Course Descriptions Spring Quarter, 2012
The Department of History
The Ohio State University
Undergraduate History Office
110 Dulles Hall
614.292.6793
The Department of History has compiled information in this booklet to assist students in selecting courses for Spring Quarter, 2012. The descriptions are accurate as of January 18, 2012. Please be aware that changes may be made.
A printed version of the coursebook is also available in the History office, 106 Dulles Hall.
AFRICAN HISTORY | AMERICAN HISTORY | ANCIENT HISTORY | ASIAN & ISLAMIC HISTORY | EUROPEAN HISTORY | JEWISH HISTORY | LATIN AMERICAN HISTORY | MILITARY HISTORY | THEMATIC COURSE OFFERINGS | WOMEN'S HISTORY | WORLD HISTORY
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 MW Dunbar
9:30; 10:30 TR(recitations)
HISTORY 122 AFRICAN CIVILIZATIONS 1870 TO THE PRESENT
5 Cr. Hrs.
Using a multi-disciplinary approach and a variety of teaching materials (including movies and documentary films), this course will explore specific episodes in Africa’s political, social, and economic history from 1870 to the present. Focusing on European colonialism, African liberation struggles and subsequent emergence of modern nation states, we will attempt to trace the historical roots of Africa’s putative economic stagnation and persistent political conflicts, and how Africans grappled with these challenges. Our themes will include struggles for national liberation, the contributions of African Americans in African liberation struggles in the form of Pan Africanism, the search for continental unity, the formation of regional economic blocs, the cold war and its effects, debt crises, civil wars and genocides, the HIV pandemic, and the effects of droughts on national and regional conflicts. While Africa has continued to lag behind most of the world in economic development and political stability, it will be historically inaccurate to neglect the continent’s success stories. We will therefore pay close attention to areas where the continent has made and is still making significant progress. Through novels, music and movie clips, students will be exposed to modern African cultures in the context of globalization.
Time Meeting Days Instructor
11:30-12:48 TR Barchiesi
11:30; 12:30 MW (recitations)
Assignments:
Assignments will include a map quiz, in-class quizzes, a take-home midterm and a final exam.
HISTORY 743 STUDIES IN AFRICAN HISTORY
5 Cr. Hrs.
The study of historical literature of Africa and various aspects of African history; topics vary.
Time Meeting Days Instructor
1:30-3:18 TR Sikainga
Prerequisites and Special Comments:
For more information regarding the topic of this course, please contact Professor Ahmad Sikainga, sikainga.1@osu.edu. Graduate students only.
AMERICAN HISTORY
HISTORY 151 AMERICAN CIVILIZATIONS, 1607-1877
5 Cr. Hrs.
This course surveys the political, constitutional, social, and economic development of the U.S. from the Colonial Period through the Era of Reconstruction. This course, in conjunction with HIS 152, furnishes one of the sequence requirements for the LAR and GEC. Not open to students with credit for History 150.01.
Time Meeting Days Instructor
8:30-10:18 MW
*10:30-11:48 TR Newell
11:30-1:18 MW
2:30-4:18 MW
3:30-5:18 TR
*Students signing up for this section must also sign up for a recitation section.
HISTORY 152 AMERICAN CIVILIZATIONS SINCE 1877
5 Cr. Hrs.
This course surveys the political, constitutional, social, and economic development of the U.S. from the Era of Reconstruction to the present. This course, in conjunction with HIS 151, furnishes one of the sequence requirements for the LAR and GEC. Not open to students with credit for History 150.02 or History 150.03.
Time Meeting Days Instructor
8:30-10:18 TR
10:30-12:18 MW
12:30-2:18 TR
1:30-3:18 TR Grimsley
2:30-4:18 MW
5:30-7:18 TR
*Students signing up for this section must also sign up for a recitation section.
HISTORY 309 THE SIXTIES
5 Cr. Hrs.
Almost half a century after it began, the 1960s maintains its grip on the American imagination. This course explores the profound political and social convulsions of the decade and traces how they shape our own times. In particular, the course will focus on three dynamics: the struggle for civil rights and its effect on American politics; the Vietnam War and the fracturing of the Cold War system; the era’s sweeping challenges to traditional culture.
Time Meeting Days Instructor
10:30-11:48 MWF Boyle
Assigned Readings:
The following is a tentative list of required readings.
Diane McWhorter, Carry Me Home: Birmingham, Alabama, The Climactic Battle of the Civil Rights Revolution
Paul Hendrickson, The Living and the Dead: Robert McNamara and Five Lives of a Lost War
James Baldwin, The Fire Next Time
Joan Didion, Slouching Toward Bethlehem
Marian Faux, Roe v. Wade: The Untold Story of the Landmark Supreme Court Decision that
Made Abortion Legal
Jonathan Rieder, Canarsie: The Jews and Italians of Brooklyn against Liberalism
Assignments:
The course will rely heavily on reading, writing, and personal participation. Students will be required to write at least three papers and to participate in classroom discussion. Regular attendance is expected.
Prerequisites and Special Comments: Group B, post-1750.
HISTORY 323.02 HISTORY OF AFRICAN-AMERICANS FROM EMANCIPATION TO
5 Cr. Hrs. THE PRESENT
This course will examine the African American experience from 1865 to the present. It aims to provide students with a working knowledge of the major themes and issues in modern African American history. The specific topics explored include: Reconstruction, the Rise and Fall of Jim Crow, the Harlem Renaissance and the New Negro, Black radicalism during the Depression Era, the Civil Rights and Black Power Movements, Black politics during the conservative ascendancy of the 1980s and the state of Black America at the start of the 21st century.
Upon completing this course, students should have a clear understanding of the general history of African Americans in the second half of the 19th century and throughout the 20th century and the start of the 21st century, including African American life during the Jim Crow era; African Americans’ transition from field workers to factory laborers; and African American protest before, during, and after the Civil Rights and Black Power eras of the 1950s and 1960s. Students should also have gained keen insight into the diverse array of questions, sources, and methods that historians have used to uncover African American history, and developed the skills necessary for critically analyzing primary source material.
Time Meeting Days Instructor
11:30-1:18 TR Jeffries
Assigned Readings will include:
Hine, Hine, and Harrold, The African American Odyssey, Vol. 2, 4th or 5th ed.
Hasan K. Jeffries, Bloody Lowndes: Civil Rights & Black Power in Alabama’s Black Belt.
Assignments:
*Midterm and Final Exam.
*Ten (4 question) quizzes will be given over the course of the quarter; 8 will count toward your quiz grade. Makeup quizzes will not be given. The quizzes will be administered on randomly selected days at the start of class. The questions will be based solely on the reading assigned for that day.
*A five to seven page, typed, double-spaced, clearly and correctly written, critical analysis of primary source material
Prerequisites and Special Comments:
Group B, post-1750.
HISTORY 555.02 TOPICS IN AFRICAN AMERICAN HISTORY – THE CIVIL RIGHTS
5 Cr. Hrs. MOVEMENET
This course examines the Civil Rights/Black Power Movement. It begins by looking at Black activism and Black life at the start of the 20th century. It continues by examining the development and impact of the mass mobilization efforts of the 1950s and 1960s, from the Montgomery bus boycott and the student sit-ins, to the Freedom Rides and the March on Washington. At the same time, it scrutinizes the grassroots organizing campaigns led by the young people of the Student Nonviolent Coordinating Committee (SNCC). This course concludes by looking at civil rights activism outside the South, evaluating the impact of civil rights legislation, and analyzing the ideological and tactical transition to Black Power. This course employs a grassroots, bottom-up approach to understanding the black freedom struggle. It takes seriously the notion that the driving force behind the movement was every day, ordinary, Black folk, and the skilled African American activists who helped them organize and mobilize. The goal of this course is to familiarize students with the people (famous, infamous, and forgotten), places, and events of the most significant American social movement of the 20th century. In addition, and arguably most importantly, this course aims to show the process by which seemingly powerless African Americans organized to transform the society in which they lived, and the way white Americans, particularly in the South, responded, i.e. their attempts to preserve the status quo.
Time Meeting Days Instructor
3:30-5:18 TR Jeffries
Assignments: Midterm exam; final exam; and 10 page analytical essay
Prerequisites and Special Comments: This is a reading intensive course. 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:
Several monographs on the period.
Assignments:
Students will write one paper, take a final exam, and discuss the monographs in class. Students are expected to attend class on a regular basis.
Prerequisites and Special Comments:
Group B, post-1750.
HISTORY 566 THE CONTEMPORARY UNITED STATES SINCE 1963
5 Cr. Hrs.
History 566 is an in-depth look at the economic, social, political, and cultural development of the United States since 1963. Topics of discussion will include the civil rights movement and its long-term impact on American society; the Vietnam War and the reasons Americans continue to obsess over it; the decline of manufacturing and the rise of a service- and technology-oriented economy; the ongoing cultural influence of the Baby Boom generation; the realignment of national political coalitions; the end of the Cold War; the emergence of new media, communication and entertainment technologies; the Red State/Blue State culture wars; American foreign policy in a post-Cold War, post-9/11 world; and time permitting, any interesting historical developments taking place during spring quarter 2012 itself.
Time Meeting Days Instructor
11:30-1:18 TR Horger, M.
Prerequisites and Special Comments:
Group B, post-1750.
HISTORY 579.02 AMERICAN CULTURAL & INTELLECTUAL HISTORY IN THE 20th
5 Cr. Hrs. CENTURY
This course will examine broad currents in American thought and culture across the 20th century. We will consider philosophy, politics and social thought and their intersections with art, literature and architecture. Readings will be entirely primary source material. Students will be expected to write and discuss a great deal.
Time Meeting Days Instructor
9:30-11:18 TR Conn, S.
Prerequisites and Special Comments:
Group B, post-1750.
HISTORY 583.02 U.S. DIPLOMACY SINCE 1920
5 Cr. Hrs.
Lectures, readings, and discussions will introduce students to major developments in United States diplomacy since 1920. Subjects include the origins and outcomes of World War II and the origins, escalation, and demise of the Cold War in Europe and Asia, the U.S. response to revolutionary nationalism in the Third World, U.S. policy toward regional controversies, and U.S. involvement in wars in Korea, Vietnam, and the Persian Gulf.
Time Meeting Days Instructor
1:30-3:18 MW McMahon
Assigned Readings:
A basic textbook plus five monographs on specific subjects.
Assignments: Midterm, paper, final, and participation in class discussion.
Prerequisites and Special Comments: Strongly recommend History 152, H152. Groups A & B, post-1750.
HISTORY 752 READINGS IN AFRICAN AMERICAN HISTORY – THE CIVIL RIGHTS
5 Cr. Hrs. BLACK POWER MOVEMENT
This graduate readings course in African American history will focus on the Civil Rights and Black Power Movements. It begins by looking at black activism and black life during the Jim Crow era. It continues by examining the grassroots organizing campaigns led by the young radicals of the Student Nonviolent Coordinating Committee (SNCC), and by examining the civil rights roots of the Black Power Movement. It concludes by examining Black Power organizations, specifically the Black Panther Party, and Black Power struggles, primarily in the urban North. Broadly, this course aims to make clear the process of social movement formation. More specifically, it seeks to explicate the process by which seemingly powerless African Americans, in the South as well as in the North, organized to transform the society in which they lived, and the way white Americans, from rural hamlets in Mississippi to the halls of Congress, responded.
Time Meeting Days Instructor
3:30-5:18 Monday Jeffries
Assigned Readings include:
TBA
Assignments:
3-5 book reviews
10-15 page historiographical essay on a Civil Rights/Black Power theme of the students choosing due at the end of the quarter.
Prerequisites and Special Comments:
Graduate students only.
HISTORY 770 STUDIES IN THE HISTORY OF AMERICAN FOREIGN POLICY
5 Cr. Hrs.
The purpose of this course is to teach graduate students the literature on recent U.S. foreign relations and the major schools of thought and interpretive approaches in the field.
Time Meeting Days Instructor
2:30-4:18 Wednesday McMahon
HISTORY 771 THEMES IN RECENT UNITED STATES HISTORY
5 Cr. Hrs.
This course will look at these three variations of American political thought in the 20th century. The course will thus be a combination of intellectual and political history. Readings will include primary source materials (James and Dewey for example) with the major secondary works in the field. This course will focus on the American scene but should others want to enroll, the readings will be adjusted to fit student interest.
Time Meeting Days Instructor
2:30-4:18 Thursday Conn
HISTORY 785.03 READINGS OF THE CIVIL WAR ERA
5 Cr. Hrs.
In this course, we will focus on dissent within the South during the Civil War. We will discuss monographs on the experiences of whites and blacks, civilians and soldiers, Confederates, Unionists, and people in the middle. We will explore the possibility that the war exacerbated divisions that predated the war and the idea that the war created new divisions in the population.
Time Meeting Days Instructor
1:30-3:18 M Cashin
Assignments:
Students will read and discuss seven monographs and write one paper.
HISTORY 867.02 SEMINAR IN EARLY AMERICAN HISTORY II
5 Cr. Hrs.
This is a continuation of History 867.01 from autumn quarter, only students who were enrolled in that course may enroll in History 867.02.
Time Meeting Days Instructor
3:30-5:18 T Brooke
HISTORY 869.02 SEMINAR IN 20TH CENTURY AMERICAN HISTORY II
5 Cr. Hrs.
This is a continuation of History 869.01 from autumn quarter, only students who were enrolled in that course may enroll in History 869.02.
Time Meeting Days Instructor
1:30-3:18 W Boyle
ANCIENT HISTORY
HISTORY 306 CLASSICAL ARCHAEOLOGY
5 Cr. Hrs.
Notice: This class is offered entirely online: there are no in-class meetings and all graded assignments are submitted online. There is no requirement for a student to come to campus for an exam or to turn in any assignment. Please, however, read the special considerations for online classes below.
This course examines the history and methods of Classical Archaeology—the archaeology of ancient Greek and Roman civilizations. It will investigate how classical archaeology emerged as a discipline and what classical archaeologists actually do. It will look at a number of the major archaeological sites of classical civilization and how archaeology has contributed to our understanding of the past. An important feature of this course is that part of it will actually be conducted at the Ohio State University Excavations at Isthmia, in Greece! Students will have a chance to see what the OSU excavation team is doing and to follow, week-by-week, the progress, problems, and successes that make up classical archaeology.
NOTICE: If you are thinking of taking this online class you should be aware of the following:
- The course is neither easier nor more difficult than the equivalent course offered in the classroom; the expectations and the grading standards are the same;
- You will need to have access to a good computer and good broadband Internet connection and you will need to access the course approximately 4-5 times a week (spread out over the week), for an hour or so each time; you will also need to plan on spending 5-10 hours a week reading, studying, and working on class projects. In other words, you will need to spend about as much time on this course as you do in a regular classroom course in history.
- The course is taught in Carmen (which the University uses for online courses—and you will access it through your browser at >http://carmen.osu.edu.
- A requirement of the course is that you take part in online discussions each week. Your participation in the discussion will be graded on the basis of the quality of your contributions to the discussion.
- Each week you will have specific assignments: these will include regular reading in books and assignments on the class website. The latter will include discussion, in which you will be asked to respond to some specific questions. The discussions will normally be on a week-by-week basis, meaning that you can respond at any time during the week; you do not have to be online at any specific time for the course but can schedule your work to fit your own schedule.
- For some assignments you will be divided up into groups and you will need to use the class discussion area. You will not have to log into the class at any specific time but you will need to submit all assignments on time.
Required Book (print versions): Brian M. Fagan, A Brief History of Archaeology. Pearson Prentice Hall 2005, ISBN 0-13-177698-3
Assignments:
Regular online discussion is required and students may select several other options to fulfill the assignments in the course, including quizzes, a mid-term, and final examination; you will have some choice as to what assignments you submit for credit in the course. You should expect to spend at least as much time on this course as you would in a regular classroom course. You will need to be online several times a week for 1-2 hours each time, since much of the material will be delivered this way (but there will be no specific time when you must do these assignments—you can choose the time, as long as you get the assignments done when they are due). In other words, most of the assignments will be done by handing something in, through a tool within the program software, or by posting discussion points on the class site. Students who are not comfortable using the computer and who do not have access to a fast Internet connection should probably not take the course. The assignments, readings, and online help material for the course have been substantially updated and the assignments streamlined from those used in other years in order to make the student experience in the course more satisfying.
Special Features:
Many aspects of this course will bring material directly from Greece, especially from the OSU Excavations at Isthmia, a long-term archaeological research project. It will do this with photographs, graphics, and nearly “live” video prepared just for this course. We have made an online glossary to help you with new words, and there are many new visual displays to help you understand the basic ideas of classical archaeology. We hope these features will make this an enjoyable experience for you.
Prerequites:
English 110 or 111 or concurring English 110 or 111. Not open to students
with credit for 240, Classics 240, or Hist Art 240. Cross-listed in Classics and History of Art as 240. GEC arts and hums cultures and ideas course.
It will be helpful for students to have taken History 111 or a class in Classics or History of Art (but these are not requirements). Since this is an online course, with no regular class meetings, students who sign up for the course should feel comfortable taking a class totally in this format (see below).
Group B, pre-1750.
Contact Professor Gregory (>gregory.4@osu.edu) for any questions you may have.
HISTORY 501.02 HISTORY OF CLASSICAL GREECE
5 Cr. Hrs.
The course explores the history of the classical era, the “Golden Age” of ancient Greece. It traces political and cultural developments in the world of the Greek city-states from the time of the watershed Persian Wars of 480-479 BC down to the death of Alexander the Great in 323 and its immediate aftermath. Major topics covered include: the rise of Athens as imperialist superpower and “cultural capital” of the Greek world; the escalating tensions between the Athenian empire and the Spartan-led Peloponnesian League that resulted in the cataclysmic Peloponnesian War (431-404 BC); the subsequent attempts by states like Sparta and Thebes to exercise hegemony over their fellow Greeks; the formation of the world’s first complex democracy in Athens; and the ground-breaking innovations that would shape the future course of art, architecture, philosophy, science, literature, and drama in the western world. The course will conclude by looking at how the relatively sudden emergence of Philip II of Macedon as the dominant player on the Greek stage effectively ended the era of the independent city-states, and at how the conquest of the Persian empire by Philip’s son Alexander the Great transformed the political and cultural fortunes of Greece and the ancient Near East thereafter. Completion of 501.01 (Archaic Greece) is NOT a prerequisite for taking 501.02.
Time Meeting Days Instructor
11:30-1:18 MW Anderson
Assignments:
Two exams and a term paper
Prerequisites and Special Comments:
Group B, pre-1750.
HISTORY 504.01 WAR IN THE ANCIENT MEDITERRANEAN WORLD
5 Cr. Hrs.
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 709 METHODOLOGY IN ANCIENT HISTORY: LATE ANTIQUITY & BYZANTIUM
5 Cr. Hrs.
This course will introduce graduate students to the advanced study of the history of the Roman Republic through an intensive and careful reading of ancient sources and selected works of scholarship in several of the field’s most important areas of investigation. It is designed to aid in preparing a field in Roman history for general examinations by allowing students not only to gain factual knowledge about the topics under scrutiny but more importantly to become conversant with the most significant hypotheses and lines of inquiry that scholars working on these topics have developed in recent years as well as the principal criticisms raised against them.
Time Meeting Days Instructor
12:30-2:18 T Rosenstein
Assigned Readings:
Many.
Assignments:
Weekly reports; a long final paper.
Prerequisites and Special Comments:
Graduate standing.
ASIAN & ISLAMIC HISTORY
HISTORY 142 HISTORY OF EAST ASIA IN THE MODERN ERA, 1600-PRESENT
5 Cr. Hrs.
History 142 will continue with the introduction to the societies and cultures of East Asia, that is, China, Korea, and Japan that was initiated in History 141. To a higher degree than History 141, History 142 is organized in a 3-way comparative model (how do China, Japan, or Korea compare to each other?”). We will survey key historical phenomena, including political, military, social, and intellectual themes that have distinguished each country in the modern period. For most of the quarter, the course will be organized chronologically and thematically. It will also seek a balance between examination of particular periods and exploration of patterns of continuity and change across historical periods and different societies. In addition to providing a basic narrative of East Asian civilization, the course will introduce students to important written sources and to historical writing.
Time Meeting Days Instructor
10:30-11:18 MWF Reed
10:30; 11:30 TR (recitations)
Assigned Readings: a textbook, monograph, primary sources.
Assignments: TBD, similar to those in other 100-level survey courses
Prerequisites and Special Comments:
No prerequisites; History 141 is NOT a prerequisite for History 142.
HISTORY 540.05 THE MIDDLE EAST IN THE TWENTIETH CENTURY
5 Cr. Hrs.
The subject of this course is the history of the Middle East since 1914. This course seeks to examine this period as the latest phase in the evolution of Islamic civilization. While the course considers the impact of outside power on the region, its primary focus is the responses of the region's peoples to this challenges and opportunities of the time. The course will examine issues in political, socioeconomic, and cultural change; prospects for democratization and development; and efforts to reassert Islamic identity in an era of tightening globalization.
Time Meeting Days Instructor
3:30-5:18 TR Findley
Assigned Readings:
Probably five books; works under consideration include:
Esposito, John, Islam the Straight Path, 2005.
Cleveland, William & Martin Bunton, A History of the Modern Middle East, 4th ed. 2009.
Atwan, Abdel Bari, The Secret History of al Qaeda, 2008
Howard, Philip N., The Digital Origins of Dictatorship & Democracy: Information Technology and Politicization, 2011.
Gelvin, James, The Arab Uprisings, 2012.
Zogby, James, Arab Voices: What They Are Saying to Us, and Why and Why It Matters, 2012.
Assignments: Essay exams (one midterm, one final), plus a short paper (analysis of a book).
Prerequisites and Special Comments:
The emphasis of this course is on the history of the Muslim states and societies of Middle East through about 2000. The course provides background for the understanding of current events, but is not about current events. Students primarily interested in the Middle East policy of powers outside the region, the Arab-Israeli Conflict, or the State of Israel may prefer to take a different course. This course is designed for students with a positive interest in learning about Islam, Islamic history, and Islamic societies. The course is a sequel to courses pertaining to earlier periods of Islamic history. Although no other course on Islamic history is listed as a prerequisite for History 540.05, it is not designed to serve as an introduction to the basics of Islam or Islamic civilization. Students lacking background on Islam would do well to read Esposito’s Islam the Straight Path, preferably before the start of the quarter. Such students are also urged to contact the instructor for further recommendations. Group A, post-1750
HISTORY 546 TOPICS IN CHINESE HISTORY—TREATY-PORT SHANGHAI, 1842-1949
5 Cr. Hrs.
In 1842, as a result of the Treaty of Nanjing, the first of many “unequal treaties” that Western powers forces China to sign, Shanghai became one of the first five treaty ports. By the end of the 19th century, Shanghai was the most prominent of nearly a hundred treaty ports, each with its own concession in which lived and traded many foreign merchants and “treaty-port Chinese.” Although not typical of 19th- or 20th- century China, treaty ports like Shanghai provide an important site for viewing China in this period. Shanghai, alternately called the “Model Settlement,” “Paradise of Adventurers,” and “Paris of the Orient” provides a unique vantage point for examining major social, political, and military phenomena between 1842 and 1949, the yeas covered by this course. The course is interdisciplinary and will consider perspectives drawn from history, literature, film, etc. The course will emphasize reading and discussion rather than lectures.
Time Meeting Days Instructor
2:30-4:18 TR Reed
Assigned Readings:
To be decided but they will include a mixture of books and articles.
Assignments:
To be decided, but they will include a final research paper on a course-related topic of each student’s choosing.
Prerequisites and Special Comments: There are no prerequisites, but some background in East Asian or Chinese history, particularly 141-142; 545.03, or 545.04 would be useful.
HISTORY 548.01 HISTORY OF JAPAN BEFORE 1800
5 Cr. Hrs.
This course treats the history of Japan from the earliest times to the beginning of the nineteenth century. It touches on a number of areas of politics, economic development, social trends and elements of the history of ideas and religion, samurai, and women, although it’s main focus is the development of samurai dominance.
Specific Academic Objectives for this Course:
1. To gain a basic factual knowledge of pre-modern Japanese history, including government, class structure, culture, and economy;
2. To develop the ability to assess and think critically about historical issues associated with pre-modern Japanese history and how people interpret those issues;
3. To develop skills in analyzing historical data and reaching informed conclusions about those data, even when incomplete and you have no background.
Time Meeting Days Instructor
9:30-10:48 MWF Brown, P.
Assigned Readings:
Wm. Wayne Farris, Japan to 1600: A Social & Economic History
Katsu Kokichi, Musui;s Story, Arizona.
Donald Keene, (trans), Chushingura, (tale of the 47 loyal retainers)
Assignments:
Students will write two papers that build on assigned readings but go beyond them. An option: substitution of a term paper for one of the other essay assignments.
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 emphasis. 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.
Time Meeting Days Instructor
1:30-3:18 MW Bartholomew
Assigned Readings:
Andrew Gordon, A Modern History of Japan: From Tokugawa Times to
the Present
Gwen Terasaki, Bridge to the Sun
John Nathan, Japan Unbound: A Volatile Nation’s Quest for Pride and Purpose
Albert Axell & Hideaki Kase, Kamikaze: Japan’s Suicide Gods
(plus one more book on the Yasukuni Shrine controversy)
Assignments:
midterm
2 short papers (not research papers) based on assigned readings
final examination
Prerequisites and Special Comments: Group A, post-1750.
HISTORY 727 STUDIES IN ISLAMIC HISTORY - SEMINAR IN CENTRAL ASIA
5 Cr. Hrs.
This course will require students to analyze a number of works, both articles and books that are either established as classic studies or have otherwise proven to be very influential in the study of early modern, pre-colonial Central Asian history. Students are responsible for reading each of these volumes by the dates assigned and attending the seminar prepared to discuss the material. On several occasions during the semester students will be required to present the material to the class. Special attention will be given to the individual authors’ arguments, their use of primary sources to substantiate those arguments, their debts to earlier scholarship, and the developing historiography of the field. At the end of the semester, students will submit a thorough historiographical analysis summarizing our work during the semester. Students’ grades will be determined by their command of the sources as demonstrated through his participation in our meetings (50 percent), and the quality of their final papers (50 percent).
Time Meeting Days Instructor
2:30-4:18 Thursday Levi
Assigned Reading: To be assigned. Readings will be available on reserve.
Prerequisites and Special Comments: Graduate students only.
HISTORY 798 STUDIES IN MODERN CHINESE HISTORY “SPACE AND PLACE”
5 Cr Hrs.
This graduate seminar will focus on the studies of specific places, regions, or spatial allocation of power in pre-modern Chinese history. We will examine how historians have approached space and place from social, cultural, economic, and political perspectives, and how a work about place offers a different way to study a historical event, a social or ethnic group, a particular political tension, or the development of an intellectual phenomenon. The periods covered by the readings span from the Song to the Qing. The students will familiarize themselves with various historical methodologies, critical theories, and significant historiographical debates.
Time Meeting Days Instructor
11:30-1:18 Tuesday Zhang
EUROPEAN HISTORY
HISTORY 111 WESTERN CIVILIZATIONS FROM ANTIQUITY TO THE 17TH CENTURY
5 Cr. Hrs.
This course surveys the Ancient Civilizations (Near East, Greece, Rome), the Barbarian Invasions, Medieval Civilizations (Byzantium, Islam, Europe), the Renaissance, and the Reformation. A central text focuses on the course and each instructor supplements the text with several other readings. This course, in conjunction with HIS 112, furnishes one of the sequence requirements for the GEC. It is not open to students w/ credit for 100.01.
Time Meeting Days Instructor
8:30-10:18 MW
*10:30-11:18 MWF Hobbins
11:30-1:18 MW
2:30-4:18 MW
3:30-5:18 TR
*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
8:30-10:18 TR
*10:30-11:48 MW Davis
11:30-1:18 TR
2:30-4:18 MW
3:30-5:18 MW
*Students signing up for this section, must sign up for a recitation section.
_______
HISTORY 508.02 MEDIEVAL EUROPE, 1100-1450
5 Cr. Hrs.
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. Three emblematic developments of the High Middle Ages structure the course: cathedral-building, 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, high medieval religion, and medieval politics and patronage.
Time Meeting Days Instructor
MW 1:30-3:18 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:
With a couple of exceptions the course format will that of lectures accompanied by outlines and illustrated by prints in the first half of each class session followed by class discussions based on the common readings in the second. Along with faithful attendance and active participation in discussions, the course requirements will consist of two take-home essays on the problem of the origins of the Revolution and the question of why the Revolution should have culminated first in the Terror, and then in the Napoleonic dictatorship. In addition, the course will require two short-answer quizzes as well as well as one two-to-three-page 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, Michael Walzer, Regicide and Revolution, which contains speeches delivered on the occasion of the trial of Louis XVI, and Felix Markham’s short Napoleon, just for something to read on that subject. A course reader will contain a little additional material culled from boo chapters or scholarly journals.
Prerequisites and Special Comments: Group B, post-1750.
HISTORY 513.02 EUROPEAN THOUGHT & CULTURE IN THE 20TH CENTURY
5 Cr. Hrs.
This course surveys the most dynamic period of Western cultural history, roughly 1890-1950, which witnessed a spectrum of revolutionary developments: modernist art (Picasso, Kandinsky), modernist literature (Conrad, Mann, Joyce, Woolf, Proust), relativity and quantum theory (Einstein, Heisenberg), atonal music (Schoenberg), psychoanalysis (Freud), existential philosophy (Nietzsche, Sartre), and feminism (Woolf, De Beauvoir).
Its thematic focus is the challenge of nihilism announced by Nietzsche as the “death of God.” We will trace the creative response to nihilism in science and the arts, particularly the novel, as it also engaged imperialism and World War I. We will explore the dark response to this crisis by a leading existentialist philosopher, Martin Heidegger, who, puzzlingly, saw Nazism as a way for Germany to recover from the destructive forces of technology and nihilism. We conclude with a major interpretation of the culture of the period—Albert Camus’s powerful philosophical essay, The Rebel.
Time Meeting Days Instructor
9:30-10:48 MWF Kern
Assigned Readings:
Friedrich Nietzsche, Nietzsche and the Death of God, ed. By Peter Fritzsche
Joseph Conrad, Heart of Darkness
Thomas Mann, “Death in Venice”
Stephen Kern, The Modernist Novel: A Critical Introduction
Sigmund Freud, Civilization and its Discontents
Albert Camus, The Rebel
Short Selections:
James Joyce, A Portrait of the Artist as a Young Man, Chapter 3 (on Carmen)
Virginia Woolf, “Modern Fiction” (on Carmen)
Jean-Paul Sartre “Bad Faith” (o Carmen)
Martin Heidegger, “The Self-Assertion of the German University” (on Carmen)
Assignments:
Students write three papers (5-6 pages) on assigned topics based on the readings and class discussions.
Prerequisites and Special Comments:
Group B, post-1750.
HISTORY 514.02 MODERN BRITISH HISTORY, 1775-1920
5 Cr. Hrs.
This lecture course will provide a survey of British history, including imperial history, from
the late eighteenth to the twentieth century. It covers many dimensions of British history:
political, economic, social, religious, medical, technological, and environmental. The central
themes of the course are the rise of liberalism as a political and economic theory, the
development of industrial and urban society, the dramatic growth of the British empire, the
Irish famine and its aftermath, and the emergence of a set of ‘social questions’ – poverty,
disease, irreligion – which liberalism by itself proved unable to solve. The course will explore
how Britain and its governments attempted to generate economic strength while simultaneously ameliorating the ‘social question’. The tensions between economic freedom and social protection remain central to British politics, just as they do in America.
Time Meeting Days Instructor
9:30-11:18 MW Otter
Assigned Readings: None; readings are posted weekly on Carmen.
Assignments: Midterm, final paper, final examination
Prerequisites and Special Comments: Group B, post-1750.
HISTORY 518.02 GERMANY IN THE 20TH CENTURY
5 Cr. Hrs.
The purpose of this course is to introduce the upper division student to the major events and issues in German history through the turbulent 20th century. We will trace the intertwined themes of politics, culture and society through a blend of lecture, readings, video and discussion. Topics include the usual suspects: World War I, the post-World War I crises of the new German republic, the rise of the Nazis, the construction of the Third Reich, the conduct of World War II and the Holocaust, the postwar four-power occupation period, the rivalries and tensions between the two postwar Germanys, and the fall of the Wall in 1989 and the end of the Cold War, and the resurgence of unified Germany role in the world since 1990.
Time Meeting Days Instructor
9:30-11:18 MWF Beyerchen
Assigned Readings:
The textbook will be the second half of Martin Kitchen’s History of Modern Germany, the first half of which will have been read for History 518.01. (There should be used copies readily available at the Student Book Exchange on High Street.) There will be some changes, but in the past other assigned books included monographs such as Modris Eksteins’s Rites of Spring: the Great War and the Birth of the Modern Age or Richard Bessel’s Nazism and War. They also included first person accounts such as Sebastian Haffner’s Defying Hitler, Petra Kelly’s Fighting for Hope (on the Greens) and Timothy Garten Ash’s The File (on the corrosive effects of a police state on daily life). I also prefer to assign at least one literary work, such as Georg Kaiser’s play Gas I or Heinrich Boell’s journalistic short novel The Lost Honor of Katharina Blum. The final list of books will be available from Prof. Beyerchen by mid-February.
Assignments:
Assignments will include a take-home midterm exam and a take-home final exam. Class participation will be an important component of the course.
Prerequisites and Special Comments: History 518.01 is not a prerequisite.
Group B, post-1750.
HISTORY 528 LOVE IN THE MODERN WESTERN WORLD
5 Cr. Hrs.
Love is a source of intriguing debates about male and female gender roles, courtship practices, and marriage, as well as a number of highly charged issues related to sex—birth control, abortion, pornography, and prostitution. A historical approach deepens understanding of these issues. The course will introduce students to the history of love by responding to the following questions: What were ancient Jewish and Christian love and how did those legacies play out in Western history? Why is it that no major love story in the history of the Western world until the twentieth century focused on the love of a married couple? Why does the Marquis de Sade lurk behind the philosophy of eighteenth-century love? Where the Victorians sexually repressed, and if so what was the impact on how they loved? Why are women’s faces and eyes typically highlighted in courtship imagery, while men are presented in profile and off center? How has modern feminism shaped love? How was love influenced by new transportation and communication technologies such as bicycles, automobiles, telephones, movies and television?
More generally: is love an unchanging instinct or does it have a history? If it has a history what is its logic and meaning? Is it conceivable that love becomes more authentic from generation to generation? Or have we rather lost something along the way? Or both? How does reading about love affect the way one loves? How have psychoanalytic theory and existential philosophy influenced love? What do we know about sexuality and love that our ancestors did not? In light of the fact that the past century has brought about major changes in the social, economic, educational, political, medical, and legal status of women, how have they affected love between men and women? How does the history of gay and lesbian love fit into this history? How do wars and sexual transmitted diseases affect love? Do men and women love differently, and if so, how do those gendered modes of love vary historically?
The readings will be from my publication, selections from Simone de Beauvoir's classic statement of existential feminism, and three historically representative novels. Several lectures will be slide presentations exploring love in art, and one will be the love duet in Wagner’s opera Tristan and Isolde. I will also show a movie based on one of the assigned novels, Women in Love. Lectures will survey the history of love since antiquity, although the readings and the two assigned papers will concentrate on the last two centuries.
Time Meeting Days Instructor
9:30-11:18 TR Kern
Assigned Readings:
Charlotte Brontë, Jane Eyre
D. H. Lawrence, Women in Love
Carol Shields, The Republic of Love
Simone de Beauvoir, The Second Sex (selections).
Stephen Kern, The Culture of Love: Victorians to Moderns
Diana Hacker, A Pocket Style Manual 3rd. Ed.
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 WF 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.
JEWISH HISTORY
HISTORY 530.02 SECOND COMMONWEALTH
5 Cr. Hrs.
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 Josephus, Antiquities of the Jews (books 12-20)
Assignments:
Daily readings; one term paper; Midterm; Final exam
Prerequisites and Special Comments:
Group B, pre-1750.
LATIN AMERICAN HISTORY
HISTORY 172 LATIN AMERICAN CIVILIZATIONS SINCE 1825
5 Cr. Hrs.
The history of modern Latin America, or Latin America since 1821, is filled with fascinating people, places, cultures, and societies. To better under this complex region, we will consider the history of individual countries, while at the same time analyzing the effect, influence and relevance of various historical events on the region as a whole. Modern Latin America begins with the tumultuous nineteenth century and the Wars of Independence. In focusing on state formation and national identity, the first section of this course aims to understand the dramatic social, cultural, and political impact of Latin America’s post-Independence political conflicts and modernizing growth. Next we shift to the twentieth-century, starting with Mexico’s great revolution and then moving forward to analyze other revolutions, including in Cuba and Nicaragua. Special consideration will be given to the study of military dictatorships and repression in South America and the search for social justice. In this section we also will examine the rise and fall of export economies and industrialization, poverty, and social reform.
Several themes appear throughout the course. The analysis of Latin American revolutions and revolutionaries are crucial to the study of the region, including the legend and myth of Che Guevara. We also will consider the role of the U.S. and international institutions in the regional politics, economics and culture of Latin America, as well as the narratives used to justify foreign intervention in the region. Throughout the course we will explore culture in Latin America, including movies, literature, and artists, such as the painter Frida Kahlo. Gender and ethnicity are important elements as well, and women and race are integrated throughout our studies.
Time Meeting Days Instructor
11:30-12:48 TR Smith
11:30; 12:30 MW (recitation)
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; the colonial economies; 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.
Kris Lane & Timothy F. Johnson, eds., Defending the Conquest: Bernardo de Vargas
Machuca;s Defense & Discourse of the Western Conquests.
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
Catalina de Erauso, Lieutenant Nun: Memoir of a Basque Transvestite in the New World.
Assignments:
There will be a midterm and a final examination. In addition, each student will write a 5-7 page review essay.
Prerequisites and Special Comments:
Group A, pre-1750.
MILITARY HISTORY
HISTORY 307 WORLD WAR II
5 Cr. Hours
World War II was the largest and most destructive war in human history. More than sixty five years after it ended, the war continues to shape our world. This course examines the causes, conduct, and consequences of this devastating conflict. Through readings, lectures, and video, the class will study the politics that shaped the involvement of the major combatants; military leadership and the characteristics of major Allied and Axis armed services; the national and theater strategies of the various major combatants; the military operations that led to victory or defeat on battlefields spanning the globe; war crimes; and other factors such as leadership, economics, military doctrine and effectiveness, technology, ideology, and racism that impacted the outcome of the war.
Time Meeting Days Instructor
10:30-12:18 MW Mansoor
Assigned Readings:
Williamson Murray and Allan R. Millett, A War to be Won: Fighting the Second World War
James H. Madison, World War II: A History in Documents
E. B. Sledge, With the Old Breed: At Peleliu and Okinawa
Assignments:
In-class mid-term and final examinations
Two book reviews (2-3 pages each).
Prerequisites and Special Comments: Groups A & B, post-1750.
HISTORY 582.01 AMERICAN MILITARY POLICY, 1607-1914
5 Cr. Hrs.
This course describes and analyzes the history of American military policy from the colonial period to the end of the Philippine War. It focuses on the creation of American military institutions, the genesis of policy-making and maintenance of civilian control over that process, the interrelationship between foreign and military policy, the conduct of war, and the influence of American society upon the armed forces as social institutions.
Students will achieve an understanding of the main developments in American military history, the ways in which these developments have reflected or shaped developments in general American history, and the main interpretations advanced by scholars who have studied this subject. They will also hone their skills at critical writing and analysis, and will gain greater insight into the way historians explore the human condition.
Time Meeting Days Instructor
1:30-3:18 MW Grimsley
Assigned Readings:
Allan R. Millett and Peter Maslowski, For the Common Defense: A Military History of the United States of America. Revised and Expanded Edition.
Fred Anderson, A People's Army: Massachusetts Soldiers & Society in the Seven Years' War.
James M. McPherson, For Cause and Comrades.
Assignments:
The course grade is based on weekly quizzes administered through Carmen, a take home midterm examination, a final examination, and class participation. These requirements are weighted as follows:
Quizzes 40%
Midterm 20%
Final Exam 30%
Class Participation 10%
Prerequisites and Special Comments:
Group B, pre & post-1750. Although there are no prerequisites, a solid grounding in U.S. History is very helpful.
HISTORY 767 STUDIES IN MILITARY HISTORY
5 Cr. Hours
The Making of Strategy from Classical Greece to the Present
This course analyzes the making of strategy, with emphasis on grand strategy, through a number of case studies from ancient times to the present, among them Athenian and Spartan strategies during the Peloponnesian War, the grand strategy of Rome and the Byzantine empire, various case studies in the Early Modern era, British strategy during the American War for Independence, Union strategy during the Civil War, strategies for total war in the mid-20th century, American strategy during the Vietnam War, and American strategy in the Iraq War.
Time Meeting Day Instructors
5:30-7:18 pm Monday Mansoor
Assigned Readings:
Williamson Murray, Alvin Bernstein, and MacGregor Knox (eds.), The Making of Strategy : Rulers, States, and War
Thucydides, The Peloponnesian War
Edward Luttwak, The Grand Strategy of the Byzantine Empire
Piers Mackesy, The War for America, 1775-1783
James M. McPherson, Tried by War: Abraham Lincoln as Commander in Chief
McMaster, H.R., Dereliction of Duty: Johnson, McNamara, the Joint Chiefs of Staff, and the Lies That Led to Vietnam (HarperCollins, 1997)
Thomas E. Ricks, The Gamble: General David Petraeus and the American Military Adventure in Iraq, 2006-2008.
Assignments:
20-25-page paper that examines a case study in strategy not covered in class. The topic will be chosen in consultation with the instructor.
Prerequisites and Special Comments:
Graduate standing or permission of the instructor (granted only in exceptional circumstances)
THEMATIC COURSE OFFERINGS
HISTORY 362 HISTORY OF TECHNOLOGY
5 Cr. Hrs.
Our daily lives are shaped by technology. We speak to each other through cell phones and via the internet; we traverse huge distances in our cars and planes, while even the production of our food supply is a heavily technological enterprise. This course explores the historical origins of our “technological society.” We will begin by looking at how historians have approached the question of technology, before moving on to look at some of the technologies which have decisively shaped the development of the west – railways, electricity networks, computers, and weapons, for example. Our material will be primarily drawn from modern western Europe and America, but we will also devote time to pre-modern and nonwestern technologies.
Time Meeting Days Instructor
1:30-3:18 MW Otter
Assigned Readings: There will be a couple of assigned readings, but most material will be available on Carmen.
Assignments: There will be a mid-term examination, a final examination, and a final paper.
Prerequisites and Special Comments:
Group B, post-1750.
HISTORY 398 INTRODUCTION TO HISTORICAL THOUGHT
5 Cr. Hrs.
The course introduces intending majors to the practice of history as an academic discipline. It explores how professionals in the field go about the task of recovering and representing the past. We will look at the diverse range of histories that are now being written, at the various methods, approaches, skills, and key concepts that are currently employed by historians, and at how they commonly evaluate and deploy different forms of verbal and visual evidence. Through course readings, written assignments, in-class discussions, and oral presentations, students will be encouraged at all times to think critically and analytically about the study of history and to ponder some of its larger implications: How do societies use history? Why does the past matter? Is it always desirable or even possible to write a truly objective history? Are some forms of history more valuable than others? Are those who ignore the past doomed to repeat it?
Time Meeting Days Instructor
3:30-5:18 MW Anderson
Prerequisites and Special Comments:
This course is required for all students declaring a Major or a Minor in History.
HISTORY 398 INTRODUCTION TO HISTORICAL THOUGHT
5 Cr. Hrs.
This course explores the discipline of history, focusing on the concepts and skills needed to study the past. We begin by considering the purpose of writing history – the motives and concerns of historians. We consider also the approaches and types of sources available for the study of history. These have included perspectives and methods drawn from fields as diverse as psychology, economics, anthropology, philosophy, or biology.
We also examine the range of scholarly journals and bibliographical resources that are available. The final section of the course will introduce students to historiography – the study of the history of historical writing. We discuss the ways in which historical interpretations of the past are themselves influenced by the historical circumstances in which they were or are written. Unlike most history courses, History 398 does not deal with any specific nation or time period but rather with the philosophy and methodology of the discipline as a whole.
Time Meeting Days Instructor
1:30-3:18 TR Bartholomew
Assigned Readings:
John Gaddis, Landscape of History
E. H. Carr, What Is History?
Josephine Tey, The Daughter of Time
James Davidson & Mark Lytle, After the Fact: The Art of Historical
Detection (3rd edition)
(plus one or two more works to be determined)
Assignments:
One or two critical essays, bibliographical exercises, historiographical 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 required for students who declared a Minor in History as of Autumn quarter 2008.
HISTORY 398 INTRODUCTION TO HISTORICAL THOUGHT
5 Cr. Hrs.
This course introduces students to the practice of history: how historians do their work. We will look at the kinds of sources historians use and how they organize and analyze them. Drawing on specific case studies, we will explore the different ways historians can approach a particular event: the ways in which they gather and organize information, the kinds of questions they ask, the kinds of conclusions they can reach, and the ways in which they write up and present their research. We will also explore the distinction between academy and popular history, in both televisual and print form. Students will gather experience in dealing with primary and secondary historical sources, interpreting events within their historical context, and developing a comparative understanding of historical phenomena. In addition, students will learn more about how the past influences today’s society and how our present affects our understanding of the past.
Time Meeting Days Instructor
3:30-5:18 TR Hamilton
Assigned Readings:
Mary Lynn Rampola, A Pocket Guide to Writing in History, 5th ed.
Michel-Rolph Trouillot, Silencing the Past: Power & Production of History
A packet of historical documents; one book and two articles to be determined by students.
Assignments:
Three short discussion papers; one critical essay; one book review; one article review; one multi-media presentation; two oral reports.
Prerequisites and Special Comments:
This course is required for all students declaring a Major or Minor in History. Students must earn a C or higher to have it count on the Major or Minor. It may not be used for the GEC Historical Study requirement.
HISTORY 398 INTRODUCTION TO HISTORICAL THOUGHT
5 Cr. Hrs.
This course is designed to introduce undergraduate history majors to the discipline and some of the methods of history. The successful completion of the course will result in your gaining firsthand knowledge of how historians work. We will achieve this objective by examining and analyzing historical documents, by reading, studying, and dissecting (critiquing) published historical (and fictional) works, by learning the mechanics of historical production, and by writing historical essays.
Time Meeting Days Instructor
11:30-1:18 MW Shaw
2:30-4:18 MW Shaw
The specific topic of this class is Nat Turner’s rebellion. In 1831, Turner, a Southampton County Virginia slave, led a revolt designed to overthrow the institution of slavery. The revolt has been reconstructed by historians, fictionalized by novelists, and even translated onto film. Almost every generation recreates Turner anew. We will look at available documents on this incident, the different interpretations of them, and draw our own intelligent conclusions about what definitely happened, what probably happened, and what we can never really know. We will also try to account for the different views that exist and the conclusions that cannot be verified (and were probably false).
The point of these analyses is not simply to know all we can about Turner’s revolt, but to think about the discipline of history. We will examine other primary documents from the period to aid us in this process as well. We will read and write book reviews, review historical journals, and spend some time looking at new technologies and resources for conducting historical research. We will also pay attention to problems and pitfalls of historical research and writing. In the process, we will look at and think about “driving forces” of history, whether history is objective or subjective, and the role of the historian in history. We will talk about “good” history and “bad” history, how to use sources, what “facts” are, and whether or not history can be scientific. Altogether, our goal is to become better historians through critical reading and thoughtful analysis of original and interpreted sources.
Prerequisites and Special Comments: This course is required for all students declaring a Major or Minor in History.
HISTORY 398H INTRODUCTION TO HISTORICAL THOUGHT
5 Cr. Hrs.
This course will introduce honors students planning to major in history to history as a discipline and a major. 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
10:30-12:18 WF Stebenne
Assigned Readings:
Josephine Tey, The Daughter of Time (1951)
James Romm, Herodotus (1998)
E. H. Carr, What is History? (1961)
David Cannadine, ed., What is History Now? (2002)
Elliott Gorn, Randy Roberts and Terry Bilhartz, Constructing the American Past, 6th ed., Vol. 1 (2007)
Assignments:
Discussion of the assigned reading; 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 honors students majoring in history and honors students seeking a minor in history.
HISTORY 526 HISTORICAL PERSPECTIVES ON SEXUALITY: SAME SEX SEXUALITY IN
5 Cr. Hrs. THE WESTERN WORLD
This course explores the history of same-sex sexuality in the western world, with an emphasis on the social, cultural, and political history of lesbians, gay men, and other sexual and gender minorities in the twentieth century United States. Since the production and regulation of same-sex sexuality has always been intimately linked to the production and policing of “normal” sexuality, we will also pay attention to the shifting boundaries of normative sexuality, especially heterosexuality as categories of experience and identity; the changing relationship between homosexuality and transgenderism; the development of diverse lesbian and gay subcultures and their representation in popular culture; the sources of antigay hostility; religion and sexual science; generational change and everyday life; AIDs; and gay, antigay, feminist and queer movements.
Time Meeting Days Instructor
3:30-5:18 MW Hamilton
Assigned Readings:
Allida M. Black, Modern American Queer History
George Chauncey, Gay New York
Attendance and participation 25%
Weekly response papers 25%
Book Review 25%
Historiographic essay 35%
Prerequisites and Special Comments:
Group B, post-1750.
HISTORY 598* SENIOR COLLOQUIUM Aaaargh Pirates! Aaargh!
5 Cr. Hrs.
This course will introduce students to the burgeoning field of Pirate Studies. We will be investigating two primary sources, from the 1680s and 1720s. We will also be reading two modern works that analyze the whole pirate phenomenon, socially, politically, and economically. Students will be expected to write a research paper involving pirates, using these and other primary sources.
*This course is designed for senior history majors and fulfills one of the requirements for the degree in history.
Time Meeting Days Instructor
10:30-12:18 Thursday Davis, R
Assigned Readings:
Alexander O. Exquemelin, The Buccaneers of America ((Dover, 2000)
“Capn. Charles Johnson” (aka Daniel Defoe): A General History of the Pyrates (Dover, 1999)
Peter T. Leeson, The Invisible Hook: The Hidden Economics of Pirates (Princeton, 2009)
Marcus Rediker, Villains of All Nations (Beacon Press, 2004)
Prerequisites and Special Comments:
Students must have taken at least one course in either Early-modern European, Early American, Early Latin American, or Atlantic history. Eye patches are optional.
HISTORY 598* SENIOR COLLOQUIUM
5 Cr. Hrs.
The published history of slavery has changed immensely over the last three or four generations. Characterizations of slave personalities range from Sambo to Nat Turner; families appear dysfunctional and dependent in one generation and as incubators of survival, resistance, culture in others. Many individual topics in the study of slavery show similar transformations over time. And the debates go on and on. These changes have come about because of differences in sources, methods, and perspectives, among other causes. In this course, we will read some of the important studies of slavery, paying particular attention to the changes in the scholarly treatment of the institution of slavery and of the slave community. Ultimately, we will be concerned with putting these different perspectives into an historiographical framework that not only explains the differences between and similarities among the studies but explanations of them.
*This course is designed for senior history majors and fulfills one of the requirements for the degree in history.
Time Meeting Days Instructor
2:30-4:18 Tuesday Shaw
Prerequisites and Special Comments: Senior history majors.
HISTORY 598* SENIOR COLLOQUIUM
5 Cr. Hrs.
“Revolutions and Revolutionaries in Modern Latin America”
This course analyzes twentieth-century revolutions and revolutionaries in Latin American to better understand the history and meanings of revolutionary actions, as well as U.S. involvement, in various Latin American countries. We will begin with the Mexican Revolution, and then move to more recent twentieth century uprisings and events, such as those in Guatemala, Cuba, Chile, among others. 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 also will look at the historical participants of revolutionary actions, such as Che Guevara and guerilla movements, to explore participation from the ground level up.
*This course is designed for senior history majors and fulfills one of the requirements for the degree in history.
Time Meeting Days Instructor
1:30-318 Tuesday Smith
Assigned Readings: TBA
Assignments: TBA
Prerequisites and Special Comments: Senior history majors.
HISTORY 598* SENIOR COLLOQUIUM
5 Cr. Hrs.
Chinese Emperors
China used to be run by an “emperor-driven system,” according to one historian. The Chinese empire (221 BC-1911) was ruled by many dynasties and emperors. Some emperors were Chinese, some non-Chinese. Most of them were men, but there was once a female emperor. Some of them were extremely talented and accomplished others incompetent and corrupted. Some excelled in military leadership while some became recognized as masters of art. These were colorful historical figures; their similarities and differences speak to the complicated history of the imperial Chinese state as well as its ideologies and culture. This course is taught by a historian of pre-modern China. It will examine some interesting Chinese emperors from various periods and different ethnic backgrounds. Like all 598 classes, this course will emphasize reading, discussion, and research. The class meets once a week, providing the students a forum where they learn to read, debate, write and present like a professional historian. Together they will read some primary and secondary sources relating to the general topic of “The Chinese Emperors,” while identifying a particular topic for a research paper and conduct more focused study and analysis. The primary and final goal of History 598 is the writing of this research paper. If you work closely with your instructor and classmates, you will be able to have a good understanding of the historical conditions that shaped the ruling styles of the Chinese emperors, their shared preoccupations and particular inclinations, and their relationships with the officials and people they ruled. You will come to your own conclusion about how these individuals made the Chinese empire what it was. And most importantly, you will be able to produce a good research paper to demonstrate your ability to organize various kinds of material to do a sophisticated analysis and articulate your critical historical insights in writing.
*This course is designed for senior history majors and fulfills one of the requirements for the degree in history.
Time Meeting Days Instructor
9:30-11:18 Wednesday Y. Zhang
Prerequisites and Special Comments: Senior history majors.
HISTORY 598H* SENIOR COLLOQUIUM
5 Cr. Hrs.
Memorializing the Past: Commemorations, Monuments & Identity
This honors seminar will address issues of history and collective memory, with a focus on commemorations and memorials. We will discuss the role of commemorative rituals and monuments in the formation of community and national identity.
Time Meeting Days Instructor
1:30-3:18 Wednesday Hoffmann
Assigned Readings:
Students will read roughly ten books and articles that examine memorials in a range of countries and cultures, including the United States, Russia, and Germany.
Assignments:
Students will conduct group research projects on the formation of collective memory in a particular country or community. They will also (individually) write a research paper of 15-25 pages.
Prerequisites and Special Comments:
This course is designed for senior History majors and fulfills one of the requirements for the degree in History.
HISTORY 775 HISTORY OF LITERACY, HISTORICAL & COMPARATIVE PERSPECTIVES
5 Cr. Hrs.
In recent years our understanding of literacy and its relationships to ongoing societies and social change has been challenged and revised. The challenge came from many directions. The “new” literacy studies,” as they are often called, together attest to transformations of approaches and knowledge and a search for new understandings. Many traditional notions about literacy and its presumed importance no longer influence scholarly and critical conceptions. The gap that too often exists between scholarly and more popular and applied conceptions is one of the topics we will consider.
Among a number of important currents, historical scholarship and critical theories stand out, both by themselves and together. Historical research on literacy has been unusually important in encouraging a reconstruction of the fields that contribute to literacy studies, the design and conduct of research, the role of theory and generalization in efforts to comprehend literacy and, as we say increasingly literacies(plural). It has insisted on new understandings of “literacy in context,” including historical context, as a requirement for making general statements about literacy, and for testing them, and carries great implications for new critical theories relating to literacy.
This seminar investigates these and related changes. Taking a historical approach, we will seek a general understanding of the history of literacy primarily but not exclusively in the West since classical antiquity but with an emphasis on the early modern and modern eras. At the same time, we examine critically literacy's contributions to the shaping of the modern world and the impacts on literacy from fundamental historical social changes. Among many topics, we will explore communications, language, family and demographic behavior, economic development, urbanization, institutions, literacy campaigns, both political and personal changes, and the uses of reading and writing. A new understanding of the place of literacy and literacies in social development is our overarching goal.
Time Meeting Days Instructor
1:30-3:18 TR Graff
Assigned Readings:
Text may include William V. Harris, Ancient Literacy; Michael T Clanchy, From Memory to Written Record: England, 1066-1307; Carlo Ginzburg, The Cheese and the Worms; Harvey J. Graff, The Literacy Myth; Carl Kaestle, et al, Literacy in the United States: Readers and Reading Since 1880; Mike Rose, The Mind at Work: The Intelligence of American Workers; Deborah Brandt, Literacy in American Lives.
Assignments:
Regular reading, attendance, and preparation for each class meeting; brief commentary papers; leadership of one or more seminar sessions, two short essays. There may also be opportunities to work on Graff’s Literacy Studies at OSU “initiative” and an Interdisciplinary Conference for Graduate Students. This course meets a core course requirement for the GIS in Literacy Studies.
Prerequisites and Special Comments:
This course is cross-listed with English 884.
HISTORY 786 COLLOQUIUM IN THE PHILOSPHY OF HISTORY, HISTORIOGRAPHY,
5 Cr. Hrs. AND THE HISTORIAN’S SKILLS
Oriented around Carl Lotus Becker’s little classic, The Heavenly City of the Eighteenth-Century Philosophers (1932), this version of the graduate colloquium on historiography and the philosophy of history might be subtitled “The Decline and Fall of the Enlightenment.” For, among other things, this colloquium proposes examine the role of subjectivity in written history by investigating how a personal loss of faith in the Enlightenment on the part of this Progressive historian entered into the making of a book that itself articulated the theory of historical relativity in a modernist mode. Having done that, the colloquium will “cover” the history of written history by considering Becker’s assertions about the ancient, medieval, “enlightened” and nineteenth-century scientific mindsets or “climates of opinion” against the evidence of selections from histories written during these periods, for example Edward Gibbon’s History of the Decline and Fall of the Roman Empire—a book recently revived, by the way, by John Pocock’s many volumes on the subject. From there the colloquium will examine what has happened to the genre of “intellectual “history since Becker’s time, particularly the restatements of the thesis of relativity under the influence of post-modern or structural philosophers as Michel Foucault and Jean-Françcois Lyotard. Along the way, the colloquium will not fail to consider such apparently opposite alternatives to intellectual history as quantitative history or the French Annales-school history as exemplified in Fernand Braudel’s classic on the Mediterranean and the Mediterranean World during the Era of Philip II.
Although a week-by-week syllabus for this course awaits construction, it is safe to say to say that the colloquium’s format will be weekly discussions punctuated by occasional mini-lectures on the basis of the assigned readings from primary and secondary sources. Besides active contributions to these discussions, the chief requirements will consist in weekly précis of the readings culminating in a paper about an historian or a chosen problem in the philosophy or methodological practice of history.
Time Meeting Days Instructor
4:30-7:18 W Van Kley
Prerequisites and Special Comments: Graduate standing.
HISTORY 787 COLLOQUIUM IN THE PHILOSOPHY OF HISTORY, HISTORIOGRAPHY
5 Cr. Hrs. AND THE HISTORIAN’S SKILLS II
This course is an exploration of selected recent developments in the nonlinear sciences (chaos, fractals, complexity theory, fuzzy logic, etc.) and their implications for the discipline of history. These developments have emerged largely due to the impact of the computer in areas where visualization makes it possible to perceive patterns of complexity. We will pay particular attention to the images and vocabulary emerging in a number of fields and to the metaphors they are generating. Our tools will be books, articles, videos, computer programs, etc.
Time Meeting Days Instructor
3:30-6:18 Tuesday Beyerchen
Assigned Readings: Readings will include James Gleick, Chaos: The Making of a New Science and John Lewis Gaddis, The Landscape of History and four other books to be determined.
Assignments: will include two reaction papers (to Gleick’s and Gaddis’s; 25 percent each) and a final essay (50 percent) exploring the implications for a field of your interest of the developments we will be discussing this quarter. Class participation will count heavily in the event of a borderline grade.
Prerequisites and Special Comments:
Senior undergraduates are permitted to enroll with the permission of the instructor.
WOMEN'S HISTORY
HISTORY 523 WOMEN IN THE WESTERN WORLD: ANCIENT CIVILIZATION TO THE
5 Cr. Hrs. INDUSTRIAL REVOLUTION
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
1:30-3:18 TR 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) 3rd. ed.
Tristan and Iseult.
Prerequisites and Special Comments: Group B, pre-1750.
HISTORY 781 STUDIES IN WOMEN’S HISTORY
5 Cr. Hrs.
Gendering Colonialism
This seminar explores the intersections of race, ethnicity, class, religion, and sexuality in the context of colonialism, with a particular focus on women and gender. European and American colonialism was arguably the strongest political and cultural force of the nineteenth and twentieth centuries, with strong earlier influences and present manifestations. It has had many socioeconomic implications for both colonized and colonizer peoples, including women. Here we will adopt a cross-cultural approach, exploring colonialism wherever it occurred/occurs, from the Americas to Soviet Central Asia and many points between, and in many different forms, from formal political control to spheres of influence, mercantile to white settler colonialism. We will move chronologically from early forms of colonialism to later ones, and deal with various forms of colonialism crucial to the establishment of European dominance from the sixteenth to the twenty-first centuries. We will pay particular attention to the voices of colonized women and to their representations in colonialism, and to identity and sexuality issues.
Time Meeting Days Instructor
3:30-5:18 MW Robertson
Assigned Readings:
Jamaica Kincaid, A Small Place (essay)
Daiva Stasiulis and Nira Yuval-Davis, eds., Unsettling Settler Societies: Articulations of Gender, Race, Ethnicity and Class
And perhaps others.
Assignments:
The most important aspects of participation in this seminar are doing the reading of approximately 80 to 100 pages per week and then analyzing it in class discussions and short written assignments. There is no term paper.
An important aspect of this class is attention to images of colonized and colonizer peoples, including films. Once every two weeks this class will view a film with direct relevance to colonial experiences and/or colonizer representations and analyze its content.
Prerequisites and Special Comments:
Graduate standing recommended but not required; background in Women’s Studies/Women’s History. This course is cross-listed with Women’s, Gender & Sexuality Studies as 880.
HISTORY 325 INTRODUCTION TO WOMEN’S HISTORY: THE AMERICAN EXPERIENCE
5 Cr. Hrs.
This course surveys the history of American women from pre-European settlement to the present. The lectures, readings, and films will emphasize how female roles in the realms of family, work, politics, and culture change over time. Particular attention will be paid to how women negotiate social norms and help to create new standards of acceptability. Also, the class will focus on the diversity among women in terms of race, ethnicity, class, and sexuality.
Time Meeting Days Instructor
10:30-11:48 TR Wu
10:30; 11:30 Friday (recitations)
Prerequisites and Special Comments: Group B, post-1750.
WORLD HISTORY
HISTORY 181 WORLD HISTORY TO 1500
5 Cr.Hrs.
This course examines the major issues that have shaped the human experience from the beginnings of human civilization (ca. 3500 B.C.) to ca. A.D. 1500, when the European voyages of exploration were beginning to tie the world together more tightly than ever before in a new pattern of global interrelatedness. Before 1500, societies in different parts of the world had far less contact with each other. In particular, Afro-Eurasia and the Americas remained almost entirely cut off from each other. For this reason, the main emphasis of History 181 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
11:30-1:18 MW
3:30-5:18 TR
Assigned Readings (tentative):
Richard W. Bulliet, et al., The Earth and Its Peoples: A Global History, 4th ed.
HISTORY 182 WORLD HISTORY 1500 TO PRESENT
5 Cr. Hrs.
This course will explore the emergence of the modern world. From the late fifteenth century, the world witnessed a rapid progression in the mobility of people and information, and an unprecedented tightening of the bonds connecting far-flung civilizations. This is most apparent in the European maritime explorations and conquests of the sixteenth and seventeenth centuries, which led to the establishment of European colonies across much of the Americas, Africa and Asia. In addition to examining European colonialism and imperialism in various manifestations across the globe, students enrolled in this course will be challenged to think critically about the global repercussions of such historical phenomena as the Scientific Revolution, the Enlightenment and the Industrial Revolution. In the final weeks of the course we will turn to more recent global historical issues. These include the rise of nationalism, its relationship to the collapse of the European colonial empires, and its turbulent legacy today.
Time Meeting Days Instructor
10:30-11:48 TR Levi
10:30; 11:30 MW (recitations)
Assigned Readings: Textbook and two additional short books
Assignments: Coursework includes a map quiz, mid-term, research paper and final exam.
HISTORY 597 CRITICAL ISSUES OF THE TWENTIETH CENTURY WORLD
5 Cr. Hrs.
This course looks from a global perspective at major issues that have made, or are making, the world we live in today. The lectures explore major themes or examples illustrative of those issues. Additional exercises will explore a variety of alternative approaches to understanding the world around us: films, works of literature, the pictorial record created by artists and photographers, or simulations of real-life situations. The goal of the course is not only to convey factual knowledge about the twentieth-century world, but also to provide an interpretive framework in which this knowledge can be set, and to help us all become well-informed and responsible citizens of a world that is now at a critical turning point in its history.
Time Meeting Days Instructor
1:30-3:18 MW Findley
Assigned Readings:
Carter V. Findley & John A. M. Rothney, Twentieth-Century World, seventh edition,
Chinua Achebe, Things Fall Apart
Erich Maria Remarque, All Quiet on the Western Front
Alan Paton, Cry the Beloved Country
Chinua Achebe, A Man of the People
Worldwatch Institute, State of the World 2012
>Assignments:
Probably a midterm and a final, plus a short analytical paper based on assigned readings. Exams may combine objective and essay questions. Comprehensive final.
Prerequisites and Special Comments:
Interested students are encouraged to contact Professor Findley by e-mail: findley.1@osu.edu. Please mention “History 597” in the subject line so that your message still stand out and be recognized as pertaining to the course. Thanks
HISTORY 700 SEMINAR IN WORLD HISTORY
5 Cr. Hrs.
“Health, Disease, and the Environment in World History”
This course is designed to go along with The CHR program for 2010-2011. It will have approximately 10-12 guest speakers examining health, disease and the environment in world history. The course will be divided over fall and spring quarters.
Time Meeting Days Instructor
2:30-5:18 F CHR Staff
Please note, that when you register for the course, History 700, the instructor is listed as “staff.” Students will receive 5 credits. A “P” will be given in the fall for students who complete fall coursework, but the actual grade will be received in Spring quarter& count as 5 credits for the Spring term. Please note only those students who enrolled in this course autumn quarter 2011 may enroll in this History 700 course Spring quarter 2012.