Complete Course List

◊ 100-Level History Courses

This course begins a three semester survey of western civilization, and treats the period from the birth of civilization in the ancient Near East to the demise of ancient civilization in the West. Figuring prominently in the discussions and readings are those events and institutions which have shaped the evolution of ancient civilization, and have had an enduring influence on the historical experience of western man to the present. The role of environment, urbanization, spiritual life, and the creative processes of the various contributing cultures are analyzed in detail.

History 103 INTRODUCTION TO THE MEDIEVAL WORLD Cr. 3 Professors Contreni, Ryan, Zook and Staff

This course is an overview of medieval history in Europe from the fall of the Roman Empire to the birth of the Renaissance. We explore political, religious, and social changes as well as economic, technological, and cultural developments. We seek to understand the complexity of the medieval past, including an awareness of the experiences of ordinary men and women, as well as the rich and powerful. Topics include: The Birth of Christianity; The Decline of the Roman Empire; The Barbarian Nations; Islam; The Feudal World; The Crusades & Chivalry; Daily Life; The Church, Heresy & Witchcraft; The Black Death; The Renaissance.

History 104 INTRODUCTION TO THE MODERN WORLD Cr. 3 Professors Farr, Foray, Gray, Ingrao, Mork, Walton and Staff

Traces the expansion of Europe into the Americas, Africa, and Asia. The French Revolution, nationalism, and the development of Western European states from the era of the Reformation to the present are studied.

History 104H INTRODUCTION TO THE MODERN WORLD Cr. 3 Professor Walton (Honors Only)

Take, for example, the French Revolution, industrialization, or World War I. How do historians determine the magnitude and character of such transformative and complicated events? What evidence do they use for their interpretations? How can there be so many different interpretations of the same subject, and what makes an interpretation credible? In this course students will address these questions as they learn about Absolutism, the Enlightenment, Marxism, family relations, gender and sexuality, nationalism, imperialism, anti-semitism, fascism, World War II, and the welfare state, among other topics.

The format will be primarily class discussion, but will also include lectures, films, and some group presentations. Students will read and discuss assigned primary sources and write short papers on them. Additionally, students will do targeted research in order to reenact the trial of King Louis XVI during the French Revolution (1792-3), and they will do research into primary and secondary sources on the experiences of individuals during World War I (1914-1918) for class presentation and a paper.

The purpose of the course is to help students understand and engage actively in the process of historical research, analysis, and writing, focusing on major developments in the history of Europe and the world from the sixteenth century to 1989.

History 105 SURVEY OF GLOBAL HISTORY Cr. 3 Professors Dorsey, Smith and Staff

A survey of the interaction between the civilizations of Asia, Africa, Europe, and the Americas since 1500, with attention to cultural comparisons over time, and to the implications of global interdependence for the environment, health, economy, and geopolitics.

History 151 AMERICAN HISTORY TO 1877 Cr. 3 Professors Lambert, Morrison and Staff

This course treats developments in American history from the earliest colonial beginnings through the period of the Reconstruction. For about the first third of the course the subject materials covered include: the processes of colonial settlement, the growth of self-government in the English colonies, and an examination of the problems which beset the British empire during the years 1763-1775. Attention is next focused on the American Revolution in its military, social and political dimensions. The launching of the new government under a federal constitution and the growth of political parties form the broad pattern for the middle of the course. Westward expansion is treated as an integral part of the economic and national growth of the country. Concurrently, with this analysis of political, economic, and social growth, the student's attention is directed to the concepts of American nationalism offered to the electorate by the major political parties, i.e., their ideas and programs for national life. The remaining portion of the course emphasizes the hardened definitions of nationalism presented by the breakdown of the democratic process, and the Civil War and Reconstruction.

History 152 UNITED STATES SINCE 1877 Cr. 3 Professors Dochuk, Pitts and Staff

This course begins by emphasizing the problems after Reconstruction, the new industrialism, the last frontier, and agrarian discontent. Attention is focused next upon overseas expansion and the Progressive Era. Later topics include the approach to and participation in World War I, the problems of prosperity during the "normalcy" of the 1920's, the depression and the New Deal, the role of the United States in World War II, the Cold War at home and abroad, the politics and culture of reform in the postwar era, the Vietnam war, the conservative ascendancy of the 1970s and 1980s, and a view of America in the 1990s. The course covers the social, economic, and political developments within the United States as well as its diplomatic history in the period of its emergence as a leading world power.

Prerequisite: Enrollment limited to freshman History majors. This variable title seminar acquaints freshman history majors with the various interpretive and methodological approaches available to historians. The class provides a basic introduction to historical thinking and emphasizes the joys and challenges of the historian’s craft.

This variable title course deals with broad historical topics that transcend and telescope traditional analytical, chronological, and geographical boundaries. Content will vary with the instructors teaching the class.

History 201D HISTORICAL TOPICS: THE MAKING OF MODERN AFRICA Cr. 3 Professor Decker

This course is designed as an introduction to modern African history. Using a variety of films, novels, and scholarly sources, we will examine the major historical forces that have shaped African lives over the last 130 years. Emphasis will be placed on African experiences of colonialism, liberation struggles, and post-Independence nation-building. Students will also learn to analyze contemporary African issues within a larger historical context.

This course deals with the story of England from the Anglo-Saxon period to 1603; a principal theme is the growth of Anglo-Saxon society, legal rights and political institutions. Among the topics to be considered are the Norman Conquest, Magna Carta, the changing nature of medieval England beset by black death and economic growth, the emergence of the strong Tudor state and the challenge to authority that resulted in the revolutions of the seventeenth century. Readings will include original documents as well as Chaucer's Canterbury Tales.

History 229, the history of England from 1603 to the present, is primarily concerned with change. It deals with the questions of what causes political revolution and industrial revolution, what effects they have, and which have the more fundamental effect on most people’s lives. The course will consider the following problems: Why did England have a revolution in the period 1640-1660 four decades after the death of its most popular monarch Queen Elizabeth? How was stability restored and what was the political and social structure of Jane Austen's England? Why did England have the first industrial revolution? What impact did industrialization have on people's lives—was it a “good thing”? How did England go from being the foremost example of the laissez-faire economy to the welfare state?

History 240/H EAST ASIA AND ITS HISTORIC TRADITION Cr. 3 Professor Hastings, Wang and Staff

Using archeology, myth, art, and architecture, as well as written texts, this course will explore East Asian society and culture from the formation of the earliest state in the Yellow River Valley (ca. 1400 BCE) to the early nineteenth century. The content includes the Confucian tradition, the creation of centralized states in Korea and Japan, the introduction of Buddhism, the conquests of the Mongols and Manchus, and the development of an urban, commercialized early modern culture. Readings include a textbook and literary works. Students will be evaluated on the basis of essay examinations, reading quizzes, and papers.

History 241 EAST ASIA IN THE MODERN WORLD Cr. 3 Professor Hastings, Wang and Staff

A survey of China, Japan, and Korea from the Seventeenth Century to contemporary times, this course investigates the formation of modern nation states in East Asia. In addition to a textbook, readings include personal narratives by East Asians, lectures, slides, and videos.

History 243 SOUTH ASIAN HISTORY AND CIVILIZATIONS Cr. 3 Professor Bhattacharya

The South Asian subcontinent is home to over a billion people, just over 23% of humanity. A vivid mixture of languages and religions, the region has an equally rich and complex history and culture. Orientalist stereotypes, however, have dominated the image of South Asia as composed of certain simple and spurious religious and cultural essences shorn of all their complexity. For a lot of people in the United States, for example, India often equals

This course seeks to provide a more dynamic conception of the peoples of the subcontinent as historical actors contributing to and engaging with their own history.

We will survey the history, culture and political economy of the subcontinent from the coming of the British to the present. Some topics under consideration will be: the transition to colonialism; social, economic and cultural change under British rule; nationalism before and after Gandhi; regional and religious identities; decolonization and partition; the character of the post-colonial era in India, Pakistan and Bangladesh. There will be significant use of primary written sources (in English) and multi-media presentations.

No background requirements but a love of Indian films essential!

This course is designed to introduce the student to the major political and cultural achievements of one of the worlds great civilizations. It begins with a brief sketch of the geographical features and social institutions which have typified the Middle East over the last two thousand years. It then examines the religious climate of the Middle East in the sixth century and traces the rise of Islam and of its institutions. The medieval Islamic states and their successors, such as the Ottoman Empire and Safavid Persia, are then surveyed with special attention being given to functioning and interaction between social, political and religious institutions. Approximately the last third of the course is devoted to a study of the changes which have taken place in recent times as the societies of the Middle East have attempted to resist or to adopt the political systems, the social institutions, the technology and all the other pressures that have been placed on them by the "modern" societies of the West.

History 271 LATIN AMERICAN HISTORY TO 1824 Cr. 3 Professors Cutter and de la Fuente

Despite being our closest neighbors, the countries of Latin America remain a mystery to most Americans. This is a general survey course, the purpose of which is to explore the principal historical themes of Latin America during the colonial period (roughly, from 1492 to 1810). After a brief look at the geography of Latin America, we will cover such topics as the encounter between Europeans and indigenous peoples, institutional structures of empire, the composition of society, Spanish and Portuguese Indian policies and native responses, economies and labor systems, and, finally, the growth of distinctive cultural and racial identities on the eve of independence. The class format consists primarily of lectures, augmented by discussion, slides, and perhaps a movie (“The Mission”).

History 272 LATIN AMERICAN HISTORY FROM 1824 Cr. 3 Professors Cutter and de la Fuente

This course is a continuation of History 271, and examines the consequences of independence and the long struggle toward nationhood. Problems common to all Latin American countries are analyzed followed by a detailed examination of the political development of the major nations during the nineteenth century. Primary attention is given to the many complex problems faced in the twentieth century to include the role of the church and the military in political affairs, the influence of foreign capital and investments, the emergence of the middle class sectors and major labor movements, the need for land reform, monoculture, population pressures, and foreign relations.

(Not available for credit by exam.) The purpose of History 295 is to train the history major, other scholars in the Humanities, and the prospective teacher of Social Studies in the foundations of the study, research, and writing of a variety of historical papers. The proper techniques for historical inquiry, criticism, and interpretation are studied. The treatment of historical problems and the proper use of ideas in history are surveyed. The correct use of aides to historical study, research, and writing are examined. Emphasis is placed upon the writing of all forms of historical papers. Papers and projects demonstrating the student's proficiency in each technique of research and writing are prepared. The course consists of lectures, discussion, and laboratory assignments on research projects.

History 300 EVE OF DESTRUCTION: GLOBAL CRISES AND WORLD ORGANIZATION IN THE 20TH CENTURY Cr. 3 Professor Gray

Using a variety of case studies, this course considers turning points – often violent and disastrous ones – in an emerging global conversation about urgent world problems and their possible solutions. Topics include the successes (and failures) of the League of Nations and the United Nations; the development of international law; and the increasing significance of NGOs in recent decades. No prerequisites.

This course will look at turning points in modern Iranian history such as the Constitutional Revolution of 1906, the modernization projects of the Pahlavi era, the nationalization of Iran’s oil, the Anglo-Iranian Coup of 1953, the Islamic Revolution of 1979, and the major events since the revolution. A number of award-winning Iranian films will also be shown in class.

History 302C HISTORICAL TOPICS: AMERICAN REPRESENTATIONS OF THE MIDDLE EAST AND NORTH AFRICA Cr. 3 Professor Holden

This variable title course deals with broad historical topics that transcend and collapse traditional analytical, chronological, and geographic boundaries. Content will vary with faculty member teaching the class.

History 302D HISTORICAL TOPICS: INTRODUCTION TO JEWISH STUDIES Cr. 3 Professor Frank (Jewish Studies)

History 302F HISTORICAL TOPICS: RELIGION IN AMERICAN SOCIETY Cr. 3 Professor Lambert

This course examines the place and role of religion in American society, culture, and politics. It begins with an examination of the place of religion during early English settlement and at the founding of the new republic in 1776. We will explore the meaning of America as a “Christian Nation” and how that term has changed over time. We will look at the interaction between spiritual, secular, and material cultures as a matrix within which moral issues are debated. We will look at the intersection of religion and politics at specific moments, such as the early 19c debate over delivering the mails on Sunday, the split of major Protestant bodies over questions of sectionalism and the expansion of slavery, state laws prohibiting the teaching of evolution in public schools, religious critiques of the “welfare state,” debates over such foreign affairs questions as recognition of Israel, dropping the atomic bomb, and participation in the United Nations, the civil rights movement as a religious movement, the rise of the “Religious Right,” and the reemergence of the “Religious Left.”

History 302F/H HISTORICAL TOPICS: REVOLUTIONS IN THE ATLANTIC WORLD Cr. 3 Professor Lambert

In the last quarter of the eighteenth century two great upheavals shook the Atlantic empires of Great Britain and France. The American (1776-1789) and the Haitian (1791-1804) revolutions threw the imperial Atlantic world into chaos, killing and dislocating tens of thousands, depriving European powers of prized colonial possessions, disrupting established political orders and patterns of commerce, and finally, creating the first two independent post-colonial nation states in the Americas.

This course considers the Age of Revolution in the North Atlantic world, roughly encompassing the latter half of the eighteenth century, as a continuous sequence of radical challenges to established authority resulting in fundamental transformations of governance throughout the region. We will view the progression of the American and Haitian revolutions as a kind of chain reaction, as if the Atlantic world was, as historian R.R. Palmer has written, “swept in the last four decades of the eighteenth century by a single revolutionary movement,” though one of widely ranging inspirations, goals, and outcomes. While our focus will remain on British North America and French St. Domingue, we will discuss the impact of events in Europe on the American colonies as well as the reverberations that these American revolutions had in the Old World. Exploring how various groups of people contended with order and anarchy, slavery and liberty, the course will highlight connections between the various revolutionary and counter-revolutionary movements that transformed American territories from imperial colonies to fledgling nation states. As the course examines the relations between economy, social organization, and political struggle on a grand scale, we will consider the ways that the aspirations and actions of common men and women mediated major developments in circum-Atlantic history.

History 302H HISTORICAL TOPICS: MANIFEST DESTINY AND AMERICAN TERRITORIAL EXPANSION Cr. 3 Professor May

Although Americans do not customarily think of their nation as a great empire, the term is applicable to U.S. territorial growth in the nineteenth century, as the United States, once a strip of states on the Atlantic Coast, became a continental nation. This course will look at this process, which included events like the Louisiana, Florida, Gadsden and Alaska purchases, the Mexican-American and Spanish-American wars, U.S. private warfare against neighboring countries, the annexations of Texas and Hawaii, and the Spanish-American War. The course will also study the philosophy that served as a kind of umbrella for this process—the expansionist ideology known as “Manifest Destiny”—the idea that the United States was a nation specially favored by God and providentially destined to acquire new territory. The course will integrate new research on the role of gender and race in America’s territorial growth, and investigate the connection between territorial growth and America’s search for overseas markets.

History 302R HISTORICAL TOPICS: ENVIRONMENTAL HISTORY OF THE U.S. Cr. 3 Professor Larson

History 302S HISTORICAL TOPICS: KENNEDY ASSASSINATION IN GLOBAL PERSPECTIVE Cr. 3 Professor Smith

History 302W HISTORICAL TOPICS: 20TH-CENTURY EUROPE THROUGH AUTOBIOGRAPHY Cr. 3 Professor Walton

This course accesses the complicated history of Europe in the twentieth century through the lives of the people who experienced it. Most of the assigned readings will be autobiographical works by European men and women. In order to appreciate this particular form of primary source and personal narrative, some class time will be devoted to discussing various issues involved in the writing and interpretation of life stories. Much of the class will address autobiographical representations of World War I, the Depression, Life under Communism, Fascism, and Nazism, World War II, the Holocaust, resistance, decolonization, the dispersal of Eastern Europeans, family, identity, gender, and ethnicity, to name only a few topics. Some questions that the course addresses include the following: how did individuals represent the events and changes in twentieth-century Europe? What can we learn about twentieth-century European history from personal narratives? How does this type of source affect our understanding of this period? How and why did individuals write personal narratives of themselves and their time?

Class discussion and short papers based on the readings will be the main format, along with some lectures and films, possibly quizzes if necessary. Students should be prepared for a lot of reading (twentieth-century folks have a lot to say about themselves and their century). Possible readings might include the following: Stefan Zweig, The World of Yesterday (Austrian author), Robert Graves, Good-bye to All That (British soldiers in World War I), Simone de Beauvoir, The Prime of Live (French intellectual), George Orwell, Down and Out in London and Paris (British author), Primo Levi, Survival in Auschwitz (Italian Holocaust survivor and author), Etty Hillesum, An Interrupted Life (Dutch Holocaust victim), Lucie Aubrac, Outwitting the Gestapo (French resistance fighter), Albert Memmi, Pillar of Salt (Tunisian/French author), Modris Eksteins, Walking since Daybreak (Latvian historian).

Few men in history have so singly shaped the world which followed as Alexander III, the King of Macedonia, 336-323 B.C. This course will explore his rise to greatness, study the innate qualities of his genius, and follow the course of his campaigns as he defeated native armies from Asia Minor to the Indus Valley. Special emphasis will be devoted to Greek political developments of the 4th Century B.C., the rise of Macedonia as a military power under Philip II, aspects of Greek warfare, such as tactics and logistics, ethnography of various peoples which he conquered, struggles within the Macedonian officer staff and the tumultuous wars of succession which followed his demise, economic, social and religious life of the times, and weekly slide presentations of archaeological remains for the regions covered.

This course surveys the political, social, and cultural history of 1960s America. The “Sixties” is something of a misnomer. The period was defined less by the borders of a single decade than by movements and issues that emerged in the 1940s and were only partially resolved by the time Richard Nixon resigned the presidency in 1974. There also is no consensus about the era’s meaning or significance—the 1960s continue to be the subject of passionate debate and political controversy in the United States. The times they were a-changin’, but why, how, and to what end? In exploring this turbulent decade, the course examines what did and what did not change in the 1960s. Topics include: the presidencies of John F. Kennedy, Lyndon B. Johnson, and Richard M. Nixon; the triumph and breakdown of postwar liberalism; the resurgence of conservatism; the many insurgent political and social movements of the decade, including the civil rights and black power movements, the new left, environmentalism, the chicano and red power movements, feminism, and the gay liberation movement; the counterculture; the sexual revolution; rock ‘n’ roll; and the Vietnam war. Students will investigate these and other issues in a mix of printed, visual, audio, and multimedia sources such as speeches, correspondence, newspapers and magazines, autobiographies and oral histories, photographs, television, movies, and music. This course is open to all undergraduates. There are no prerequisites.

History 307/H ANCIENT ISRAEL AND THE EAST MEDITERRANEAN WORLD Cr. 3 Professor Young

This course examines the history of ancient Israel within the larger context of the East Mediterranean and Near Eastern Worlds. It has a double focus: analysis of those events and institutions which helped shape the Judaeo-Christian tradition of Western Civilization; and the position of Israel in ancient world. Archaeology, literary criticism, and the comparative study of the cultures surrounding Israel augment a traditional historical approach. The course begins with the development of urbanization in Palestine, and concludes with the Roman conquest.

This course considers the origins, course, and impact of the Crusades on Christian, Islamic, Byzantine, and Jewish societies between the eleventh and fourteenth centuries. Why did the Crusades start when they did? What did the Crusaders hope to accomplish? Who were the important individuals active in crusading? How did bloody warfare and intense religious enthusiasm come together during the crusading period? What were the economic and intellectual results of the crusades on European life? Of what significance are the Crusades in the history of Western Civilization? These are some of the major questions that will be considered during the course of the semester's work.

History 317 A HISTORY OF THE CHRISTIAN CHURCH AND THE EXPANSION OF CHRISTIANITY I Cr. 3 Professor Fleetham

The Christian Church shaped the West, and continues to influence it profoundly. Born within the ancient Roman Empire, Christianity survives in diverse forms throughout the world: the Church is arguably the most influential and long-lived institution in world history. Tracing the Church’s evolution from its foundations to the fourteenth century, History 317 will concentrate on five interlocking themes: 1) the Christianization of the Roman Empire and of the Germanic peoples; 2) the hierarchical structure and governance of the Church; 3) the relations between the Church and various monarchies; 4) the rise, triumph, and decline of papal authority; and 5) the principal movements aiming at the reform of the Church. Until about 600 CE, the course concerns the Church throughout the Mediterranean world. Thereafter, it concentrates on the Latin Church in Western Europe, devoting little attention to the Greek, Oriental, or Slavic churches.

History 318 A HISTORY OF THE CHRISTIAN CHURCH AND THE EXPANSION OF CHRISTIANITY II Cr. 3 Professor Fleetham

A continuation of History 317, the Reformation, and the major developments in Christianity and the churches in modern world.

This course examines the efforts of Charlemagne (A.D. 768-814) to create a new European civilization after the collapse of the Roman Empire in the West. The course will include the perspectives of his successors and rivals, as well as of Saxons, Vikings, Muslims, Byzantines, popes, bishops, abbots, and important men and women who also populated Charlemagne’s world and helped to shape its successes as well as its failures. The course emphasizes the interplay between politics and art, culture, religion, and society.

This course will trace the rise and fall of Europe's great monarchs and monarchies from the Renaissance to the present day. Lectures will deal not only with the craft of kingship as practiced by Europe's outstanding rulers, but will also examine the institution of monarchy itself and its responsiveness to society's changing needs and values. Major topics will consist of the Renaissance Prince and State as it evolved in Italy and spread to the rest of the continent. The evolution of absolute monarchy as a response to the religious wars and international warfare; the emergence of enlightened despotism; the challenge of the French Revolution and royalty's response to it in the age of Metternich and Bismarck; the collapse of the Russian, German, Austrian and Turkish empires in World War I; and the world's monarchies today.

How could the Germans, a people of great historical and cultural accomplishments, produce the barbarity of Nazism and the Holocaust? This is the central question of modern German history. The answers lie not only in the story of the Nazis themselves, but in the entire history of the German people. This survey requires no prerequisites. It introduces German history with brief coverage of the medieval, reformation, and early modern periods, and then turns to a more detailed study of German unification under Bismarck, the rise and fall of the Weimar Republic, and the victories and defeats of Hitler and the Nazis. The post-World War II period deals with West Germany, East Germany, Austria, and German reunification.

This course is an examination of modern French history since 1814 – her political, social, industrial and institutional growth. Movements such as Romanticism, Socialism, Bonapartism, and Republicanism are considered as well as artistic and cultural developments. Emphasis is also placed upon France and her role as a world power in the nineteenth century and her subsequent decline in the twentieth.

History 326 POPULAR CULTURE IN PREINDUSTRIAL EUROPE (1400-1800) Cr. 3 Professor Farr

A survey of European history from the perspective of common people. How did they, when confronted with unprecedented economic expansion, population growth, urbanization, and Christianization, change the way they worked, played, worshipped, persecuted witches, and raised children?

History 327 THE HABSBURG LEGACY: CENTRAL EUROPE, 1500-2000 Cr. 3 Professor Ingrao

It is impossible to comprehend the problems that confront modern east central Europe without understanding the region’s history. This course will examine its special evolution and problems from the perspective of the multinational Habsburg and Ottoman empires, and the countries that replaced them in the twentieth century. Individual topics will show how: geography played a key role in setting east-central Europe apart from the rest of the Continent; centuries of warfare between the Christian and Moslem worlds forced massive population shifts that created the region’s current, hopelessly mixed ethnic map; the character of the Habsburg and Ottoman empires slowed the evolution of western models of government; religious antagonisms between Protestants, Catholics, Orthodox Christians and Moslems ultimately led to today’s numerous ethnic conflicts; Germany’s growing dominance in the region has deep and extensive historic roots.

This course studies the history of women in early modern Europe (1500-1800). It examines the roles, images and experiences of women as wives, mothers, nuns, artisans, peasants, prostitutes, scholars and sovereigns and follows the developments and changes in the history of women in the eras of Renaissance, Reformation and Revolution. Women’s history is inextricably linked with that of men and children and hence this is a history of human lives, an examination of the social and fabric of early modern Europe. Topics discussed include: family formation and structures, love, marriage, and sexuality, sanctity and religious life, political participation and power, literacy and women’s literature, the representations of women, and early feminism.

This course examines the history of women in modern Europe from 1789 to the present, analyzing both women’s experiences and the social and cultural constructions of femininity, and accounting for different contexts of class, ethnicity, and nationality. Subjects covered include women’s participation in revolutions, state interventions in the family, working lives of women, ideals and practices of sexuality, the middle-class model of domesticity and women’s responses to it, the rise of feminist movements, women in socialism, the experiences of two world wars, women under fascism, the welfare state and women, women in the transition from communism to capitalism, and contemporary feminisms in Europe.

History 330 HISTORY OF THE BRITISH EMPIRE AND COMMONWEALTH, 1783 TO 1960 Cr. 3 Professor Dumett

History 330 is a course where the histories of many regions – India, Australia, the West Indies, Canada and Africa – can be studied within a single framework. The course examines the way in which changing conditions and policies in Great Britain influenced the destinies of colonial territories and in later independent nations throughout the world.

With the great age of world revolutions as a point of departure, the course analyzes how the loss of the American colonies in the 1780's, coupled with the Industrial Revolution, worked to recast the Empire into a new design allowing representative government for the white settlement colonies but imposing paternalistic authoritarian governments on the tropical dependencies. The influence of nineteenth century economic and social theories – classical economics, balance of power diplomacy, humanitarianism, militarism, Social Darwinism and racism – on policy will be examined in broad outline. In addition the power of great men – (Clive, Pitt, Disraeli, Rhodes, Gandhi, Nehru, Nkrumah) – to shape events will come in for considerable attention.

The final sections of the course deal with the rise of Indian and African nationalism, decolonization and the transformation of the Empire into a multi–racial Commonwealth in the twentieth century.

History 331A GREAT FIGURES IN HISTORY: MODERN LATIN AMERICA Cr. 3 Professor de la Fuente

A series of autobiographical and biographical sketches of figures distinguished as well as lesser-known in all fields of activity.

The central focus of this course is the important role of English constitutional history in the formation of Anglo-American law institutions. Emphasizing Anglo-Saxon custom, the emergence and growth of the common law, and the evolution of parliament, the course will also deal with those clashes between king and parliament which shaped English concepts of sovereignty and law, and the rights of individuals versus those of the state. The course is particularly relevant for pre-law students and those in the social sciences interested in the relation between law and society. The course will include a close study of original documents.

History 333 SCIENCE AND TECHNOLOGY IN WESTERN CIVILIZATION I Cr. 3 Professor Foley

History 333 aims at giving the student an overview of the main lines in the development of science and technology in European civilization from the earliest times down to Newton's discovery of gravitation. Beginning with a survey of the technological achievements of prehistory, it passes to a brief consideration of the accomplishments of the Egyptian and Mesopotamian civilizations. More detailed treatment is given to the Greeks, including an assessment of their mathematics, astronomy, biology, medicine, and social theory. An effort is made to relate these disciplines to the changing social and economic circumstances of the Greek city states. Attention is given to the question of why Greek science became sterile after the 2nd century B.C. The course next touches upon Roman civilization, and then proceeds to a consideration of the technological achievements of the Middle Ages. Next the lectures treat the medieval transmission of ancient science and its incorporation into the body of Christian doctrines. The course concludes by tracing the efforts of physicists and astronomers to free their studies from the influence of the Church and of antiquity, and the new accommodation between science and its ambient society which was reached in the age of Newton.

History 334 SCIENCE AND TECHNOLOGY IN WESTERN CIVILIZATION II Cr. 3 Professor Foley

History 334 attempts to trace the main lines of Western Science and Technology from the time of Newton to the present. Beginning with a recapitulation of developments leading from Copernicus to Newton, the course assesses the position of science in European society during its age of earliest mature achievements. Topics important in the treatment of the succeeding century include the rise of biological classification, the rise of modern chemistry, and the onset of the industrial revolution. During the nineteenth century portion of the course, lectures stress the maturation of biology in such fields as cell theory, embryology, and histology. Darwinian evolution is considered in connection with its origin in the earth sciences, as well as its more conventionally biological precursor studies. Investigation of the thermo-dynamic synthesis leads onward into electromagnetic studies during the last half to the century. The so-called second industrial revolution is treated at this point also. Passing onward into the twentieth century, the course attempts to cover the revolution in modern physics, the transformation of the life sciences into adjuncts of physics and chemistry, the growing understanding of the structure and process of the universe, and the increasing interaction between pure and applied science. The course concludes with a consideration of some of the modern social and political problems which science and technology have caused by their very success.

The great confrontation between the United States and the Soviet Union, known as the Cold War, came from the power vacuum created by the cooperation of the two nations in the defeat of Nazi Germany.

A consideration of Chinese civilization from its origins to the end of the Ming Dynasty (1644). Attention is divided equally between political and cultural history, (i.e., art, literature, religion, and philosophy) with an emphasis on the development of traditional institutions in Chinese society, such as the imperial system, the family system, and China's traditional economic structure. In addition, China's attitudes toward government, commercial activity, the foreigner and religion are discussed. Periodic lectures are devoted to artistic and literary achievements, which are regarded as an integral part of the development of Chinese society. This course serves not only the student who is curious about China but the history major who is concentrating on some aspect of Western civilization but wishes to broaden his experience through a study of another society. Slides and films are incorporated into the course.

A study of Chinese history from the establishment of the Ch'ing (Qing) Dynasty in 1644 to 1949, stressing the period since l800. Primary attention is given to internal developments and China's response to Western thought and material accomplishments. In this second semester on Chinese history emphasis falls upon the transition of Chinese civilization from traditional institutions under the imperial system to China's confrontation with the modern world. The persistence of traditional factors, while the nation is challenged internally by frequent rebellions and externally by Western influences, is an important phenomenon to understand if contemporary events in China are to be meaningful. It is for this reason that internal affairs and interpretations of the Chinese response to the modern "barbarian" challenge are stressed. Particular attention is also given to developments which led to the rise of nationalism and its conflict with communism in the twentieth century. The Republican government that was established in 1911 is considered until its demise on the mainland in 1949. The course is of value for students of modern history in general, as well as undergraduate majors in American and European history, and students interested in the process of imperialism/colonialism.

This introductory course in African history surveys major movements and problems in the development of the people and cultures of sub-Saharan Africa from prehistoric times to the present. Throughout the course major emphasis is directed toward a radical reassessment of the position of the African continent and the role of Africans on the stage of human history and pre-history. Common myths and misconceptions about Africa will be exposed. Following a brief survey of major geographical divisions and linguistic groupings, the course traces such important movements in the early history of Africa as the origins of agriculture, cultural contacts with Near Eastern and Mediterranean civilizations, the diffusion of iron working, and the dispersion of the Bantu-speaking peoples into Central and Southern Africa. Proceeding to the "Middle Age" of African history, emphasis is placed on Africa's rich cultural and artistic heritage, the varied structure of African political systems, and the rise and decline of powerful kingdoms and empires that flourished before the advent of foreign penetration. Although changes since 1600 are viewed against the wider backdrop of challenges from abroad — the Islamic advance, the Atlantic slave trade, western industrialization and colonialism — it is the response of Africans and the transformation of African institutions which provides the main theme of the course.

This course centers on the cultures and communities of Western and Central Africa and their relations with other continents, including the Muslim world, western Europe and the Americas. Major aims are, first, to cultivate an awareness of the rich and varied heritages of the African and African-American peoples and, second, to place African history in the context of world-wide economic and cultural movements and trends. “Africa and the West” encourages a questioning spirit. Each lecture will be introduced by a central set of issues for discussion. Using lectures, films and classics from African literature, we examine the ‘triple heritage’ of African traditional religions, plus the roles of Islam and Christianity. After discussing the origins of great African kingdoms and empires and the impact of the Atlantic slave trade, the course shows how modern nationalism and the independence revolutions emerged from African struggles against European colonialism and commercial exploitation. Biographies of great African leaders and the roles of women also figure prominently in the narrative. The course concludes with problems of nation-building and economic development in contemporary Africa. Assignments include three examinations and book review.

Using archeology, myth, art, and architecture, as well as written texts, this course will explore Japanese society and culture from the formation of a state in about the third century CE to the early nineteenth century. Topics of study include the imperial institution, the introduction of Buddhism, the development of a rich literary culture in the Heian period, the rise of the samurai, the transformation of the institution of shogun, and the development of an urban, commercialized early modern culture. Readings include a textbook and literary works. Students will be evaluated on the basis of essay examinations, reading quizzes, and papers.

A survey of the history of Japan from the nineteenth century to the present, this course will include Japan's constructive response to Western economic expansionism, the formation of the modern state, the industrialization of Japan, the development of a mass society, the Pacific War, the American Occupation, the post war "economic miracle," and Japan's position in the world today. Readings include a textbook, one scholarly book, a memoir, and an autobiography. Requirements for the course: hour examinations, paper (on the primary sources), quiz, and a final examination.

This course explores the political, social, and cultural factors that have contributed to the formation of the modern Middle East. Course includes short stories and a selection of documentary films from the region.

History 350 SCIENCE AND TECHNOLOGY IN THE TWENTIETH CENTURY WORLD Cr. 3 Professor Foley

An introductory survey emphasizing cultural contexts, relationships with other institutions, and occasional forays into the biographies of major figures. Covering selected major achievements as well as the problems these generate. Neither science nor engineering background is required.

This course will cover the military, diplomatic, political, social, and cultural history of World War II. It will focus on the causes of the war, the battles that decided the war, the leaders (civilian and military) who made the key decisions, and how the war changed society. An additional feature will be how the war is remembered in novels and films. Hollywood features and documentaries will play a crucial part in the course. In short, the course will cover the history of the war from the rise of Adolf Hitler to “Saving Private Ryan.”

A study of major advances in biology and medicine. Particular attention is focused on major revolutions in scientific thought and their impact on society as well as their critical reception in scientific, intellectual, and religious circles.

This course offers a survey of the development of the medical sciences and includes topics ranging from paleopathology to modern medicine. The objective of this course is to give students an understanding of major milestones and themes in the history of medicine. Emphasis is on the wide variations in historical and cultural definitions and health and disease and the factors affecting the value placed on health and medical treatment. The relationship between medical practice and developments in the basic sciences is examined. Topics covered include the development of the institutions and professions which constitute the health and care system.

This course will examine women's evolving social, political, cultural, and economic position in America from the colonial period to 1869 when the women's movement split over the Fifteenth Amendment. We will explore how both men and women thought of women’s proper "place" in society, and how race, class, ethnicity, and the region in which they lived shaped women's experiences. We will examine both the everyday lives of women, such as domestic work, as well as women's efforts to dismantle the private / public barrier-- and the limitations to these efforts. We will discuss women's family responsibilities, work, education, political role, legal position, and sexuality over a period of two and a half centuries. Finally, we will emphasize women's changing relationship with their families, each other, and the state.

The main purposes of this course are to acquaint students with the American military experience and to promote an understanding of the major problems of national defense and war. The course will cover military matters from the colonial period through the Gulf War, not only looking at the major wars in our history but also its less well-known conflicts such as the Mexican and Korean wars, as well as the application of force by the U.S. government in peacetime in such matters as Indian relations, labor relations, and “gunboat diplomacy.” The course will not deal with battlefield tactics, but rather will focus on such subjects as wartime strategy, manpower procurement, weapons development, inter-service conflict, and strategic bombing. It will also consider the social dimension of the American military experience, examining soldiers’ life, race relations, the American tradition of civil rule over the military establishment, and other aspects of soldiering beyond the battlefield.

An examination of the economic, political, ideological, and military aspects of America's involvement in Vietnam between 1945 and 1975, covering both the causes and the consequences of American policy toward Southeast Asia in general and Vietnam in particular. This course will be based upon a combination of lecturers, films, and discussion sessions. Each student will be assigned to a specific discussion section after the first day of class. The total classroom time during the course of the semester will average the scheduled 150 minutes per week.

This is a regional history which embraces the modern nations of Zimbabwe, Namibia, Botswana, Lesotho, Swaziland, the Republic of South Africa—their historical roots and cultural antecedents. One of the course’s chief aims is to explore the richness and diversity of the peoples, cultures and economic systems of southern Africa. Commencing with an analysis of geography and ethnography, we move from the early migrations of the Khoisan and Bantu-speaking peoples to an analysis of the state-building endeavors of the Shona, Zulu, Tswana, Ndebele and the Sotho during the late eighteenth and nineteenth centuries. Early European colonization—Dutch and British—epitomized by the Boer Trek of the 1830s—provides a counter theme for attention. A second major goal is to understand the long struggle of southern African peoples towards freedom against the oppressive forces of European imperialism, labor exploitation and racist apartheid which dominated, not only the Republic of South Africa, but also affected the other surrounding nations. In its final section, the course focuses on the heroic efforts of African liberation movements in each of the six countries, culminating in the achievement of freedom and democracy in the Republic of South Africa under Nelson Mandela in the 1990s.

Examination of the construction of tradition and modernity in East Asia through the lens of gender. Topics include the influence of “Confucian” ethics; gender and imperialism; nationalism and revolution; and social change in the aftermath of war and decolonization.

This course will examine the gendered history, politics, and culture of the Middle East and North Africa. Students will be introduced to a variety of multidisciplinary writings in English by modern Arab, Turkish, Kurdish, Persian, and Israeli writers and will explore the different constructions of femininity based on class, ethnicity, religion, and nationality. We will examine gender roles in Pre-Islamic Arabia, Egypt, and Persia, look at the relationship between Islam and patriarchy in the 7th century C.E., examine representations of women in medieval Arab and Persian texts. We will also study the European colonialists’ appropriation of the issue of veiling, the struggle for women’s rights in the late 19th and early 20th centuries, as well as state and media constructions of gender roles, and the new fundamentalist movements which have once again redefined gender roles in the region.

This one-semester course is a survey of the history of women in the United States from the colonial period to the present. No prerequisites.

Despite their numerical prominence, Hispanics have received relatively little attention in U.S. history. This one-semester course provides a historical perspective on this important group of Americans from the colonial era to the present. Part I of the course treats the historical roots of the Hispanic community by examining the interaction of Europeans, Indians, and Africans in the New World during the colonial period (late-fifteenth to early nineteenth centuries). Part II dwells on the crucial developments in the nineteenth century, when changes in sovereignty made some Hispanics virtual "foreigners in their native land." The patterns of political, economic, and social subordination of Hispanics in nineteenth-century America had a lasting impact on the subsequent history of the Hispanic community. Part III takes a somewhat different approach and examines the history of the three largest groups of Hispanics—Mexican-Americans, Puerto Ricans, and Cubans—during the twentieth century. Treating each group in turn, we will discuss how Hispanics reacted to and helped shape some of the major historical trends of the century. We will also discuss the nature of ethnic identity and how each of these groups has perceived itself.

This class will survey the social and cultural fabric of post-World War II United States through the prism of music – rock and roll music. At one level the class will survey trends and styles in rock, focusing first on the artists and groups who gave rise to this hybrid form of music from its country and blues roots. It will then track the rise of rock and roll in the 1950s and the corporate, political, and social backlash against it. The focus on the 1960s will be on music as an expression and extension of the social, cultural, and political changes of that decade. Finally, the class will examine the paradoxical developments of the evolution of “corporate rock and roll” with the emergence of an abrasive, often angry music [read: punk/grunge/rap] by the end of the 1970s and into the 1980s. In the end, this class will examine and explain the technological, business, and social forces that helped cement rock’s position in Western popular culture.

There are five major themes around which the class turns. The first is the importance of African-American culture to the origin and development of rock and roll. The second is the effect of demographic shifts and in particular the dramatic population growth during the postwar era (both in the United States and Britain). Economic issues – prosperity and major and independent record companies – form a third prism through which we will look at rock and roll. Technological innovations that both spread popular music and, in the 1950s, became part of making music, are a fourth theme. Finally youth culture and experiences are central to this class. This interdisciplinary class will empower students to use a medium with which they are somewhat familiar (popular music) to examine less well-known (to them) issues and historical forces that are intrinsic to the American and British postwar experience.

The History of the "West" constitutes a study of what Paxson calls "The most American thing in America–the Frontier." Characteristics and problems of pioneer life are explored. The causes and effects of the westward movement of our people are examined so as to include a rather comprehensive treatment of United States development, with emphasis on the great migration westward.

This course surveys the history of women in the United States from 1870 to the present. By examining the social, political, and economic forces that have shaped that history, the course assesses the sources of change and continuity in women’s lives. Attention is paid to the variety of the female experience in America. We will consider topics such as the changing meanings and understandings of gender; the changing meanings and significance of family, motherhood and personal relationships; changes in women’s education and shifts in female employment; women’s involvement in political and social movements; women’s relationship to the state; expressions and regulations of female sexuality; and women and popular culture. Stressing diversity as well as unity, the course emphasizes the importance not only of gender but also of race, ethnicity and class in women’s lives. The course satisfies the gender requirement in the CLA core curriculum. It is open to all undergraduates. There are no prerequisites.

This course surveys the history of Indiana from the French and English periods (1679-1783), the organization of the state out of the Old Northwest Territory, and the emergence of the modern commonwealth in the twentieth century. The development of Indiana's economy including the growth and decline of key industries, agriculture, and the transportation system is studied. Attention is given to the trends in local politics, the state's participation in national politics, and the creation of its administrative and legal machinery. Finally, the development of an educational system and of Hoosier intellectual, social and religious activity is analyzed.

This topical emphasis of this course is Native American history as experience by the indigenous people in the regions that became the United States. The thematic emphasis is on Native American perspectives, including an introduction to the interdisciplinary methodologies used in the field. This course will present a brief general overview of Native American history for contextual purposes, but will quickly turn to specific regions, events and themes critical to understanding the course of Native American history. The course will emphasize cultural, environment and gender themes as well as important political and economic forces. A final component of this course is to introduce students to Native American history close to home by highlighting how larger events impacted those indigenous peoples living in Indiana and the greater Great Lakes and Ohio River Valley regions.