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

E-mail listhost: https:/listhost.uchicago.edu/mailman/listinfo/ugradhistory

Web: history.uchicago.edu/undergrad/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 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/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 P/F.

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 (Emeritus), 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).

10000. History/English Internship for Credit. (=ENGL 00100) PQ: Consent of instructor must be obtained before May 25, 2005, via ajdegifi@uchicago.edu. Open only to students majoring in English Language and Literature or History. Must be taken for P/F grading. Students receive .25 course credits at completion of course. This course is for students either who must receive credit for a summer internship organization or who are international students in need of Curricular Practical Training. Working with the Career Advising and Planning Office (CAPS), students must secure before the end of Spring Quarter a summer internship that is full time (forty hours per week for at least ten weeks). Certain companies and institutions prefer to compensate interns through course credit; this course allows students to qualify for these internships. Through registration in this course, also international students also become eligible for an internship under Curricular Practical Training. The Curricular Practical Training time used for this internship does not count toward requirements for one year of Optional Practical Training. Students write a short paper and give an oral presentation reflecting on their internship experience. Course meets twice (June 3, 4 to 5 p.m.; September 23, 3 to 5 p.m.). Course fee $150. A. De Gifis. Summer.

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. The first portion of this two-quarter sequence begins with some very general introduction to Africa. We then focus on two areas/peoples of West Africa: the Mande and the Igbo. Both sections deal with precolonial, colonial, and contemporary issues. The approach throughout includes anthropological, historical, and literary analysis. The second quarter of African Civilization explores processes of historical transformation in Africa, more specifically the complex legacy of the colonial encounter. Over the course of the late nineteenth century, the African continent was divided up among different European powers. Although sometimes at odds with each other, colonial governments, traders, and missionaries all sought, in different ways, to transform African peoples. In this class, we consider some of those interventions, how diverse African peoples responded, and the more general experience of African modernity. R. Austen, Autumn; J. Cole, Winter.

10800-10900. Introduction to the Civilization of South Asia I, II. (=ANTH 24101-24102, SALC 20100-20200, SASC 20000-20100, SOSC 23000-23100) Must be taken in sequence. This course meets the general education requirement in civilization studies. This sequence of courses provides an introduction to core themes in the formation of culture and society in South Asia before colonialism. In Autumn Quarter, readings selected mainly from Sanskrit and vernacular sources address ideas and practices relating to space, time, self, power, language, love, beauty, death, and spirit. Winter Quarter focuses on Islam in South Asia, Hindu-Muslim interaction, Mughal political and literary traditions, and South Asia's early encounters with Europe. Autumn, Winter.

11900. Early Monasticism. (=RLST 21600) This course examines early monasticism from its origins among the desert fathers of the Greek and Syriac East to its development in the Latin West, especially in Italy and Spain, concluding with the Carolingian reformation of monasticism in the ninth century. We examine themes such as monastic rules, monastic hagiography, women in monasticism, ideas of virginity, and the economics of monasticism. L. Pick. Spring.

12100-12200. 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. This two-quarter sequence explores musical works of broad cultural significance in Western civilization. We study pieces not only from the standpoint of musical style, but also through the lenses of politics, intellectual history, economics, gender, cultural studies, and so on. Readings are taken both from our music textbook and from the writings of a number of figures such as St. Benedict of Nursia and Martin Luther. The format of the class consists of lectures, as well as discussions, in smaller sections that focus on important issues in the readings and on music listening exercises.

12100. Music in Western Civilization: To 1750. Students must confirm enrollment by attending one of the first two sessions of class. A. Robertson. Winter.

12200. Music in Western Civilization: 1750 to the Present. Students must confirm enrollment by attending one of the first two sessions of class. Spring.

13001-13002 (13003). History of European Civilization I, II (III). 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. This sequence meets the general education requirement in civilization studies. 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. K. Weintraub. 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. This two-quarter, interdisciplinary course studies geography, history, literature, economics, law, fine arts, religion, sociology, and agriculture, among other fields, to see how the civilization of Russia has developed and functioned since the ninth century. The first quarter covers the period up to 1801; the second, since 1801. The course has a common lecture by a specialist in the field, usually on a topic about which little is written in English. Two weekly seminar meetings are devoted to discussion of the readings, which integrate the materials from a variety of interdisciplinary perspectives. The course attempts to inculcate an understanding of the separate elements of Russian civilization. Emphasis is placed on discovering indigenous elements of Russian civilization and how they have reacted to the pressures and impact of other civilizations, particularly Byzantine, Mongol-Tataric, and Western. The course also considers problems of the social sciences, such as the way in which the state has dominated society, stratification, patterns of legitimization of the social order, symbols of collective social and cultural identity, the degrees of pluralism in society, and the autonomy an individual has vis-à-vis the social order. Also examined are such problems as the role of the center in directing the periphery and its cultural, political, and economic order; the mechanisms of control over the flow of resources and the social surplus; and processes of innovation and modernization. R. Hellie, N. Ingham. Autumn, Winter.

14401. Japan, War, Memory. The course examines the legacy of the "Greater East Asia War" (or World War II, as it was known in the United States) for Japanese society and culture from the immediate postwar period to the present. Topics include war monuments and ceremonies of remembrance, the struggles in academia and popular culture to explain the war and its meaning, the impact of the war and Japanese relations with China and Korea, and the so-called "textbook controversy" over how to teach about the war in Japanese schools. S. Burns. Spring.

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. This is a three-quarter sequence on the civilizations of China, Japan, and Korea, with emphasis on major transformation in these cultures and societies from the Middle Ages to the present. Autumn, Winter, Spring.

16101-16102-16103/36101-36102-36103. Introduction to Latin American Civilization I, II, III. (=ANTH 23101-23102-23103, LACS 16100-16200-16300/34600-34700-34800, SOSC 26100-26200-26300) 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 (e.g., Mexico, Central America, South America, 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. E. Kouri, Autumn; Staff, Winter, Spring.

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 meets the general education requirement in civilization studies. 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 559 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.

16700. Ancient Mediterranean World I. (=ANST 20700, CLCV 20700) 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. Autumn.

16800. Ancient Mediterranean World II. (=ANST 20800, CLCV 20800) 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. R. Saller. Winter.

16900. Ancient Mediterranean World III. (=ANST 20900, CLCV 20900) 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. W. Kaegi. 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. This three-quarter sequence focuses on the origins and development of science in the West. The aim is to trace the evolution of the biological, psychological, natural, and mathematical sciences as they emerge from the cultural and social matrix of their periods, and in turn, affect culture and society.

17300. The first quarter examines the sources of Greek science in the diverse modes of ancient thought and its advance through the first centuries of our era. We look at the technical refinement of science, its connections to political and philosophical movements of fifth- and fourth-century Athens, and its growth in Alexandria. R. Richards. Autumn.

17400. The second quarter is concerned with the period of the scientific revolution: the sixteenth to eighteenth centuries. The principal subjects are the work of Copernicus, Kepler, Galileo, Vesalius, Harvey, Descartes, and Newton. N. Swerdlow. Winter.

17502. Modern Science. The advances science has produced have transformed modern life beyond anything that a person living in 1833 (when the term "scientist" was first coined) could have anticipated. Yet science's dazzling success continues to pose questions that are both challenging and, in some instances, troubling. How will our technologies affect the environment? Should we prevent the cloning of humans? Can we devise a politically acceptable framework for the patenting of life? Such questions make it vitally important that we try to understand what science is and how it works, even if we ourselves never enter laboratories or do experiments. This course helps us achieve that understanding, whatever our initial level of scientific expertise. The course uses evidence from today's scientific controversies, ranging from the Human Genome Project to the International Space Station, to throw light on the enterprise of science itself. J. Cohen-Cole. Spring.

17601. American Revolution: Culture and Politics. (=ENGL 25305, LLSO 26502) This course explores the causes and consequences of independence and the creation of national identity. Readings include texts by Abigail and John Adams, Franklin, Jefferson, and Paine, as well as histories describing the contributions of ordinary people, free and unfree, and the meaning of the Revolution for later generations. E. Slauter. Winter.

18200. Postwar American Culture, 1945 to 1970. (=GNDR 18200, LLSO 21900) 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. Autumn.

18301-18302. Colonizations I, II. (=CRPC 24001-24002) 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. J. Saville, S. Palmie, Autumn; M. Ngai, M. Harris-Lacewell, Winter; K. Fikes, Spring.

18402. Witches, Revivals, and Revolution: Religion in Early America, 1600 to 1787. (=LLSO 25611, RLST 21001) This course is a survey of religion in America from the founding of the colonies to the American Revolution. Topics include Puritanism, witchcraft, revivalism, slavery, gender, Native American religion, the coming of the Revolution, and the separation of church and state. C. Brekus. Spring.

18500. Politics of Film in Twentieth-Century American History. This course examines selected themes in twentieth-century American political history through both the literature written by historians, and filmic representations by Hollywood and documentary filmmakers. For each theme, we read one historical interpretation and view one film. Examples of themes include Woodrow Wilson and World War I, the emergence of Pacific Rim cities such as Los Angeles, Roosevelt's New Deal, the Japanese-American experience in World War II, McCarthyism and the Korean War, the cold war and the nuclear balance of terror, the radical movements of the 1960s, and multiculturalism in the 1990s. B. Cumings. Spring.

18700. Early America to 1865. (=LLSO 20603) 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) Contemporary environmental issues are deeply rooted in a complex history, often ignored or misunderstood. This course examines human engagement with the natural world in what is now the United States: how the expansion of the market economy impacted the natural world, how various peoples struggled to control resources, how landscapes changed from ecosystems to infrastructures, how natural resources fostered industry and agriculture, and how conceptions of the natural world evolved. We consider the politics, economics, and social and cultural development of the United States in an environmental framework. A. Gugliotta. Winter.

19001. Issues in World Environmental History. (=ENST 23800, HIPS 25501) This course examines important episodes in the history of human interaction with the non-human environment. It analyzes how human activity has changed the landscape and how changes in our habitat have shaped human history. We consider the succession of energy regimes, the history of human expansion and colonization, and varied conceptions of the character and purpose of nature and its relation to the human good. 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 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.

19800. Medieval Women's Religious Writing. (=RLST 20700) The purpose of this course is to read different types of writing on religion by medieval women to investigate the relationship between gender and genre. We consider hagiography, letters, autobiography, theology, didactic treatises, and visionary writing by individuals such as Baudonivia, Hildegard of Bingen, Heloise, Christine de Pisan, and Teresa of Avila. L. Pick. Autumn.

20200/30200. Modern Africa. (=AFAM 20200) This course covers South Africa from the 1600s and covers tropical Africa from the late 1800s. The first portion of the course deals with the political, economic, and cultural elements of colonial rule and the decolonization process. The second portion examines the various political and economic regimes of postcolonial Africa. The final section examines selected contemporary crises in Africa from the perspective of history and anthropology. R. Austen. Winter.

20701/30701. Who Were the Greeks? (=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. Autumn.

21002/31002. Tablets and Trash: Materials of Ancient Near Eastern History. (=ANST 23500, NEHC 20006/30006) Assyriologists, Egyptologists, Hittitologists, and other scholars of the ancient Near East must often deal with a bewildering array of materials to reconstruct the histories they write. This course introduces the materials for writing ancient Near Eastern history and some of their uses, problems, and pitfalls. Students have hands-on encounters with collections of the Oriental Institute Museum, such as clay cuneiform tablets and other inscribed materials. S. Richardson. Autumn.

21003/31003. Babylonian Knowledge. (=ANST 23510, NECH 20007/30007) Outside and before the Greco-Roman ecumene, how did ancient peoples know their world? This course introduces the major categories of knowledge created and employed in ancient Assyria and Babylonia. Topics include time and history, cosmologies and geographies, omens and cult, medicine and magic, myth and literature, law and justice, and forms of economy and social identity. Course work emphasizes reading (and writing on) primary sources. Texts in English. S. Richardson. Spring.

21400/31400. Eighteenth-Century Britain. (=LLSO 21401) This lecture/discussion course explores the main political, social, intellectual, economic, and religious developments in Britain from the Glorious Revolution to the Napoleonic wars. We emphasize the relationship between politics and the social order, as well as the evolution of modes of political behavior. E. Cook. Winter.

21701/31701. Byzantine Empire, 330 to 610. This lecture course, with limited discussion, covers the formation of early Byzantine government, society, and culture. Although it is primarily a survey of events and changes, including external relations, many of the latest scholarly controversies also receive scrutiny. There are some discussions of relevant archaeology and topography. Readings include some primary sources in translation and examples of modern scholarly interpretations. W. Kaegi. Autumn.

21702/31702. Byzantine Empire, 610 to 1025. This is a lecture course, with limited discussion, that focuses on the principal developments with respect to government, society, and culture in the Middle Byzantine Period. Although a survey of events and changes, including external relations, many of the latest scholarly controversies also receive scrutiny. Readings include some primary sources in translation and examples of modern scholarly interpretations. W. Kaegi. Spring.

22001//32001. Byzantium and Islam. This is a lecture/discussion course on selected Byzantine-Islamic experiences from the emergence of Islam in the seventh century through the eleventh century. This is not a narrative survey, and there is no single textbook. Topics include diplomatic (political), military, economic, cultural, and religious relations that range from subtle influences and adaptations to open polemics. Readings include modern scholarly interpretations as well as primary source readings in translation. W. Kaegi. Autumn.

22201/32201. The City in Early Modern Europe. Reading knowledge of European languages useful. This lecture/discussion course is a comparative analysis of the social, economic, and cultural history of the early modern European city. Focusing on the importance of urban culture and on the relationship between urban and rural worlds, this course analyses different typologies of cities and the varieties of roles they played within larger territorial units throughout Europe. Particular attention is dedicated to the study of the city's inhabitants, the relationship between different social groups, the role and spaces of minorities, issues of social control, and of rituals in urban life. M. Fusaro. Spring.

22300/32300. Early Modern Europe. Prior knowledge of period not required. This course surveys major issues in European political and religious culture from the age of religious wars to the rise of reason of state thinking. Topics include the nature of European absolutism, the cause and consequences of wars of religion, the emergence of the United Provinces of the Netherlands, the Thirty Years War, and the emergence of religious toleration. We focus on discussions of primary texts in translation. S. Pincus. Autumn

22302/32302. War in the Middle Ages. In modern popular culture, the Middle Ages are often imaginatively synonymous with war: knights in shining armor, Vikings in their longships, and Robin Hood with his longbow and "merry men." This lecture/discussion course seeks to complicate this image by examining warfare as a central fact of European civilized life. Problems addressed include the technology and economics of warfare; the sociology of warfare; major phases in the development of European warfare from the Carolingians through the Hundred Years' War; and the literary, religious, and psychological significance of war for the development of European civilization. R. Fulton. Autumn.

22502/33502. Early Modern International Trade, First Globalization. This course introduces the events, issues, and debates that surround the economic expansion of Europe during the early modern period, as well as some of its economic, social, and political consequences. A mix of lecture/discussion classes analyze different aspects of global trade (e.g., the correlation between land and sea commercial routes; the functioning of the pre-modern financial world; the role of mercantile networks, especially of mediating ethnic minorities such as Jews and Armenians). M. Fusaro. Spring.

22902/32902. Renaissance Humanism. (=LLSO 28611) This course focuses 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.

23002/33002. Protestant Reformation in Germany. This course is designed to clarify and test the assumptions underlying the present state of knowledge about the Protestant Reformation. Its method consists of reading extensively in the historiography and reflecting intensively on the issues raised by that reading. We begin with some of the most famous older interpretations (i.e., Hegel, Ranke, Engels, Troeltsch, Weber, Holl). We then go on to consider the redefinition of the historical agenda since the 1930s (e.g., by Lucien Febvre, Norbert Elias, Joseph Lortz, and Jean Delumeau). We conclude with questions that have been debated in the scholarship since the 1960s (e.g., by Bernd Moeller, Heiko Oberman, Steven Ozment, Gerald Strauss, Thomas Brady, Heinz Schilling, Bob Scribner, John Bossy). C. Fasolt. Winter.

23100/33100. The Renaissance East and West. (=NEHC 20539/30539) PQ: Advanced standing. This course examines the Renaissance (ca. 1400 to 1600) as a global rather than purely Western European phenomenon. We emphasize comparison and interaction between Christendom and Islamdom. C. Fleischer. Winter.

23300/33300. Capitalism in Modern Europe. (=PLSC 23400/32800) This course investigates the emergence of capitalism in Europe and the world as a whole between the early sixteenth and the late eighteenth centuries. We discuss the political and cultural, as well as the economic, sources of capitalism. We also explore Marxist, neoclassical, and cultural approaches. W. Sewell. Winter.

23301/33301. Europe, 1500 to 1815. May be taken in sequence or individually. This lecture course, which is the first in 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. Autumn.

23302/33302. Europe, 1830 to 1930. May be taken in sequence or individually. The second in 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 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. May be taken in sequence or individually. This course, which is the third in a three-quarter sequence, covers topics that include the great depression; the Spanish Civil War; diplomacy in the 1930s; the causes, experiences, and effects of World War II; the welfare state; the cold war; Communism in eastern Europe; the German question; the protests of workers, students, and women in the 1960s and 1970s; debates over the place of religion in society; the expansion of the European Union; and the collapse and aftermath of Communism. B. Wasserstein. Spring.

23401. Genocide of European Jews, 1933 to 1945. (=LLSO 28611) This lecture/discussion course asks the following questions: What explanations can be offered for the mass murder of the Jews in Europe? Who were the perpetrators? What were the respective roles of the German police apparatus, of the German army, of the Nazi Party, of the state bureaucracy, of ordinary Germans? What were the responses of occupied populations in Europe, of neutral countries, of the Allies, and of Jews themselves? How have historical interpretations evolved over the past half century? B. Wasserstein. Winter.

23803/33803. Modern Russian History III, 1927 to 1991. This course covers the following broad topics: the third service class revolution, 1927 to 1991; the international threat environment; the creation of totalitarianism and the communist nomenklatura service class; society under totalitarianism; the role of the church and the role of law; high culture and the dissidents; the collapse of the U.S.S.R.; and Russia after 1991. R. Hellie. Autumn.

23902/33902. Napoleon's Russian Campaign through the Eyes of Russian and French Writers and Historians. (=CMLT 22600/32600, RUSS 25901/35901) Knowledge of Russian and/or French helpful but not required. This course examines various representations of Napoleon's personality, career, and, particularly, his Russian campaign in the works of Russian and French writers and historians. Writers include Pushkin, Lermontov, Herzen, Tolstoy, Balzac, Stendhal, Thiers, and Michelet. L. Steiner. Autumn.

24300. History of Modern China I. This lecture course presents the main intellectual, political, economic, and social trends in modern China. The course covers the ideological and organization structures, as well as 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. Readings, which are in the secondary literature, are in English. G. Alitto. Winter.

24702/34702. Globalization and Asia. By examining aspects of the histories of Japan and other Asian countries, this course investigates the common features and problems of globalization. We also discuss the specifics of each crucial historical phase (i.e., before and after World War I, after the 1970s, and after 1991). K. Endo. Autumn.

24703/34703. Early Modern Japan. This course focuses on the history of Japan's early modern period (1600 to 1868), also known as the Edo or Tokugawa period. Topics include the nature of the early modern polity, village and urban life, popular culture, and intellectual developments. S. Burns. Winter.

24803/34803. Histories in Japan. J. Ketelaar. Winter.

25203/35203. Economic and Social History of Europe, 1700 to 1880. May be taken in sequence or individually. This course reviews an array of unresolved debates in relevant literatures, including proto-industrialization, the enclosure movements, the sources of technological innovation, path dependence and diffusion patterns within and across economies, the standard of living, the making of the middle and working classes, the "discovery of the child," and the voluntary initiatives and public policies addressing social problems (e.g., poverty, disease, illegitimacy, illiteracy, crime, the urban housing crisis). J. Craig. Winter.

25204/35204. Economic and Social History of Europe, 1880 to the Present. May be taken in sequence or individually. 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.

25303/35303. Darwin's Origin of Species. (=CHSS 38400, FNDL 23500, HIPS 28400, PHIL 28500/38500) This lecture/discussion course traces the development of Darwin's theory of evolution through the early stages (just after the Beagle voyage) to his Origin of Species. The principal focus of the course is on the Origin of Species, especially its several editions and the debates concerning the theory of evolution by natural selection. We also assess the logical and rhetorical structure of Darwin's argument; and we consider the status of the contemporary alternative to Darwin's theory, namely, "intelligent design." R. Richards. Autumn.

25401/35401. German Romanticism: Science, Philosophy, and Literature. (=CHSS 42400, GRMN 47000, HIPS 26801, PHIL 20701/30701) This lecture/discussion course investigates the formation of the idea of Romantic literature, philosophy, and science during the age of Goethe. We discuss the works of Kant (especially second part of third Critique), Fichte (Wissenschaftslehre), Schelling (philosophy of nature), the Schlegel brothers (fragments and aesthetics), Novalis (Hymns to the Night), Schleiermacher (Speeches on Religion), Schiller (On Naïve and Sentimental Poetry), and Goethe (Werther, poetry, and biology). R. Richards. Winter.

25404/35404. Psychology of Gender and the Gendering of Psychology. (=HIPS 22801) This discussion course examines the historical relations between psychology and gender. As a discipline, psychology has made gender an object of scientific study. This course focuses on how the two kinds of connection between gender and psychology (gender as studied by psychology and gender as inspiration for psychology) have historically developed and related to each other. J. Cohen-Cole. Winter.

25600/35600. Contemporary Central Asia. (=NEHC 20762/30762, SLAV 20400/30400) May be taken in sequence or individually. This survey course is arranged in a format similar to NEHC 20761. The period covered is approximately 1700 A.D. to present with an emphasis on the genesis of the modern nations of Central Eurasia, including the post-Soviet republics and adjacent areas in the periphery of Central Eurasia. K. Arik. Winter.

25603/35603. Introduction to the Peoples of Central Asia. (=SLAV 20300/30300) This survey course provides an introduction to the linguistic, cultural, and historical backgrounds of the peoples of Central Eurasia. The period covered is approximately 400 B.C. to 1200 A.D., and the methodology draws upon historical anthropology. Film presentations and lectures by guest scholars are featured. K. Arik. Not offered 2005-06; will be offered 2006-07.

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 meets the general education requirement in civilization studies. This sequence surveys the main trends in the political history of the Middle East (Near East, including North Africa), with some attention to economic, social, and intellectual history.

25700/35700. History of the Islamic Middle East I: The Rise of Islam and the Caliphate. (=NEHC 20621/30621) This course covers the period ca. 600 to 1100 C.E., including the rise and spread of Islam, the Islamic empire under the Umayyad and Abbasid caliphs, and the emergence of regional Islamic states from Afghanistan and eastern Iran to North Africa and Spain. F. Donner. Autumn.

25800/35800. History of the Islamic Middle East II: 1200 to 1700. (=NEHC 20622/30622) This course surveys the main trends in the political history of the Middle (Near) East (e.g., North Africa, Central Asia, North India) with some attention to currents in economic, social, and cultural history. We cover the "middle periods," ca. 1000 to 1750 C.E., including the arrival of the Steppe Peoples (Turks and Mongols), the Mongol successor states, and the Mamluks of Egypt and Syria. We also study the foundation of the great Islamic regional empires of the Ottomans, Safavids, and Moghuls. J. Woods. Winter.

25900/35900. History of the Islamic Middle East III: The Modern Middle East. (=NEHC 20623/30623) This course covers the period ca. 1750 to the present, including Western military, economic, and ideological encroachment; the impact of such ideas as nationalism and liberalism; efforts at reform in the Islamic states; the emergence of the "modern" Middle East after World War I; the struggle for liberation from Western colonial and imperial control; the Middle Eastern states in the cold war era; and local and regional conflicts. H. Shissler. Spring.

26001/36001. The United States and the Mideast, 1900 to the Present. This course examines United States relations with the nations of the Middle East since 1900. Topics include Wilson and the politics of national self-determination; the Arab-Israeli conflict; superpower rivalry; decolonization and nationalism; oil; Islamic revivalism; and the background, meaning, and aftermath of the terrorist attacks of September 11, 2001. The course considers the perspectives not only of the American government and people but of Middle Eastern societies as well, seeking deeper explanations for the resentment and mistrust with which many Middle Easterners have come to regard American policy. S. Yaqub. Winter.

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. The focus of this course is on the period of Mughal rule during the late sixteenth, seventeenth, and eighteenth centuries, especially on selected issues that have been at the center of historiographical debate in the past decades. We discuss some of the major texts on the basis of which Mughal legitimacy was defined and defended in the period and examine the efforts in the eighteenth century to define a stable basis for Mughal rule after the challenges posed from the outside and the provinces. M. Alam. Spring.

26900/36900. Introduction to Modern South Asian History. (=SALC 26701/36701) This course concentrates on historiographical debates in modern South Asian history, including Cambridge school, nationalist history, feminist history, history of sexuality, Subaltern studies, and other approaches. D. Chakrabarty. Not offered 2005-06; will be offered 2006-07.

27000/37000. U.S. Women's History. (=LLSO 28009) This course explores the history of women in the modern United States and its meaning for the world of both sexes. We do not study women in isolation. Rather, we focus on changing gender relations and ideologies; on the social, cultural, and political forces shaping women's lives; and on the implications of race, ethnic, and class differences among women. Topics include the struggle for women's rights, slavery and emancipation, the politics of sexuality, work, consumer culture, and the rise of the welfare state. A. Stanley. Spring.

27100/37100. American Landscapes, 1926 to 1964. (=ARTH 26305/36305) This course treats changes in the natural and human-made environment, focusing on the settings American designers, builders, architects, and their clients developed for work, housing, education, recreation, worship, and travel. Lectures attempt to relate specific physical changes to social values, aesthetic theories, technological skills, and social structure. N. Harris. Autumn.

27404/37404. African-American Women: Symbols and Lives. (=AFAM 27401, GNDR 22501, LLSO 26903) This course explores the historical experiences and symbolic representations of African-American women in the United States during the nineteenth and twentieth centuries. Their negotiations of personal and collective identity are viewed from the vantage of household and community relations, work, intellectual and spiritual strivings, political mobilization, and play. J. Saville. Spring.

27700/37700. Peopling of America, Colonial Era to 1900. May be taken in sequence or individually. This course explores the diverse origins and composition of the American population from the Age of Discovery through the period of mass immigration at the end of the nineteenth century. It focuses on the processes of colonization and conquest, immigration, the slave trade, national expansion and incorporation, and internal migration, exploring implications for the migrants themselves and for national development and policy formation. K. Conzen. Winter.

27800/37800. Peopling of America, 1900 to the Present. May be taken in sequence or individually. This course examines the patterns, experience, and social consequences of migration, both internally within the United States and from other parts of the world to the United States, during the twentieth century. It considers the mass migration of African Americans from the South to northern cities, as well as immigration from Europe, Mexico, the Caribbean, and Asia. Our emphasis is on the lived experiences of migrants and their communities, but we also address the legal and political dimensions of immigration, citizenship, and refugee policies. We ask how internal and international migrations of diverse peoples have shaped class, racial, and ethnic formations and the meaning of American identity throughout the twentieth century. M. Ngai. Autumn.

27801/37801. The New Deal and the 1930s. This course takes a close look at American responses to the Great Depression (i.e., economic, social, cultural, political, institutional), with an emphasis on the reconstitution of public authority. We cover the period from the crash and the end of 1920s culture to the onset of World War II and victory culture, examining radical responses to economic collapse and unrest, agrarian experiences (e.g., the dust bowl, migration), the rise of industrial unionism, changes in gender roles and family life, shifting race relations in regional context, popular culture and consumption, and, of course, the many faces of the New Deal and the opposition it inspired. J. Sparrow. Winter.

28000/38000. U.S. Latinos: Origins and Histories. (=CRPC 28000) 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. Winter.

28601/38601. Family and Community in Early America. This colloquium explores a series of topics around the experience of living in local and family settings, from settlement to the early nineteenth century. We try to understand both the social and economic processes that shaped modes and standards of life and the values that informed people's lives. Discussion with some lecture. E. Cook. Spring.

28900/38900. Roots of the Modern American City. (=ENST 26100, GEOG 26100/36100) This course traces the economic, social, and physical development of the city in North America from pre-European times to the mid-twentieth century. We emphasize evolving regional urban systems, the changing spatial organization of people and land use in urban areas, and the developing distinctiveness of American urban landscapes. Superior term papers from this course may be selected for special publication. All-day Illinois field trip required. This course is offered in alternate years. M. Conzen. Autumn.

29301/39301. Human Rights I: Philosophical Foundations of Human Rights. (=HMRT 20100/30100, INRE 31600, ISHU 28700/38700, LAWS 41200, MAPH 40000, PHIL 21700/31600) This course addresses the following questions. First, what is a right? How are legal rights different from moral rights? What does it mean to say that someone has a right? How distinctive are rights (are they simply equivalent to duties)? Second, what is the relationship between rights and duties? How should rights be compared with bringing about the best overall results? Is there an important difference between so-called civil and political rights, on the one hand, and social and economic rights, on the other? Third, what is the best way to respond to moral disagreement? Is moral relativism a coherent response to diversity? Is there a connection between moral relativism and tolerance? Do we need a foundation for 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) This course is concerned with the theory and the historical evolution of the modern human rights regime. It discusses the emergence of a modern "human rights" culture as a product of the formation and expansion of the system of nation-states and the concurrent rise of value-driven social mobilizations. It juxtaposes these Western origins with competing non-Western systems of thought and practices on rights. The course proceeds to discuss human rights in two prevailing modalities. First, it explores rights as protection of the body and personhood and the modern, Western notion of individualism entailed therein. Second, it inquires into rights as they affect groups (e.g., ethnicities, and potentially, transnational corporations) or states. M. Geyer. Winter.

29303/39303. Human Rights III: Contemporary Issues in Human Rights. (=HMRT 20300/30300, INRE 57900, ISHU 28900/38900, LAWS 57900, PATH 46500) This course examines the main features of the contemporary human rights system. It covers the major international treaties, and the mechanism (international, regional, and national) established to implement them. We also discuss the uses and limitations of the international treaty system, as well as the relationship between international obligations and domestic implementation. Legal and medical concepts are applied to topics such as torture, political repression, war crimes and genocide, refugees, women's rights, children's rights, violations of human rights within the United States, and medical ethics. S. Gzesh, B. Dohrn. Spring.

29405/39405. Marxism in Asia. This course explores the historical significances of Marxism in China, Korea, Japan, and other Asian countries from the early twentieth century to the present. K. Endo. Autumn.

29406. Body and Soul: Historic and Ethnographic Approaches to Prayer. (=BPRO 25200, HUDV 25200, RLST 28800) PQ: Third- or fourth-year standing. Why do we pray? Why do we experience prayer practice as reaching out towards an intentional being whom we cannot (except in representation) touch, see, or hear? This course approaches an answer to these questions by looking at the way we pray, particularly in a Christian context. What kinds of bodily engagement do we find in prayer? What impact might prayer practice have upon our bodies? How might answers to these questions help to explain why its practice has been so compelling to so many for so many years? R. Fulton, T. Luhmann. Spring.

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.

29611. History Colloquium: Modern Tourism. This colloquium concentrates on American tourism and travel in the nineteenth and twentieth centuries. Readings include travel books by and about Americans, some theoretical perspectives, institutional histories, and social commentaries. The colloquium examines some earlier historical periods and includes some international comparisons. But our focus is on the settings, sensibilities, display systems, and marketing methods that combine to make tourism and travel so powerful an element in American and world culture. N. Harris. Autumn.

29614. Varieties of Intellectual History: Reading Rousseau and Freud. This discussion course introduces the varieties of intellectual history by sampling scholarly studies of Jean-Jacques Rousseau and Sigmund Freud. The course is divided into two parts, one on each thinker. Each part begins with a consideration of selected texts by Rousseau or Freud, followed by the consideration of a series of books and articles that, using quite different methods, seek to make sense of those texts, account for their origins, or assess their impact. Although this course is open to all students, those majoring in history who are interested in intellectual history should find it particularly helpful in framing topics for their B. A. essays. J. Goldstein. Spring.

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. E. Cook. 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. E. Cook. Winter.

29902. European Enlightenment. The Enlightenment was one of the most important cultural and intellectual movements in European history. The secularization of intellectual life that took place between 1685 and 1789 had tenacious roots and enormous consequences. This course examines the Enlightenment as a cosmopolitan movement that stretched from Scotland all the way to Poland and Russia. We focus on the major issues that preoccupied contemporaries, including the nature sciences, society, the state, aesthetics, history, religion, and human nature. In each of these areas, we examine a range of texts as well as the tradition that informed them. Readings include Voltaire, Rousseau, Diderot, Hume, Beccaria, Frederick II of Prussia, Edward Gibbon, and Casanova. T. Griggs. Autumn.

29903. Ancients and Moderns. What does it mean to be "modern?" How much authority and power does the past have over us? Is there such a thing as progress? These were some of the questions posed by scholars, writers, and artists in the final decades of the seventeenth century in a battle that erupted almost simultaneously in England and France. This course examines the historical roots of the conflict between ancients and moderns. We begin with ancient Greece and end in nineteenth-century Italy. T. Griggs. Spring.