In this course, we will investigate both the fictional and the real worlds of Sherlock Holmes. Through reading, watching, discussing, and writing about Sir Arthur Conan Doyle’s stories and their film adaptations, we will explore Victorian London and some real crimes that took place there while getting a better understanding of how the relationship of race, gender, and crime informed and affected the politics and culture of the British Empire. This course satisfies the "Gateway Seminar" course requirement for History majors.

BUILDING: DEWEY | ROOM: 2110E

This seminar uses the history of apartheid, or legal segregation, in South Africa to introduce students to the skills needed to study college-level history. To highlight the importance of interpretation and argument in historical research, the weekly readings are organized around one central question in South African studies: The debate between those who view apartheid as an impediment to, and those who view the same policy as a catalyst behind the country’s economic growth after World War II.

BUILDING: RRLIB | ROOM: 456

In this course we will examine the most gigantic, devastating war in world history -- the Nazi-Soviet conflict of 1941-1945. This was the central act of World War II in Europe. We will focus on the Soviet experience of the war. It was the Red Army that came to grips with the German Wehrmacht deep in Russia and ripped its heart out. The course will be devoted almost entirely to reading primary sources on the war, discussion, and four major written assignments (two papers, a bibliography, and a book review). We will explore life on the Soviet home front, the Holocaust, life in the occupied territories, partisan warfare, the significance of Lend Lease for the Soviet war effort, soldiers' experience of the war, and key battles. This last will include the Battle of Moscow in the winter of 1941-1942, the first defeat inflicted on the Germans in World War II, and the Battle of Stalingrad, the great turning point of World War II in Europe.

BUILDING: RRLIB | ROOM: 456

Every human society has had to confront the inevitability and mystery of death. We'll approach the topic from multiple directions, looking at the social history of mortality (including demographics, how social structures influence the experience of dying, and the physical contexts of death) as well as the cultural reactions of ordinary people, philosophers, religious thinkers, and artists. In doing so, we'll pay close attention to how different circumstances and traditions have led to an enormous variety of understandings of and responses to mortality, while also identifying broad similarities across time and throughout the world.

BUILDING: RRLIB | ROOM: 202

This course revolves around the most essential question in modern German history: was Hitler's regime particular to Germany, German culture, and German society, or was merely the manifestation of an immanent quality in all modern nation states? What does it mean to compare any political figure to Hitler? Was his kind of "evil" suis generis or dangerously banal? This course places the rise and fall of the Nazi Party and Hitler in the longer duree of German history, from the Second Empire and WWI, to Weimar, the Nazi State, and the Two Germanys of the Cold War.

BUILDING: GRGEN | ROOM: 108

Students will follow current events in Russia through the internet, newspapers, magazines, and other sources (including satellite broadcasts when available). Along with a general attention to current events, each student will follow a particular area of interest (e.g. national identity, the market economy, politics, health issues, crime, culture, foreign policy) throughout the term, do background work on this topic and write it up towards the end of the term. Students who read Russian will be encouraged to use available sources in that language. This course is designed to (1) familiarize students with the most important issues facing Russia today and the historical/political/cultural context in which to place them; (2) to acquaint students with a variety of resources from the US, Russia, and a number of other countries and the different perspectives these sources may give on one and the same issue. Students write two short essays and one longer research paper.

BUILDING: LATT | ROOM: 401

This course covers Japanese history from the 1800s to the present. During these two hundred years, Japan went through a rollercoaster of events: the Meiji Restoration, industrialization, fascism, wars, atomic bombs, an economic miracle, a “lost” decade, and recently a devastating tsunami. The Japanese paradox of Chrysanthemum and Sword still awaits explanation. Come join me in this journey of books, archives, films, and anime in search of modern Japan.

BUILDING: LCHAS | ROOM: 141

This introductory survey course will cover the difficult process of nation building that twenty-odd societies in the Caribbean and south of the Rio Grande experienced during the nineteenth and twentieth centuries. We will analyze the construction of national borders, racial ideologies and cultural identities in a period that witnessed the consolidation of Brazil and the fragmentation of a once-unified Spanish America. The complex relationship between the U.S. and diverse Latin American countries will be analyzed through the United Fruit Company and the implementation of NAFTA. The Cuban Revolution, the 1968 Mexico City Olympics and the South American dictatorships will be covered in the second half of the course.

BUILDING: DEWEY | ROOM: 2110D

The second of a sequence of two, the course approaches "The Divine Comedy" both as a poetic masterpiece and as an encyclopedia of medieval culture. Through a close textual analysis of the second half of "Purgatorio" and the entirety of "Paradiso," students learn how to approach Dante’s poetry as a vehicle for thought, an instrument of self-discovery, and a way to understand and affect the historical reality. They also gain a perspective on the Biblical, Christian, and Classical traditions as they intersect with the multiple levels of Dante’s concern, ranging from literature to history, from politics to government, from philosophy to theology. A visual component, including illustrations of the "Comedy" and multiple artworks pertinent to the narrative, complements the course. Class format includes lectures, discussion, and a weekly recitation session. Intensive class participation is encouraged. No prerequisites. Freshmen are welcome. Part of the Dante Humanities Cluster.

BUILDING: LATT | ROOM: 431

A study of the changing use of power from the end of the Civil War until the election of Bill Clinton. Among the topics under investigation is the role of changing nature of the party system, the role of race and gender in voting and governing, and the efforts to alter the basis of American political life.

BUILDING: DEWEY | ROOM: 4162

After a brief review of the primary features of pre-European African society, we will examine the affect of the "Middle Passage" -- the transportation of enslaved Africans to the Western Hemisphere. We will then focus on the process of "Americanization" as the Africans became African-Americans. The struggle for freedom and citizenship will conclude our survey. The main course readings will be a representative sample of African-American autobiographies, and short selections from a secondary text. Using the autobiographies as historical source material, we will produce a brief history of the values and cultural practices of Africans in America, and the ways in which African-Americans adapted to and shaped American life and society.

BUILDING: B&L | ROOM: 315

The origins of the Blues in the context of African-American culture in the late 19th and early 20th centuries, it's rapid rise to becoming the dominant popular music in the African- American community, and the discovery of blues by white audiences.

BUILDING: MEL | ROOM: 221

An exploration of the changes in politics and cultural life that defined one of the most tumultuous periods of the last half century. The course concentrates on efforts of previously marginalized groups to attain full citizenship rights and to oppose uses of American power abroad that had been taken for granted for much of the twentieth century. In addition to coverage of civil rights struggles and debates over the Vietnam War, the course will also turn its attention to a rejection of middle-class cultural norms — a rejection best summed up as “sex, drugs, and rock ’n’ roll.”

BUILDING: RRLIB | ROOM: 456

This course covers the history of New York City and New York State from the arrival of indigenous peoples more 10,000 years ago. Early alliances between these peoples evolved into the Iroquois Confederacy in response to the arrival of Europeans in the 16th Century. Conflicts between Dutch, French, British, and Americans resulted in the independence of the United States, which was confirmed by the War of 1812. Resolution of competing colonial land claims resulted in state boundaries that stretched from the Atlantic Ocean to the Great Lakes, opening the way for the first commercial steam boat service in 1807 and the Erie Canal in 1825. These opened the Midwest to rapid settlement and brought substantial trade and financial activity to New York City, which became and remains the richest and most populous city in the United States. Upstate cities including Buffalo, Rochester, Syracuse, and Albany also prospered from this waterborne trade, which was reinforced by railroads in the 1830s and the New York Thruway.

BUILDING: MOREY | ROOM: 525

The class is not a chronological narrative of eating or a study of food over time. Instead, it asks students to weave together two stories-the human place in nature and the ways in which we were, are, and will be what we eat. The course includes discussions, films, journaling, fiction and non-fiction reading assignments, and discussions of what comes next. Non-traditional writing assignments and few lectures-more Socratic than pedantic. You must attend class, participate in class discussions, and keep up with the reading.

BUILDING: HUTCH | ROOM: 138

How does a country with five percent of the world's population, a country that nominally values freedom above all else, come to have nearly a quarter of the world's incarcerated people? In this survey course we investigate the history of imprisonment in the United States--as theorized and as practiced--from the founding of the republic to the present day. Special attention is paid to the politics, economics, race politics, and religious logics of contemporary mass incarceration, and to the efforts afoot to end mass incarceration.

BUILDING: GRGEN | ROOM: 108

Through literature and film, this course examines how people at various points in the past have imagined our future--and the ways in which those "millennial visions" were conditioned by specific historical contexts. The course looks at both positive and negative views of the future, and at secular as well as religious predictions for humankind's fate, asking always how our visions of the future, like a fun-house mirror, reflect in sometimes monstrous or exaggerated terms the concerns of the present.

BUILDING: RRLIB | ROOM: 456

In March 1946, Winston Churchill warned, “An ‘Iron Curtain’ has descended across the Continent. Behind that line lie all the capitals of the ancient states of Central and Eastern Europe. Warsaw, Berlin, Prague, Vienna, Budapest, Belgrade, Bucharest and Sofia.” This course examines how and why Europe fell into the sphere of Stalin and the Soviet Union. Students will learn about the institution of Soviet-backed communist governments after the Second World War, and the difficult choices individuals made between supporting the Communist Party, keeping a low profile, or resisting. To understand the complexities of life under communism, students will read memoirs of those who lived through the period. The course will conclude by investigating the democratic protest movements that returned independence to Europe.

BUILDING: RRLIB | ROOM: 456

In this colloquium we will look at the history of international feminism and explore its many faces. We will examine the various factors that have contributed to women’s historically lower status in society; will look at the emergence of women’s rights and feminist movements as well as the distinctions among various feminist theories, and will discuss the relevance of feminism today.

BUILDING: LCHAS | ROOM: 103

An introduction to the study of Global History, focusing on the origins and development of the rift between the Global North and Global South, and on experiences that are common to diverse peoples of the Global South. Topics include the crisis in European feudalism, the rise of capitalism, social revolutions in China and Russia, the collapse of European colonial empires, and the emergence of China as an economic powerhouse and its impact on our understanding of global connections.

BUILDING: MEL | ROOM: 206

The long-term intellectual history of essential ideas in the Western medical tradition: illness, health, and mind/body interaction. The time span ranges from Greek antiquity to the present day, with emphasis on the last 250 years and on the relationship between emotional and biological factors in the onset and experience of disease. Primary sources include Hippocrates, Galen, Maimonides, Descartes, Gaub, Charcot, Freud, Alexander, Cannon, Engel. Secondary sources include Porter's THE GREATEST BENEFIT TO MANKIND: A MEDICAL HISTORY OF HUMANITY.

BUILDING: MOREY | ROOM: 525

The long-term intellectual history of essential ideas in the Western medical tradition: illness, health, and mind/body interaction. The time span ranges from Greek antiquity to the present day, with emphasis on the last 250 years and on the relationship between emotional and biological factors in the onset and experience of disease. Primary sources include Hippocrates, Galen, Maimonides, Descartes, Gaub, Charcot, Freud, Alexander, Cannon, Engel. Secondary sources include Porter's THE GREATEST BENEFIT TO MANKIND: A MEDICAL HISTORY OF HUMANITY.

BUILDING: MOREY | ROOM: 525

Examines the initiation, evolution, and transformation of international and global health activities/policies focusing on developments in the 19th-early 21st centuries. It also considers events such as pandemic plague, exchange of diseases between the Old World and the New, and the role of health concerns in early European and American colonialism and imperialism. The major focus is the evolution of cooperative efforts in international health under governmental, non-governmental, and trans-governmental auspices with attention given to the role of international conferences/conventions, the work of the International Red Cross and the Rockefeller Foundations International Health Division, and the creation/functioning of the Pan American Health Organization, the Office International d'Hygiene Publique, the League of Nations Health Organization, and the World Health Organization. For the later 20th century, we will focus on the World Bank, the Gates Foundation, UNAIDS, and other current players in global health.

BUILDING: GRGEN | ROOM: 108

Examines the initiation, evolution, and transformation of international and global health activities/policies focusing on developments in the 19th-early 21st centuries. It also considers events such as pandemic plague, exchange of diseases between the Old World and the New, and the role of health concerns in early European and American colonialism and imperialism. The major focus is the evolution of cooperative efforts in international health under governmental, non-governmental, and trans-governmental auspices with attention given to the role of international conferences/conventions, the work of the International Red Cross and the Rockefeller Foundations International Health Division, and the creation/functioning of the Pan American Health Organization, the Office International d'Hygiene Publique, the League of Nations Health Organization, and the World Health Organization. For the later 20th century, we will focus on the World Bank, the Gates Foundation, UNAIDS, and other current players in global health.

BUILDING: GRGEN | ROOM: 108

Effects of Third World political, social, and economic factors on contemporary Islam. Case-studies will be drawn from contemporary Muslim societies, with particular attention to the subjects of Muslim women, the rise of Islamic movements in the 20th-21st centuries, and instances of global religious violence involving Muslims.

BUILDING: MEL | ROOM: 224

PREREQUISITES: Crosslisted: AAS 278/HIS244W

The course will examine the nature and culture of the African Diaspora as found on the African continent, Europe, the Americas and elsewhere. Among key issues on which the course will focus are variability, continuity and change in the cultures of different groups of Diasporan Africans, and relationships that are found between major environmental challenges as well as historical events such as the Islamic Jihads, Trans-Saharan Trade, the Trans-Atlantic Slave Trade, colonialism, and Plantation Slavery in West Africa and the relocation and redistribution of African populations in Africa. A critical component of this class examines the historical, ethnographic, and archaeological research done in Africa, Europe, and the Americas to inform the student about theories and interpretations concerning the African Diaspora.

BUILDING: LATT | ROOM: 413

The Nobel laureate Orhan Pamuk has gained worldwide recognition for his innovative novels and status as a radical author. As Turkey becomes more central to debates concerning the Middle East and thus more legible on global scale, Pamuk’s novels have become symbols of intense political and cultural repercussions. This semester we will read Pamuk’s novels to trace this writer’s transformation from a national to a global author, and will examine his role as a mediator between the Ottoman past, the Turkish national tradition, and an international canon represented by works (and film adaptations) from Borges, Dostoevsky, Eco, Faulkner, Kafka, Nabokov, and Rushdie. Larger questions of secularism, Islam, collective memory, and cultural translation will be inseparable from our discussions of historiography, intertextuality, orientalism, Sufism, modernism, metafiction, and post-colonialism.

BUILDING: RRLIB | ROOM: 442

The 2010 Brazilian national census shows 97.2 million Afro-Brazilians and 90.6 million Whites. These two ethnic nationalities have developed unequally since the establishment of colonial Brazil by Portugal in the sixteenth century. The 2010 census shows the average income of Afro-Brazilians was less than half that of White Brazilians. In 2009, the wealth gap between White and Black American families was $236,500. The most populous African nation, Nigeria, shows similar inequality among its major ethnic nationalities. This magnitude of inequality among ethnic nationalities has given rise to serious problems in inter-group relations in the three countries. This course aims to trace, comparatively, the historical origins of the phenomenon, examine the political and economic consequences, and discuss the politics and economics of state policy designed to address it. *NOTE: Students taking this Course for ECO credit must have previously taken ECO 108*

BUILDING: HYLAN | ROOM: 203

This course examines the changing historical relationships between homo sapiens and other animal species from prehistory to the present. We will be concerned with how and why the relationship between humans and animals has changed from one defined by predator-prey relations to one of use-oriented dependence. We will attempt to work out how the current relationship between humans and animals came about through a dynamic historical process, with the ultimate goal of understanding that relationship in its proper historical context. The primary method of instruction will be seminar discussions of the readings.

BUILDING: MEL | ROOM: 205

This course examines the changing historical relationships between homo sapiens and other animal species from prehistory to the present. We will be concerned with how and why the relationship between humans and animals has changed from one defined by predator-prey relations to one of use-oriented dependence. We will attempt to work out how the current relationship between humans and animals came about through a dynamic historical process, with the ultimate goal of understanding that relationship in its proper historical context. The primary method of instruction will be seminar discussions of the readings.

BUILDING: MEL | ROOM: 205

This course covers topics such as the changing nature of warfare, the lives of ordinary people, and how the state attempted to control their private lives. It also looks at the global world which had emerged along with the growth of globalism.

BUILDING: RRLIB | ROOM: 362

This course covers topics such as the changing nature of warfare, the lives of ordinary people, and how the state attempted to control their private lives. It also looks at the global world which had emerged along with the growth of globalism.

BUILDING: RRLIB | ROOM: 362

This course covers the period between Christopher Columbus in the fifteenth century and James Cook, Alexander von Humboldt and Lewis and Clark in the eighteenth and early nineteenth. In this period most of the world's surface was explored. Exploration is regarded in this course as a series of practices (culture contact, travel, seamanship, map-making, natural history observation and collecting, drawing, language learning, travel-writing) which each tend towards the making of new knowledge in movement. There are no pre-requisites for the course. The class relies on close-reading of first-hand accounts by explorers. Work demanded: mid-term take-home paper, take-home term paper, weekly response paper to sources assigned for that week. Students should note that this is a text-based course, and demands a commitment to substantial reading.

BUILDING: RRLIB | ROOM: 362

This course covers the period between Christopher Columbus in the fifteenth century and James Cook, Alexander von Humboldt and Lewis and Clark in the eighteenth and early nineteenth. In this period most of the world's surface was explored. Exploration is regarded in this course as a series of practices (culture contact, travel, seamanship, map-making, natural history observation and collecting, drawing, language learning, travel-writing) which each tend towards the making of new knowledge in movement. There are no pre-requisites for the course. The class relies on close-reading of first-hand accounts by explorers. Work demanded: mid-term take-home paper, take-home term paper, weekly response paper to sources assigned for that week. Students should note that this is a text-based course, and demands a commitment to substantial reading.

BUILDING: RRLIB | ROOM: 362

Alternately friends and rivals, modern France and the United States have had a complicated relationship ever since both nations were born in revolution at the end of the eighteenth century. This course will seek to understand France on its own terms by considering a series of formative events such as the French Revolution, the Revolutions of 1830 and 1848, the Franco-Prussian War and the Paris Commune, the Dreyfus Affair and the birth of the intellectual, the very different experiences of World Wars I and II, the post-colonial conflicts in Algeria and Vietnam, the near-revolution of May 1968, and contemporary arguments over French foreign and domestic policy

BUILDING: MOREY | ROOM: 205

Alternately friends and rivals, modern France and the United States have had a complicated relationship ever since both nations were born in revolution at the end of the eighteenth century. This course will seek to understand France on its own terms by considering a series of formative events such as the French Revolution, the Revolutions of 1830 and 1848, the Franco-Prussian War and the Paris Commune, the Dreyfus Affair and the birth of the intellectual, the very different experiences of World Wars I and II, the post-colonial conflicts in Algeria and Vietnam, the near-revolution of May 1968, and contemporary arguments over French foreign and domestic policy

BUILDING: MOREY | ROOM: 205

Enough record evidence survives from the operations of the medieval English government to allow students to reconstruct at least public life narratives of certain individuals. This course (1) provides the setting of medieval English history and (2) guides students in individual research projects based on printed and translated English royal documents. Choices include an Italian merchant-banker in London, an English bishop running the administration of Ireland, a rebellious knight at the time of Edward II, a great lady who acts virtually as an earl, and a combative Lincolnshire landowner.

BUILDING: MOREY | ROOM: 504

Enough record evidence survives from the operations of the medieval English government to allow students to reconstruct at least public life narratives of certain individuals. This course (1) provides the setting of medieval English history and (2) guides students in individual research projects based on printed and translated English royal documents. Choices include an Italian merchant-banker in London, an English bishop running the administration of Ireland, a rebellious knight at the time of Edward II, a great lady who acts virtually as an earl, and a combative Lincolnshire landowner.

BUILDING: MOREY | ROOM: 504

Ethnoarchaeology is the ethnographic study of peoples for archaeological reasons, usually through the study of the material remains of a society. Ethnoarchaeology aids archaeologists in reconstructing ancient lifeways by studying the material and non-material traditions of modern societies. This course will examine ethnoarchaeological work in Africa that is sensitive to the daily realities of peoples’ lives while it simultaneously builds the types of knowledge necessary for ethnoarchaeology to meet its important cognitive role within archaeological research. Examples will be drawn from research with potters and consumers, iron smelters, pastoralists, artists, and ethno-pharmacologists in West Africa, Southern Africa, and Eastern Africa. The course will guide the student to understand what ethnoarchaeology is, and to acquire skills, which would enable her or him to practice it. Lectures will be combined with class discussions of specific case studies.

BUILDING: LCHAS | ROOM: 163

The latter years of China's Qing dynasty (1644-1911) bore witness to great political, economic, and social change. Periods of inter-ethnic tensions, famine, rebellion, war, and finally revolution all contributed to a rapidly changing landscape for the subjects of the Qing dynasty. As the socio-political reality changed, so too did the literary production that reflected and commented on that reality. In this class, we will read prominent works of fiction and non-fiction from the 19th and early 20th centuries in order to identify how cultural trends, literary preoccupations, and expectations for the social function of literature evolved alongside contemporary social and political shifts in tumultuous late Qing China. In particular, we will pay attention to the emergence of class, racial, ethnic, and nationalist consciousness; discourses of “modernity”; and the growing belief that popular fiction could serve as a tool for the education and reformation of dynastic subjects into potential future citizens.

BUILDING: | ROOM:

Interested in learning about China and making maps at the same time? Turning your book knowledge into your own visual guide? Come join us in this class of “mapping history.” We will find out how China transformed itself from a socialist country to a capitalist giant, and furthermore, how its more than ten macro regions fared differently in this economic “miracle”. There are no prerequisites required. We will pick up digital tools like line drawings, Story Map (by ArcGIS), and Neatline (by Omeka) while traveling down China’s recent economic past.

BUILDING: MEL | ROOM: 209

Interested in learning about China and making maps at the same time? Turning your book knowledge into your own visual guide? Come join us in this class of “mapping history.” We will find out how China transformed itself from a socialist country to a capitalist giant, and furthermore, how its more than ten macro regions fared differently in this economic “miracle”. There are no prerequisites required. We will pick up digital tools like line drawings, Story Map (by ArcGIS), and Neatline (by Omeka) while traveling down China’s recent economic past.

BUILDING: MEL | ROOM: 209

This course takes a broad historical and social approach to Chinese, Taiwanese, and Hong Kong literatures in the twentieth century. Beginning with the transformative May Fourth and New Culture movements of 1919 and the early 1920s, we will move through the twentieth century as represented in (or set as the backdrop for) iconic and thought-provoking works of literature (including fiction, essays, and poetry) produced by some of the era’s most prominent writers. We will consider these pieces as subjective snapshots presenting different perspectives on and preoccupations with the complexity of life in particular social, political, and geographic contexts. Students will thus learn not only about major schools of thought and intellectual/literary trends over the course of the century, but the political and social events, periods of conflict and upheaval, and moments of transition that shaped China’s, Taiwan’s and Hong Kong’s respective political and intellectual trajectories during the same period.

BUILDING: DOUG | ROOM: 404

Explore how big business emerged in modern Brazil and impacted the country’s development and classification as one of the world’s five major emerging economies. Using an economic historical lens, we will investigate how Brazilian growth and development conforms to or diverges from traditional economic history models. The course looks particularly at theories of development and how transportation, banking, and the film industry impacted Brazil’s 19th and 20th century history. **Note** Students taking this course for ECO credit must have previously taken ECO 108.

BUILDING: LCHAS | ROOM: 163

Explore how big business emerged in modern Brazil and impacted the country’s development and classification as one of the world’s five major emerging economies. Using an economic historical lens, we will investigate how Brazilian growth and development conforms to or diverges from traditional economic history models. The course looks particularly at theories of development and how transportation, banking, and the film industry impacted Brazil’s 19th and 20th century history. **Note** Students taking this course for ECO credit must have previously taken ECO 108.

BUILDING: LCHAS | ROOM: 163

This course explores the relationship between the environment and social inequality, focusing specifically on issues of gender, race, and class. Is there a connection between sexism, racism, class exploitation, and environmental destruction? This is the question we raise. Using intersectional feminist analysis, we will investigate the historical roots of modern dualist constructions that juxtapose humans and the environment, men and women, creating an anthropocentric, racialized, and engendered framework that produces and maintains both social inequalities and our destructive attitude towards the environment. Topics might include but are not limited to the following: historical ideas about nature and environment; eco-imperialism; eco-feminism; climate change and its connection to issues of race, gender, and class; justice and sustainability; poverty and natural resources; food justice; natural disasters (such as Hurricane Katrina) and their context, and others.

BUILDING: MOREY | ROOM: 205

What is America? A country? A continent? A political ideal? A culture? This course traces the development of ideas about America, from its historical beginnings to our own time, from European fantasies about the New World and its possibilities to the experiences of settlers and citizens facing its realities. We will explore the competing and even contending narratives of America in a wide variety of cultural documents, from orations, sermons and political tracts to novels, poems, photographs, and films. The course is open to all interested students and required for all American Studies majors.

BUILDING: RRLIB | ROOM: 362

Over 150 years after the Civil War, historians continue to disagree as to "what caused the war" and raise doubts as to exactly who were the "winners" and "losers." The course re-examines the causes, conduct, and consequences of the American Civil War.

BUILDING: MEL | ROOM: 224

This course considers feature films as evidence for the cultural historian of modern America by considering the role of movies in the social imaginary of the Great Depression and World War II. Films include Little Caesar, Gold Diggers of 1933, Gone with the Wind, Citizen Kane, Double Indemnity, Best Years of Our Lives.

BUILDING: MOREY | ROOM: 502

The debate on the role of the state versus that of the free market in the socioeconomic process is as old as the history of political economy. We discuss what economists, political scientists, & economic historians characterize as the Washington consensus versus the Beijing consensus or the Asian model. This is followed by a discussion of the contributions of some notable thinkers — Adam Smith, Alexander Hamilton, Friedrich List, John Maynard Keynes, & Friedrich von Hayek. The greater part of the course deals with selected historical cases across the globe. The discussions are informed by a political economy conceptual framework, which helps to explain the politics and economics of state policy and the long-run historical processes that created the political & economic conditions. Students’ performance is based on three short essays (four typed pages each) presented to the class for discussion and thereafter revised for grading. No mid-term & final examinations.

BUILDING: MOREY | ROOM: 501

Students will conduct guided research using a variety of software and historical sources to help create a Virtual Digital St. George's - a 400-year-old town with approximately 250 properties and historic buildings. We will build multi-layer 2D and selective 3D computer models of the oldest town in English America (founded 1612). Work will include integrating different types of historical data into databases, independent research on specific buildings and property owners using digital newspaper archives, and "building" individual 3D houses within the town. The course will culminate with each student designing a game or simulation that helps the general public understand history better or designing a mobile device app to educate and enhance the experiences of modern visitors to the town.

BUILDING: RRLIB | ROOM: 445

Students will conduct guided research using a variety of software and historical sources to help create a Virtual Digital St. George's - a 400-year-old town with approximately 250 properties and historic buildings. We will build multi-layer 2D and selective 3D computer models of the oldest town in English America (founded 1612). Work will include integrating different types of historical data into databases, independent research on specific buildings and property owners using digital newspaper archives, and "building" individual 3D houses within the town. The course will culminate with each student designing a game or simulation that helps the general public understand history better or designing a mobile device app to educate and enhance the experiences of modern visitors to the town.

BUILDING: RRLIB | ROOM: 445

Interviewed by the Chicago Daily News in 1924, Mussolini said that Fascism was “the greatest experiment in history in making Italians.” Within the historical and political framework of the so-called Ventennio Fascista—from 1922 to 1943—the course examines Mussolini’s cultural politics as a fundamental strategy not only to gain popular consent and propagate the ideology of the regime, but to implement his vision of Italian national identity. Relying on both material culture, and historical documents and analyses, we will study the fascist philosophy and politics of education, the myth of Rome and its imperial legacy, the archeological, architectural, and restoration projects, the graphic arts, fashion, sports, and documentary film.

BUILDING: LATT | ROOM: 431

This course considers the poetics and politics of the English Bible, centering on the seventeenth century: the century of the King James translation, the Thirty Years War, the English Revolution, and the rise of many radical religious groups. Among other topics, we will consider what made Bible translation so politically dangerous (and effective) during this time. We will ask when and why a book counts as “scripture.” We will track the importance of Bible translation for revolutionaries and visionaries like the Levellers, the Quakers, and the Ranters, who scandalized early modern society with new ideas of religious liberty, gender equality, and non-hierarchical spirituality. Finally, we will consider the role of the Bible in current-day conflicts and identities. In addition to excerpts from the Bible, students will read the Sidneys, Milton, Herbert, Donne, Abiezer Coppe, Spinoza, Hutchison, Bunyan, and Swift.

BUILDING: B&L | ROOM: 270

Now more than ever, a full account of German-Jewish intellectual history is needed. The central themes of the class will be: assimilation, acculturation, tolerance, radicalization, liberation, totalitarianism, and neoliberalism—all of which have been brought up by the people whose work we will read in the class. For example, Mendelssohn was publicly asked to renounce Judaism in the 1770s; "Jerusalem" was his philosophical response. Heine wrote "Germany: A Winter’s Tale" in exile, because he was no longer allowed to live in his beloved German speaking homeland without fear of state reprisal. Benjamin wrote his most important work in exile. Arendt spent her life after World War II investigating the history of totalitarianism. Adorno spent time after World War II investigating the sociological and psychological origins of the authoritarian personality. We will be reading all of these authors and many more, and attempting to understand their reflections in the context of our current situation.

BUILDING: B&L | ROOM: 269

Chivalry was a fundamental societal element in Medieval Europe. Its study takes students into war and violence, gendered relationships, issues of status and courtliness, religious piety, and relationships with governing authorities. Before setting students on the path of individual research we will read selected works of literature from the period as well as the views of modern historians.

BUILDING: RRLIB | ROOM: 456

This course is a study of the rise of the United States to international hegemony in the century and a half after the Civil War. It explores the impact of American power and ideology beyond its shores and the manner in which domestic politics and culture have, in turn, been shaped by the interdependent world that its imperial project has done so much to foster.

BUILDING: RRLIB | ROOM: 456

What is the relationship between disease and the society in which it strikes? How do societies define disease, and how does culture affect the treatment of the sick? How have scholars written the history of disease? In this research seminar, students will explore such questions by examining interactions between disease and society in western cultures from antiquity through the present, at the same time pondering what this insight can tell us as we face the frightening prospect of new threats like Zika and resistant strains of old diseases like tuberculosis. Throughout, the course will insist that the experience of disease is not simply a biological fact, but is conditioned by the culture in which we live.

BUILDING: RRLIB | ROOM: 456

This seminar engages the experiences, writings and political ambitions of individuals typically excluded from discussions of the “Atlantic.” Key concepts such as “Atlantic creoles” and the “Black Atlantic” will be debated in light of recent studies on Sephardic merchants, African healers and Native American intellectuals. In order to contextualize their lives, this course will focus on the Iberian and South Atlantic from the early sixteenth to the late nineteenth century. Our initial readings will center on the circulation of Native American commoners and elites to Spain and will be complemented by seminal ethnohistorical studies. The second part of the course will take on the construction of a South or “Lusophone ocean” that weaves together the histories of Brazilian, Angolan and Portuguese actors. In the closing weeks of the course, students will produce an original research paper on a topic of their choice.

BUILDING: RRLIB | ROOM: 362

Individual instruction in the teaching of history under the supervision of a faculty member.

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Designed for junior and senior students who wish to pursue an independent reading program with a professor; required for honors program participants. Upper-level writing credit awarded if students prepare and revise an extended essay.

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For seniors writing an extended essay under faculty supervision. Upper-level writing credit awarded if students prepare and revise an extended essay.

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Experience in an applied setting supervised on site. Approved and overseen by a University instructor.

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A forum in which students can present preliminary versions of their theses and get critical feedback from both their student colleagues and the instructor.

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