History

Chair of Collegiate Affairs and Adviser: To be announced
Assistant to the Adviser: SS 225, 702-2178
History Preceptors: F 4, 702-3079

Program of Study

The study of History is excellent preparation for almost any field of endeavor. It will provide you with important analytical tools that can be made to serve a variety of purposes. A concentration in History may be pursued as a complement to general education or as preparation for graduate work in history or other disciplines.

The central focus of this program of study is a topic or problem in history that the student desires to investigate. The student may pursue a topic with a national or chronological focus; or within a subfield such as social, cultural, legal, or military history; or with a thematic focus such as gender, migration, minorities, slavery, modernism, colonialism, or revolution. The national and chronological history fields offered by the department follow. The B.A. essay that the student completes in the fourth year is to be framed within this area of interest. The essay should involve original primary research on a significant issue, or develop an insightful examination and critique of work already done on a topic, or, ideally, do both.

Students interested in a History concentration should see the History undergraduate adviser, preferably before the end of the second year, to discuss their areas of interest in History and to be assigned to a preceptor who is to act as their individual program adviser. (To be assigned a preceptor, consult with the program assistant in SS 225 during posted office hours.) History concentrators then construct their programs of study in consultation with the preceptor, the undergraduate adviser, and other appropriate faculty members. Students should try to think of the concentration program as an integrated whole designed in conjunction with the faculty.

Students should meet with their preceptors at least once each quarter to discuss the courses they are taking or plan to take and to inform the department of their general progress. Preceptors help students choose a history colloquium and a prospective director for the B.A. essay. Whenever students have questions, they should feel free to contact the undergraduate History adviser or their preceptors either directly or through the administrative assistant (SS 225).

Program Requirements

There are no special prerequisites for a concentration in History. However, to prepare for a History concentration, students are strongly encouraged to take the civilization sequence that is most appropriate to their major area of interest. Students interested in a History concentration should fulfill the Collegiate requirements most relevant to History during the first two years. This applies especially to the civilizational studies requirement and to language instruction. It is also wise to take basic history courses in their area of interest early and, in any case, no later than the third year. Students find the choice of advanced courses and B.A. essay topics easier if they have a sound background in the concentration. All History students are encouraged to pursue language studies beyond the basic Common Core requirements. Students who intend to pursue graduate studies in History are especially encouraged to consult with appropriate faculty members as early as possible for additional advice on language studies.

Courses. Twelve quarter courses in History are required for a concentration in History. "Courses in History" means 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, the preceptor and undergraduate adviser is to provide guidance.

Students are required to take five courses in, or directly related to, their chosen main field. One additional course is reserved for the history colloquium (History 296) and two are reserved for the B.A. Essay Senior Seminar (History 298). The four remaining concentration courses can be selected from any area of history of interest to the student, but at least two of these courses should be chosen to introduce very significant civilizational or chronological breadth to the student's program. Students should construct the main field and choose their other courses in close consultation with their preceptors, subject to final approval by the undergraduate adviser.

Under normal circumstances, students are expected to have taken at least four history courses, including three in their major field, by the end of their third year. Exceptions for good cause must be approved by the student's preceptor.

Courses in the Main Field. The Department of History offers a number of standard concentration fields, including:

Africa International
Ancient Mediterranean Jewish History
Caribbean Latin America
East Asia Middle East
Europe: Medieval Russia
Europe: Modern South Asia
Great Britain United States
History of Science

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 adviser work particularly closely with a student to ensure appropriate focus and breadth in both the main and secondary courses. In choosing courses, all students should aim at two goals: broad knowledge of the main field and more detailed knowledge of one or several of its major aspects.

Secondary Courses. The four secondary courses should be chosen to complement the main field, extend the range of the student's historical awareness, and explore varying approaches to historical analysis and interpretation. At least two should be chosen from a civilizational or chronological field significantly different from that of the main field. In some cases, provided that they obtain the undergraduate adviser's permission, students may include among their secondary courses a second civilizational sequence, in addition to the one they have taken to fulfill Common Core requirements.

Reading and Research Courses. For students with a legitimate interest in pursuing a program of study that cannot be fulfilled by means of regular courses, there is the option of devising a reading and research course, to be taken individually and supervised by a member of the History faculty. Such a course requires the approval of the History adviser and the prior consent of the instructor with whom the student would like to study. NOTE: Enrollment in History 297 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 concentration program.

History Colloquium. Before the end of their third year, History concentrators take one of the history colloquia (History 296, formerly 197/297). The purpose of the history colloquium is to introduce students to historical practice, how historians have conceived the past as an object of study, and the various methods they have employed to reconstruct it. This is accomplished principally by reading exemplary historical texts, narratives, and works dealing with the question of history and discussing the different issues and approaches that have guided historians in the effort to grasp a moment or event in the past. Students are required to write papers. Colloquia vary according to the instructor, but students need not seek a colloquium in which reading content matches their field since the colloquia are intended to be department-wide in appeal. Because history colloquia have strict size limitations, it is important to register early to ensure enrollment in the colloquium of choice. The colloquia are intended to show students how historians make history, not how to do research on their B.A. essay (which is the purpose of the senior seminar).

Junior Statement. By May 15 of the junior year, each student is to submit a B.A. essay proposal form, giving the proposed topic of the B.A. essay and the name and signature of the faculty member who has agreed to direct it. A form is available from the preceptors and in the History Undergraduate Office (SS 225). In addition, students are required to meet with their preceptors before May 15 and work out an acceptable course plan for their senior year. All changes to their course plan after this date need to be approved by their preceptor in writing. Both the course plan and proposal constitute the first assignment for the senior seminar and failure to do both could adversely affect the student's grade. Students should consult with their preceptors, the undergraduate adviser, the instructors of their colloquia, and appropriate members of the department to define a suitable topic area in the main field and to find a faculty director for the B.A. essay. Students are required to submit the junior statement before enrolling in the senior seminar. Students should begin meeting with their faculty directors during the spring quarter of their third year and develop a plan for reading and research during the summer between the third and fourth years.

Senior Seminar. The B.A. essay develops a significant and original interpretation of an important historical issue. Essays tend to range between thirty and forty pages in length, but there is neither a minimum nor a maximum required length. 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 (History 298) during the autumn and winter quarters of their last full year in the College. The convenor of the seminar is normally the preceptor with whom the student has been working, who is also to serve as the second reader of the essay. The B.A. essay seminar is to assist students in developing their bibliographic, research, and writing skills and provide a forum for group discussion and critiques.

In all cases, the final deadline for submission of the B.A. essay is the second Monday of spring quarter. This deadline represents a final, formal submission, and students should expect to submit and defend substantial drafts much earlier. Students who wish to complete their papers in a quarter other than spring quarter must petition the department through the undergraduate adviser. Students graduating in a quarter other than spring must turn in their essay by the Friday of the seventh week of the final quarter. When circumstances justify it, the department establishes individual deadlines and procedures. Students who fail to meet the deadline may not be able to graduate that quarter and almost certainly become ineligible for honors consideration.

Two copies of the B.A. essay must be submitted to the undergraduate assistant in SS 225; copies are then delivered to the appropriate readers. This procedure is for the student's protection (to make sure a grade is turned in). To guard against loss, all students should keep copies of their essays.

The B.A. essay is normally read and graded by the faculty director of the essay and the preceptor who convened the student's senior seminar. If they disagree substantially about its quality, the essay goes to a third reader selected by the undergraduate adviser.

Honors. Students who have done exceptionally well in their course work and have written an outstanding B.A. essay are recommended for special honors in History. Readers submit to the department B.A. essays that appear to be of particular distinction. If the department concurs and the corresponding grade point average is 3.0 or better overall and 3.5 or better in the concentration, the department awards the student 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 concentrators may register for regular letter grades or P/N or P/F grades in any course. (NOTE: The one exception is that History concentrators must take letter grades in History of Western Civilization and/or in History 296 or 298.) A Pass grade is to be given only for work of C- quality or better.

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

Faculty

GUY S. ALITTO, Associate Professor, Departments of History and East Asian Languages & Civilizations and the College

LEORA AUSLANDER, Associate Professor, Department of History and the College

RALPH A. AUSTEN, Professor, Department of History and the College; Cochairman, Committee on African & African-American Studies

JOHN W. BOYER, Martin A. Ryerson Distinguished Service Professor, Department of History and the College; Chairman, Council on Advanced Studies in the Humanities & Social Sciences; Dean of the College

MARK BRADLEY, Assistant Professor, Department of History and the College

GEORGE CHAUNCEY, Professor, Department of History and the College

KATHLEEN N. CONZEN, Professor, Department of History and the College

EDWARD M. COOK, Associate Professor, Department of History and the College; Dean of Students in the University

BRUCE CUMINGS, Norman and Edna Freehling Professor, Department of History and the College

PRASENJIT DUARA, Professor, Departments of History and East Asian Languages & Civilizations and the College

CONSTANTIN FASOLT, Associate Professor, Department of History and the College

SHEILA FITZPATRICK, Bernadotte E. Schmitt Professor, Department of History and the College

RACHEL FULTON, Assistant Professor, Department of History and the College

MICHAEL E. GEYER, Professor, Department of History and the College

JAN E. GOLDSTEIN, Professor, Department of History and the College

CHARLES M. GRAY, Professor Emeritus, Department of History and the College; Lecturer, the Law School

HANNA H. GRAY, Harry Pratt Judson Distinguished Service Professor, Department of History and the College; President Emeritus of the University

JONATHAN HALL, Assistant Professor, Departments of History and Classics and the College

NEIL HARRIS, Preston and Sterling Morton Professor, Department of History, Committees on Geographical Studies and General Studies in the Humanities, and the College

RICHARD HELLIE, Professor, Department of History and the College; Chairman, Russian Civilization Program in the College

TAMAR HERZOG, Assistant Professor, Department of History and the College

THOMAS HOLT, James Westfall Thompson Professor, Department of History and the College

RONALD B. INDEN, Professor, Departments of History and South Asian Languages & Civilizations and the College

WALTER E. KAEGI, Professor, Department of History, Division of the Humanities, and the College

FRIEDRICH KATZ, Morton D. Hull Distinguished Service Professor, Department of History and the College

JAMES KETELAAR, Professor, Departments of History and East Asian Languages & Civilizations and the College

RASHID KHALIDI, Professor, Departments of History and Near Eastern Languages & Civilizations; Director, Center for International Studies

JULIUS KIRSHNER, Professor, Department of History and the College

EMMET LARKIN, Professor, Department of History

CLAUDIO LOMNITZ, Professor, Department of History and the College

TETSUO NAJITA, Robert S. Ingersoll Distinguished Service Professor, Departments of History and East Asian Languages & Civilizations and the College; Chair, Department of History

WILLIAM NOVAK, Associate Professor, Department of History and the College

PETER NOVICK, Professor, Department of History and the College

STEVEN PINCUS, Assistant Professor, Department of History and the College

MOISHE POSTONE, Associate Professor, Department of History and the College

ROBERT J. RICHARDS, Professor, Departments of History, Philosophy, and Psychology, Committee on the Conceptual Foundations of Science, and the College; Chairman, Committee on the Conceptual Foundations of Science; Director, Program in History, Philosophy, & Social Studies of Science & Medicine

RICHARD SALLER, Edward L. Ryerson Distinguished Service Professor, Departments of History and Classical Languages & Literatures and the College; Dean, Division of Social Sciences; Chairman, Committee on the Ancient Mediterranean World

JULIE SAVILLE, Associate Professor, Department of History and the College

AMY DRU STANLEY, Associate Professor, Department of History and the College

NOEL M. SWERDLOW, Professor, Departments of Astronomy & Astrophysics and History, Committee on the Conceptual Foundations of Science, and the College

KARL JOACHIM WEINTRAUB, Thomas E. Donnelley Distinguished Service Professor, Department of History, Committee on Social Thought, and the College; Chairman, Committee on the History of Culture and Tutorial Studies Program

JOHN E. WOODS, Professor, Departments of History and Near Eastern Languages & Civilizations and the College; Director, Center for Middle Eastern Studies

Courses

History courses numbered 100 to 299 are designed primarily for College students. Some 200-level courses have 300-level equivalents if they are also open to graduate students. Courses numbered 400 to 499 are primarily intended for graduate students, but are open to advanced College students. Courses numbered above 500 are open to qualified College students with the consent of the instructor. Courses rarely open to College students are not listed in this catalog. Information about many course offerings was not available at the time this publication went to press. More current information can be obtained from College advisers or in the undergraduate assistant's office (SS 225).

111. "A Place Apart": Northern Ireland from 1880. This course examines the development of conflicting religious and cultural identities in Northern Ireland during periods of social and political upheaval throughout the British Isles. Particular attention is paid to the Home Rule Crisis (1885-1914). The course also explores the effects of the Great War, the Irish War for Independence, the Irish Civil War, and the Great Depression, as well as the post-1969 "Troubles" on an already deeply divided region. More broadly, the class raises important questions about the influence of violence, crisis, and perceptions of history on the construction and evolution of collective identities. P. Townend. Spring.

121. Renaissance Florence. Florence has often been lauded as a new Athens: "A city complete in itself, having its own arts and edifices, lively and not too crowded, a capital and not too large, beautiful, and gay." We follow the developments of the thirteenth and fourteenth centuries that were responsible for the transformation of a medieval commune into a preeminent cultural force and powerful Renaissance republic under the Medici regime. We explores in detail the calamities responsible for the demise of the republic and the ensuing creation of a grand duchy and hegemonic Tuscan state in the sixteenth century. J. Kirshner. Autumn.

123. Film and History: The Great War (=CMS 213, Hist 123). This course has two simultaneous goals: to explore the experience of World War I in the United States, and to ask how historians "do" history. To accomplish these goals we read scholarly histories (not only by historians) and watch historic films (fiction as well as nonfiction) to consider what each can tell us about the other, and together what they can tell us about the past and about our own attempts to reconstruct it. G. Klingsporn. Spring.

125. French History I: The Old Regime and the French Revolution. This course is designed to explore the political culture of Old Regime France, and developments in politics, culture, and society in the context of the French Revolution. We begin by examining the origins of a set of political and cultural directions in the French monarchy as a set of responses to a particular historical moment. We trace the development of "absolutism" under the Bourbons, including the gradual loss of coherence of the French monarchical system under various practical and ideological pressures. Finally, we consider at length the transformations of political culture effected by the French Revolution. K. Crawford. Autumn.

126. French History II: Modern France. This discussion course surveys French politics from the Revolution to the interwar years from the perspective of the private sphere and the family. We examine how French regimes sought to define family, as well as reproductive and gender relations. We also look at the challenges that arose from various religious, regional, and sexual subcultures. Readings include classic monographs and fiction. P. Seely. Winter.

131-132-133. History of Western Civilization I, II, III. PQ: Courses must be taken in sequence. This course sequence fulfills the Common Core requirement in civilizational studies. The purpose of this course 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 each quarter, occasionally supplemented by the work of a modern historian. The treatment of the selected topics varies from section to section. The sequence is currently offered twice a year: in the autumn-winter-spring quarter sequence and in the summer quarter (three quarters in one). Staff. Autumn, Winter, Spring.

135-136-137. America in Western Civilization I, II, III. This course sequence fulfills the Common Core requirement in civilizational studies. This course 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. The course is not a general survey of American history.

135. 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 Revolution and of making a new polity. Staff. Autumn.

136. 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. Staff. Winter.

137. 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. Staff. Spring.

139. Stalinist Culture. PQ: Knowledge of Russian and Soviet history. This course focuses on several important practices of everyday life in Stalinist Russia in the 1930s constitutive of the modern individual and society. The genre of this course is best defined as "historical sociology of everyday life." The major part of the course addresses themes such as popular culture and the carnival, reading practices and popular literacy, the conquest of the skies (pilots and parachuters), kul'turnost' (civilizing practices), and labor productivity and the stakhanovites, as well as key civilizational parameters, such as relations between public and private, individual and collective, and formal and informal. V. Volkov. Autumn.

142. Reading Contemporary Chinese Culture (=EALC 166, Hist 142). PQ: EALC 109, Hist 152, and SocSci 236. This introductory course covers the literary and visual culture in contemporary China. We read fiction, study artwork, examine public posters, and watch films in order to understand the historical transformation that takes place in the late twentieth century. Students have the opportunity to develop their analytical skills and conduct small-scale research. Texts in English. X. Tang. Spring.

148. Tokugawa Intellectual History (=Hist 148, Japan 225). T. Najita. Spring.

151-152-153. Introduction to the Civilizations of East Asia I, II, III (=EALC 108-109-110, Hist 151-152-153, SocSci 235-236-237). PQ: Must be taken in sequence. This course sequence fulfills the Common Core requirement in civilizational studies. This is a three-quarter sequence on the civilizations of Japan, Vietnam, and China, with emphasis on major transformation in these cultures and societies from the Middle Ages to the present. This year's sequence focuses on Japan from 1600 to the present, China from the eighteenth to the twentieth century, and Vietnam from the tenth century to the present. T. Najita, Autumn; M. Bradley, Winter; G. Alitto, Spring.

161-162-163. Introduction to Latin American Civilization I, II, III (=Anthro 232-1,-2,-3, Hist 161-162-163, LatAm 161-162-163/346-347-348, SocSci 261-262-263). This sequence fulfills the Common Core requirement in civilizational studies. This three-quarter course sequence introduces students to the history and cultures of Latin America, including Mexico, Central and South America, and the Caribbean islands. The 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. The 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. The spring quarter focuses on the twentieth century, with a special emphasis on the challenges of economic, political, and social development in the region. This course is offered in alternate years. Staff. Autumn, Winter, Spring.

167- 168-169. Ancient Mediterranean World I, II, III.

167. Greek History. Staff. Autumn.

168. Roman Republic. Staff. Winter.

169. Roman Empire. R. Saller. Spring.

173-174-175. Science, Culture, and Society in Western Civilization I, II, III. This course sequence fulfills the Common Core requirement in civilizational studies. Each course may be taken individually, although it is recommended that students take the entire sequence in order. This is a three-quarter sequence focusing on the origins and development of science in the West. The aim of the course 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 cultural and social events.

173. 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.

174. 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.

175. The third quarter examines through seminal primary texts how science has redefined European and American society since about 1660. Topics include science and religion, the emergence of the scientific intellectual, the history of experiment and observation, revolutionary science in the late eighteenth century, the new physics of the nineteenth century, evolutionary theory and its imitators, and the rise of the social sciences. Staff. Spring.

176. War and Society in Modern Russia. This course addresses the impact of war on twentieth century Russian society. World War I, the Russian Civil War, World War II, the Soviet invasion of Afghanistan, and the Russian invasion of Chechnya are examined with a focus on the social impact of these armed conflicts. We read varied works by historians of these periods, personal narratives by participants, and several fictional works. Topics include the impact of combat on human behavior, shifts in popular culture, and the transformation of gender relations. J. Sanborn. Spring.

180-181. Problems in Gender Studies (=Eng 102-103, GendSt 101-102, GS Hum 228-229, Hist 180-181, Hum 228-229, SocSci 282-283). PQ: Second- or third-year standing and completion of a Common Core social sciences or humanities course, or the equivalent. This two-quarter interdisciplinary sequence is designed as an introduction to theories and critical practices in the study of feminism, gender, and sexuality. Both classic texts and recent reconceptualizations of these contested fields are examined. Problems and cases from a variety of cultures and historical periods are considered, and the course pursues their differing implications for local, national, and global politics. Topics might include the politics of reproduction; gender and postcolonialism; women, sexual scandal, and the law; race and sexual paranoia; and sexual subcultures. D. Nelson, Staff, Autumn; E. Povinelli, Staff, Winter.

187-188-189. U.S. History. May be taken in sequence or individually. This is a three-quarter introduction to U.S. history. The first quarter covers the colonial and revolutionary periods; the second covers the nineteenth century; and the third covers the twentieth century. E. Cook, Autumn; A. Stanley, Winter; Staff, Spring.

190. The Environment in U.S. History (=EnvStd 236, Hist 190, LL/Soc 236). This course examines the importance of land, water, and other natural resources to the American vision of opportunity and social progress. It explores the environmental consequences of the competition for control of these scarce resources between Native American, European American, and Mexican American cultures during the eras of colonial exploration, territorial expansion, industrialization, urbanization, conservation, and twentieth century regulation. Although earlier environmental contests did not always utilize our current rhetoric, this course will illustrate that the issues debated today have long been a part of the American story. K. Brosnan. Spring.

192. U.S. Empire: "West," Colonialism, and Nation-Building. This course explores U.S. history from the 1840s to 1930s through explicit attention to the region of the "West" and to topics such as racialization, immigration, militarization, and foreign involvement in Latin America and the Caribbean. The primary objectives of the course are to introduce students to voices often silenced in historical narratives, to think about the uniqueness of the "West" in U.S. nation-building, and to question connections between U.S. colonial and domestic policy at the turn of the century. A. Stern. Winter.

200/300. Atlantic Slave Trade (=AfAfAm 201, Hist 200/300). This course deals with the slave trade as (1) an economic project of early-modern European overseas expansion; (2) a process of ethnic/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. There will also be access to a major new slave trade data base. R. Austen. Autumn.

201/301. Colonial Autobiography (=GS Hum 220/320, Hist 201/301). We read autobiographical works (fiction and nonfiction) from Africa, India, the Caribbean, and (maybe) Southeast Asia. Background readings consider European, American, and African-American autobiographies as a model against which the works here are written. The aim is to examine forms of subjectivity and the experience of "coming of age" in a context where European domination is at once contested politically and embraced as a means of self-expression. R. Austen. Spring.

205-206/305-306. History of Political Thought, 400-1709 I, II. Each course may be taken individually, although it is suggested that students take the sequence in order. This two-quarter lecture/discussion course introduces students to the main developments in the history of European political thought from St. Augustine to the French Revolution. Topics include the impact of Christianity on politics, the distinction between state and church, the collapse of medieval universalism, and the logic of sovereignty. C. Fasolt. Autumn, Winter.

211/311. Victorian History. A survey of British and Irish history from 1832 to 1914, which includes the transition from essentially aristocratic to democratic government, the development of the world economy with Britain at its center, the relative decline of Britain as a world power just before World War I, and the rise of the new imperialism. E. Larkin. Autumn.

214/314. Eighteenth-Century Britain. 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, and the evolution of modes of political behavior. E. Cook. Winter.

215/315. Glorious Revolution. This course investigates the causes and consequences of the Glorious Revolution. The aims of the course are achieved by examining a variety of later seventeenth- and eighteenth-century pamphlets, plays, poems, ballads, and broadsides. We also investigate the Glorious Revolution's place in the history of liberalism, republicanism, nationalism, state formation, and the development of commercial society. The scholarship associated with this course makes it appropriate for students of renaissance and eighteenth-century literature and political theory, as well as students of early modern European and colonial American history. S. Pincus. Autumn.

217/317. Byzantine Empire, 610-1025. A lecture course, with limited discussion, of the principle 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 and examples of modern scholarly interpretations. Texts in English. W. Kaegi. Winter.

226. The Church and the Law in Medieval England and Europe (=Hist 226, LL/Soc 215). This course uses England as the primary example, but also looks at the European setting for major institutions of the medieval Church and how they related to the structure of secular law. Topics include the rise of Papal government, investiture, ecclesiastical patronage, canon law, the organization of monasteries and religious orders, and ecclesiastical finance. In addition to the practical working of institutions, attention is given to medieval theories about the relation of the Church to secular government. C. Gray. Spring.

227. Colloquium: Holocaust and Uses of History (=Hist 227, JewStd 391). In this colloquium we discuss not the Holocaust itself (except incidentally), but rather how the Holocaust has been used: issues and controversies about how it has been understood, its representation, and its deployment in political discussion. Among the topics to be discussed are the notion of "historical memory," German efforts to "master the past," and the role of the Holocaust in Israeli and American "civil religion." We also take up controversies concerning the behavior of "bystanders," films such as Claude Lanzmann's Shoah and Stephen Spielberg's Schindler's List, and the phenomenon of "Holocaust denial." P. Novick. Autumn.

229/329. The Italian Renaissance. This course concentrates on the political environment of Italy in the fourteenth, fifteenth, and early sixteenth centuries and on the evolution of humanism (its ways of thought and its related institutions) during that age. Primary texts are emphasized. H. Gray. Winter.

230/330. Northern Renaissance and Early Reformation. In surveying the history of this period, attention is devoted to the relationships between the movements of renaissance and reformation in northern Europe from the late fifteenth to the mid-sixteenth centuries. Primary texts are emphasized. H. Gray. Spring.

231/331. Iberian Discovery and Exploration. Based on primary and secondary sources, this course examines the conditions (especially political, cultural, and technical) that allowed for Iberian discovery and exploration. It inquires into the actual discoveries and explorations and also examines the problems poised (to the Iberians) by the "encounter" with the native American population. Some comparison is made between "old world encounters" (the encounter with Asians, Muslims, etc.) and "new world encounters" (the encounter with native American population). T. Herzog. Autumn.

232/332. Europe: 1930-1990. This course serves as an introduction to European history between 1930 and 1990. The main goal is to explore the long recovery after Europe's self-destruction in the 1930s and 1940s. We conclude with an assessment of the remaking of Europe in 1989-1992. This survey looks both at the core of Europe as well as at the peripheries. We look at the Soviet Union and the United States only inasmuch as their political and ideological projects were reflected in European affairs. We cover politics, society, and culture in about equal measure. Attendance at a lecture and a case- and discussion-oriented workshop is required each week. M. Geyer. Autumn.

233/333. Historical Thought and Writing in the Renaissance. H. Gray. Spring.

238/338. Byzantine Empire, 330-610. A lecture course, with limited discussion, of the formation of early Byzantine government, society, and culture. Although a survey of events and changes, including external relations, many of the latest scholarly controversies also receive scrutiny. There is some discussion of relevant archaeology and topography. Readings include some primary sources and examples of modern scholarly interpretations. Texts in English. W. Kaegi. Autumn.

239/339. Civilization and Popular Culture in China (=Chin 279, EALC 279, Hist 239/339). PQ: Knowledge of Chinese history. This course focuses on relations of popular, especially peasant, culture to elites and state. We also discuss issues of cultural unity, hegemony, and representations of the social order and groups like state, gentry, women, and peasants during the late imperial and republican period. P. Duara, X. Tang. Winter.

245/345. Literary Chinese: Qing Documents (=Chin 245/345, Hist 245/345). PQ: Chin 214 or equivalent. We read and discuss nineteenth- and early twentieth-century historical political documents, including such forms as memorials, decrees, local gazetteers, diplomatic communications, essays, and the like. G. Alitto. Winter.

246. Japanese History through Film (=Hist 246, Japan 246/346). This course examines the intersections between cinematic and historical interpretations of Japan's past. J. Ketelaar. Spring.

248/348. History and Literature in Twentieth-Century China (=Chin 281/381, Hist 248/348). This course examines basic questions underlying both historical and literary representations: their modes, their sources, the traffic between them, and their circulation in other cultural and political practices. Readings include theoretical works, historical accounts, and literary texts. P. Duara, X. Tang. Autumn.

254/354. Romantic Idealism: Fichte, Schelling, and Schlegel (=CFS 374, German 481, Hist 254/354, HiPSS 274, Philos 379). Knowledge of German helpful. This lecture/discussion course investigates the relationship of the philosophies of Fichte and Schelling to that of Kant and to each other. The intention is to discover what role these philosophical systems might have played in the formation of German Romanticism, as represented by Friedrich Schlegel. Texts include Fichte's Science of Knowledge (1794) and Schellings's System of Transcendental Idealism. R. Richards. Autumn.

255/355. Philosophy of History: Dilthey and Collingwood (=CFS 393, Fndmtl 286, Hist 255/355, HiPSS 263, Philos 363). This lecture/discussion course explores the philosophical foundations of the kind of cultural history Wilhelm Dilthey and R. G. Collingwood proposed. We investigate the kinds of philosophical assumptions that Dilthey and Collingwood made and consider their viability for historical explanation. Texts include Dilthey's Introduction to the Human Sciences and Collingwood's The Idea of History. R. Richards. Winter.

256/356. The Moral Authority of Nature (=CFS 362, Hist 256/356, HiPSS 238). PQ: Advanced standing and consent of instructor. L. Daston. Autumn.

257-258-259/357-358-359. Islamic Middle East I, II, III: 600 to the Present (=Hist 257-258-259/357-358-359, NEHist 286-287-288). May be taken in sequence or individually. Three quarter sequence on the history of the Islamic Middle East, 600 to the present. We survey the main trends in the political history of the Middle (Near) East, including North Africa, Central Asia, and North India, with some attention to currents in economic, social, and cultural history. Autumn quarter covers the ca. 600-1000 C.E., including the rise and spread of Islam, the age of the imperial caliphate, and the beginnings of regionalism. Winter quarter covers the "middle periods," ca. 1000-1700 C.E., including the coming of the Steppe Peoples (Turks and Mongols), the Mongol successor states, and the Mamluks of Egypt and Syria, and the foundation of the great Islamic regional empires of the Ottomans, Safavids, and Mongols. Spring quarter surveys developments in the central regions since 1700, including such topics as Western military, economic, and ideological encroachment, the impact of such ideas as nationalism and liberalism, and the emergence of the "modern" Middle East. R. Khalidi, Autumn; J. Woods, Winter; R. Khalidi, Spring.

260/360. Byzantium and the Arabs (=Hist 260/360, NEHist 240/340). This lecture/discussion course involves an examination of critical moments and trends in the relationships of Byzantines and Arabs, from the third through tenth centuries C.E. Readings include primary sources and modern scholarly interpretations, but there is no single textbook. There is extensive discussion of important issues in modern interpretations and some discussion of relevant archaeology and topography. Texts in English. W. Kaegi. Winter.

267/367. Films in India (=Anthro 206/311, CMS 241, Hist 267/367, SoAsia 205/305). This course considers film-related activities from just before Independence (1947) down to the present. Emphasis is placed on the reconstruction of film-related activities that can be taken as life practices from the standpoint of "elites" and "masses," "middle classes," men and women, people in cities and villages, governmental institutions, businesses, and the "nation." The course relies on people's notions of the everyday, festive days, paradise, arcadia, and utopia to pose questions about how people try to realize their wishes and themselves through film. How film practices articulated with colonialism, nationalism, "socialist development," and, now, '"free markets" is a major concern. R. Inden. Winter.

268/368. History of India to 1400 (=Hist 268/368, SoAsia 377). This is a relatively comprehensive survey of the history of the subcontinent with an emphasis on providing a general acquaintance with the narratives and interpretations of the ancient and medieval history of the subcontinent. Useful to students in anthropology, art history, and history of religions. R. Inden. Autumn.

269/369. Roots of the Modern American City (=EnvStd 261, Geog 261/361, Hist 269/369). This course traces the economic, social, and physical development of the city in North America from early industrialization to the present. Emphasis is on evolving urban systems and the changing spatial organization of people and land use. Illinois field trip required. M. Conzen. Autumn.

271/371. American Landscapes I: 1850-1904 (=ArtH 363, Geog 410, Hist 271/371). 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. Slides are employed in most lectures. N. Harris. Autumn.

272/372. African-American History, 1600 to the Present. Lectures examine the making of an African-American people in North America. We begin with the African and European social, political, and economic conditions and contacts that produced the Atlantic slave trade. We culminate with the anticolonial and antiracist liberation movements of the mid-twentieth century and their aftermath. The course focuses on North American developments but explores how those developments were framed by and within global political-economic and cultural forces throughout the black diaspora. T. Holt. Autumn.

273/373. African-American History, 1600 to the Present. May be taken in sequence or individually. This course, which is the second half of a two-quarter survey of African-American history, examines the experiences of black Americans from the Civil War through the 1960s. The course focuses mainly on social and political history with emphasis on such issues as racial ideology, discrimination, black political thought and protest movements, the impact of urbanization, the relationship between race and class relations, and the changing social and political roles that black Americans have occupied in the United States. T. Holt. Winter.

274. Race and Racism in America. People of color in America have a common history of dispossession, discrimination, and oppression. However, there are also striking differences in their experiences, especially in the twentieth century. This course explores possible reasons for both the commonalties and the differences. It tests both scholarly theories and popular notions about racism against the comparative histories of three major "racial" groups: Asians, blacks, and Chicanos. For comparative purposes some attention is given to Native Americans as well. T. Holt. Winter.

275/375. Civil War Era in the American Imagination. This course explores the social and political influences that have shaped representations of the era of the Civil War and Reconstruction in personal, collective, literary, photographic, and archival memory and tourism. This course is less a social and military history of the era than an exploration of how the present and past have interacted to shape both popular and scholarly interpretations. J. Saville. Winter.

279/379. Asian Wars of the Twentieth Century (=EALC 250/350, Hist 288/388). This course examines the political, economic, social, cultural, racial, and military aspects of the three major Asian wars of this century: the Pacific War, the Korean War, and the Vietnam War. At the beginning of the course we pay particular attention to just war doctrines, and then use two to three books for each war (along with several films) to examine alternative approaches to understanding the origins of these wars, their conduct, and their consequences. B. Cumings. Spring.

282/382. African-American Women: Lives and Symbols (=GendSt 282/382, Hist 282/382). 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.

286/386. Eighteenth-Century America, 1700-1763. PQ: Advanced standing. This lecture/discussion course studies the development of English America as a provincial society from 1700 to the era of the Revolution. Topics include imperial relations, economic growth, social evolution, religion, values, and political culture. E. Cook. Spring.

287/387. Nation: Feminist/Queer Politics and Theory (=GendSt 287/387, Hist 287/387). This course focuses on the politics of inclusion and exclusion of women and gay men and lesbians in democratic regimes in Europe, the United States, and South Africa. Starting with some of the classic texts of European political theory, including Filmer, Locke, and Rousseau, we then read feminist critiques of those texts. Moving from theory to practice we analyze women's strategies for gaining full citizenship in the nineteenth and early twentieth centuries. The last third of the course focuses on the debates over the meaning of citizenship and of the vote among gay, lesbian, and feminist activists and theorists. L. Auslander, N. Field. Winter.

288. Historical Geography of the United States (=Geog 219/319, Hist 288). This course examines the spatial dynamics of the frontier, regional development, the social character of settlement patterns, and evolution of the cultural landscapes of America from pre-European times to 1900. All-day field trip required. M. Conzen. Autumn.

289/389. Fetishism, Gender, Sexuality, and Capitalism (=GendSt 295, Hist 289/389, Japan 285/385). PQ: Open to students with third- or fourth-year standing and consent of instructor. This course analyzes transformations in the cultural construction of gendered and sexed identities in Japan, Europe, and the United States in the nineteenth and twentieth centuries. Starting with the readings from Marx and Freud on the commodity form and fetish, we read critiques and re-uses of these concepts from feminist and queer theory. We then analyze a series of case studies from our three geographic areas. Possible cases include advertising and display strategies; kleptomania as a diagnosis and theft as a political gesture; and style and political mobilization in feminist, gay, lesbian, and queer politics. N. Field, L. Auslander. Autumn.

290/390. America and the World since 1945. This course examines the place of the United States in the construction of the international political, economic, and cultural order after World War II. While particular attention is devoted to exploring the origins, shifting character, and end of the cold war in an international perspective, the course also considers the movement of American capital, goods, technology, and culture across international boundaries and its impact on other states and peoples, as well as the interconnections between American policies abroad and the nature of civil society at home. M. Bradley. Autumn.

291/391. Political Economy of Industrialization. This course examines the effects of particular episodes of industrialization on the politics, society, culture, and international relations of various nations at various times. We begin with the industrial revolution in England, and then move through continental industrialization (especially Germany), Russia, Japan, one or two cases in Latin America, and the recent experience of so-called newly-industrializing countries in East Asia, including South Korea and Taiwan. We also study Stalinist industrialization in China and North Korea, and China's post-1978 experiment with state capitalism. B. Cumings. Spring.

292. African Diaspora (=AfAfAm 202, Hist 292). L. Derby. Winter.

293/393. Human Rights I (=Hist 293/393, Law 412, Philos 316, PolSci 339). This first course in a three-quarter sequence provides a historical overview of the institutional and legal formation of a modern human rights regime. Specific topics include the link between modern human rights and the rise of the nation-state, the evolution of international agreements, and forced migration. A. Gewirth, J. Elshtain, M. Nussbaum, C. Vogler. Autumn.

294/394. Human Rights II. This course is primarily concerned with the evolution of the modern human rights regime. It discusses human rights origins as a product of the formation and expansion of imperial Western nation-states. It juxtaposes the Western origins with competing, non-western systems of thought and practices of rights. It assesses in this context the universality of modern human rights norms. M. Geyer, W. Novak. Winter.

296. History Colloquium: American History in the Culture Wars. We discuss various issues in the ongoing "Culture Wars" that have involved historical representation. We consider charges that historians have abandoned their traditional patriotic allegiance in favor of leftist, feminist, multiculturalist, and other ideologies repugnant to the American "mainstream." Several meetings are devoted to particular controversies about how American history is represented, including (provisionally) the Smithsonian exhibition on the bombing of Hiroshima, the dispute over National History Standards, and the representation of Columbus on the five hundredth anniversary of 1492. P. Novick. Autumn.

296. History Colloquium: Historiography. The purpose of the history colloquia is to introduce students to historical practice, how historians have conceived the past as an object of study, and the various methods they have employed to reconstruct it. This is accomplished principally by reading and writing on exemplary historical texts, narratives, and works dealing with the question of history and discussing the different issues and approaches that have guided historians in the effort to grasp a moment or event in the past. The colloquia are intended to show students how historians make history, not how to do research on their B.A. essay, which is the purpose of the senior seminar. H. Gray. Winter.

296. History Colloquium: Disaster as History. Class limited to ten students. This colloquium examines the problem of historicizing human disasters. Although some readings cover catastrophes distant in time and space, most concentrate upon American history of the nineteenth and twentieth centuries. Discussions focus upon defining narrative genres, historical methodology, use of sources, and, where possible, local history. N. Harris. Autumn.

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

298. B.A. Essay Seminar. Required of history concentrators writing B.A. essays. This seminar meets weekly and provides students with a forum within which research problems are addressed, conceptual frameworks are refined, and drafts of the B.A. essay are formally presented and critiqued. Staff. Autumn.

436. Russian History to 1689. PQ: Consent of instructor. R. Hellie. Autumn.

437. Russian History, 1689-1917. PQ: Consent of instructor. R. Hellie. Winter.

458. Mongol World Empire (=Hist 458, NEHist 329). PQ: Consent of instructor. J. Woods. Spring.

474. U.S. Women and Gender (=GendSt 274, Hist 474). PQ: Advanced standing and consent of instructor. A. Stanley. Autumn.

489. Colloquium: Museum Culture (=ArtH 496, Hist 489). Class limited to ten students. N. Harris. Winter.

495. Law and Social Theory. PQ: Consent of instructor. W. Novak. Winter.

531. German History and Historiography. PQ: Consent of instructor. Advanced knowledge of German. M. Geyer. Winter.

545. Rousseau's Confessions (=Fndmtl 204, Hist 545, SocTh 552). PQ: Consent of instructor. K. Weintraub. Winter.

546. Goethe's Poetry and Truth (=Fndmtl 205, Hist 546, SocTh 558). PQ: Consent of instructor. K. Weintraub. Spring.

642-643. The Present as History I, II (=Hist 642-643, JewStd 642-643). M. Postone. Winter, Spring.

657. History and Memory in the Twentieth Century (=Hist 657, JewStd 642-643). P. Novick. Spring.

765-766. Seminar: Modern Japanese History I, II (=Hist 765-766, Japan 523-524). T. Najita. Autumn, Winter.