History

The discipline of history allows students to explore the experiences of peoples in different times and places. The topics students may choose to explore are various. They can include themes such as social, cultural, legal, intellectual, military, or gender history. Also, students may choose to study migration, minorities, slavery, modernism, colonialism, or revolution. (The geographic and thematic fields offered regularly by the department follow.) The B.A. essay, which students complete during their fourth year, is the culmination of the program. The essay is an extended piece of original primary research focusing on a significant issue.

The study of history is excellent preparation for almost any field of endeavor because it provides students with important analytical tools that can serve a variety of purposes.

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. The preceptor positions are filled by advanced graduate students. Along with conducting the B.A. seminar, they serve as program advisers for history concentrators. (To be assigned a preceptor, students should consult with the program assistant in SS 225 during office hours.) Students who are interested in studying abroad must see the undergraduate adviser during their second year. History concentrators then construct their programs of study in consultation with the preceptor, the undergraduate adviser, and other appropriate faculty members. Students should think of the concentration program as an integrated whole that is 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).

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 meet the Collegiate requirements most relevant to history during the first two years. This applies especially to the civilization 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 College's competency requirement. 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. Students are also encouraged to take the survey courses as an introduction to the field in which they are interested.

Courses. Twelve quarter courses in history are required for a concentration 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, the preceptor and undergraduate adviser are available 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 civilization 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:

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 civilization 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 civilization sequence, in addition to the one they have taken to meet general education requirements.

History Colloquium. Before the end of their third year, history concentrators must 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, because the colloquia are intended to be departmentwide in appeal, students need not seek a colloquium in which reading content matches their field. 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 21 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. An information meeting will be held in the spring quarter to facilitate and explain this process. In addition, students are required to meet with their preceptors before May 21 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 either 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. The B.A. essay seminar is to assist students in developing their bibliographic, research, and writing skills; and to provide 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 (History 298) during the autumn and winter quarters of their last full year in the College. The conveyor 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.

B.A. topics often emerge out of previous course work, issues raised in the History Colloquium, or problems posed in everyday life that can be profitably thought about historically. Students may find inspiration in such diverse places as historical writing, fiction, film, or spectator sports. Sources for the B.A. may include archives, oral history, material culture, music, or film.

In all cases, the final deadline for submission of the B.A. essay is the second week of spring quarter. This deadline represents a final, formal submission, and students are expected 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 who is selected by the undergraduate adviser.

Concentrators 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 the money available for foreign language study (FLAS).

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 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.

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 296 or 298.) A Pass grade is to be given only for work of C- quality or better.

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

101. Introduction to African Civilization II (=Anthro 208, Hist 101, SocSci 226). This course presents the political, economic, social, and cultural development of sub-Saharan African communities and states from a variety of points from the precolonial past up to the present. This course focuses on a comparative archaeological and ethnographic exploration of states and cities in East and West Africa, including an intensive examination of a stateless society in a modern postcolonial state (the Luo of Kenya). M. Dietler, I. Herbich. Winter.

103-104. Greek: Antiquity to Byzantine Era I, II. PQ: Enrollment in Athens foreign study program. This "full immersion" course, based in Athens, examines the literary, artistic, and material evidence for ancient Greece from prehistory through to the Byzantine period as well as considering the role of the classical past in the more recent history of Greece. Classroom discussion of selected texts is interspersed with excursions to important sites in Attika and beyond where faculty and guest speakers deliver on-site lectures. Students also prepare presentations on sites of their choosing. Opportunities for beginning or continuing instruction in Ancient Greek is also available. J. Hall. Spring.

117. Saints in the Medieval World (=DivHC 220, Hist 117). L. Pick. Autumn.

118. Pilgrimage (=DivHC 221, Hist 118). L. Pick. Spring.

119. Medieval Europe. PQ: Western Civilization sequence or equivalent. This lecture/discussion course begins with an overview of the chronology and geography of Europe in the Middle Ages. The course centers on major issues between 1000 and 1300: the pursuit of holiness, crusades, commercial revolution, courtly love, universities, Jews and Muslims, and cities and citizenship. Authors include Hildegard of Bingen, Andreas Capellanus, Thomas Aquinas, and Oldradus de Ponte. J. Kirshner. Autumn.

129. Gender/Politics in Europe, 1789 to 1945. This course is an introduction to European gender history, covering the period from 1789 to 1945. Our focus is the realm of traditional politics, centered on the question of how women could be citizens. We look at how different groups of women tried to claim citizenship and gain access to the political process, and how they mobilized to achieve their goals. We consider in particular the differing ways in which women conceived of themselves as citizens, and the conflicting ideological perspectives and national or regional particularities that lay behind those differences. M. Feinberg. Autumn.

130. History of the Idea of Europe. PQ: Having met the general education requirement in civilization studies is helpful. This course maps the construction of the imaginary boundaries and culture of the European continent. To this end, this course offers a genealogy of the civilization concept in early modern Europe. It traces the emergence and codification of those geocultural attributes reputed to be distinct to European "civilization." We also consider how sociological differences were reconceived in the wake of the new theories of cultural comparison, codifying anew exclusions already internal to European society. B. Naddeo. Spring.

131-132-133. History of Western Civilization I, II, III. PQ: Must be taken in sequence. This course sequence meets the general education requirement in civilization 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; the amount of material covered is the same, whether the student enrolls in the autumn-winter-spring quarter sequence or in the summer quarter sequence. Staff. Summer; Autumn, Winter, Spring.

135-136-137. America in Western Civilization I, II, III. PQ: Courses must be taken in sequence. This course sequence meets the general education requirement in civilization 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 sequence is not a general survey of American history.

139-140-141. Introduction to Russian Civilization I, II, III (=Hist 139-140-141, SocSci 240-241-242). This course sequence meets the general education requirement in civilization studies. This three-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 1700; the second, to 1917; and the third, since 1917. 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 discussions 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; R. Hellie, Winter, Spring.

142. Reading Contemporary Chinese Culture (=Chin 166, Hist 142). PQ: EALC 109. This introductory course covers the literary and visual culture of contemporary China, Hong Kong, and Taiwan. We read fiction, study artwork, examine public posters, and watch films 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.

147. Frontiers in Modern East Asia (=EALC 147, Hist 147, Japan 147, Korea 147). PQ: EALC 108 or equivalent. We examine the transformation of the frontier zones of the old empires into the border regions of the new nation-states. We consider areas such as Hokkaido, Okinawa, Manchuria, Yunnan, and Xinjiang among others in terms of international rivalries, community relationships, and imaginative reconstructions. We use a variety of approaches such as the theory of the frontier, the history of anthropology, and concepts from the study of nationalism and imperialism to illuminate the problems. P. Duara. 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 meets the general education requirement in civilization studies. This is a three-quarter sequence on the civilizations of China, Japan, and Vietnam, 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 Korea from the eighteenth to the twentieth century. P. Duara, Autumn; J. Ketelaar, Winter; Staff, 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 course sequence meets the general education requirement in civilization studies. May be taken in sequence or individually. 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. Not offered 1999-2000; will be offered 2000-2001.

164. Anthropology of Intellectuals. C. Lomnitz. Autumn.

165. Latin American Political Imagination. This course explores four major veins of political thought in nineteenth- and twentieth-century Latin America: liberalism, conservatism, socialism, and anarchism. We contrast political writings and proclamations with popular and pragmatic constructions of politics and political power, alternating weekly between them. We emphasize primary sources. C. Lomnitz. Winter.

173-174-175. Science, Culture, and Society in Western Civilization I, II, III. This course sequence meets the general education requirement in civilization 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.

178. U.S. Popular Culture, 1870-1940: Shopping and Amusements in the City. This lecture/discussion course examines the role of popular and mass culture in reshaping American identities in the late nineteenth and early twentieth centuries. Popular culture forms (such as the amusement park, the dance hall, and the department store) represented arenas in which social boundaries could be transgressed and subjectivity could be remade. We focus on the cultural transformations and debates that surrounded the rise of leisure, commercial culture, and consumption as new domains of self-expression. Using both sources from the period and secondary literature, we examine the role of popular culture in formulating ideas about class, gender, race, and sexuality for Americans in the twentieth century. K. Reilly. Spring.

182. Postwar American Culture: 1945 to 1970 (=GendSt 182, Hist 182). This course (primarily discussion, with some lectures) focuses on the cultural politics of national identity, race, ethnicity, class, gender, and generation in the quarter-century following World War II, a period of dramatic cultural change, political debate, and economic and spatial reorganization. We pay special attention to suburbanization and urban change; the changing nature of work and consumption; postwar modernism, antimodernism, and social criticism; mass culture and the counterculture; the domestic cold war and the debate over the Vietnam War; and the civil rights movement and the rise of the new social movements of the left and right. Throughout, we reflect on the contemporary debate over how to remember and judge the "fifties" and "sixties." G. Chauncey. Spring.

186. U.S. Economy and Capitalism, 1790-1920. It is well-known that by 1920, the U.S. economy was the world's strongest, and that American business firms were global leaders in agriculture, manufacturing, and marketing. But what were the sources of this development, and what did it mean for the lives of the Americans who created it? To address these questions, we examine several major topics, including the commercialization of agriculture; frontier expansion; the work of women, men, and children; the role of merchants and manufacturers; and the rise of big business and corporate culture. Students are provided with a guide to the social and institutional origins of twentieth-century capitalism. M. Wilson. Winter.

202/302. Modern Africa. This course covers South Africa from the 1600s and 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.

203/303. The Spartan Mirage (=AncSt 236, ClCiv 236/336, Hist 203/303). From Herodotos to Hitler, ancient Sparta has continued to fascinate. Yet the image we possess of the most important state of the Peloponnese is largely the projection of outside observers for whom the objectification of Sparta could serve either as a model for emulation or as a paradigm of "otherness." We examine the extant evidence for Sparta, from its origins through to its repackaging in Roman time, as well as the way Sparta has been imagined from antiquity to the present day. The class thus serves as a case study in discussing the writing of history and in attempting to gauge the viability of a non-Athenocentric Greek history. J. Hall. Winter.

205/305-206/306. Byzantine Civilization I, II. This lecture/discussion course uses original texts in translation as well as Modern Interpretations. Topics include spirituality, ceremony, apocalypses ragiography, encyclopaedism, rhetoric, and mentality, and their relationship to economy and society. W. Kaegi. Autumn, Winter.

210/310. The Economy of the Roman Empire (=AncSt 229, ClCiv 229/329, ECL 329, Econ 220, Hist 210/310). The course begins with a brief introduction to Roman imperial history, and then considers the following topics: agrarian production, the economic consequences of urbanization, the types of labor including slaves, the legal institutions for business and investment, and the economic consequences of the demographic structure. Class format includes lecture and discussion of ancient texts. R. Saller. Spring.

212/312. Modern Irish History. This course is a survey of Irish history from the Union (1800) to the Treaty (1921). We cover topics including the development of Irish nationalism, the rise of the Catholic confessional state, the struggle for the land, and the acquisition of a new cultural identity by the Irish people. E. Larkin. Autumn.

213/313. Forging an English Nation. This course explores the transformation of English political culture in an era of revolutions. Elizabethan England was a culturally vibrant, if somewhat second-rate European kingdom. The three kingdoms that Queen Anne inherited at the beginning of the eighteenth century were already seen as a first-rate European and imperial power. In between the reigns of these two queens England experienced a series of cultural, political, social, and religious revolutions. This discussion-oriented course explores these developments by examining a variety of the exciting literary, political, religious, and economic writings of the period. Readings include works by John Locke, William Shakespeare, John Milton, Andrew Marvell, John Dryden, and Daniel Defoe. S. Pincus. Winter.

218/318. Byzantine Empire, 1025-1453. This lecture/discussion course focuses on changes in the Byzantine Empire between the eleventh and fifteenth centuries. We examine external challenges from the Seljuk and Ottoman Turks, the Crusades, and the rise of Bulgarian and Serbian principalities. We reexamine economic conditions and military and fiscal institutions. Religious topics, such as problems of schism with Rome, Bogomilism, and Hesychasm, receive some attention. Primary and secondary source readings include histories of Michael Psellus and Anna Comnena, as well as Ostrogrosky's History of the Byzantine State and D. Nicol's Last Centuries of Byzantium. W. Kaegi. Winter.

219/319. Early Modern Europe. S. Pincus. Autumn.

220/320. Europe in the Early Middle Ages. This course is the first in a two-quarter sequence intended to prepare students for in-depth study of the history of Europe in the Middle Ages. Its purpose is to familiarize students with the principal characters and events of Western European civilization from the conversion of the Roman Empire in the fourth century to roughly the end of the first millennium. Its focus is on close reading of important primary sources supplemented by intensive study of relevant scholarship. Historiographical themes include the problem of conversion, the break-up of the Mediterranean world and subsequent cultural interaction between the three medieval "heirs of Rome," the origins of Latin Christendom and the European kingdoms, and the special role of the Church in the formation of a distinctive European culture. R. Fulton. Winter.

221/321. Europe in the High Middle Ages. This course is the second in a two-quarter sequence intended to prepare students for in-depth study of the history of Europe in the Middle Ages. Its purpose is to familiarize students with the principal characters and events of Western European civilization from the beginning of the Gregorian Reform through the devastation of the Black Death. Its focus is on close reading of important primary sources supplemented by intensive study of relevant scholarship. Historiographical themes includes the reform of the Church, the development of secular and ecclesiastical monarchies, the revival of towns, trade and scholarship in the context of the Crusades, and the problem of heresy and persecution. R. Fulton. Spring.

222/322. Machiavelli. The course concentrates on Machiavelli's Prince, Discourses, History of Florence, and Art of War. We examine the question of how these relate to one another in understanding Machiavelli's political and historical thought, and on the roles played by Machiavelli's interpretation of the ancient past and his view of contemporary political crisis in the evolution of his ideas. H. Gray. Spring.

225/325. Europe, 1648-1848. A general introduction to 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. The course is conducted primarily by lecture. Readings include both primary and secondary sources. J. Goldstein. Winter.

227/327. European Law from Medieval to Modern. A survey of the history of European law from the fall of the Roman Empire to the establishment of the European community. Special emphasis is put on Continental legal systems, although references are also made to common law systems and to America's contribution to the development of European law. Discussion includes such questions as the sources and nature of law, the organization of legal systems and the relationship between law and society, law and religion, law and law-maker. Primary and secondary sources are used. T. Herzog. Autumn.

228/328. History, Biography, and Letters (=Eng 385, Hist 228/328). J. Craig. Spring.

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.

232/332. Europe: 1920s-1990s. This course serves as an introduction into the history and historiography of Europe between World War I and World War II and the nature of postwar stabilization and recovery. The course concludes with an evaluation of the remarking of eastern and western Europe in the 1980s and 1990s. Each week an overview lecture develops a general theme and a more open-ended workshop explores a related case study. Staff. Spring.

236/336. Spain, 1700-1940. A survey of the history of Spain in the nineteenth and twentieth century. Major themes include the ward of independence, liberalism, nationalism, and the civil war; and the regimes that followed it. Though emphasis is placed on political, social, and religious questions, some attention is also given to other developments in modern Spain, such as the development of folklore and the arts. We mostly read secondary sources, but also use some primary documents. Some films may also be screened. T. Herzog. Autumn.

240/340. Love and Eros in Japanese History (=GendSt 240, Hist 240/340, Japan 240/340). J. Ketelaar. Spring.

242/342. Introduction to Politics and Culture in Modern Japan (=EALC 242/342, Hist 242/342). The focus of this course is on the "postindustrial" reflections in twentieth-century Japan on modernity, historical change, and identity. The central questions is: Is a distinctive identity possible in the process of radical industrial transformation; or is change inevitable and, hence, "identity" an ideological promise? We place our discussion within the political context of the modern nation-state. T. Najita. Autumn.

243/343-244/344. History of Modern China: 1600 to Present I, II (=Chin 290-291, EALC 290-291, Hist 243/343-244/344). PQ: Hist 151 or consent of instructor. This two-quarter sequence lecture course presents the main intellectual, political, economic, and social trends in modern China. The course covers the ideological and organizational structures, and the social movements that define a process variously described in Western literature as modernization, reform, and revolution, or as political development. Readings are in the secondary literature. Emphasis is on institutional and intellectual developments during this period, especially in the twentieth century. Some attention is paid to historiographic analysis and criticism. Texts in English. G. Alitto. Autumn, Winter.

245/345. Reading Qing Documents (=Chin 245/345, EALC 245/345, Hist 245/345). PQ: Chin 213 or equivalent. This reading/discussion course covers 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.

249/349. Social Policy in Europe, 1815 to the Present (=Educ 391, Hist 249/349, PubPol 392). This course examines the antecedents, evaluation, and alleged "crises" of the welfare state, with emphasis on policies concerning education, the family, the labor market, income distribution, health, and regional development. Themes include the social, intellectual, and political origins of social policies; the diffusion of various models of the welfare state; and the ways in which social policies have interacted with the opportunities and choices of individuals and private corporate actors. We consider efforts to develop a theory of the welfare state, including structural-functionalism, neo-Marxist political economy, historical sociology, the "new" institutional economics, and public choice theory. J. Craig. Winter. Not offered 1999-2000; will be offered 2000-2001.

252/352. Population, Education, and Social Change in Modern Europe (=Educ 372, Hist 252/352, Sociol 248/348). This lecture course examines the social history of nineteenth- and twentieth-century Europe, with particular emphasis on the causes and consequences of demographic and educational patterns and changes. The focus is on individual and familial strategies concerning nuptiality, fertility, migration, schooling, and, by extension, social mobility; and on the ways in which these strategies interact with economic and social changes and the related public policies. The course is informed by the relevant social and demographic theories, including the experiences of the Third World. J. Craig. Winter.

256/356. Orientalism and Historiography. R. Khalidi. Autumn.

258/358. History of the Islamic Middle East II: 1200 to 1700 (=Hist 258/358, NEHist 287/387). This course surveys 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. 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.

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.

270/370. U.S. Women’s History. A. Stanley. Winter.

277/377. The Peopling of America I: To 1900. May be taken in sequence with Hist 278/378 or independently. 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 international migration, exploring implications for the migrants themselves and for national development and policy formation. K. Conzen. Autumn.

278/378. The Peopling of America II: 1900 to Present. 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 and immigration from Europe, Mexico, the Caribbean, and Asia. The course emphasizes the lived experiences of migrants and their communities but also addresses 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. Winter.

283/383-284/384. American Legal History I, II. W. Novak. Autumn, Winter.

285/385. Seventeenth-Century America, 1700-1763. Traces the settling of the English colonies in America, within the wider perspective of European and Atlantic history. Emphases include the growth of empire, the role of Puritan religion, and the social history of the colonies. E. Cook. Spring.

290/390. America and the World. 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. Weekly readings and discussions emphasize the analysis of primary source materials, including newly available materials in translation from Russian, Eastern Europe, and Chinese archives, and the careful reading of key historical monographs. B. Cumings. Autumn.

292/392. Commerce, Luxury, and Consumption in the Early Modern Era (Sixteenth through Nineteenth Century) (=Eng 189/407, Hist 292/392). This course examines the recent literature on consumerism in early modern Europe, focusing on Britain, the Netherlands, France, and Italy. The first part of the course is historiographical and methodological. We examine the value of techniques and methods drawn from economic, social and art history; literary studies; and anthropology, sociology, and cultural studies. The second of the course considers a series of case studies that include narratives of modernity; the luxury debate in mid-eighteenth-century France and England; reproductive engraving; shops and shopping; the female reader; the male fop; fashion and design in the textile industry; culinary implements; and colonial produce, especially sugar. J. Brewer. Spring.

293/393. Human Rights I (=Hist 293/393, Law 412, Philos 316, PolSci 339). This course deals with the philosophical foundations of human rights. The foundations bear on basic conceptual and normative issues. We examine the various meanings and components of human rights and the subjects, objects, and respondents of human rights. We ask questions such as: Who has the rights? What they are rights to? Who has the correlative duties? What methods of argument and implementation are available in this area? The practical implications of these theoretical issues are also explored. A. Gewirth. Autumn.

294/394. Human Rights II (=Hist 294/394, Law 413, PolSci 340). This course is concerned with the historical evolution of the modern human rights regime. It discusses human rights origins as a produce of the formation and expansion of Western nation-states. It juxtaposes the Western origins with competing, non-Western systems of thought and practices or rights. It assesses in this context the "universality" of modern human rights norms. The course proceeds to discuss human rights in its two prevalent modalities. First, it discusses rights as individual protection of personhood and the modern, Western notion of individualism entailed therein. Second, it discusses rights as they affect groups or states and limit their actions via international law (e.g., formal limitations on war). M. Geyer. Winter.

295/395. Human Rights III (=Hist 295/395, IntRel 579, Law 479, Pathol 465, PolSci 341). This course examines the main features of the contemporary human rights system. It covers the major international treaties, and the mechanisms, international, regional, and national, established to implement them. We also discuss the uses and limitations of the international treaty system, and the relationship between international obligations and domestic implementation. Problems of rights implementation are related to issues of evidence, professional ethics and political feasibility. 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. J. Bhabha, R. Kirschner. Spring.

296. History Colloquium: Historiography. The goals of the history colloquia are 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: Doing Intellectual History (=Hist 296, Japan 296). Reading and discussion of various conceptual issues that might be considered in doing intellectual history. Historiographical reading focuses on questions such as the nature of texts and authorship, as well as on the relationship between action and thought. Specific historical narratives are reviewed and critiqued. T. Najita. Spring.

296. History Colloquium: Nazi Genocide and War. The goals of the colloquia are 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. In this course we debate, with an eye on the empirical evidence, the following topics: (1) World War II in Eastern Europe with special reference to Russia, Yugoslavia, and Greece; (2) the place of the holocaust within this genocidal war; and (3) the effort to redefine war crimes and crimes against humanity against the background of World War II. M. Geyer. Spring.

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

298. B.A. Essay Seminar. PQ: Hist 296. Hist 298 and 299 form a two-quarter sequence that is required of history concentrators 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 throughout autumn and winter quarters. Staff. Autumn.

299. B.A. Essay Preparation. PQ: Hist 298. Hist 298 and 299 form a two-quarter sequence that is required of history concentrators with fourth-year standing who are writing B.A. essays. Consent of instructor and the history undergraduate adviser. Students are required to submit the College Reading and Research Course Form. 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 throughout autumn and winter quarters. Staff. Winter.

421. Intellectuals in the Twelfth Century. PQ: Advanced standing and consent of instructor. R. Fulton. Spring.

456. The Age of Timur. PQ: Advanced standing and consent of instructor. J. Woods. Spring.

523. Colloquium: Modern Irish History. PQ: Hist 212. Advanced standing and consent of instructor. E. Larkin. Winter.

540. Europe, Colonialism, and Globalism. PQ: Advanced standing and consent of instructor. Meets with Hist 748. R. Austen. Autumn.

551. Austrian History, 1740-1955. PQ: Advanced standing and consent of instructor. Fluent reading knowledge of German. J. Boyer. Spring.

580. Introduction to the Study of the Middle East I (=Arab/I 441, Hist 580, NEHist 456). PQ: Advanced standing and consent of instructor. J. Woods. Autumn.

581. Introduction to the Study of the Middle East II (=Arab/I 442, Hist 581, NEHist 457). PQ: Advanced standing and consent of instructor. J. Woods. Winter.