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The College Catalogue

History – Courses

First-Year Seminars

The following seminars introduce students to college-level writing through the study of history as a discipline.

Registration is limited to sixteen students in each seminar. First-year seminars numbered 1028–1049 fulfill the non-Euro/U.S. requirement for the history major.

For a full description of first-year seminars, see the First-Year Seminar section.

1012 {22} c. “Bad” Women Make Great History: Gender, Identity, and Society in Modern Europe, 1789–1945. Fall 2013. Page Herrlinger. (Same as Gender and Women’s Studies 1022 {22}.)

1014 {12} c. Utopia: Intentional Communities in America, 1630–1997. Fall 2014. Sarah McMahon.

1016 {25} c. The Civil War in Film. Fall 2013. Patrick Rael. (Same as Africana Studies 1025 {25}.)

1018 {11} c. Memoirs and Memory in American History. Fall 2013. Connie Chiang.

1020 {15} c. Frontier Crossings: The Western Experience in American History. Spring 2014. Matthew Klingle. (Same as Environmental Studies 1015 {15}.)

1022 {14} c. Science and Society. Fall 2014. David Hecht.

1036 c. China Encounters the West. Fall 2014. Leah Zuo. (Same as Asian Studies 1006.)

1040 {16} c. From Montezuma to Bin Laden: Globalization and Its Critics. Fall 2013. David Gordon. (Same as Africana Studies 1040 {13}.)

Introductory Courses

Introductory courses (1100-1999 {100–199}) introduce students to the methods and skills of history as a humanities and social science discipline. Generally closed to seniors. Introductory 1000–level courses numbered 1370–1999 fulfill the non-Euro/U.S. requirement for history majors.

1140 {110} c - ESD. Medieval, Renaissance, and Reformation Europe. Fall 2013 and 2014. Dallas Denery.

Introductory-level lecture. A wide-ranging introduction to pre-modern European history beginning with the reign of the Roman Emperor Constantine (c. 272–337) and concluding with the Council of Trent (1545–1563). Particular attention is paid to the varying relations between church and state, the birth of urban culture and economy, institutional and popular religious movements, and the early formation of nation states. Not open to students who have credit for History 2049 {206} (Early Modern Europe) or 2048 {207} (Medieval Europe). Note: This course fulfills the pre-modern requirement for history majors.

[1180 {125} c - ESD, IP. Entering Modernity: European Jewry. (Same as Religion 1125 {125}.)]

1240 {140} c. War and Society. Fall 2013. Patrick Rael.

Explores the nature of warfare from the fifteenth century to the present. The central premise is that war is a reflection of the societies and cultures that wage it. This notion is tested by examining the development of war-making in Europe and the Americas from the period before the emergence of modern states, through the great period of state formation and nation building, to the present era, when the power of states to wage war in the traditional manner seems seriously undermined. Throughout, emphasis is placed on contact between European and non-European peoples. Students are required to view films every week outside of class.

1241 {139} c. The Civil War Era. Fall 2014. Patrick Rael.

Examines the coming of the Civil War and the war itself in all its aspects. Considers the impact of changes in American society, the sectional crisis and breakdown of the party system, the practice of Civil War warfare, and social ramifications of the conflict. Includes readings of novels and viewing of films. Students are expected to enter with a basic knowledge of American history, and a commitment to participating in large class discussions. (Same as Africana Studies 1241 {139}.)

Introductory courses numbered 1370–1999 fulfill the non-Euro/U.S. requirement for history majors.

1460 {160} c - ESD, IP. Apartheid’s Voices: South African History, 1948 to 1994. Fall 2013. David Gordon.

The study of apartheid in South Africa, the system of racial and ethnic segregation that began in 1948 and ended with the first democratic election of Nelson Mandela in 1994. Explores the many different aspects of apartheid: how and why it emerged; its social and economic impacts; its relationship to other forms of segregation and racial-based governance; and how people lived under, resisted, and collaborated with apartheid. Readings, lectures, and class discussions focus on personal South African voices and explore their diverse gendered, ethnic, and racial perspectives. (Same as Africana Studies 1460 {160}.)

Core Courses

Core courses (2000-2499) survey historical themes and problems and offer opportunities to deepen skills in historical thinking and writing. Open to all students, including first-year students. Core courses numbered 2270–2499 fulfill the non-Euro/U.S. requirement for history majors.

2001 {201} c - ESD. History of Ancient Greece: Bronze Age to the Death of Alexander. Fall 2013. Robert B. Sobak.

Surveys the history of Greek-speaking peoples from the Bronze Age (c. 3000–1100 BCE) to the death of Alexander the Great in 323 BCE. Traces the political, economic, social, religious, and cultural developments of the Greeks in the broader context of the Mediterranean world. Topics include the institution of the polis (city-state); hoplite warfare; Greek colonization; the origins of Greek “science,” philosophy, and rhetoric; and fifth-century Athenian democracy and imperialism. Necessarily focuses on Athens and Sparta, but attention is also given to the variety of social and political structures found in different Greek communities. Special attention is given to examining and attempting to understand the distinctively Greek outlook in regard to gender, the relationship between human and divine, freedom, and the divisions between Greeks and barbarians (non-Greeks). A variety of sources—literary, epigraphical, archaeological—are presented, and students learn how to use them as historical documents. Note: This course fulfills the pre-modern requirement for history majors. (Same as Classics 2211 {211}.)

2002 {202} c. Ancient Rome. Fall 2014. Robert B. Sobak.

Surveys the history of Rome from its beginnings to the fourth century AD. Considers the political, economic, religious, social, and cultural developments of the Romans in the context of Rome’s growth from a small settlement in central Italy to the dominant power in the Mediterranean world. Special attention is given to such topics as urbanism, imperialism, the influence of Greek culture and law, and multiculturalism. Introduces different types of sources—literary, epigraphical, archaeological, etc.—for use as historical documents. Note: This course fulfills the pre-modern requirement for history majors. (Same as Classics 2212 {212}.)

[2005 {227} c - IP. City and Landscape in Modern Europe. (Same as Environmental Studies 2427 {227}.)]

2006 {244} c - VPA. City, Anti-City, Utopia: Building Urban America. Spring 2015. Jill Pearlman.

Explores the evolution of the American city from the beginning of industrialization to the present age of mass communications. Focuses on the underlying explanations for the American city’s physical form by examining cultural values, technological advancement, aesthetic theories, and social structure. Major figures, places, and schemes in the areas of urban design and architecture, social criticism, and reform are considered. (Same as Environmental Studies 2444 {244}.)

[2008 {267} c - IP. The Republic of Rome and the Evolution of Executive Power. (Same as Classics 2214 {214}.)]

2042 c. The Good Life: From Plato to the Enlightenment. Spring 2014. Dallas Denery.

How do we live a truly human life? Examines the changing responses to this question from the ancient Greeks to the Enlightenment. Specific topics will include how humans differ from other animals, the tensions between pagan and Christian traditions and the secularization of the good life. Primary sources will include (among others) Plato, Aristotle, Seneca, the Gospels, Augustine, Christine de Pizan, Luther, and Bernard Mandeville. Note: This course fulfills the pre-modern requirement for history majors.

2060 {243} c - ESD. Old Regime and Revolutionary France. Spring 2014. Meghan Roberts.

At the beginning of the eighteenth century, many heralded King Louis XIV as the most powerful monarch to ever rule in Europe. At the end of the century, however, the French people overthrew the vaunted monarchy he had helped build. Considers what social, cultural, and intellectual conflicts helped shape politics and society in eighteenth-century France; why France had a revolution; and why the Revolution became radical and—all too often—violent. Note: This course fulfills the pre-modern requirement for history majors.

[2061 {271} c - ESD. Culture Wars in the Age of Enlightenment.]

2062 {251} c - IP. Conquistadors, Commerce, and Constitutions: States and Empires, 1492–1815. Fall 2013. Meghan Roberts.

The practice of European politics changed dramatically over the course of the early modern period, the age that stretched from Columbus to Napoleon. National governments became more centralized and began the process of forming their subjects into modern citizens who spoke the same language, worshipped according to the same confession, and believed in certain principles of government. At the same time, Europe transformed itself from a relatively weak region to a dominant world power with colonies all over the globe. Analyzes the development of modern politics, nationalism, and imperialism, and takes the nations of Spain, the Dutch Republic, Britain, and France as its main case studies. Note: This course fulfills the pre-modern requirement for history majors.

2105 {215} c - ESD, IP. The Paradox of Progress: Europe and the Experience of Modernity, 1815–1918. Spring 2014. Page Herrlinger.

Survey course of the “long nineteenth century” in Europe, from 1815 to the end of the First World War, with an emphasis on the social, cultural, and political impact of industrial and technological “progress.” Explores the way people lived and thought about the world around them as Europe industrialized, as well as the ambivalence that many Europeans came to attach to “modernity” by the end of the Great War in 1918.

2108 {218} c - ESD, IP. The History of Russia, 1725–1924. Fall 2013. Page Herrlinger.

Explores Russian society, culture, and politics during three dramatically different phases of the modern period: the Old Regime under the Tsars in the eighteenth and nineteenth centuries; the violent, revolutionary transformations of 1905 and 1917; and the founding years of socialist rule under Lenin and the Bolsheviks. Readings drawn from a diverse range of primary sources (including petitions, letters, memoirs, official proclamations, ethnographic accounts) as well as secondary works written by leading scholars. Also draws widely on contemporary visual culture (including, but not limited to, painting, photography, and film).

[2109 {219} c - ESD, IP. Russia’s Twentieth Century: Revolution and Beyond.]

2121 {231} c - ESD. Colonial America and the Atlantic World, 1607–1763. Spring 2015. Sarah McMahon.

A social history of the emigration to and founding and growth of the colonies in British North America. Explores the difficulties of creating a new society, economy, polity, and culture in an unfamiliar and already inhabited environment; the effects of diverse regional and national origins and often conflicting goals and expectations on the early settlement and development of the colonies; the gradual adaptations and changes in European, Native American, and African cultures, and their separate, combined, and often contested contributions to a new “provincial,” increasingly stratified (socially, economically, and politically), and regionally disparate culture; and the later problems of maturity and stability as the thirteen colonies began to outgrow the British imperial system and become a new “American” society. Note: This course fulfills the pre-modern requirement for history majors.

2123 {233} c - ESD. American Society in the New Nation, 1763–1840. Fall 2013. Sarah McMahon.

A social history of the United States from the Revolution to the Age of Jackson. Topics include the various social, economic, political, cultural, and ideological roots of the movement for American independence; the struggle to determine the scope of the Constitution and the political shape of the new republic; the emergence of and contest over a new social and cultural order and the nature of American “identity”; and the diverging social, economic, and political histories of regions (North, South, and trans-Appalachian West) and peoples in the early to mid-nineteenth century. Topics include urbanization, industrialization, and the development of new forms of social organization in the North; religion and the Second Great Awakening; the westward expansion of the nation into areas already occupied; the southern plantation economy and slave communities; and the growth of the reform impulse in Jacksonian America.

2126 {246} c - ESD. Women in American History, 1600–1900. Spring 2014. Sarah McMahon.

A social history of American women from the colonial period through the nineteenth century. Examines women’s changing roles in both public and private spheres; the circumstances of women’s lives as these were shaped by class, ethnic, and racial differences; the recurring conflict between the ideals of womanhood and the realities of women’s experience; and focuses on family responsibilities, paid and unpaid work, religion, education, reform, women’s rights, and feminism. (Same as Gender and Women’s Studies 2251 {251}.)

2128 {248} c - ESD. Family and Community in American History, 1600–1900. Fall 2014. Sarah McMahon.

Examines the social, economic, and cultural history of American families from 1600 to 1900, and the changing relationship between families and their kinship networks, communities, and the larger society. Topics include gender relationships; racial, ethnic, cultural, and class variations in family and community ideals, structures, and functions; the purpose and expectations of marriage; philosophies of child-rearing; organization of work and leisure time; and the effects of industrialization, urbanization, immigration, and social and geographic mobility on patterns of family life and community organization. (Same as Gender and Women’s Studies 2248 {248}.)

2140 {236} c - ESD. The History of African Americans, 1619–1865. Spring 2015. Patrick Rael.

Examines the history of African Americans from the origins of slavery in America through the death of slavery during the Civil War. Explores a wide range of topics, including the establishment of slavery in colonial America, the emergence of plantation society, control and resistance on the plantation, the culture and family structure of enslaved African Americans, free black communities, and the coming of the Civil War and the death of slavery. (Same as Africana Studies 2140 {236}.)

2141 {237} c - ESD. The History of African Americans from 1865 to the Present. Spring 2014. Patrick Rael.

Explores the history of African Americans from the end of the Civil War to the present. Issues include the promises and failures of Reconstruction, the Jim Crow era, black leadership and protest institutions, African American cultural styles, industrialization and urbanization, the world wars, the Civil Rights Movement, and conservative retrenchment. (Same as Africana Studies 2141 {237}.)

2160 {232} c - ESD. History of the American West. Fall 2014. Connie Chiang.

Survey of what came to be called the Western United States from the nineteenth century to the present. Topics include Euro-American relations with Native Americans; the expansion and growth of the federal government into the West; the exploitation of natural resources; the creation of borders and national identities; race, class, and gender relations; the influence of immigration and emigration; violence and criminality; cities and suburbs; and the enduring persistence of Western myths in American culture. Students write several papers and engage in weekly discussion based upon primary and secondary documents, art, literature, and film. (Same as Environmental Studies 2432 {232}.)

2162 {268} - ESD. Asian America: History, Society, Literature. Fall 2013. Connie Chiang, Belinda Kong, and Nancy Riley.

Focuses on Asian American experiences from an interdisciplinary perspective, including history, English, Asian studies, and sociology. Examines major issues in the experience of Asian Americans including immigration, the politics of racial/ethnic formation and identity, the political and economic forces that have shaped the lives of Asians in the U.S., historical experiences and influences on today’s situation, and ways that Asian Americans have resisted and accommodated these influences. Uses a variety of lenses to gain critical perspective, including history, social relations and practices, and cultural production. (Same as Asian Studies 2805 {251}, English 2757 {275}, and Sociology 2266 {266}.)

2180 {235} c - ESD. Borderlands and Empires in Early North America. Spring 2014. Matthew Klingle.

Survey of the making of North America from initial contact between Europeans and Africans and Native Americans to the creation of the continent’s three largest nations by the mid-nineteenth century: Canada, Mexico, and the United States. Topics include the history of Native populations before and after contact, geopolitical and imperial rivalries that propelled European conquests of the Americas, evolution of free and coerced labor systems, environmental transformations of the continent’s diverse landscapes and peoples, formation of colonial settler societies, and the emergence of distinct national identities and cultures in former European colonies. Students write several papers and engage in weekly discussion based upon primary and secondary documents, art, literature, and material culture. (Same as Environmental Studies 2425 {235} and Latin American Studies 2180 {236}.)

2182 {242} c - ESD. Environment and Culture in North American History. Every year. Spring 2014. Connie Chiang.

Explores relationships between ideas of nature, human transformations of the environment, and the effect of the physical environment upon humans through time in North America. Topics include the “Columbian exchange” and colonialism; links between ecological change and race, class, and gender relations; the role of science and technology; literary and artistic perspectives of “nature”; agriculture, industrialization, and urbanization; and the rise of modern environmentalism. (Same as Environmental Studies 2403 {203}.)

Prerequisite: Environmental Studies 1101 {101} or permission of the instructor.

2200 {288} c - IP. The Nuclear Age. Fall 2013. David Hecht.

Explores the impact of nuclear energy on American society, politics, and culture. Few aspects of post-World War II United States history were unaffected by the atomic bomb, which decisively shaped the Cold War, helped define the military-industrial complex, and contributed to profound changes in the place of science in American life. Examines the surprisingly varied effects of the atomic bomb throughout American society: on the Cold War, consumer culture, domestic politics, education, family life, and the arts. Uses a wide range of sources—such as newspaper articles, memoirs, film, and policy debates—to examine the profound effects of nuclear energy in United States history.

2220 {228} c. Civil Rights and Black Power Movements in the Making of Modern America. Spring 2015. Brian Purnell.

Examines the political activism, cultural expressions, and intellectual history that gave rise to a modern Black freedom movement, and that movement’s impact on the broader American (and international) society. Students study the emergence of community organizing traditions in the southern black belt as well as postwar black activism in U.S. cities; the role the federal government played in advancing civil rights legislation; the internationalism of African American activism; and the relationship between black culture, aesthetics, and movement politics. The study of women and gender is a central component. Using biographies, speeches, and community and organization studies, students analyze the lives and contributions of Martin Luther King Jr., Ella Baker, Septima Clark, Malcolm X, Stokely Carmichael, Angela Davis, Huey Newton, and Fannie Lou Hamer, among others. Closely examines the legacies of the modern Black freedom movement: the expansion of the Black middle class, controversies over affirmative action, and the rise of Black elected officials. (Same as Africana Studies 2240 {240}.)

Core courses numbered 2270–2499 fulfill the non-Euro/U.S. requirement for history majors.

2289 c. Gandhi and Non-Violent Politics. Spring 2014. Nishtha Singh.

Politics, almost by definition, is oppositional. It promotes an “us vs. them” mindset. However, Gandhi introduced a form of politics that was non-adversarial and based in dialogue. His non-violent form of politics was able to bring the masses into the political arena for the first time in South Asia, and to create one of the largest anti-colonial movements in the world. Analyzes Gandhian politics through questions such as: How did Gandhi’s deeply held personal views on non-violence impact his politics? What were the Gandhian techniques of mass mobilization? Can Gandhi’s own initiatives—what he himself said and did—adequately explain his vast popularity amongst the masses? What were the pitfalls of Gandhian politics? What groups felt alienated from them? How did people such as Martin Luther King Jr. adapt Gandhian ideas outside South Asia? Do Gandhian ideas have a place in our contemporary world? (Same as Asian Studies 2591.)

2320 {275} c. The Emergence of Chinese Civilization. Fall 2012 Spring 2014. Leah Zuo.

Introduction to ancient Chinese history (2000 BCE to 800 CE). Explores the origins and foundations of Chinese civilization. Prominent themes include the inception of the imperial system, the intellectual fluorescence in classical China, the introduction and assimilation of Buddhism, the development of Chinese cosmology, and the interactions between early China and neighboring regions. Class discussion of historical writings complemented with literary works and selected pieces of the visual arts. Note: This course fulfills the pre-modern requirement for history majors. (Same as Asian Studies 2010 {275}.)

2321 {273} c - ESD, IP. Late Imperial China. Fall 2014. Leah Zuo.

Introduction to late imperial China (800 to 1800) as the historical background to the modern age. Begins with the conditions shortly before the Golden Age (Tang Dynasty) collapses, and ends with the heyday of the last imperial dynasty (Qing Dynasty). Major topics include the burgeoning of “modernity” in economic and political patterns, the relation between state and society, the voice and presence of new social elites, ethnic identities, and the cultural, economic, and political encounters between China and the West. Note: This course fulfills the pre-modern requirement for history majors. (Same as Asian Studies 2011 {271}.)

2322 {214} c - IP. China’s Path to Modernity: 1800 to Present. Fall 2013. Leah Zuo.

Introduction to modern and contemporary Chinese history. Covers the period from the nineteenth century, when imperial China encountered the greatest national crisis in its contact with the industrial West, to the present People’s Republic of China. Provides historical depth to an understanding of the multiple meanings of Chinese modernity. Major topics include: democratic and socialist revolutions, assimilation of Western knowledge and thought; war; imperialism; and the origin, development, and unraveling of the Communist rule. (Same as Asian Studies 2012 {277}.)

2342 {261} c - ESD, IP. The Making of Modern India. Fall 2013. Nishtha Singh.

Traces the history of India from the rise of British imperial power in the mid-eighteenth century to the present. Topics include the formation of a colonial economy and society; religious and social reform; the emergence of anti-colonial nationalism; the road to independence and partition; and issues of secularism, democracy, and inequality that have shaped post-colonial Indian society. (Same as Asian Studies 2581 {256}.)

[2343 {263} c - ESD, IP. Politics and Popular Culture in Twentieth-Century India. (Same as Asian Studies 2582 {258}.)]

2344 {280} c - ESD, IP. Imperialism, Nationalism, Human Rights. Spring 2015. Rachel Sturman.

Examines the history of modern global imperialism and colonialism from the sixteenth through the twentieth centuries. Focuses on the parallel emergence of European nationalism, imperialism, and ideas of universal humanity, on the historical development of anti-colonial nationalisms in the regions ruled by European empires, and on the often-contentious nature of demands for human rights. Regions examined include South Asia, Africa, and Latin America. (Same as Asian Studies 2230 {230}.)

[2362 {262} c - ESD, IP. Africa and the Atlantic World, 1400–1880. (Same as Africana Studies 2362 {262}.)]

2364 {264} c - ESD, IP. Conquest, Colonialism, and Independence: Africa since 1880. Spring 2014. David Gordon.

Focuses on conquest, colonialism, and its legacies in sub-Saharan Africa; the violent process of colonial pacification, examined from European and African perspectives; the different ways of consolidating colonial rule and African resistance to colonial rule, from Maji Maji to Mau Mau; and African nationalism and independence, as experienced by Africa’s nationalist leaders, from Kwame Nkrumah to Jomo Kenyatta, and their critics. Concludes with the limits of independence, mass disenchantment, the rise of the predatory post-colonial state, genocide in the Great Lakes, and the wars of Central Africa. (Same as Africana Studies 2364 {264}.)

[2365 {265} c - IP. Mogadishu to Madagascar: East African History. (Same as Africana Studies 2365 {268}.)]

2380 {208} c - IP. Christianity and Islam in West Africa. Fall 2013. Olufemi Vaughan.

Explores how Christianity, Islam, and indigenous African religious beliefs shaped the formation of West African states, from the nineteenth-century Islamic reformist movements and mission Christianity, to the formation of modern nation-states in the twentieth century. While the course provides a broad regional West African overview, careful attention is focused on how religious themes shaped the communities of the Nigerian region—a critical West African region where Christianity and Islam converged to transform a modern state and society. Drawing on primary and secondary historical texts as well as Africanist works in sociology and comparative politics, study of this Nigerian experience illuminates broader West African, African, and global perspectives that underscore the historical significance of religion in politics and society, especially in non-Western contexts. (Same as Africana Studies 2380 {247}.)

2401 {252} c - IP. Colonial Latin America. Fall 2014. Allen Wells.

Introduces students to the history of Latin America from pre-Columbian times to about 1825. Traces developments fundamental to the establishment of colonial rule, drawing out regional comparisons of indigenous resistance and accommodation. Topics include the nature of indigenous societies encountered by Europeans; exploitation of African and Indian labor; evangelization and the role of the church; the evolution of race, gender, and class hierarchies in colonial society; and the origins of independence in Spanish America and Brazil. Note: This course fulfills the pre-modern requirement for history majors. (Same as Latin American Studies 2401 {252}.)

2402 {255} c - IP. Modern Latin America. Fall 2013. Allen Wells.

Traces the principal economic, social, and political transformations from the wars of independence to the present. Topics include colonial legacies and the aftermath of independence, the consolidation of nation-states and their insertion in the world economy, the evolution of land and labor systems, the politics of reform and revolution, and the emergence of social movements. (Same as Latin American Studies 2402 {255}.)

2403 {258} c - IP. Latin American Revolutions. Spring 2015. Allen Wells.

Examines revolutionary change in Latin America from a historical perspective, concentrating on four cases of attempted revolutionary change—Cuba, Chile, Nicaragua, and Venezuela. Popular images and orthodox interpretations are challenged and new propositions about these processes are tested. External and internal dimensions of each of these social movements are analyzed and each revolution is discussed in the full context of the country’s historical development. (Same as Latin American Studies 2403 {258}.)

2404 {266} c - IP. History of Mexico. Spring 2014. Allen Wells.

A survey of Mexican history from pre-Columbian times to the present. Topics include the evolving character of indigenous societies, the nature of the Encounter, the colonial legacy, the chaotic nineteenth century, the Mexican Revolution, and United States-Mexican relations. Contemporary problems are also addressed. (Same as Latin American Studies 2104 {266}.)

Intermediate Seminars

Intermediate seminars (2500-2999) offer the opportunity for more intensive work in critical reading and discussion, analytical writing, library or archival research, and methodology. Not open to first-year students without instructor’s permission; some background in the discipline assumed. Seminars numbered 2740–2899 fulfill the non-Euro/U.S. requirement for history majors.

2521 {210} c. On the Origins of Modernity. Spring 2014. Dallas Denery.

Seminar. Examines Europe’s transition from a pre-modern to an early modern society during the sixteenth and seventeenth centuries. Beginning with an analysis of “secularization” as a historical process, examines the extent to which the Reformation, the Scientific Revolution, and the development of mercantile capitalism contributed to the undoing of traditional social, cultural, and religious structures. Readings will include an array of primary sources, as well as works by Ernst Troeltsh, Hans Blumenberg, and Charles Taylor. Note: This course fulfills the pre-modern requirement for history majors.

2540 {278} c - ESD, IP. The Politics of Private Life. Fall 2013. Meghan Roberts.

Seminar. Examines how and why “the personal was political” in Europe and the Atlantic World from 1400 to 1800 by analyzing the politics (broadly defined) of marriage, love, and sex. Investigates in particular the effects of religious reform, colonial exchange, philosophy, and political revolution on private life. Readings include correspondence, novels, and memoirs as well as scholarly analyses of divorce, homosexuality, romantic love, and marriage. Students write a research paper based on research in primary sources. Note: This course fulfills the pre-modern requirement for history majors.

2541 c. Crime and Punishment. Spring 2014. Meghan Roberts.

Seminar. Crime provides a useful lens through which historians can understand the past because defining and punishing transgressions forced people to articulate their values and ideals. Considers criminal figures such as miscreant nuns, unfaithful wives, impostors, and murderers by examining celebrated court cases in Europe from 1500 to 1800. Also examines historical methods. Students write a research paper based on primary sources. Note: This course fulfills the pre-modern requirement for history majors.

Prerequisite: One course in history.

[2560 {240} c - ESD. Only a Game? Sports and Leisure in Europe and America. (Same as Gender and Women’s Studies 2246 {263}.)]

[2580 {217} c - ESD. The German Experience, 1918–1945.]

2607 {247} c. Maine: A Community and Environmental History. Spring 2014. Sarah McMahon.

Seminar. Examines the evolution of various Maine social and ecological communities—inland, hill country, and coastal. Begins with the contact of European and Native American cultures, examines the transfer of English and European agricultural traditions in the seventeenth and eighteenth centuries, and explores the development of diverse geographic, economic, ethnic, and cultural communities during the nineteenth and into the early twentieth centuries. (Same as Environmental Studies 2447 {247}.)

Prerequisite: One course in history or permission of the instructor.

2609 {249} c. History of Women’s Voices in America. Spring 2015. Sarah McMahon.

Seminar. Examines women’s voices in America from 1650 to the twentieth century, as these emerged in private letters, journals, and autobiographies; poetry, short stories, and novels; essays, addresses, and prescriptive literature. Readings from the secondary literature provide a historical framework for examining women’s writings. Research projects focus on the form and content of women’s literature and the ways that it illuminates women’s understandings, reactions, and responses to their historical situation. (Same as Gender and Women’s Studies 2601 {249}.)

Prerequisite: One course in history.

[2621 {238} c. Reconstruction. (Same as Africana Studies 2621 {238}.)]

2640 {250} c - ESD. California Dreamin’: A History of the Golden State. Spring 2015. Connie Chiang.

Seminar. Sunshine, beaches, shopping malls, and movie stars are the popular stereotypes of California, but social conflicts and environmental degradation have long tarnished the state’s golden image. Unravels the myth of the California dream by examining the state’s social and environmental history from the end of Mexican rule and the discovery of gold in 1848 to the 2003 election of Arnold Schwarzenegger. Major topics include immigration and racial violence; radical and conservative politics; extractive and high-tech industries; environmental disasters; urban, suburban, and rural divides; and California in American popular culture. (Same as Environmental Studies 2416 {250}.)

2660 {226} c - ESD. The City as American History. Fall 2013. Matthew Klingle.

Seminar. America is an urban nation today, yet Americans have had deeply ambivalent feelings toward the city over time. Explores the historical origins of that ambivalence by tracing several overarching themes in American urban history from the seventeenth century to the present. Topics include race and class relations, labor, design and planning, gender and sexual identity, immigration, politics and policy, scientific and technological systems, violence and crime, religion and sectarian disputes, and environmental protection. Discussions revolve around these broad themes, as well as regional distinctions between American cities. Students are required to write several short papers and one longer paper based upon primary and secondary sources. (Same as Gay and Lesbian Studies 2266 {266}.)

2680 {225} c. Image, Myth, and Memory. Spring 2014. David Hecht.

Seminar. Which matters more: what happened, or what people think happened? Starts with the assumption that cultural reaction to an event is as consequential—perhaps more so—than what actually happened. Examines the cultural reception and changing historical memory of people, events, and ideas that have been central to modern American History and History of Science. Seeks to answer questions about the nature and construction of public opinion, popular images, and historical memory—and what the consequences of such processes and understandings have been. Introduces the themes and methods of studying popular and cultural history, drawing principally from examples in the history of science and post-World War II American culture. (Possible examples include nuclear weapons, evolution, genetics, climate change, student activism, feminism, abortion, education, and presidential politics.) Then follows a workshop format, in which classes revolve around the reading and writing that students do as part of self-designed research projects—projects that may be on any subject in modern United States history.

Prerequisite: One course in history or permission of the instructor.

2700 {279} c - ESD. Martin, Malcolm, and America. Fall 2014. Brian Purnell.

Seminar. Examines the lives and thoughts of Martin L. King Jr. and Malcolm X. Traces the development in their thinking and examines the similarities and differences between them. Evaluates their contribution to the African American freedom struggle, American society, and the world. Emphasizes very close reading of primary and secondary material; use of audio and videocassettes; lecture presentations and class discussions. In addition to being an academic study of these two men’s political and religious commitment, also concerns how they inform our own political and social lives. (Same as Africana Studies 2700 {244}.)

The following intermediate seminars (2740–2899) fulfill the non-Euro/U.S. requirement for history majors.

2743 c. Islam in South Asia c. 700 to the Present. Spring 2014. Nishtha Singh.

Seminar: Focuses on Islam in South Asia—which is home to the largest number of Muslims anywhere in the world, and whose large Muslim population has always co-habited with a much larger non-Muslim population. Questions and themes include: the manner and extent of the expansion of Islam over the subcontinent (religion of conquest? mass conversions?); how “Islamic” was Muslim rule on the sub-continent; Islamic aesthetics and contributions to material culture; the multiple engagements and reactions of Muslims to British colonial rule; the politicization of religious identity under colonialism; the partition of British India into the nation states of India and Pakistan on grounds of religion; and the contemporary concerns and challenges of South Asia’s Muslims. (Same as Asian Studies 2590.)

2780 {276} c - ESD, IP. The Foundations of Chinese Thought. Fall 2013. Leah Zuo.

Seminar. Addresses Chinese thought from the time of Confucius, ca. sixth century BCE, up to the beginning of the Common Era. The first half of the time period nurtured many renowned thinkers, who devoted themselves to the task of defining and disseminating ideas. The latter half witnessed the canonization of a number of significant traditions, including Confucianism, Daoism, and Legalism. Major problems that preoccupied the thinkers include order and chaos, human nature, the relationship between man and nature, among others. Students instructed to interrogate philosophical ideas in historical contexts. Note: This course fulfills the pre-modern requirement for history majors. (Same as Asian Studies 2002 {276}.)

2781 {260} c - IP. Science, Technology, and Society in China. Spring 2014. Leah Zuo.

Seminar. Examines Chinese science, technology, and medicine in the cultural, intellectual, and social circumstances. The first part surveys a selection of main fields of study in traditional Chinese science and technology, nodal points of invention and discovery, and important conceptual themes. The second part tackles the clash between traditional Chinese natural studies and modern science from the seventeenth through the twentieth centuries. Prominent themes include astronomy and court politics, printing technology and books, and the dissemination of Western natural science, among others. Reading materials reflect the interdisciplinary approach of this course and include secondary literature on cultural, intellectual history, ethnography, and the sociology of scientific knowledge. (Same as Asian Studies 2005 {273}.)

2800 {241} c - ESD, IP. From Gandhi to the Taliban: Secularism and Its Critics in Modern South Asia. Spring 2015. Rachel Sturman.

Seminar. Explores modern sociopolitical movements in India and Pakistan that have sought to redefine the relationship between religion and the state. Issues considered include the meanings of secularism, the ethical claims of modern states, the development of violence and non-violence as political programs, and the historical impacts of these diverse movements. (Same as Asian Studies 2584 {239}.)

[2801 {259} c - ESD, IP. Sex and the Politics of the Body in Modern India. (Same as Asian Studies 2583 {237} and Gender and Women’s Studies 2259 {259}.)]

[2821 {269} c - ESD, IP. After Apartheid: South African History and Historiography. (Same as Africana Studies 2821 {269}.)]

[2822 {272} c - IP. Warlords and Child Soldiers in African History. (Same as Africana Studies 2822 {272}.)]

2840 {213} c. Transnational Africa and Globalization. Fall 2013. Olufemi Vaughan.

Seminar. Drawing on key readings on the historical sociology of transnationalism since World War II, examines how postcolonial African migrations transformed African states and their new transnational populations in Western countries. Discusses what concepts such as the nation state, communal identity, global relations, and security mean in the African context in order to critically explore complex African transnational experiences and globalization. These dynamic African transnational encounters encourage discussions on homeland and diaspora, tradition and modernity, gender and generation. (Same as Africana Studies 2840 {213}.)

2841 {216} c. History of African and African Diasporic Political Thought. Spring 2014. Olufemi Vaughan.

Seminar. Critically discusses some seminal works in African diaspora and African political thought in the nineteenth and twentieth centuries. Organized around global and national currents that will allow students to explore intersections in pan-African, African American, and African political thought in the context of Atlantic and global histories. Seminar topics divided into three major historic moments. The first will explore major themes on Atlantic slavery and Western thought, notably slavery and racial representation, slavery and capitalism, slavery and democracy. The second focuses on the struggle of African Americans, Africans, and West Indians for freedom in post-Abolition and colonial contexts. Topics discussed within twentieth-century national, regional, and global currents include reconstruction and industrialization, pan-Africanism, new negro, negritude, colonialism, nationalism. Finally, explores pan-African and African encounters in the context of dominant postcolonial themes, namely decolonization, Cold War, state formation, imperialism, African diaspora feminist thought, and globalism. Discusses these foundational texts and the political thoughts of major African, African American, and Caribbean intellectuals and activists in their appropriate historical context. (Same as Africana Studies 2841 {216}.)

2860 {253} c. The United States and Latin America: Tempestuous Neighbors. Fall 2014. Allen Wells.

Seminar. Examines scholarship on the evolution of United States-Latin American relations since Independence. Topics include the Monroe Doctrine, commercial relations, interventionism, Pan Americanism, immigration, and revolutionary movements during the Cold War. (Same as Latin American Studies 2160 {253}.)

2861 {254} c. Contemporary Argentina. Spring 2014. Allen Wells.

Seminar. Texts, novels, and films help unravel Argentine history and culture. Topics examined include the image of the gaucho and national identity; the impact of immigration; Peronism; the tango; the Dirty War; and the elusive struggle for democracy, development, and social justice. (Same as Latin American Studies 2161 {254}.)

[2870 {239} c. Comparative Slavery and Emancipation. (Same as Africana Studies 2870 {239}.)]

2871 {200} c. Beyond Capoeira: History and Politics of Afro-Brazilian Culture. Spring 2014. Laura Premack.

Seminar. Brazil has the largest population of African descent outside Africa. Nowadays, Brazilians pride themselves on their country’s unique racial and cultural heritage, but for centuries, many Afro-Brazilian practices were illegal. The Afro-Brazilian renaissance currently underway is something to be celebrated, but it is also something to be questioned. Do these efforts to delineate, praise, and preserve Afro-Brazilian culture actually limit understanding of it? Has labeling certain aspects of Brazilian cultural heritage as African created a situation in which other ways that Africa has influenced Brazil are overlooked? Just what is meant by “African” and “Brazilian” anyhow? Takes a historical and anthropological approach to these and other related questions. (Same as Africana Studies 2210 {210} and Latin American Studies 2110 {221}.)

Advanced Seminars

Advanced seminars (3000-3999 {300–399}) expect students to build on prior coursework by developing a substantial piece of historical research. These courses are not open to first-year students without instructor’s permission. Seminars numbered 3270-3999 fulfill the non-Euro/U.S. requirement for history majors.

3040 {307} c. Topics in Medieval and Early Modern European History. Fall 2013. Dallas Denery.

A research seminar for majors and interested non-majors focusing on Medieval and Early Modern Europe. After an overview of recent trends in the historical analysis of this period, students pursue research topics of their own choice, culminating in a significant piece of original historical writing (approximately thirty pages in length). Note: This course fulfills the pre-modern requirement for history majors.

Prerequisite: One course in history.

3102 c. Stalinism. Spring 2014. Page Herrlinger.

Explores questions of power, identity, and belief in Soviet society under Joseph Stalin’s “totalitarian” system of rule from 1928 to 1953. Readings, drawn from recent scholarship and primary documents, engage topics such as Stalin’s dictatorship and cult of personality; the project to “build socialism”; mechanisms of state violence and political terror; popular conformity/resistance; gender, family, and everyday life; mass culture and socialist realism in the arts; Stalinism at war (1941–1945), in post-war Eastern Europe, and in historical memory. Students will be expected to write an original research paper.

3122 {332} c. Community in America, Maine, and at Bowdoin. Fall 2013. Sarah McMahon.

A research seminar that explores ideals and social, economic, political, and cultural realities of community in American history, and examines continuity, change, and socio-economic, racial, and ethnic diversity in community experience. Begins with studies of communities in seventeenth-century Massachusetts and early national upstate New York; then focuses on Maine and on Bowdoin College and its midcoast neighborhood, with readings in both the secondary literature and a wealth of primary sources.

3140 {336} c. Research in Nineteenth-Century United States History. Spring 2014. Patrick Rael.

A research course for majors and interested non-majors that culminates in a single 25- to 30-page research paper. With the professor’s consent, students may choose any topic in Civil War or African American history, broadly defined. This is a special opportunity to delve into Bowdoin’s rich collections of primary historical source documents. (Same as Africana Studies 3140 {336}.)

Prerequisite: One course in history.

3160 {330} c. The United States Home Front in World War II. Fall 2014. Connie Chiang.

Examines social and cultural changes on the United States home front during World War II. While some Americans remember World War II as “the good war,” an examination of this period reveals a more complicated history. By analyzing a variety of historical sources—scholarly writings, government documents and propaganda, films, memoirs, fiction, and advertising—investigates how the war shaped and reshaped sexuality, family dynamics, and gender roles; race and ethnic relations; labor conflicts; social reform, civil rights, and citizenship; and popular culture. Also considers the war’s impact on the immediate postwar years and how Americans have remembered the war. Students write a major paper based on primary source research.

3180 {337} c. Nature and Health in America. Spring 2015. Matthew Klingle.

Explores relationships between humans, environment, and health in North American history from the sixteenth century to the present day. Topics may include the evolution of public health, biomedical research, and clinical practice; folk remedies and popular understandings of health; infectious and chronic diseases; links between landscape, health, and inequality; gender and reproductive health; occupational health and safety; the effects of agriculture, industrialization, and urbanization on human and ecological health; state and federal policies; and the colonial and global dimensions of public health and medicine. Students write a major research paper based on primary sources. Environmental Studies 1101 {101}, 2403 {203}, and at least one history course numbered 2000–2969 {200–289} is recommended. (Same as Environmental Studies 3980 {337}.)

Advanced Seminars numbered 3270–3999 fulfill the non-Euro/U.S. requirement for history majors.

3360 c. The Common Good? A History of International Aid. Spring 2014. David Gordon.

The history of international aid to the “third world” through the twentieth century. Seminar considers the imperial mission and white man’s burden, aid during modern colonialism, the post-colonial aid community, the Bretton Woods Institutions, the rise of small-scale NGO aid interventions, aid in modern warfare, and the varied contemporary impacts of aid. Readings focus on Africa, along with examples from Latin America and South Asia. Participants should have some background in the history of at least one of these regions. Each student will write an original research paper on the history of an aid project. (Same as Africana Studies 3306.)

Prerequisite: One course in history, Africana studies, Asian studies, or Latin American studies; or permission of the instructor.

3401 {351} c. The Mexican Revolution. Spring 2015. Allen Wells.

An examination of the Mexican Revolution (1910–1920) and its impact on modern Mexican society. Topics include the role of state formation since the revolution, agrarian reform, United States-Mexican relations, immigration, and other border issues. (Same as Latin American Studies 3101 {352}.)

3403 {356} c. The Cuban Revolution. Fall 2013. Allen Wells.

The Cuban Revolution recently celebrated its fiftieth anniversary. Offers a retrospective of a Revolution entering “middle age” and its prospects for the future. Topics include United States-Cuban relations, economic and social justice versus political liberty, gender and race relations, and literature and film in a socialist society. (Same as Latin American Studies 3103 {356}.)

Independent Study and Honors in History

2970–2971 {291–294} c. Intermediate Independent Study in History: Europe. The Department.

2972–2973 {291–294} c. Intermediate Independent Study in History: United States. The Department.

2974–2975 {291–294} c. Intermediate Independent Study in History: Africa. The Department.

2976–2977 {291–294} c. Intermediate Independent Study in History: East Asia. The Department.

2978–2979 {291–294} c. Intermediate Independent Study in History: Latin America. The Department.

2980–2981 {291–294} c. Intermediate Independent Study in History: South Asia. The Department.

2982–2983 {291–294} c. Intermediate Independent Study in History: Atlantic Worlds. The Department.

2984–2985 {291–294} c. Intermediate Independent Study in History: Colonial Worlds. The Department.

2986–2987 {291–294} c. Intermediate Independent Study in History. The Department.

2999 {299} c. Intermediate Collaborative Study. The Department.

4000–4001 {401–404} c. Advanced Independent Study in History: Europe. The Department.

4002–4003 {401–404} c. Advanced Independent Study in History: United States. The Department.

4004–4005 {401–404} c. Advanced Independent Study in History: Africa. The Department.

4006–4007 {401–404} c. Advanced Independent Study in History: East Asia. The Department.

4008–4009 {401–404} c. Advanced Independent Study in History: Latin America. The Department.

4010–4011 {401–404} c. Advanced Independent Study in History: South Asia. The Department.

4012–4013 {401–404} c. Advanced Independent Study in History: Atlantic Worlds. The Department.

4014–4015 {401–404} c. Advanced Independent Study in History: Colonial Worlds. The Department.

4016–4017 {401–404} c. Advanced Independent Study in History. The Department.

4029 {405} c. Advanced Collaborative Study. The Department.

4050–4051 {451–452} c. Honors Project in History: Europe. Every year. The Department.

4052–4053 {451–452} c. Honors Project in History: United States. Every year. The Department.

4054–4055 {451–452} c. Honors Project in History: Africa. Every year. The Department.

4056–4057 {451–452} c. Honors Project in History: East Asia. Every year. The Department.

4058–4059 {451–452} c. Honors Project in History: Latin America. Every year. The Department.

4060–4061 {451–452} c. Honors Project in History: South Asia. Every year. The Department.

4062–4063 {451–452} c. Honors Project in History: Atlantic Worlds. Every year. The Department.

4064–4065 {451–452} c. Honors Project in History: Colonial Worlds. Every year. The Department.

4066–4067 {451–452} c. Honors Project in History. Every year. The Department.

Online Catalogue content is current as of August 1, 2013. For most current course information, use the online course finder. Also see Addenda.