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Indiana University Bloomington - - Native American and Indigenous Cultures: The Muskogee Creek Indians

The original inhabitants of the deep Southern interior, the Muskogee Creeks descend from ethnically diverse groups of Mississippian moundbuilders, and their cultural heritage includes matrilineal kinship, dualistic gender roles, a long history of agriculture, and a spiritual tradition focused on purity and order. As one of the most populous and politically powerful Native groups in the pre- Removal era, the Creeks have been the focus of writings by Euro- American explorers, missionaries, antiquarians, policymakers, and ethnographers. Recently, Muskogee Creeks have been at the center of a flurry of scholarly inquiry into Native politics, town life, and racial views. This semester we will use diverse sources to explore the dynamic culture of this Native people, while touching on broader themes and patterns in Native and Indigenous Studies. Our topics will include oral tradition, archaeology, gender, spirituality, identity and race, the history and memory of Indian removal, sovereignty and nation-making, and contemporary Creek culture and history. Class discussion is an important component of this reading-intensive course. Students will be evaluated on class participation, take-home exams, and short writing assignments. **Fulfills Culture Studies Requirement
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Indiana University Bloomington - - The Image of America in the World

AMST , The Image of America in the World A300, 28896 , Cullather ________________________________________ TR 9:30a-10:45a (3 cr hrs) S&H Above class meets with HIST-A379 and INTL-I300 People in most countries, a recent global survey reveals, hold negative, and often strongly negative impressions of the United States, and seven out of ten Americans believe the world’s opinion of their country is “generally unfavorable.” America has always held itself up as a model of liberty and renewal to “old” countries across every ocean. The global appeal of American popular culture—-films, music, and consumer goods—-fuelled economic growth, and furnished a kind of “soft power” that aided the U.S. triumph over its twentieth century enemies. Our sudden awareness of the world’s rejection thus raises important questions: What does the United States actually represent in the world? How, and why, has the image of the United States changed? And, why do we care so much? Whether penned by Alexis de Tocqueville, Antonin Dvorák, or Paul Greengrass, Americans have tended to regard the opinions of outsiders as the most authentic depictions of their true selves. We will examine historical and contemporary examples of anti- and philo-Americanism for clues about our national identity and standing in the world.
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Indiana University Bloomington - - Topics in Interdisciplinary American Studies:Rainbow Families: Multiracial and Transnational Adoption Since 1945.

AMST-A350 Instructor: Matt Guterl Topic: Rainbow Families: Multiracial and Transnational Adoption Since 1945. The concept of the family has a long history. In the United States, the family was long thought to be the nation-state in miniature, racially homogenous and linguistically consistent. Adoption added a wrinkle that was hard to smooth out. The history of adoption in the United States thus illuminates the limits, contradictions, and challenges of the American family, and reveals the complex interplay between "family" and "nation" in the American century. In an ascendant, globally important country, transnational and multiracial adoption offered a chance at revising - but not re-writing - the national history of the family. To make sense of this confusing history, we will look at Josephine Baker's Rainbow Tribe and "Brangelina's" postmodern assemblage, adoption as religious practice and adoption as political metaphor, and the DeBolts, the McCains, and everything in-between.
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Indiana University Bloomington - - Readings in American Studies

Course requires authorization from AMST in BH521 (1-3 cr. hrs.) Enables undergraduates of advanced standing to undertake independent research projects under the direction of an American Studies faculty member. Students will typically arrange for a 1 to 3 credit hours of work, depending upon the scope and depth of reading, research, and production. Projects will be interdisciplinary, and should foreground topics clearly within the rubric of American Studies. (May be repeated with a different topic for a maximum of 6 credit hours.)
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Indiana University Bloomington - - Service Learning in American Studies

Service Learning in American Studies (1-3 cr. hrs.) Enables undergraduates of advanced standing to make intellectual connections between scholarly pursuits and community involvement. Students arrange 1-3 credit hours of service work either on creative projects that benefit a community (howsoever defined), or with local non-profit organizations, government agencies, activist groups, or foundations. Under the direction of their faculty sponsor, students will develop a project outline consistent with American Studies inquiry and concerns, a method of accountability, and a final report. (May be repeated for a maximum of 6 credit hours.)
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Indiana University Bloomington - - Introduction to American Studies

Meets with CULS-C 701: (4 CR) This readings seminar is designed to introduce graduate students to the history and contemporary concerns of American Studies as a field. The course will run first historiographically, plotting the emergence of the field, and then thematically, mapping some of the themes that most detain American Studies scholars today. Of particular interest will be the development of American Studies in the context of the Cold War’s encouragement for area studies in general, and the shifts in the field provoked by decolonization, U.S. postwar social movements, and corresponding struggles for ethnic studies. The thematic portions of the course will touch upon nationalism, empire, diaspora, border studies, cultural studies, queer studies, space, place, and the transnational turn. Readings will alternate between clusters of journal articles and monographs, both classic and recent. In addition to completing the readings and participating in every seminar, students will present discussion questions for one class, write a book review, compose a bibliography for a sub-field, and write a research prospectus.
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Indiana University Bloomington - - Colloquium in American Studies

Topic: American Sacred Space Above class open to graduates only Above class meets with HIST-H650 “Tell me the landscape in which you live and I will tell you who you are," writes Ortega y Gasset. In this graduate colloquium we will examine how elements of the American natural and historic landscape are consecrated—made sacred--through processes of veneration, defilement, and redefinition. Through a wide variety of case studies— from sites of natural wonder, battlefields, overseas embassies, sites of natural disaster and mass murder, popular “historic” tourist and pilgrimage sites, and burial sites, for example—we will appreciate the multi-disciplinary insights of scholars interested in writing “biographies” of sacred space. We will investigate the cultural functions of such sites—rituals of inclusion and exclusion, physical emplacements of clashing national narratives, for example— and complicate our understanding of the important term “the sacred.” Required readings may include: Kenneth Foote, "Shadowed Ground: America’s Landscape of Violence and Tragedy"; selections from: David Chidester and Edward Linenthal, eds., "American Sacred Space"; Jim Weeks, "Gettysburg: Memory, Market, and An American Shrine"; James Oliver Horton and Lois E. Horton, eds., "Slavery and Public History: The Tough Stuff of American Memory"; Oren Baruch Stier and J. Shawn Landres, eds., "Religion, Violence, Memory, and Place"; Mike Davis, "Dead Cities and Ecology of Fear"; Ron Robin, "Enclaves of America: The Rhetoric of American Political Architecture Abroad, 1900-1965"; Mark Monmonier, "From Squaw Tit to Whorehouse Meadow: How Maps Name, Claim, and Inflame"; and John F. Sears, "Sacred Places: American Tourist Attractions in the 19th Century." Course requirements include substantive class participation, short presentations, and short papers. Each colloquium participant will also construct their own outline for a course on “American Sacred Space,” which will include an annotated bibliography. This project is designed to be an explicit critique of the current course.
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Indiana University Bloomington - - Colloquium in American Studies/Topic: Black Women in America

THIS COURSE HAS BEEN CANCELLED!
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Indiana University Bloomington - - Seminar in American Studies: Topos and Territory in America, from the Revolution to the Civil War

G620 - Topos and Territory in America, from the Revolution to the Civil War Instructor: Jonathan Elmer Meets with ENG-L 653 (4 cr hr) Recent work in America literary and cultural studies has shifted decisively to geographic and geopolitical analytic frames, invoking the Atlantic, the hemispheric, global, even the “planetary” (Dimock). This class will attempt a transverse survey across some of this thinking, trying both to appreciate its powerful achievements and to locate its blind spots. We will look at topics like the creation of “federalist” space, the place of the Caribbean and the tropics in early national spatial imaginaries, intersections between microcosmic and macrocosmic frames, phenomenological approaches to space and figure, definitions of territory as they inform concepts of individual and population, and the space of “play.” Readings have not yet been settled but they will probably include some of the following authors: Publius, Bartram, Brackenridge, Burroughs, C.B. Brown, Sansay, Neal, Cooper, Kirkland, Child, Barnum, Poe, Hawthorne, Fuller, Owen, Hunter, Thoreau, Melville, Bierce. Critical and theoretical resources will be drawn from Eric Slauter, Trish Loughran, Ed White, D. W. Meinig, Wai Chee Dimock, Gilles Deleuze, Jennifer Greiman, Maurice Merleau-Ponty, Paul Gilroy, Bruno Latour, Michel Foucault, Johan Huizinga, Roger Caillois, and D.W. Winnicott. Students will be asked to be initiate discussion once during the semester with posted remarks before class meetings, be the “first responder” to such a posting once a semester, engage in lively and informed discussion, and write two shorter “conference” length papers on topics of their choice.
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Indiana University Bloomington - - Rhetoric and Sociaopolitical Judgement

Course is G751 not G620 - see G751, section 27271.
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Indiana University Bloomington - - Colloquium in American Studies: The Cultural Stude of Bodies and Emodiment

G620 - The Cultural Study of Bodies and Embodiment Instructor: Brenda Weber 4 cr hours Meets with CULS 601/GNDR 701 This class is designed to introduce and engage with two overlapping fields of study: cultural studies and feminist theories about the body and embodiment. Starting first with more conventional literature that helps situate the various meanings of cultural studies (using such theorists as Stuart Hall, Angela McRobbie, and Antonio Gramsci), we will then turn to more specific theorizations of the social meanings of the body, as inflected through the discursive lens of interdisciplinary feminist scholars such as Susan Bordo, Iris Marion Young, Elizabeth Grosz, and Victoria Pitts- Taylor. We will also trouble the often Western-centric focus of cultural studies and sometimes feminist studies by being particularly attentive to bodily ontologies in non-Western contexts, in specific relation to gender, sex, and sexuality. Themes will include: moral panic and the obesity “crisis,” plastic surgery, “othered” bodies, and body modification practices.
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Indiana University Bloomington - - Colloquium in American Studies

Introduction to Comparative Ethnic and Post-Colonial Studies Fall 2009 Guterl/Ingham meets with ENG-L 680 This course is an introduction to key debates and theories of Comparative Ethnic Studies and Post-Colonial Studies. Both Comparative Ethnic and Post- Colonial Studies draw on theories and histories of race, ideology, gender, class, culture, nation, citizenship, and diaspora. Comparative Ethnic Studies focuses on the processes by which particular groups are racialized, foregrounding both differences and interrelations between intra-national groups as articulated during various historical periods. Rather than positing ethnicity as an object to be studied, current work in this field examines the shifting shapes of the categories "race,” “ethnicity,” and “culture" along with particular productions of ethnic differences, and the categories used to understand them. As a parallel and related field, Post-Colonial Studies has also been concerned with enduring methodological questions (the problem of the historical archive, canon formation, the exclusion of linguistic and cultural minorities from memory) and with questions of the agency of particular subjects vis-à -vis the hegemony of imperial formations. Bridging these two fields, and engaging with issues of representation and material production, of temporality and the vicissitudes of history-writing, this course will offer a comparative consideration of the methodological moves and interpretive controversies that mark the shared terrain of Comparative Ethnic Studies and Post-Colonial Studies. Course requirements will include engaged seminar participation, short writing assignments, and a final conference style paper, 10-15 pages in length. Cross listed with American Studies.
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Indiana University Bloomington - - Colloquium In American Studies: History and Philosophy Of Science

Course meets with HPSC-X645 This seminar explores the growth and development of the scientific enterprise in the United States, with a focus on the 20th century. It approaches science as an intellectual and social activity performed by people situated in specific historical contexts, and thus emphasizes the institutional and cultural circumstances that have shaped scientific knowledge about nature and humankind. In charting the rise of the U.S. as a world leader in science, we will study some of the theories and findings produced by American scientists, and examine how they were related to changing political, economic, and social forces. We will explore how science has influenced American society and culture, and conversely, how U.S. social and cultural life has influenced science. The seminar will focus on recent scholarship in the history of American science. We will study the development of the field as an academic specialty, and relate it to more general trends in the history of science as well as American history. Thus we will concentrate on historiographical and methodological issues as we grapple with the ways in which historians have portrayed the scientific enterprise in the national context of the United States. Among the themes and topics we will explore are: the rise of the research university; professionalization and disciplinary differentiation; patterns of patronage and moral support; science, technology, and warfare; the culture of big science; and the social role of the scientist. Each week the seminar will take up one or more items for critical analysis. Each participant will be expected to contribute to the general discussion, and perhaps present special reports on additional readings as well. Written assignments include a biographical sketch (2-3 pages), two book reviews (2-3 pages), and a short research paper or historiographical essay (10-20 pages).
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Indiana University Bloomington - - Colloquium in Amer Stds-19th Century US History

Course meets with HIST-H650 Above class open to graduates only This course offers an introduction to the history and historiography of the nineteenth- century United States, focusing on such themes as politics, national identity, urban life, religion, intellect, and popular culture. It requires students to read both intensively and broadly, familiarizing themselves with monographs and overview essays that exemplify both a wide range of historical topics and a variety of scholarly approaches. We will read works addressed to scholarly audiences as well as books that seek broader audiences. This course requires students’ active participation in class discussions. Each week a student will lead class discussion. Students will complete short (1-page) weekly summaries of assigned reading. In addition, students will design a syllabus for an undergraduate course on the nineteenth-century United States, and write either two professional-quality book reviews (approximately 500-800 words each) or a 5-7-page review essay, which considers 3-4 related books in a subfield of the student’s choice. These requirements are intended to help students prepare for field examinations, teaching, and the intellectual tasks common in academic careers (such as the writing of reviews).
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Indiana University Bloomington - - Colloquium in Amer Stds-Culture Wars & the Struggle over Curriculum

Culture Wars and the Struggle over Curriculum 1:00P-03:45PM on Thursdays Room 3004 section 30499 Professor: Jesse Goodman Joint with Education J762 In this seminar, we will explore historical and contemporary cultural struggles over what should be taught U.S. public schools. As many scholars have noted, public schools are one of several social locations where, as citizens of an imperfect democracy, we have fought to influence the nature of our society and the conception of who we are as a people. Some of the struggles to be examined are over: social studies and history, new math, science, sex education, religion, and language arts. This seminar will identify who (social classes and activists) have been advocates for particular curricula, why they promote this curriculum, and the impact this advocacy has had on the schooling of our young people, and what this schooling means for our society.
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Indiana University Bloomington - - Seminar in American Studies

TOPIC: Fans and Participatory Cultures Professor Barbara Klinger 3 cr T 7:15p - 10:15p W 1:30p - 3:30p Course meets with C793/Seminar in Media Studies Over the last twenty-five years, media studies and Cultural Studies have seen increasing attention to reception, to the ways that audiences decode media texts. Previous theories had constructed the spectator as an abstract, disembodied entity who passively responded to the strategies and messages of media texts and industries. In reaction, scholars began to employ historical, ethnographic, and empirical research to examine how individual viewers or groups of viewers responded to films, TV shows, and other media within specific social contexts. These scholars helped diversify ideas of who spectators are and how they use media texts, showing the importance of age, gender, race, ethnicity, and nationality to discussions of viewing. Within this context, the study of fans has emerged as a particularly vital area of inquiry. Working against the commonplace misunderstanding of fans as crazies or misfits, researchers analyze the fan as a spectator par excellence–an avid, participatory consumer of media texts whose practices speak volumes about the interpretive strategies and pleasures of viewers. In this course, we will begin by examining the methodological tools used in fan studies (particularly ethnographic and empirical methods). As we proceed, we will examine a number of questions that have structured this area of research, particularly in relation to film, television, and new media. Who are fans and what makes their viewing habits and strategies distinct? What are the interpretive practices of fans and how do they affect textual decoding? How do fans use media as a resource in their everyday lives? How have new media, such as the Internet and multiple platforms of access to film and television, affected the formation of fan communities and interactions with media texts? Can we consider fan activities as subversive? What challenges do cases of transnational fandom represent for fan studies? These questions are posed as a means of understanding the intricate relationships between viewers and mass culture particularly, but not exclusively, in a U.S. context. Weekly screenings will showcase films about fans, as well as a broad range of media texts favored by avid viewers, from cult film and TV programs to fan-made videos. These screenings will provide the opportunity to think through the fan theory and criticism we will read in class. In turn, assigned readings (by Henry Jenkins, Matt Hills, and many others) will acquaint the student with the development of fan studies in the field and the major schools of thought that have helped to define this area of scholarship. Assignments will also include presentations and a research paper.
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Indiana University Bloomington - - Seminar in American Studies: Problems in American Art-Ala Mode Visual & Material Culture of the Body

G751 -Problems in American Art-Ala Mode Visual & Material Culture of the Body Course meets with FINA-A643 In this seminar we will study intersecting and conflicting discourses, representations, and cultures of the body, reading in primary and secondary sources including art history, social history, and the literature of fashion, beauty, hygiene, and medicine, with particular emphasis on modes of masculinity and femininity from c. 1850-1950. Media include painting, prints, mass-market images, sculpture, photography, film, and advertising art; course work comprises of readings, short-term projects and a research paper.
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Indiana University Bloomington - - Seminar in American Studies

THIS COURSE HAS BEEN CANCELLED!
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Indiana University Bloomington - - Seminar in American Studies/Topic: Rhetoric and Sociopolitical Judgement

Instructor: Lucaites W, 2:30 PM-5:00 PM, C2 272 Meets with CULS-C 701 Open to Graduates Only! Instructor: John Lucaites E-Mail: lucaites@indiana.edu Office: C2 245 Phone: 855-5411 Whether we think of it as a discursive practice (public address broadly construed to include everything from oratory to photojournalism to television to film to hyper-mediated web sites) or as a meta-discursive theory or techne, "rhetoric" has survived from classical times to the present in large measure as a result of its capacity to reinvent itself from one epoch to the next as a means of serving the changing demands of collective judgment – i.e., social judgment, political judgment, public judgment, etc. – at a particular historical moment. “Judgment” or krisis is a problematic term that implicates and articulates the dynamic and culturally presumed relationship(s) between knowledge, understanding, and action in a world of contingencies and probabilities. Viewed from this perspective, “rhetorical theory" is an always already unstable domain, a discourse practice subject to and predicated upon the changing conditions and configurations of judgment in collective life at any given moment. Such indeterminacy is a potential strength rather than a weakness, however, for it positions rhetorical theory as a potentially powerful heuristic for producing social and political criticism designed to respond to and effect the problems and possibilities of collective judgment at any given historical moment. The goal of this seminar is to examine the ways in which “rhetoric” is being (re)invented as a heuristic for social and political critique apropos the problem of public or collective judgment in late- or postmodern societies. By "late" or "post" modernity I mean to make general reference to the rapidly increasing (and often paradoxical) conditions of intellectual, political, and cultural fragmentation precipitated by hyper-specialization, pluralism, multi- culturalism, globalization, and high-speed electronic/digital mediation, all of which contribute to what Lyotard calls the "incredulity to metanarratives" and which we might identify as the prevailing discourses of “progress,” “sovereignty,” “the nation- state,” “the liberal-democratic consensus,” and so on. We will move to our task by framing the problematic within a dialectic of hermeneutics and critical theory, and then examining some of the more prominent ways in which rhetoric-as-judgment is constituted therein as a praxis designed to mediate the contemporary demands of collective decision-making and action. Key topics will include the relationship between rhetoric and aesthetics (and epistemology); constitutive rhetorics and public emotionality; and phronesis and prudence. Throughout, we will focus attention on specific, problematic instances of social and political judgment in contemporary public culture. This course will be of interest to anyone concerned with exploring the possibilities of “rhetoric” as heuristic to the performance and transformation of public culture across media. It should be of particular interest to those studying the relationship(s) between discourse and social/political theory, and especially those concerned to retheorize the relationship between “liberalism” and “democracy” in contemporary Western public culture. Readings will draw from a range of 20th and 21st century readings on the relationship between rhetoric and judgment that draws prominently from rhetorical studies as well as social and political theory broadly considered. The course is reading intensive. Assignments will include student journals, a theoretical review essay in which students put rhetorical theorists in dialogue with those working in related areas, and several in-class presentations.
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Indiana University Bloomington - - Seminar in American Studies

Topic: Law & Culture Stoeltje 11:15a-1:30p R Meets with ANTH-E 675 and Folklore F755 Focusing on the relationship between law and society cross-culturally this course examines systems developed by societies, small and large, for resolving conflicts and for maintaining continuity and stability over time. Consistent with the values and structures of a society, legal systems set standards and establish rules, but they also provide for the negotiation or resolution of disputes and differences through courts or other dynamic sites of interaction. Moreover, in most societies one finds more than one legal system operating, creating a situation of legal pluralism. Building on these perspectives, the class will explore anthropological studies of law within the following categories: early studies by anthropologists of legal systems considered “customary,” “folk,” or “indigenous,”; more recent studies that take up problems such as “legal pluralism,” “law and colonialism,” or the relationship between indigenous systems and the state, or “access to justice” in any context. We will conclude with attention to questions of human rights and intangible cultural property. The course emphasizes the actual performance and practice of legal issues in courts or other contexts. The various legal systems represented in the readings and presentations will include selected ones from Native American, African, Trobriand Islands, and Islamic societies, as well as studies addressing contemporary issues in the U.S. such as human rights, gender and law, cultural justice, and intellectual property. Guest speakers will speak on specific problems in the anthropology of law. Students will write reviews of specific readings and present them in class. Two papers will be required: one short paper at mid-point through the semester, and one long paper (20 pages) at the end of the semester on a specific legal system in a specific culture, or, on a specific problem in the anthropology of law identified in the class (e.g., legal pluralism, human rights, gender and law, restorative justice, etc.). Readings will be available through e reserves and textbooks. Additional readings will be placed on reserve. Texts: Sarat, Austin & Thomas Kearns, eds. Law in the Domains of Culture. University of Michigan Press. 1998. Sally Falk Moore, ed. Law and Anthropology: A Reader. Others to be announced. on line: Stoeltje, Beverly, ed. Women, Language, and Law in Africa. Special Issue: Africa Today.
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Indiana University Bloomington - - Seminar in Amer Stds-Kitchen Science to Molecular Gastronomy

In this class, we will read texts which explain the science of food and cooking with some literary flair. Beginning with Brillat Savarin’s The Physiology of Taste and covering topics such as the molecular structure of various types of food, the locavore movement, food-borne illnesses and molecular gastronomy, we will explore several genres of scientific writing about food that combine elegant prose, exquisite description, and frequent meditations upon the nourishing aspects of food and literature to both the soul and the mind. Among the authors whose works we will read are This Hervé, Oliver Sacks, Russ Parsons, Barbara Kingsolver, Elizabeth Gilbert, Gary Paul Nabhan, and Michael Pollan.
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Indiana University Bloomington - - Seminar in Amer Studies - Classic & Cont American Pragmatists

Fall 2009 AMST-G751 Instructor: D. Senchuk MW 1-2:15pm SY002 section 30736 This course is a critical exploration of what has often been heralded as the quintessentially American mode of thought, the philosophical movement known as pragmatism. There will be a detailed consideration of some major works of three of its principal architects: Peirce, James, and Dewey; but some attention will also be paid – in the last part of the cousre – to more recent American proponents of a pragmatic outlook, to writers such as Richard Rorty and Hilary Putnam. The topics discussed by American Pragmatists are wide-ranging and notoriously difficult to pigeon-hole, given these philosophers’ tendency to urge against some well-entrenched philosophical distinctions and dichotomies – e.g., facts and values; mind and body; what’s perceived and what’s inferred; means and ends; the knower and the known. Still, this course may be said to examine select topics (in the readings) from a primarily epistemological, metaphysical, and meta-philosophical standpoint.
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Indiana University Bloomington - - Independent Study

G753 Independent Study 1-4 cr. hrs.) P: consent of the director of American Studies and of instructor, who must be a member of the American Studies faculty
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Indiana University Bloomington - - Human Origins and Prehistory

Meets 2nd 8 weeks only Human biological evolution and prehistory from the earliest archaeological record through the rise of civilization. This section meets twice a week and requires no additional discussion sections.
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Indiana University Bloomington - - Human Origins and Prehistory

For how long have people been scrambling about on this planet? How do we know anything about ancient humans or human ancestors? What is evolution anyway and how does it work? Anthropology A105 answers these and other pesky questions about the world and the history of the human species. Anthropology is simply the study of people. This course introduces two facets of anthropology: the study of human origins and ancient cultures. We use the term paleoanthropology to refer to this field. You will see how anthropologists look at human evolution, how fossil hunters find evidence of it and how archaeologists research ancient human societies. We’ll explore how they interpret the remains of stuff, how they figure how old the stuff is, and how they apply their interpretations to situations in the modern world. This course will provide information about fundamental methods and techniques used in biological anthropology and archaeology. Course format includes Illustrated lectures, discussions, demonstrations, videos, and labs. Class consists of 2 lectures per week, plus a lab/discussion section, devoted primarily to hands-on exercises, during which you will get to handle casts of old bones, look at stone tools, and explore some of the regions and topics with which I and other faculty are most familiar, including stone tool production and function, animals in the archaeological record, genetic evidence for the peopling of the world, and other stimulating topics. Course readings will be drawn from a textbook as well as short supplementary readings that will be available for download from Oncourse. There will be three exams (70% of course grade), five short exercises (20% of course grade), and two group projects (10% of course grade).
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