HIST 408-409 form a two-semester study of History as an intellectual discipline. Enrollment is by invitation of the Department. Fall: Readings and discussions with departmental faculty on the various methods, concepts, and philosophies of history, and the development of a research prospectus with a faculty mentor. Spring: Research seminar under the guidance of the mentor and Seminar Director. (Enrollment only by permission of the Director of Undergraduate Studies). Students must commit themselves for the full two semesters.
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This course will use literature, historical sources, film, and academic writing to examine African resistance to European conquest and colonial rule in the nineteenth and twentieth centuries. Case studies will examine military rebellions, religious and cultural resistance, and women's movements. The use of these anti-colonial struggles to build a nationalist history will be critically examined in an attempt to reassess the nature of African nationalism more generally. More recent conflicts will also be of central concern, as we examine the historical roots of new ethnic and regional political and military alliances. Among the areas we will consider are South Africa, Kenya, Nigeria, Zimbabwe, Rwanda, Uganda, Sudan, and Congo/Zaire/DRC.
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This course will look at changes in relations between men and women, and between old and young people, in African societies in the colonial and post-colonial eras. Many scholars of Africa have argued that the concepts of gender and generation are key to understanding Africa's political, legal and economic history. Using case studies from around the continent, we will consider how ideologies of gender and generation have been created in Africa and how they have been challenged or perpetuated in the colonial and post-colonial periods. We will examine the distribution of economic resources and political power, as well as institutions such as legal systems, religion, marriage, kinship and inheritance.
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Credits: 3
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This colloquium examines the European experience in the age of Fascism, Nazism, and Communism, with special emphasis on the impact of Adolf Hitler and Joseph Stalin. Topics include the Russian Revolution, European Communism, the rise of Hitler, the Third Reich, the Soviet regimes of Lenin and Stalin, Mussolini and the spread of Fascism, and the nightmare of World War IIâculminating in the titanic battle between Nazi Germany and the Soviet Union in that war.
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From the beginnings of Christian Europe, the role of sex and celibacy have been highly contested and debated areas. The development of a celibate clergy, the role of sex within marriage, and the relative merits or not of virginity have formed a core part of the development of Western culture. By studying the debates over sex and celibacy from the perspective of two specific groups of women (nuns and prostitutes) who were intimately defined by the categories "sexual" or "celibate", this course analyzes their role in society and history. The course begins with a discussion of sex and celibacy in general and theological debates over them in early Christianity and the Middle Ages. It then looks more specifically at the role of nuns and prostitutes in premodern Europe--their social utility, religious justifications, changing role in culture--paying special attention to reform movements (both lay and religious) which focused on "cleaning up" abuses within both Nuns and prostitutes were often conflated in premodern Europe, in large part because of their sexualized identity--either shunning sex or wallowing in it--and desires to control or reform these groups crossed religious, geographical, political, and even chronological boundaries. The course will include readings from primary and secondary sources, as well as some video events throughout the semester. Requirements include attendance and participation, two short papers on the weekly readings, and a longer bibliographic essay.
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This colloquium will be a historical inquiry into the following questions: Has Europe been Americanized? Have Europeans in the course of the 20th century been Coca-colonized or McDonaldized? Have Americans and Europeans grown increasingly alike with respect to adopting mass culture, consumer society, and market economies? If so why? What is the explanation for the seemingly irresistible power of Americanization? When did this process begin and what has America's role been in this process? Or, conversely, is Americanization an illusion? Has there been appropriation and resistance so that national identities and diversity have been sustained and even intensified? Has it provoked a search for identity in national or ethnic difference? Above all what does this transformation mean?
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The seminar will explore the social and political revolutions in the Atlantic World at the end of the 18th century. Our central focus will be France, but we will also look at the revolutions in Poland, Holland, US, and Haiti for comparative purposes. All students will write a seminar paper, roughly 30-35 pages, focused on primary sources. Sessions will be split equally between common readings and individualized assignments. Each student will give an oral presentation on her/his research topic.
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This course will present the Byzantine or East Roman empire from 602-1204 AD, giving equal attention to internal political and religious history, in an effort to understand how this state overcame numerous crises to last from Antiquity to the dawn of the modern age. It will give much attention to the pivotal role of Byzantium between the Islamic world, the kingdoms of Western Europe, Bulgaria, Russia, the Turks and the Crusades. The course will also consider how Byzantium preserved and spread classical culture and Christianity. Lectures will be rare; most sessions will focus on class discussion of primary texts and will require constant and active participation.
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Credits: 3
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This course examines some of the most important European thinkers of the late seventeenth and eighteenth centuries, a period in which literacy was growing rapidly and printing made new ideas accessible to a widening reading public. Its purpose is to get students acquainted with the historical origins of ideas that can seem to us self-evidentâfor example, that authority rests on rationality rather than appeals to tradition, sacred texts, or some unmediated concept of nature; that toleration is a virtue; that freedom and equality are fundamental to both public and private life; that self-determining individuality is a higher value than obedience. Texts will vary from year to year but will usually include works by Diderot, Goethe, Hume, Kant, Montesquieu, Rousseau, and Voltaire.
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This course will examine the fears and negative reactions provoked by the development of social, political, economic, and cultural changes that have collectively been characterized as the defining elements of "modernity". More European intellectuals were alarmed than gratified by these changes and feared that the essence of European civilization and of the West was in danger of destruction. Among other things, the result of this perception was the rise of Fascism. The period 1789-1939 will be the chronological focus of the course.
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The histories of Mexico and the United States are usually constructed as separate and very different, usually in conflict, yet recently moving toward integration. This colloquium suggests that since the era of national independence, the two histories have developed in regular interaction. During the war of 1846-48 and the revolution of 1910-40, conflict prevailed. Yet, from 1880 to 1910 and again since 1940, interactions have focused on economic integration, complex migrations, the creation of transnational communities, and the emergence of complex transnational cultures.
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Different social groups have had a vital role in the making of the nation-state in Latin America after independence. This course will explore the growth of a sense of nationalism in the late colonial period and then examine the role of the elites, the urban lower classes, and the peasantry in the constitution of the nation-state from the nineteenth into the early twentieth century. In addition to intellectual history, the course will show the political and military contributions of subaltern people.
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This course examines the development of efforts to create an intellectual and religious synthesis of modern and Islamic thought. The works of major figures in the definition and development of this Islamic Modernism from the early presentations of thinkers like al-Afghani) and Abduh to twentieth century scholars like Iqbal and Fazlur Rahman will be studied, both in terms of their intellectual context and their historical contexts.
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Throughout the twentieth century the Third World has often been the focus of international tensions. The course is an interdisciplinary colloquium which examines the origins, evolution, and impact of U.S. policy toward the Third World in this century. Previous coursework in international relations and/or modern history is recommended.
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This colloquium examines the war in southeast Asia as a problem of American foreign policy, exploring the reasons for US involvement, escalation, fighting of a limited engagement, intervention into Laos and Cambodia as well as the decision to enter into negotiations and sign the Paris Accords in 1973. To understand the pressures on policy makers the course also explores the domestic context within which decisions were made, the ramifications of alliances and the involvement of wider adversary relationships. The course also looks at the Vietnamese dynamic from 1945 to 1975.
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This course is required for all incoming doctoral students in the department. It will (1) provide an introduction to historical method and ways of thinking and (2) demonstrate what is distinctive about the subspecialties of history and what is common to the discipline as a whole. (Fall)
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Explores key historical developments across the world since about 1500 through comparative perspectives. Emphases include the rise and fall of empires, revolutions, industrialization, state making, and nationalism.
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Historians of traditional and modern China and Japan encounter research questions that require consulting works in those languages. Among the topics covered in this course are the use of Chinese dictionaries, periodicals and newspapers, maps and chronology, historical journals, dynastic histories, historical collections, gazetteers and related materials. Reading knowledge of Chinese required.
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Credits: 3
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Credits: 3
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Selected topics in Arabic intellectual history during the 19th and 20th centuries. The course will look at debates about Arab nationalism, socialism and Islamism as well as a variety of issues such as democracy, social justice, gender, heresy, pluralism and globalization.
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The history of the Arab-Israeli conflict from the Palestinians' first encounter with Zionism through the creation of Israel to the "peace process" of the 1990s.
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Credits: 3
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