a paper suitable for submission to an academic journal, but this is a high expectation. More realistically, this seminar should take students through the process of refining their dissertation topics and writing the basis of a chapter. Therefore, students will be required to immerse themselves in the relevant secondary literature and locate and use primary sources. This is a departmental course for which I am the instructor of record. However, students' mentors should be at least as involved in their project as I

will be. This means that students will need to impress upon their mentors the importance of timely meetings and written responses to the various stages of their projects. Final papers will be presented and critiqued at a one-day colloquium at the end of the semester.

Prerequisite:

Corequisite:

HIST 697 INDEPENDENT STUDY (PHD)

Description: Reading course for history graduate students at the PhD level.

Format: To be determined between faculty member and student

Prerequisite: Consent of faculty member

Corequisite:

HIST 698 PRE-DISSERTATION RESEARCH

Description: Independent reading and/or research in preparation for comprehensive examinations for admission to PhD candidacy and/or preparation of dissertation prospectus. Graded on Satisfactory/Unsatisfactory basis only.

Prerequisite:

Corequisite:

HIST 699 DISSERTATION

Description: Research for and preparation of the dissertation.

Prerequisite:

Corequisite:

HIST 700 CONTINUOUS REGISTRATION

Description: Required for maintenance of matriculated status in graduate program. No credit toward graduate degree requirements.

Prerequisite:

Corequisite:

HIST 707 RESEARCH SKILLS

Description: Development of research skills required within graduate programs. May not be applied toward course credits for any graduate degree.

Prerequisites: approval of relevant graduate program directors or department chairs.

Prerequisite:

Corequisite: