All Courses

A history of various ethnic groups and their contributions to colonial America and the United States with an emphasis on community formation, identities, interethnic encounters, acculturation strategies, and legacies.
The Empire through the reign of Constantine the Great. Graduate level requirements include an additional in-depth research paper.
The purpose of this course is to introduce students to the nature and practice of writing history and to teach critical reading, writing, research and analytical skills necessary for history majors. Required course in the history major.
The culmination of the History Major, HIST 496H (the Honors History Major Senior Capstone equivalent to HST 498) allows Honors students to pursue in depth the research interests they have developed in other history classes. The department offers several sections of various topics each semester. Usually taken the junior year, this research seminar teaches students to organize, research, and write a substantial paper (at least 20 pages) or, occasionally, its equivalent in a different form. This project will constitute original research: it will base its argument substantially on a critical evaluation of primary sources (in the original languages when possible, or in translation). It will also actively and critically engage secondary scholarship. Although the research paper is the final product, students will work toward this through a series of structured, graded stages--for example, a research proposal, historiographic essay, rough draft(s), class presentation, and final draft--each of which may involve giving and receiving peer commentary.
The culmination of the History Major, HIST 498 allows students to pursue in depth the research interests they have developed in other history classes. The department offers several sections of various topics each semester. Usually taken in the last year in college, this research seminar teaches students to organize, research, and write a substantial paper (at least 20 pages) or, occasionally, its equivalent in a different form. This project will constitute original research: it will base its argument substantially on a critical evaluation of primary sources (in the original languages when possible, or in translation). It will also actively and critically engage secondary scholarship. Although the research paper is the final product, students will work toward this through a series of structured, graded stages--for example, a research proposal, historiographic essay, rough draft(s), class presentation, and final draft--each of which may involve giving and receiving peer commentary.
This history course focuses on musical expressions created in the United States since 1900. We will emphasize how musical performances and the consumption of popular music can reveal notions of race, ethnicity, class, gender, and sexuality that have circulated in the twentieth and twenty-first century United States. The course will pursue a thematic approach with a loose chronological order. Topics include, but are not limited to: corridos and ethnic conflict in the Southwest Borderlands; work songs, field hollers and African American labor in the rural South; the rise of ragtime as the first form of popular music in the twentieth-century U.S.; origins of blues traditions in the Jim Crow South; the Great Migration(s); women and blues performance; multiethnic contributions to jazz; "race records" and the segregation of popular music; creation of the country and western genre; white supremacist backlash to jazz and blues; the Swing Era; música orquesta and the Mexican American Generation; conjunto traditions in rural South Texas; race, rhythm and blues, and rock `n' roll; Black and Chicano soul music; queerness, race, and disco; Jamaican, Puerto Rican, and African American performance in the creation of hip hop; "gangsta rap," gender, and violence; Asian Americans and hip hop dance; international popularity of hip hop cultures.
History of Indians in U.S. development from 1500 to the present with emphasis on relations between competing Indian groups and between Indians and whites.
This course provides a long-term historical perspective on the origins and development of American capitalism, combining three interrelated thematic fields in U.S. history: economic history, business history, and labor history.
This course explores the development of technology and concepts of nature in the United States, from the eighteenth century to the present. It interprets the historical roots of the relationship between human knowledge and the environment by examining how science and technology have shaped our understanding, use, and control of nature.
Survey of U.S. women from early Native-American/European contact through 1890. This course introduces students to a social history of diverse groups of women focusing on their legal, economic, political, sexual, and reproductive lives.
Survey of diverse groups of women throughout colonial America and United States and their influence upon tribes, race, empire, politics, labor, economies, and society, 1890 to the present.
This course will examine how sports and leisure culture reveal popular ‘notions’ or stereotypes and cultural assumptions about race, ethnicity, class, and gender in twentieth and twenty-first century America. In addition to examining how athletic competitions served as a microcosm for social conflicts and change, we will evaluate how team spirit and individual sporting triumphs overcame or ameliorated social divisions and boundaries of exclusion. This course will pursue a thematic approach following a loose chronological order including, but not limited to: Sports and popular culture, Japanese internment and World War II, segregation and integration, Cold War nationalism and race, immigration and Americanization pressures, sexuality, homophobia and HIV/AIDS. Title IX and sexism, the commodification of children, America’s ‘melting pot’ theme and national pride, and Indian mascot controversies.
This course will focus on the University of Arizona (UA) since its organization as a land-grant institution in 1885. Students will be introduced to archival materials such as vintage photographs, student newspapers, scrapbooks, yearbooks, maps, plans, oral histories, government papers, minutes and publications of campus organizations, as well as methodological frameworks for the assessment and analysis of these materials. Students will collaborate on specific projects, focusing on aspects of such topics as student life, campus during wartime, town and gown, outreach, museums, research, campus architecture, UA as a public/state institution, making use of both textual and visual source material to explore a particular question about the past. Students will create a final narrative that is digital in format, such as a website, a documentary, an app, or a podcast. At the end of the semester, students will present these stories as part of a symposium, with an audience invited from the larger community. Projects will be archived under the curatorial auspices of the Department of History.
Survey of American wars from colonial times to the present; military institutions, doctrine, application of the principles of war, campaign strategies and tactics, technology, and leadership.
Causes and effects of America's longest war in light of global U.S.-Soviet rivalry and Asian nationalism.
History of law and order in western North America in the context of the political, economic, environmental, social, and cultural history during the long nineteenth century, from the Land Ordinance of 1785 to the war between capital and labor.
Survey from the 16th century to the present, with emphasis on social, political, and economic trends in their historical context.
The major social, political, and economic changes in the 20th century American West; the commonalities and conflicts within the region.
Social, economic, cultural, and political history from Jamestown to Secession.
From the Civil War to the present.
A history of crime in America from early Virginia through the present, with emphasis on violent crime, regional differences in crime, chronological changes, and causes of the same.
This one-semester, 3-unit, U.S. History survey is designed for history and education majors who anticipate teaching U.S. history in elementary, middle and/or high schools. The course units are aligned with the Arizona Social Studies State Standards, and the U.S. history content is linked to relevant Arizona and Southwestern history.
Examines the history of changing relations between human society and the natural world in North America.
Colonization of North America from the Columbian Exchange through 1763. The motivations and experiences of European colonizers, the evolution of their institutions and cultural practices in North America, their rivalries and contestations for supremacy, and their encounters with indigenous and African peoples.
Orgins, progress, and character of the American Revolution; social, cultural, political, and economic developments; and the making of the Constitution.
Social, cultural, political, and economic history of the United States from ratification of the Constitution to the eve of Civil War.
Political, constitutional, economic, and military developments in the U.S. and the Confederacy during and after the Civil War.
Examination of economic, social and political developments in years of rapid industrialization from the end of Reconstruction through World War I.
Prosperity, Depression, and the New Deal in peace and war.
American society and the role of the United States in world affairs from Yalta Conference to the present.
Economic, social and political development of the state and region from Spanish times to present.
This course examines the manner in which Hispanics have been portrayed and depicted in American films from the beginning of the 20th century to the present. the context in which the films were produced and the forces that have shaped their production will be covered.
Examination of economic, social and political developments in years of rapid industrialization from the end of Reconstruction through World War I.
A history of various ethnic groups and their contributions to colonial America and the United States with an emphasis on community formation, identities, interethnic encounters, acculturation strategies, and legacies.
This course explores the social construction of the male gender across American history, from European colonization to the present. We examine shifting norms and ideals of manhood and masculinity in the home, in the workplace, in social settings, and in politics.
The exchange of scholarly information and/or secondary research, usually in a small group setting. Instruction often includes lectures by several different persons. Research projects may/may not be required of course registrants.
A colloquium or small lecture class; topics and time period will vary by instructor and may range from the colonial era to the present-day United States.
The impact of commercial expansion, urbanization, industrialization, and ideological change on race and class relations in Latin America from the 16th to early 20th century.
A broadly comparative introduction to slavery in Latin America and the Caribbean. Exploration of slavery, the use of slave labor, and the daily lives of slaves and slave owners in different settings and different cultures.
Evolution of the borderlands since the mid-nineteenth century, with emphasis on bi-national interaction and interdependence.
From discovery through the War for Independence.
Struggle for political, economic, and social stability; international relations, cultural patterns.
In this course we will examine the history of health - and health care - as well as the political dimensions of scientific research and medicine. Based on the understanding that health and health care are subject to political competitions on the nation state level and are mediated by changing global paradigms, we will use readings and class discussions to draw conclusions about citizenship rights in the Americas. We will start with a number of broad questions to make specific links: When did the responsibilities for citizens' health shift from being rooted in notions of charity to a sense of citizens' entitlement to state services? When, and under what circumstances, can people put pressure on their political leaders and make states accept increased responsibility for citizens' health? How can we best understand the links between global paradigm shifts and nation-state policy changes that protect public health as citizens' entitlement and a human right? And what are the historical reproductions of inequality that we find as we trace health policies in specific regions or nations?
In this course the history of Chilean nation-building from the early colonial roots to the 21st Century will be analyzed. Focus is on political, social, and cultural histories of the country, giving attention to the unique characteristics of Chilean national developments. At the same time, connecting its historical idiosyncrasies to larger regional characteristics and to the trajectory that shaped Latin American developments from colonial encounters, to independence, to contemporary challenges.
This course examines the intersection of law and natural resources in the Spanish Borderlands of North America. We will study how the Spanish empire (and later an independent Mexico) defined natural resources as property rights and allocated such resources to Spanish settlers and Native peoples who lived in the dry expanse of the far northern frontier of New Spain (present day Arizona, New Mexico, Texas, and California). Assigned readings and class discussion will emphasize the myriad ways in which the Spanish civil law of property distributed land, water, grazing rights, and minerals, including the economic activities associated with these natural resources: farming, ranching, and mining. Conceptually speaking, the course also includes the transition to U.S. sovereignty and the introduction of American common law in places such as Arizona, New Mexico, Texas, and California. A clash of legal systems followed, as American common law often approached natural resources and property rights differently than Hispanic civil law. In order to better understand this clash, students will compare and contrast the fundamentals of the common and civil law systems, as well as the two international treaties that obliged the United States to apply the law of the prior sovereign to its recently acquired territory (the Treaty of Guadalupe Hidalgo of 1848 and the Gadsden Purchase of 1854).
The impact of conquest and Spanish rule on the native peoples of Mexico, Central American, Peru, Bolivia, and Ecuador. Topics include: conquest and ecology; land and labor; religion and culture; adaptation and resistance.
Survey of Argentine history and culture from the colonial era to the present.
A survey of the history of Central America from the Spanish conquest to the present, focusing of regional economies, ethnic and class conflict, and the politics of state formation.
Revolution, social change and reaction in Latin America from 1930 to the present.
This course explores selected themes in Latin American history through gender as a category of historical analysis. Students will examine histories of men, women, gender and sexuality in different countries and regions of the Americas.
A colloquium or small lecture class intended for majors and upperclassmen; topics vary by instructor.
Survey of English history from 1603 to present, with emphasis on political and social history.
This course will focus on the ancient Mediterranean from 800 BCE to the XXX of the Roman Empire in the third century CE, emphasizing concepts of power and identity as demonstrated in politics, gender ideals, material culture and religious practice.
A political, social and cultural history of Greek civilization from the Bronze Age to the death of Alexander the Great.
This course offers a survey of Roman History from the prehistoric settlements in the area of the Seven Hills to the deterioration of the western Empire in the fifth century C.E. Special topics of interest include the material culture of the Roman world; the use of images in the pursuit of political agendas; classical notions of the divine; and concepts of gender, power, and identity. Popular representations of ancient Rome, specifically in film, will provide another area of consideration for comparison throughout the semester.
Games provide entertainment and recreation, but they also reflect, influence, and supply metaphors for many other aspects of life. We will explore the importance of games in shaping medieval and early modern societies by focusing on four games that have come to symbolize the era - chess, jousting, hunting, and dice games. Through our examination of these and other games, we will explore the social, political, religious, economic, legal, military, and intellectual history of medieval and early modern Europe.
In in the past two centuries, our world has been shaped by European industrialization, revolutionary movements, nation-building, empire-building, depression and war, provoking ongoing political, social and cultural challenges and struggles. Europeans’ working lives, gender, class and race relations, cultural practices and expectations have altered repeatedly. Europe’s transformation occurred not only due to impersonal forces beyond human control, but because people took action to shape their world, influencing the course of history. The forces they set in motion continue to mark world events, for good or ill, to this day. In this course we will examine these events and forces in their historical context, ever mindful of their present-day impacts.
An introduction to the early modern period between c. 1450 and c. 1800. Analysis of long-term characteristics of the period, like social structure, religion, politics and economics, will be combined with exploration of the lives of individuals and their experiences in this era.
This course explores the history of criminal justice systems in the ancient Mediterranean through close examination of select primary sources. Its primary focus is Greece and Rome, but it will also cover Pharaonic Egypt and the Ancient Near East. We shall move chronologically, geographically, and topically, treating a broad range of literary and archaeological evidence. Of central importance to the course will be the issue of boundaries: between right and wrong, imprisonment and freedom, individual and state. Law codes from Mesopotamia, tomb robbery in the Egyptian New Kingdom, the trial and execution of Socrates, police in the streets of Rome, execution by gladiator, spiritual and allegorical punishment: the course encompasses it all!
European powers' competition for empire intensified in the late nineteenth century, producing twentieth century wars that spread from Europe to span the globe, shaped by and reshaping domestic politics, international relations, gender expectations and social and cultural forms.
In this course we will consider the choices Europeans faced and the paths they took after the second World War, including the loss of empire and the stresses of the Cold War, the construction of welfare states and the European Union, and the rise and fall of Eastern European socialisms and their aftermath.
Survey of Irish history from the Union in 1800 to the present; the course will emphasize the political, cultural, and religious bases of Irish history.
This course is a survey of the history of early modern Ireland, starting in the 15th century and ending with the Union between England and Ireland in 1801. Students will develop an understanding of the problems and divisions that beset Ireland in this period and that have shaped its future until this day. The particular problems of political interaction, colonization, and the state formation as well as the contentious nature of religious developments in early modern Ireland will be addressed.
The political, social, economic and cultural history of Germany from the late Middle Ages to about 1800.
This course aims at a broad analysis of the enthralling history and legacies of the Tudor and Stuart dynasties that ruled England from 1458 to 1714. The objective is to understand how in a quarter century the radical political and religious events, and figures, transformed the social, political and religious structures of England, giving birth to the foundation of England as a united kingdom, and significant world power. The course begins by focusing on the Tudors with emphasis on Henry VIII and the English Reformation, the return to Catholicism under Mary Tudor, the creation of a new Anglican Church under Elizabeth I and its unforeseen consequences. From there, it explores the Stuarts, with attention to the catastrophic English Revolution culminating in the public execution of King Charles I in 1649, and the rise of the English republic that ended with the restoration of monarchy in 1660. The course then reflects on the transformation of the English state following the elite coup d’etat of 1688, the Glorious Revolution, a fundamental watershed that cleared the way for a constitutional monarchy, parliamentary sovereignty, and religious toleration in England.
Industrialization has been one of the most significant processes of the past millennium, and its effects remain controversial today. The Industrial Revolution began in Britain in the mid-1700s and eventually spread to encompass the globe. In this course we will examine the unique preconditions, the unprecedented rise and decline, and the lasting effects of the first industrial revolution and the first industrial society, modern Britain. We will explore the characteristics distinguishing “modern” industrial societies; how economic upheaval produced struggles over political power among different social groups; and how understandings of government’s legitimate responsibilities and the state’s role in economic systems changed over time. We will also address impacts on the family and gender, and on relations between the state and individuals, as well as Britain’s changing relations with the continent of Europe, its empire, and the wider world.
Britain in 1914 was the wealthiest society in the world, with the largest empire the world has ever known. Yet this society was riven by class inequality and social and gender upheaval at home, while facing threats from overseas rivals and anticolonial agitation. In this course, we will explore how global war and economic upheaval produced cultural crisis and change; struggles over power and resources among different social groups; and changing understandings of government's responsibility for human welfare. We will also address impacts on the family and gender, as well as Britain's changing relations with the continent of Europe, its empire, and the wider world.
Political, socio-economic, and cultural history of modern France from 1815 to the present day, with emphasis placed on French politics and self-identity.
Socio-economic and intellectual roots of modern anti-Semitism, evolution of Nazi policy, genocide, responses of Axis and Allied governments, and responses of the Jews.
Beginning with Herodotus¿ history of the Persian Wars and concluding with Thucydides¿ account of the Peloponnesian War, you will read and discuss various types of ancient sources in order to write your own history of the growth of democracy, the spread of empire, and the persistence of war in Classical Greece.
In this class, you will investigate a variety of topics related to people¿s lives in Classical Greece: democracy, economics, family life, gender, slavery, science, religion, and friendship. You will read and discuss ancient texts from the 4th century BCE ¿ histories, court speeches, how-to manuals, and philosophy ¿ in order to figure out for yourself what happened and how people lived.
This course will focus on the history of Rome as it expands from an archaic 8th century village to become the dominant power in the Mediterranean, through civil war and the assassination of Julius Caesar in 44 BCE. Although there is special focus on Roman power as it was distributed, manipulated, and claimed by citizens, warlords and demagogues, we will also be looking at social networks and the family, sub-elites and women, polytheism and ritual practice, the development of the city as a space for civic performances, as well as the dynamics of cultural interaction in the ancient Mediterranean. Students will concentrate throughout on the primary evidence (written and archaeological) and the ways in which historians use literary and material documentation to uncover different perspectives on the Roman past.
This course will focus on the history of Rome under the emperors, from approximately the 40s B.C.E. to the deterioration of the western Empire in the fifth century C.E. Special emphasis will be given to concepts of power and how these play out in politics, spectacle, gender ideals, art and urban structures, and religious practices of the imperial period. Students will make use of the primary sources of evidence, both ancient texts and archaeological material, to increase their understanding of the ancient Romans and to gain greater familiarity with the techniques of the historian in analysis and communication.
Major institutions and trends in Europe from the breakup of the Roman World to the 14th century.
Major institutions and trends in Europe from the breakup of the Roman World to the 14th century.
Europe between the 14th and 16th centuries with special emphasis on Italy as the seat of the Renaissance. Topics include the city states, humanism, the Church in an age of Schism and secularization, Renaissance art, the New Monarchies and European exploration and imperialism.
The Reformation in thought and action both from the perspective of its religious origins and of the political and social conditions. Analysis of its impact on 16th century Europe including the spread of Protestant reformation and its companion movement, counter-reformation.
Topics include philosophy, science, Enlightenment, Romanticism, Realism, political economy.
The rise and fall of European empires from the fall of Rome to the present, a process involving Europeans with the non-European world and its people, continues to shape global events.
The origins and progress of the Revolution in France.
Political, socio-economic and cultural history of Russia and its expansion into an empire from the 10th century to 1917.
The Bolshevik Revolution and problems of Soviet and Russian history from 1917 to the present.
This course will examine the history of women in Europe from the Roman Empire to the present, exploring women's participation in social and family labor systems as well as religious, political and cultural life. We will explore how women simultaneously participated in and coped with historical processes such as changing religious and political systems, commercialization and industrialization, and state formation. We will examine major areas of human activity--economic, political, cultural, social, religious, intellectual, to see how they shaped and were in turn shaped by women's activities and women's experiences. We will consider what this has implied for women's autonomy, choices, and power.
This course examines anarchism's birth, growth, and development in various parts of Europe during the nineteenth and twentieth centuries.
This course surveys the growth and development of the Spanish Empire, with particular attention to Latin America, under the guidance of the new Spanish dynastic house, the Bourbons. It will focus on reorganization of Spain's political affairs in the old world and the new world. In addition, Spain's socio-economic and cultural development will be discussed.
The central theme of this course is the conversion of Spain from a far-flung world empire to a modern European nation-state. It will explore the many political, socio-economic, and cultural changes that have transformed Spain from a nation in decline to one of the leading nations in the European Community.
This course explores the ways in which events and narratives drawn from the ancient Mediterranean have been represented in film, focusing on such issues as the role of the archaeologist in connecting to the ancient past, the depiction of Egypt as a font of mystic (and doomed!) power, and the presentation of Roman spectacle as an emblem of ruthless imperialism.
The exchange of scholarly information and/or secondary research, usually in a small group setting. Instruction often includes lectures by several different persons. Research projects may/may not be required of course registrants.
The exchange of scholarly information and/or secondary research, usually in a small group setting. Instruction often includes lectures by several different persons. Research projects may/may not be required of course registrants.
The course is an enriched exploration of sports, spectacle and theatrical performances in ancient Greece and Rome, incorporating both traditional delivery of content (lectures and discussion based on reading) combined with the opportunity to engage creatively with the material in workshop format. The semester is structured around the ancient festival calendar, moving from private and local dramatic works to Panhellenic athletic competitions to the major performances at the festival of Dionysus in Athens and during the Games in Imperial Rome, culminating with amphitheatrical spectacle under the Emperors. The performative material selected grapples with universal human themes, specifically the formation of cultural identities against the volatile backdrop of war and the tension between the exercise of power and the demands of the populace. Students will investigate major performance events in their original social and political contexts and then adapt five such events for presentation in a modern setting. These re-enactments will range from an audio-only podcast adaptation of Aristophanes, to staged readings of tragedy and comedy, to a marathon public reading of Homer¿s Iliad, to a re-created Roman arena. Through this kind of active interaction, students will gain a better understanding of foundational texts of the western tradition, texts which were crafted to be heard and seen, as social events, as shared experiences, not in isolation as intellectual exercises. The dynamic quality of hands-on work also allows insights to the body¿s role in communication, opening windows into subtler non-verbal features of these events, opening different perspectives on ancient content and allowing students to develop broader analytical techniques. By engaging with the historical past on a personal level, by re-experiencing key elements of past societies, students will acquire powerful and lasting insights on Mediterranean antiquity and on the human experience.
This course is an introduction to the history of an enormous continent, Africa. Because of the size of the geography, population and time covered, one of the main purposes of this course is to pave the way to the upper division regional and thematic classes. We will move our way through African history both temporally and thematically. Lectures will introduce key themes and ideas and in section you will discuss historical evidence for African communities, cultures and ideas. This course is suitable to those who know nothing of Africa, and to those who are considering taking an upper division lecture classes or seminar in African history or Africana Studies.
This course explores the formation of modern East Asian nations and of the idea of East Asia itself in the late nineteenth and twentieth centuries. It examines the interrelated histories of China, Japan, and Korea and the forces that forged modernity in East Asia: wars, colonialism, imperialism, Cold War geopolitics, nationalism and socialism. The course presents an overview of large historical processes, but introduces different perspectives by looking at how individuals narrated their experiences in memoirs, diaries, short stories, novels, and films.
This course examines the history of the African slave trade. The trans-Atlantic slave trade was the world's largest forced migration between continents, but it was only one of many slave trades that shaped societies throughout the world. In order to understand the historical significance of the trans-Atlantic slave trade, we will compare it to other slaveries. In examining the historical significance and legacies of the slave trade, we will link the histories of Africa to that of the New World and to Europe. There continue to be heated debates about the volume and impact of the slave trade on African and New World societies. We will explore these debates. The course will also examine the changing meaning of the term "slavery" and examine some modern forms of slavery that persist to this day.
Rise of Islam, creation of Islamic society, relationship of religion and politics.
Evolution and global spread of Muslim societies, modernization and its problems.
This course looks at history of post-1949 China from two different perspectives. Students will read "proper" historical texts: political and intellectual essays, government documents, social reports, and scholarly historical monographs. These will be juxtaposed to different forms of narrative construction: movies, novels, and autobiographical accounts. With this integrated approach, the course examines the history of the People's Republic of China but also the continuous interplay between historiography and politics, history and memory, popular culture and learning.
Examines the changing relationship between Islam and politics from the time of the Prophet to the present day.
Africa is an enormous continent. The course explores different themes and issues in African history both temporally and thematically. Lectures will introduce key themes and ideas and in-class discussions will expand on historical evidence for African communities, cultures and ideas. This course is suitable for anyone interested in Africa, particularly those who have taken HIS208: History of Africa.
By reading and discussing many different ancient texts, including philosophy, Jewish histories and literature, and, especially, papyri from Egypt, you will explore the social and cultural history of the eastern Mediterranean from Alexander the Great until the Roman conquest.
This course focuses on Cleopatra VII (69-30 BCE), the last ruler of Ptolemaic Egypt and one of the best-known women in history and a key powerbroker during a period of important political change, one with enduring repercussions for the western world. She has been, however, deliberately memorialized as a "romantic" agent, a deployer of "feminine wiles", whose gender and political toolbox rightly doomed her efforts to failure. Students will interrogate the process of transforming a historical individual into an object lesson, a trope of femininity, and a cinematic legend, unpacking the messages crafted for a range of audiences and purposes by multiple creators, including Cleopatra herself. We begin with the historical background of the Hellenistic period, cosmopolitan and multicultural, focusing especially on the dynamism of women in the ideology of royal power and as image-makers in their own right, developing special forms for female authority and female patronage. A number of earlier Cleopatras establish context and particular precedents, creating official personae to engage effective interactions with fundamental groups; these include the resilient Ptolemaic queen Cleopatra II (r. 175-116 BCE) and Cleopatra Thea, token in a dynastic alliance who became Great Queen of Syria, dominating the Seleucid throne for a generation. Students will then sift through the evidence for Cleopatra VII, both the contentious (and largely hostile) material for her Mediterranean activities as well as the Egyptian record that may represent the specific efforts of the queen herself, utilizing then-ancient symbol and ritual to assert her legitimate imperial authority and structure her collaboration with major stakeholders in the Nile realm. The last section of the course looks to the lingering memory of Cleopatra long after her death, closely examining images in drama, art, and film to explore how the story of Cleopatra has been crafted and recrafted to represent different "truths" about sex, power, and identity.
How have humans interacted with the varied environments of the Middle East: deserts, oceans, mountain slopes, river valleys, grasslands, farmlands, cities, ports? How can we study those interactions, with what sources and methods? How have they been affected by changes in climate or technology? What is the impact of the many conquests and colonialisms that have swept over the region up to the present day? How do Middle Easterners view their own environment, how do they understand nature? What are they doing now to preserve their environments from destruction?
Examination of the roles women have played throughout Islamic history and of the changing discourse in the Islamic community about women and their roles.
This course explores the mutual impact of culture and nature - how the natural environment has shaped culture, and how humans have impacted the natural environment (and to take this full circle, how human-induced changes in the natural environment subsequently impact societies). The relatively rapid and thoroughgoing transformations in East Asia over the past century allow us an ideal setting to explore the interaction between culture and nature. Focusing largely on China, Japan, Korea, and Vietnam, this course explores how the relatively new field of environmental history opens new dimensions of historical inquiry.
Survey of Indian history from 7th century to 1750.
Survey of political, social and economic developments in South Asia from the mid-18th century to the present. Writing emphasis for India-Pakistan specialization.
Survey of political, social, economic and cultural transformations undergone by China from ca. 1800 to the present. Provides students with a sense of both the major themes and the substance of the last two centuries of history of one of the world's major civilizations, as well as a better understanding of China's prominent position in the world today.
This course asks how the city was understood and urban space was experienced in China from the late imperial period to the twentieth century, from the walled cities of Ming and Qing to the neoliberal remaking of Beijing and Shanghai, passing through the modernist experiments of the Communist and Republican periods. Examining some of the key social, cultural and political factors that shaped urban life, we will address such questions as: how did changes in media shape conceptions of urban space and one's place within it, what did the Chinese urban landscape look like, what were some of its key features, and how did political changes at the national level affect life and governance in the city? Our investigations will also lead us into the realm of cultural and intellectual history. We will look at how such notions as cosmopolitanism, nation-mindedness, and scientific rationality developed in and around the city. In more general term, we will use the case of China to investigate how a history of "modern urban life" and urban space can be written, and what its significance might be. This course maintains a focus on the distinctive character of various Chinese cities while attempting to elucidate deeper commonalities and similarities that shape urban experience in China and elsewhere. Comparisons with other national experiences as well as theoretical reflections on issues of urbanism and urban life will then be integral part of the course.
History of Ottoman Empire from its origins through the direct Western European impact, focusing on the political and social history of the empire in Europe and Asia.
This course examines the history of the great diversity of beliefs, practices, ways of life, and forms of authority among Christians, and especially conflicts about these. Not narrowly theological, the course construes Christianity broadly, treating, for example, society, culture, and art.
A lecture course focusing on Europe in the age of bubonic plague (from 1348 to 1720), with emphasis on changes in climate, food supplies, public health, epidemic disease, demography, and economy. The last third of the course will be devoted to the religious and artistic responses to disaster.
In the 14th century, an infectious disease that came to be known as the Black Death emerged in Asia and spread along trade routes to Europe, killing an estimated 60% of the population in about a year. Using the Black Death as a starting point, this course will examine the history of epidemics across the globe from 1350 to the present day using five case studies: Black Death (14th century); Smallpox (1775-82); Cholera (mid 19th century); Spanish Influenza (1918); and HIV/AIDS (1980s to the present). We will spend a significant amount of the course analyzing primary sources from those who witnessed epidemics, treated the sick, and lived and died during various epidemic outbreaks and attempted to understand them from a range of personal, literary, film, medical, media, museum, and public health perspectives. Over the course of the semester, we will analyze how epidemic and infectious diseases created historical watersheds that have shaped our world history socially, politically, environmentally, and economically to the present day. We will also examine human responses to epidemics in artistic, cultural, and intellectual realms, and the ways in which politicians, medical doctors, national and international bureaucracies, religious personnel, scholars, and everyday women and men debated their philosophical and moral implications. The final weeks of the course analyze contemporary "pandemic preparedness" policy and responses to health threats including vaccine controversies, ebola, and H1N1.
Compares historical narratives about economic theories in their contexts.
Physically, culturally, and socially, humans live through food and drink. Spanning the globe, as nearly limitless omnivores, humans have developed myriad ways of collecting and cultivating food and taking advantage of local environments. We also put food to work socially by creating cuisine. Through cuisine, humans have forged and nourished relationships, communed with deities, and through luxury choices, demonstrated "taste" and laid claim to status. Through the cultural practices of production and consumption of food and drink, individuals and groups have wielded power locally and globally. Food and drink consumption patterns have sustained slavery, poverty, malnutrition, and migration, and have laid waste to the environment. In this global history of food and cuisine, we will explore the physical, cultural, social, political, and economic dimensions of consumption and production and become more aware of how private, intimate acts connect us to the rest of humanity.
This one-semester, 3-unit World History survey introduces History and Education majors to concepts, topics, and methods for teaching World and Comparative history at the appropriate level for K-12 students. The class covers the entire span of human history, from pre-history and antiquity to the medieval and early modern periods to the industrial revolution and the contemporary world. Topics include: the origins of complex human social and political organization; the history of transcontinental and transoceanic migrations; the development of agriculture and early city-states; regional histories and global economies; religion and the rise of early empires; modern state formation; and the cultural impact of technological innovation.
This course will examine the ways in which different societies have defined, understood, valued, mapped, and made their livings in their environment. Also, it will explore how societies and environments mutually transform one another.
This one-semester, 3-unit undergraduate course examines the history of natural disasters. Earthquakes, storms, floods, fires, and droughts have all disrupted and transformed lives, environments, and societies. What defines a "natural" disaster? How have individuals, groups and nations understood and responded to these events? How have ideas about natural disasters changed over time? What are human responsibilities for natural disasters? Taking an environmental history approach, this course offers broadly based coverage of major topics in disaster studies, including cultural and political responses; disaster narratives and representations; changing scientific, technological and cultural interpretations of nature; memory and remembrances; impact of disasters on policy, economy, planning and society. We will explore and compare case studies through time and space. Throughout we will examine disasters as social, cultural and environmental phenomena, develop skills in analysis and interpretation, and consider the changing meanings of disasters.
This course will examine modern histories of memories in the nineteenth and twentieth centuries through the institutions and technologies that facilitate recall, such as museums, photography and film, print media and visual culture. We will focus on the moments of tension where history and memory appear to be at odds, where competing interests in the meanings of the past have created social conflict. Topics may include the aftermath of collective traumas (such as Sept. 11, 2001), genocide or war; the role of photographs, television and film in creating visually based memories of others¿ historical experiences; how institutions such as schools and museums, as well as memorial sites, contribute to the social construction of historical memories; or the course may focus on a single historical moment of memory crisis.
This course will examine histories of memories during the “long” nineteenth century (1789-1918) through the institutions and technologies that facilitate recall: museums, photography and cinema, print media and visual culture, as well as academic disciplines which emerged in western civilizations to study memory phenomena, such as history, psychology, archaeology, paleontology and more – many of which were created in the 19th century.  The emergence of modern notions of time and its rapid pace of change will be considered alongside practices of preservation, conservation and the creation of memorials and monuments. Topics may include: the human body as a site of memory (tattoos, funerary practices); Napoleonic and Civil War memorials; theories of extinction; the first public museums; time capsules; tourism and souvenirs; the foundations of the modern university.
The course will examine a range of instances of slavery, including in ancient and medieval Europe, in medieval and modern South Asia, in Africa, the Caribbean world, and in North and South America. The emphasis will be on historicizing individual instances of the phenomenon, that is, understanding why particular forms of the institution appeared in certain contexts, and other forms in other contexts.
This seminar will examine the politics of citizenship and urban space in imperial cities including London, Accra, Paris, and Marseille. Drawing from a broad range of primary and secondary sources, we will explore material and popular culture in everyday life and the ways in which ordinary people made sense of empire and the world in the 19th and 20th centuries.
The modern bicycle has been present in human lives for less than a century and a half. Yet in that brief period of time it has spread throughout the world and its popularity is near-universal. In this course we will trace the evolution of bicycle in four distinct ways: as a transportation device, with a gendered component; as a site for the development of human technology; as commodity for economic development; and as a device for human pleasure, leisure time, and exercise. We will explore its invention, growth, and development from the nineteenth through the twenty-first centuries in societies around the world. We will survey important developments in the history of the bicycle from approximately 1850 to the present.
In this course we will trace the evolution of sexualities in historical context and the way human societies around the World construct their notions of sexualities over time. We will survey important developments in the history of sexuality from approximately 5000 B.C.E. to the present. We will concentrate on human beings' changing perceptions of the meaning of sexualities and how they relate to the dynamics of the political, cultural, and social movements that dominated World history throughout this period. In the modern period, people have attached meanings to sexualities that reflect deep social divisions between states and societies about the assignment of sexual and gender norms, regulation, criminalization, and sexual politics. We will try to ascertain the historical development of these contested meanings.
Examines how twentieth-century writers debated the role of the intellectual: whether to be politically committed in order to advocate positive change, or to remain ¿above the fray¿ and strive for objectivity? Considers how historical context (war and genocide, social transformations) shaped the role of the intellectual in European societies. Readings may include Woolf, Sartre, De Beauvoir, Arendt, Havel, Said.
History of work, cross-culturally and over time, including slavery, agricultural, artisanal, and industrial work, unions and workers' political movements, and labor market segmentation by gender and race, sweatshops and migration.
Does food have a history? While seemingly a mundane aspect of everyday life, food has been central to cultural meaning, political conflict, religious life, and economic and social systems. Food has also been closely connected, both materially and in the realm of ideas, to bodily health and the natural environment, which will be the key themes of this course. Topics may include: the creation of the modern food system, the relationship between food production and landscape change, the shift from local to long-distance food procurement, the transformation of diet, the industrialization of agriculture, farm labor, the history of nutritional science and expert advice about what kinds of foods to eat, the development of global commodity chains, the environmental consequences of changes in the food system, the origins of public policy initiatives such as the school lunch and farm programs, and the rise of movements to challenge the conventional food system, such as vegetarianism, organic agriculture, and the local food movement. We will focus on historical experiences in their global and comparative context. Through this course, we will explore how a historical perspective can be insightful in understanding the food system.
Why should we study women's work? Is work the key to women's power or to their continuing subordination? What defines "women's work" and do only women do it? Are gendered divisions of labor an inescapable fact of nature, or do they have a history? What types of work have women performed from society to society, across time and space? How have historical and cultural contexts affected women's work? In this course we will examine women's work in a variety of societies in the past and present, asking how women's lives were shaped by their work, and how their work in turn made a difference in shaping their societies. We will also attempt better to understand what may be common to women and their work in different places and times, and how to account for the many differences. Like other upper-division history courses, this one demands substantial reading and writing
International history of a topic of the instructor's choice.
Daily we watch, seemingly helplessly, as people are displaced from their communities, homelands, and countries and subsequently seek asylum around the world, sometimes within our own local southwest communities; is this new, or is there a history to mobility and suffering? Key causes of displacement, such as war, violence, persecution, and modes of terror, and the ensuing consequences of violent displacement, such as poverty, disease, physical and psychological trauma, and vulnerability to human rights abuses, all have historical antecedents. In this course, we explore history of human rights, citizenship and refugee by exploring their relationship with nationalism, imperialism, war and displacement. We consider various local and global schemes to safeguard the dignity of human populations with domestic, regional, and international law, policy, and humanitarian action. A focus on the historical evolution of citizenship law and the nation state will provide clues as to the historical practices of displacement and resettlement.
This course examines the historical context against the theoretical, cultural, political, social, and economic elements of sudden revolutionary upheaval. Revolutions from the French Revolution of 1789 to the Cuban Revolution of 1959 will be studied.
This course addresses the larger chronological and spatial framework around the year 1968. We explore the evolution of political ideas from decolonization to urban renewal, from labor to civil rights. We look at the formation of new categories, new political subjects like student organizations, gender and ethnic-based groups. We follow the effects that the political upheaval of the 1960s had on intellectuals and on political theories. Finally, we investigate the exhaustion and consumption of this global political event in memory and popular culture. The course also questions whether there is a global historical sense to "the sixties." What links these events besides the fact that they are happening in the same decade?
This interdisciplinary one-semester, 3-unit, readings and discussions seminar is designed for upper division undergraduate students with interests in history, geography and cartography. It offers broadly-based coverage of major topics in the history of cartography, including the theoretical turn in the "new cartography," the cultural history of cartography, and the role of GIS. Using case studies from the Anglo-European world, we will examine the role of maps in exploration, colonization, and imperialism; cartographic representation of the New World from European and indigenous perspectives; Humboldtian traditions in the Americas; nation-state border projects; and various genres of mapping. Throughout we will examine maps as evidence, develop skills in spatial analysis and interpretation, and consider how maps can be used by historians and other scholars.
Introduction to historical thinking from antiquity to the present, with emphasis on ideas in European and North American historical writings during the modern and contemporary eras.
A colloquium or small lecture class intended for majors and upperclassmen; topics vary by instructor.
This course will focus on the ancient Mediterranean from 800 BCE to the XXX of the Roman Empire in the third century CE, emphasizing concepts of power and identity as demonstrated in politics, gender ideals, material culture and religious practice.
A political, social and cultural history of Greek civilization from the Bronze Age to the death of Alexander the Great.
This course offers a survey of Roman History from the prehistoric settlements in the area of the Seven Hills to the deterioration of the western Empire in the fifth century C.E. Special topics of interest include the material culture of the Roman world; the use of images in the pursuit of political agendas; classical notions of the divine; and concepts of gender, power, and identity. Popular representations of ancient Rome, specifically in film, will provide another area of consideration for comparison throughout the semester.
Games provide entertainment and recreation, but they also reflect, influence, and supply metaphors for many other aspects of life. We will explore the importance of games in shaping medieval and early modern societies by focusing on four games that have come to symbolize the era - chess, jousting, hunting, and dice games. Through our examination of these and other games, we will explore the social, political, religious, economic, legal, military, and intellectual history of medieval and early modern Europe.
This course examines the history of the great diversity of beliefs, practices, ways of life, and forms of authority among Christians, and especially conflicts about these. Not narrowly theological, the course construes Christianity broadly, treating, for example, society, culture, and art.
This course explores the history of criminal justice systems in the ancient Mediterranean through close examination of select primary sources. Its primary focus is Greece and Rome, but it will also cover Pharaonic Egypt and the Ancient Near East. We shall move chronologically, geographically, and topically, treating a broad range of literary and archaeological evidence. Of central importance to the course will be the issue of boundaries: between right and wrong, imprisonment and freedom, individual and state. Law codes from Mesopotamia, tomb robbery in the Egyptian New Kingdom, the trial and execution of Socrates, police in the streets of Rome, execution by gladiator, spiritual and allegorical punishment: the course encompasses it all!
A lecture course focusing on Europe in the age of bubonic plague (from 1348 to 1720), with emphasis on changes in climate, food supplies, public health, epidemic disease, demography, and economy. The last third of the course will be devoted to the religious and artistic responses to disaster.
Rise of Islam, creation of Islamic society, relationship of religion and politics.
Beginning with Herodotus¿ history of the Persian Wars and concluding with Thucydides¿ account of the Peloponnesian War, you will read and discuss various types of ancient sources in order to write your own history of the growth of democracy, the spread of empire, and the persistence of war in Classical Greece.
By reading and discussing many different ancient texts, including philosophy, Jewish histories and literature, and, especially, papyri from Egypt, you will explore the social and cultural history of the eastern Mediterranean from Alexander the Great until the Roman conquest.
In this class, you will investigate a variety of topics related to people¿s lives in Classical Greece: democracy, economics, family life, gender, slavery, science, religion, and friendship. You will read and discuss ancient texts from the 4th century BCE ¿ histories, court speeches, how-to manuals, and philosophy ¿ in order to figure out for yourself what happened and how people lived.
This course will focus on the history of Rome as it expands from an archaic 8th century village to become the dominant power in the Mediterranean, through civil war and the assassination of Julius Caesar in 44 BCE. Although there is special focus on Roman power as it was distributed, manipulated, and claimed by citizens, warlords and demagogues, we will also be looking at social networks and the family, sub-elites and women, polytheism and ritual practice, the development of the city as a space for civic performances, as well as the dynamics of cultural interaction in the ancient Mediterranean. Students will concentrate throughout on the primary evidence (written and archaeological) and the ways in which historians use literary and material documentation to uncover different perspectives on the Roman past.
This course will focus on the history of Rome under the emperors, from approximately the 40s B.C.E. to the deterioration of the western Empire in the fifth century C.E. Special emphasis will be given to concepts of power and how these play out in politics, spectacle, gender ideals, art and urban structures, and religious practices of the imperial period. Students will make use of the primary sources of evidence, both ancient texts and archaeological material, to increase their understanding of the ancient Romans and to gain greater familiarity with the techniques of the historian in analysis and communication.
This course focuses on Cleopatra VII (69-30 BCE), the last ruler of Ptolemaic Egypt and one of the best-known women in history and a key powerbroker during a period of important political change, one with enduring repercussions for the western world. She has been, however, deliberately memorialized as a "romantic" agent, a deployer of "feminine wiles", whose gender and political toolbox rightly doomed her efforts to failure. Students will interrogate the process of transforming a historical individual into an object lesson, a trope of femininity, and a cinematic legend, unpacking the messages crafted for a range of audiences and purposes by multiple creators, including Cleopatra herself. We begin with the historical background of the Hellenistic period, cosmopolitan and multicultural, focusing especially on the dynamism of women in the ideology of royal power and as image-makers in their own right, developing special forms for female authority and female patronage. A number of earlier Cleopatras establish context and particular precedents, creating official personae to engage effective interactions with fundamental groups; these include the resilient Ptolemaic queen Cleopatra II (r. 175-116 BCE) and Cleopatra Thea, token in a dynastic alliance who became Great Queen of Syria, dominating the Seleucid throne for a generation. Students will then sift through the evidence for Cleopatra VII, both the contentious (and largely hostile) material for her Mediterranean activities as well as the Egyptian record that may represent the specific efforts of the queen herself, utilizing then-ancient symbol and ritual to assert her legitimate imperial authority and structure her collaboration with major stakeholders in the Nile realm. The last section of the course looks to the lingering memory of Cleopatra long after her death, closely examining images in drama, art, and film to explore how the story of Cleopatra has been crafted and recrafted to represent different "truths" about sex, power, and identity.
Major institutions and trends in Europe from the breakup of the Roman World to the 14th century.
Major institutions and trends in Europe from the breakup of the Roman World to the 14th century.
Europe between the 14th and 16th centuries with special emphasis on Italy as the seat of the Renaissance. Topics include the city states, humanism, the Church in an age of Schism and secularization, Renaissance art, the New Monarchies and European exploration and imperialism.
The Reformation in thought and action both from the perspective of its religious origins and of the political and social conditions. Analysis of its impact on 16th century Europe including the spread of Protestant reformation and its companion movement, counter-reformation.
Political, socio-economic and cultural history of Russia and its expansion into an empire from the 10th century to 1917.
Survey of Indian history from 7th century to 1750.
History of Ottoman Empire from its origins through the direct Western European impact, focusing on the political and social history of the empire in Europe and Asia.
This course explores the ways in which events and narratives drawn from the ancient Mediterranean have been represented in film, focusing on such issues as the role of the archaeologist in connecting to the ancient past, the depiction of Egypt as a font of mystic (and doomed!) power, and the presentation of Roman spectacle as an emblem of ruthless imperialism.
The exchange of scholarly information and/or secondary research, usually in a small group setting. Instruction often includes lectures by several different persons. Research projects may/may not be required of course registrants.
The course is an enriched exploration of sports, spectacle and theatrical performances in ancient Greece and Rome, incorporating both traditional delivery of content (lectures and discussion based on reading) combined with the opportunity to engage creatively with the material in workshop format. The semester is structured around the ancient festival calendar, moving from private and local dramatic works to Panhellenic athletic competitions to the major performances at the festival of Dionysus in Athens and during the Games in Imperial Rome, culminating with amphitheatrical spectacle under the Emperors. The performative material selected grapples with universal human themes, specifically the formation of cultural identities against the volatile backdrop of war and the tension between the exercise of power and the demands of the populace. Students will investigate major performance events in their original social and political contexts and then adapt five such events for presentation in a modern setting. These re-enactments will range from an audio-only podcast adaptation of Aristophanes, to staged readings of tragedy and comedy, to a marathon public reading of Homer¿s Iliad, to a re-created Roman arena. Through this kind of active interaction, students will gain a better understanding of foundational texts of the western tradition, texts which were crafted to be heard and seen, as social events, as shared experiences, not in isolation as intellectual exercises. The dynamic quality of hands-on work also allows insights to the body¿s role in communication, opening windows into subtler non-verbal features of these events, opening different perspectives on ancient content and allowing students to develop broader analytical techniques. By engaging with the historical past on a personal level, by re-experiencing key elements of past societies, students will acquire powerful and lasting insights on Mediterranean antiquity and on the human experience.
Origin and development of Sufism and its impact on Muslim and non-Muslim worlds.
Examination of the roles of women have played throughout Islamic history and of the changing discourse in the Islamic community about women and their roles. Graduate level requirements include additional readings and meetings with the instructor and an additional research paper.
Survey of Indian history from 7th century to 1750. Graduate level requirements include additional research or writing; see instructor for details.
Survey of political, social and economic developments in South Asia from the mid-18th century to the present. Writing emphasis for India-Pakistan specialization. Graduate level requirements include additional research or writing; see instructor for details.
Survey of political, social, economic and cultural transformations undergone by China from ca. 1800 to the present. Provides students with a sense of both the major themes and the substance of the last two centuries of history of one of the world's major civilizations, as well as a better understanding of China's prominent position in the world today. Graduate-level requirements include an in-depth research paper and additional readings.
This course asks how the city was understood and urban space was experienced in China from the late imperial period to the twentieth century, from the walled cities of Ming and Qing to the neoliberal remaking of Beijing and Shanghai, passing through the modernist experiments of the Communist and Republican periods. Graduate level requirements: In addition to the undergraduate assignments, you will have to submit a book review every other week. 3-4 pages in length, double-spaced. (No web posting or short paper when a book review is due). Graduate-level work is expected from graduate students in all assignments.
History of Ottoman Empire from its origins through the direct Western European impact, focusing on the political and social history of the empire in Europe and Asia. Graduate level requirements include an indepth research paper.
The modern Middle East in the age of imperialism, world wars, state formation, decolonization, and Islamic resistance. This is a writing emphasis course. Graduate level requirements include additional readings on selected topics and an extensive research paper.
Formation of ancient Chinese society; organization of families and clans; social stratification, mobility, conflict and control in traditional China and transformation from traditional to modern society. Graduate level requirements include an extra term paper.
Origins of Zionism and Palestinian and other Arab nationalisms from the 19th century and the post-1948 Arab-Israel state conflict in the Cold War era. Graduate level requirements include additional readings and an extensive research paper.
This course examines the history of the Iranian plateau from the rise and spread of Islam until the establishment of the Safavid Empire (1501). Graduate-level requirements include a the final paper 20-25 pages including 15-20 sources. You are expected to write a historiographical paper that engages seriously with the secondary literature.
The Iranian plateau in the modern era of western imperialism and nationalistic Islamic responses. Graduate level requirements include additional readings and an extensive research paper.
The exchange of scholarly information and/or secondary research, usually in a small group setting. Instruction often includes lectures by several different persons. Research projects may/may not be required of course registrants.
The development and exchange of scholarly information, usually in a small group setting. The scope of work shall consist of research by course registrants, with the exchange of the results of such research through discussion, reports, and/or papers.
This course explores the history of the end of the Ottoman Empire in the Middle East and the Balkans. Three approaches constitute the organizational framework. The first provides the chronological overview of Ottoman history necessary to see the last 150 years of the empire in perspective and in detail. The second explores a variety of topics chosen to highlight some of the broader transformations of the period. The third revolves around the problematic notion of the Ottoman historical legacy in the post-Ottoman era.
The development and exchange of scholarly information usually in a small group setting. The scope of work shall consist of research by course registraints, with the exchange of results of such research through discussion, reports and/or papers.
The exchange of scholarly information and/or secondary research, usually in a small group setting. Instruction often includes lectures by sevveral different persons. Research projects may/may not be required of course registrants.
The exchange of scholarly information and/or secondary research, usually in a small group setting. Instruction often includes lectures by sevveral different persons. Research projects may/may not be required of course registrants.
The Republic to the death of Caesar. Graduate level requirements include an additional in-depth research paper.
Graduate-level requirements include two short in-class presentations on particular aspects of course material; weekly responses to the assigned reading, focusing on modern scholarship; and a 5000-word final paper, comparative in nature.
Major institutions and trends in Europe from the breakup of the Roman World to the 14th century. Graduate level requirements include additional work with primary and foreign language secondary sources.
Major institutions and trends in Europe from the breakup of the Roman World to the 14th Century. Graduate level requirements include additional work with primary and foreign language secondary sources.
Covers Spanish art and Architecture produced by Christian, Muslim and Jewish cultures between the fall of Rome and 1492, examining the roles of art in medieval politics and religion. Graduate level requirements include a 15-20 page paper and will meet with the instructor outside class hours to discuss readings.
Europe between the 14th and 16th centuries with special emphasis on Italy as the seat of the Renaissance. Topics include the city states, humanism, the Church in an age of Schism and secularization, Renaissance art, the New Monarchies and European exploration and imperialism. Graduate level requirements include an in-depth research paper.
The Reformation in thought and action both from the perspective of its religious origins and of the political and social conditions. Analysis of its impact on 16th century Europe including the spread of Protestant reformation and its companion movement, counter-reformation. Graduate level requirements include an in-depth research paper.
Cultural history of France in the 18th century, with emphasis on the works of the philosophers. Graduate level requirements include substantial additional independent reading.
The origins and progress of the Revolution in France. Graduate level requirements include substantial additional independent reading.
Political, socio-economic and cultural history of Russia and its expansion into an empire from the 10th century to 1917. Graduate-level requirements include a research paper.
Social history of Russia from the emancipation of the serf to the establishment of the Stalinist system. Graduate level requirements include a research paper.
The Bolshevik Revolution and problems of Soviet and Russian history from 1917 to the present Graduate level requirements include a research paper.
The Inquisition in Spanish, European, and ethnic history; its bureaucracy and procedures; it's festivities, its victims, New and Old Christians; and witches. Social, economic, and demographic context. Graduate level requirements include graduate students studying more deeply the economic, social and demographic context of the Inquisition through more scholarly reading, discussion and writing.
This course examines anarchism's birth, growth, and development in various parts of Europe during the nineteenth and twentieth centuries. Graduate-level requirements include additional readings, writings, and individual consultation with the instructor.
This course examines the Iberian Peninsula during the Renaissance and Reformation. The rise of Spain as a Mediterranean, then an Atlantic political and economic power, primarily under the Trastamaras and Habsburgs, will be studied along with the social and cultural factors that contributed to Spain's rise as a World Empire. Graduate-level requirements include additional readings and meetings with instructor to develop topics for a historiographic or bibliographic essay.
This course surveys the growth and development of the Spanish Empire, with particular attention to Latin America, under the guidance of the new Spanish dynastic house, the Bourbons. It will focus on reorganization of Spain's political affairs in the old world and the new world. In addition, Spain's socio-economic and cultural development will be discussed. Graduate-level requirements include additional readings and meetings with instructor to develop topics for a historiographical or bibliographic essay.
The central theme of this course is the conversion of Spain from a far-flung world empire to a modern European nation-state. It will explore the many political, socio-economic, and cultural changes that have transformed Spain from a nation in decline to one of the leading nations in the European Community. Graduate-level requirements include additional readings and meetings with instructor to develop topics for a historiographical or bibliographic essay.
This course explores the ways in which events and narratives drawn from the ancient Mediterranean have been represented in film, focusing on such issues as the role of the archaeologist in connecting to the ancient past, the depiction of Egypt as a font of mystic (and doomed!) power, and the presentation of Roman spectacle as an emblem of ruthless imperialism.
The exchange of scholarly information and/or secondary research, usually in a small group setting. Instruction often includes lectures by several different persons. Research projects may/may not be required of course registrants.
Students explore major spectacle and performance events through readings in primary and secondary sources, discussion, workshop, AND adaptation for re-enactments in a modern setting. By engaging with the historical past on a personal level, by re-experiencing key elements of past societies, students will gain powerful and lasting insights on Mediterranean antiquity and on the human experience.
The exchange of scholarly information and/or secondary research, usually in a small group setting. Instruction often includes lectures by several different persons. Research projects may or may not be required of course registrants.
Discussion and analysis of current scholarship on a range of topics and issues in ancient history, usually in a small group setting. Instruction may include presentations by several different persons. Research projects may or may not be required of course registrants.
The exchange of scholarly information and/or secondary research, usually in a small group setting. The scope of work shall consist of research by course registrants, with the exchange of the results of such research through discussion, reports and/or papers.
The exchange of scholarly information and/or secondary research, usually in a small group setting. The scope of work shall consist of research by course registrants, with the exchange of the results of such research through discussion, reports and/or papers.
The exchange of scholarly information and/or secondary research, usually in a small group setting. The scope of work shall consist of research by course registrants, with the exchange of the results of such research through discussion, reports and/or papers.
The exchange of scholarly information and/or secondary research, usually in a small group setting. The scope of work shall consist of research by course registrants, with the exchange of the results of such research through discussion, reports and/or papers.
In this course the history of Chilean nation-building from the early colonial roots to the 21st Century will be analyzed. Focus is on political, social, and cultural histories of the country, giving attention to the unique characteristics of Chilean national developments. At the same time, connecting its historical idiosyncrasies to larger regional characteristics and to the trajectory that shaped Latin American developments from colonial encounters, to independence, to contemporary challenges. Graduate-level requirements include bi-weekly meetings to discuss additional readings. Graduate students don't write short papers but will take the exams with the undergraduates. Their grades consist of different components. Please see syllabus.
The impact of conquest and Spanish rule on the native peoples of Mexico, Central American, Peru, Bolivia, and Ecuador. Topics include: conquest and ecology; land and labor; religion and culture; adaptation and resistance. Graduate level requirements include an additional essay.
Survey of Argentine history and culture from the colonial era to the present. Graduate level requirements include an in-depth research paper on an approved topic.
A survey of the history of Central America from the Spanish conquest to the present, focusing of regional economies, ethnic and class conflict, and the politics of state formation. Graduate level requirements include an 8 to 10 page historiographic essay, additional readings, mid-term and final exam.
Revolution, social change and reaction in Latin America from 1930 to the present. Graduate level requirements include an in-depth paper on a topic approved by the instructor.
This course explores selected themes in Latin American history through gender as a category of historical analysis. Students will examine histories of men, women, gender and sexuality in different countries and regions of the Americas. Graduate-level requirements include an in-depth research paper on a topic approved by the instructor.
The exchange of scholarly information and/or secondary research, usually in a small group setting. Instruction often includes lectures by several different persons. Research projects may/may not be required of course registrants.
The development and exchange of scholarly information, usually in a small group setting. The scope of work shall consist of research by course registrants, with the exchange of the results of such research through discussion, reports, and/or papers.
Colonization of North America from the Columbian Exchange through 1763. The motivations and experiences of European colonizers, the evolution of their institutions and cultural practices in North America, their rivalries and contestations for supremacy, and their encounters with indigenous and African peoples. Graduate-level requirements include intensive reading and writing.
Origins, progress, and character of the American Revolution; social, cultural, political, and economic developments; and the making of the Constitution. Graduate-level requirements include intensive reading and writing.
Social, cultural, political, and economic history of the United States from ratification of the Constitution to the eve of the Civil War. Graduate-level requirements include intensive reading and writing.
Political, constitutional, economic, and military developments in the U.S. and the Confederacy during and after the Civil War. Graduate-level requirements include a research exercise.
Examination of economic, social and political developments in years of rapid industrialization from the end of Reconstruction through World War I. Graduate-level requirements include an in-depth research paper.
Prosperity, Depression and the New Deal in peace and war. Graduate-level requirements include taking examinations which consist entirely of essay questions, completing a research paper on a topic chosen in consultation with the professor, assisting the professor in leading discussion groups with undergraduate students over the assigned readings, providing questions from those readings for use by the professor in formulating quizzes for the undergraduates, and possibly presenting a lecture to the class if the student is nearing completion of graduate work.
American society and the role of the United States in world affairs from the Yalta Conference to the present. Graduate level requirements include an in-depth research paper on a topic approved by the instructor.
Economic, social and political development of the state and region from Spanish times to present. Graduate level requirements include an historiographical essay and additional reading.
Examines the pivotal role played by the United States in world affairs since WWI, focusing on America's struggle with revolutionary movements in Europe, Asia and Latin America. Graduate level requirements include an in-depth research paper and additional course readings.
A history of the various ethnic minorities in America from Colonial times to the present, with emphasis on adjustment, acculturation and degrees of assimilation. Graduate level requirements include an in-depth research paper on a topic approved by the instructor.
Colloquium covers topics in United States, such as an urban history from colonial to modern periods. Graduate level requirements include additional reading, plus 3 options regarding written work: (1) 20-25 page essay based on own research, (2) create a syllabus for the undergrad course, (3) complete 20 page historiographical essay.
The exchange of scholarly information and/or secondary research, usually in a small group setting. Instruction often includes lectures by several different persons. Research projects may/may not be required of course registrants.
The exchange of scholarly information and/or secondary research, usually in a small group setting. The scope of work shall consist of research by course registrants, with the exchange of the results of such research through discussion, reports and/or papers.
The exchange of scholarly information and/or secondary research, usually in a small group setting. The scope of work shall consist of research by course registrants, with the exchange of the results of such research through discussion, reports and/or papers.