Course Description Booklet

Spring Quarter, 2008
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 Spring Quarter, 2008. The descriptions are accurate as of January 16, 2008. 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 | AMERICAN | ANCIENT | ASIAN & ISLAMIC | EUROPEAN |
JEWISH | LATIN AMERICAN | MILITARY | THEMATIC | WOMEN | WORLD

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
9:30-10:48         TR                               Ayoola
9:30; 10:30        MW (recitations)

Assigned Readings:
To be decided but will include a major text book, one or two novels, along with short journal articles and book chapters.

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

This is the second of two courses in a series intended to provide an introduction to the emergence and growth of African civilizations.  The approach will be to foster an appreciation of the complexities of civilizations in Africa, an extremely large continent, as well as to highlight the main areas of Africa’s contribution to human advancement.  We will in the process examine distortions of Africa’s history as well as the image of Africa held outside the continent.

Time                 Meeting Days               Instructor
11:30-12:48       MW                             Barchiesi
11:30; 12:30       T, R (recitations)

11:30-12:48       TR                               Fyle

AMERICAN HISTORY

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 MWF Horger
*9:30-10:48 MW Newell
*11:30-12:48 MW Horger
11:00-12:48 MW
*1:30 MWF Alexander
1:30-2:48 MW
2:30-4:18 TR
3:30-5:18 MW
5:30-7:18 MW
5:30-7:18 TR
6:30-8:18 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
*11:00-12:18 TR Hegarty
*11:30-12:48 TR Hartmann
*12:00-1:18 MW Hartmann
*12:30 MW Boyle
*1:30-2:48 TR Hegarty
2:30-4:18 MW
5:30-7:18 MW
5:30-7:18 TR
6:30-8:18 MW
*Students signing up for this section must also sign up for a recitation section.

HISTORY HONORS 152 AMERICAN CIVILIZATIONS SINCE 1877
5 Cr. Hrs.

This course explores the social, political, cultural, and economic developments of the United States since the end of Reconstruction. Lectures, discussions, and course assignments will focus on the diversity of the American peoples and their competing beliefs regarding the nation’s culture, government, and identity. Topics include: immigration and regulation of national borders; racial identity and conflict; the growth of the economy and class formation; urbanization and social reform; the evolution and diversity of family structures; changes in gender roles and sexual norms; and the interplay between America’s domestic and international policies.

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

Prerequisites and Special Comments:
This class is open to students enrolled in a college honors program. Interested students in the Arts and Sciences Scholars Program should contact the instructor to discuss permission for enrollment.

HISTORY 366.02 AMERICAN ENVIRONMENTAL HISTORY
5 Cr. Hrs.

American Environmental History will focus on the history of American ecosystems from last Ice Age to the present. We will study scientific and historical debates over the causes of environmental change. We will spend some time on the history of the environmental movements and environmental philosophy, but our main purpose is to consider the historic impacts of humans and nonhumans on each other.

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

Assigned Readings:
William Cronon, Nature’s Metropolis: Chicago & the Great West
Alfred Crosby, Ecological Imperialism: The Biological Expansion of Europe, 900-1900
Donald Worster, The Dust Bowl: The Southern Plains in the 1930s
Hal Rothman, The Greening of a Nation? Environmentalist in the U.S. since 1945
Selected scientific and historical essays available on Carmen

Assignments:
Quizzes: There will be five quizzes on the readings in the course. The quizzes will ask you to report fully and accurately on the content of the readings in the course.
Midterm & Final Examinations: There will be a midterm examination and a final examination. The midterm will ask you to write one comprehensive one-hour essay, the final two.
Essay: You will be asked to write an essay (no more than 6-10 pages in length). It should reflect a major problem in environmental history. You should devote your essay to an analysis of a particular historical and/or scientific debate.

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
11:30-1:18 TR Blackford

Assigned Readings:
Colin Galloway, The Shawnees and the War for America
Luther Standing Bear, My People the Sioux
Craig Leslie, River Song: A Novel

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

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

HISTORY 555.02 TOPICS IN AFRICAN AMERICAN HISTORY
5 Cr. Hrs.

African American History in Contemporary Film

This course explores Black politics and resistance through the lens of Black film We seek to understand how and why various historical topics have been depicted in movies, and to what extent the film version of particular events reflected the reality of the actual experience. The purpose of the class will be to use film to explore themes like Black resistance, racial violence and Black political thought, and place these subjects and topics in historical context. We will view a series of films on the Black experience, ranging from slavery through the contemporary era.

Assigned Readings:
Assigned readings are TBA, but will consist of books and articles related to the historical themes presented in each film. We will watch one movie each week, including films like Sankofa, Rosewood, Malcolm X, and Bamboozled. In addition, there will a series of short primary source documents, which the students will be asked to compare with the depiction in the film.

Time Meeting Days Instructor
3:30-5:18 M Alexander
3:30-6:18 W

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

HISTORY 557.03 CIVIL WAR AND RECONSTRUCTION
5 Cr. Hrs.

In this course we will discuss the origins of War, which side won and why, and various attempts to remake Southern society during the Reconstruction era. We will describe the experiences of Northerners, Southerners, and Westerners, including ordinary people (soldiers, slaves, farmers, women) as well as famous generals and politicians. This is not a military history course.

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

Assigned Readings:
One basic text on the period plus readings from monographs on the period.

Assignments:
Students will take two exams and write some papers. They are expected to attend class regularly.

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

HISTORY 560 THE AMERICAN WEST
5 Cr. Hrs.

In this course, we shall examine the history of the trans-Mississippi West from the late 1700s to the present. We shall begin by looking at the exploration of the region and the evolution of its fur trapping, mining, cattle, and farming frontiers. Building on our understanding of these nineteenth-century developments, we shall then turn to an examination of major themes in twentieth-century western developments: urbanization, natural resource usage, and environmentalism.

Time Meeting Days Instructor
10:30-12:18 MW Blackford

Assigned Readings:
Osbourne Russell, Journal of a Trapper
Nannie Alderson, A Bride Goes West
John Ise, Sod and Stubble
Nathaniel West, Day of the Locust
Jon Krakauer, Into the Wild

Assignments:
Three 7-8 page long essays (each 33 1/3 percent of the grade).

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

HISTORY 564 EMERGENCE OF MODERN AMERICA, 1877-1917
5 Cr. Hrs.

The course explores the origins of modern America. We will examine the aftermath of Reconstruction and its reverberations in all of the nation’s regions. Focusing on politics and social change, we will examine Industrial expansion, immigration, the movement of people to cities and to the West, and technological change. The development of a more powerful and active national state was one of the major developments of the period; we will trace that in conjunction with the period’s social movements for temperance, women’s rights, civil rights, and labor

Time Meeting Days Instructor
5:30-7:18pm MW Baker

Assigned Readings:
We will read 3 short books written during the period, along with 2 history texts.

Assignments:
There will also be a number of web-based assignments and a midterm and a final.

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

HISTORY 566 CONTEMPORARY U.S. SINCE 1963
5 Cr. Hrs.

Examination of the major political, economic, social and cultural changes in the USA since the spring of 1963: suburbanization, causes and consequences of the Vietnam War, the civil rights movement, political polarization, the revival of feminism, the counter-culture, the new environmentalism, détente and the decline of East-West tensions, the new world disorder, the rise of a service-based economy, and globalization.

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

Assigned Readings:
Barbara M. Kelly, Expanding the American Dream (1993)
Frederik Logevall, The Origins of the Vietnam War (2001)
Juan Williams, Eyes on the Prize: America’s Civil Rights Years, 1954-1965 (1988),
chaps. 4-8
Barry Goldwater, Conscience of a Conservative (1960)
Bruce Shulman, The Seventies: The Great Shift in American Culture, Society and Politics (2002)
David Halberstam, War in a Time of Peace: Bush, Clinton and the Generals (2002)
Barbara Ehrenreich, Nickled and Dimed: On (Not) Getting by in America (2002)

Assignments:
A midterm, a final and a short (5-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 578 AMERICAN RELIGIOUS HISTORY
5 Cr. Hrs.

Religious faith in America has had to confront the effects of the enlightenment, scientific naturalism, modernization, and pluralism, as well as many other intellectual and social forces. This course will examine America’s religious experience from the late nineteenth century to the present with the goal of seeing how the country’s major religious movements have responded to the rapidly changing American intellectual and social landscape. We will focus our attention on Protestantism’s battle with modernity and theological liberalism, Catholicism’s commitment to religious and ethnic identities, religion and social action, secular humanism, as well as the relationship between Judaism and Islam and an American society that has been dominated by Christianity.

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

Assigned Readings:
Possible course readings will be:
Martin Gardner, The Flight of Peter Fromme
Lis Harris, Holy Days: The World of a Hasidic Family
Robert Orsi, The Madonna of 115th Street: Faith and Community in Italian Harlem, 1880-1950
Hal Lindsey, The Late Great Planet Earth
Dorothy Day, The Long Lonliness
Mohsin Hamid, Reluctant Fundamentalist
Rosemary Reuther, Sexism and God-Talk

Assignments:
Midterm, Final and Paper, all in take-home format.

Prerequisites and Special Comments: 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. Towards the end of the course we will explore the impact of the creation of institutional spaces for the study of African American history and its impact on the discipline. 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
5:30-7:18 W Hall

Assigned Readings:
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: University 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

(additional supplemental material will be added on Carmen)

Assignments:

All relevant material for this course will be posted on Carmen (syllabus, supplemental materials, announcements, etc). Attendance is required at all sessions. Students must submit documentation in order to make up missed assignments. Each student is responsible for leading the discussion on one book 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. All discussants must submit of 2-3 précis of the book and discussion questions, which will be posted on Carmen. Students may request to discuss articles in person or by email. A final list will be generated once all students have selected an article. Students are also required to write one 7-9 page book review essay of one of the books on the book review essay list posted on Carmen. Pattern review essays on those that appear in American Quarterly, Reviews in American History and the American Historical Review. 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.

HISTORY 771 THEMES IN RECENT UNITED STATES HISTORY
5 Cr. Hrs.

Readings in Asian American History
This graduate level course will explore new scholarship in Asian American History. The category Asian American refers to people in the United States of East Asian, South Asian, and Southeast Asian ancestry. The works assigned for this course tend to incorporate interdisciplinary approaches to enrich the study of history or use history to further the analysis of contemporary issues. Through readings and discussion, we will examine central concepts in Asian American History and ask how the experiences of Asian Americans complicate existing understandings of American race relations, gender roles, sexual norms, national identity, and international relations. This course will be offered at OSU and made available to other Big-10 Universities through Course Share.

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

Assigned Readings:

Racial Formation East of California
John Tchen, New York before Chinatown : Orientalism and the Shaping of American Culture, 1776-1882 (John Hopkins, 1999)
Moon Ho-Jung, Coolies and Cane: Race, Labor, and Sugar in the Age of Emancipation (John Hopkins, 2006)

Empire and Transnationalism
Eiichiro Azuma, Between Two Empires: Race, History, and Transnationalism in Japanese America (Oxford, 2005)
Paul Kramer, The Blood of Government: Race, Empire, the United States, and the Philippines (North Carolina, 2006)

Aliens and Citizens
Mae Ngai, Impossible Subjects : Illegal Aliens and the Making of Modern America (Princeton, 2004)
Nayan Shah, Contagious Divides : Epidemics and Race in San Francisco's Chinatown (California, 2001)

Culture and Identity
Henry Yu, Thinking Orientals : Migration, Contact, and Exoticism in Modern America (Oxford, 2001)
Madhulika S. Khandelwal, Becoming American, Being Indian: An Immigrant Community in New York City (Cornell, 2002)

War, Family, and the State
Claire Jean Kim, Bitter Fruit: The Politics of Black-Korean Conflict in New York City (Yale, 2003)
Aihwa Ong, Buddha is Hiding: Refugees, Citizenship, the New America (California, 2003)

HISTORY 789 TOPICS IN AMERICAN HISTORY TO 1877
5 Cr. Hrs.

“Colonizing and Decolonizing Native America”

This graduate course will sample topics related to the colonization of Native America, and the ways that Native people have responded to that process. It is connected to the Center for Historical Research’s spring speaker series on the colonial “hotspots: Charleston, S.C., Quebec, and Detroit, but will also explore additional topics in American Indian history. Tentatively, these topics are Indian slavery, women, Native intellectuals, and the development of American Indian Studies.

During three of the class meetings on April 18, May 9, and May 16, students will attend the presentations of guest scholars; other weeks the class will have a seminar format. Students in this class will have the opportunity to have lunch with the speakers beforehand if their schedules permit.

Time Meeting Days Instructor
1:30-4:18 F Murphy

Assigned Readings:
Assigned readings will include the papers of the guest speakers, and a mix of monographs, essay collections, and primary sources. Some readings will be in common, and others will vary from student to student.

Possible readings may include:
Selections from Allan Gallay's forthcoming edited collection, Indian Slavery in Colonial America
Selections from Mona Etinne and Eleanor Leacock, Women and Colonization
Laura F. Klein and Lillian A. Ackerman, eds, Women and Power in Native North America
Rebecca Kugel and Lucy Eldersveld Murphy, eds., Native Women's History in Eastern
North America before 1900: A Guide to Research and Writing
Theda Perdue, Cherokee Women
Selections from the Cherokee Phoenix, newspaper
Margot Liberty, ed., American Indian Intellectuals of the Nineteenth and Early Twentieth
Centuries
Materials from the OSU archives relative to the creation (at OSU!) in 1911 of the Society of American Indians, a national organization dedicated to Native rights
The writings of Charles Eastman, Francis La Flesche, Sarah Winnemucca, Ella Deloria,
Vine Deloria, Jr., and other Native scholars and activists
Georges E. Sioui, For an Amerindian Autohistory
Donald L. Fixico, The American Indian Mind in a Linear World: American Indian Studies and Traditional Knowledge
Clara Sue Kidwell and Alan Velie, Native American Studies
Devon Abbot Mihesuah and Angela Cavender Wilson, eds., Indigenizing the Academy:
Transforming Scholarship and Empowering Communities
Non text primary sources: photographs, films, music, pow wow, and more.

Assignments: Three very short papers, two or three longer papers, and two short presentations.

HISTORY 867.02 SEMINAR IN EARLY AMERICAN HISTORY TO 1877 II
5 Cr. Hrs.

The second half of a two-quarter research seminar, only students who enrolled in History 867.01 Winter Quarter 2008 may enroll in this course.

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

HISTORY 871.02 SEMINAR IN AMERICAN DIPLOMATIC HISTORY II
5 Cr. Hrs.

The second half of a two-quarter research seminar, only students who enrolled in History 871.01 Winter Quarter 2008 may enroll in this course.

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

ANCIENT HISTORY

An advanced survey of military history from the Bronze Age in Greece (ca. 1200 D.C.) to the fall of the Roman Empire in the West (A.D. 476). The lectures will proceed chronologically and six interconnected themes will comprise their focus: tactical and technological developments in warfare; military strategy and interstate diplomacy; the reciprocal effects of war and political systems upon one another; the social and economic bases of military activity; conversely, the impact of war on society, particularly its role in the economy and its effect upon the lives of both participants and non-combatants; finally, the military ethos and the ideological role of war. 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.

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

Assigned Readings (tentative):
Caesar, The Gallic Wars
D. Engles, Alexander the Great & the Logistics of the Macedonian Army.
A. Ferrill, The Fall of the Roman Empire: The Military Explanation
V. Hansen, The Western Way of War.
Herodotus, The Persian Wars
Livy, The War with Hannibal
E. Luttwak, The Grand Strategy of the Roman Empire
Tacitus, The Complete Works
Thucydides, The Peloponnesian War and a Xeroxed packet

Assignments:
Students in this course will be required to take a midterm 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 808.02 RESEARCH SEMINAR IN ANCIENT HISTORY II
5 Cr. Hrs.

The second half of a two-quarter research seminar, only students who enrolled in History 808.01 Winter Quarter 2008 may enroll in this course.

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

ASIAN & ISLAMIC HISTORY

Time Meeting Days Instructor
3:30-5:18 MW Keith, M.

HISTORY 342 FOUNDATIONS OF CHINESE CIVILIZATIONS
5 Cr. Hrs.

This course will provide students with an overall perspective of the pre-modern history of China, and to provide a basis for understanding basis upon which modern Chinese culture and the state can be understood. This course will also provide the necessary foundational knowledge for upper division courses in Chinese and East Asian history and culture.

The course will be run via a series of lectures and discussion sessions. Students will have the opportunity to think, speak write critically through the reading and study of both primary and secondary sources of information on the topics at hand, and to have a good overview of the various approaches and interpretations towards pre-modern Chinese history and culture.

Time Meeting Days Instructor
1:30-3:18 MW Heng, D.

Assigned Readings:

Textbooks:
Patricia Buckley Ebrey (ed.), Chinese Civilisation, A Sourcebook (New York: The Free Press, 1993).

Charles O. Hucker, China to 1850 (California: Stanford University Press, 1978).

John King Fairbank & Merle Goldman, China, A New History (Cambridge, Massachusetts: Harvard University Press, 1998).

Other Readings (Also essential!)

Articles and book chapters that may be relevant to the specific classes will be set as essential readings under the library reserve collection (Marion library).

Several chapters from W. Scott Morton, China: Its History and Culture (New York: McGraw-Hill Professional, 1995) have to be accessed through the NetLibrary. This internet website may be accessed via OSU’s library portal. Go to the library home page, click on the “research databases” link, and then enter a search for “net-library”. You should then be able to access the site content. If you are logging is from outside of Campus, you will need to perform an off-site sign-in first.

Assignments:
Classroom participation (discussion): 15%
Classroom presentation: 15%
2 Map Quizzes: 5% each (total of 10%; to be conducted in weeks 3 & 6)
3 written assignments (1200 words each): 20% each (total of 40%; due in weeks 5 & 8)
Final examination: 20%

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

HISTORY 540.02 HISTORY OF IRAN
5 Cr. Hrs.

Iranian history and its cultural traditions have exerted a substantial influence on the history and cultural traditions of the world from the late antique through the modern period, and by extension, that of our contemporary culture. This course will provide an overview of the general trajectory of the history and culture of Iran from the arrival of the Iranians onto the plateau in the first millennium B.C. through the modern period. Attempting to cover around three millennia, the scope of this course will be broad, concentrating only on those aspects of the history of Iran which have had a formative influence on the region. The first half of the course will concentrate on the history and culture of Iran up to the early modern period in the sixteenth century. The second half will concentrate on the early modern through the modern period. Throughout the course, and to the extent possible, the history of Iran will be put in the greater context of the history of the “Middle East” where it unfolded. It is hoped that by the end of the course you will have acquired not only a head start in understanding Iranian history and its cultural heritage, but also the context within which it developed. While all that will be examined in this course will be directly relevant to contemporary events as they unfold, this course will not examine the latter. Throughout the course we will be viewing a number of documentary videos and films.

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

Prerequisites and Special Comments: Group A, pre & 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
9:30-11:18 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
George Orwell, Burmese Days
Sugata Bose and Ayesha Jalal, Modern South Asia: History, Culture, Political Economy

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

HISTORY 548.02 HISTORY OF MODERN JAPAN
5 Cr. Hrs.

This course treats all major aspects of Japanese history since about 1800 including politics, economic trends, socio-cultural and intellectual change, and foreign relations. However, certain themes will receive particular stress. One is the conflict between local institutions and ideas of foreign origin like Christianity and Marxism. Another is the socio-economic origins of World War II from the Japanese side. A third is the development of Japanese science and technology. And a fourth is the rise of Japan to economic great power status and heightened political prominence after World War II, notwithstanding its difficulties in recent years.

Time Meeting Days Instructor
12:30-2:18 MW Bartholomew

Assigned Readings:
Albert Axell and Hideaki Kase, Kamikaze: Japan's Suicide Gods
Andrew Gordon, A Modern History of Japan: From Tokugawa Times to
the Present
Andrew Gordon, ed., Postwar Japan As History
Mark Schreiber, The Dark Side: Infamous Japanese Crimes and Criminals
Gwen Terasaki, Bridge to the Sun

Assignments:
midterm
short paper based on assigned readings
final examination

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

HISTORY 594 GROUP STUDIES
5 Cr. Hrs.

Modern & Contemporary History of Central Asia
This course will introduce students to the modern and contemporary history of Central Asia. The introduction will discuss each term of the topic: the period, going from the seventeenth century to the present day; the sources, a wide range of multilingual written or field data; the area, covering the five Central Asian Republics and Xinjiang Autonomous Region in China. While following a chronological order, tracking individual careers, and exposing the basic political background, we will avoid as much as possible any factual scenario of the history of Central Asia. We will rather underline trends and turning points, such as the colonization process, Nationalism, the Soviet and the Maoist impacts, and the ambivalence of independences and regional autonomies. Lastly, the course will consider long-term (longue durée in French) phenomena in the modern history of Central Asia, that is the slow evolutions of society against the course of events. In this regard, we will not abstain from coming and going between the modern or contemporary period and the past situation in the region (see, for instance, the saintly-lineages in Post-Timurid courts and in the Uzbek administration today).

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

Assigned Readings:
Millward, James, Eurasian Crossroads. A History of Xinjiang.
Svat, Soucek, A History of Inner Asia
Vambery, Arminius, Travels in Central Asia.

Assignments: Attendance and Participation, Two exams, a short paper and a final exam.

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

HISTORY 796 COLLOQUIUM IN JAPANESE HISTORY
5 Cr. Hrs.

History 796 is intended primarily for graduate students preparing for general examinations, although undergraduates may enroll with the permission of the instructor. While the course does not assume substantial prior knowledge of the subject matter, those with only modest preparation may wish to read a general textbook, along with the monographs to be read and discussed in the course. (Andrew Gordon’s 2003 text is preferred). Our focus will be on modern Japanese history, that is, with one exception the period after 1800. Monographs to be read and discussed include only titles that have appeared in the last five years or so.

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

Assigned Readings:
Miriam Silverberg, Erotic Grotesque Nonsense: Japanese Mass Culture in the 20s and 30s.
Univ. of CA Press, 2007.
Mark Metzler, Lever of Empire: The International Gold Standard & the Crisis of Liberalism
In Prewar Japan. Univ. of CA Press, 2007.
Gregory Clancey, Earthquake Nation: The Cultural Politics of Japanese Seismicity, 1868-
1930. Univ. of CA Press, 2006.
David Ambaras, Bad Youth: Juvenile Delinquency and the Politics of Everyday Life in
Modern Japan. Univ. of CA Press, 2006.
Mary Elizabeth Perry, Japan in Print: Information and Nation in the Early Modern Period.
Univ. of CA Press, 2006.
Walter E. Grunden, Secret Weapons & World War II: Japan in the Shadow of Big Science.
Univ. of Kansas Press, 2005.
Kevin M. Doak, A History of Nationalism in Modern Japan: Placing the People. Leiden & Boston: E.J. Brill, 2007.

Assignments:
Two review essays.

Prerequisites and Special Comments:
Graduate standing or permission of the instructor.

HISTORY 827.02 SEMINAR IN THE HISTORY OF THE ISLAMIC WORLD II
5 Cr. Hrs.

This is the second half of a two-quarter seminar. Only students enrolled in History 827.01 Winter quarter may enroll in this course.

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

EUROPEAN HISTORY

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
*10:00-11:18 TR Parker
*12:30 MWF Van Kley
2:30-4:18 MW
5:30-7:18 MW
5:30-7:18 TR
6:30-8:18 MW
*Students signing up for this section must sign up for a recitation section.

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
*10:30 MWF Breyfogle
*11:30-12:48 TR Keith
1:30-3:18 MW
3:30-5:18 TR
5:30-7:18 MW
5:30-7:18 TR
*Students signing up for this section, must sign up for a recitation section.

HONORS 112 WESTERN CIVILIZATION FROM THE 17th CENTURY TO MODERN TIMES
5 Cr. Hrs.

A continuation of Honors 111 focus on the changing sense of “self,” “other” and the boundaries between them, in the context of both individuals and communities. 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.

Time Meeting Days Instructor
9:30-11:18 TR Beyerchen

Assigned Reading (tentative):
Text: J. Spielvogel, Western Civilizations: A Brief History, vol. 2
Approximately five supplementary readings.

Assignments:
Substantial weekly readings.
Two short papers (20% each)
Essay in-class midterm (20%)
Essay in-class final exam(40%)
Attendance and class participation will count seriously in the event of a borderline grade.

Prerequisites and Special Comments:
Honors standing or permission of the instructor.

HISTORY 312 INTRODUCTION TO MODERN EUROPE
5 Cr. Hrs.

This course explores the history of modern Europe from the French Revolution to the near present with the goal of familiarizing students with the important changes, events, and institutions of the period. In examining the history of modern Europe we will cover a variety of social, political, economic, and cultural developments, including state-building, empire-building, and nation-building, industrialization and urbanization, the development of mass politics and mass movements, wars and revolutions, the development of ideologies such as liberalism, nationalism, socialism, communism, imperialism, social Darwinism, and culmination of these processes in the end of empires, deindustrialization, the fall of communism, the reemergence of ethnic nationalism, globalization and multiculturalism. We will also look at how these larger developments affected people, especially the evolution of gender relationships in Europe during the nineteenth and twentieth centuries and individuals’ relationship with the state. Although the course’s primary focus is on Europe, we will consider the region’s development and experiences within the larger context of modern world history. In addition to a text book and a primary source reader, the assigned readings will consist of three to four books. Possible readings may include Henri Alleg’s The Question, Christopher Browning’s Ordinary Men, Emilie Carles’ A Life of Her Own, Slavenka Drakulic How We Survived Communism and Even Laughed, Karl Marx’s The Communist Manifesto, Erich Maria Remarque’s All Quiet on the Western Front, John Scott’s Behind the Urals, and Voltaire’s Candide. Tentative assignments include two short analytical papers based on the assigned readings and a cumulative, take-home final exam. Discussion of the assigned readings is an important part of the course and will count in final grade calculations.

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

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

HISTORY 508.02 MEDIEVAL EUROPE, 1100-1450
5 Cr. Hrs.

“Cathedrals, Knights, and Crusades”
This course examines European civilization for the period generally known as the High Middle Ages, the centuries in which many of the best-known characteristics of medieval culture emerge. Four themes of the High Middle Ages structure the course: cathedral-building, knights and chivalry, the crusading movement, and the rise of universities. We will discuss the foundations and contexts of these developments by addressing the nature of the agricultural and commercial revolutions and of high medieval religion.

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

Assigned Readings:
The Letters of Abelard and Heloise, trans. Radice (rev. ed. 2003)
John Baldwin, The Scholastic Culture of the Middle Ages, 1000-1300 (1971)
Robert A. Scott, The Gothic Enterprise (2003)
Constance Bouchard, Strong of Body, Brave and Noble: Chivalry and Society in Medieval France (1998)
Madden, ed. Crusades (2004); or Madden, Concise History (2005)
Black Death reader (TBA)

Assignments:
Several short (5-6 page) papers, Midterm and Final Examinations

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

HISTORY 512.02 THE ERA OF THE FRENCH REVOLUTION, 1770-1815
5 Cr. Hrs.

A survey of Europe from the era of the French Revolution from about 1770, when the French “old regime” began to exhibit signs of unraveling from within, to 1815, when Napoleon Bonaparte lost the last of the revolutionary wars. Although the emphasis in this course will necessarily fall on France itself, an effort will be made to place the French Revolution in a European-wide comparative perspective in order to determine what was unique about France such that conditions common to the European Old Regime came to the point of collapse and the project of radically discontinuous “revolution” only there. An attempt will also be made to isolate those conditions that were permanently altered as a result of the Revolution, not only in France but in the rest of Europe and the world. Among these conditions, that of religion will receive special attention. The question will be asked—and perhaps even be answered—how the French Revolution gave birth to the first attempt to eradicate Christianity, and thereby refracted Europe’s erstwhile religious and political divisions into the modern one between religious “conservatives” and secular “progressives.”

Time Meeting Days Instructor
1:30-3:18 TR Van Kley

Assignments:
The course format will that of lectures accompanied by outlines and illustrated by prints and revolutionary songs, plus some class discussions based on the common readings. Along with assiduous attendance and active participation in discussions, the course requirements will consist of three take-home essays on the problems of the origins of the Revolution, the causes of the Terror, and of the relation of Napoleon Bonaparte to the Revolution. In addition, the course will require one short quiz as well as well as one short position paper in connection with a mock trial of the king Louis XVI. The main texts to be used are Jeremy Popkin’s A Brief History of the French Revolution, Keith Baker’s edited primary documents entitled The Old Regime and the French Revolution, Michael Walzer, Regicide and Revolution, a course reader consisting of articles from the scholarly journals, and perhaps a short biography of Napoleon Bonaparte yet to be selected.

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

HISTORY 513.02 EUROPEAN THOUGHT & CULTURE IN THE 20TH CENTURY
5 Cr. Hrs.

This course surveys what is arguably the most dynamic period of Western cultural history, roughly 1890-1950. These revolutionary developments include modernist art (Picasso, Kandinsky), modernist literature (Conrad, Mann, Joyce, Woolf, Proust), the impact of technology on time and space (Kern), relativity and quantum theory (Einstein, Bohr), atonal music (Schoenberg), psychoanalysis (Freud), existential philosophy (Nietzsche, Sartre), and feminism (Woolf, De Beauvoir).

Time Meeting Days Instructor
9:30-10:48 MWF Kern

Assigned Readings:
Joseph Conrad, Heart of Darkness
Thomas Mann, “Death in Venice”
Stephen Kern, The Culture of Time and Space: 1880-1918
Sigmund Freud, Introductory Lectures on Psychoanalysis (selections)
Virginia Woolf, A Room of One’s Own
Robert Denoon Cumming ed., The Philosophy of Jean-Paul Sartre (selections)
Simone de Beauvoir, The Second Sex (selections)
Diana Hacker, A Pocket Style Manual

Assignments:
Class discussions involve close readings of the texts, and for that reason students should buy the same assigned edition so they will be able to follow these discussions. Students write three papers (6-7 pages) on assigned topics based on the readings and class discussions.

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

HISTORY 538 HISTORY OF THE SOVIET UNION
5 Cr. Hrs.

This course is a survey of the entire Soviet period, from the 1917 Revolution to the demise of the Soviet Union in 1991. A central theme of this course is the unfulfilled promise of the Revolution and the genesis of the Stalinist dictatorship. Topics include the Civil War, the New Economic Policy and problems of underdevelopment, collectivization and industrialization, Soviet culture, the delineation of gender roles, the Second World War and its legacy, the Cold War, de-Stalinization, nationality issues, the collapse of Communism, and prospects for Russian democracy.

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

Assigned Readings:
Hosking, The First Socialist Society (2nd edition)
Von Laue, Why Lenin? Why Stalin? Why Gorbachev?
Scott, Behind the Urals (enlarged edition).
Ginzburg, Journey into the Whirlwind.
Daniels, ed., Soviet Communism from Reform to Collapse.

Assignments:
There will be a midterm exam, paper, and final exam. In addition, students will have short weekly writing assignments on assigned readings.

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

HISTORY 706.01 ADVANCED READINGS IN MEDIEVAL HISTORY
5 Cr. Hrs.

Communication and Culture in the Hundred Years’ War
(Readings in Medieval History)
The pace of technological change in today’s world has led to an increased focus on information technology and its role in shaping modern culture. In our histories of technology, few inventions loom as large as print, and yet as a recent forum in the American Historical Review (2002) demonstrates, its “revolutionary” status remains hotly contested half a millennium later, partly due to a surprisingly poor understanding of the media that preceded print. This graduate-level colloquium introduces students to an important and growing literature on late-medieval communication. Major themes will include the growth of written evidence, the rise in literacy and the growth in a reading public, medieval libraries, reading practices, scribal culture, manuscripts and critical editions, and the appearance of new written forms such as newsletters, tracts, bills, and schedules.

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

Assigned Readings:
Assigned readings might include:

M. T. Clanchy, From Memory to Written Record
Mary A. and Richard H. Rouse, Authentic Witnesses: Approaches to Medieval Texts and Manuscripts
Paul Saenger, Space between Words: The Origins of Silent Reading
Armando Petrucci, Writers and Readers in Medieval Italy: Studies in the History of Written Culture

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

Prerequisites and Special Comments: Graduate standing.

HISTORY 712 STUDIES IN EARLY MODERN EUROPEAN HISTORY
5 Cr. Hrs.

The course aims to prepare students for their General Exams in European history
1500-1650, and to introduce those considering a dissertation topic within this period to
some of the current literature in English.

Time Meeting Days Instructor
5:30-7:18 R Parker

Assigned Readings:
50-100 pages of common readings each week plus individual assignments chosen by each
member of the seminar.

Assignments:
• Common “Readings” which will form the basis of each week’s class discussion.
• A written review (of about 5 typewritten pages) of four monographs on the period;
• another review of the same length of one film on the period; and one longer written
• review (of 7-8 typewritten pages) of one book of special significance on the
• period. All reviews will be pre-circulated and discussed by the seminar
• The person presenting the longer review each week will also chair the session.

Prerequisites and Special Comments:
No prerequisites. The grade for the course will reflect the thoroughness of the preparation,
the punctuality with which reports are circulated, the quality of the class presentations, and
of class participation.

HISTORY 730 19TH AND 20th CENTURY THOUGHT AND CULTURE
5 cr. Hrs.

The modernist period (roughly 1895-1940) brought about revolutionary changes in every area of culture and society: cubism in art, relativity theory and quantum theory in physics, psychoanalysis in psychiatry, pragmatism and phenomenology in philosophy, atonality in music, and a host of new literary techniques that transformed the novel including anti-heros, multiple narrators, unreliable narrators, stream of consciousness, weak plots, non-chronological sequencing, and unresolved endings. This seminar focuses on how these and other new narratives strategies in the novel were used to capture captures changing historical experience, specifically about personal development, courtship, liberalism, religion, nationalism, racism, and imperialism.

Time Meeting Days Instructor
5:30-7:18 T Kern

Assigned Readings:
Joseph Conrad, Heart of Darkness and criticism in Norton Edition
Joseph Conrad, Lord Jim
Franz Kafka, The Trial or The Castle
William Faulkner, Absalom, Absalom!
Marcel Proust, Swann’s Way
Virginia Woolf, Jacob’s Room and criticism in Norton Edition
James Joyce, A Portrait of the Artist as a Young Man and criticism in Norton Edition
Philip Weinstein, Unknowing: The Work of Modernist Fiction
William Everdell, The First Moderns: Profiles in the Origins of Twentieth-Century Thought

Assignments:
Weekly discussion of readings and a final paper based on the readings.

Prerequisites and Special Comments: Graduate standing.

HISTORY 740 STUDIES IN RUSSIAN & SOVIET HISTORY
5 Cr. Hrs.

This intensive graduate reading course is designed to introduce students to the recent historiography of tsarist Russia (1700-1917). Following current trends in the historical field away from purely political matters and efforts to explain the Bolshevik revolution, much of the focus in this course will be on the new social and cultural history of Imperial Russia. [In Au 2008, I will teach another, complementary 740 looking at Russia as a multi-ethnic, multi-confessional empire, another significant trend in recent historiography.]

Time Meeting Days Instructor
2:30-4:18 M Breyfogle

Assigned Readings:
This is a very tentative list and specific books may change.

Val Kivelson, Cartographies of Tsardom: The Land and its Meanings in Seventeenth-Century Russia
Richard Wortman, Scenarios of Power. myth and ceremony in Russian monarchy from Peter the Great to the abdication of Nicholas II [new abridged 1-v. pbk. Ed, 2006]
Elise Wirtschafter, The Play of Ideas in Russian Enlightenment theater
Richard Stites, Serfdom, Society and the Arts in Imperial Russia: the pleasure and the power.
John Randolph., The House in the Garden: The Bakunin Family and the Romance of Russian Nationalism
Mary Wells Cavender, Nests of the Gentry: Family, Estate, and Local Loyalties in Provincial Russia
Jane Burbank, Russian peasants go to court : legal culture in the countryside, 1905-1917
Vera Shevzov, Russian Orthodoxy on the eve of revolution, 2004
Christopher Ely, This Meager Nature: Landscape and National Identity in Imperial Russia
Louise McReynolds, Russia at Play: Leisure Activities at the End of the Tsarist Era
Roshana Sylvester, Tales of Old Odessa: crime and civility in a city of thieves
Kendall Bailes, Science and Russian Culture in an Age of Revolutions: V. I. Vernadsky and His Scientific School, 1863-1945.
Joshua Sanborn, Drafting the Nation: military conscription, total war, and mass politics, 1905-1925

Assignments:
Reading: 1-2 books per week
Approx 5 five-page reviews of each book
Final review essay
Informed and intelligent in-class discussion

Prerequisites and Special Comments:
Open to graduate students only. Previous knowledge of Russian history is helpful, but by no means necessary.

JEWISH HISTORY

A survey of Jewish history during the time of the Babylonian, Persian, Greek and Roman empires until the Bar Kochba revolt (6th century BC to 2nd century CE)

Time Meeting Days Instructor
11:30 M-F Meier

Assigned Readings Two required texts:
John H. Hayes & Sara R. Mandel, The Jewish People in Classical Antiquity from
Alexander to Bar Kochba and The Works of Josephus (translated by William Whiston)

Assignments:
Daily readings, questions, written assignments
Midterm, Final Group Term paper

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

HISTORY 534.08 THE HISTORY OF JEWS IN LATIN AMERICA
5 Cr. Hrs.

This course is designed to introduce students to selected issues in the history of Jews in Latin America. There are no language requirements. It will focus on the history of the Jewish experience in Argentina, Mexico, Brazil, and Cuba, and examines the role of Latin America as both a refuge from and a source of anti-Semitism; the role of immigration, Zionism, Jewish philanthropy, the politics of the Jewish communities, and the impact of current events on particular countries. Designed to give students a basic understanding of the dynamics of the Jewish Diaspora in Latin America, it will be offered every other year.

Students completing this course will have an understanding of how both the Sephardic and the Ashkenazi Diasporas affected Latin America, and how Jews constructed lives and communities in predominantly Hispanic, Catholic countries. They will be able to compare and contrast these experiences and read personal reminiscences of participants in these Diasporas. Furthermore, they will be able to develop critical thinking through historical analysis of primary and secondary sources, and will improve their writing and communication skills in exams, papers, and discussions.

Time Meeting Days Instructor
9:30-11:18 TR Guy

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

LATIN AMERICAN HISTORY

This course is designed to introduce students to the people, places, culture, and history of Latin America since 1821. 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 to better understand the Latin American experience. We will also consider the role of the US and international institutions in the regional politics, economics and culture. This course 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 move to the twentieth-century, starting with Mexico’s great revolution and then moving forward to analyze other revolutions, including in Cuba and Nicaragua. We will also examine the rise and fall of export economies and industrialization; gender, poverty, and social reform; military dictatorships and repression; and the search for social justice.

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

HISTORY 533.01 COLONIAL LATIN AMERICA
5 Cr. Hrs.

This course will examine the historical evolution of colonial Latin American societies with particular emphasis on the following topics: the major pre-Columbian civilizations; the Spanish and Portuguese invasions; the consolidation of the Spanish and Portuguese colonial states; the formation of a multiracial societies; imperial decline in the seventeenth century; the advent of the Enlightenment, colonial reform and popular upheavals in the 18th century; and the independence movements in the early 19th century.

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

Assigned Readings:
Peter Bakewell, A History of Latin America: Empires & Sequels, 1450-1930.
Geoffrey W. Conrad & Arthur A. Demarest, Religion & Empire: The Dynamics of Inca and Aztec Expansionism.
Alexandra Parma Cook & Noble David Cook, Good Faith & Truthful Ignorance: A Case of Transatlantic Bigamy.
Kenneth Mills & Wm B. Taylor, Colonial Spanish America: A Documentary History
Jaime E. Rodriguez, The Independence of Spanish America
Ann Twinam, Public Lives, Private Secrets: Gender, Honor, Sexuality, & Illegitimacy in Colonial Spanish America

Assignments:
There will be a midterm and a final examination. In addition, each student will write a paper of 5-7 pages.

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

HISTORY 534.08 THE HISTORY OF JEWS IN LATIN AMERICA
5 Cr. Hrs.

This course is designed to introduce students to selected issues in the history of Jews in Latin America. There are no language requirements. It will focus on the history of the Jewish experience in Argentina, Mexico, Brazil, and Cuba, and examines the role of Latin America as both a refuge from and a source of anti-Semitism; the role of immigration, Zionism, Jewish philanthropy, the politics of the Jewish communities, and the impact of current events on particular countries. Designed to give students a basic understanding of the dynamics of the Jewish Diaspora in Latin America, it will be offered every other year.

Students completing this course will have an understanding of how both the Sephardic and the Ashkenazi Diasporas affected Latin America, and how Jews constructed lives and communities in predominantly Hispanic, Catholic countries. They will be able to compare and contrast these experiences and read personal reminiscences of participants in these Diasporas. Furthermore, they will be able to develop critical thinking through historical analysis of primary and secondary sources, and will improve their writing and communication skills in exams, papers, and discussions.

Time Meeting Days Instructor
9:30-11:18 TR Guy

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

HISTORY 851.02 RESEARCH SEMINAR IN LATIN AMERICAN HISTORY II
5 Cr. Hrs.

This is the second half of a two-quarter research seminar. Students will write a grant proposal, write, and revise an article- or chapter-length manuscript. The goal is to create the draft of a future publication. The seminar paper will focus on any significant historical problem dealing with Latin America or even comparative topics that include the region. The time period and the focus of the topic are open and will be chosen in consultation with the instructor.

We will also discuss how to identify a research problem, to frame an argument, and to identify appropriate sources. We will also discuss writing a grant application and the publication process.

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

Assignments:
Writing a major research paper and critiquing the work of other students in the class. A grade of progress will be assigned for 851.01, and a final grade for both segments of the seminar will be assigned at the end of 851.02.

Prerequisites and Special Comments:
History 851.01.

MILITARY HISTORY

An introduction to the causes, course, and consequences of the Second World War from a global perspective. In addition to the study of strategy and tactics, we will also give extended attention to the war’s impact on the societies that waged it; e.g., the mobilization of the home fronts to sustain the war effort, the experience of enemy occupation (including the Holocaust), and the strategic bombing offensives.

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

Assigned Readings:
Williamson Murray and Allan R. Millett, A War to Be Won: Fighting the Second World War.
Earl R. Beck, Under the Bombs: The German Home Front, 1942-1945.
Gerald F. Linderman, The World Within War: America’s Combat Experience in World War II.

Assignments:
Quiz (15 percent)
1 midterm exam (25 percent)
1 book review (25 percent)
1 final exam (35 percent)

Prerequisites and Special Comments:
While not required, a good knowledge of 20th century world history is highly recommended.
Groups A & B, post-1750.

HISTORY 308 THE VIETNAM WAR
5 Cr. Hrs.

This course focuses on the Vietnam War as an episode in American and international history. While concentrating on the 1945-1975 period, it will also cover the French colonial era, the growth of Vietnamese nationalism in the period before WWII, and will examine the impact and legacy of the Vietnam War in the three decades since North Vietnam’s victory. The course will encompass diplomatic, military, political, social and cultural history. Students will read a text that features primary documents and excerpts from key secondary works as well as several first-hand accounts of the Vietnam War and one or more historical surveys of major aspects of the conflict.

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

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

HISTORY 580.02 HISTORY OF EUROPEAN WARFARE FROM THE END OF THE FRANCO-PRUSSIAN WAR THROUGH WORLD WAR II
5 Cr. Hrs.

This course explores the military history of Europe and those portions of the world in which European military institutions and patterns of warfare dominated from the Franco-Prussian War through the devastating world wars of the twentieth century to the near present. The course traces the development of the tactical means and operational methods of organized, socially sanctioned armed violence—that is war—and the development of strategies within which to apply them for political, economic, or social ends. Implicit to this orientation is a concern with the theory of war and its historical development. The course devotes particular attention to the relationships between changing technology, the manner in which warfare is conducted, the purposes for which wars are fought, and the impact of war on individuals and societies. The geographical focus of this course is on Europe, North America, and Asia. Developments in Africa and South America addressed only insofar as they influenced the theory and practice of war in the periods and regions described above. Although land warfare is the course’s principal focus, air and naval matters will also be discussed. Assigned readings will consist of five to seven books and may include Bartov’s Hitler’s Army, Clayton’s The French Wars of Decolonization, Fussell’s The Great War in Modern Memory, Herzog’s The Arab-Israeli Wars, Kennedy’s The Rise and Fall of British Naval Mastery, Posen’s The Sources of Military Doctrine, and Travers’ The Killing Ground. Tentative assignments will include a midterm and final examination and an additional short paper.

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

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

THEMATIC COURSE OFFERINGS

This course is designed to introduce students to the major issues associated with the ways different cultures have identified, regulated, and thought about sexuality from the eighteenth century to the present. Although not all countries can be covered, efforts will be made to include readings on U.S., European, Latin American, and Middle Eastern history, ones that will also address the roles of religious ideology, colonialism, law and sexual science.

During the quarter we will look at how societies used religious and cultural ideals to define appropriate and inappropriate sexual acts, and how secular laws and modernity caused these acts to be transformed into more fixed sexual identities. Since we will be discussing topics as diverse as heterosexuality, homosexuality, celibacy, and prostitution, students should understand that they need to understand how such identities have been formed historically, whether or not they personally identify with such practices.

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

Assigned Readings (tentative):
Several books have been assigned for class use. All are available in paperback:
Elizabeth Abbott, A History of Celibacy (optional)
Angus McLaren, Twentieth-Century Sexuality: A History
Fatima Mernissi, Beyond the Veil; Male-Female Dynamics in Modern Muslim Society (optional)
Donna Guy and Daniel Balderston, Sex and Sexuality in Latin America (optional)

In addition, sections of Sexology Uncensored: The Documents of Sexual Science, The Geography of Perversion and other articles will be available on my web site at http://www.history.ohio-state.edu/people/guy60/ for discussion. Students can elect either to read the Abbot book on celibacy or the Mernissi and Guy books for a book report of 6-10 pages that compares and contrasts attitudes toward celibacy across time and cultures or compares Muslim sexual beliefs with patterns in Latin America. This will be due on Week 9.

Assignments:
There will be two lectures each week. Students will be expected to attend all classes, and class participation will be recognized in the final grade. Occasionally students may break into sections to meet in computer labs to do exercises that will teach students how to use the web to do comparative history.
Grades will be based upon one book report 25%; midterm exam 25%; final exam 30%; and class participation 10%, with a reduction of grades if the student does not attend classes. Students may also obtain up to 8 points of extra credit by doing written assignments on extra readings or reviews of movies related to the course. All extra credit assignments must be approved by the instructor or the teaching assistant. Both the mid term and the final will be take home exams given out 1 week prior to the date they are due. Students will have a maximum of 10 pages, double spaced. Disabled Students, all students with disabilities should speak with Prof. Guy to work out potential problems with note-taking, reading the assigned books, and taking the exams.

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

HISTORY 398 INTRODUCTION TO HISTORICAL THOUGHT
5 Cr. Hrs.

What is history and how do historians study the past? This course is designed to introduce history majors to the field of history. Through readings, films and discussions, we will explore various purposes for studying history, the types of sources available to reconstruct the past, and different methods or approaches to examining history. This course will provide an opportunity to develop analytical reading skills as well as logic and clarity in your written work and oral presentations. In other words, this is a course that will encourage you to think like a detective and argue like a lawyer. Designed as a workshop, the success of this course depends upon your active participation.

Time Meeting Days Instructor
10:30-12:18 MW Baker

Assigned Readings (tentative list):
Josephine Tey, The Daughter of Time

Prerequisites and Special Comments:
This course is required for all students declaring a Major in History in the Spring of 1996 or afterward, and is strongly recommended for students who declared a Major in History prior to the Spring of 1996. It is a good course for students seeking a Minor in History.

HISTORY 398 INTRODUCTION TO HISTORICAL THOUGHT
5 Cr. Hrs.

While this is a course on historical method, our actual focus will be on the nuts and bolts of reading and writing history at the undergraduate level. The goal is for students to come out with the skills to do excellent work in future history classes, to analyze many types of documents skillfully, to organize ideas in a powerful way, and to present them persuasively in writing. To this end, each class will focus on specific analytical, reading, or writing skills, and other important principals for doing history. The reading was selected to be interesting (focused on the Salem witch trials), but more specifically to offer concrete examples of primary and secondary sources on which to practice.

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

Assigned Readings (tentative):
Frances Hill, The Salem Witch Trials Reader
James Sharpe, Witchcraft in Early Modern England
William Kelleher Storey, Writing History: A Guide for Students

Assignments:
In-class writing assignments
Bibliography assignment
Book review assignment
Paper outline and précis
Rough draft
Paper

Prerequisites and Special Comments:
This course is required for all students declaring a Major in History in the Spring of 1996 or afterward, and is strongly recommended for students who declared a Major in History prior to the spring of 1996. It is a good course for students seeking a minor in history.

HISTORY 398 INTRODUCTION TO HISTORICAL THOUGHT
5 Cr. Hrs.

This course is designed to introduce students to cotemporary historical methodology. More particularly, it is intended to give students the intellectual tools to analyze historical sources and practice in doing so, placing great emphasis upon logic and clarity in written and oral exercises. At all times the course will emphasize and depend upon student participation. The ultimate success of the class depends upon the willingness of the students to participate actively in the discussions that will occupy most of the meetings during the quarter.

Time Meeting Days Instructor
10:30-12:18 MW Papas, A.

Assigned Readings:
1- Marc Bloch, The Historian’s Craft
2- Norman Cantor and Richard Schneider, How to Study History
3- James Davidson and Mark Lytle, After the Fact…
4- Josephine Tey, The Daughter of Time

Assignments:
A 250-word Essay, a 250-word Precis, Critical Book Review, Academic Journal Analysis, Bibliography Essay.

Prerequisites and Special Comments:
This course is required for all students declaring a Major in History in the Spring of 1996 or afterward, and is strongly recommended for students who declared a Major in History prior to the spring of 1996. It is a good course for students seeking a minor in history.

HISTORY 398 INTRODUCTION TO HISTORICAL THOUGHT
5 Cr. Hrs.

The course introduces students to contemporary historical methods. We will begin with the “art of historical detection”: the ad hoc methods that historians use to solve historical mysteries, such as the fate of the nephews of King Richard III of England. We will then study critical methods, the analytical tools that historians use to interpret historical evidence, from diaries and autobiographies to photographs, songs, paintings, and court records. We will look at evidence on slavery and on the experiences of workers during the Industrial Revolution. The third section of the course will examine the disciplinary tools that historians use to interpret the past, drawn from fields as diverse as psychology, environmental science, economics, and feminist studies. The final section of the course will introduce students to historiography: the study of the history of historical writing. We will examine the ways in which historical interpretations of the past are themselves influenced by the historical circumstances in which they are written, and by the moral, political, and cultural concerns of their authors. We will study in particular how interpretations of slavery and of the American frontier changed over the course of the twentieth century in response to changes in American society and culture.

The course emphasizes the need for logic and clarity in written and oral exercises. We will practice writing and oral presentation every week, and we will work together in class through the lessons in Joseph Williams’s Style, in hopes of improving the clarity, concision, coherence, and elegance of our writing. The success of the class depends upon the quality of class discussions, which will occupy most meetings during the quarter, and on the commitment of the students, individually and collectively, to improving their writing and critical skills.

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

Assigned Readers:
E. H. Carr, What Is History?
James Davidson and Mark Lytle, After the Fact: The Art of Historical Detection
Josephine Tey, Daughter of Time
Frederick Douglass, A Narrative of the Life of Frederick Douglass
Joseph M. Williams, Style: Ten Lessons in Clarity and Grace (6th ed.).
UNI-PRINT reader of course materials

Assignments:
Attendance, participation, conferences, and quizzes 20%
One précis 15%
Two critical analyses 30%
Bibliographical exercises 15%
Historiographical essay 20%

Prerequisites and Special Comments:
This course is required for all students declaring a Major in History in the Spring of 1996 or afterward, and is strongly recommended for students who declared a Major in History prior to the Spring of 1996. It is a good course for students seeking a Minor in History.

HISTORY 398 INTRODUCTION TO HISTORICAL THOUGHT
5 Cr. Hrs.

This course will introduce students planning to major in history to contemporary historical methodology. The course is designed to give students practice in the analysis of historical sources and in developing logic and clarity in both written and oral assignments.

Time Meeting Days Instructor
2:30-4:18 TR Stebenne

Assigned Readers:
Josephine Tey, The Daughter of Time (1951)
E. H. Carr, What is History? (1961)
Arthur M. Schlesinger, Jr., The Disuniting of America: Reflections on a Multicultural Society (1998)
William Wheeler and Susan Becker, Discovering the American Past: A Look at the Evidence, 6th ed., Vol. 1 (2006)

Assignments:
Three chapter summaries (précis), book review and oral presentation of the results, journal analysis and oral presentation of the results; history based on primary documents and oral presentation of the results.

Prerequisites and Special Comments:
This course is required for all students majoring in history and highly recommended for students seeking a minor in history.

HISTORY 398 INTRODUCTION TO HISTORICAL THOUGHT
5 Cr. Hrs.

History 398 introduces students to the academic discipline of history. It will acquaint students with the major ideas behind the philosophy of history and historiography. Most of the class, however, will focus on the main components of the “historian’s craft”: critical thinking, research, and effective communication.

Time Meeting Days Instructor
1:30-3:18 TR Van Tine

Assigned Readings: To be determined.

Assignments:
Class participation. Short writing assignments. One 3000 word original research paper.

Prerequisites and Special Comments:
This course is required for all students declaring a Major in History in the Spring of 1996 or afterward, and is strongly recommended for students who declared a Major in History prior to the Spring of 1996. It is a good course for students seeking a Minor in History.

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

This honors course will introduce students to how historians do the work of writing history. We will explore the methods historians use to analyze the past: the use of primary sources, the development of interpretations, the fashioning of arguments. We will also engage in one of the most valuable academic skills: critical discussion of historians’ work (including our own).

Time Meeting Days Instructor
9:30-11:18 TR Boyle

Assignments:
This will be a writing intensive class. Students should expect to write a series of papers in the course of the quarter. They should also be prepared to participate in class discussions. Attendance is mandatory.

Prerequisites and Special Comments:
Honors standing or permission of the instructor.
This course is required for all students declaring a Major in History in the Spring of 1996 or afterward, and is strongly recommended for students who declared a Major in History prior to the spring of 1996. It is a good course for students seeking a minor in history.

HISTORY 526 HISTORICAL PERSPECTIVES ON SEXUALITY: SAME SEX SEXUALITY IN THE WESTERN WORLD
5 Cr. Hrs.

This course will explore the history of same-sex love and sexuality in the Western World (with a few excursions into Asia, Africa, and Latin America for comparative purposes) from ancient times to the present, with an emphasis on 20th-Century U.S. LGBT experiences. We will consider the changing nature of same-sex desires, sexual acts, and relationships; societal definitions of and responses to same-sex love and sexuality; the societal conditions that facilitated the emergence of subcultures, identities, and movements based on same-sex sexuality; and gender differences in the history of same-sex love and sexuality.

Time Meeting Days Instructor
8:30-10:18 TR Hegarty

Assigned Readings:
Martin Duberman, Martha Vicinus, & George Chauncey, Hidden From History: Reclaiming
the Gay and Lesbian Past
Other readings TBA.
Readings on Electronic Reserve.

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

HISTORY 598.01* SENIOR COLLOQUIUM
5 Cr. Hrs.

In this course we will read and discuss monographs on a specific topic, dissent within the Confederacy during the Civil War. Those monographs will cover activities by Southern Unionists, guerilla warfare, slave uprisings and rumors of slave uprisings, whites who attempted to secede from the Confederacy, and related topics. Students are expected to attend each class discussion and participate in the class discussion. At the end of the term, students will write a paper on the impact of dissent on the South’s ability to wage war.

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

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

Assignments:
Reading a number of monographs on this topic, such as Philip Paludan, Victims and Victoria Bynum, Free State of Jones.
Writing a paper on the issue of dissent in the Confederacy.

Prerequisites and Special Comments:
Senior history majors only.

HISTORY 598.01* 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 attracting a large audience. 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, and actors’ interpretations seem “authentic to the times”).

What are the implications of “Hollywood history” for the transmission of historical information? for the history profession?

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?

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, 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 definitions of historical accuracy and historical authenticity.

Time Meeting Days Instructor
12:30-3:18 W Childs

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

Assignments: 50% Final Paper; 10% Final Oral Report; 25%; First Drafts (I will average the grades of all of the first drafts); 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.

HSTORY 598.01* SENIOR COLLOQUIUM
5 Cr. Hrs.

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

This course will focus on the first four crusades (1095-1204) to examine such historical issues as how historians use sources, analyze evidence, draw conclusions and then write articles and books. If all goes well, students will learn not only about the crusades but also about how historians find and organize knowledge about the crusades. This is a discussion course, purposely kept small so that you can participate fully.

Time Meeting Days Instructor
12:30-2:18 T Lynch

Assigned Readings (tentative):
Thomas Madden, (ed.,) Crusades. The Illustrated History.
The Crusades. A Reader, edited by S.J. Allen & Emilie Amt
Donald E. Queller & Thomas F. Madden, The Fourth Crusade. The Conquest
of Constantinople, 2nd. ed.

Assignments:
Attendance at 10 classes – 20%
Participation in discussions – 20%
Lead the discussions – 20%
A (15-25 page paper) based on a source on the first, second, third or fourth crusades or a related crusading topic that you choose in consultation with me. Each of you shall meet with me in my office to talk about the choice of your paper topic, 40%.

Prerequisites and Special Comments:
Senior standing as a History Major.

HSTORY 598.01* SENIOR COLLOQUIUM
5 Cr. Hrs.

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

“Revolution and Counter-revolution in Latin America”

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.” And 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?” Who were these Latin American revolutionaries, and what do their angry statements reveal about the history of U.S.-Latin American relationships? This course analyzes Latin American revolutions to better understand the history and meanings of revolutionary actions, as well as U.S. involvement, in various Latin American countries. Although we begin with the 1791 Haitian Revolution, most of the class will be concerned with twentieth century uprisings and recent events, such as those in Mexico, Cuba, South America, and Central America. The students will discuss the causes of revolution, their changing historical nature, and finally revolutionary outcomes. Throughout the class we will pay close attention to concepts of class, gender, and ethnicity to better understand the inclusion of various peoples into the revolutionary experience. We will also look at the historical participants of revolutionary actions, such as Che Guevara and guerilla movements, to explore participation from the ground level up.

Time Meeting Days Instructor
1:30-3:18 R Smith, S

Assignments
Classroom participation
Presentation
Final paper

Prerequisites and Special Comments:
Senior history majors.

HISTORY HONORS 598.02 PROSEMINAR IN HISTORY
5 Cr. Hrs.

‘The Indians’ New World’: Native Americans and Europeans in the Contest for North America, 1560-1820

In this readings, discussion and research course, we will explore the experiences of Native Americans during the era of European invasion and colonization. Each week, we will read sometimes conflicting accounts of Indian/White encounters in different regions of North America. Our task will be to try and understand the often devastating changes and challenges that Native Americans faced in the wake of European contact, as well as the ways in which Native Americans shaped colonial societies—including the competition among different European powers, and, later, the American settlers, for primacy in North America.

In the process of trying to reconstruct the Indians’ experiences, we will also examine the nature of historical writing on the subject. Thus, another objective will be to assess the usefulness of these different approaches, and to discuss the radical changes that have overtaken the field of Native American history. This involves asking questions, such as: what kinds of questions do they ask? how do they frame the issue? what sources do these authors draw upon to build their arguments? how do they reconstruct the experience of people who left little in the way of written records (except those written by often hostile and uncomprehending Whites)? is it even possible to recapture the Indians’ own worldview? what do scholars in other fields like anthropology, environmental studies, literature and epidemiology have to offer historians?

Time Meeting Days Instructor
11:30-1:18 W Newell

Assignments:
Students apply the lessons learned from considering the work of other historians and will develop his/her skills in historical writing and research. Each student will identify important questions, assemble relevant primary sources, and write an original research paper.

Prerequisites and Special Comments: History major with senior standing or permission of instructor.

HISTORY 775 LITERACY PAST AND PRESENT/HISTORY OF LITERACY: HISTORICAL AND COMPARATIVE PERSPECTIVES
5 Cr. Hrs.

Taking a historical approach, we seek a general understanding of the history of literacy
primarily but not exclusively in the West since classical antiquity with an emphasis on the early modern and modern eras. We examine critically literacy's contributions to the shaping of the modern world and the impacts on literacy from fundamental historical social changes. A new understanding of the place literacy and literacies in social development is our overarching goal.

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

HISTORY 787 COLLOQUIUM IN THE PHILOSOPHY OF HISTORY, HISTORIOGRAPHY AND THE HISTORIAN’S SKILLS II
5 Cr. Hrs.

Orality is a key aspect of culture and the focus of this oral methodology course. This course is very important for those who are planning to do oral history in any form or use interviewing as a research tool in other disciplines. In the class students will familiarize themselves with: basic and contemporary readings on oral history/interviewing as methodology and its different forms; will learn about the ethics and processes of doing oral history/interviewing; will conduct an interviewing exercise and work together on interview style techniques. The course is interdisciplinary definition, focused on the wide uses of oral methodology. Human subjects input will be provided, which is crucial given the increasingly stringent controls imposed by federal legislation.

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

Assigned Readings:
Course reader; Valerie Yow, Recording Oral History, A Practical Guide; Susan Armitage et al, eds., Women's Oral

HISTORY 787 COLLOQUIUM IN THE PHILOSOPHY OF HISTORY, HISTORIOGRAPHY AND THE HISTORIAN’S SKILLS II
5 Cr. Hrs.

History and New Media
How are new media and the technologies that enable them altering the practice of history? This course will look at how digital technologies are affecting how we research, write, preserve, represent, and teach the past. All historians, for good or ill, practice their craft in a culture surrounded by new media, enmeshed within a “knowledge economy.” Can historians influence how new technology and new media will shape our discipline? Should historians resist these changes in the larger culture and carve out a space that maintains many of our “paper world” practices?

We will examine how new media and new technologies are altering the tools of the historical trade: the book, the library, the archive, the academic conference, the journal, the classroom, the university. In addition to learning about the newly emerging practices of history today, the course will consider the following topics:

• Distance learning and teaching with technology
• How technology is making all history “public”
• Video games and simulations as new forms of representation
• The future of the library and the future of books
• Wikipedia, open source collaboration and Web 2.0
• The definition of a “publication” in the internet age
• Copyright and Plagiarism
• Multimedia Primary/Secondary Sources
• New Types of Narrative/Scholarship

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

Assigned Readings:
Books:
Nicholson Baker, Double Fold (New York: Random House, 2001)
Susan M. Bielstein, Permissions: A Survival Guide (Chicago: University of Chicago Press, 2006)
Tara Brabazon, Digital Hemlock: Internet Education and the Poisoning of Teaching (Sydney: UNSW Press, 2002).
J. David Bolter, Writing Space: Computers, Hypertext, and the Remediation of Print, second edition (Hillsdale, N.J.: Lawrence Erlbaum Associates, 2001)
Daniel J. Cohen and Roy Rosenzweig, Digital History: A Guide to Gathering, Preserving, And Presenting the Past on the Web (University of Pennsylvania Press, 2006) [electronically available at http://chnm.gmu.edu/digitalhistory/]
James Paul Gee, What Video Games Have to Teach Us About Learning and Literacy (New York: Palgrave Macmillan, 2003)
Lawrence Lessig, The Future of Ideas: The Fate of the Commons in a Connected World (New York: Random House, 2001).
John McClymer, The AHA Guide to Teaching and Learning with New Media [electronically available at http://historians.org/pubs/free/mcclymer/]
Nora Paul and Christina Fiebich, The Elements of Digital Storytelling [electronically available at http://www.inms.umn.edu/elements/index.php]
David J. Staley, Computers, Visualization and History: How New Technology Will Transform Our Understanding of the Past. (M.E. Sharpe, 2003)

Assignments:
30% of grade will be determined by thoughtful discussion of the assigned readings, preparedness for and leadership of the discussion.
20% 1-page weekly essays that consider the issues raised in the week’s readings.
50% will be determined by an end-of-the-quarter project. There are two options for final projects:
Option 1: Imagine the next 5-10 years, and anticipate the kind of professional environment in which you will be will be working as an historian. What role will new media/technology play in that professional environment? How might you map out your own engagement with new media? How might we maintain our “paper world” practices? Your essay should be 20-25 pages in length and thoughtfully consider the materials read and discussed in the class.
Option 2: Using new media (such as Dreamweaver, PhotoStory/iMovie/Movie maker, Flash, etc.) compose a “digital history.” Refereed digital histories will be published on the department’s eHistory site.

Prerequisites and Special Comments: Graduate standing.

WOMEN'S HISTORY

In this course we will look at European women’s history from ancient times to the eighteenth century. In order to understand where we are now we need to know where we came from, how we developed the assumptions we take for granted and how those assumptions changed over time. You will therefore be expected to understand the evolution of Western thought and societies with particular regard to women, and to develop an appreciation of the lives of women in many different social contexts. We will pay particular attention to the voices of women who played a diversity of roles, and explore the following major themes: women’s work, religion and sexuality, changing forms of male dominance, and changing family forms.

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

Assigned Readings:
Fantham et al., Women in the Classical World (text)
Christine de Pizan, The Book of the City of Ladies (supplemental)
M. Wiesner, Women and Gender in Early Modern Europe (text)
Tristan and Iseult.

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

HISTORY 525 TOPICS IN WOMEN’S HISTORY
5 Cr. HRs.

Asian American Women’s History
This course explores the experiences, consciousness and representations of Asian American Women from the mid-19th century through the present. The term Asian American refers to immigrants as well as those born in the United States of Chinese, Japanese, Korean, Pilipino, South Asian and Southeast Asian ancestry. The readings and discussions will examine the intersections of gender, race, class, and nationality in the lives of Asian American women.

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

Assigned Readings: (tentative list)
Catherine Ceniza Choy, Empire of Care: Nursing and Migration in Filipino American History
Shamita Das Dasgupta, ed., A Patchwork Shawl: Chronicles of South Asian Women in America
Anne Fadiman, The Spirit Catches You and You Fall Down: A Hmong Child, Her American Doctors, and the Collision of Two Cultures (Farrar, Straus, and Giroux, 1997)
Miriam Ching Yoon Louie, Sweatshop Warriors : Immigrant Women Workers Take on the Global Factory
Susan B. Richardson, ed., I Call to Remembrance: Toyo Suyemoto’s Years of Internment (Rutgers, 2007)
Judy Tzu-Chun Wu, Doctor Mom Chung of the Fair-Haired Bastards: The Life of a Wartime Celebrity (California, 2005)
Ji-Yeon Yuh, Beyond the Shadow of Camptown: Korean Military Brides in America

Assignments:
1. Reading Responses
2. Co-leading discussions
3. A digital story. Students will be given multi-medial training to create their own mini-documentary.

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

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

This is the second quarter of a two-quarter research seminar, only students who were enrolled
in History 881.01 Winter quarter may enroll in this quarter.

Time Meeting Days Instructor
3:30-3:18 W Hartmann

WORLD HISTORY

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 is the comparative study of civilizations. Secondarily, the course will emphasize patterns of integration that linked different civilizations at regional and hemispheric, if not yet global, levels.

Time Meetings Days Instructor
3:30-5:18 MW
5:30-7:18 TR

Assigned Readings (tentative):
Richard W. Bulliet, et al., The Earth and Its Peoples: A Global History, 4th ed. (Boston
and New York: Houghton Mifflin, 2008), vol. 1

HISTORY 182 WORLD HISTORY 1500 TO PRESENT
5 Cr. Hrs.

History 182 is an introductory survey of World History from 1500 to the present. It is a continuation of History 181 that will meet two times each week for lecture and two times each week for discussion classes. The course will focus on a series of historical problems including: processes of global interaction and comparative civilizations. The goal is to convey some basic factual knowledge about the human community during this period and to provide an interpretive framework for understanding the historical changes taking place.

Time Meetings Days Instructor
9:30-11:18 MW Irwin

3:30-4:48 TR Keith
MW 3:30; 4:30 (recitations)

Assigned Readings (tentative):
Bulliet et al., The Earth and Its Peoples, complete edition.

HISTORY 366.01 GLOBAL ENVIRONMENTAL HISTORY
5 Cr. Hrs.

This course explores the long history of the earth and humanity from an environmental/earth systems perspective, focusing on the changing relationship of human societies and global ecologies and the problem of the sustainability of the human condition. A brief introduction to climate and the biosphere in geological time establishes the background for a comparative overview of three broad "human revolutions": the origin of the human species, the agricultural revolution, and the industrial revolution. Themes of particular importance include issues in human evolution, demography, subsistence, and technology, debates over gradual and catastrophic change in climate and the biosphere, and the prospects for a sustainable future. Term projects allow students to explore problems of individual interest.

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

Assigned Readings:
Books to be purchased will be posted on Carmen before the end of Winter Quarter 2008.

Assignments:
Class attendance and participation in discussions (15%), tests [IDs and short essays] on
Parts I, II, and III (65%), term project (20%).

Prerequisites and Special Comments:
High school-level science background is assumed.
History majors: This course may be counted as Group A or Group B, either “pre-1750” or “post-1750.”
International Studies: This course may be taken as a part of the Minor in Globalization Stud