Chair of Collegiate Affairs: Edward Cook, SS 209, 702-8384, ecook@uchicago.edu

Undergraduate Program Coordinator: David Spatz, SS 225, 702-2178,

daspatz@uchicago.edu

History Preceptors: F 4, 702-3079

Web: history.uchicago.edu/collegiatehistory/index.html

Program of Study

Studying history sheds light on human experience and thought in different times and places. It enables students to make sense of the present in terms of the past, and the past in terms of the present. Fields of study may be defined by nations (e.g., Chinese, Roman, U.S., international history) or by genres (e.g., legal, cultural, gender history). Topics include the history of revolution, slavery, sexuality, colonialism, ethnicity, war, and work. The fourth-year B.A. essay affords students the opportunity to pursue an original research project on a topic of their choosing.

Involving the analysis of evidence and the formulation of arguments, studying history is excellent preparation for a wide field of endeavors from law, government, and public policy to the arts and business.

Students interested in a history major should consult the undergraduate program coordinator before the end of their second year to discuss their areas of interest in history. They are assigned to a preceptor who will act as their individual program adviser. Students interested in studying abroad must see the undergraduate program coordinator during their second year.

Students construct their course of study in consultation with the preceptor, the undergraduate program coordinator, and other appropriate faculty members. Students meet with their preceptors at least once each quarter to discuss their program and to inform the department of their progress. The undergraduate program coordinator and the preceptors are available to students on an ongoing basis.

Program Requirements

There are no special prerequisites for a history major. However, students are strongly encouraged to fulfill the civilization and language requirements with courses most relevant to their main field of interest. A typical course of study in the history program would commence with basic history courses (10000-level courses) and move on to more advanced and specialized courses (20000-level courses, and in some cases 40000-level courses). History Colloquia (HIST 29600) are offered on a variety of topics each year, and enable advanced undergraduates to pursue independent research.

Courses. Students must take twelve courses in history. "Courses in history" mean all courses offered by members of the Department of History and any other courses that are clearly related to the student's area of interest and have

significant historical content or focus. In case of uncertainty, see the preceptor and undergraduate program coordinator.

Students are required to take six courses in, or directly related to, their chosen main field. Two additional courses are reserved for the B.A. Essay Seminar and the B.A. Essay (HIST 29801 and 29802). The four secondary courses are chosen to complement the main field, extend the range of the student's historical awareness, and explore varying approaches to historical analysis and interpretation. Students are urged to take courses that introduce significant civilization or chronological breadth.

Students construct the main field and choose their other courses in close consultation with their preceptors, subject to final approval by the undergraduate program coordinator and the chair of collegiate affairs.

Students typically are expected to take at least four history courses, including three in their main field, by the end of their third year. Exceptions for good cause must be approved by the student's preceptor.

Students interested in pursuing graduate study in history are strongly encouraged to take a History Colloquium (HIST 29600) during their second or third year of study. The colloquia are offered on a variety of topics each year and enable advanced college students to pursue research projects. These courses not only prepare students for writing the B.A. essay, but also provide students who are planning to begin graduate study the year following graduation with the opportunity to produce a primary source-based writing sample that they can use for their applications.

Courses in the Main Field. The Department of History offers a number of standard main fields of study that include but are not limited to:

Africa                                                       History of Science

Ancient Mediterranean                             International

Caribbean                                                 Jewish History

East Asia                                                  Latin America

Europe: Medieval                                     Middle East

Europe: Modern                                       Russia

Great Britain                                             South Asia

History of Gender and Sexuality              United States

Students may also develop topically defined main fields that cut across the geographical and chronological definitions of the standard main fields. In those cases, the preceptor and undergraduate program coordinator work closely with a student to ensure appropriate focus and breadth in both the main and secondary courses. In choosing courses, there are two important goals: broad knowledge of the main field and more detailed knowledge of one or several of its major aspects.

Junior Statement. In the course of their third year, students consult with their preceptors, the undergraduate program coordinator, and appropriate faculty members in the department to begin defining a topic for the B.A. essay, and to identify a faculty adviser who will work closely with the student on the project. An informational meeting is held Spring Quarter to explain and facilitate this process. By the ninth Monday of Spring Quarter, each student must submit a brief B.A. essay proposal, including a statement of the topic, the name and signature of the faculty adviser, and a list of proposed summer readings relevant to the project.

Senior Seminar. The B.A. essay is a two-quarter research project in which students develop a significant and original interpretation of a historical issue of their choosing. The culmination of the history program, essays tend to range between thirty and forty pages in length but there is neither a minimum nor a maximum requirement. The B.A. Essay Seminar assists students in formulating approaches and developing their research and writing skills, while providing a forum for group discussion and critiques. In addition to working closely with their faculty director, who is the first reader of their essay, students are also required to join a two-quarter undergraduate senior seminar (HIST 29801/29802) during the Autumn and Winter Quarters of their last full year in the College. The seminar instructor is usually the preceptor with whom the student has been working and who is also to serve as the second reader of the essay.

The final deadline for submission of the B.A. essay is the second week of Spring Quarter when two copies of the B.A. essay must be submitted to the undergraduate program coordinator in SS 225. Students who wish to complete their papers in a quarter other than Spring Quarter must petition the department through the undergraduate program coordinator. Students graduating in a quarter other than Spring Quarter must turn in their essay by Friday of seventh week of their final quarter. When circumstances justify it, the department establishes individual deadlines and procedures.

In very special circumstances (with approval from program chairs in two departments), history students may be able to write a B.A. essay that meets requirements for a dual major. Students should consult with both chairs before the end of Spring Quarter of their third year. A consent form, to be signed by both chairs, is available from the College adviser. It must be completed and returned to the College adviser by the end of Autumn Quarter of the student's year of graduation.

Students who have selected B.A. topics by Winter Quarter of their third year are eligible to apply for research funding for summer research. Students are also encouraged to take advantage of funding that is available for language study abroad through the Foreign Language Acquisition Grant (FLAG) Program; for more information, see the section on Off-Campus Study Programs elsewhere in this catalog.

Reading and Research Courses. Students with a legitimate interest in pursuing a program of study that cannot be met by means of regular courses have the option of devising a reading and research course that is taken individually and supervised by a member of the history faculty. Such a course requires the approval of the undergraduate program coordinator and the prior consent of the instructor with whom the student would like to study. NOTE: Enrollment in HIST 29700 is open only to students who are doing independent study that is not related to the B.A. paper or B.A. research. Under normal circumstances, only one reading and research course can be counted towards the history major.

Summary of Requirements

                                  6      courses in the main field

                                  4      electives

                                  2      HIST 29801-29802 (B.A. Essay Seminar)

                                12

Honors. Students who have done exceptionally well in their course work and have written an outstanding B.A. essay are recommended for honors in history. Candidates must have an overall GPA of 3.0 or higher, and a GPA of 3.5 or higher in the major. B.A. essays that appear to be of particular distinction are submitted by the readers to the department. If the department concurs, the student is awarded honors in history. Students who fail to meet the final deadline for submission of the B.A. essay almost certainly become ineligible for honors consideration.

Grading. Subject to College and division regulations and with the consent of the instructor, all history majors may register for quality grades or P/N or P/F grades in any course. (NOTE: The one exception is that students must take quality grades in HIST 29801 and 29802.) A Pass grade is to be given only for work of C- quality or higher.

NOTE: Some graduate and professional schools do not accept a transcript with more than 10 percent Pass grades. Therefore, it is recommended that students who plan to continue their education take no more than four courses for Pass grading.

Faculty

G. Alitto, L. Auslander, R. Austen, D. Borges, J. Boyer, S. Burns, D. Chakrabarty,
G. Chauncey, K. Conzen, E. Cook, B. Cumings, P. Duara, C. Fasolt, S. Fitzpatrick,
C. Fleischer, R. Fulton, M. Fusaro, M. Geyer, J. Goldstein, H. Gray (Emerita), J. Hall,
N. Harris, R. Hellie, T. Herzog, T. Holt, R. Inden, A. Johns, W. Kaegi, B. Karl (Emeritus),
F. Katz (Emeritus), J. Ketelaar, J. Kirshner (Emeritus), E. Kouri, E. Larkin,
T. Najita (Emeritus), M. Ngai, W. Novak, P. Novick (Emeritus), S. Pincus, M. Postone,
R. Richards, R. Saller, J. Saville, W. Sewell, J. Sparrow, A. Stanley, R. Suny, N. Swerdlow,
B. Wasserstein, A. Winter, J. Woods, S. Yaqub

Courses: History (hist)

History courses numbered 10000 to 29900 are designed primarily for College students. Some 20000-level courses have 30000-level equivalents if they are also open to graduate students. Courses numbered 40000 to 49900 are primarily intended for graduate students, but are open to advanced College students. Courses numbered above 50000 are open to qualified College students with the consent of the instructor. Courses rarely open to College students are not listed in this catalog. Undergraduates registered for 30000-level courses will be held to the graduate-level requirements. To register for courses that are cross listed as both undergraduate and graduate (20000/30000), undergraduates must use the undergraduate number (20000).

10101-10102. Introduction to African Civilization I, II. (=ANTH 20701-20702, SOSC 22500-22600) General education social science sequence recommended. This sequence meets the general education requirement in civilization studies. For course description, see Anthropology. Offered 2005-06; not offered 2004-05.

10800-10900. Introduction to the Civilization of South Asia I, II. (=ANTH 24101-24102, SALC 20100-20200, SASC 20000-20100, SOSC 23000-23100) PQ: Completion of the general education requirement in social sciences. Must be taken in sequence. This course fulfills the general education requirement in civilization studies. For course description, see South Asian Languages and Civilizations. S. Pollock, Autumn; M. Alam, Winter.

11700. Saints in the Medieval World. (=RLST 2200) For course description, see Religious Studies. L. Pick. Autumn.

12500. Calvin's Institutes of the Christian Religion. (=FNDL 24300, RLST 22600) Calvin's Institutes are the most complete and influential statement of Christian theology to come out of the Protestant Reformation. Contrary to widespread perceptions and in spite of some points of fundamental contention, there is no better work to introduce readers to Reformation theology. Instead of emphasizing the familiar "theological" issues, we pay close attention to Calvin's views on such fundamental questions as the nature of knowledge, writing and interpretation, truth and meaning, morality and law, freedom and necessity, self-denial, justice, action, power, and the relationship between individuals and society. C. Fasolt. Spring, 2005.

12700-12800. Music in Western Civilization. (=MUSI 12100-12200, SOSC 21100-21200) Prior music course or ability to read music not required. This two-quarter sequence meets the general education requirement in civilization studies. It may not be used to meet the general education requirement in the dramatic, musical, and visual arts. For course description, see Music. R. Kendrick, Winter; Staff, Spring.

13001-13002 (13003). History of European Civilization I, II (III). This sequence meets the general education requirement in civilization studies. Students who plan to complete a three-quarter sequence will register for HIST 13003 in Spring Quarter after completing HIST 13001-13002. Students may not combine HIST 13003 with one other quarter of European Civilization to construct a two-quarter sequence. European Civilization is a two-quarter sequence designed to introduce students to the nature and history of European civilization from the early Middle Ages to the twentieth century. It complements parallel sequences in ancient Mediterranean, Byzantine, Islamic, and American civilizations, and may be supplemented by a third quarter (HIST 13003) chosen from several topics designed to expand a student's understanding of European civilization in a particular direction. We place emphasis throughout on the recurring tension between universal aspirations and localizing boundaries, as well as on the fundamental rhythms of tradition and change. Our method consists of close reading of primary sources intended to illuminate the formation and development of a characteristically European way of life in the high Middle Ages; the collapse of ecclesiastical universalism in the early modern period; and the development of modern politics, society, and culture in the centuries to follow. Individual instructors may choose different sources to illuminate those themes, but some of the most important readings are the same in all sections. 13001-13002 (13003): Autumn, Winter (Spring). 13001-13002: Winter, Spring.

13100-13200-13300. History of Western Civilization I, II, III. Available as a three-quarter sequence (Autumn, Winter, Spring) or as a two-quarter sequence (Autumn, Winter; or Winter, Spring). This sequence meets the general education requirement in civilization studies. The purpose of this sequence is threefold: (1) to introduce students to the principles of historical thought, (2) to acquaint them with some of the more important epochs in the development of Western civilization since the sixth century B.C., and (3) to assist them in discovering connections between the various epochs. The purpose of the course is not to present a general survey of Western history. Instruction consists of intensive investigation of a selection of original documents bearing on a number of separate topics, usually two or three a quarter, occasionally supplemented by the work of a modern historian. The treatment of the selected topics varies from section to section. This sequence is currently offered twice a year. The amount of material covered is the same whether the student enrolls in the Autumn-Winter-Spring sequence or the Summer sequence. Summer, Autumn, Winter, Spring.

13500-13600-13700. America in Western Civilization I, II, III. Available as a three-quarter sequence (Autumn, Winter, Spring) or as a two-quarter sequence (Autumn, Winter; or Winter, Spring). This sequence meets the general education requirement in civilization studies. This sequence uses the American historical experience, set within the context of Western civilization, to (1) introduce students to the principles of historical thought, (2) probe the ways political and social theory emerge within specific historical contexts, and (3) explore some of the major issues and trends in American historical development. This sequence is not a general survey of American history.

13500. The first quarter examines the establishment of the new American society in the colonial and early national periods, focusing on the experience of social change and cultural interaction. Subunits examine the basic order of early colonial society; the social, political, and intellectual forces for a rethinking of that order; and the experiences of the Revolution and of making a new polity. Autumn.

13600. The second quarter focuses on the creation of the American nation in the nineteenth century. Subunits focus on the impact of economic individualism on the discourse on democracy and community; on pressures to expand the definition of nationhood to include racial minorities, immigrants, and women; on the crisis over slavery and sectionalism; and on class tensions and the polity. Winter.

13700. The third quarter takes the society and nation thus created and focuses on the transformations produced by immigration, industrial re-organization, and the expansion of state power. Subunits focus on the definitions of Americanism and social order in a multicultural society; Taylorism and social engineering; culture in the shadow of war; the politics of race, ethnicity, and gender; and the rise of new social movements. Spring.

13900-14000. Introduction to Russian Civilization I, II. (=RUSS 25100-25200, SOSC 24000-24100). It is recommended that students begin with the first course in this sequence. This sequence meets the general education requirement in civilization studies. For course description, see Social Sciences. This course is offered in alternate years. R. Hellie, N. Ingham. Autumn, Winter.

15100-15200-15300. Introduction to the Civilizations of East Asia I, II, III. (=EALC 10800-10900-11000, SOSC 23500-23600-23700) May be taken in sequence or individually. This sequence meets the general education requirement in civilization studies. For course description, see East Asian Languages and Civilizations. P. Duara, Autumn; S. Burns, Winter; Staff, Spring.

16101-16102-16103/36101-36102-36103. Introduction to Latin American Civilization I, II, III. (=ANTH 23101-23102-23103, LACS 34600-34700-34800, LTAM 16100-16200-16300, SOSC 26100-26200-26300) PQ: Completion of the general education requirement in social sciences. May be taken in sequence or individually. This sequence meets the general education requirement in civilization studies. This course is an introduction to the history and cultures of Latin America, including Mexico, Central and South America, and the Caribbean Islands. Autumn Quarter examines the origins of civilizations in Latin America with a focus on the political, social, and cultural features of the major pre-Columbian civilizations of the Maya, Inca, and Aztec. The quarter concludes with consideration of the Spanish and Portuguese conquest and the construction of colonial societies in Latin America. Winter Quarter addresses the evolution of colonial societies, the wars of independence, and the emergence of Latin American nation-states in the changing international context of the nineteenth century. Spring Quarter focuses on the twentieth century, with special emphasis on the challenges of economic, political, and social development in the region. A. Kolata, Autumn; D. Borges, Winter; E. Kouri, Spring.

16302. The Anthropology of Intellectuals. (=ANTH 22300) For course description, see Anthropology. C. Lomnitz. Offered 2005-06; not offered 2004-05.

16700-16800-16900. Ancient Mediterranean World I, II, III. Available as a three-quarter sequence (Autumn, Winter, Spring) or as a two-quarter sequence (Autumn, Winter; or Winter, Spring). This sequence surveys the social, economic, and political history of Greece to the death of Alexander the Great (323 B.C.) in Autumn Quarter; the Roman Republic (527 to 509 B.C.) in Winter Quarter; and concludes in Spring Quarter with the five centuries between the establishment of imperial autocracy in 27 B.C. and the fall of the Western empire in the fifth century A.D. This sequence is offered in alternate years.

16700. Ancient Mediterranean World I. (=ANST 20700, CLCV 20700) This sequence meets the general education requirement in civilization studies. This course surveys the social, economic, and political history of Greece from prehistory down to the Hellenistic period. The main topics considered include the development of the institutions of the Greek city-state, the Persian Wars and the rivalry of Athens and Sparta, the social and economic consequences of the Peloponnesian War, and the eclipse and defeat of the city-states by the Macedonians. J. Hall, S. Richardson. Autumn.

16800. Ancient Mediterranean World II. (=ANST 20800, CLCV 20800) This sequence meets the general education requirement in civilization studies. This course surveys the social, economic, and political history of Rome, from its prehistoric beginnings in the twelfth century B.C.E. to the political crisis following the death of Nero in 69 C.E. Throughout, the focus is upon the dynamism and adaptability of Roman society, as it moved from a monarchy to a republic to an empire, and the implications of these political changes for structures of competition and cooperation within the community. C. Grey. Winter.

16900. Ancient Mediterranean World III. (=ANST 20900, CLCV 20900) This sequence meets the general education requirement in civilization studies. This quarter surveys the five centuries between the establishment of imperial autocracy in 27 B.C. and the fall of the Western empire in the fifth century A.D. Spring.

17300-17400-17501 (or 17502). Science, Culture, and Society in Western Civilization I, II, III. (=HIPS 17300-17400-17501 [or 17502]) Each course may be taken individually, although it is recommended that students take the entire sequence in order. This sequence meets the general education requirement in civilization studies. For course description, see History, Philosophy, and Social Studies of Science and Medicine. N. Swerdlow, Autumn; N. Swerdlow, Winter; A. Johns. Spring.

18000. War in Modern American Society. (=LLSO 20910) This introductory course looks at the impact of modern warfare on American society, with an emphasis on the diverse experiences of ordinary Americans from different classes, races, ethnicities, genders, regions, and creeds, as they encountered the larger transformations resulting from war. Covering the major wars engaged by the United States since the Civil War, as well as longer-term conflicts ranging from Indian Removal to the Cold War, we inquire into the centrality of war to the basic institutions, social structures, and cultural patterns of the modern American nation. J. Sparrow. Spring.

18200. Postwar American Culture, 1945 to 1970. (=GNDR 18200) This lecture/discussion course explores the cultural politics of national identity, race, ethnicity, class, gender, and generation in the quarter century following World War II, a period of dramatic social change, political debate, and economic and spatial reorganization. We pay special attention to the impact of the war itself on notions of citizenship, gender, ethnicity, and nation; suburbanization and urban change; postwar modernism, antimodernism, and social criticism; mass culture and the counterculture; McCarthyism, the domestic cold war, and the debate over the Vietnam War; the civil rights movement; and the rise of the new social movements of the left and right. G. Chauncey. Spring. Offered 2005-06; not offered 2004-05.

18301-18302. Colonizations I, II. Must be taken in sequence. This sequence meets the general education requirement in civilization studies. This two-quarter sequence approaches the concept of "civilization" from an emphasis on cross-cultural/societal connections. We explore the dynamics of conquest, slavery, colonialism, and their reciprocal relationships with concepts such as resistance, freedom, and independence with an eye toward understanding their interlocking role in the making of the modern world. Themes of slavery, colonization, and the making of the Atlantic world are covered in the first quarter. Colonization is the theme of the second quarter, with emphasis on Asia and the Pacific. We start with a consideration of the pre-modern Arab and Chinese empires and then turn to European and Japanese colonialism (and decolonization) in Asia. K. Warren, Autumn, M. Ngai, Winter; J. Saville, Winter, K. Fikes, Spring.

18401. Death and the Afterlife in American Religion. (=RLST 22500) For course description, see Religious Studies. W. C. Gilpin. Spring, 2005.

18600. United States Labor History. (=ECON 18600, HMRT 28600, LLSO 28000) This course explores the history of labor and laboring people in the United States. The significance of work is considered from the vantage points of political economy, culture, and law. Key topics includes working-class life, industrialization and corporate capitalism, slavery and emancipation, the role of the state and trade unions, and race and sex difference in the workplace. A. Stanley. Spring.

18700. Early America to 1865. This course surveys major themes in the settlement of the British colonies, the crisis of the American Revolution, and the growth of American society and politics. E. Cook. Winter.

19000. The Environment in U.S. History. (=ENST 23600, LLSO 23600) For course description, see Environmental Studies. A. Gugliotta. Winter. Offered 2005-06; not offered 2004-05.

19001. Issues in World Environmental History. (=ENST 23800, HIPS 25501) For course description, see Environmental Studies. A. Gugliotta. Spring.

19100. U.S. Legal History. (=LLSO 28010) This course focuses on the connections between law and society in modern America. It explores how legal doctrines and constitutional rules have defined individual rights and social relations in both the public and private spheres. It also examines political struggles that have transformed American law. Topics to include the meaning of rights; the regulation of property, work, race, and sexual relations; civil disobedience; and legal theory as cultural history. Readings include legal cases, judicial rulings, short stories, and legal and historical scholarship. A. Stanley. Summer, 2004.

20001/30001/70201. Atlantic Slave Trade. (=AFAM 20100) This course deals with the slave trade as (1) an economic project of early-modern European overseas expansion; (2) a process of ethnic and linguistic identity formation for communities along the entire route from the African interior to early settlement in New World plantations; and (3) a focus for African and African-American oral traditions and memory projects. The syllabus includes readings in economic and social history, anthropology, literature (text and film), and ideological debates. Those interested also have access to a major new slave trade database. R. Austen. Autumn.

20101/30101. Colonial Autobiography. (=ISHU 20500/30700) The focus of this course is the reading of works that deal with "coming of age under colonialism" in Africa, the Caribbean, South Asia, and Southeast Asia. Some are autobiographies, others are works of fiction, and many fall in between. Most are colonial but some are literally postcolonial. The focus is upon themes of developing a personal identity in negotiation between a local culture and a dominant colonial one, with formal schooling as a major common site. The two weekly sessions typically (but not always) are divided between a lecture, which introduces the historical context and author, and a discussion of the assigned text. Additional texts are suggested both for background reading and potential paper topics. R. Austen. Winter, 2005.

20102/30102. The Mande World of West Africa: An Intensive Study of a Culture through History, Literature, and Ethnography. (=AFAM 20102, ANTH 21220/30604, ISHU 20600/30600) This course deals with the Mande peoples of mainly French-speaking West Africa (i.e., Mali, Gambia, Guinée, Burkina Faso, Sierra Leone, Senegal). Topics include village ethnography, precolonial commercial networks and imperial states, adaptation of Islam, and colonial and postcolonial development. A special emphasis is placed on various genres of "literary" narrative, including oral tales and epics, Islamic chronicles, modern novels, and film (this region is particularly known for griot performance traditions and contemporary film production). R. Austen. Winter, 2005.

20401/30401. Contextualizing Ancient Historians. (=ANST 26200, CLAS 31300, CLCV 21300) Prior knowledge of ancient history not required. Writing history is not simply a matter of assembling dates and facts. Those dates must be linked together, the facts interpreted and shaped into a narrative. The historical narratives of ancient and contemporary historians of Greece and Rome are studied (e.g., Thucydides and de Ste Croix, Livy and Finley, Arrian and Bosworth, Ammianus Marcellinus and Jones). We ask for each: What is the historian's aim in writing? In what context was the historian writing? What factors affected the presentation of material? Why is the historian important in the historiographical tradition of the ancient or modern world? Texts in English. C. Grey. Spring.

20600/30600. Disasters in the Ancient Mediterranean. (=ANCM 30900, ANST 21000, CLAS 31000, CLCV 21000) Prior knowledge of ancient history not required. In the ancient Mediterranean world, natural disasters could take on potent meaning, indicating the anger or disfavor of the gods, acting as warnings against certain courses of action or confirmations of individuals' fears or suspicions about the world in which they lived. In this course, we explore the evidence for some disasters in the ancient Mediterranean world, as well as the ways in which contemporaries reacted to those disasters and interpreted their causes. In the process, we gain an appreciation of both the social structures of communities in the period and the thought-world in which they operated. C. Grey. Winter.

20601/30601. Law and Life in Ancient Rome. (=ANST 26100, CLAS 34300, CLCV 24300, LLSO 20801) Prior knowledge of ancient history or law not required. The Roman legal system has long fascinated philosophers, historians, and political thinkers. Fictitious legal discussions, juristic judgments, and imperial edicts have all been scrutinized for the light they shed upon Roman legal thinking. In this course, we explore the wide variety of legal documents from the ancient world and examine the value of these documents for our reconstruction of the dynamic reality that was Roman society. Texts in English. C. Grey. Spring.

20701/30701. Who Were the Greeks? (=ANCM 30400, ANST 20400, CLAS 30400, CLCV 20400) If the current resurgence of interest in ethnic studies is a direct reflection of a contemporary upsurge in ethnic conflict throughout the world, it remains the case that notions of peoplehood and belonging have been of periodic importance throughout history. This course covers the various expressions of Greek identity within shifting political, social, and cultural contexts from prehistory to the present day, though with a strong emphasis on classical antiquity. Particular attention is given to theoretical issues such as anthropological definitions of ethnicity, the difference between ethnic and cultural identities, methods for studying ethnicity in historical societies, and the intersection of ethnicity with politics. J. Hall, S. Richardson. Winter.

20901/39800. Archaeology for Ancient Historians. (=ANCM 31700, ANST 21700, CLAS 31700, CLCV 21700) This course is intended to act not as an introduction to classical archaeology but as a methods course illuminating the potential contribution of material cultural evidence to ancient historians while at the same time alerting them to the possible misapplications. Theoretical reflections on the relationship between history and archaeology are interspersed with specific case studies from the Græco-Roman. J. Hall. Autumn.

21300/31300. England in the Seventeenth Century. (=ENGL 16801/36801) This course examines the causes and consequences of the great social, cultural, and political transformations that shook England in the sixteenth and seventeenth centuries. Using largely primary materials (e.g., writings from Ben Jonson, William Shakespeare, John Milton, John Locke, Robert Filmer, and Aphra Behn) students examine the contours of early modern English culture. This course is appropriate not only for students of history but also for students interested in English literature and the history of political thought. S. Pincus. Autumn.

22102/32102. Medieval Travelers. This course looks at accounts of those who traveled both within and beyond Europe, in fact and in imagination, during the centuries preceding Columbus's voyage. Its argument is that to understand what Columbus and his contemporaries found when they arrived, we must first understand what they thought they were looking for, and that what they were looking for is not necessarily what we might expect. R. Fulton. Spring.

22601/32601. Sciences of Memory. (=HIPS 27001) This course examines the history of research and popular attitudes toward autobiographical memory in the twentieth century. Topics include studies of the reliability of eye-witness testimony (from the 1890s through the 1970s), neurosurgical experiments of the 1950s in the physiological replaying of past life experiences, the history of research supporting various claims as to the reconstructive character of memory, and the history of the recovered memory debates of the 1980s and 1990s. A. Winter. Winter.

22602/33602. Human Science and the Law, 1850 to 2000. (=HIPS 27701, LLSO 20701) This course examines how the human sciences have figured in legal cases in America in the twentieth century. Specific topics include landmark rulings on the use of scientific evidence such as the Frye ruling (1923) and Daubert (1993); the role of social psychology research in Brown versus Board of Education (1954); the status of hypnotically refreshed witness memory in Harding versus State of Maryland (1968) and in recovered memory cases of the 1980s; the controversy over Kenewick Man (beginning 1996), and the reliability of fingerprints in United States versus Llera Plaza (2002). A. Winter, Staff. Spring.

22701/32701. European Judaism as Minority Culture. (=JWSC 22700, JWSG 32700) This course provides an introduction to modern European Jewish history from the eighteenth century to the present. The interpretive framework used is that of European Judaism as a diasporic and minority culture. Particular attention is paid to differences in women's and men's experiences. We make extensive use of the Regenstein Library's Rosenberger collection as well as memoirs, fiction, poetry, ritual objects, visual materials, music, and film. L. Auslander. Autumn.

22702. French Enlightenment. This course focuses on the French Enlightenment, one of the most important cultural and intellectual movements in European history. The secularization of intellectual life that took place in France between 1685 and 1789 had tenacious roots and enormous consequences. In this course, we focus on the major problems that preoccupied contemporaries, including science, man and civil society, aesthetics, the state, crime and punishment, and religion. In each of these areas, we examine a range of primary sources. Readings include Voltaire, Rousseau, Diderot, Montesquieu, the Marquis de Sade, and Condorcet. T. Griggs. Winter.

22901/32901. Renaissance Humanism and Politics. This course concentrates on the origins, development, and varieties of Renaissance humanism from the mid-fourteenth to the mid-sixteenth centuries, with special attention to the ways in which humanists responded to and interpreted their political environments and to the ways in which they brought classical thought and ancient history to bear on their ideas of the good state and the good society. H. Gray. Winter.

23100/33100. The Renaissance East and West. (=NEHC 20539/30539) PQ: Advanced standing. For course description, see Near Eastern Languages and Civilizations (Near Eastern History and Civilization). C. Fleischer. Winter, 2006.

23300/33300. Capitalism in Modern Europe. (=PLSC 23400/32800) For course description, see Political Science. W. Sewell. Winter, 2005.

23301/33301. Europe, 1660 to 1830. This lecture course, which is the first installment of a three-quarter sequence, introduces the processes and events that constituted the passage to modernity in Europe: monarchical absolutism as a means to state-building on the Continent and its parliamentary alternative in Britain; the intellectual and cultural transformations effected by the Enlightenment, including the creation of a liberal public sphere; the French Revolution and its pan-European implications; the rise of the laissez-faire market and the Industrial Revolution; and the emergence of feminism and socialism. Readings include both primary and secondary sources. J. Goldstein. Autumn.

23302/33302. Europe, 1830 to 1930. The second installment of a three-quarter sequence, this course surveys the history of Europe from the era of its greatest hegemony in the world to the eve of the depression of the 1930s. Themes considered include industrialization; the revolutions of 1848; the formation and consolidation of modern nation-states; the rise and travails of political liberalism and laissez faire; the spread of socialism in its various guises; international rivalries and alliances imperialism; and the causes, character, and effects of World War I. J. Craig. Winter.

23303/33303. Europe, 1930 to the Present. L. Auslander. Spring.

23601/33601. History and the Russian Novel. (=SOSC 29000) For course description, see Social Sciences. R. Hellie. Autumn.

23603/33603. Musical Theater in Late Imperial Russia: From Mussorgskii to Diaghilev. (=RUSS 26400/36400) L. Steiner. Autumn. Offered 2005-06; not offered 2004-05.

23701/33701. Narrative in Fiction and History. (=CMLT 20900/30900, ISHU 24701/34701, RUSS 24700/34700) R. Bird. Spring.

23801/33801. Structure of Modern Russian History I: 1480 to 1700. This course covers the essentials of Russian history before 1480, with a focus on the first service class revolution and the international threat environment. We then discuss responses, including the autocracy and the creation of the service class. We examine social consequences, including migration and the stratification of society. We also consider roles of the church and law, as well as high culture and intellectuals. R. Hellie. Autumn.

23802/33802. Structure of Modern Russian History II: 1700 to 1927. PQ: HIST 23801/33801. This course covers the second service class revolution with a focus on the international treaty environment. We discuss the revitalization of the autocracy and the renewal of the service class. Other topics include migration, the stratification of society, and its repeal. We also consider roles of the church and law, as well as high culture and the radical intelligentsia. Other topics include World War I, Russian Revolutions of 1917, the Civil War, and NEP. R. Hellie. Winter.

23902/33902. Napoleon's Russian Campaign through the Eyes of Russian and French Writers and Historians. (=CMLT 22600/32600, RUSS 25901/35901) For course description, see Slavic Languages and Literatures. L. Steiner. Spring, 2005.

24202/34202. Civilization and Popular Culture in China. (=CHIN 28500, EALC 28500) This course studies the relations of popular, especially peasant, culture to elite and state culture. We discuss issues of cultural unity, hegemony, and representations of the social order, as well as groups such as the state, gentry, women, and peasants during the late imperial and republican period. P. Duara. Winter.

24203/34203. Cities: Late Imperial and Modern China. (=CHIN 24206/34206, EALC 24206) H. Minghui. Spring, 2005.

24300-24400. History of Modern China I, II. (=CHIN 291001/39101, EALC 291001/39101) HIST 15200 recommended. This lecture course presents the main intellectual, political, economic, and social trends in modern China. We cover the ideological and organization structures, and the social movements that define a process variously described in Western literature as modernization, reform, and revolution, or as political development. We emphasize institutional and intellectual developments during this period, especially in the twentieth century. Some attention is paid to historiographic analysis and criticism. Texts in English and the original. G. Alitto. Autumn, Winter.

24500/34500. Reading Qing Documents. (=CHIN 24500) This course involves reading and discussion of nineteenth- and early twentieth-century historical political documents, including such forms as memorials, decrees, local gazetteers, diplomatic communications, and essays. G. Alitto. Spring.

24601. Japanese History through Film and Other Texts. (=EALC 24606, JAPN 24606) This course is taught in Japan. J. Ketelaar. Autumn.

24602/34602. Objects of Japanese History. (=ARTH 29704/39704, EALC 24806, JAPN 24806/34806) For course description, see Art History. J. Ketelaar, H. Thomsen. Spring.

24700/34700. History of Japanese Religion. (=EALC 24706, JAPN 24706) This course is an examination of select texts, moments, and problems to explore aspects of religion, religiosity, and religious institutions of Japan's history. J. Ketelaar. Winter.

24802/34802. Gender and Japanese History. (=EALC 25506, GNDR 24701/34700, JAPN 25506/35506) This course explores issues of gender within Japanese history from ancient to modern times, with a focus on the period from the eighteenth to the twentieth centuries. S. Burns. Autumn, 2004.

24900/34900. Natural Philosophy, 1200 to 1800. (=CHSS 44900, HIPS 24900) PQ: Advanced standing. Before modern science came into being, natural philosophy was the main learned activity that Europeans pursued to understand the character, operation, and purpose of the physical world. This course traces its origins, success, and eventual demise. We address fundamental issues in the history of the so-called Scientific Revolution in early modern Europe. These include the development of experiment, the rise of objectivity, the advent of mechanical and mathematical approaches to nature, and the invention of the scientific "fact." The course throws historical light on all these issues, before concluding with reflections on the invention and identity of science itself. A. Johns. Winter.

24901/34901. World History of Early Modern Science. (=CHSS 46200) In this course, we rethink the Scientific Revolution from a global perspective. After reading Thomas Kuhn's classical account of the Copernican Revolution from a geocentric to a heliocentric cosmos, we rethink the Arabic contribution to the Copernican achievement. We then compare the dramatic shift of early modern science in Europe with the steady advancement of Chinese science and examine the circulation of technical knowledge between both ends of Eurasia. We also investigate the importance of causality to the Industrial West as well as the lack of such causality in the rest of early modern world. M. Hu. Spring.

25200. Body and Soul: Historical and Ethnographic Approaches to Prayer. (=BGPR 25200, HUDV 25200) PQ: Third- or fourth-year standing. For course description, see Big Problems. R. Fulton, T. Luhrmann. Spring, 2006.

25201. Technology and Environment in History. (=ENST 23700, HIPS 23800) For course description, see Environmental Studies. A. Gugliotta. Winter.

25204/35204. Economic and Social History of Europe, 1880 to the Present. This course is a sequel to HIST 25201/35201, but the latter is not a prerequisite. This course focuses on economic and social problems and debates identified with mature industrialization and the transition to a postindustrial and increasingly integrated Europe. Themes include the crisis of the old rural order, international factor mobility (including migration), urbanization and "municipal socialism," the rise of the professions and the new middle class, the demographic and schooling transitions, the economic and social impact of business cycles, the world wars, and mass movements, the evolution and so-called crisis of the welfare state, and the social policies of the European Union. J. Craig. Spring.

25300/35300. American Revolution, 1763 to 1789. (=LLSO 20601) This lecture/discussion course explores the background of the American Revolution and the problem of organizing a new nation. The first half of the course uses the theory of revolutionary stages to organize a framework for the events of the 1760s and 1770s, and the second half of the course examines the period of constitution-making (1776 to 1789) for evidence on the ways in which the Revolution was truly revolutionary. E. Cook. Spring.

25502. Senior Seminar: My Favorite Readings in the History and Philosophy of Science. (=HIPS 29800) For course description, see History, Philosophy, and Social Studies of Science and Medicine. A. Johns, A. Winter. Spring.

25600/35600. Contemporary Central Asia. (=NEHC 20762/30762, SLAV 20400/30400) For course description, see Near Eastern Languages and Civilizations (Near Eastern History and Civilization). K. Arik. Winter, 2006.

25603/35603. Introduction to the Peoples of Central Asia. (=NEHC 20761/30761, SLAV 20300/30300) For course description, see Near Eastern Languages and Civilizations (Near Eastern History and Civilization). K. Arik. Winter, 2005.

25700-25800-25900/35700-35800-35900. History of the Islamic Middle East: 600 to the Present. (=NEHC 20621-20622-20623/30621-30622-30623) May be taken in sequence or individually. This sequence does not meet the general education requirement in civilization studies. For course description, see Near Eastern Languages and Civilizations (Near Eastern History and Civilization). F. Donner, Autumn; J. Woods, Winter; H. Shissler, Spring.

26502/36502. Freedom and Slavery in Brazil. (=LLSO 20501) This course explores social change in Brazil, with a focus on the lived experience of slavery and emancipation in the nineteenth century. We also introduce methods of historical research. Students write papers based on a wide variety of primary documents, accounts by foreign travelers, diaries, wills and testaments, deeds of manumission, the 1872 national census and earlier surveys, records of the Atlantic slave trade, writings by abolitionists, art and photographs. D. Borges. Spring.

26601/36601. Postcolonial Theory. (=SALC 20701/30701) For course description, see South Asian Languages and Civilizations. D. Chakrabarty. Autumn.

26602/36602. Mughal, India: Tradition and Transition. (=SALC 27701/37701) PQ: Advanced standing and consent of instructor. Prior knowledge of appropriate history and secondary literature. For course description, see South Asian Languages and Civilizations. M. Alam. Spring.

26700/36700. Film in India. (=ANTH 20600/31100, CMST 24100/34100, SALC 20500/30500) Some knowledge of Hindi helpful but not required. This course considers the film world from 1975 to the present. Most attention is paid to the Hindi film and especially to its "peculiar" features, for example, song and dance. Emphasis is placed on the reconstruction of film-related activities which can be taken as life practices from the stand point of "elites and masses," "middle classes," men and women, urbanites and villagers, governmental institutions, businesses, and the "nation." A brief look is also taken at how film is related to other media such as television. Some comparisons with Hollywood are made. One film screening a week required. R. Inden. Autumn.

26800/36800. Religion and Modernity in Film. (=ANTH 21900/32400, CMST 24300/34300) This course considers the problem of how popular films in the United States, India, and Europe have represented the conventional religions' relation to modernity: the idea of film practices ("youth culture") as constituting a secular religion alternative or antagonistic to the conventional religions, and the recuperation and transformation of conventional religiosity in modernist (especially patriotic and science-fiction) films as a national theology ("civil religion"). One to two films per week shown. R. Inden. Winter.

26900/36900. Intoduction to Modern South Asian History. (=SALC 26701/36701) For course description, see South Asian Languages and Civilizations. D. Chakrabarty. Winter.

27101/37101. American Graphic Design and Commercial Culture, 1870 to 1960. (=ARTH 27104/37104) This course examines traditions of commercial graphic design in America against the background of social, aesthetic, technological, and economic change. In an international context, attention is paid to the growth of advertising and book illustration. We also discuss the training and career lines of professional designers, outlets for their work, new methods of visual reproduction and technique, exhibition and promotional strategies, and the relationship between graphic arts trends and historical events. N. Harris. Autumn.

27400/37400. Race and Racism in American History. (=LLSO 28711) This lecture course examines selected topics in the development of racism, drawing on both cross-national (i.e., U.S., Latin America, the Caribbean) and multi-ethnic (i.e., African Americans, Asian Americans, Mexican Americans, Native Americans) perspective. Beginning with the premise that people of color in the Americas have both a common history of dispossession, discrimination, and oppression (as well as strikingly different historical experiences), we probe a number of assumptions and theories about race and racism in academic and popular thought. T. Holt. Winter.

27403/37403. African-American Lives and Times. PQ: Advanced standing. This colloquium examines selected topics and issues in African-American history from the 1890s through the first decade of the twentieth century. Topics include the competing historical memories and memorializations of the Civil War; the multivalent meanings of the Chicago World's Fair; the Plessy v. Ferguson case and its legal and social ramifications; the mutual interactions between ostensibly free and coerced labor, especially sharecropping and convict lease; contestation over gender roles and ideals within black communities; and the various forms and impact of racial violence. T. Holt. Winter.

27901/37901. Asian-American History. This course examines the history of Asians in America from the early nineteenth century to the present. Topics include migration and settlement; legal exclusion; U.S. colonialism in Hawaii and the Philippines; World War II internment of Japanese Americans; post-1965 Korean, South Asian, and other Asian migrations; refugees and adoptees from Korean and Vietnam Wars; and the cultural construction of racial tropes from the "Oriental" to the "model minority." Historical narrative, government documents, autobiography, fiction, and film are used as modes of reading the past. M. Ngai. Autumn.

28000/38000. U.S. Latinos: Origins and Histories. This course examines the diverse social, economic, political, and cultural histories of those who are now commonly identified as Latinos in the United States. Particular emphasis is placed on the formative historical experiences of Mexican-Americans and Puerto Ricans. Topics include cultural and geographic origins and ties; imperialism and colonization; the economics of migration and employment; work, women, and the family; and the politics of national identity. E. Kouri. Autumn.

28301/38301. American Political Culture, 1600 to 1820. (=LLSO 20602) This colloquium examines the culture and practice of political participation in early America, with a comparative look at early Modern England. It traces the formation of a deferential, nonpartisan politics in the colonies, as well as its replacement in the Revolutionary era with politics that increasingly used political party as a means of democratic participation. E. Cook. Autumn.

28800/38800. Historical Geography of the United States. (=GEOG 21900/31900) For course description, see Geography. M. Conzen. Autumn, 2004.

28801. United States in an Age of Crisis, World War I to World War II. This course surveys the formative decades that spanned the First and Second World Wars. Lectures cover events such as the Red Scare, Prohibition, women's suffrage, immigration restriction, the Great Depression and the New Deal, debates over isolation versus intervention, and the turbulent home fronts of both wars. We examine these episodes in light of developments that include the rise of the labor movement; the organizational revolution; deep social cleavages based on race, ethnicity, and class; persisting tensions over immigration, urbanization, industrialization, and regional reconfiguration; cultural conflicts over gender roles, religion, and an emerging consumer culture; and the growing role of the government as a centralizing agent in national life. J. Sparrow. Winter.

28900/38900. Roots of the Modern American City. (=ENST 26100, GEOG 26100/36100) For course description, see Geography. M. Conzen. Autumn.

29001. Slavery and the Atlantic World to 1848. (=LLSO 26811) This course takes a broad view of the commercial, political, and cultural connections and exchanges that developed between Europe, Africa, and the Americas during the early modern era. The course readings explore elements of an emerging global order that was shaped by the onset of and resistance to colonial slavery in metropole and colony alike. Particular attention is given to networks that linked production and consumption, changing forms of labor mobilization, the course revolution and reaction, and notions of personal and political identity. J. Saville. Winter.

29002. Emancipations and the Atlantic World since 1848. (=LLSO 26912) This course explores in a broadly comparative context changing visions and meanings of liberation that ensued during an era when slave regimes were receding or being destroyed as a premise of national life and international order. Particular attention is given to the labor systems that replaced slavery, the ideologies, laws, and social practices by which work and citizenship were reconfigured, and the broad social and cultural transformations generated by the reconstitution of rural life and labor, migrations, and trans-national movements to change the terms of participation in a postcolonial world. J. Saville. Spring.

29301/39301. Human Rights I: Philosophical Foundations of Human Rights. (=HMRT 20100/30100, INRE 31600, ISHU 28700/38700, LAWS 41200, LLSO 25100, MAPH 40000, PHIL 21700/31600) For course description, see Human Rights. M. Green. Autumn.

29302/39302. Human Rights II: History and Theory of Human Rights. (=HMRT 20200/30200, INRE 39400, ISHU 28800/38800, LAWS 41300, LLSO 27100) For course description, see Human Rights. M. Geyer. Winter, 2005.

29303/39303. Human Rights III: Contemporary Issues in Human Rights. (=HMRT 20300/30300, INRE 57900, ISHU 28900/38900, LAWS 57900, PATH 46500) For course description, see Human Rights. S. Gzesh. Spring.

29404. History of Death in the Modern World. C. Lomnitz. Spring.

29503/39503. Cultural Revolutions. This course examines the place of material culture, ritual, and everyday life during the three revolutionary moments that ushered in the modern political era. Revolutionaries thought in each case that while reasoned argument could make republican minds, it was necessary to have democratic goods, habits, and rituals to make republican hearts. Materials for this seminar include political treatises, material culture, architectural plans, music, plays, and fiction. L. Auslander. Winter.

29603. History Colloquium: Hyde Park and Chicago's South Side as Historical Laboratory. (=GEOG 27600) This colloquium uses Hyde Park and Chicago's South Side as a case study to introduce issues and methodologies in the history and historical geography of American urban life during the past century and a half. Discussions focus on both primary and secondary source readings, and each participant designs and carries out an original research project. K. Conzen. Autumn.

29700. Readings in History. PQ: Consent of instructor and undergraduate program coordinator. Students are required to submit the College Reading and Research Course Form. Autumn, Winter, Spring.

29801. B.A. Essay Seminar. HIST 29801 and 29802 form a two-quarter sequence that is required of history majors with fourth-year standing who are writing B.A. essays. This seminar provides students with a forum within which research problems are addressed and conceptual frameworks are refined. The class meets weekly. W. Novak. Autumn.

29802. B.A. Essay Seminar. PQ: HIST 29801. HIST 29801 and 29802 form a two-quarter sequence that is required of history majors with fourth-year standing who are writing B.A. essays. The purpose of this course is to assist students in the preparation of drafts of their B.A. essay, which are formally presented and critiqued. The class meets weekly. W. Novak. Winter.

29900. Tolkien: Medieval and Modern. (=FNDL 24901, RLST 22400) J. R. R. Tolkien's The Lord of the Rings is one of the most popular works of imaginative literature of the twentieth century. This course seeks to understand its appeal by situating Tolkien's creation within the context of its medieval sources and modern parallels. Possible themes include the nature of history and its relationship to story, the activity of creation and its relationship to language, and the interaction between the world of "faerie" and religious belief. Students must read The Lord of the Rings trilogy before the first day of class. R. Fulton, L. Pick. Spring, 2005.

29901. Globalization: History and Theory. (=BPRO 26300) For course description, see Big Problems. M. Geyer, C. Bright. Spring, 2005.