Graduate teaching assistantship in History.

While exploring the history of Europe and its neighbors from the ancient to the medieval period, this course focuses on how people borrowed from, adapted, and reconciled various ideas to suit their own needs to form, over time, a coherent set of cultural values. To this end, we will consider several themes throughout the semester, including changing models of political organization, ideas of individual rights and responsibilities, attitudes towards women and 'outsiders, and understandings of nature and of divine power.

Location

Hylan Building Room 201 (MWF 11:50AM - 12:40PM)

This course uses film, novel, and historical studies to examine the following themes in the making of modern Africa: the forging of new national identities, creation of wage laborers, and the restructuring of agricultural work, gender, and social age. Students will also explore how African women and men, from their homes and workplaces, and as part of nationalist or national liberation movements during and after the Cold War, have sought to redefine their place in the global economy against the backdrop of new opportunities and challenges presented by the HIV/AIDS pandemic, hunger, international debt, and engagement with China.

Location

Meliora Room 205 (TR 12:30PM - 1:45PM)

In this course, we will survey some of the major problems in Roman History, with particular emphasis on the period between the third century BCE and the second century CE (that is, the period in which the city of Rome became the capital of an expanding and multicultural empire).  We will explore how the development and articulation of Roman imperial power during this period affected not only the ancient world's political life, but also its demography, its economy, and its culture.  Considerable attention will be devoted to questions of method:  how do we answer questions about the Roman past?

Location

Dewey Room 2110D (TR 12:30PM - 1:45PM)

Until the fall of the Berlin Wall in 1989, the past, present, and future of postwar Europe appeared permanently divided, dominated by an inevitable ideological clash. Collapse of the Iron Curtain, however, required a dramatic re-examination, as the once immutable Cold War now appeared more as a post-war parenthesis. This course examines Europe since Zero Hour 1945 as a singular spaceone dominated by superpowers, riven by cultural and economic competition, yet also struggling with its past and reimagining its future.

Location

Computer Studies Room 209 (TR 9:40AM - 10:55AM)

This class examines the history of the Soviet Union from foundation (1917) to collapse (1991), focusing on internal developments in the Russian part of the Union. We will begin with a discussion of the background to the collapse of the imperial Russian state in 1917, including changes in Russian society and World War I. Later, the class will look at questions such as: Did the New Economic Policy of the 1920s create a stable socioeconomic order? How did Stalin defeat his political rivals and create a personal dictatorship? What were the motivations for the Great Terror of 1937-1938? How did the Soviet Union defeat Nazi Germany in World War II? We will also devote some time to the Soviet role in the Cold War and the appeal of Leninism in colonized and post-colonial societies. The course will conclude with a discussion of the collapse of the USSR and the emergence of a soft authoritarian order in post-Soviet Russia. The syllabus will emphasize primary-source readings and class discussion.

Location

Gavett Hall Room 301 (MW 11:50AM - 1:05PM)

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.

Location

Lattimore Room 401 (MW 3:25PM - 4:40PM)

The first 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 'Inferno,' and the first half of 'Purgatorio,' students learn how to approach Dantes 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 Dantes 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. Dante I can be taken independently from Dante II. No prerequisites. Freshmen are welcome. Part of the Dante Humanities Cluster.

Location

Gavett Hall Room 310 (MW 3:25PM - 4:40PM)

This class covers the search for modern China in the twentieth century. We will trace how China, between invasion, war, and revolution, transformed from an empire to a republic, from republic to Communist state, and from Communist state to the economic powerhouse that it is today.

Location

Lechase Room 141 (MW 10:25AM - 11:40AM)

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.

Location

Morey Room 205 (MW 9:00AM - 10:15AM)

Latinos now number more than 60 million people and represent one of the quickest population surges in the history of the American republic. But they include a diverse collection of nationalities and ethnic groups whose variety poses analytical challenges to historians and other scholars. Using a case study approach that will emphasize primary sources and monographs, we will analyze a variety of strategies through which recent historians have interpreted the relationship of Latinos to American society. We will ask whether it makes a difference to understand Latinos as immigrants with unique histories, products of empire resulting from American economic expansion, or sojourners with ongoing ties to Latin America. We will consider national differences between Mexico, Central America, and the Caribbean. And we will examine how scholars have interpreted the relationship of Latinos to America's other myriad peoples. Our ultimate concern will be to prepare students for further research and writing in the field.

Location

Gavett Hall Room 310 (MW 2:00PM - 3:15PM)

This introductory survey focuses on the Spanish and Portuguese conquests and colonization of the region that we now know as Latin America. Contrary to popular belief, the Conquest was constantly negotiated. Indigenous and African rebels, French and Dutch pirates and religious minorities eroded the Iberian hold on this vast territory. Primary source readings are an important component to this class and will introduce you to the writings of Inca nobles, Spanish conquistadors, and free African merchants. As a result, our course focuses on the vibrant societies defined as much by their cultural mixture as by their inherent political, social and economic inequality. The course ends with a brief glimpse at the Latin American independence movements. No prior knowledge of Latin American history or Spanish/Portuguese language is necessary for this course.

Location

Lechase Room 104 (MW 3:25PM - 4:40PM)

While the socioeconomic and political situation in Cuba has changed considerably since the collapse of the Soviet Union, and the process of normalizing relations with the United States is in progress, Cuba has been for many decades a communist country just 90 miles away from American shores. This course traces the complex historical developments which gave rise to this situation and discusses the grave repercussions. The course examines the evolution of socioeconomic and political interest groups in colonial Spanish Cuba and the subsequent American entanglement in the internal historical processes in Cuba, with far-reaching unintended consequences, particularly, the ultimate involvement of the Soviet Union, which brought Cuba to the center of the Cold War between the super powers. 

Location

Lechase Room 181 (MW 10:25AM - 11:40AM)

This interdisciplinary seminar—literature, history, digital humanities, environment and sustainability—puts the class in motion reading, journaling, walking, computer-game playing, and social networking in engagement with three of Henry David Thoreau’s major literary works. Thoreau, the father of American environmentalism and nature writing, and a major figure in the history of social protest and passive resistance, will be our guide to what we call “mindfulness” and what he called “deliberative” living.

Location

Lechase Room 143 (TR 12:30PM - 1:45PM)

This course is designed to use historical tools of inquiry to address major challenges in current health policy. Its goal is two-fold: on the one hand, to deepen students’ understanding of historical processes in American healthcare, and on the other, to enrich current debates over American health care policy making. Students are encouraged to draw on their historical learning in this seminar to develop informed opinions on current issues in health policy. The focus of this seminar is on current racial disparities, and on the many processes that shaped these racial inequities over the course of the past century. Required readings include both secondary sources in history and thoughtful analyses in journals and newspapers of current health policy questions.

Location

(TR 2:00PM - 3:15PM)

American history has been largely shaped by wars. This course will survey the history of American wars; the military, naval, and civil institutions that have been created to serve the changing needs of national defense; and the citizen-soldiers who have preserved the liberty of the Republic.

Location

Goergen Hall Room 108 (MW 6:15PM - 7:30PM)

The purpose of this course is to explore the general development of Christianity throughout its twenty centuries of existence, paying special attention to the religious presuppositions behind Christianity and its complex relationship to its socio-cultural matrix. The course will focus on important moments in Christian history, including its inception as a Jewish religious movement set in motion by Jesus, its dissemination in the Greco-Roman world by Paul of Tarsus, its growth and triumph in the Roman Empire, the split between the Greek- and Latin-speaking churches, medieval Catholicism, the Reformation and rise of Protestantism, Christianity and the modern world, and contemporary movements and tendencies within the Christian churches.

Location

Morey Room 502 (MW 3:25PM - 4:40PM)

This course surveys American history through the words and work of women. Well-known historical events and developments--including but not limited to the Revolutionary War, the abolition of slavery, the Great Depression, and the protest movements of the 1960s look different when considered from the perspective of women. The course will further examine how social categories such as race, class, sexuality, and religion have shaped women's historical experiences. Broad in chronological scope, this course is not intended to be comprehensive. Rather, we will utilize primary and secondary sources to delve into important historical moments and to explore questions about the practice and politics of studying women's history.

Location

Gavett Hall Room 312 (MW 3:25PM - 4:40PM)

This course addresses the juncture of religion and science in United States, focusing on the nineteenth and twentieth centuries. The curriculum is divided into modules, arranged chronologically. Each module centers on a primary topic — deism, Spiritualism, mind cures, the Scopes Trial, twentieth-century agnosticism and new atheism, climate change, and anti-vaccination — and may include one or more supporting topics. A brief discussion of religious responses to COVID-19 will occur at the end of the course. Students will learn how theist, agnostic, and atheist Americans have interpreted scientific discoveries, what role Americans want science to occupy in society, and how religion shapes visions of progress. Additionally, students will develop greater literacy about American religious diversity and gain a nuanced understanding of religious–scientific discourse. In this way, students will observe that religion and science can have a complementary as well as antagonistic relationship.

Location

Lechase Room 163 (TR 3:25PM - 4:40PM)

Our world is replete with frontiers. We speak of the frontiers of science and medicine, of new or unexpected frontiers in the farthest reaches of the globe, of space as the ‘final frontier.’ The term itself implies action: frontiers are to be crossed, conquered, and pushed back. These frontiers of our popular imagination owe much to a theory first articulated more than a century ago. While it has been challenged, historians have since explored how various frontiers—physical, religious, political, linguistic, cultural—have defined societies throughout the world. Viewing frontiers as barriers but also sites for cultural exchange, we’ll look at colonization, settlement, trade, and the spread of ideas.

Location

Hutchison Hall Room 138 (TR 12:30PM - 1:45PM)

This introductory research seminar considers the historical realities of piracy and imperial rivalry in the Early Modern Atlantic World and the popular mythology it has spawned in the past two centuries. Students will read primary sources and contending historical interpretations of piracy, see films about piracy, and play a pirate simulation game to develop critical historical reading, thinking, and writing skills.

Location

Bausch & Lomb Room 270 (MW 11:50AM - 1:05PM)

This junior seminar offers students the opportunity to research and discuss the operation and consequences of widespread corruption in the global economy and the complex historical processes – economic, social, and political – which help to explain the phenomenon. To make the seminar a well-focused course, discussion will focus on country-case studies (with about three selected individuals in each country) that help to demonstrate the general pattern of causes and effects. A major issue to consider, among other things, is the role of cut-throat competition among global corporations and the effects of their corrupt activities on the quality of governance.

Location

Lechase Room 184 (W 2:00PM - 4:40PM)

Africa’s engagement with China has to be read as a two-sided story: China has found in Africa a reliable supplier of natural resources while Africans look to China for aid and investments in agriculture, industry, infrastructure, and education. And, in a significant departure from the colonial model of economic interactions, Chinese companies do not only ship finished products to Africa; they also manufacture in Africa goods for internal use and for export. The impact of these multifaceted relations will not be decided in Beijing alone, as many assume in the West; the outcome will also depend on the decisions taken in African capitals.

Location

Lechase Room 103 (TR 2:00PM - 3:15PM)

Africa’s engagement with China has to be read as a two-sided story: China has found in Africa a reliable supplier of natural resources while Africans look to China for aid and investments in agriculture, industry, infrastructure, and education. And, in a significant departure from the colonial model of economic interactions, Chinese companies do not only ship finished products to Africa; they also manufacture in Africa goods for internal use and for export. The impact of these multifaceted relations will not be decided in Beijing alone, as many assume in the West; the outcome will also depend on the decisions taken in African capitals.

Location

Lechase Room 103 (TR 2:00PM - 3:15PM)

What was the link between Tsinghua University, the MIT of China, and the U.S. Congress? How did the Great Depression travel from New York to Shanghai? Why would millions of Chinese and American soldiers fight on Korean soil in the Korean War? How did Nixon become the most beloved American president in China, and Harvard the warm bed of Chinese dissidents? Will the current century witness the long marriage between Chinese and U.S. economies—the CHIMERICA, or its bitter divorce? Let us read through books and archives together in this course, and find our own answers to the above questions.

Location

Harkness Room 210 (MW 12:30PM - 1:45PM)

This course is an introduction to the history of Europe before, during, and after the First World War. Beyond studying the details of the conflict itself, we will be concerned mainly with the effect of the war on European culture, politics, society, and consciousness. Class sessions will include some lectures, films, and regular seminar discussions. Readings will include a wide variety of memoirs, letters, diaries, novels, and poems by those who experienced the war and its traumatic aftermath first hand.

Location

Hylan Building Room 202 (TR 11:05AM - 12:20PM)

This course is an introduction to the history of Europe before, during, and after the First World War. Beyond studying the details of the conflict itself, we will be concerned mainly with the effect of the war on European culture, politics, society, and consciousness. Class sessions will include some lectures, films, and regular seminar discussions. Readings will include a wide variety of memoirs, letters, diaries, novels, and poems by those who experienced the war and its traumatic aftermath first hand.

Location

Hylan Building Room 202 (TR 11:05AM - 12:20PM)

Hear UR is a history-oriented podcast that takes on a subject related to the environmental history of Rochester. Over the course of this semester, this class researches, develops, and produces one season of episodes for Hear UR. Students divide into teams of three, where they take on the roles of Producer, Lead Researcher, or Engineer. Together they develop the subject matter of the season and episodes; locate primary sources to interpret; identify a body of secondary literature; draft and re-draft podcast scripts; master the use of microphones, recording studios, and audio editing software; create a website to host each episode, where they post a written article on the same topic, provide primary source images, additional links, and script; finally they organize and execute a public roll out of the season, using social and traditional media platforms, local public radio and television, and University communications.

Location

Bausch & Lomb Room 269 (TR 12:30PM - 1:45PM)

Hear UR is a history-oriented podcast that takes on a subject related to the environmental history of Rochester. Over the course of this semester, this class researches, develops, and produces one season of episodes for Hear UR. Students divide into teams of three, where they take on the roles of Producer, Lead Researcher, or Engineer. Together they develop the subject matter of the season and episodes; locate primary sources to interpret; identify a body of secondary literature; draft and re-draft podcast scripts; master the use of microphones, recording studios, and audio editing software; create a website to host each episode, where they post a written article on the same topic, provide primary source images, additional links, and script; finally they organize and execute a public roll out of the season, using social and traditional media platforms, local public radio and television, and University communications.

Location

Bausch & Lomb Room 269 (TR 12:30PM - 1:45PM)

Learn how to read, analyze, and transcribe Spanish writing from the 1500s-1700s in this interactive two-credit course (class meets once a week). Paleography is an essential skill for deciphering primary sources whether they were produced in Mexico, Spain, Puerto Rico or the Philippines. This course prepares students for historical research in digital databases, physical archives and specialized libraries. We will collectively transcribe, analyze and annotate a group document to familiarize ourselves with ancient Spanish. For your final project you will analyze a digitized primary source of your own choice. Students should have a strong background in Spanish (or Portuguese). No HIST pre-requisites necessary.      

Location

Hutchison Hall Room 138 (T 3:25PM - 4:40PM)

The United States received the largest number of immigrants in the western hemisphere in the nineteenth and twentieth centuries, but immigrants’ relative impact in Latin American countries like Brazil and Argentina was arguably more substantial. This course explores the complex events, trends and personal considerations affecting migrants' decisions and experiences. In exploring the movement of Italians, Japanese, Mexicans, and other groups to and within the Americas, we will seek to understand their movements as a function of three essential questions: why do people migrate; who migrates; and how do they choose where they migrate? The course will incorporate a variety of materials including interviews, memoirs, monographs, and demographic studies. Students will also be involved discovering Rochester’s own rich immigrant history. Graduate students will participate in a series of inter-disciplinary workshops and seminars offered by leading migration scholars over the course of the semester.

Location

Bausch & Lomb Room 315 (MW 10:25AM - 11:40AM)

The United States received the largest number of immigrants in the western hemisphere in the nineteenth and twentieth centuries, but immigrants’ relative impact in Latin American countries like Brazil and Argentina was arguably more substantial. This course explores the complex events, trends and personal considerations affecting migrants' decisions and experiences. In exploring the movement of Italians, Japanese, Mexicans, and other groups to and within the Americas, we will seek to understand their movements as a function of three essential questions: why do people migrate; who migrates; and how do they choose where they migrate? The course will incorporate a variety of materials including interviews, memoirs, monographs, and demographic studies. Students will also be involved discovering Rochester’s own rich immigrant history. Graduate students will participate in a series of inter-disciplinary workshops and seminars offered by leading migration scholars over the course of the semester.

Location

Bausch & Lomb Room 315 (MW 10:25AM - 11:40AM)

The central theme of American history is the problem of race. At the heart of the race problem in America is the white supremacy ideology. Pre-modern concepts of human distinctions typically rested on group membership and coalesced around notable differences such as ethnicity, religion, and color, but without anything resembling a formal ideology. In the United States, the historically constructed ideology of White Supremacy provided an intellectual foundation that supported a system of white wealth, power, and privilege. This course will examine the competing forces that produced a white supremacy ideology that was unique to the United States: conceived in the seventeenth century during the years of early settlement, it was born in the political turmoil of the Civil War and Reconstruction era, and reached adulthood in the Civil Rights struggles of the twentieth century.

Location

Dewey Room 2110E (TR 2:00PM - 3:15PM)

The central theme of American history is the problem of race. At the heart of the race problem in America is the white supremacy ideology. Pre-modern concepts of human distinctions typically rested on group membership and coalesced around notable differences such as ethnicity, religion, and color, but without anything resembling a formal ideology. In the United States, the historically constructed ideology of White Supremacy provided an intellectual foundation that supported a system of white wealth, power, and privilege. This course will examine the competing forces that produced a white supremacy ideology that was unique to the United States: conceived in the seventeenth century during the years of early settlement, it was born in the political turmoil of the Civil War and Reconstruction era, and reached adulthood in the Civil Rights struggles of the twentieth century.

Location

Dewey Room 2110E (TR 2:00PM - 3:15PM)

In what was probably the world's greatest century, marked by several national and international struggles for human freedom, two men stand head and shoulders above the many great men and women who participated in a civil war for American freedom: Abraham Lincoln and Frederick Douglass. At first glance, these two men had little in common; one born free on the American frontier, the other unfree in the heartland of slavery. Yet they had much in common; both largely self-educated, they both attained a mastery for words and the ability to communicate simply and directly with their fellow man. As if born to fight in one major battle for human freedom, these two men traveled diverse roads to meet on a momentous battlefield: black freedom and the future of America. Utilizing a wide range of sometimes opposing tactics, each in his own way shaped 19th century Americans' understanding of what it meant to be free and a citizen.

Location

Bausch & Lomb Room 270 (TR 11:05AM - 12:20PM)

In what was probably the world's greatest century, marked by several national and international struggles for human freedom, two men stand head and shoulders above the many great men and women who participated in a civil war for American freedom: Abraham Lincoln and Frederick Douglass. At first glance, these two men had little in common; one born free on the American frontier, the other unfree in the heartland of slavery. Yet they had much in common; both largely self-educated, they both attained a mastery for words and the ability to communicate simply and directly with their fellow man. As if born to fight in one major battle for human freedom, these two men traveled diverse roads to meet on a momentous battlefield: black freedom and the future of America. Utilizing a wide range of sometimes opposing tactics, each in his own way shaped 19th century Americans' understanding of what it meant to be free and a citizen.

Location

Bausch & Lomb Room 270 (TR 11:05AM - 12:20PM)

Economic development of African Americans during the twentieth century, with an examination of the economics of discrimination. Same as HIS 275 and AAS 253.

Location

Meliora Room 224 (MW 9:00AM - 10:15AM)

Recent acts of protest by high school, collegiate, and professional athletes--including, at times, a refusal to play--remind us that sports are not and have never been separate from the world of politics, nor are they isolated from social, cultural, and economic contexts. Rather, sports reflect the society in which they are embedded and at times have spurred change in these realms. This course will explore U.S. history in the late nineteenth and twentieth centuries through the lens of sports. Among the many questions we will consider are: How might one define a sport, and how have popular understandings of sport changed over time? What functions have sports served in American life? How have sports reinforced inequities in American society, such as those along racial, socioeconomic, and/or gendered lines? To what degree have sports defied these boundaries, acting as agents of democratization? Above all, we will ask: What does it mean to study sports historically?

Location

Bausch & Lomb Room 270 (MW 2:00PM - 3:15PM)

Recent acts of protest by high school, collegiate, and professional athletes--including, at times, a refusal to play--remind us that sports are not and have never been separate from the world of politics, nor are they isolated from social, cultural, and economic contexts. Rather, sports reflect the society in which they are embedded and at times have spurred change in these realms. This course will explore U.S. history in the late nineteenth and twentieth centuries through the lens of sports. Among the many questions we will consider are: How might one define a sport, and how have popular understandings of sport changed over time? What functions have sports served in American life? How have sports reinforced inequities in American society, such as those along racial, socioeconomic, and/or gendered lines? To what degree have sports defied these boundaries, acting as agents of democratization? Above all, we will ask: What does it mean to study sports historically?

Location

Bausch & Lomb Room 270 (MW 2:00PM - 3:15PM)

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 1943the course examines Mussolinis 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.

Location

Dewey Room 4162 (T 3:25PM - 6:05PM)

What marked out some people as friends of God in medieval and Renaissance Europe? How could contemporaries and how should modern authors write about interior religious states? The notion of sainthood and the status of mystical visionaries could, in fact, be topics of major dispute, as the example of Joan of Arc demonstrates. This course examines the linked phenomena of mysticism, visions, and sanctity through an introduction to major scholarship on the field, as well as to important contemporary sources for the study of saints and mystics.

Location

Lechase Room 184 (MW 12:30PM - 1:45PM)

What marked out some people as friends of God in medieval and Renaissance Europe? How could contemporaries and how should modern authors write about interior religious states? The notion of sainthood and the status of mystical visionaries could, in fact, be topics of major dispute, as the example of Joan of Arc demonstrates. This course examines the linked phenomena of mysticism, visions, and sanctity through an introduction to major scholarship on the field, as well as to important contemporary sources for the study of saints and mystics.

Location

Lechase Room 184 (MW 12:30PM - 1:45PM)

This course explores the history of the idea and condition of nature from the Enlightenment to the present. Drawing on contemporary historical scholarship as well as a range of thinkers and writers from Thoreau to Carson and beyond, we will study the many ways in which humans have thought about and treated the natural world around them and how the natural world has shaped human history in turn. We will also meet occasionally with a parallel course on "the Politics of Nature" (GSW 213). Some background in history is recommended.

Location

Rush Rhees Library Room 362 (T 2:00PM - 4:40PM)

This research seminar focuses on spatial dimensions of historical study and analysis and how the physical world reflects historical change. We will survey how historians use spatial, textual, and visual analysis to advance research into Early Modern Atlantic network formation, circulations of disease, news, ideas, and material culture, and witchcraft hysteria before students learn GIS and database building basics and develop their own research topics.

Location

Rush Rhees Library Room 362 (W 2:00PM - 4:40PM)

This course is centered on class discussion of the readings. There will be little lecture time. We will focus on the history of the Soviet Union's struggle with Nazi Germany from 1941-1945, the largest and bloodiest military conflict in human history. Readings will deal with the Holocaust, the history of military operations, the Red Army's 'learning curve' in its battle with the Wehrmacht, and everyday life on Nazi-occupied territory as well as the Soviet 'home front.' Viewing and discussion of documentary and fictional films will be a significant part of the class.

Location

Rush Rhees Library Room 456 (W 2:00PM - 4:40PM)

Through intensive reading and discussion, we examine the politics and history of American cities. While we read scholarship drawing on the experiences of an array of cities--including Chicago, New York, Detroit, Boston, Philadelphia, Phoenix, New Haven, Atlanta, Buffalo, and Charlotte--our emphasis is on commonalities in the urban experience as well as on systematic differences. We analyze the relationship of cities to their hinterlands in the early stages of urban development, the rise of ethnic neighborhoods, suburbanization, industrialization, de-industrialization, housing and jobs, concentrated poverty, and population changes. Race, ethnicity, and class are central to this course, not only in understanding changes in neighborhoods but also in the nature of politics and governmental arrangements.

Location

Harkness Room 329 (T 12:30PM - 3:15PM)

Through intensive reading and discussion, we examine the politics and history of American cities. While we read scholarship drawing on the experiences of an array of cities--including Chicago, New York, Detroit, Boston, Philadelphia, Phoenix, New Haven, Atlanta, Buffalo, and Charlotte--our emphasis is on commonalities in the urban experience as well as on systematic differences. We analyze the relationship of cities to their hinterlands in the early stages of urban development, the rise of ethnic neighborhoods, suburbanization, industrialization, de-industrialization, housing and jobs, concentrated poverty, and population changes. Race, ethnicity, and class are central to this course, not only in understanding changes in neighborhoods but also in the nature of politics and governmental arrangements.

Location

Harkness Room 329 (T 12:30PM - 3:15PM)

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. Students will revise and resubmit an original research paper on a topic of their choice.

Location

Rush Rhees Library Room 456 (R 2:00PM - 4:40PM)

This Fall semester course (4.0 credits) is reserved for History seniors whose Honors proposal has been approved. (Approval process takes place during spring semester of junior year.) In HIST 389H students conduct independent Honors research under the supervision of their faculty advisor.  Students who successfully complete 389H will enroll in HIST 399H (2.0 credits with the Honors director) in the spring and continue their Honors research in HIST 393H (4.0 credits with their advisor). Students who have not demonstrated enough progress in HIST 389H will not advance to the spring sequence of Honors and will receive HIST 391W credit instead. ​

This Fall semester course (4.0 credits) is reserved for History seniors whose Honors proposal has been approved. (Approval process takes place during spring semester of junior year.) In HIST 389H students conduct independent Honors research under the supervision of their faculty advisor.  Students who successfully complete 389H will enroll in HIST 399H (2.0 credits with the Honors director) in the spring and continue their Honors research in HIST 393H (4.0 credits with their advisor). Students who have not demonstrated enough progress in HIST 389H will not advance to the spring sequence of Honors and will receive HIST 391W credit instead. ​

This Fall semester course (4.0 credits) is reserved for History seniors whose Honors proposal has been approved. (Approval process takes place during spring semester of junior year.) In HIST 389H students conduct independent Honors research under the supervision of their faculty advisor.  Students who successfully complete 389H will enroll in HIST 399H (2.0 credits with the Honors director) in the spring and continue their Honors research in HIST 393H (4.0 credits with their advisor). Students who have not demonstrated enough progress in HIST 389H will not advance to the spring sequence of Honors and will receive HIST 391W credit instead. ​

This Fall semester course (4.0 credits) is reserved for History seniors whose Honors proposal has been approved. (Approval process takes place during spring semester of junior year.) In HIST 389H students conduct independent Honors research under the supervision of their faculty advisor.  Students who successfully complete 389H will enroll in HIST 399H (2.0 credits with the Honors director) in the spring and continue their Honors research in HIST 393H (4.0 credits with their advisor). Students who have not demonstrated enough progress in HIST 389H will not advance to the spring sequence of Honors and will receive HIST 391W credit instead. ​

This Fall semester course (4.0 credits) is reserved for History seniors whose Honors proposal has been approved. (Approval process takes place during spring semester of junior year.) In HIST 389H students conduct independent Honors research under the supervision of their faculty advisor.  Students who successfully complete 389H will enroll in HIST 399H (2.0 credits with the Honors director) in the spring and continue their Honors research in HIST 393H (4.0 credits with their advisor). Students who have not demonstrated enough progress in HIST 389H will not advance to the spring sequence of Honors and will receive HIST 391W credit instead. ​

Registration for Independent Study courses needs to be completed thru the instructions for online independent study registration.

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.

Registration for Independent Study courses needs to be completed thru the instructions for online independent study registration.

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

Registration for Independent Study courses needs to be completed thru the instructions for online independent study registration.

Registration for Independent Study courses needs to be completed thru the instructions for online independent study registration.