UNDERGRADUATE

History 1 – Western Civilization to 1789 Introductory survey class taught by several instructors each semester. Please consult with the instructor of your section for specific course content and requirements.

History 2 – Western Civilization from 1789 Introductory survey class taught by several instructors each semester. Please consult with the instructor of your section for specific course content and requirements.

History 3 – United States to 1877 Introductory survey class taught by several instructors each semester. Please consult with the instructor of your section for specific course content and requirements.

History 4 – United States since 1877 Introductory survey class taught by several professors each semester. Please consult with the instructor of your section for specific course content and requirements.

History 95 – Literacy in the Social Sciences An intensive immersion in the literacy skills of reading and writing, learning and teaching the academic disciplines that together compromise social studies education. Designed for social studies adolescence education majors, this course introduces the students to the learning and teaching of select core issues found in the social science disciplines of Anthropology, Economics, Geography, History, Political Science, and Sociology. Prerequisite: Completion of the Core or permission of instructor. Course only open to Social Studies Education majors. Every year, 3 credits Cross listed with Eco 95, Ggr 95, Pol 95, Soc 95 and Anp 95.

History 106 – Methods and Practice of Public History This course offers students the opportunity to explore historians’ roles in the presentation of historical information and interpretation in a variety of public venues. Students will engage in the intensive examination of selected controversies over the public presentation of historical events. Through guest lectures and field trips they will be introduced to the work of archivists, museum curators, editors, historic site directors, and historians who present their work in such media as magazines and television. Prerequisite: 9 credits of History courses or permission of instructor.

History 110 – The Early Modern Atlantic World, 1450-1800 During the dynamic sixteenth, seventeenth and eighteenth centuries, the areas around the Atlantic rim were drawn into sustained interaction. This course includes such topics as Spanish, Portuguese, Dutch, French, and English empires, interactions between Europeans and Native Americans, the development of the Atlantic slave trade, and the growth of merchant capitalism. Prerequisites: 6 credits of history, recommended History 1 and/or 3, or permission of instructor.

History 111 – Colonial America, 1607-1763 The period of European colonization of North America, in which colonists and Native Americans interacted and Africans also became a significant portion of the population, offers multiple “origin stories” for the United States.  Students will explore problems in the history of Native Americans, slavery, religion, the economy, politics, and culture through reading both primary sources and historians’ interpretations of these documents. Not open to students who have taken His 21. Prerequisites: History 3 or permission of instructor.

History 112 – Era of the American Revolution, 1763-1789 Students will study both the narrative of the American Revolution and the initial formation of the United States, and a series of competing interpretations of the meaning and significance of these events.  Through this study, students will consider problems in the nature of revolution, of identity-formation, and of nation-making. Not open to students who have taken His22. Prerequisites: History 3 or permission of instructor.

History 114 – The Old South History of the American South from its early settlements to the Civil War. Course will explore evolving notions of the South as a distinct region; the agrarian southern economy; the ways slavery shaped the lives of slaves, free blacks, slaveowners, yeomen, and women from all social groups; the growth of racism; the relationship between freedom and slavery; distinctive white southern ideas about gender, honor, and leisure. Not open to students who have taken His 33. Prerequisites: History 3 or permission of instructor.

History 115 – The Era of Civil War and Reconstruction, 1848-1877 The history of American society during the era of its most cataclysmic event - the Civil War –and its boldest experiment in social change and civic equality – Reconstruction. The course will explore the social and political changes that led to war: the expansion of slavery in the South, the spread of industrial capitalism in the North; the emergence of ideologies of reform, abolitionism, and free labor, and the defense of slavery by southern ideologues. We will analyze the political compromises over slavery that defined the American polity since the ratification of the Constitution, the failure of those compromises, and the crisis of secession. Will cover the military, political and social character of the Civil War, the process of emancipation, and the nature of Radical Reconstruction. Not open to students who have taken His 39. Prerequisites: History 3 or permission of instructor.

History 116 – American Society and Culture, 1876-1919 The emergence of modern America from the end of Reconstruction through the First World War. Covers eras known as the “Gilded Age” and the “Progressive Era,” and includes the rise of corporate structures, large-scale industry, the growing links between financial leaders and political figures, and the struggles that transformed American society. Will analyze the consequences of rapid industrialization and urbanization, immigration, the rise of eugenics, Jim Crow legislation, Populism, the labor movement, movements for suffrage and the reach for empire. Not open to students who have taken His 24 Prerequisites: History 3 or permission of instructor On occasion, 3 credits Not open to students who have taken His 26. Prerequisites: History 4 or permission of instructor.

History 117 – The United States, 1920-1960: Modern America Examination of the consolidation and unfolding of modern America from 1920 to 1960 across multiple fronts, including those of politics, race, ethnicity and civil rights, foreign relations, culture, gender and sexuality, and business and technology. The course is structured thematically: it uses two-week modules to cover the same time period through different analytical lenses. Not open to students who have taken His 31. Prerequisites: History 4 or permission of instructor.

History118 – The United States, 1961 to the Present: From Modernity to "Post-Modernity” A multi-thematic approach to significant events and issues in America since the early 1960s through the analytical lenses of politics, race, ethnicity and civil rights, foreign relations, culture, gender and sexuality, and business and technology. The course is structured thematically: it uses two-week modules to cover the same time period through different analytical lenses. Not open to students who have taken His 32. Prerequisites: History 4 or permission of instructor.

History 119 – History of International Relations Since 1815 A narrative and thematic examination of major events and trends in international relations history from the end of the Napoleonic era through the post-Cold War period and up to the present. Although much attention will be focused on traditional great power state-to-state relations, we will also examine other dimensions of modern/contemporary international relations as well, such as culture, economics, international organizations and non-state actors, ecology, immigration, and the role of technology. Not open to students who have taken His 29. Prerequisites: History 4 or permission of instructor.

History 120 – African American History The history of African Americans from the origins of slavery to the present. Will explore the nature of African American slavery, the development of African American culture, the struggle to destroy slavery, experiences of southern blacks during Reconstruction and the impact of the “redemption” of southern white planters. Topics include the rise of the New Negro, southern Jim Crow legislation, the nature of lynchings, the leaders and politics of anti-lynching campaigns, the “Great Migration” of southern blacks to northern cities, the Harlem Renaissance, African American life during the depressions and World War II, the Civil Rights movement, black nationalism and the Black Power movement, African American urban culture and politics. Throughout, will pay special attention to the myriad ways in which diasporic Africans have shaped American society, politics and culture, the complexities embedded in notions of “race” and the impact of racism on African American lives. Not open to students who have taken His 20. Prerequisites: History 3 and 4 or permission of instructor.

History 122 – American Urban History The rise and development of American cities and suburbs from the late 18th century to the present.  Will cover the ownership of urban property in the early national period, the separation of residential and work sites in the antebellum era, the cultural and technological changes that accompanied the growth of cities, including the commercialization of leisure and the development of “vice,” immigrants in the city, tenement housing, sweatshop labor and urban industries. The course will explore: the relationship between government policy and urban development, including the impact of federally-subsidized mortgages after World War II, the construction of highways and suburbs, urban renewal programs, public housing, and the housing crises. Will examine the racialization of housing policies and the tension between public and private ownership of urban spaces. Not open to students who have taken His 35. Prerequisites: History 3 and 4 or permission of instructor.

History 123 – The Woman in America A critical evaluation of the place of women in American society and their growing social and political awareness in the in the 19th and 20th centuries. Particular attention is given to the development of a feminist ideologies beginning with the first organized women’s protest at Seneca Falls and concluding with an examination of the ideas of the contemporary women’s movement. Emphasis is on the interaction between changing social conditions and technological advancement, and the effect of these changes on women in and outside the home. Not open to students who have taken His 16. Prerequisites: History 3 and 4 or permission of instructor.

History 125 – U.S. Environmental History A historical examination of changes in the relationship between human beings and the natural environment from the colonial period to the present in different regions of the United States. The course will draw on the natural sciences, economics, public policy, philosophy, and popular culture in order to offer students a variety of perspectives on historically significant environmental issues. Prerequisites: History 3 or permission of instructor.

History 126 – Resistance and Rebellion in America From the Boston Tea Partiers to abolitionists, from beatniks and hippies to hip hop artists and “riot grrls,” Americans have a reputation for being rebels. Sometimes roundly censured, sometimes read as the very spirit of American heroism, how does resistance shape our national experience of identity, of freedom? This course examines instances of American political rebellion – grassroots uprisings, slave revolts, prison riots, wildcat strikes and cultural rebellion – like the youth cultures of the Jazz Age and the Sixties, to the grunge and rap movements of the 1990s. Prerequisites: History 3 and 4 or permission of instructor.

History 128 – History of American Capitalism Examination of the rise of industrial capitalism during the 18th century, its spread over time and space and the recent “post-industrial” era. Will cover structural economic changes, the effects of commercialization on society and culture, and emerging critiques of capitalism. Will examine the ways in capitalism altered the nature of work, political identities, gender and family relations. Other topics include the evolution of the division of labor, racial, gender, and ethnic segmentation of the workforce, labor struggles, cultures of consumption and the strategies of corporate power. Prerequisites: History 3 and 4 or permission of instructor Not open to students who have taken His 30.

History 130 – Topics in American Thought and Culture Students will study in depth selected issues in American intellectual history and the interactions between thought and economic, political, and social change. Examples of such topics would be moral reform movements, pragmatism, Darwinism and eugenics, progressivism, and the New Left and Neo-Conservatism. Not open to students who have taken His 12. Prerequisites: History 3 and 4 or permission of instructor.

History 132 – American Cultural History 1865 to the Present This course is a study of the development of American culture and society following the Civil War. Especially noted are the development and reaction to an urban, industrial society of art, architecture, literature, education, religion, music and utopian efforts. Not open to students who have taken His 24. Prerequisites: History 3 and 4 or permission of instructor.

History 136 – Disease and History Analysis of the impact of disease on social, economic and political structures. Topics include the influence plagues, epidemics, and pandemics; magic, myth, and religion; the political and military repercussions of disease; disease as a tool for social control, and the effect of the Industrial Revolution and modern civilization on problems of public health. Not open to students who have taken His 43. Prerequisites: History 1 or 303 or permission of instructor.

History 141 – Ancient Greece and the Mediterranean World This course features a survey of ancient Greek society in the wider context of ancient societies in the Mediterranean region, from the late Bronze Age (16th -12th c BC) to the period of Roman conquest.  Lectures and discussions in the course cover such topics as the role of Minoan and Mycenaean societies in the bronze-age Mediterranean, the collapse of Mycenaean society and the Greek Dark Age, Greek mythic and religious traditions, Greek colonization and Mediterranean contacts, the establishment of polis-based society, Greek relations with Persia, Classical Athenian and Spartan society and their conflicts, the development of Greek rhetoric and philosophy, The rise of Macedon, Alexander the Great and the Hellenistic successor kingdoms, the impact of Greek culture throughout the Mediterranean, and the Roman conquest of the Hellenistic world.  Not open to students who have taken His 50. Prerequisites: History 1 or 303 or permission of instructor.

History 142 – The Roman Empire and its Successors More than just a discussion of Roman power, this advanced survey deals with of the history of the Mediterranean region from the beginnings of Roman Conquest in the 3rd c BC to the establishment of successor societies in the 7th century AD. Through lecture and discussion, the course focuses on the patterns of Roman republican society, Roman political expansion, the straining and collapse of the Roman republic, the new Imperial regime, Imperial culture, Imperial religion and the spread of new religious movements, the conversion of the empire to Christianity, the fragmentation of imperial government, the rise of Islam, and the formation of separate societies in Western Europe, Byzantium and the Middle East. Students are asked to use sources and background lectures to explore the impact of Roman conquest and Roman rule upon Mediterranean society and the formation of Mediterranean cultures and religions.  Not open to students who have taken His 51. Prerequisites: History 1 or 303 or permission of instructor.

History 144 – The Medieval Mediterranean Broader than a traditional medieval class, this course surveys the history of societies in Europe, North Africa and the Middle East from the eighth century to the fifteenth century, tracing the development of Western Christian, Eastern Christian and Islamic communities and the ways in which these three cultural spheres affected one another. Specifically the course covers the establishment of classical Islamic society and culture under the Abbasids, the Iconoclast crisis in the Byzantine Empire, Charlemagne's empire in W. Europe and its collapse, the beginnings of W. European feudal society and efforts to reform feudal society, the Byzantine recovery and the spread of Byzantine culture to Eastern Europe, the division of the Islamic caliphate and the spread of Islamic trade and culture, the crusades and their consequences, the growth of European urban communities, perceptions of heresy and holiness, the Mongols, the formation of European monarchies, Black Death and the dawn of humanism, the rise of the Ottoman Turks, and the end of the Byzantine empire. Not open to students who have taken His 52. Prerequisites: History 1 or 303 or permission of instructor.

History 145 – The Renaissance A principal goal of this course is to provide an overview of the artistic, economic, political, scientific and social advancements occurring in Italy between the years 1300 and 1550. Exploring the major institutions of Italy from a variety of perspectives, this course will attempt to explain why Italy, as opposed to any other European country, was the first to “rediscover” Greek and Latin learning, and what effect this had upon culture and learning across Europe. This course will also attempt to address what meaning, if any, the “Renaissance” had for common men and women, as well as members of the cultural elite. Although our primary focus will be Italy, we will occasionally turn our focus to Europe at large to see how the Italian Renaissance influenced all of Europe. Not open to students who have taken His 53. Prerequisites: History 1 or 303 or permission of instructor.

History 146 – The Reformation An examination of the religious revolutions that divided the Western church in the 16th and 17th centuries; the ideas of Luther, Calvin, Zwingli; the growth of radical movements; the development of the Catholic Reformation; the impact of the Reformation on the people of Europe, and a consideration of how religious changes affected political structures, economic ties, gender relations, and family bonds. Not open to students who have taken His 54. Prerequisites: History 1 or 303 or permission of instructor.

History 147 – The Age of Absolutism: 17th-Century Europe An examination of absolute monarchy in Europe, as exemplified by the reign of Louis XIV and an analysis of national and religious identity in the aftermath of the Reformation. Topics covered include the civil and religious wars across Europe; philosophical and intellectual developments; the economic and social crises of the 17th century, and their impact on the lives of the peoples of Europe; the importance of popular religion and piety; the great witch hunts; the scientific revolution and the exploration and colonization of the non-European world. Not open to students who have taken His 81. Prerequisites: History 1 or 303 or permission of instructor.

History 148 – The Enlightenment: 18th-Century Europe Was the Enlightenment a unified body of thought generated by an established canon of “great thinkers” or were there many areas of contradiction and divergence? This course examines the European Old Regime in light of its political, social, economic, cultural, and religious structures; it analyzes the great thinkers Diderot, Montesquieu, Rousseau, Voltaire, Locke, Beccaria, and others. Did these thinkers, and others who are not part of the established canon, reconfigure Europe upon a model of progress that led to greater religious, political, and social reform? Not open to students who have taken His 82. Prerequisites: History 1 or 303 or permission of instructor.

History 149 – Early Modern France: From Renaissance to Revolution Tracing the political, social and economic history of France from the reign of Francis I to Louis XVI, this course will examine religious crisis and war, political instability and absolutism and the art, architecture and political culture of the age. How did French monarchs bankrupt their people to make their state great, and what were the repercussions of their actions? Not open to students who have taken His 91. Prerequisites: History 1 or 303 or permission of instructor.

History 150 – The French Revolution and Napoleon A study of the social, cultural, economic, and political structures of the Old Regime as causes of the Revolution of 1789. This course provides an assessment of the radicalization of the Revolution, the Reign of Terror, and the rise and role of Napoleon. It also attempts to determine if the Revolution accomplished or strayed from its original goals. The Revolution is understood as both a cultural and a political event. Not open to students who have taken His 92. Prerequisites: History 1 or 303 or permission of instructor.

History 151 – European Cultural History, 1600-1789 A study of the impact of political, social, economic and religious upheaval in 17th and 18th century Europe. Topics include: popular culture, religion, mysticism, the rise of toleration, political and legal thought, theories of revolution, the Scientific Revolution, the Enlightenment and pre-Romantic currents. Not open to students who have taken His 57. Prerequisites: History 1 or 303 or permission of instructor.

History 152 – Women in Early Modern Europe This course examines four principal themes as they apply to early modern Europe up to the French Revolution. First, how do times of radical change (political, social, or economic) liberate and/or restrict women? Second, how are women defined as symbols of disorder and order? Third, how have women’s roles in the family changed over time? Finally, what is power, and how do men and women access it differently? The focus of this course is on the common women of Europe. Not open to students who have taken His 79. Prerequisites: History 1 or 303 or permission of instructor.

History 153 – The Family in Early Modern Europe An examination of family structures and daily life between the Renaissance and the French Revolution. This course analyzes major questions including the place of love within families. It investigates the experiences of childhood, adolescence, marriage and widowhood as well as orthodox and unorthodox alternatives to family life. Not open to students who have taken His 56. Prerequisites: History 1 or 303 or permission of instructor.

History 160 – Forging Modern Europe: The Nineteenth Century An investigation of the nineteenth century as the founding age of what we have come to think of as "modern Europe." Within this framework, the course examines the origins and development of major nineteenth-century concepts, ideologies and institutions, such as the nation state, the welfare system, capitalism, social democracy, communism and nationalism, that are commonly regarded as the foundations of twentieth-century European society and politics. On a different level, the course follows the lives of European men and women, showing the impact of urbanization, industrialization, social and cultural change on gender roles, male-female and family relationships. Lastly, the course aims to make students aware of the ambiguities inherent in the notion of "progress" commonly associated with the nineteenth century. If we consider that many nineteenth-century developments did not reveal their full implication until the calamitous twentieth century, can we really call the nineteenth the "Age of Progress"? Not open to students who have taken His 58. Prerequisites: History 2 or 304 or permission of instructor.

History 161 – The Age of Ideologies: Europe in the Twentieth Century This survey examines major events and developments of the twentieth century through the window of dominant ideologies, such as nationalism, fascism, communism, capitalism, consumerism and globalism. The course investigates: the relationship between imperialist and nationalist ambitions and World War I; the impact of economic upheavals during the 1920s and early 1930s on the rise of left- and right-wing ideologies; the connection between consumerism and the economic miracles of the 1950s; the impact of capitalism on the cold war and the dissolution of the Soviet Empire; the re-awakening of ethnic nationalism after the collapse of Soviet power structures; the link between economic and cultural globalism and European unification. Not open to students who have taken His 55. Prerequisites: History 2 or 304 or permission of instructor.

History 162 – Germany, 1871 to the Present An examination of German history from the foundation of the Empire to the present. Discussions will focus on the conflicting social and political forces shaping the Empire and on Germany's tense relationship with its European neighbors. In the twentieth century, we will examine the divisions of the 1920s, the creation of an exclusive racial community by Hitler during the 1930s and 1940s, and Germany's split into two separate states after 1945. The course concentrates on primary sources and scholarly accounts. Classes will be a combination of lectures and discussions. Not open to students who have taken His 64. Prerequisites: History 2 or 304 or permission of instructor.

History 163 - Nazi Germany A historical examination of the Third Reich and National Socialism from the early 1920s until the end of the Second World War. The course will investigate the ideological origins of National Socialism and its impact on politics, culture, and society in Germany during the 1930s and 1940s. The course will use a variety of materials, including film, music, radio recordings, public policy documents, and memoirs, introducing students to National Socialism’s multifaceted and often ambiguous character. Not open to students who have taken His 86. Prerequisites: History 2 or 304 or permission of instructor.

History 164 - History as Film: European Cinema in the Twentieth Century–A historical examination of major events and developments in twentieth-century world history, such as the First and Second World War, the Holocaust, the Cold War, student protest movements in the 1960s, feminism, and ethnic strife in the 1990s, through the lens of cinema. The course will investigate how artists have used the medium to articulate their views about the past, the present, or the future, as well as the impact of film on society and politics. The course material will include films, screenplays, reviews, and scholarly literature. Not open to students who have taken His 68. Prerequisites: History 2 or 304 or permission of instructor.

History 168 – Communist Russia: 1917-1989 This course traces the demise of the czars, and the road to World War One, communist revolution, and civil conflict. Topics include the Soviet state’s effort under Lenin and Stalin to create a modern utopia in Russia, the emergence of dictatorialism in Soviet politics, and the impact of World War II on modern Russia. The class ends with an assessment of the “collapse of communism” and its meaning for a post- Cold War world Prerequisite: History 2 or 304 or permission of instructor.

History 183 – History of the Middle East An exploration of the history of the Middle East from the rise and expansion of Islam to the present. It will cover the rise of nationalism, changes in state structure, rise of mandate regimes, Palestine, Arab-Israeli conflict and Iranian revolution. Not open to students who have taken His 65. Prerequisites: History 1 or 303 or permission of instructor.

History 187 – History of Modern Latin America This course will cover the major events of modern Latin American history from the independence movements against colonial rule through the construction of modern nations. It will explore the formation of nationalism, ethnic and racial identities, social movements, revolutions, populism, and economic and political developments.  Not open to students who have taken His 76. Prerequisites: History 2 or 304 or permission of instructor.

History 303 – Western Civilization to 1789 Fall semester.

History 304 – Western Civilization since 1789 Spring semester,

Poverty and Charity in Early Modern Europe The goal of this course is to introduce undergraduates to issues of poverty and charity in Europe from the fifteenth to the eighteenth centuries. This course is organized into two parts. The first focuses portion of the course grapples with the effect of the Protestant Reformation upon poverty and poor relief. Some historians have argued that Protestant reformers and the societies that they created approached poverty in a more orderly fashion and demanded a greater degree of self-disciple and externally-imposed discipline upon the corpus of the poor than did their Catholic contemporaries. Charitable practices in Catholic and Protestant nations will be compared in an effort to illuminate the relationship between poor relief and religion. The second part of the course examines four particular forms of charitable assistance: childcare, education, physical healthcare and mental healthcare. Included in the second half of the semester will be student presentations of their research projects. Students will explore how the populations of Europe responded to the most vulnerable elements of their society, children and the sick, and what relief they offered to them. Implicit throughout this seminar is the topic of gender. Over the course of the semester we will ask questions that illuminate the centrality of gender to issues of poverty and charity. How do men and women experience poverty differently? Why were women the main providers of charity to their families and communities? How did women’s experience as providers of charity differ depending on their lay or religious status? Why did men and women in Catholic religious orders become Europe’s premier educators of children and nurses during the early modern period?

Genius and Deviance in the Italian Renaissance As we enter the second millennium, it is appropriate that we look back at the Renaissance, an era in which people felt they were entering a new age. Like our own, it was also a time of rampant plague epidemics, egregiously deviant behavior, widespread questioning about sex, love, gender, and family, and of passionate religious, political, economic, and educational controversy. The focus of this course will be the history and culture of the Italian Renaissance, with some additional reference to the other European Renaissance traditions. Topics of discussion will include: (1) questions of sex, love, gender, deviance, and family; (2) disease, specifically the Black Plague; (3) philosophy, science, and religion; (4) politics and economics; (5) arts, letters, and education. Selections from the writings of the leading figures of the Italian Renaissance will be read and discussed.

Crime and Punishment in Early Modern Europe This class will involve a semester long discussion of power. In early modern Europe who had power and who did not? Using the topics of crime and punishment, we will examine who was deemed deviant and criminal, who made that judgment and who had to authority to determine guilt and punishment. In an effort to answer these questions I have structured this class around three primary axes: social class, gender, race/religion. These four categories frequently determined a person’s level of power in society and also their ability to navigate the legal system. Social class and gender were divisions that existed in all areas of Europe. The vast majority of Europeans were Christian, belonging to the Catholic faith until the Reformations of the early sixteenth century, however after the schism of Christendom different groups declared each other heretical and engaged in warfare against and persecution of those who held the “wrong beliefs”. In addition, before 1492 Spain had a considerable portion of Jews and Muslims. By the sixteenth century it was illegal to belong to either of these faiths and the Inquisition patrolled Spain in an effort to locate and punish those practicing the forbidden faiths. Race played a small role in European power struggles in the early modern period, because few non-whites were in Europe. However, some people considered Judaism and Islam as races more than religions. Also the Spanish and Italians engaged in trade (legal and illegal) with north Africans and Middle Easterners so there were moments during which race was important to the early modern legal system. The semester will end with an exploration of systems of punishment. How did the nature of punishment change over the course of the early modern period? Why did criminal trials begin to rely less on torture and gruesome punishments and more on incarceration? Our discussion of punishment will be framed by Michel Foucault’s monumental work, Discipline and Punish.

From "Caligari" to "Kolberg": Cinema in Weimar and Nazi Germany The goal of this course is two-fold: a) To teach you to analyze films as visual artifacts and historical documents. b) To introduce you to German history from 1918 to 1945. We will examine a series of classic Weimar and Nazi films and link them to the era's political, social and cultural developments. This course examines the development of German cinema from 1919 until 1945, studying the relationship between films and the period's social, political and cultural issues. It introduces students to the Weimar Republic's early Expressionist experiments, the "shop girl" movies of the mid-1920s, the social realist film and opulent revues of the late 1920s and early 1930s, investigating how filmmakers depicted, and commented on, political upheavals, unemployment, the independent "New Woman," art movements like Expressionism and "New Sensitivity," street violence and the rise of National Socialism. The second part of the course examines film's transformation under National Socialist rule, in particular the Nazi government's use of film as a propaganda instrument. It investigates how film was employed to bolster popular support for radical policy measures, such as the Final Solution, forced sterilization and euthanasia, and total war. Students also learn that seemingly nonpolitical entertainment films (musicals, romantic comedies) often contained subtle ideological messages, propagating anti-feminism and male supremacy.

Illness and Culture: Problems in the History of Medicine in the 20th Century U.S. During the 20th century, the history of medicine and the political, social, and cultural history of the United States were powerfully intertwined. In this course we will examine a number of questions about how practitioners of formal medicine and members of the wider American society have interacted, and about how ideas and practices in both realms have influenced each other. Topics will include medicine’s participation in the construction of social categories of personhood, relationships between professional authority and lay autonomy, the medicalization of everyday life, and emerging technologies affecting the body itself.

Gender, Migrations and Globalization Human migrations, both forced and voluntary, are gendered phenomena. This course will examine a range of historical migrations within the United States and around the world through the experiences of women migrants.  Among the subjects to be covered:  the importation of female African slaves; women on the overland trail; black women in the Great Migration; European women immigrants and American industrialization; sexual exploitation, and forced migration of wives and sex workers. We will explore the gendered aspects of citizenship, ethnicity, racism, among the competing identities of gender, ethnicity, and class, and the gendered symbolism and language of imperialism, poverty, and power. Along with reading case studies of specific migrations, will also investigate feminist theories that offer insights into the gendered aspects of migration movements and of the globalization of economic activities.

History 505 – Saints and Heretics in Late Antiquity During the Roman and post-Roman period, Mediterranean societies underwent a strange cultural trend. Across virtually all religious communities, people developed a new interest in holiness – manifestations of divine power, within certain people. This course examines this development by focusing on the literary sources which reveal it most:  religious biographies. As an exercise in cultural studies, this course sets aside issues surrounding the factuality of religious literature.  Rather the class uses religious texts to examine perceptions of holiness, and unholiness and explore the massive impact of such perceptions on Mediterranean society. Specifically, the course covers Greek and Roman worship of heroes and kings, later polytheistic visions of holy people, biblical images of prophets, Jewish views of holy teachers, Christian views of Jesus and the apostles, Christian veneration of martyrs and ascetics, and notions of unholy people in Christian and non-Christian religious traditions. All along students examine the role of class, gender, political structures, religious rivalries, and authorial agendas in shaping the way holiness is presented.

History 512 – The Reformation This course is designed to introduce graduate students to current historiographical debates on Reformation Europe, with an emphasis on recent developments in social and cultural history and the diverse and innovative approaches used by early modern historians. We will begin by focusing on Germany, the cradle of the Protestant movement, but the course will be pan-European in scope. We will examine the religious movements begun by Luther, Zwingli, Calvin, Henry VIII and others. The principal focus is on Protestantism, but there will be comparison with Catholic reform as well.

History 537 – Race, Ethnicity, & Class in America An exploration of  the intersections of race, class and ethnicity in nineteenth- and twentieth-century America. Examines the development of race as an ideology, in defense of slavery, antebellum “scientific” racism, the history of racism during the eras of emancipation, Reconstruction, segregation and immigration, changes in "American" national identity and citizenship, the concept of “whiteness” and how immigrant groups were accorded varied “racial” attributes as they navigated through American race relations and the process of assimilation. Will analyze the varieties of racist and racialist ideas as they applied to African Americans, European immigrants, Asian Americans, and Latino Americans, and how these were mediated through class and the dynamics of gender politics.

History 539 – Myth & Memory in America An examination of the collective memories and historical myths that nineteenth- and twentieth-century Americans constructed about themselves and their past. The course will examine how historical memories are expressed in (and are created by): public monuments, historic sites, museum exhibits, textbooks, world’s fairs, and preservation projects; how public remembrances of wars became lightning rods for competing political ideologies; and the differences between memory and history. Will explore are the origins and contents of myths about Columbus, Indians, the Boston Tea Party, the Civil War, World Wars I & II. Throughout, will pay attention to the ways in which contemporary social and political divisions express themselves in public renditions of the past, and the relationship of political and economic power to the authority to shape public memory.

History 572 – The Making of “The Capital of the World”:  A Global History of New York City It was author and poet E.B. White who first referred to New York City as “The Capital of the World” in his 1948 essay, Here is New York. Today, the phrase is widely used as the semi-official title of the United States’ largest metropolis. It is a large claim, rich with hubris, and to be sure it is subject to challenge by the equally proud residents of London and Paris. At the least, though, we can identify New York as A Capital of the World, one of the leading international centers of commerce, ideas, and culture both high and popular. This course will be interrogating the question of how New York has become one of the top tier of “global cities,” to use political economist Saskia Sassen’s term for those few preeminent urban nodes of financial, intellectual, cultural and political power. We will consider New York as both a key product and a key agent of “globalization,” the process over time and space of expanding networks of interconnectedness, interactivity and interdependence on a multi-continental scale.

History 575 – U.S. Foreign Relations Since 1900 This seminar will expose students to a variety of themes, monographs and selected documents covering United States foreign relations since the turn of the twentieth century. Over the course of the semester students will have the opportunity to read widely across an historiography that encompasses traditional diplomatic history and analyses of cultural, gender, and race/civil rights dimensions of “foreign relations” (and thus helping to establish a broad definition of the term). We will also view and integrate into our discussion several relevant American film satires that are particularly illuminating about the time in which they were released.

History 577 – Jacksonian Democracy The election of Andrew Jackson in 1828 signaled the shift of America from a republic to a democracy. Marked by the election of the first man to rise from humble origins and passage of universal white manhood suffrage laws, the period has been dubbed the “era of the common man,” Undergirding this political transformation was the market revolution. This seminar will cover: the spread of industrial capitalism and commercialized agriculture, rise of wage labor, expansion of slavery, and political crises over the relationship between liberty and economic power. Will examine how class distinctions found expression in ideas of racial and gender difference, new conceptions of manhood and womanhood and the growth of pseudo-scientific ideas that fueled racist ideologies. Will explore antebellum evangelical revivals, reform movements, abolitionism the defense of racially-based slavery in the South, and developments in popular culture, in particular blackface minstrelsy, commercialized leisure, and forms of narrative that captured popular imaginations.

History 578 – America in the Era of the Civil War and Reconstruction The history of American society during the era of its most cataclysmic event –the Civil War –and its most radical experiment in social change and civil equality – Reconstruction. The course examines the social and political changes that led to war: the expansion of slavery in the South, its relationship to the development of industrial capitalism in the North; the emergence of ideologies of reform, abolitionism, and free labor, and the defense of slavery by southern ideologues. Will analyze the political compromises over slavery that defined the American polity since the ratification of the Constitution, the failure of those compromises, and the crisis of secession. We will explore the changing military, political and social character of the Civil War, the process of emancipation, and the nature of the Union that emerged from war.

History 599 – Ancient Historians This seminar takes a close look at an essential category of sources for studying the ancient Mediterranean world: classical historical narratives. As an exercise in historiography, this course examines how ancient authors wrote history, their methods and agendas, their views of change in human society, and the impact of cultural and religious assumptions in shaping their representations of the past. The course begins with the work of the first examples of historical narrative in classical Greek society (the works of Herodotus and Thucydides). It then examines the way later authors took up the tradition, including Roman and Greek historians during the republic, imperial-era authors, biblical and Jewish writers, and writers of history under the later (Christian) Roman Empire.

History 599a – Religious Conversion in Late Antiquity Of all the changes which mark the Roman and post-Roman periods in the Mediterranean, no development is more far-reaching than the spread of monotheistic religious communities. First Christianity, and then Islam, spread across the region, as individuals and communities converted. This course explores the issue of ancient religious conversion, by examining the varied explanations that scholars have offered. First, the course surveys the limited sources that shed light on the process of conversion. It then evaluates the way modern researchers have understood the spread of Christianity and Islam, including approaches based on confessional identification, psychology, political history, cultural studies, and statistical analysis.

History 599b – Globalization: History, Concepts, Issues This course will focus on the phenomenon of globalization as the driving force leading the US and the world, for better or for worse, into the future. It has become a cliché to observe that “globalization” is the buzzword of the early 21st century. But what precisely is this phenomenon, when did it begin, and what does it encompass? What are globalization’s effects? How do they differ from place to place and time to time? Is globalization a good, bad, or mutable thing? Is it inevitable? Is it increasing? Can it be regulated or governed? Can it be stopped, and if so, should it be? In an attempt to address these questions, we will be looking at the history, concepts and issues of globalization. We will range in time from the dawn of human history to the present and beyond. We will examine various dimensions of the phenomenon, including the economic, cultural, military/diplomatic, and environmental dimensions. We will look at topics as varied as information technology, genetic modification, transnational terrorism, global warming and international organizations as constituent elements of, and contributing factors to, contemporary globalization. Hence, although this is a history methodology-based course, we will also be incorporating readings and discussions grounded in political science, economics, sociology, demography, and medicine and biology.

History 601 – Historiography An introduction to the variety of interpretive stances taken by historians in the past century and a half. Education in history at the Master’s level concentrates on how history is interpreted, rather the facts of history themselves. Consequently, in this course you will become more conversant in schools of historical explanation. All historians work with factual information, but historians vary widely in the questions they ask, in the kinds of evidence they attend to, and the ways in which they explain what happened. We will study a variety of approaches, including history influenced by Marx, the Annales school, structuralist and post-structuralist anthropologists, Habermas, Foucault, Hayden White, feminists, and Kuhn. Students will write a significant study of the historiography of some historical topic, demonstrating that they have developed a critical understanding of modes of historical interpretation.

History 621 – America in 17th and 18th Centuries The history of colonialism in the area that is now the United States. You will read a number of recent books and articles (and a couple of classics) that will expose you to the contemporary scholarship on early America. The texts come from a number of genres: cultural history, intellectual history, military history, social history, gender history, material culture history, and the history of the body. Through class discussion you should become more conversant with the range of issues in current early American studies and recognize the various "conversations" that are taking place among historians of the period. Through a sustained study of one specific issue, you should increase your skills in synthesizing and analyzing historiographic problems.

History 622 – Birth of the American Republic A graduate survey of salient issues in the interpretation of the American Revolution and the initial establishment of the United States. You will read an array of recent books and articles that will expose you to some of the current scholarship in this area. Through discussions in class you become conversant with a range of contemporary scholarly concerns. We will also concern ourselves with how this history is presented publicly. To that end you will investigate and analyze some venue in which the history of the founding of the United States is presented to a popular audience.

History 655 – Early Modern France This course will focus on the political, cultural and social history of France from the sixteenth century through the French Revolution. Beginning with the reign of Francis I we follow the history of France through the Wars or Religion, the rise of absolutism and the Enlightenment. The emphasis of this course will be on recent historiographic debate over methods and approaches to studying the past. Each week's discussion will involve analysis of the methods of the historian as well as a discussion of the events the authors describe. Much of the semester will focus on political culture before and through the Revolution.

History 657 – Market and Culture In America 1819 –1918 An exploration of the cultural responses to the economic changes that transformed America from a largely agrarian society to a world economic power. Beginning with the rise of the market economy, it will examine how Americans coped with new economic crises—including panics, depressions, and displacement—and whether they viewed these events as natural and inevitable or the result of corrupting forces. The course will examine: the myth of laissez-faire; definitions of success and failure; apprehensions over speculation and illegitimate economic behavior; and the development of modern consumption practices. Economic ideas permeated all aspects of society, including domestic life, sexuality, popular entertainment and fiction. The course will pay special attention to the emergence of cultural forms that resonated with concerns about fraud and authenticity, scarcity and abundance, and explore beliefs and anxieties about social mobility, confidence men, gambling, feminism, sexuality, manliness, and ethnic/”racial” differences.

History 657A – The Early Modern Atlantic World An exploration of the history of the early modern Atlantic world beyond the history of Britain and its American colonies. Chronologically, the course will cover initial contacts between Europeans and other peoples who lived around the Atlantic rim, the varieties of colonization and conquest, the development of merchant capitalism and coercive labor systems, interactions with the natural world, and the challenges raised by democratic revolutions in the eighteenth century. Geographically, the course will concentrate on interactions in Africa, South and Central America, the Caribbean, and northern North America. The methodology will be explicitly comparative. Readings will concentrate on the histories of the Spanish, Dutch, French, and Portuguese colonial regions. 

History 657C – History of International Relations Since 1815 We will be exploring some of the key themes and historical monographs concerning international relations since the end of the Napoleonic Wars. The post-1815 period is, for the most part, one of Western dominance of global politics. In this context we will examine the impact of the Western powers on the non-Western world, as well as the gradual rise of East Asia as an independent power center since the late 19th century. While the course concentrates much attention on traditional issues of statecraft, war, peace, and imperialism, it also examines the role of technology, the environment, cultural-intellectual trends, and intergovernmental and non-governmental organizations.

History 680 – The Family in Early Modern Europe Designed to introduce graduate students to the field of family history from the late Middle Ages to the Enlightenment. This course examines a variety of nations over the course of several centuries. Historians have posed and answered many broad questions about the family, including did the notion of childhood exist before the early modern period and did loving relations characterize family dynamics before the modern era. In responding to these questions historians have used many different methodologies and types of source materials, which we will study over the course of the semester.