History at OSU:Winter2010Courses

Course Description Booklet

Winter Quarter, 2010
The Department of History, The Ohio State University
Undergraduate History Office, 110 Dulles Hall, 292-6793

The Department of History has compiled information in this booklet to assist students in selecting courses for Winter Quarter, 2010. The descriptions are accurate as of October 9, 2009. Please be aware that changes may be made.

A printed version of the coursebook is also available in the History office, 106 Dulles Hall.

AFRICAN HISTORY

HISTORY 121 AFRICAN CIVILIZATIONS TO 1870
5 Cr. Hrs.

This course surveys the history of pre-modern African civilization with a focus on specific episodes in the continent’s political, economic and cultural developments. We will explore some of the internal and external factors that account for the rise and decline of various African empires and states as well as the impediments the continent encountered in the course of its economic, political and cultural developments prior to formal colonial domination.

Time                Meeting Days               Instructor
11:30-12:48     MW                             Barchiesi
11:30; 12:30    T or Thurs (recitation)

HISTORY 122 AFRICAN CIVILIZATIONS 1870 TO THE PRESENT
5 Cr. Hrs.

Using a multi-disciplinary approach and a variety of teaching materials (including movies and documentary films), this course will explore specific episodes in Africa’s political, social, and economic history from 1870 to the present. Focusing on European colonialism, African liberation struggles and subsequent emergence of modern nation states, we will attempt to trace the historical roots of Africa’s putative economic stagnation and persistent political conflicts, and how Africans grappled with these challenges. Our themes will include struggles for national liberation, the contributions of African Americans in African liberation struggles in the form of Pan Africanism, the search for continental unity, the formation of regional economic blocs, the cold war and its effects, debt crises, civil wars and genocides, the HIV pandemic, and the effects of droughts on national and regional conflicts. While Africa has continued to lag behind most of the world in economic development and political stability, it will be historically inaccurate to neglect the continent’s success stories. We will therefore pay close attention to areas where the continent has made and is still making significant progress. Through novels, music and movie clips, students will be exposed to modern African cultures in the context of globalization.

Time                Meeting Days               Instructor
11:00-12:18     TR                               Kobo, O.
10:30; 11:30    MW (recitations)

Assigned Readings: To be decided but will include a textbook and a course reader.

Assignments: Assignments will include a map quiz, in-class quizzes, a take-home midterm and final exam.

HISTORY 541.02 HISTORY OF ISLAM IN AFRICA
5 Cr. Hrs.

This discussion-driven course explores the historical, religious, political and cultural aspects of the expansion of Islam in Africa from about the 9th century CE to the present. It will address historical contingencies that account for Islam's local receptivity as well as its dynamic interactions with local cultures, politics, traditional religions, Christianity and European colonialism. The course primarily seeks to understand the transformative relationship between Islam and African religious and cultural expressions in order to tease out the ways by which Islam transformed and was transformed by indigenous religious knowledge and cultures. While the Islamization of Africa is important for understanding African history, the Africanization of Islam is equally important and will be our main theme. Thus, we will analyze the processes by which Africans localized Islamic intellectual traditions, healing practices, music, arts, cultural norms and formal and informal Islamic festivals in order to reconstruct local Muslim cultural and political identities. We will further explore how Islam reconfigured social, political and gender relations throughout its history in Africa by examining different Muslim institutions such as Sufi brotherhoods and Mahdism that led to the founding of political organizations and states. We will proceed to consider shifting strategies of coexistence and accommodation between Muslim leaders and colonial as well as post-colonial regimes. Rather than homogenizing Islam in Africa, we will explore diverse religious practices across time and space even as we pay attention to common denominators and patterns.

Time Meeting Days Instructor
1:30-3:18 TR Kobo

Assigned Readings: To be decided but will include two major text books and two novels, in addition to journal articles.

Assignments:
Midterm and final exams;
Research paper—12-15 pages;
Active participation is mandatory

Prerequisites and Special Comments:
Prior knowledge of African and or Islamic history, at least at the introductory level, is essential but not required. Students without any knowledge of African or Islamic history may combine this course with History 121 (African civilization to 1870). Group A, pre-1750.

AMERICAN HISTORY

HISTORY 151 AMERICAN CIVILIZATIONS, 1607-1877
5 Cr. Hrs.

This course surveys the political, constitutional, social, and economic development of the U.S. from the Colonial Period through the Era of Reconstruction. This course, in conjunction with HIS 152, furnishes one of the sequence requirements for the LAR and GEC. Not open to students with credit for History 150.01.

Time                Meeting Days               Instructor
8:30-10:18       MW
*9:30-10:18     MWF                           Brooke
10:30-12:18     MW
11:30-1:18       TR
12:30-2:18       MW
*12:30-1:48     MW                             Alexander
2:30-4:18         MW
3:30-5:18         MW
3:30-5:18         TR
5:30-7:18         MW
*Students signing up for this section must also sign up for a recitation section.

HISTORY 152 AMERICAN CIVILIZATIONS SINCE 1877
5 Cr. Hrs.

This course surveys the political, constitutional, social, and economic development of the U.S. from the Era of Reconstruction to the present. This course, in conjunction with HIS 151, furnishes one of the sequence requirements for the LAR and GEC. Not open to students with credit for History 150.02 or History 150.03.

Time                Meeting Days               Instructor
8:30-10:18       TR
*10:00-11:18   TR                               Fernandez
11:30-1:18
12:30-1:18       TR
*2:30-3:48       MW                             Conn
2:30-4:18         MW
3:30-5:18         TR
4:30-6:18         MW
5:30-7:18         TR
*Students signing up for this section must also sign up for a recitation section.

HISTORY 310 HISTORY OF OHIO
5 Cr. Hrs.

A general survey of Ohio’s social, economic, religious, geographical, and political history from the Indian period to the present time.

Time Meeting Days Instructor
3:30-5:18 MW Coil

Assigned Readings:
Van Tine & Pierce (eds.) Builders of Ohio, OSU Press
One other reading to be determined

Assignments:
Midterm, Paper, Final exam

Prerequisites and Special Comments:
Group B, post-1750.

HISTORY 322H HONORS NATIVES & NEWCOMERS: IMMIGRATION AND US
5 Cr. Hrs. MIGRATION

Immigration and migration have been permanent features of American history. From the first indigenous peoples who migrated throughout the continent, to British explorers in search of wealth, Irish farmers fleeing famine, African Americans heading North during the Great Migration, or Mexican miners attracted by recruiters, people have for centuries been in motion throughout what is today the United States. This course will critically examine the dynamics of immigration and migration throughout our history and explore the perspective of both “natives” and newcomers. We will also consider the gendered nature of mobility by asking how women and men experienced im/migration differently and were positioned differentially in relation to both the “host” and the “home” culture.

Time Meeting Days Instructor
1:30-3:18 TR Fernandez

Assigned Readings(tentative):
Two to three texts and course packet

Assignments(tentative):
Discussion leading, two short papers, final term paper.

Prerequisites and Special Comments:
(Open to Honors Students). Fulfills the following GEC requirements: Historical Study & Social Diversity in the United States. History majors, fulfills Group B, Area 6, post-1750.

HISTORY 323.01 HISTORY OF AFRO-AMERICANS IN THE AGE OF SLAVERY
5 Cr. Hrs.

The history of African peoples in the United States has largely been a chronicle of strivings for liberation, justice and equality. Much of this story represents Black people’s desires to retain their racial identity and autonomy, to build community and create a sense of nationalism, while simultaneously asserting their right to be treated as equal American citizens. Thus, this course examines the lives, labors and culture of Africans during enslavement and their struggle for freedom. We will begin by exploring the process of, and justification for, African enslavement by focusing on the structure of slavery in the United States, and the differing conditions for Black people in the Northern and Southern regions of the country. Students will be introduced to the legacy of African heritage in the development of Black cultural institutions and labor systems. In particular, we will explore the role of African culture in community development and methods of resistance.

This course also examines the conditions of free Blacks, and emphasizes their quest for social and political inclusion. As a result, we will discuss the ways in which free Blacks protested against the racism in the United States by forming associations, building institutions, and various emigration schemes. Ultimately, we will conclude with the Civil War and Reconstruction, focusing upon the ramifications of the Emancipation Proclamation and the participation of Black soldiers. Students in this course will learn how all of these issues represent the larger narratives in which Black people fought and persevered in the United States.

Time Meeting Days Instructor
3:30-5:18 MW Alexander

Prerequisites and Special Comments: Groups A & B, pre & post-1750.

HISTORY 325 INTRODUCTION TO WOMEN’S HISTORY: THE AMERICAN
5 Cr. Hrs. EXPERIENCE

This course surveys the history of both individuals and groups of American women from pre-European settlement to the present. Through lectures and class discussions we will consider the experiences of women of different classes, races, sexualities and ethnic groups in relation to broad categories such as work, family, sexuality, politics and ideology.

Time Meeting Days Instructor
9:30-11:18 MW Hegarty

Prerequisites and Special Comments: Groups B, post-1750.

HISTORY 332 JEWS IN AMERICAN FILM
5 Cr. Hrs.

This course will compare perceptions of Jewish life as they are exemplified and popularized through Hollywood films, with the historical reality as it has been described by scholars and those who experienced the events. For each topic, a book or series of readings will be assigned in conjunction with a film. Following the film there will be a discussion of the ways in which the film portrayed reality, the sources, and the significance of both accurate and inaccurate portrayals.

This course will meet three objectives. First, the combination of readings and films will ground students in some main themes of modern Jewish history. Second, the opportunity to compare and contrast factual information with stories on film will help foster critical thinking, particularly with reference to popular culture. Third, a focus on methods for university reading and writing will help students in these critical areas. Successful completion of the course will therefore require the development of skills in reading, analysis and writing.

Time Meeting Days Instructor
9:30-1:18 F Goldish

Assigned Readings:
Hasia Diner, A New Promised Land: History of Jews in America (NY: Oxford, 2003)
Eva Hoffma, Shtetl (New York: Houghton Mifflin, 1997)
Isaac Metzker, A Bintel Brief (New York: Schocken, 1971)
Elie Wiesel, Night, (New York; Bantam, 1982)
Course packet with remaining readings, available from Grade A Notes, 22 E. 17th Ave

Assignments:
Quizzes, short paper and a final examination.

Prerequisites and Special Comments: Group B, post-1750.

HISTORY 368.01 INTRODUCTION TO NATIVE AMERICAN HISTORY
5 Cr. Hrs.

In this survey course, we shall explore American Indian history from precontact times to the present. We shall examine Native American societies and their interactions with other societies in what is now the United States. We shall look at personal relations, economic interactions, socio-cultural interactions—and their impacts on both Indians and non-Indians in North America. While most of our time will be spent on developments in the seventeenth, eighteenth, and nineteenth centuries, we shall also look at twentieth-century developments, especially federal government Indian policies and how Indians have reacted to those policies.

Time Meeting Days Instructor
1:30-3:18 TR Blackford

Assigned Readings:
Donald Jackson, ed., Black Hawk: An Autobiography
James Welch, Fools Crow
Susan Andrews & John Creed, eds., Authentic Alaska: Voices of Its Native Writers

Assignments:
Grading will be based on three 7-page long essays (each 33 1/3%).

Prerequisites and Special Comments: Group B, pre & post-1750.
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HISTORY 387 HISTORY OF AMERICAN CAPITALISM
5 Cr. Hrs.

A lecture-discussion course, History 387 surveys the evolution of “American capitalism” within the larger framework of the development of western societies: from pre-capitalist economies of the medieval period to the “post-industrial” capitalism of the mid-to-late 20th century. We will focus on several themes: evolution of the firm (business strategies, firm structures); evolution of business-government relations (regulation, antitrust, and fiscal and monetary policies); evolution of management-labor relations; interactions between business and society; and, general developments in economic thought, science, and technology.

Students will gain factual and conceptual knowledge of the development of American capitalism that will furnish a basis for comparison to other nation states’ experience in the history of business enterprise, which are covered in History 587.01 and 587.02.

I have designed the course (degree of sophistication, reading assignments and exams) to be a 300-level course in History. Students will write essays and short answers on topics that require integration of the reading and lecture material. Thus, a third objective of the course is to improve the student’s abilities in analysis and writing.

Time Meeting Days Instructor
9:30-11:18 MW Childs

For a previous syllabus of this course, go on the web to:

http://people.cohums.ohio-state.edu/childs1/387%20Syllabus%Wi%2009.htm

Assigned Readings:
Books assigned in the class have included the following:

Horatio Alger, Ragged Dick and Mark, the Match Boy.
Harold Livesay, American Made: Men Who Shaped the American Economy. [new edition]
Upton Sinclair, The Flivver King: A Story of Ford-America.
Thomas K. McCraw, American Business, 1920-2000: How It Worked.
Recommended but not required: Blackford & Kerr, Business Enterprise in American History.

Assignments:
There will be a take-home mid-term; a take-home paper; a take-home final exam. I use Turnitin.com, so students will have to submit electronic versions of their papers.

Prerequisites and Special Comments: Group B, post-1750.
___

HISTORY 557.02 JEFFERSON & JACKSONIAN DEMOCRACY, 1800-1845
5 Cr. Hrs.

In this course we will be discussing the social, economic, cultural, and political history of antebellum America. We will explore the experiences of ordinary people, such as farmers, shopkeepers, factory workers, as well as famous names, such as Andrew Jackson and Harriet Tubman. We will also explore large-scale social processes such as the expansion of slavery, the growth of reform movements, and sectionalism in national politics.

Time Meeting Days Instructor
8:30-10:18 MW Cashin

Assignments:
Students will read John Mayfield, The New Nation, and several monographs; they will write a paper and take one exam. Students are expected to attend class and meet the course requirements.

Prerequisites and Special Comments: Group B, post-1750.

HISTORY 565 FROM THE NEW ERA TO THE NEW FRONTIER: THE UNITED STATES
5 Cr. Hrs. 1921-1963

Examination of the major political, economic, social and cultural changes in the USA from the end of World War I through the early 1960’s. Emphasis on economy and culture in the 1920’s, the Great Depression and New Deal reform in the 1930’s, World War II, the Cold War and the rise and decline of the 1950’s system.

Time Meeting Days Instructor
10:30-12:18 TR Stebenne

Assigned Readings:
William Leuchtenburg, The Perils of Prosperity (1993 ed.), chaps. VI-XIII
William Leuchtenburg, Franklin D. Roosevelt and the New Deal (1963), chaps. 3-13
John Hersey, Hiroshima (1985 ed.)
Melvyn P. Leffler, The Specter of Communism (1994), chaps. 1-4
Alan Ehrenhalt, The Lost City: Discovering the Forgotten Virtues of Community in the
Chicago of the 1950’s (1995)
Michael Harrington, The Other America: Poverty in the United States (1993 ed.), chaps.
1-9

Assignments:
A midterm, a final and a short (5-7 page) paper based on the assigned reading.

Prerequisites and Special Comments:
History 152 or H152 strongly recommended. Students planning to pursue a Masters in Education should note that this course satisfies one of the course requirements in history, Group B, post 1750.

HISTORY 752 READINGS IN AFRICAN-AMERICAN HISTORY
5 Cr. Hrs.

This course is designed to acquaint students with the origins and evolution of African American history from the late-eighteenth century up to the present. In addition to interrogating the basic questions of the field’s origins, we will also chart its theoretical, interpretative and methodological trajectory and its relationship to American history and other minority histories. A substantial amount of the course will examine the traditional literature on black historiography as well as newer work in literary and cultural studies. Significant attention will be given to oral and textual constructions of history and the burgeoning literature in memory studies and commemorative culture and its relationship to reconstructing the black past. We will also explore the transnational implications as well as the centrality of race, class and gender in discussions of African American history. Through the exploration of this historiographical terrain, students will be given the opportunity to examine how the particular approaches described above have influenced their specific area of interest in African American history.

Time Meeting Days Instructor
6:30-8:18 W Hall

Assigned Readings:
Stephen G. Hall, A Faithful Account of the Race: African American Historical Writing in Nineteenth Century America (Chapel Hill: University of North Carolina Press, 2009)
John Ernest, Liberation Historiography: African American Writers and the Challenge of History, 1795-1861 (Chapel Hill: University of North Carolina Press, 2003)
Mitch Kachun, Festivals of Freedom: Memory and Meaning in African American Emancipation Day Celebrations, 1808-1915 (Amherst: Univ of Massachusetts Press, 2003)
Elizabeth Raul Bethel, The Roots of African American Identity: Memory and History in Antebellum Free Communities ( New York: St Martin’s Press, 1999)
Kirk Savage, Standing Soldiers, Kneeling Slaves: Race, War and Monument in Nineteenth Century America. Princeton: Princeton University Press, 1997.
Wilson Jeremiah Moses, Afrotopia: The Roots of African American Popular History (Cambridge: Cambridge University Press, 1998)
Benjamin Quarles, Black Mosaic: Essays in Afro-American History and Historiography (Amherst: University of Massachusetts Press, 1988)
Jacqueline Goggin, Carter G. Woodson: A Life in Black History (Baton Rouge: Louisiana State University Press, 1993)
Paul Cimbala and Robert Himmelberg, Historians and Race: Autobiography and the Writing of History (Bloomington: Indiana University Press, 1996)
Julie Des Jardins, Women and the Historical Enterprise in America: Gender, Race and the Politics of Memory, 1880-1945 (Chapel Hill: University of north Carolina Press, 2003)
Maghan Keita, Race and the Writing of History: Riddling the Sphinx (New York: Oxford University Press, 2000
Pero Gaglo Dagobovie, The Early Black History Movement, Carter G. Woodson, and Lorenzo Greene. Urbana-Champaign: University of Illinois Press, 2007.

Assignments:
Attendance is required at all sessions. Students must submit documentation in order to make up missed assignments. All course announcements will be posted on Carmen. Students are encouraged to use this medium to conduct discussions, submit assignments and correspond with the instructor. Each student is responsible for leading the discussion at least once during the quarter. The discussion should focus on the importance and relevance of the material to the larger historiographical thrust of African American history as well as important theoretical and methodological approaches of the material. Use the Presentation Guidelines rubric that appears at the end of the syllabus as your guide in constructing you presentation. All discussants must submit of 4-5 page analysis of the book and related articles. Students may request to discuss books via the discussion list that has been constructed on Carmen for this purpose. A final list will be generated once all students have selected a book. Students are also required to write one 7-9 page book review essay of one of the books on the book review essay list located at the end of the syllabus. Review essays should be patterned on those that appear in American Quarterly, Reviews in American History and the American Historical Review. A sample review essay will be posted on Carmen. Lastly, all students will be required to write a historiographical paper on a topic related to African American historiography, but is reflective of your own particular interests. You should develop this topic in consultation with the instructor. Topics should be identified no later than the 7th week of class. A sample historiographic essay will be posted Carmen. All assignments should be submitted to the appropriate drop box on Carmen..

HISTORY 758.02 (757.02) AFRICAN AMERICAN HISTORIOGRAPHY
5 Cr. Hrs.

Readings in Nineteenth Century African American History
This reading colloquium is designed to accomplish two things. First, the course provides a deep survey of African American history during the nineteenth century. Second, it provides some exposure to changing historiographical issues by focusing even more deeply on topics of special importance—slavery, emancipation, migration, urbanization, etc. Ultimately, the successful completion of this course will enhance student preparation for comprehensive examinations in American and African American history.

Time Meeting Days Instructor
1:30-3:18 W Shaw

Assigned Readings: TBA

Assignments: two short papers, both designed to contribute to a long, final, paper assignment.

Prerequisites and Special Comments:
Waiting for History 757.02, please register for 758.02 and your registration will be updated once the course is approved.

HISTORY 774 HISTORY OF AMERICAN LAW AND SOCIETY SINCE THE CIVIL WAR
5 Cr. Hrs.

The history of American law and legal institutions, and their relationship to society, from the Reconstruction era through the recent past. Major topics explored in depth include the adoption of a “new” (post-Civil War) Constitution, the emergence of the modern U.S. legal profession, the rise and decline of laissez-faire constitutionalism, the legal system and the advent of the modern welfare state, the moderate constitutionalism of the New Deal era, the Brown decision and its consequences, and the constitutional basis of the new privacy.

Time Meeting Days Instructor
3:50-5:40 W Stebenne

Assigned Readings:
Robert J. Kaczorowski, The Politics of Judicial Interpretation: The Federal Courts, Department of Justice and Civil Rights, 1866-1876 (2005)
Robert Stevens, Law School: Legal Education in the United States from the 1850’s to the 1980’s (1987)
William Wiecek, The Lost World of Classical Legal Thought: Law and Ideology in America, 1886-1937 (1998)
Arthur Larson, “The Welfare State and Workmen’s Compensation” (1950) and “The Nature and Origins of Workmen’s Compensation” (1952)
Robert Cover, “The Left, the Right and the First Amendment: 1918-1928” (1981)
William Leuchtenburg, The Supreme Court Reborn: The Constitutional Revolution in the Age of Roosevelt, chaps. 2-6, 8 (1996)
Gregory S. Jacobs, Getting Around Brown: Desegregation, Development, and the Columbus Public Schools (1998)
John W. Johnson, Griswold v. Connecticut: Birth Control and the Constitutional Right of Privacy (2005)

Assignments:
Active participation in class discussions and a 20- page historiographical paper, due at the end of the quarter.

Prerequisites and Special Comments:
Group B, post-1750. This course is jointly listed in law, where it has the designation Law 796.02. Graduate students and law students only.

HISTORY 871.01 SEMINAR IN AMERICAN DIPLOMATIC HISTORY
5 Cr. Hrs.

The first half of a two-quarter research seminar for graduate students, this course will provide an opportunity to research and write an article-length essay or dissertation chapter(s) based on research in primary sources.

Time Meeting Days Instructor
1:30-3:18 M Hahn

Assigned Readings:
Critical peer readings of papers and other materials produced by fellow students.

Assignments:
During autumn quarter, students will prepare and present bibliographies and prospectuses. Formal papers must be written and revised during winter quarter.

Prerequisites and Special Comments:
Graduate standing. Only students who complete both halves of the two-quarter sequence will earn a grade for the class.

HISTORY 875.01 SEMINAR IN AFRICAN-AMERICAN HISTORY I
5 Cr. Hrs.

This course is designed to provide experience writing a scholarly paper in African-American history based on primary research. The course is especially designed to meet the needs of the student whose thesis or dissertation topic has already been approved by his/her advisor. Although the expectation is that the final paper (which might be a chapter of a dissertation or thesis) will be of publishable quality, this course will pay as much attention to the process as the product. Thus, there will be assignments along the way including creating outlines, introductions, research proposals, literature reviews, and other smaller (sometimes graded) parts of this final paper, all of which are designed to help you to become a better historian and to produce a fine paper in the end. Because this is a two-quarter seminar in which the final paper is not produced until the second quarter, you must complete both halves of the course.

Time Meeting Days Instructor
1:30-3:18 T Shaw

Assigned Readings: TBA

Assignments: TBA

ANCIENT HISTORY

HISTORY 503.02 EARLY ROMAN EMPIRE, 31 B.C. TO A.D. 180
5 Cr. Hrs.

This course offers an advanced survey of Roman history during the early and middle imperial era, 44 B.C. – c. A.D. 180, from a variety of perspectives: political, social, diplomatic, economic, intellectual and religious. In addition, students will be introduced to some of the basic problems which historians of the period are currently attempting to solve as well as to some of the most important hypotheses their work has produced. In the process, students will become acquainted with certain of the principle research tools and techniques which ancient historians have developed to aid them in their investigations.

Time Meeting Days Instructor
1:30-2:48 MWF Rosenstein

Assigned Readings:
Consists of selections from the list below:
Aurelius, Marcus, Meditations, Penguin
Cary, M. & Scullard, H.H., A History of Rome, 3rd. ed., St. Martin's
Horace, The Complete Odes and Epodes, Penguin
Lewis, N. and Reinhold, M., Roman Civilization, Sourcebook II: The Empire, Harper & Row
Pagels, Elaine, The Gnostic Gospels, Vintage
Petronius & Seneca, Satyricon & Apocolocyntosis, Penguin
Suetonius, The Twelve Caesars, Penguin
Tacitus, Complete Works, Random House/Modern Library
Virgil, The Aeneid, Bantam

Assignments:
Students in this course will be required to take a mid-term and a final examination and to turn in a term paper, all of which must be completed in order to pass the class.

Prerequisites and Special Comments: Groups A & B pre-1750.

HISTORY 505.02D THE LATER BYZANTINE EMPIRES
5 Cr. Hrs.

This course will be offered ONLY in this online version. There will be no class meetings and all assignments will be done on the Internet, using the University’s software system Carmen. History 505.02 will not be offered in a classroom setting this quarter. Note that this online class is precisely the same as one offered in the classroom: the requirements, grading system, and credits are precisely the same as any other class at this level. Online classes offer some freedom of time and location (you don’t have to come to a regular class), but they also require significant self discipline and the ability to work independently. Do not make the mistake of thinking that this class will be easier than a regular in-class course.

History 505.02D covers the history of the Byzantine Empire from the end of Iconoclasm (843) to the fall of Constantinople to the Ottoman Turks (1453). It will examine the period of Byzantine ascendancy and the spread of Byzantine culture to the Slavs, the split between the eastern and the western churches, the Crusades, the Byzantine recovery, and the ultimate collapse. A primary goal is to promote an understanding of Byzantine civilization in its historical setting; thus, we will seek to comprehend the "mind-set" of the Byzantines and how they reacted to the world around them. The Byzantines developed a unique civilization, one that was different from that of their classical Greek and Roman ancestors and different from that of their contemporaries in the medieval West. Even in modern times Byzantium has been generally misunderstood and often maligned. This course will present the Byzantine achievement in a positive light and allow the student to draw his/her own conclusions about the value of the Byzantine tradition.

Time Meeting Days Instructor
On-line On-line Gregory

Assigned Readings:
Timothy Gregory, A History of Byzantium (ISBN 0-631-23513-2)
Exploring the European Past, a text with three readings specially designed for this class—make sure you get the correct edition for this course (available only at SBX)
Readings in Later Byzantine History (Online Readings) available on the class site

Assignments:
Regular graded online discussion (mandatory), plus a choice of various other graded assignments, including Mid-term and Final Examination, short papers, and Class Project (you will not have to do all of these assignments, but choose from a list of possible activities to earn your grade).

Prerequisites and Special Comments:
Although this course continues the material covered in History 505.01, there is no prerequisite for the course (beyond those for any 500-level courses), and no prior knowledge of Byzantine history is assumed. The course is especially appropriate for individuals who want to understand better current affairs in Eastern Europe, Greece, and the Middle East, since many of these have their roots in the Byzantine period.
Groups A & B pre-1750.

For further information contact gregory.4@osu.edu.

HISTORY 709 METHODOLOGY IN ANCIENT HISTORY: LATE ANTIQUITY & BYZANTIUM
5 Cr. Hrs.

This course is a graduate-level introduction to problems and methods in the history of Late Antiquity and Byzantium. It is decidedly professional in tone and orientation and seeks to help students gain the skills and tools necessary to conduct research in this particular period of ancient history. At the same time the course seeks to provide an introduction to some of the major historiographic problems in the period as well as approaches to these problems that are likely to be profitable in the future. Furthermore, the books and articles assigned in the course will be useful for any graduate student who wishes to take PhD examinations in this field. The instructor realizes that not all students will develop major research interests in Late Antiquity and Byzantium, and the skills learned in the course will be useful in all areas of history.

Time Meeting Days Instructor
1:30-3:18 W Gregory

Assigned Readings:
The course assumes a basic knowledge of the historical narrative of the period between AD 350 and 1453. For a review you may wish to skim through Peter Brown, The World of Late Antiquity and T.E. Gregory, A History of Byzantium. It is assumed that all students will have read the former book before the beginning of the class.

There are no required books to purchase; all readings will be on reserve or available on the Internet.

Assignments:
Students should prepare for each class by doing the assigned common reading, preparing oral and written reports, including one research-oriented paper.

Grades: participation, discussion, and weekly written assignments: 60%; written research prospectus: 40%

HISTORY 808.02 Research Seminar in Ancient History II
5 Cr. Hrs.

This is a continuation of History 808.01 offered Autumn quarter 2009, only students enrolled in that course may enroll in History 808.02.

Time                Meeting Days               Instructor
1:30-3:18         T                                  Anderson

ASIAN & ISLAMIC HISTORY

HISTORY 142 HISTORY OF EAST ASIA IN THE MODERN ERA

History 142 will continue with the basic historical introduction to the societies and cultures of China, Korea, and Japan that was initiated in History 141. The course will survey the modern political, military, social, and intellectual history of East Asia. Special emphasis will be placed on developments in China, Japan and Korea. After a brief review of the culture, geography, and languages of East Asia, we will review key historical phenomena that have distinguished East Asian civilization in the modern period. For most of the semester, the course will be organized chronologically and thematically and will seek a balance between examination of particular periods (e.g. dynasties) and exploration of patterns of continuity and change across historical periods. In addition to providing a basic narrative of East Asian civilization, the course will introduce students to important written sources.

Time                Meeting Days               Instructor
3:30-5:18         MW                             Nelson

HISTORY 540.01 EARLY ISLAMIC SOCIETY, 610-1258
5 Cr. Hrs.

This course is a survey of the politics, culture and economy of the Islamic world from the prophetic period to around the year 1258. The course begins with an analysis of the lifetime of the Prophet Muhammad, his remarkable success in spreading the monotheistic religion of Islam among the polytheistic inhabitants of Arabia, the early Arab conquests of the Byzantine and Sasanian Empires, and the subsequent events that led to the establishment of the Umayyad Caliphate (661–750), the emergence of the Shi’a sect of Islam, and the ‘Abbasid revolution against Umayyad authority. In many ways the ‘Abbasid Caliphate (750–1258) represents the “golden age” in Islamic history, and its capital of Baghdad quickly transformed from a small provincial town to the political and cultural center of an empire that stretched from north Africa to India. The course will conclude with a discussion of the decline of the Caliphate and the invasions of the central Islamic lands by outsiders: Turks, Mongols and European Crusaders.

Time Meeting Days Instructor
1:30-3:18 TR Levi, S

Assigned Reading: Four books

Assignments:
Coursework includes a map quiz, mid-term, research paper and final exam.

Prerequisites and Special Comments:
Group A, post-1750

HISTORY 540.04 MIDDLE EAST IN THE 19TH CENTURY
5 Cr. Hrs.

The subject of this course is the Middle East in the nineteenth century. Emphasizing political, economic, and social history, the course focuses on the period when—more than at any other time in their history—the peoples of this core region of the Islamic world had to confront the onslaught of alien powers. While trying to understand this challenge, the course primarily emphasizes the efforts of the region's governments, religious movements and peoples to survive, reform, and reassert their values.

Time Meeting Days Instructor
1:30-3:18 MW Findley

Assigned Readings:
Now under revision, the final reading list may include titles such as the following:
Baron, Beth, The Women’s Awakening in Egypt: Culture, Society & the Press, 1994
Cleveland, William, A History of the Modern Middle East, 1993
Esposito, John L., Islam, the Straight Path, 1998
Hourani, Albert, Philip S. Khoury & Mary C. Wilson, eds., The Modern Middle East , 1993
Makdisi, Ussama, The Culture of Sectarianism: Community, History and Violence in
Nineteenth-Century Ottoman Lebanon, 2000
Rogan, Eugene, Frontiers of the State in the Late Ottoman Empire: Transjordan, 1850-1921, 1999.

Assignments:
Thoroughness and completeness in the reading assignments stated in the syllabus.
1 paper based on the readings
1 mid-term exam (essay and ID)
1 final exam (essay and ID, comprehensive)

Prerequisites and Special Comments:
This course is a sequel to courses pertaining to earlier periods of Islamic history (such as History 340 or other History courses numbered 540, 541, or 542). Although no other course on Islamic history is listed as a prerequisite for History 540.04, it is not designed to serve as an introduction to the basics of Islam or Islamic civilization. Students lacking background on those subjects would therefore benefit from getting a head start by reading John Esposito's Islam, the Straight Path (1998) in advance. Such students are also urged to contact the instructor for recommendations. Group A, post-1750.

HISTORY 543.03 COLONIAL INDIA
5 Cr. Hrs.

This course investigates the history of the Indian subcontinent during British rule, ca. 1757-1947. Termed the “jewel in the crown” of Britain’s vast overseas empire, India played a pivotal role in the global histories of imperialism and anti-colonial nationalism from the eighteenth to the twentieth centuries. In addition to discussing the causes and consequences of British conquest, we will also consider Indian responses to British rule – ranging from important leaders like Gandhi and Nehru to the ordinary men and women who helped to shape the society, politics, and economy of colonial India. We end the course with the partitioning of the subcontinent into the independent nations of Pakistan and India in 1947.

Time Meeting Days Instructor
1:30-3:18 TR Sreenivas, M

Assigned Readings:
Mohandas Gandhi, An Autobiography: A Story of my Experiments with Truth
Stephen Hay, ed. Sources of Indian Tradition, vol. 2
Rabindranath Tagore, Home and the World
Sugata Bose and Ayesha Jalal, Modern South Asia: History, Culture, Political Economy

Prerequisites and Special Comments: Group A, pre-1750.

HISTORY 546 TOPICS IN CHINESE HISTORY
5 Cr. Hrs.

The topic for winter 2010 will be “Chinese Marxism in Personalities and Texts, 1921-1976.” This non-lecture, discussion-based, thematic course will examine the history of Chinese Marxism from the establishment of the Chinese Communist Party in 1921 to its near-destruction during the Cultural Revolution. The course will critically revisit China’s Marxist tradition via secondary works (biographies and several scholarly articles) as well as primary works such as a bestselling memoir (by Mao’s personal physician) and documents of pronounced social and intellectual influence (Mao Zedong’s “Little Red Book”). These readings will become the basis for individual student research and writing projects.

Time Meeting Days Instructor
3:30-5:18 MW Reed

Assigned Readings:
To be decided but they will include a mixture of books and articles

Assignments:
To be decided but they will include a final research paper on a course-related topic chosen by each student

Prerequisites and Special Comments: This reading-and-discussion course assumes that students will already be familiar with the range of topics and terminologies covered in at least one historical survey covering Chinese history of the sort that can be acquired via History 141-42 or the 545 series. If students are not already familiar with the period covered in this course, they should prepare by reading the relevant sections in Ebrey, Walthall, and Palais, Modern East Asia, A Cultural, Social, and Political History, From 1600, 2nd edition, 2009 (the textbook used in History 141) or something similar. Group B, post-1750.

HISTORY 727 STUDIES IN ISLAMIC HISTORY
5 Cr. Hrs.

This course will explore selected topics in the history of the Middle East since 1800. The exact topics are under review, and interested students are urged to communicate with the instructor to discuss topics of interest (findley.1@osu.edu).

Time Meeting Days Instructor
3:30-6:18 W Findley

Assigned Readings:
Readings from the modern scholarly literature will mostly be individualized assignments based on the course bibliography. In some weeks, there may be common assignments, which everyone in the class will be asked to read.

Assignments:
Most likely a combination of weekly short papers, a longer term paper, and an in-class oral presentation based on the term paper.

Prerequisites and Special Comments:
This type of course is intended for graduate students preparing fields in Islamic history for their Ph.D. qualifying examinations. Other students with analogous needs and preparation may also be admitted and should kindly contact the instructor at findley.1@osu.edu.

HISTORY 792 INTERDEPARTMENTAL STUDIES IN THE HUMANITIES
5 Cr. Hrs.

“Rise of Islam” and the World of Late Antiquity: Merchants and Ideologies”
One of the major watersheds in the world of late antiquity, we are told, was the Arab conquest of the Middle East. On the wake of it, came a new order, which ostensibly espoused a new ideology, Islam, and created a new polity, the Caliphate. Early on, the nascent Islamic community formed splinter groups, post-facto defined as the Sunnis and the Shi’is, and witnessed other civil wars and schisms within. What were the
locomotives of the Arab conquests of the world of late antiquity? To what extent were the conquests “Islamic?” Can one explicate the “rise of Islam,” and the schisms within it in terms other than ideology? How integrated were the Arabs in the world of late antiquity? Taking our cue from one of the many scholarly perspectives in the field, this course will
assess the Arab/Muslim conquests of the Near East in the context of the mercantile economy of the late antique “Near/Middle” and the “Far” East. No background in Middle Eastern/Islamic culture and history is necessary, although students with little or no background are encouraged to contact the instructor in order to be given some preliminary readings. Email: pourshariati.1@osu.edu

Time Meeting Days Instructor
1:30-4:18 W Pourshariati

HISTORY 845.01 SEMINAR IN EAST ASIAN HISTORY I
5 Cr. Hrs.

“Reading and Writing in Chinese; the Changing Face of Chinese Print Culture, 1800-2000”

History 845.01 is the first half of a two-part research seminar; students get credit for .01 in Winter 2010 only if they also take .02 in Spring 2010. The topics for the 845 series change regularly. This year’s theme has been suggested by the surge in scholarly publications related to Chinese print culture that began as a trickle with Evelyn Rawski’s Education and Popular Literacy in Ch’ing China (1979), the Leo Ou-fan Lee and Andrew Nathan article “The Beginnings of Mass Culture: Journalism and Fiction in the Late Ch’ing and Beyond” (1985), and Joan Judge’s Print and Politics, Shibao and the Culture of Reform in Late Qing China (1996). As suggested by these titles, “Chinese print culture” encompasses a broad swath of issues and the shared course readings will reflect this range to encourage a broad spectrum of student-selected research topics using primary sources identified by each student. Each student’s final paper, submitted at the end of Spring 2010, should be an article-length manuscript suitable for publication (e.g. in a professional scholarly journal) and/or presentation at a scholarly conference. Students engaged in writing a master’s thesis or doctoral dissertation in a related field should complete a thesis/dissertation chapter as their seminar assignment.

Time Meeting Days Instructor
1:30-3:18 T Reed

Assigned Readings:
Enough to introduce the topic and provide students with a shared lexicon.

Assignments:
Completion of a research seminar paper or (thesis/dissertation) chapter of publishable quality.

Prerequisites and Special Comments: Open to graduate students from any department (History, Art History, DEALL, etc.) with appropriate background. Reading ability in Chinese desirable but not required. Prior knowledge of Chinese history/studies strongly recommended. If you lack such knowledge but are interested in taking this class, please contact the professor in advance at: reed.434@osu.edu

HISTORY 727 STUDIES IN ISLAMIC HISTORY
5 Cr. Hrs.

Time Meeting Days Instructor
3:30-5:18 W Findley

Assignments:
Most likely a combination of weekly short papers, a longer term paper, and an in-class oral presentation based on the term paper.

ATLANTIC WORLD HISTORY

HISTORY 867.01 SEMINAR IN ATLANTIC WORLD HISTORY
5 Cr. Hrs.

Please register for 867.01 Early American History. Course number and title will be updated at a later date (History 811.01)

Winter and Spring 2010 (5 credits for each quarter)

A two-quarter seminar in advanced research, analysis, and writing for graduate students in Atlantic World history. Seminar participants will discuss a limited number of common readings and complete a variety of exercises designed to improve skills in research, writing, and conceiving history. Students will work closely in consultation with the instructor to carry to completion in the second quarter of the course a 25-30 page paper based on primary research that will be of publishable quality. The seminar is designed to maximize the time that you will be working on your individual projects, along with a regular schedule of individual presentations to the group, including reports on research design, progress, and outcome, discussion of secondary readings, and formal comments on fellow-participants’ papers.

Time Meeting Days Instructor
5:30-8:18 W Gallay

Assigned Readings: tba

Assignments: tba

Prerequisites and Special Comments: This course is only open to graduate students. The research seminar is taught over two quarters. Graduate students must enroll for both winter and spring quarters to receive credit for the course. At the end of the winter quarter a grade of “P” will be given to all those making satisfactory progress; a regular letter grade for both quarters can only be assigned at the completion of the second quarter’s work. 70% of the grade assigned will be based on first and final drafts of the research paper, the remaining 30% on the other course assignments, including critical and constructive commentary on each other’s work. Students who do not complete all of the course work should not expect to receive a passing grade. Post-generals dissertation candidates in residence are expected to participate fully in the seminar, and to complete at least one chapter of their dissertation during the course.

EUROPEAN HISTORY

HISTORY 111 WESTERN CIVILIZATION FROM ANTIQUITY TO THE 17TH CENTURY
5 Cr. Hrs.

This course surveys the Ancient Civilizations (Near East, Greece, Rome), the Barbarian Invasions, Medieval Civilizations (Byzantium, Islam, Europe), the Renaissance, and the Reformation. A central text focuses on the course and each instructor supplements the text with several other readings. This course, in conjunction with HIS 112, furnishes one of the sequence requirements for the LAR and GEC. It is not open to students with credit for 100.01.

Time                Meeting Days               Instructor
8:30-10:18       MW
10:30-12:18     TR
*12:30-1:18     MWF                           Van Kley
2:30-4:18         MW
3:30-5:18         TR
5:30-7:18         MW
*Students signing up for this section must sign up for a recitation section.

HISTORY 111D WESTERN CIVILIZATION FROM ANTIQUITY TO THE 17TH CENTURY
5 Cr. Hrs.

History 111D is the history of Western Civilization, from the beginning (ca. 3500 BC) until the 17th century AD. It will provide an intensive introduction to history as a discipline, historical method, and the background of Western Civilization as it exists today. The course will examine the first 5,000 years of western history (Europe and the Near East) and many of the major achievements of past cultures, but it is designed much more to expose students to what history is and how historians think and how they seek to understand the past as a means to comprehending our own society. It will therefore not focus on narrow, detailed “facts,” but on the “big picture” and an understanding of historical argumentation.

History 111D will be taught Winter Quarter entirely online, using Carmen, the OSU courseware system. The course will have no regular classroom meetings and all assignments and examinations will be turned in via Carmen (the new course delivery software package now being used by most online courses at OSU). You don’t have to come to campus at all for the course and you do not have to be online at a specific time for any part of the course. You will need to be online every week—probably for about 6-10 hours per week – and it is absolutely crucial that you do the reading and online work in a regular fashion and that you don’t fall behind. This course is neither harder nor easier than a regular in-class course: it is simply different, and it’s really important that you understand these differences. Students will be divided up into online discussion groups of about 12 people each, and you will have a faculty discussion leader to help expedite online discussion. Thus, you will be able to communicate with me, and the other students enrolled in the course, through the class website and we hope to make the course as personal as possible in an online environment.

Assigned Readings: (available at SBX and other bookstores):
Jackson Spielvogel, Western Civilization, Volume 1 (7th ed. preferable, but older eds are ok) You can find this at http://www.amazon.com/Western-Civilization-I-1715/dp/0495502863/ref=sr_1_2?ie=UTF8&s=books&qid=1229281834&sr=1-2
ISBN: 0-495-50286-3 (make sure you get a paperback version and make sure it is Vol 1 (down to 1715).
Exploring the European Past made especially for this section of the course. Unless you can find a used copy of the book (ETEP) for one of my past courses, do not buy a used copy.

Assignments:
All students will need to take part in organized online discussion that will count for 20% of your grade; the discussions will be conducted on the Carmen discussions board, so you can login to read what others have written and post your own ideas and observations about the historical issues we are considering. In addition, you will be able to choose from a variety of assignments, including quizzes, short papers and examinations. This is done to suit your individual learning style and preferences.

Please Note:
The online version of this course requires discipline and good work habits and you should expect to spend as much time on it as your would a regular in-class course at this level. Do NOT elect to take this course thinking that it will be “easier” than the in-class version of the class. Sign up for this course ONLY if you have the discipline to work online, without regular class meetings, and you want to take a highly-structured course on the early history of Western Civilization. For further information or questions, contact Professor Gregory at gregory.4@osu.edu.
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HISTORY 112 WESTERN CIVILIZATION FROM THE 17TH CENTURY TO MODERN
5 Cr. Hrs. TIMES

This course surveys the political, scientific, and industrial revolutions; the rise of nationalism and the decline of empires; the two world wars and the cold war. A central text focuses the course and each instructor supplements the text with other readings. This course, in conjunction with HIS 111, furnishes one of the sequence requirements for the LAR and GEC. It is not open to students with credit for 100.02 or 100.03.

Time                Meeting Days               Instructor
8:30-10:18       TR
*10:30-11:48   MW                             Dragostinova
*11:30-:12:48 TR                               Davis, R.
12:30-2:18       TR
1:30-3:18         MW
2:30-4:18         TR
3:30-5:18         MW
5:30-7:18         TR
*Students signing up for this section, must sign up for a recitation section.
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HISTORY HONORS 112 WESTERN CIVILIZATION FROM THE 17th CENTURY TO
5 Cr. Hrs. MODERN TIMES

This course is designed for students in the OSU Honors Program. Class size is limited to 25. Non-honors students may enroll if space is available and with permission of the instructor. The focus of this course is on Europe from the Age of Discovery to globalization (1492-present). In the 16th century, Europe was still peripheral to much of the world. By the beginning of the 20th century, however, Euro-American flags and interests dominated much of the globe. The world today is the product of this transformation. In this course we will study one aspect of the creation of the modern world through the many European revolutions and counter-revolutions – intellectual, commercial, industrial, nationalist, imperialist, consumerist, and feminist – that helped to bring it into being. The first half of the course is devoted to European expansion and internal developments prior to 1800, the second half to European domination and its consequences in the 19th and 20th centuries. how we can best understand its past.

Time Meeting Days Instructor
10:30-12:18 TR Conklin

Assigned Readings:
René Descartes, The Discourse on Method & Meditations
Adam Smith, Wealth of Nations
Karl Marx, The Communist Manifesto
Max Weber, The Protestant Ethic and the Spirit of Capitalism
Joseph Conrad, Heart of Darkness
Primo Levi, Survival at Auschwitz

Assignments:
Regular attendance to lectures and participation in discussion (15%)
Two short papers (15% each)
In-class midterm exam (20%)
In-class final exam (35%)

HISTORY 331 THE HOLOCAUST
5 Cr. Hrs.

This course will examine the state-sponsored murder of millions of Jews and non-Jews by the Nazis and their collaborators during World War II. Together we will trace the interrelated individuals, institutions, historical events, and ideologies that allowed for the Holocaust to occur. This class does not focus only on the Final Solution. Instead, in the first part of the course, we will analyze important historical factors that occurred before the Nazi rise to power. In the next segment of the class, we will examine the crucial period of 1933-1938, paying close to attention to the erratic anti-Jewish policies of the era and the myriad of Jewish responses to them. In the third portion of the course, we will explore the Final Solution itself. Next we will study the perpetrators, bystanders, and victims during the Shoah. Finally, we will consider the Holocaust’s aftermath and legacy among Jews and non-Jews in Germany, Israel, and the United States.

Time                Meeting Days               Instructor
9:30-10:48       TR                               Judd
9:30; 10:30      W (recitations)

Assigned Reading (tentative):
Doris Bergen, War and Genocide: A Concise History of the Holocaust
Marion Kaplan, Between Dignity and Despair (selections only)
Primo Levi, Survival in Auschwitz
Art Spiegelman, Maus I and II

Assignments: (tentative)
Midterm, final, short paper

Prerequisites and Special Comments: Group B, post-1750.

HISTORY 508.01 MEDIEVAL EUROPE I: 300-1100
5 Cr. Hrs.

This course surveys Europe during a time of great transition. We begin with an overview of the three great empires of late antiquity: Rome, Byzantium, and Islam. Next, we turn to three great themes of the seventh and eighth centuries: monasticism, manuscripts, and mass conversion. At the middle of the course stands the imposing figure of Charlemagne and the first European empire. The course concludes with segments on the Vikings and on the tenth century. In the latter, we break free of Europe to survey the entire world at the year 1000. We will tackle this period on two levels. First, using a broad historical brush, we will look at how the growth and collapse of empires, the spread of religions, and the movements of peoples between 300 and 1100 formed what we call “Europe.” Second, through primary source readings, we will work to gain a closer appreciation of the formation of early medieval culture, a dynamic mixture of Roman, Christian, and Germanic peoples, social structures, and ideas.

Time Meeting Days Instructor
1:30-3:18 TR Hobbins, D

Assigned Readings (tentative):
Clifford R. Backman, The Worlds of Medieval Europe, 2nd ed. (2008) custom edition
John Haywood, The Penguin Historical Atlas of the Vikings (1995)
Michelle P. Brown, Painted Labyrinth: The World of the Lindisfarne Gospels (2004)
Timothy Fry (ed.), The Rule of Saint Benedict in English (1980)
Seamus Heaney (trans.), Beowulf: A Verse Translation (2001)
Two Lives of Charlemagne (1969)

Assignments (tentative):
Participation (includes paragraph assignments, 10%)
Essay (20%)
Manuscript Project (10%)
Map Quiz (5%)
Midterm (25%)
Final (30%)
Prerequisites and Special Comments: Group B, pre-1750.
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HISTORY 512.01 EUROPE 1600-1775
5 Cr. Hrs.

The period of 1600–1775 came amid major transitions in European society and culture and in Europe’s connections to the rest of the world. Phrases used to describe different parts of this period include Age of Expansion, Late Reformation, Age of Religious Wars, Seventeenth-Century Crisis, Scientific Revolution, Age of Absolutism, and Enlightenment, among others. Many of these different “ages” included times of great turbulence and turmoil, and all involved efforts by Europeans to better understand their own societies, their place in the world, and their place in God’s universe as they conceived of it. Our goal this quarter will be to examine a series of select historical developments in order to gain a better understanding of how and why European society, politics, and culture developed as they did and how those developments affected Europe’s relations with other parts of the world. To this end, we will focus especially on the following themes: religious conflict and changing ideas about the relationship between religion and politics; increasing national rivalries and their political, economic, and social impacts; developments in the expression of public opinion and political and social critiques; and the changing nature of Europe’s relationships with governments, societies, and people in other parts of the world.

Time Meeting Days Instructor
11:30-1:18 MW Spierling

Assigned Readings (still tentative):
Merry Wiesner, Early Modern Europe 1450–1800 (Cambridge, 2006).
Stillman Drake, trans. and ed., Discoveries and Opinions of Galileo (Doubleday, 1957).
Margaret C. Jacob, ed., The Enlightenment: A Brief History with Documents (Bedford/St.
Martin’s, 2000).
Montesquieu, The Persian Letters (Penguin, 1973).
** Additional primary source readings and journal articles will be posted on CARMEN.**

Assignments:
Assignments will include a map quiz, 2 exams (midterm and final), quizzes on the assigned readings, and an 8–9 page paper. Regular attendance and participation in class discussion will also be integral to your final grade.

Prerequisites and special comments:
The material presented in lecture is integral to the course and is not identical to the material in the textbook. Therefore, it is in your best interest to attend lectures regularly and to do the reading consistently. Group B, pre-1750.

HISTORY 514.02 MODERN BRITISH HISTORY, 1775-1920
5 Cr. Hrs.

This lecture course will provide a survey of British history, including imperial history, from
the late eighteenth to the twentieth century. It covers many dimensions of British history:
political, economic, social, religious, medical, technological, and environmental. The central
themes of the course are the rise of liberalism as a political and economic theory, the
development of industrial and urban society, the dramatic growth of the British empire, the
Irish famine and its aftermath, and the emergence of a set of ‘social questions’ – poverty,
disease, irreligion – which liberalism by itself proved unable to solve. The course will explore
how Britain and its governments attempted to generate economic strength while simultaneously ameliorating the ‘social question’. The tensions between economic freedom and social protection remain central to British politics, just as they do in America.

Time Meeting Days Instructor
9:30-11:18 TR Otter
Assigned Readings:
None; readings are posted weekly on Carmen

Assignments:
Midterm, final paper, final examination

Prerequisites and Special Comments: Group B, post-1750.

HISTORY 518.02 GERMANY IN THE 20TH CENTURY
5 Cr. Hrs.

This course will focus on German history from national unification in 1871 to reunification in 1990. The topics will include the impact of Germany’s participation in the First World War, the rise of the Nazis and the road to the Third Reich, Germany’s responsibility for the Second World War and the Holocaust, the postwar occupation years, the establishment of the two postwar Germanies, and the events leading to reunification. We will examine the time period primarily through the lens of cultural, social, and military/diplomatic approaches to history.

Time Meeting Days Instructor
3:30-5:18 MW Feltman

Assigned Readings:
Dietrich Orlow, A History of Modern Germany (TEXT)
Ernst Jünger, Storm of Steel
Peter Fritzsche, Germans into Nazis
Christopher Browning, Ordinary Men
Sebastian Haffner, Defying Hitler
Jana Hensel, After the Wall

Assignments:
Take-Home Midterm, Take-Home Final, Announced Quizzes, and Class Attendance/Participation, Extra-Credit Film Review is Optional

Prerequisites and Special Comments: History 518.01 is not a prerequisite.
Group B, post-1750.

HISTORY 519.01 EASTERN EUROPE IN THE 19TH CENTURY
5 Cr. Hrs.

This course examines the history of Eastern Europe in the nineteenth century, tracing the developments in the Habsburg and Ottoman Empires that led to the creation of the modern Eastern European nation-states. The course will outline the various ethnic, linguistic and religious groups that inhabited the Ottoman and Habsburg Empires in the nineteenth century, and chart the emergence of ideological doctrines and political movements for national emancipation among their inhabitants. From wars to revolutions to reforms, students will explore the establishment of new nation-states in the Balkans and the implementation of political compromises in East-Central Europe. Students will learn about the political institutions, social relations, cultural trends, and patterns of economic development in the area, and pay special attention to marginalized groups within Eastern European societies, such as the Jews and Muslims. We will conclude with the Balkan Wars, World War One, and the postwar settlements that created the current nation-states in Eastern Europe.

Time Meeting Days Instructor
1:30-3:18 MW Dragostinova

Assigned Readings: (tentative)
Charles and Barbara Jelavich, The Establishment of the Balkan National States, 1804-1920 (Seattle: University of Washington Press, 1997).
A.J.P. Taylor, The Habsburg Monarchy, 1809-1918: A History of the Austrian Empire and Austria-Hungary (Chicago: University of Chicago Press, 1976).
Maria Bucur and Nancy Wingfield, eds., Staging the Past: The Politics of Commemoration in Habsburg Central Europe, 1848 to the Present (West Lafayette: Purdue University Press, 2001).
Ivo Andric, The Bridge On the Drina (Chicago: University of Chicago Press, 1977).

Assignments:
Two papers on assigned readings: 40% (20% each)
Midterm examination: 20%
Final examination: 30%

Participation and discussion: 10%

Prerequisites and Special Comments: Group B, post-1750.

HISTORY 581.01 19TH CENTURY EUROPEAN INTERNATIONAL HISTORY
5 Cr. Hrs.

This course will examine the political, economic, diplomatic and military relations between and among the Great Powers from the end of the Napoleonic Wars to the outbreak of the First World War. Starting from the destruction of the eighteenth century “Old Regime” in the aftermath of the French Revolution, we will trace the development of the Great Power system within the context of the foundations of State power. Over the course of the quarter, we will examine a number of broad topics, including: (1) the diplomacy of the individual Great Powers; (2) the rise of non-European powers; (3) the military strategies of the Great Powers in peacetime and war; (4) the relationship between continental commitments and world power; (5) the significance of technological advance upon both warfare and the strategic balance; (6) and the relationship between economic stability and diplomacy in the international system. We will end the semester by exploring the collapse of the nineteenth century international system and the origins and outbreak of the First World War.

Time Meeting Days Instructor
10:30-12:18 TR Siegel

Assigned Readings: (tentative)
The reading list will include:
Nicolson, Harold. The Congress of Vienna.
Taylor, A.J.P. Bismarck.
Tolstoy, Lev. Sebastopol Sketches.

Assignments (tentative):
Weekly readings and class discussions
Midterm and comprehensive final
Three map quizzes
One short analytical paper discussing a primary source included in the Menning reader.

Prerequisites and Special Comments: Group B, post-1750.

HISTORY 594 GROUP STUDES: WITCHES, SAINTS AND SKEPTICS
5 Cr. Hrs.

In this course, we will focus on “witches, saints, and skeptics” in order to examine the place of the divine, the demonic, and the supernatural in the religious beliefs and daily lives of people in late medieval and early modern Europe (about 1400–1700). Those centuries were a period of great changes and developments that affected the way Europeans understood their relationship to one another, to other societies, and to the divine. This course will explore on the ways that the concerns, goals, and convictions of religious authorities, political rulers, and the general population all helped to determine the perceptions, definitions, and categorizations of both saints and witches (especially but not only women). Both saints and witches were set apart from the rest of medieval and early modern society, and both groups were believed to have a special relationship with the divine (God or the devil). During the course of the quarter, we will examine the historical context of the period to see how these beliefs were tied to religious, social, political, and economic developments, and how they did and did not change over time.

Time                Meeting Days               Instructor
2:30-4:18         MW                             Spierling

Assigned Readings (still tentative):
Nancy Caciola, Discerning Spirits: Divine and Demonic Possession in the Middle Ages
(Cornell, 2006).
Brian Levack, The Witch-Hunt in Early Modern Europe, 2nd edition (Longman, 1995).
Alan Charles Kors and Edward Peters, eds., Witchcraft in Europe, 400–1700: A Documentary
            History, 2nd edition (Univ. of Pennsylvania Press, 2001).
Kaspar von Greyerz, Religion and Culture in Early Modern Europe 1500–1800 (Oxford,
2008).
**Additional primary source readings and journal articles will be posted on CARMEN.**

Assignments:
Assignments will include 2 exams (midterm and final), quizzes on the assigned reading, and an 8–9 page paper. Regular attendance and participation in class discussion will also be integral to your final grade.

Prerequisites and special comments:
The material presented in lecture is integral to the course and is not identical to the material in the textbook. Therefore, it is in your best interest to attend lectures regularly and to do the reading consistently. Group B, pre-1750.
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HISTORY 706.01 ADVANCED READINGS IN MEDIEVAL HISTORY
5 Cr. Hrs.

In one way or another, religion touched every person in medieval society. It reached deeply into the lives of ordinary people, affecting clothing, diet, and the rhythms of work-days and holidays. It dictated the terms of interaction with clerics and Jews. Its sounds filled the air: church bells rang throughout the day to remind people of their religious obligations. Even the coinage reinforced the presence of the Church in people’s lives: medieval coins were routinely stamped with religious images. Although by the year 1400 much more writing took place in the vernacular than ever before, the dominant literary language remained Latin, the language of the Church.

This graduate-level colloquium introduces students to major recent studies on the topic of late medieval religion. Major themes may include parish religion, the cult of saints, religious drama, preaching, devotional images, inquisitorial culture, religious literature, books of hours, indulgences, and the Devotio Moderna. The course is designed to help students who wish to form a reading list or examination field in medieval history.

Time Meeting Days Instructor
1:30-3:18 W Hobbins

Assigned Readings might include:
Caroline Walker Bynum, Wonderful Blood: Theology and Practice in Late Medieval Northern Germany and Beyond (2007)

Christine Caldwell Ames, Righteous Persecution: Inquisition, Dominicans, and Christianity in the Middle Ages (2008)

Dyan Elliott, Proving Woman: Female Spirituality and Inquisitional Culture in the Later Middle Ages (2004)

Eamon Duffy, Marking the Hours: English People and Their Prayers 1240-1570 (2006)

Katherine L. French, The People of the Parish: Community Life in a Late Medieval English Diocese (2001)

R. N. Swanson, Indulgences in Late Medieval England: Passports to Paradise? (2008)

John Van Engen, Sisters and Brothers of the Common Life: the Devotio Moderna and the World of the Later Middle Ages (2008)

Assignments:
Weekly review of readings (approximately one book per week), oral presentations (formal and informal), and a historiographical survey of a chosen topic.

HISTORY 731 STUDIES IN EUROPEAN HISTORY, 1914-PRESENT
5 Cr. Hrs.

“The Historiography of the Holocaust and the Third Reich” (Studies in European History 1914-Present)

This intensive reading course is designed to give graduate students an introduction to the rich historiography of the Holocaust and the Third Reich. The reading list includes some of the classic texts and authors in the field, as well as the work of new scholars whose monographs have received critical acclaim.

Time Meeting Days Instructor
1:30-3:18 R Judd

Assigned Readings (tentative):
David Crew, Germans on Welfare: From Weimar to Hitler
Detlev Peukert, The Weimar Republic
Marion Kaplan, Between Dignity and Despair
Richard Steigman Gall, The Holy Reich
Gotz Aly, AG Blunden, Architects of Annihilation
Christopher Browning, Nazi Policy, Jewish Workers, German Killers
Ian Kershaw and Moshe Lewin eds. Stalinism and Nazism
Charles Meier, Unmasterable Past
Tara Zahra, Kidnapped Souls

Assignments (tentative):
Book reviews; final paper

HISTORY 805.01 THE EUROPEAN ENLIGHTENMENT, 1680-1780
5 Cr. Hrs.

Although many literate Europeans in the eighteenth century thought that theirs was a century of plural “lights,” it was the singular “Aufklärung” touted by Emmanuel Kant that, translated as “the Enlightenment,” came to prevail in the historiography on the subject. By a further conflation, this singular “enlightenment” came to be characterized not by Kant’s German enlightenment but by the French enlightenment, or at least the idea of it as refracted by the French Revolution.

Time Meeting Days Instructor
3:30-5:18 W Van Kley

In order to update the notion of the more radical French Enlightenment as the Enlightenment, the course will have recourse to the second volume of Jonathan Israel’s projected trilogy, namely Enlightenment Contested: (Oxford U. Press, 2007). But will then very quickly problematize this singularity by introducing David Sorkin’s notion of The Religious Enlightenment (Princeton, 2008), Jeffrey Burson’s and Michael Printy’s two very different takes on concept of a Catholic Enlightenment in France and the German Empire (Burson’s The Rise and Fall of Theological Enlightenment (Notre Dame, forthcoming; and Michael Printy’s Enlightenment and the Creation of German Catholicism, Cambridge, 2009). From there, the course will take a look at John Pocock’s case for a distinctively Arminian Protestant Enlightenment Barbarism and Religion, Vol. 1: The Enlightenments of Edward Gibbon); John Robertson’s Case for the Enlightenment (Cambridge U. Press, 2005) as the celebration of civility and commerce as exemplified in Scotland and Naples; the possibility of a distinctively Rosseauean enlightenment as described by Helena Rosenblatt in Rousseau and Geneva: From the First Discourse to The Social Contract, 1749-1762 (Cambridge U. Press, 1997, 2007; and the surely distinctive characteristics of the high German Enlightenment as portrayed by Anthony La Vopa’s recent book on Fichte (Fichte, the Self, and the Calling of Philosophy. Cambridge and New York: Cambridge U. Press, 2008). Last but not least, a look at Henry F. May’s classic on The Enlightenment in America (Oxford, 1976) will conclude the consideration of the possibility of distinctively national enlightenments as opposed to thematic ones. Lest this reading list appear too daunting, some pagination will be provided in the case of such behemoths as Israel’s Enlightenment Contested. Short synopses of the readings, assiduous participation in the class discussion, and the preparation of a prospectus for a seminar paper for the spring quarter are the requirements for this course.

JEWISH HISTORY

HISTORY 330.01 ANCIENT AND MEDIEVAL JEWISH CIVILIZATIONS
5 Cr. Hrs.

This course surveys nearly fifteen centuries of Jewish history, religion, and culture in the Near East from the days of the Maccabees (second century B.C.E.) to the death of Moses Maimonides (1204 C.E.). Focusing on key figures and representative subjects, the lectures will seek to offer a balanced picture of the Jewish experience in the ancient and early medieval periods. Special emphasis will be placed upon the evaluation and interpretation of primary sources (in translation). These texts will introduce students to the political, social, intellectual, and spiritual worlds of ancient and medieval Jewry.

Time Meeting Days Instructor
11:30-1:18 TR Frank

Assigned Readings (tentative):
1. H.H. Ben-Sasson, A History of the Jewish People.
2. Lawrence H. Schiffman, Texts and Traditions: A Source Reader for the Study of
Second Temple and Rabbinic Judaism.
Additional required readings will be posted on the CARMEN website for this course or will be found via the links provided on the course syllabus.

Assignments:
1. All assigned reading is required.
2. There will be four written assignments. Each will consist of a 250 word response to an assigned question (you will be given a choice). The assignments will be discussed in class on the specified dates. Written assignments will be collected and checked, but not individually graded. All essays must be completed on time.

3. Examinations: There will be a Midterm Examination and a Final Examination; detailed study guides will be distributed in advance of each examination.
4. Essay: There will be one essay in the form of a book review (5-8 pages).

Prerequisites and Special Comments:
Group A, pre-1750.

HISTORY 331 THE HOLOCAUST
5 Cr. Hrs.

Time                Meeting Days               Instructor
9:30-10:48       TR                               Judd
9:30; 10:30      W (recitations)

Assignments: (tentative)
Midterm, final, short paper

Prerequisites and Special Comments:
Group B, post-1750.

HISTORY 332 JEWS IN AMERICAN FILM
5 Cr. Hrs.

Time Meeting Days Instructor
9:30-1:18 F Goldish

Assignments:
Quizzes, short paper and a final examination.

Prerequisites and Special Comments: Group B, post-1750.

HISTORY 334 HISTORY OF ZIONISM AND THE STATE OF ISRAEL
5 Cr. Hrs.

The course surveys Zionist and Israeli history, from pre-Herzl settlement ventures in Ottoman Palestine through the present day. Framed roughly in chronological sequence from the 1880s through the present, it relates to a variety of issues in realms of politics, culture and society. Among other topics, the course will address: the origins of Jewish nationalism; Herzl, his rivals and successors; the rise of organized Zionism; the pre-state "Yishuv" period: the rise of Labor Zionism; emergence of political parties in the Yishuv; secular-religious issues in the Yishuv; origins of the Israeli-Arab conflict in the pre-state period; the 1948 Independence War and its aftermath; the Holocaust and Israel; mass waves of immigration from Europe and Islamic lands in the 1950s: the Ma'abarot period; Israeli culture before the Six Day War; the impact of the 1967 Six Day War; minorities in Israel; religion and the State of Israel; Israel-American relations; the impact of the 1973 Yom Kippur War; the rise of religious Zionism; debates about the post-1967 territories; security debates and strategies; the Camp David agreement with Egypt and normalization with Arab states; two Lebanon wars and two intifadas; the Oslo Peace Process and its aftermath; models of Israeli leadership: Ben-Gurion, Sharett, Eshkol, Meir, Begin, Rabin; themes in Israeli Literature; post-Zionism, and possible future cultural/political trends.

Time                Meeting Days               Instructor
11:30-1:18       MW                             Silver, M.

HISTORY 731 STUDIES IN EUROPEAN HISTORY, 1914-PRESENT
5 Cr. Hrs.

“The Historiography of the Holocaust and the Third Reich” (Studies in European History 1914-Present)

Time Meeting Days Instructor
1:30-3:18 R Judd

Assignments (tentative):
Book reviews; final paper

LATIN AMERICAN HISTORY

HISTORY 172 LATIN AMERICAN CIVILIZATIONS SINCE 1825
5 Cr. Hrs.

The history of modern Latin America, or Latin America since 1821, is filled with fascinating people, places, cultures, and societies. To better under this complex region, we will consider the history of individual countries, while at the same time analyzing the effect, influence and relevance of various historical events on the region as a whole. Modern Latin America begins with the tumultuous nineteenth century and the Wars of Independence. In focusing on state formation and national identity, the first section of this course aims to understand the dramatic social, cultural, and political impact of Latin America’s post-Independence political conflicts and modernizing growth. Next we shift to the twentieth-century, starting with Mexico’s great revolution and then moving forward to analyze other revolutions, including in Cuba and Nicaragua. Special consideration will be given to the study of military dictatorships and repression in South America and the search for social justice. In this section we also will examine the rise and fall of export economies and industrialization, poverty, and social reform.

Several themes appear throughout the course. The analysis of Latin American revolutions and revolutionaries are crucial to the study of the region, including the legend and myth of Che Guevara. We also will consider the role of the U.S. and international institutions in the regional politics, economics and culture of Latin America, as well as the narratives used to justify foreign intervention in the region. Throughout the course we will explore culture in Latin America, including movies, literature, and artists, such as the painter Frida Kahlo. Gender and ethnicity are important elements as well, and women and race are integrated throughout our studies.

Time                Meeting Days               Instructor
11:00-12:18     TR                               Smith
10:30; 11:30    MW (recitation)

HISTORY 751 SEMINAR IN LATIN AMERICAN HISTORY
5 Cr. Hrs.

“US-Latin American Relations in the 20th Century”
Porfirio Díaz, who governed Mexico from 1876 until 1911, is credited with expressing the sentiment that represented much of U.S.-Latin American relations during the 20th century: “Poor Mexico, so far from God and so close to the United States!” In 1960 Fidel Castro spoke before the U.N., defiantly stating “Were Kennedy not a millionaire, illiterate and ignorant, then he would obviously understand that you cannot revolt against the peasants.” Just a few years later in 1964, Che Guevara once again criticized the U.S. by arguing “Those who let the murderers of blacks remain free, protecting them and furthermore punishing the black population because they demand their legitimate rights as free men—how can those who do this consider themselves guardians of freedom?” And more recently, in 2006, Venezuelan President Hugo Chavez condemned then U.S president Bush, comparing Bush to the devil, saying that “The devil came here yesterday…And it smells of sulfur still today."
What do these angry statements reveal about the history of U.S.-Latin American relations? Whether due to the economic power of the United States, military intervention, or the cultural influences of their northern neighbor, the U.S. has long played a defining role in shaping the politics of Latin America. And in response, many within Latin America have viewed U.S. involvement in Latin America as meddlesome (at best) and imperialistic (at worst). While some would argue that the role of the U.S. has been detrimental to Latin American countries, others contend that the U.S. also has attempted to promote political stability, economic development, and political democracy in the region. Throughout this course, we will examine the complicated history of U.S. and Latin America through an analysis of general issues, such as U.S. policies during the Cold War era, as well as specific case studies, including that of Mexico, Central America, Cuba, Chile, Argentina, Venezuela, and Colombia. U.S.-Latin America relations are not a one-way street, however, and we also will devote attention to the ways that various Latin American countries and their citizens have impacted U.S. policy in the United States in return.
Time Meeting Days Instructor
1:30-3:18 TR Smith

Assignments:
Participation
Short response papers
Research paper

MILITARY HISTORY

HISTORY 582.02 AMERICAN MILITARY POLICY, 1914 - PRESENT
5 Cr. Hrs.

This course examines the history of American military policy from the outbreak of World War I in 1914 through the wars in Afghanistan and Iraq after the terrorist attack on the U.S. homeland on 9/11/2001. The course will focus on the interrelationship of foreign and military policy, the conduct of war, the genesis of national security policy and civilian control of the decision-making process, and the influence of American society upon the armed forces as social institutions. The course covers U.S. participation in World War I, the interwar period, World War II, the Cold War, the Korean War, the Vietnam War, the Gulf War, and the ongoing wars in Iraq and Afghanistan. Through readings, lectures, audio-visual presentations, and in-class discussion, the class will study the growth of the United States and its armed forces from insular nation to global superpower.

Time Meeting Days Instructor
1:30-3:18 TR Mansoor

Assigned Readings:
- Allan R. Millett and Peter Maslowski, For the Common Defense: A Military History of the United States of America
- Edward M. Coffman, The War to End All Wars: The American Military Experience in World War I
- Mark A. Stoler, Allies and Adversaries: The Joint Chiefs of Staff, The Grand Alliance, and U.S. Strategy in World War II
- H. R. McMaster, Dereliction of Duty: Lyndon Johnson, Robert McNamara, the Joint Chiefs of Staff, and the Lies that Led to Vietnam
- Tom Ricks, The Gamble: General David Petraeus and the American Military Adventure in Iraq, 2006-2008

Assignments:
In-class mid-term and final examinations
Review essay (3 pages) of H. R. McMaster, Dereliction of Duty: Lyndon Johnson, Robert McNamara, the Joint Chiefs of Staff, and the Lies that Led to Vietnam
Review essay (3 pages) of Tom Ricks, The Gamble: General David Petraeus and the American Military Adventure in Iraq, 2006-2008

One additional 3 page review essay on a book chosen by the student from a list provided by the instructor

Prerequisites and Special Comments: Group B, post-1750.
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HISTORY 873.02 RESEARCH SEMINAR: TECHNOLOGICALLY-ORIENTED TOPICS IN
5 Cr. Hrs. MILITARY HISTORY II

This is a continuation of History 873.01 Autumn quarter, only the students enrolled in that course may enroll in History 873.02.

Time                Meeting Days               Instructor
9:30-11:18       T                                  Guilmartin
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THEMATIC COURSE OFFERINGS

HISTORY 398 INTRODUCTION TO HISTORICAL THOUGHT
5 Cr. Hrs.

An introduction to historical methodology for undergraduate history majors.

Time Meeting Days Instructor
9:30-11:18 MW Dale

Assigned Readings: (tentative)
Aristotle, Rhetoric
M. Bloch, The Historian’s Craft
Davidson & Lytle, After the Fact
J. Tey, The Daughter of Time
Cantor & Schneider, How to Study History

Assignments (tentative):
4 precis
1 book review
1 essay on an academic journal
1 bibliographic essay

Prerequisites and Special Comments:
This course is required for all students declaring a Major or Minor in History.

HISTORY 398 INTRODUCTION TO HISTORICAL THOUGHT
5 Cr. Hrs.

This course provides an introduction to historical methods. Rather than focusing simply on the facts, occurrences and events of history, we will examine the meaning of history and how historians engage in recapturing and reconstructing the past. Therefore, a significant portion of the class will be devoted to various methodological exercises and discussions of the problems historians face such as context, interpretation and meaning.
We will also devote a significant amount of time to the process of historical research which includes identifying research topics, utilization of the library, note taking and the art of historical argumentation. Students are encouraged to see history as a dynamic force in shaping the world in which we live.

Time Meeting Days Instructor
11:30-1:18 TR Hall

Assigned Reading: (SBX only)
Eric Foner, Who Owns History: Rethinking the Past in a Changing World (New York: Hill and Wang, 2002)
Joyce Appleby, Lynn Hunt and Margaret Jacob. Telling the Truth About History. New York: W.W. Norton, 1994.

James West Davidson and Mark Hamilton Lytle, After the Fact: The Act of Historical Detection 5th edition(McGraw-Hill, 2005)
Nick Salvatore, We All Got History: The Memory Books of Amos Webber (New York: Vintage Books, 1997
Mary Lynn Rampolla, A Pocket Guide to Writing in History (Bedford/St. Martin’s, 2001)

Assignments:
Attendance and participation in class is essential to the success of this class. Therefore, excessive unexcused absences (5 or more) will result in the reduction of the final grade by one grade level. All papers and assignments will be submitted via Carmen. Late papers will not be accepted. If you are unable to submit an assignment due to extenuating circumstances, you must submit documentation. After submission of proper documentation, you may make up any missed assignments. Students are required to write a short 3-4 page paper titled “What is History.” In this paper, you will share your ideas about the meanings of history as well as why history is important to you. What does history tell us about the past and how is it applicable as a tool of analysis for the world in which we live. This paper is an opportunity for you to be creative and engage an open-ended question. Papers should be written in the third person. Papers will be graded on grammar and content as well as your creativity in handling the question.

In lieu of midterm and final exams, students will submit a 7-8 page book review of Nick Salvatore’s We All Got History: The Memory Books of Amos Webber. In the review, students will be asked to evaluate the book as a historical source through an examination of the book’s thesis and interpretation of Amos Webber’s life, the sources that the author employs to construct the text and at least one outside reviewer’s assessment of the book’s importance. I will distribute additional instructions at the end of the second full week of class via Carmen. In lieu of the final exam, students will submit a historical essay that examines the life and career of a contemporary professional historian, someone who produced history in the nineteenth or twentieth century. You should select a historian based on your interests currently or as they develop during the quarter. Your biographical and interpretative essay should be 10-12 pages and analyze at least two historical works written by the historian you select. I will provide additional directions as well as a list of historians. We will devote the last two weeks of class to writing and conducting research for the historian paper. Students are strongly encouraged to present drafts of all written work to the instructor prior to turning in the final project. Drop boxes will be available on Carmen.

Students must also retain copies of all written work. If you original assignment is misplaced, I reserve the right to ask for a copy. Failure to produce a copy will result in a grade of zero.

Prerequisites and Special Comments
This course is required for all students declaring a Major or Minor in History.

HISTORY 398 INTRODUCTION TO HISTORICAL THOUGHT
5 Cr. Hrs.

This course is designed to introduce history majors to the larger field of history and to equip them with the intellectual tools necessary to conduct their own historical research. Students will engage a number of stimulating readings that present important and influential philosophies of history and historical methodologies. We will also discuss the various types of sources that are available for historians to reconstruct the past, and the ways that historians interrogate these sources for bias and reliability.

Time Meeting Days Instructor
10:30-12:18 TR Levi

Assigned Reading: Three books

Assignments:
Students will be required to complete six assignments over the quarter. These will include a combination of short papers and in-class presentations. Assignments are designed to improve students’ ability to think critically and analytically; to express ideas logically, clearly and with erudition; and to identify—and think critically about—the uses and misuses of history in the world around us.

Prerequisites and Special Comments
This course is required for all students declaring a Major or Minor in History.

HISTORY 398 INTRODUCTION TO HISTORICAL THOUGHT
5 Cr. Hrs.

This course introduces prospective history majors to the academic discipline of history. We will look at the kinds of sources historians use, what sorts of things, events or processes historians analyze, and the various methodologies or critical frameworks historians use to make sense of the past. As we look at these questions, we will also raise a series of fundamental questions about the past and our relationship with it: what is it, if anything, that distinguishes historical writing from other forms of writing? Is history a science or an art? Can the historian be objective? These themes and questions will be addressed through a series of readings, discussions of the readings, and various writing exercises.

Time Meeting Days Instructor
1:30-3:18 TR Otter

Prerequisites and Special Comments
This course is required for all students declaring a Major or Minor in History.

HISTORY 398 INTRODUCTION TO HISTORICAL THOUGHT
5 Cr. Hrs.

This course is designed as an introduction to history as a field of study. We will explore the ways in which historians go about their work, the sources and methods they use, and the problems they encounter when investigating the past. In addition, emphasis will be placed on improving students’ historical writing skills.

Time Meeting Days Instructor
1:30-3:18 TR Soland

Assignments
All students will be required to hand in weekly writing assignments. The topics of these will be announced in class. Students will also be required to turn in a term paper at the end of the quarter.

Prerequisites and Special Comments
This course is required for all students declaring a Major or Minor in History.

HISTORY 398H HONORS INTRODUCTION TO HISTORICAL THOUGHT
5 Cr. Hrs.

An introduction to historical methodology for undergraduate history majors.

Time Meeting Days Instructor
1:30-3:18 MW Dale

Assigned Readings: (tentative)
Aristotle, Rhetoric
M. Bloch, The Historian’s Craft
Davidson & Lytle, After the Fact
J. Tey, The Daughter of Time
Cantor & Schneider, How to Study History

Assignments (tentative):
4 precis
1 book review
1 essay on an academic journal
1 bibliographic essay

Prerequisites and Special Comments:
This is an honors class, non-Honors students must see the instructor to get permission to enroll. This course is required for all students declaring a Major or a Minor in History.

HISTORY 489 HISTORICAL INTERNSHIPS
5 Cr. Hrs.

This course is a chance for students to “do” history by working as an intern in one of a variety of local historical institutions. The internships will be arranged and supervised by the professor. Written work is expected in addition to the responsibilities of the internship.

Time Meeting Days Instructor
11:30-1:18 TR Baker

Prerequisites and Special Comments:
For more information contact Professor Paula Baker, baker.973@osu.edu.

HISTORY 598* SENIOR COLLOQUIUM
5 Cr. Hrs.

Modern Science Outside Traditional Centers

The general subject is the development of modern science in various parts of the world other than its traditional bases in Western Europe and the United States. While this rubric is subject to interpretation, we shall, in fact, limit direct consideration to developments in such regions as East Asia, Africa, Eastern Europe, western hemisphere societies other than the United States, South and Southeast Asia, the Middle East, Australia and adjacent territories. Parts of Western Europe where modern science has not been so prominent (e.g. Ireland, Spain, Portugal) may also be included. The United States before 1900 can also be a focus. Most of our attention is directed to developments of the last two centuries, but we occasionally take up subjects arising from earlier historical experience.

There is also one additional, major exception to the exclusion of topics dealing with Western Europe and the 20th century U.S. Papers dealing with major prizes in science - the Nobel prizes, the Lasker awards, the Fermi prize, the Fields Medal, the Copley Medal or various others - will also be welcome.

*This course is designed for senior history majors and fulfills one of the requirements for the degree in history.

Time Meeting Days Instructor
3:30-5:18 M Bartholomew

Assigned Readings (will include a few of the following titles):
Laurence Schneider, (2003) Biology & Revolution in Twentieth-Century
China
Morris Low, (2005) Science and the Building of a New Japan
Robert Kanigel, (1991) The Man Who Knew Infinity: A Life of the Genius
Ramanujan [Note: This book relates to India.]
Loren R. Graham, (1993) Science in Russia and the Soviet Union

Prerequisites and Special Comments:
Senior history majors.

HISTORY 598* SENIOR COLLOQUIUM
5 Cr. Hrs.

Hollywood and History: Accuracy and Authenticity in Historical Films

Many of us learn “history” from media productions (feature films, docudramas, documentaries) on both the wide screen and television, not from books or university courses. Many Hollywood- and foreign-produced filmmakers take great liberties with historical facts, chronology, and context in order to serve their interests in character development, dramatic conflict, and selling tickets. In some cases, however, some of these film makers “get it right” in terms of evoking the sense of the times (i.e., the sets, costumes, relationships and cultural values); they seem “authentic to the times.”

This course will investigate how the tools of the historian can aid the student of history in deciding how effective or not historical films are at conveying meaningful history. Can historians reconcile their focus on facts, chronology, context, and the written word with the filmmakers’ focus on visual presentation and entertainment? Given that both historians and filmmakers “tell stories,” why cannot there be more effective collaboration? What are the implications of “Hollywood history” for the transmission of historical information?

History 598 is the GEC Capstone course for the History Major; as such, it is designed to help students pull together some of the information and skills they have learned in other GEC and History courses. Students will refine their research, analytical, and writing skills. After watching an Hollywood history film in class and discussing how it relates to accuracy and authenticity, students will do much of the course work on their own: reading the textbook and other readings; taking notes on those readings and class discussion; watching two films and conducting research on them on the internet and in the library; and, writing an extended essay on what they have learned. A series of written assignments—designed to keep the students focused throughout the quarter and to improve their writing skills (all sections will be rewritten for the final draft of the paper)—will result in a 20-to-25-page paper in which students present their understanding of the material and their analyses of both films within the context of the course material. Class discussion of drafts of portions of their essays will help students exchange ideas and, especially, develop their definitions of historical accuracy and historical authenticity.

*This course is designed for senior history majors and fulfills one of the requirements for the degree in history.

Time Meeting Days Instructor
2:30-5:18 M Childs

Assigned Readings (tentative)
Mark C. Carnes, Past Imperfect: History According to the Movies (1996).
Various handouts available electronically.

Assignments: 50% Final Paper; 10% Final Oral Report; 25% first drafts of 3 writing assignments (average grade of the 3 drafts leading to the final paper); 15% Class Discussion (Attendance, contributions to discussion; interim reports).

Prerequisites and Special Comments: Senior standing as a History Major.
*I have slotted 3 hours to enable us to watch a movie the first day of the course and have time to discuss it. We will not meet for 3 hrs every class meeting.
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HISTORY 598* SENIOR COLLOQUIUM: Aaaargh Pirates! Aaargh!
5 Cr. Hrs.

This course will introduce students to the burgeoning field of Pirate Studies. We will be comparing pirates of the Caribbean with corsairs of the Mediterranean, during the golden years of both, roughly 1500 to 1750. We will be working with primary sources from the 1720s in the form of two collective biographies of various famous pirates. We will also be reading two modern works that analyze the whole pirate phenomenon in both locales, socially, politically, and economically. There will also be some documentaries.

*This course is designed for senior history majors and fulfills one of the requirements for the degree in history.

Time Meeting Days Instructor
10:30-12:18 W Davis

Assigned Readings:
“Capn. Charles Johnson” (aka Daniel Defoe): A General History of the Pyrates (Dover, 1999)
Jos. Morgan, A Complete History of Algiers (Davidson Press, 2008)
Peter T. Leeson, The Invisible Hook: The Hidden Economics of Pirates (Princeton, 2009)
Robert C. Davis, Holy War and Human Bondage (Praeger, 2009)

Prerequisites and Special Comments:
Senior standing as a history major.
It is also recommended that students have taken at least one course in either Early-modern European, Early American, Early Latin American, or Atlantic history. Eye patches are optional.
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HISTORY 598* SENIOR COLLOQUIUM
5 Cr. Hrs.

The History of Children and Childhood in the Western World
Since the 1960s a growing number of historians have devoted attention to the history of children and childhood. In this class we will investigate how historians have approached this topic, which questions they have raised, what source materials they have utilized, and which conclusions they have drawn. Our readings will cover a range of issues including changing understandings of children and childhood; children’s position in the family; child labor and schooling; children’s welfare and the law; and the concept of children’s rights.

*This course is designed for senior history majors and fulfills one of the requirements for the degree in history.

Time Meeting Days Instructor
10:30-12:18 T Soland

Assigned Readings:
We will not be reading books in their entirety, and students will not be required to purchase any texts. All weekly readings, consisting in articles and book chapters, will be available on-line.

Assignments:
In addition to active and informed participation in class discussions, students are required to write two short papers (2-3 typed, double-spaced pages) in the course of the Quarter. Students are also expected to complete a final paper (approximately 15 typed, double-spaced pages) which will be due at the end of the course.
Prerequisites:
This course is designed for History Majors with Senior Standing. Other students may register for the class if space permits with permission of the instructor.

HISTORY HONORS 598.02 PROSEMINAR IN HISTORY
5 Cr. Hrs.

War and Dissent in America
Despite all the pious cant that Americans area a peace-loving people, war has been central to shaping the American experience and American identity. The goal of this course is to study the history of American wars, and to pair that examination with an analysis of the dissent that those wars each generated. We will begin in 1848 and move to the present. Students will be expected to: read and research material on their own; present material to the rest of the group; participate in seminar-style discussion. At the end of the course, students will present a portfolio of their writings for evaluation.

Time                Meeting Days              Instructor
10:30-12:18     M                                 Conn
Prerequisites and Special Comments: Senior history majors.

HIS 775 Literacy Past and Present/History of Literacy Historical & Comparative Perspectives
5 Cr. Hrs.

In recent years our understanding of literacy and its relationships to ongoing societies and social change has been challenged and revised. The challenge came from many directions. The “new literacy studies,” as they are often called, together attest to transformations of approaches and knowledge and a search for new understandings. Many traditional notions about literacy and its presumed importance no longer influence scholarly and critical conceptions. The gap that too often exists between scholarly and more popular and applied conceptions is one of the topics we will consider.

Among a number of important currents, historical scholarship and critical theories stand out, both by themselves and together. Historical research on literacy has been unusually important in encouraging a reconstruction of the fields that contribute to literacy studies, the design and conduct of research, the role of theory and generalization in efforts to comprehend literacy and, as we say increasingly, literacies (plural). It has insisted on new understandings of “literacy in context,” including historical context, as a requirement for making general statements about literacy, and for testing them, and carries great implications for new critical theories relating to literacy.

This seminar investigates these and related changes. Taking a historical approach, we will seek a general understanding of the history of literacy primarily but not exclusively in the West since classical antiquity but with an emphasis on the early modern and modern eras. At the same time, we examine critically literacy’s contributions to the shaping of the modern world and the impacts on literacy from fundamental historical social changes. Among many topics, we will explore communications, language, family and demographic behavior, economic development, urbanization, institutions, literacy campaigns, both political and personal changes, and the uses of reading and writing. A new understanding of the place of literacy and literacies in social development is our overarching goal.

Time Meeting Days Instructor
1:30-3:18 TR Graff

Assigned Readings may include: William V. Harris, Ancient Literacy; Michael T Clanchy, From Memory to Written Record: England, 1066-1307; Carlo Ginzburg, The Cheese and the Worms; Harvey J. Graff, The Literacy Myth; Carl Kaestle, et al, Literacy in the United States: Readers and Reading Since 1880; Mike Rose, The Mind at Work: The Intelligence of American Workers; Deborah Brandt, Literacy in American Lives

Assignments: Regular reading, attendance, and preparation for each class meeting; brief commentary papers; leadership of one or more seminar sessions, two brief essays. There may also be opportunities to work on Graff’s Literacy Studies at OSU “initiative” and the 2009 Interdisciplinary Conference for Graduate Students.
This course meets a core course requirement for the GIS in Literacy Studies.

HISTORY 787 A GRADUATE COLLOQUIUM: CIVIL SOCIETY, PUBLIC SPHERE, AND
5 Cr. Hrs. THE STATE IN CONTEMPORARY HISTORICAL WRITING

Over the past twenty-five years burgeoning literatures on civil society, communication in a "public sphere," the state, and their various relationships with capitalism, aesthetic life, citizenship, and the rise of democratic politics and have informed the research agendas of many historians. The core readings for this graduate colloquium will examine some of the leading theoretical frameworks and historical studies in this emerging approach. The course will begin with readings drawn from the theoretical literature, and from the French, British, and American contexts between 1550 and 1920 which set the agendas for these questions. In the second half of the course, as we continue to do some common readings in students will have opportunity explore the utility of concepts of civil society, public sphere, and citizenship in virtually any early modern and modern regional literature, and synthesize their findings in a final paper.

Time Meeting Days Instructor
3:30-5:30 W Brooke

Assigned Readings:
A sample of the books that we will be working with:
John Ehrenberg, Civil Society: A Critical History of an Idea
Jurgen Habermas, The Structural Transformation of the Public Sphere
Benedict Anderson, Imagined Communities
Evans, Rueschemeyer, and Skocpol, eds., Bringing the State Back In

Assignments:
in-class discussion
weekly rough reactions
brief presentations of articles selected from distributed list [50%]
presentation of project
final historiographical/analytical paper (20-25 pages) [50%]

WOMEN'S HISTORY

HISTORY 325 INTRODUCTION TO WOMEN’S HISTORY: THE AMERICAN
5 Cr. Hrs. EXPERIENCE

This course surveys the history of American women from colonial times to the present. Through lectures, discussions of assigned readings, and small group projects, we will consider the experiences of women of different classes, races, and ethnic groups in relation to broad categories such as work, family, sexuality, politics and ideology.

Time Meeting Days Instructor
9:30-11:18 MW Hegarty

Assigned Readings (tentative):
Linda K. Kerber & Jane S. DeHart, eds., Women’s America: Refocusing the Past, 6th ed., Other readings: selected short articles, monographs, documents

Assignments (tentative):
Short weekly papers based on readings
Group projects and oral reports
Final essay

Prerequisites and Special Comments:
Groups B, post-1750.

HISTORY 781 STUDIES IN WOMEN’S HISTORY
5 Cr. Hrs.

Gendering Colonialism
This seminar explores the intersections of race, ethnicity, class, religion, and sexuality in the context of colonialism, with a particular focus on women and gender. European and American colonialism was arguably the strongest political and cultural force of the nineteenth and twentieth centuries, with strong earlier influences and present manifestations. It has had many socioeconomic implications for both colonized and colonizer peoples, including women. Here we will adopt a cross-cultural approach, exploring colonialism wherever it occurred/occurs, from the Americas to Soviet Central Asia and many points between, and in many different forms, from formal political control to spheres of influence, mercantile to white settler colonialism. We will move chronologically from early forms of colonialism to later ones, and deal with various forms of colonialism crucial to the establishment of European dominance from the sixteenth to the twenty-first centuries. We will pay particular attention to the voices of colonized women and to their representations in colonialism, and to identity and sexuality issues.

Time Meeting Days Instructor
3:30-5:18 TR Robertson

Assigned Readings:
Jamaica Kincaid, A Small Place (essay)
Daiva Stasiulis and Nira Yuval-Davis, eds., Unsettling Settler Societies: Articulations of Gender, Race, Ethnicity and Class
And perhaps others.

Assignments:
The most important aspects of participation in this seminar are doing the reading of approximately 80 to 100 pages per week and then analyzing it in class discussions and short written assignments. There is no term paper.
An important aspect of this class is attention to images of colonized and colonizer peoples, including films. Once every two weeks this class will view a film with direct relevance to colonial experiences and/or colonizer representations and analyze its content.

Prerequisites and Special Comments:
Graduate standing recommended but not required; background in Women’s Studies/Women’s History.

HISTORY 881.02 SEMINAR IN WOMEN’S HISTORY II
5 Cr. Hrs.

This is the second quarter of a two-quarter research seminar, only those students enrolled in History 881.01 Autumn quarter may enroll in this course.

Time                Meeting Days              Instructor
4:30-6:18         R                                 Soland

WORLD HISTORY

HISTORY 181 WORLD HISTORY TO 1500
5 Cr.Hrs.

This course examines the major issues that have shaped the human experience from the beginnings of human civilization (ca. 3500 B.C.) to ca. A.D. 1500, when the European voyages of exploration were beginning to tie the world together more tightly than ever before in a new pattern of global interrelatedness. Before 1500, societies in different parts of the world had far less contact with each other. In particular, Afro-Eurasia and the Americas remained almost entirely cut off from each other. For this reason, the main emphasis of History 181 will be the comparative study of civilizations. Within that context, religions (belief systems), trade, and technology will be emphasized as factors that differentiated civilizations while also linking different civilizations at regional and hemispheric, if not yet global, levels.

Time               Meetings Days            Instructor
9:30-10:48       TR                               Hathaway
9:30; 10:30      MW (recitations)

Assigned readings:
Richard W. Bulliet, et al., The Earth and Its Peoples: A Global History, vol. 1, 4th ed.
Robert van Gulik , The Chinese Gold Murders: A Judge Dee Mystery

Assignments:
In-class midterm and final, a paper related to The Chinese Gold Murders, attendance at and participation in recitations
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HISTORY 182 WORLD HISTORY 1500 TO PRESENT
5 Cr. Hrs.

This course examines the major issues that have shaped the human experience from 1500 to the present. Our primary goal is to understand the gradual integration of various regions of the world over time. In addition, we will investigate the complexity and variety of human history and develop an interpretive framework for understanding these historical changes. To guide our analysis we will pay close attention to the following themes: (1) the historical processes that brought together various regions of the world; (2) the changes in culture, economy, and politics that resulted from this integration; (3) the conflicts and tensions attending global integration, especially concerning race, gender, class, and nationality.

Time               Meeting Days              Instructor
9:30-10:48      TR                               Sreenivas
9:30                MW (recitations)

Assigned readings:
Richard W. Bulliet, et al., The Earth and Its Peoples: A Global History, Vol. II, since 1500.
Alfred Andrea & James Overfield, The Human Record: Sources of Global History, (Vol. II: since1500)
Adam Hochschild, King Leopold’s Ghost: A Story of Greed, Terror and Heroism in Colonial Africa.

Prerequisites and Special Comments:
This course contributes to the following requirements: GEC Historical Survey, Global Issues, Non-Western Focus. It also fulfills a requirement for students planning to apply to OSU’s Master’s degree in Education for social studies licensure.

HISTORY 597 CRITICAL ISSUES OF THE TWENTIETH CENTURY WORLD
5 Cr. Hrs.

This course looks from a global perspective at major issues that have made, or are making, the world we live in today. The lectures explore major themes or examples illustrative of those issues. Additional exercises will explore a variety of alternative approaches to understanding the world around us: films, works of literature, the pictorial record created by artists and photographers, or simulations of real-life situations. The goal of the course is not only to convey factual knowledge about the twentieth-century world, but also to provide an interpretive framework in which this knowledge can be set, and to help us all become well-informed and responsible citizens of a world that is now at a critical turning point in its history.

Time               Meeting Days              Instructor
10:30              MTW                          Bartholomew
10:30-12:18    R (recitations)

Assigned Readings: (tentative)
Carter V. Findley and John A. Rothney, Twentieth-Century World, 6th ed.
Chinua Achebe, Things Fall Apart
Erich Maria Remarque, All Quiet on the Western Front
Alan Paton, Cry the Beloved Country
Chinua Achebe, A Man of the People

Assignments: A midterm and a final, plus a short analytical paper based on assigned readings. Exams may combine objective and essay questions. Comprehensive final.

Prerequisites and Special Comments: Open to juniors and seniors only.