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BUILDING: LCHAS | ROOM: 104

This course will introduce students to key problems in the study of Ancient Greece. The course will begin with the Mycenaean and Minoan civilizations of the late Bronze Age and will end with the Hellenistic kingdoms that emerged after the death of Alexander the Great, and will consider select topics in political, social, and cultural history. Considerable attention will be devoted to questions of method: how do we answer questions about the Greek past? All sources will be read in English translation.

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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?

BUILDING: MEL | ROOM: 205

This course provides an introduction to the study of history through an investigation of "the long twelfth century" in France, using both primary and secondary source materials, discussion, analytic reading and good practice of the writing of history.

BUILDING: RRLIB | ROOM: 362

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 of this narrative, as the once immutable Cold War appeared more as a post-war parenthesis. This course examines Europe since Zero Hour 1945 as a singular space—one dominated by superpowers, riven by cultural and economic competition, yet also struggling with its past and reimagining its future. To examine the postwar period is to study people asking over and over again: What is “Europe?”

BUILDING: GAVET | ROOM: 206

This course will examine early modern Europe from a cultural perspective by working through and critiquing notions of Renaissance, Reformation, and Revolution, while also investigating European expansion during the period. Early modernity starts with the development of print in the mid-fifteenth century and typically ends with the French Revolution (1789-1799). With this course, students can gain a foothold into the history of early modern Europe, which will prove helpful in more advanced courses in the major and their senior projects. The themes and subjects studied in the course are relevant for those interested in medieval and modern history as well.

BUILDING: LCHAS | ROOM: 163

Using original documents, novels and films, we will probe the history of the Communist revolution of 1917, Stalinist society, the central Soviet role in World War II, and the Cold War. The course will conclude with a consideration of the reasons for the Soviet collapse and the origins and aims of Vladimir Putin's authoritarian regime. Class time will be evenly divided between lecture and discussion of readings

BUILDING: B&L | ROOM: 270

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

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 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. Dante I can be taken independently from Dante II. No prerequisites. Freshmen are welcome. Part of the Dante Humanities Cluster.

BUILDING: GAVET | ROOM: 310

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 course examines the complicated relationship between religion and society in China. It takes a sociological approach, emphasizing that religion should be studied as a social phenomena that closely interacts with the development of society at large. The focus is on contemporary times from the end of the 19th century through present. During this period of time, China experienced tremendous change. This course introduces how such change impacted on and was expressed through religion, religiosity, and religious politics.

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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.

BUILDING: B&L | ROOM: 315

This introductory survey course will focus on the process of colonization that indigenous societies of the Western Hemisphere experienced from the initial period of contact with Iberians like Columbus, Cortés, and Cabral, to the Latin American independence movements. We will explore how indigenous populations, and arriving Europeans, Africans and Asians negotiated their political, social and economic identities and environments. Despite Latin America's resulting cultural mixture, diversity, and vibrant societies, the colonial period was also rife with exploitation and inequality. In addition to accounts of the conquest and exploration, indigenous documents and other primary sources, each student will develop an avatar over the course of the semester to better understand the period's dominant trends and transitions. Come explore this exciting period of Latin American history.

BUILDING: LCHAS | ROOM: 104

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.

BUILDING: HYLAN | ROOM: 306

This course is an examination of the development of American politics, society, and culture between the onset of the Great Depression and the Watergate scandal. It focuses on the creation and consolidation of the New Deal—a liberal political economy centered on a constrained corporate capitalism, a modest welfare state, and a national security apparatus designed to wage the Cold War and extend American power abroad.

BUILDING: LCHAS | ROOM: 104

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 an engagement with three of Henry David Thoreau’s major literary works and with the man himself. Thoreau, the father of American environmentalism and nature writing, will be our model and our foil for what we would call mindfulness and what he called “deliberative” thought, reading, and communing with nature.

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The course will focus on the cultural process of “Americanization” as Africans became African Americans; their struggle for self-expression and full freedom—family stability, education, economic, political and social rights. Using several African-American autobiographies, the course goal is to produce an accurate account of black life in America.

BUILDING: RRLIB | ROOM: 456

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.

BUILDING: GAVET | ROOM: 202

The Crusades are one of the most misunderstood events in Western history. This course will address modern caricatures of the Crusades by introducing students to the full range of political, social, and religious issues involved. Students will be encouraged to see the Crusades as a Mediterranean wide phenomenon, including encounters between Christians and Muslims in the Iberian Peninsula, Sicily, and the Levant. The course will go well beyond military history by looking at contemporary understandings of Jihad, Crusade, religious duty, and daily life. It will encourage students to think about compromise and acquiescence in intercultural contact as well as the conditions under which interaction breaks down. Students will read contemporary interpretations of conflict in selected (translated) primary sources from Arabic, Greek, Latin, and Hebrew. Finally, the course will conclude by considering the legacy of the Crusades in the modern Middle East and Western culture.

BUILDING: LCHAS | ROOM: 143

In a world where the media thrives on terms like “collusion,” and “rooms where it happens,” the time is ripe to explore discussions of how espionage and covert activity has come to both titillate and upset modern society. There are few jobs older than that of a spy. The term has seen many shifting connotations throughout the millennia. However, its most fundamental definition remained the same. One who spies is one who watches secretly and sees the experiences of others. How was this accomplished? Why was it done? Whom did it benefit, and why? These are questions we will study in this survey history of espionage that will span from the ancient world to the present. Through the use of movies, literature and other cultural elements, this class will confront the political, cultural, and social implications of espionage in world history. It will also consider how our modern understanding of espionage can be evaluated as part of current American identity.

BUILDING: B&L | ROOM: 315

This course opens a fascinating window into the techniques, methods and sources that historians of Mexico use to understand the prehispanic and colonial past. Our focus on movement and migration will enable us to study a wide range of historical artifacts, beginning with pictographic codices that recount the migration story of the Mexica settlers of Tenochtitlán (modern-day Mexico City). We will then delve into the documents produced by (and about) Indigenous noble women, Iberian conquistadors, African maroons and Spanish merchants as they traversed the viceroyalty of New Spain willingly and unwillingly. Our seminar discussions will allow us to debate the possibilities, limitations and biases built into colonial sources. With this knowledge, students will develop their own research paper at the end of the semester. The course is open to all students. No prior knowledge of Latin America or the Spanish language is required. The course fulfills the pre-1800 requirement for the History major.

BUILDING: RRLIB | ROOM: 456

History 200 is an introduction to historical practice – what professional historians actually do. This section focuses upon the concept of deviance in medieval European society, studying such real and imagined “deviants” as homosexuals, heretics, Jews, witches, and werewolves. Along the way we will discuss the various ways in which historians have approached this topic and will engage with key primary sources. Readings will address the question of whether the persecution of “deviants” began only the twelfth century as part of the process of centralizing power in church and state. We will consider the relationship between persecution and power, as we ponder why certain groups were singled out for persecution. And we will ask what Europeans really were afraid of when they labeled certain groups as deviant.

BUILDING: RRLIB | ROOM: 362

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.

BUILDING: RRLIB | ROOM: 456

The peoples of Southern Africa liberated themselves from settler and European colonialism through the barrel of the gun. This seminar explores the conditions that created the revolutionary movements, the ways the guerillas and government forces clashed in the air and in the jungles, and how these battles reshaped the region’s position in the global economy after the Cold War.

BUILDING: TODD | ROOM: 202

The peoples of Southern Africa liberated themselves from settler and European colonialism through the barrel of the gun. This seminar explores the conditions that created the revolutionary movements, the ways the guerillas and government forces clashed in the air and in the jungles, and how these battles reshaped the region’s position in the global economy after the Cold War.

BUILDING: TODD | ROOM: 202

This course will consider Mexico’s rich and vibrant cultural history beginning with the Mexican Revolution (1910-20) and ending with contemporary globalization (post-1994). Among the topics to be considered are Mexico’s mid-century challenge to US power as it was expressed in art, literature, and film; the question of forming a national identity between 1930 and 1960; and the cultural expressions of discontent against the national state after 1968. We will pay close attention to the work of national figures who expressed Mexico’s internal racial, class, and gender hierarchies, including Carlos Monsiváis, Elena Poniatowska, and Fernando Benítez. And we will examine the current resurgence of Mexican literature and film on the world stage as Mexico’s artists have responded to the inequalities, migrations, and violence of contemporary globalization.

BUILDING: LCHAS | ROOM: 103

This course will consider Mexico’s rich and vibrant cultural history beginning with the Mexican Revolution (1910-20) and ending with contemporary globalization (post-1994). Among the topics to be considered are Mexico’s mid-century challenge to US power as it was expressed in art, literature, and film; the question of forming a national identity between 1930 and 1960; and the cultural expressions of discontent against the national state after 1968. We will pay close attention to the work of national figures who expressed Mexico’s internal racial, class, and gender hierarchies, including Carlos Monsiváis, Elena Poniatowska, and Fernando Benítez. And we will examine the current resurgence of Mexican literature and film on the world stage as Mexico’s artists have responded to the inequalities, migrations, and violence of contemporary globalization.

BUILDING: LCHAS | ROOM: 103

Main aim of the course is to give a basic of the relationship between "identity" and "nationalism" in its historical development since late 18th century. Focusing especially on the modern Central Europe (territories of former Polish-Lithuanian Commonwealth and Austro-Hungarian Empire) class will deal with fundamental concepts of a nation and nationalism. Using different approaches and theories (modernism, ethno-symbolism, ethnic and civic nationalism), it aims at applying them to both historical and contemporary reality. Beginning with pre-modern forms of national identity (“noble nation”), the course will focus on the processes of formation modern nations in Central Europe and their consequences for the history of the region in 20th century. The class could have a mixed-form of a seminar and lecture, with students’ presentations on selected topic and readings, and discussions on theoretical and historical issues.

BUILDING: GRGEN | ROOM: 110

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.

BUILDING: HARK | ROOM: 210

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.

BUILDING: HARK | ROOM: 210

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.

BUILDING: MOREY | ROOM: 501

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.

BUILDING: MOREY | ROOM: 501

The South China Sea sits dead center in a battle for influence between China, Southeast Asia, and the United States. The sea is subject to territorial disputes and even deadly clashes between six countries (China, Vietnam, the Philippines, Malaysia, Brunei, Taiwan R.O.C.), with other major trading nations like the U.S., Japan, Singapore, and Indonesia watching warily over a waterway that carries over $5 trillion commercially each year. This course traces the history of traditional Asian seaborne trade & piracy, the Sea’s commercial entrepots and role in cultural diffusion across Southeast Asia, and how European imperial rivalries redrew the political map. We will ponder the controversies over China’s “Nine-Dash Line,” the United Nations Convention on the Law of the Sea (UNCLOS), battles over fisheries prospecting, the “freedom-of-navigation ops” of the U.S. Navy, and more recent alarms over China’s military buildup of a blue-water navy and a “Great Wall of Sand” in the Spratly Islands.,"

BUILDING: LCHAS | ROOM: 163

The South China Sea sits dead center in a battle for influence between China, Southeast Asia, and the United States. The sea is subject to territorial disputes and even deadly clashes between six countries (China, Vietnam, the Philippines, Malaysia, Brunei, Taiwan R.O.C.), with other major trading nations like the U.S., Japan, Singapore, and Indonesia watching warily over a waterway that carries over $5 trillion commercially each year. This course traces the history of traditional Asian seaborne trade & piracy, the Sea’s commercial entrepots and role in cultural diffusion across Southeast Asia, and how European imperial rivalries redrew the political map. We will ponder the controversies over China’s “Nine-Dash Line,” the United Nations Convention on the Law of the Sea (UNCLOS), battles over fisheries prospecting, the “freedom-of-navigation ops” of the U.S. Navy, and more recent alarms over China’s military buildup of a blue-water navy and a “Great Wall of Sand” in the Spratly Islands.,"

BUILDING: LCHAS | ROOM: 163

This course traces China’s involvement in Africa from the 1940s to present. How many billions of dollars/RMB in aid and investments have been channeled from China to the African nations for the past seventy years? Were they motivated by socialist comradeship, capitalist profit seeking, imperialist ambition, or simply Chinese pride? What is China really doing in Africa? More importantly, Africa is a vast continent of over 50 independent nations, and their separate engagements with the guests from the East are histories full of sophisticated twists. While looking into the Tanzania-Zambia railway, the “Hubei farms” in Mozambique, the mega dams in Sudan, the Modderfontein New City in South Africa, and many other landmark projects, we will take one step further, using ArcGIS to translate our book knowledge into creative digital maps. There are no prerequisites required; just bring your curiosity.

BUILDING: MEL | ROOM: 224

This course traces China’s involvement in Africa from the 1940s to present. How many billions of dollars/RMB in aid and investments have been channeled from China to the African nations for the past seventy years? Were they motivated by socialist comradeship, capitalist profit seeking, imperialist ambition, or simply Chinese pride? What is China really doing in Africa? More importantly, Africa is a vast continent of over 50 independent nations, and their separate engagements with the guests from the East are histories full of sophisticated twists. While looking into the Tanzania-Zambia railway, the “Hubei farms” in Mozambique, the mega dams in Sudan, the Modderfontein New City in South Africa, and many other landmark projects, we will take one step further, using ArcGIS to translate our book knowledge into creative digital maps. There are no prerequisites required; just bring your curiosity.

BUILDING: MEL | ROOM: 224

Tibet: the rooftop of the world. The land of Tibet has occupied a contested zone between history and myth for hundreds of years, from a proud Central Asian empire to a Buddhist hermit kingdom guarded by fighting monks, and from a mystical Land of Snows to a militarized ethnic region of China today. In this class we will study the history of Tibet and the roles of neighbors like China and India in shaping that history. We will also explore how Tibet has become a cultural phenomenon, from legends of Shangri-La to Dalai Lama CDs to films like “The Golden Child” and “Seven Years in Tibet.” Careful reading and discussion will be crucial in this class as we wade through myths, political controversies, and even good, bad, and terrabad Hollywood movies in search of the historical Tibet.

BUILDING: LCHAS | ROOM: 121

Tibet: the rooftop of the world. The land of Tibet has occupied a contested zone between history and myth for hundreds of years, from a proud Central Asian empire to a Buddhist hermit kingdom guarded by fighting monks, and from a mystical Land of Snows to a militarized ethnic region of China today. In this class we will study the history of Tibet and the roles of neighbors like China and India in shaping that history. We will also explore how Tibet has become a cultural phenomenon, from legends of Shangri-La to Dalai Lama CDs to films like “The Golden Child” and “Seven Years in Tibet.” Careful reading and discussion will be crucial in this class as we wade through myths, political controversies, and even good, bad, and terrabad Hollywood movies in search of the historical Tibet.

BUILDING: LCHAS | ROOM: 121

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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 religion, ethnicity, military prowess, and color, but without anything resembling an articulated racial ideology. In the United States, the historically constructed ideology of White Supremacy provided an intellectual foundation for a social and political system based on white privilege and entitlement.

BUILDING: MEL | ROOM: 205

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 religion, ethnicity, military prowess, and color, but without anything resembling an articulated racial ideology. In the United States, the historically constructed ideology of White Supremacy provided an intellectual foundation for a social and political system based on white privilege and entitlement.

BUILDING: MEL | ROOM: 205

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

BUILDING: MEL | ROOM: 205

PREREQUISITES: ECO 108

This course considers feature films as evidence for the cultural history 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: MEL | ROOM: 218

In this course, students will learn how to research historical sites, create digital versions of them, and then author curated or interactive "scenescapes" that impart historical knowledge in dynamic new ways. Using sites in Bermuda, Ghana, and locally, the course adopts a hands-on experimental approach to digital history by creating visualizations that use diverse documentary and visual sources and presenting the past to the public through new digital media.

BUILDING: RRLIB | ROOM: 445

In this course, students will learn how to research historical sites, create digital versions of them, and then author curated or interactive "scenescapes" that impart historical knowledge in dynamic new ways. Using sites in Bermuda, Ghana, and locally, the course adopts a hands-on experimental approach to digital history by creating visualizations that use diverse documentary and visual sources and presenting the past to the public through new digital media.

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: DEWEY | ROOM: 4162

This course explores the history of the idea and condition of "nature" from the 17th century to the present. Taking as a case study New York's Adirondack Park, the oldest and largest state preserve in the nation, we will study the many ways in which humans have interacted with and conceptualized nature, landscape, and wilderness. Topics will include colonial settlement and Native American displacement, the forest industry, the romantic invention of wilderness, the history of the park, and contemporary conflicts over wilderness protection and land use. The course features an optional three-day excursion to the Adirondack High Peaks Wilderness.

BUILDING: RRLIB | ROOM: 362

This course surveys recent scholarship on the early modern Atlantic world emphasizing comparative, transnational and connective methodologies. Topics will include imperial rivalries, the emergence of creole cultures, trade and smuggling, oceanic and coastal environments, the circulations of commodities, diseases, print, and ideas, slavery and the slave trade, community studies of Atlantic places, and the promise and limits of an Atlantic perspective. Students will produce an original research paper on an Atlantic topic.

BUILDING: RRLIB | ROOM: 362

Intended for both upper-division undergraduates and graduate students, this seminar will explore the intersection between the digital humanities and early modern historical studies through data-mining, the discovery of patterns in large databases. Students will analyze early modern European concepts using scholarship and large volumes of digitized primary sources in online databases. The result will allow students to research early modern concepts by way of aggregating data, effectively, combining traditional historiography with digital analysis. During the semester, enrollees will pursue a case study of their design in consultation with the instructor

BUILDING: RRLIB | ROOM: 362

Widespread urbanization in the twentieth century has occurred throughout the world. As a region, however, Latin America experienced the most complete transition from rural to urban society. This seminar explores the process by which cities like São Paulo, Buenos Aires, Mexico City and Bogotá developed. We will investigate the conflicts and challenges associated with the juxtaposition of urbanization and nationhood formation. Students will explore themes of immigration, informality and celebration through a combination of primary and secondary sources, film and literature and will be introduced to and work with arcGIS software. Prior knowledge of Latin American history is not required.

BUILDING: LCHAS | ROOM: 182

This course examines the formation and evolution of American health policy from a political and historical perspective. Concentrating on developments from the early twentieth century to the present, the focus of readings and discussions will be political forces and institutions and historical and cultural contexts. Among the topics covered are periodic campaigns for national health insurance, efforts to rationalize and regionalize health care institutions, the creation of Medicare and Medicaid and the further evolution of these programs, the rise to dominance of economists and economic analysis in the shaping of health policy, racial and gender disparities in access to care and in quality of care, the formation and failure of the Clinton administration's health reform agenda, health reform in the George W. Bush administration and the 2008 presidential campaign, and national health reform and pushback during the Obama administration.

BUILDING: RRLIB | ROOM: 362

Cultural critic Stuart Hall has observed “Heritage is a discursive practice. It is one of the ways in which the nation slowly constructs for itself a sort of collective social memory.” In this upper level seminar, we will look at case studies of how people (through the collectivities of gender, ethnicity, race, or nation) construct visual narratives about the past. Among the topics for consideration are Holocaust memorials, Native American and Polynesian museums and cultural centers, African American quilt histories, and even individual artists’ projects of the last few decades (Judy Chicago, Fred Wilson, Silvia Gruner, José Bedia, and Jolene Rickard, among others). Readings will be drawn principally from the disciplines of history, anthropology, cultural studies, and art criticism.

BUILDING: MOREY | ROOM: 502

PREREQUISITES: Juniors and Seniors in Art History, Anthropology and History, as well as graduate students, will have preference in registering for this course. Familiarity with the language and theoretical concerns of cultural studies or anthropology would be helpful.

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

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