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Grading basis/credits:
Prereq: Fr or soph or fewer than 60 cr 1000W and 3000W-level of the same sect/version of Hist 1000W/3000W shall be considered equiv; students may not register for Hist 3000W when the Hist 1000W version was successfully completed.
Description: This course examines how war and society have shaped each other since Neolithic times. Historically, war has been a standard tool for organizing societies, settling disputes, and securing resources. The means and meaning of war have changed in important ways over time and we can see very different historical outcomes across different societies. The course begins with our basic understanding of war, asking what it is, has it always been the same, and how we might approach it historically. Much of the course will be spent examining evidence of past war making and the societies that made war, beginning with the earliest archeological evidence as well as evidence from primatologists and anthropology, and ending with war today. In addition to having a long historical sweep, we will adopt a broad and historically comparative approach. We examine differences in war making across many societies in Europe, Asia, the Americas and Africa into the modern era. We examine what meaning different societies have brought to war, and how war has affected these societies. We highlight the comparative dimension in relation to culture.
Co-Instructor: Isett,Christopher Mills
Co-Instructor:
Bachrach,Bernard S
(UC Outstanding Teaching Award)
Grading basis/credits:
Prereq: Fr or soph or fewer than 60 cr 1000W and 3000W-level of the same sect/version of Hist 1000W/3000W shall be considered equiv; students may not register for Hist 3000W when the Hist 1000W version was successfully completed.
Description: This course uses recent historical work to illuminate American economic history and to explore its social and political effects and causes. We will hone in on a few episodes and deeply explore the themes they raise, rather than attempt to exhaustively cover all of US history. Topics covered include the Anglo-American trade networks and colonization, industrialization and the "market revolution," the rise of "big business" and the ongoing importance of small stores and small business, the emergence of mass retail and consumer culture, and global economics and political economy after World War II. Throughout, we will revisit several themes: the importance of political economy and policy to the American economy, changes to the structure of firm and its power, the history of economic thought, and the social meanings, and social causes, of economic practices. Readings will challenge you to think broadly about American history, and the role of history in institutions that seem as natural an inevitable as markets and big business. Even these we will show, are shaped by social politics and government policy.
Instructor: Deutsch,Tracey A
Grading basis/credits:
Equivalencies:
Prereq: Fr or soph or [[jr or sr], non-hist major]
Description: World History: The Origin and Diversity of Human Societies to 1500. In this course we will cover the sweep of history in its broadest sense, from the beginnings of agriculture and the emergence of the first complex human societies in the fourth millennium BCE to the Age of Explorations and the dawn of the modern world circa 1500. Themes to be addressed include trade, religion, technological innovation, the spread of ideas, and the development of the world's great civilizations and their mutual interaction over time.
Class Time: 60% Lecture, 40% Discussion.
Work Load: 50-75 pages reading per week, 15 pages writing per term, 2 exams, 2 papers.
Grade: 15% mid exam, 25% final exam, 30% reports/papers, 30% class participation.
Exam Format: Essay and short answer
Instructor: Casale,Giancarlo
Grading basis/credits:
Equivalencies:
Prereq: credit will not be granted if credit received for: 1015W, 1015V, Glos 1015W, Glos 1015V
Description: Student may contact the instructor or department for information.
Instructor: Biel,Justin Blake
Grading basis/credits:
Equivalencies:
Description: Europe in the making, from Hammurabi to Columbus. Heyday of ancient Near East, Late Middle Ages. Culture, European interactions with wider world through religion, conquest, and trade. Beginning of the age of discoveries.
Instructor: Hill,Gabriel
Grading basis/credits:
Prereq: Fr or soph or [[jr or sr], non-Hist major]
Description: Student may contact the instructor or department for information.
Instructor: Schroeter,Daniel J
Grading basis/credits:
Equivalencies:
Prereq: Fr or soph or [[jr or sr], non-Hist major]
Description: This course asks a series of questions about what America is and what it has meant to its citizens, immigrants, and the world over the past 140 years. Students explore struggles that have animated American life for well over a century and remain pressing today. Through analysis of primary sources and scholarship, the course asks: What is America? Who is an American? What is the place of the US in the world? How have race, class, gender, immigration, sexuality (and conflict over all of these) shaped this country? What roles have youth, the government, mass movements, wars, international affairs, energy, and technology played in these conflicts? This course asks how Americans answered and debated these questions over nearly a century and a half of American history. This was a period of tremendous tumult. In the late nineteenth century, the reconstruction of the South and the entire nation, the westward expansion of the United States, intense conflict with Native American nations, and a new push toward overseas imperialism all gave power the question of what ?America? meant. So, too, did the massive migrations of the late nineteenth and early twentieth centuries?as immigrants came from overseas and Americans migrated to new regions, as cities boomed and rural areas struggled, and as the conflicts and changes that arose gave power to conflicting reform movements. As the US reached a new international position in the First World War and the growth of the American economy in the 1920s, these events were equally flashpoints of race, gender, and class conflict. These conflicts, in turn, shaped the politics of the Great Depression and a New Deal that fed the growth of the federal government, transformed of the meaning of American citizenship, reinforced regional, racial, gender, and class stratifications, and mobilized a new period of labor activism. The following decades?filled as they were with World War Two and the Cold War?empowered a kind of nationalism that made the question of American identity all the more urgent. Debate over the meaning of America was at the heart of the continuing civil rights movement, increasing demands by labor, women, and sexual minorities for full rights as Americans, and the debate over the war in Vietnam. In the eighties and nineties, a resurgent political, social, and cultural conservativism empowered and drew upon American nationalism . In the context of these sea changes, the US was hit by the attacks of 9/11. In response, some favored a more restrictive notion of American identity, while others questioned the place of their nation in the world. As the course draws towards the present moment, it is clear that the question of what America is and ought to be for its people and the world remains a central political, economic, social, and cultural concern.
Co-Instructor: Lindquist,Malinda A
Co-Instructor: Mathieu,Saje M
Grading basis/credits:
Equivalencies:
Description: Student may contact the instructor or department for information.
Instructor: Holdren,Nate
Grading basis/credits:
Prereq: Jr or sr or at least 60 cr
Description: This course examines how war and society have shaped each other since Neolithic times. Historically, war has been a standard tool for organizing societies, settling disputes, and securing resources. The means and meaning of war have changed in important ways over time and we can see very different historical outcomes across different societies. The course begins with our basic understanding of war, asking what it is, has it always been the same, and how we might approach it historically. Much of the course will be spent examining evidence of past war making and the societies that made war, beginning with the earliest archeological evidence as well as evidence from primatologists and anthropology, and ending with war today. In addition to having a long historical sweep, we will adopt a broad and historically comparative approach. We examine differences in war making across many societies in Europe, Asia, the Americas and Africa into the modern era. We examine what meaning different societies have brought to war, and how war has affected these societies. We highlight the comparative dimension in relation to culture.
Co-Instructor: Isett,Christopher Mills
Co-Instructor:
Bachrach,Bernard S
(UC Outstanding Teaching Award)
Grading basis/credits:
Prereq: Jr or sr or at least 60 cr
Description: This course uses recent historical work to illuminate American economic history and to explore its social and political effects and causes. We will hone in on a few episodes and deeply explore the themes they raise, rather than attempt to exhaustively cover all of US history. Topics covered include the Anglo-American trade networks and colonization, industrialization and the "market revolution," the rise of "big business" and the ongoing importance of small stores and small business, the emergence of mass retail and consumer culture, and global economics and political economy after World War II. Throughout, we will revisit several themes: the importance of political economy and policy to the American economy, changes to the structure of firm and its power, the history of economic thought, and the social meanings, and social causes, of economic practices. Readings will challenge you to think broadly about American history, and the role of history in institutions that seem as natural an inevitable as markets and big business. Even these we will show, are shaped by social politics and government policy.
Instructor: Deutsch,Tracey A
Grading basis/credits:
Prereq: Must have completed one 1xxx or 1 3xxx level introductory survey course. Students may not repeat for credit the same section (or topic).
Description: Much of the most exciting and important research in American history concerns race and ethnicity and the way they structure inequality in American life. Students will read foundational and cutting-edge scholarship in this field, and then use these readings as a springboard to their own original research projects in American history. The course will emphasize the theoretical, research, and writing skills needed to prepare a research paper in this field.
Instructor: Chang,David Anthony
Grading basis/credits:
Prereq: Must have completed one 1xxx or 1 3xxx level introductory survey course. Students may not repeat for credit the same section (or topic).
Description: Perhaps no Roman emperor has enjoyed a more varied reception than Claudius. Honored as a god in life and death, he was also ridiculed by contemporaries as an inept fool. More recently, his reign has been the focus of numerous 'revisionist' treatments in scholarship and popular culture. In this course, we will examine these divergent representations of Claudius in order to get a better understanding of how the unique circumstances and perspectives of various authors shape (and continue to reshape) our understanding of the past.
Instructor: Gallia,Andrew B
Grading basis/credits:
Description: A broad survey of the history and culture of Rome from its prehistoric origins in the 8th century BC to the decline and fall of the Roman Empire in the 3rd and 4th centuries AD. It is designed for undergraduates with no previous college-level coursework in ancient history. Emphasis is given to reading original sources in translation, and to the lectures that pursue broad historical themes such as the rise and fall of the Roman Republic, and the decline and fall of the Roman Empire. Secondary texts supplement the original sources and lectures. There are no term papers; all examinations are essay in format, and take-home. The syllabus can be found at: http://www.tc.umn.edu/~evans002/. Although dates differ from one year to the next, the course structure, exam format, and required readings remain the same.
Class URL: http://www.tc.umn.edu/~evans002/
Class Time: 100% Lecture.
Work Load: 100 pages reading per week, 0 pages writing per term, 3 exams, 0 papers.
Grade: 100% on mid-term and final exam; breakdown not yet determined
Exam Format: Essay
Instructor: Evans,John Karl
Grading basis/credits:
Description: Pre-modern Britain contributed much to the English-speaking world: language, law, representative institutions, folktales, family and household structures, and much more. But these cultural developments were not uncontested in their own time. The "Britain" of later centuries, whose empire made such an impact on the entire world, grew out of a complex mixture of cultures: Celtic, Roman, Christian, Anglo-Saxon, Viking, Norman. In tracing the British Isles from prehistoric times until the mid-seventeenth century, this class focuses on cultural interactions and the development of complex identities. Topics include the Roman, Anglo-Saxon, and Norman conquests of England and the English conquests of Wales and Ireland; forms of Christianity (both official and popular) as it varied across Britain and Ireland, and over time with the initial conversion, relation bewteen church and society in the Middle Ages, and the relation between politics and belief in the Protestant Reformation; forms of governance from the level of the village to that of the kingdom; social structures, rural life, and urbanization; family and gender relations; daily life; high and low culture; beginnings of overseas expansion. Textbook, primary source readings, 2 exams, 2 papers with required drafts.
Instructor: Karras,Ruth Mazo
Grading basis/credits:
Prereq: Jr or sr or instr consent
Description: This course examines transformations in the cultural meanings, politics, and social organization of diverse sexualities in U.S. history. The course will focus on historical contestation over the meanings of sexual ?normality? and ?deviance? from the time of European contact to the present. Through class discussion,engagement with recent scholarship in the field, and critical analysis of historical sources and popular culture, students are encouraged to think about the ways in which ?modern? sexual identities and communities (including gay, lesbian, bisexual, and transgender) are historically contingent and inextricably linked to major shifts in the economy, culture, and politics of the United States. Major topics include clashes over gender and sexuality during the period of European conquest and colonization; the growth and policing of commercialized sex in the nineteenth century; the centrality of ?miscegenation? to racial politics in the nineteenth and twentieth centuries; the development of ?modern? categories of homosexuality and heterosexuality; the formation and contestation of transgender, bisexual, lesbian, and gay identities and communities; the politics of sexual oppression and resistance in the twentieth century; and public debates over sex work and sexual representation. The success of this class depends on informed and engaged discussion. Therefore, assigned readings must be read before each class session. Assignments include three papers and two in-class presentations. Freshman and sophomores wishing to enroll in course should contact instructor for approval.
Class Time: 30% Lecture, 20% Film/Video, 30% Discussion, 5% Small Group Activities, 10% Student Presentation, 5% Guest Speakers.
Work Load: 60 pages reading per week, 16 pages writing per term, 0 exams, 3 papers, 2 presentations.
Grade: 70% reports/papers, 10% in-class presentation, 20% class participation.
Instructor: Murphy,Kevin P.
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Description: This course explores significant shifts and compelling moments in the history of women in the United States from 1890 to the present. Topics include women's paid and unpaid labor, consumer culture, women and militarization, and second wave feminism. Throughout we will pay special attention to the ways in which women's history shaped United States history and to the significance of race and class in women's lives.
Class Time: 80% Lecture, 20% Discussion.
Work Load: 40-80 pages reading per week, 10-15 pages writing per term, 2 exams, 2 papers.
Grade: 20% mid exam, 20% final exam, 40% reports/papers, 5% quizzes, 15% class participation.
Exam Format: short answer and essay
Instructor: Deutsch,Tracey A
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Description: This course surveys developments in Latin America from the Enlightenment and Age of Independence to the rise of bureaucratic authoritarianism (ca. 1750-present). The course will focus on the rise of the nation-state, art, culture, and diplomatic relations within Hispanic America. Themes will include race, class, gender, sexuality, and space.
Class Time: Monday classes may not meet for the full period every week.
Work Load: 2 exams, 1 papers, 4 quizzes. also, readings and film journal. If you would like to practice your Spanish, sign up for section 5. Spanish majors, if term paper written in Spanish, this course may count towards your major requirements
Grade: 20% final exam, 50% reports/papers, 10% class participation, 20% other evaluation. informal writing assignments
Exam Format: essay
Instructor: STAFF
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Description: This course provides a general survey of and introduction to modern African history from the early nineteenth century to the present. After an overview of social, material and cultural developments in Africa before 1800, and a discussion of the effects and repercussions of slavery and the slave trade on the development of African history, this course will turn to the commercial and religious revolutions of 19th century West Africa and the struggles over land and labor in southern Africa. The course examines the reasons for European expansion into Africa, African reactions, and the factors that made conquest possible. The ways in which different colonial powers sought to control the continent are reflected in the different forms conquest took (settler colonies v. plantation colonies). The social, cultural and economic implications of colonial rule are explored through primary documents, fiction and secondary historical accounts. Another major portion of the course focuses on the emergence of resistance and the struggle for liberation from the colonial powers after World War II. Finally, the course examines the problems of independent African nations as they grapple with new forms of dependency, political instability and indebtedness to the world economy; and explores the possibilities for and problems facing a non-racial democratic order in the new South Africa. This is an undergraduate survey course.
Instructor: Pohlandt-McCormick,Helena
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Description: This course is designed to introduce the main themes of East Asian history since 1500, focusing primarily on the histories of China, Japan, Korea and Vietnam. The course examines long-term changes, trends, and continuities in society, economy, politics and culture. The course also looks at the connections within Asia and between Asia and the rest of world over this period. Class time will be devoted mostly to lectures, but will also include time for questions, discussion, and film. .
Class Time: 70% Lecture, 20% Discussion.
Work Load: 75 pages reading per week, 10 pages writing per term, 2 exams, 2 papers.
Grade: 25% mid exam, 35% final exam, 30% reports/papers, 10% class participation.
Exam Format: Written exam/blue book/essay and identifications
Instructor: Isett,Christopher Mills
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Description: What would China look like between fourteenth and twentieth centuries? When you ask yourself this question, what would be the first image come to your mind? Is it like a static world isolated from the rest of the world, as Karl Marx asserts? Or is it a country filled with corruption and incompetence, as many missionary writings describe at that time? Neither of these images is really accurate. This course will walk you through the six hundred years of Ming (1368-1644) and Qing (1644-1911) dynasties and give you a deeper and more comprehensive understanding of the last two dynasties of Chinese history. To do so, this course will mainly focus on three aspects of the Ming and Qing dynasties, the state, society and international relationships. It examines topics such as state policies and governance, schools of orthodoxy and heterodoxy, printing culture, popular fiction and romance, women?s lives, and interactions with the outside world. The primary sources will include government documents and legal codes, personal writings, fiction, and visual images and artifacts. Based on the closer reading of the primary sources, this course will also help you actively dialogue with the previous scholarship and critically think about some stereotype of Chinese history during this time period. Class time will be devoted mostly to lectures, but will also include discussion, films, and field trips. The work load for each week is approximately 80-100 pages and there will be three book reviews and a research paper. To meet the requirement of Intensive Writing class, students also need to revise the research paper and submit a final version of it.
Instructor: Qin,Fang
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Description: This course will examine the varieties of religious experience in imperial China. It will examine religion as lived practices as well as textual traditions. We will look at Buddhism, Daoism, and Confucianism, as well as the relations among them. We will also look briefly at the western missionary enterprise in China, particularly at ways in which the western presence throws certain aspects of Chinese religion into sharp relief. We will pay particular attention to the material culture of Chinese religion, through videos, through visits to the Minneapolis Institute of Arts, and through visits to local temples. We will be attentive to the historical development of Chinese religions. The class will be a mixture of lecture and discussion. As much as possible, class activities will focus on a close reading of primary texts.
Class Time: 45% Lecture, 35% Discussion, 10% Small Group Activities, 5% Field Trips, 5% Guest Speakers. Students will be required to make a field trip either to the Minneapolis Institute of Arts or a local Asian temple.
Work Load: 100 pages reading per week, 2 exams, 3 papers. There will be a midterm and a final. One of the papers will be a 3-5 page report on the field trip; the other two will be 2-3 page reaction papers on readings or videos.
Grade: 20% mid exam, 30% final exam, 15% reports/papers, 5% attendance, 20% reflection paper, 10% class participation. These percentages are subject to slight revision.
Exam Format: You will be asked to identify and give the significance of key terms. You will also be asked to write essays.
Instructor: Waltner,Ann Beth
Grading basis/credits:
Description: Student may contact the instructor or department for information.
Instructor: Wang,Liping
Grading basis/credits:
Equivalencies:
Description: Student may contact the instructor or department for information.
Instructor: Wang,Liping
Grading basis/credits:
Description: Student may contact the instructor or department for information.
Instructor: Lee,Mai Na M.
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Description: The 20th century in India encompassed a wide range of political, social, and economic systems. This course will take a thematic approach to consider how India moved from a part of the British empire to an independent country to a country most observers consider to be vital to the next century. Specifically this course will consider important subjects like nationalism and colonialism, gender and sexuality, caste and class, and religious conflicts to understand India's complex imagination of itself. The course will be largely based on primary source reading and analysis, as well as work with some key scholarly documents.
Instructor: Rook-Koepsel,Emily Esther
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Prereq: Soph or jr or sr
Description: The purpose of this course is to introduce the theology and civilization of Islam in its Arabic legacy. In the centuries of its growth and development, Islam incorporated numerous cultures, languages, and ethnicities, at the same time that it inspired different literatures, artistic expressions, and religious positions. In focusing on the Arabic legacy, the course will address the formative beginnings of the Islamic Empires in their Umayyad (both Eastern and Western/Andalusian) as well as Abbasid histories. There is no serious understanding of Islam without a serious understanding of its formative text and traditions. And so a good amount of time will be spent reading the Qur?an and selections from the Hadith and the Sira. We then shall shift gear from theology to culture and history, examining other primary sources that represent the vast compendium of literature, art, and imagination of the Arabic tradition. Texts such as the Thousand and One Nights (the earliest manuscript), Ibn Fadlan?s journey into Eastern Europe (on which Eaters of the Dead/The Thirteenth Warrior were based), an Arabic view of the Crusades, along with a major history textbook, will be used. I will ask you to view two films on your own. In all our study of the material, we shall see if there are links to modern times, and how millennium-old events and texts may help us understand the complexity of today?s changes.
Instructor: Matar,Nabil I
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Description: Egypt is the most populous country in the Arab world and it has throughout the modern era played a central role in the history of the region and set trends in the political, socio-economic, cultural and intellectual spheres. The course examines the history of modern Egypt. It reviews the main political events, as well as the underlying social, economic and intellectual issues that have shaped the history of this country in the 19th and 20th century. The course combines a chronological approach to the study of the history of modern Egypt with a more thematic focus on main issues and trends. Topics to be covered include: the impact of colonialism, imperialism, the rise of the national movement, the `failure? of the liberal experiment, the uses and abuses of the 1952 Revolution and its legacy, and the rise of Islamist movements.
Instructor: Hakim,Carol
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Description: Intellectual trends defining fundamental differences between Islam and the West arise from their respective historical, philosophical, and intellectual mindsets. The course examines contributing factors to tension, anxiety, and hatred between Muslims and the West, as well as aspects of Islamic and European cultures that inspire respect and emulation. Objectives: - Acquaint the students with the fundamental differences between Islam and Western culture. - Equip students with the means for a better understanding of international events. - Teach students to distinguish different trends and accept them for what they are. - Discuss factors that create tension, anxiety and hatred among peoples and nations. - Examine aspects of Islamic and European cultures that inspire respect and emulation
Class Time: 60% Lecture, 10% Film/Video, 10% Discussion, 20% Student Presentation.
Work Load: 50 pages reading per week, 30 pages writing per term, 4 exams, 1 papers, 4 presentations, 1 book reports.
Grade: 37% reports/papers, 20% special projects, 40% quizzes, 3% attendance.
Instructor:
Bashiri,Iraj
(CLA Distinguished Tchg Awd)
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Instructor Bio
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Description: For anyone who has traveled to Western Europe, cities with a medieval past are everywhere. This course is designed to introduce undergraduates to European urban forms in the pre-modern era. The political, social, economic, legal, and cultural life of medieval towns, as well as their physical remains, will be explored. The evolution of the town will be traced from the Roman period through the nadir of urban civilization in the Early Middle Ages to the rebirth and flowering of cities in the High and Late Middle Ages. Newly planned towns also figure in our focus. Cities have enjoyed an upward trajectory from the end of the Middle Ages to the present, and much of what we associate with urban life got its start at that time. By understanding the foundational elements of the medieval town, we can increase our comprehension of the idea of the city and how it works. There are no prerequisites - the course is open to all with an interest in cities. Lectures, films, analysis of documents, and student activities frame this course. This course has undergone a Course Transformation Project which will result in student design of a medieval city, evaluation of regional distribution of towns, and presentation of medieval scenarios in class, with class participation via clickers.
Class Time: 70% Lecture, 30% Discussion.
Work Load: 60-80 pages reading per week, 7-10 pages writing per term, 2 exams, 1 papers.
Grade: 25% mid exam, 35% final exam, 30% reports/papers, 10% class participation.
Exam Format: Essay
Instructor: Reyerson,Kathryn L
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Description: A survey of European history in the later medieval period. Topics include: chivalry and courtly love, crusades, revival of towns and trade, monarchies, religious developments, Black Death, famine, and wars.
Class Time: 50% Lecture, 40% Discussion.
Work Load: 100 pages reading per week, 20 pages writing per term, 2 exams, 1 papers.
Grade: 30% mid exam, 40% final exam, 20% reports/papers, 10% class participation.
Exam Format: essay and identifications
Instructor: Phillips Jr,William D
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Description: HIST 3652 Early Modern Britain On November 17, 1677 the good people of London assembled for the annual celebration of Queen Elizabeth?s Accession Day. The highlight of the festivities was a giant papier-mache statue of the Pope, ?his belly filled with live cats.? After long speeches recalling how Elizabeth saved the country from the Pope and the King of Spain, the organizers set the statue on fire. While the burning cats ?squalled most hideously,? the crowd jeered that it was the language of the pope and the devil in dialogue.? The violence of Tudor-Stuart Britain haunts us even to this day. Each year brings us a new movie, television series, or popular novel recalling the Henry VIII?s beheaded wives; Sir Thomas More; Mary, Queen of Scots; the 300 Protestant martyrs burned by Mary I; the priests hung, drawn, and quartered by the Elizabethan state; and even a king himself, Charles I, beheaded for his alleged crimes against the English people. These high-profile executions were only the tip of an iceberg. Violence was also an everyday fact of town and village life. Convicted criminals faced mutilation and even hanging for what we would now consider petty crimes. Preachers counseled husbands to whip and beat their wives into godly obedience. Every so often, a woman was burned for consorting with evil spirits. Each day, villagers encountered maimed soldiers returning from Henry VIII?s wars against France, Elizabeth?s against Spain, or from the civil wars that turned brother against brother during mid-seventeenth century. This course examines the social and political forces that shaped the violent contours of sixteenth- and seventeenth-century Britain. While much of our focus will be on the high political dramas of the Reformation, the ?Monarchical Republic? of Elizabeth I, and the Civil War, we are also going to investigate the developments that had at least an equal impact on the lives of British men and woman: new educational practices, the proliferation of print, new ways of organizing rural labor, the ?scientific revolution,? the emergence of a vigorous trans-Atlantic trade, and the development of a plantation system in Ireland that would become a model for British colonization throughout the globe. There will be a mid-term, a final, an analytical book review, and a critical analysis of a major primary source.
Instructor:
Watkins,John
(Morse Alumni Award; Arthur Motley Exemplary Tch Aw)
Grading basis/credits:
Description: Under the broad heading of "Daily Life in Europe," we will examine various key issues in the lives of men and women in Europe between the Black Death and the Industrial Revolution. Some of the historical questions we will ask are: What were the rates of birth, marriage, and death in various European countries? What effect did epidemics and wars have on population size and the quality of life? How did men and women find marriage partners? What experiences did they have in their marriages and family lives? How did people at various levels of society make a living? How and why did some of them travel far from where they were born? Did their standards of living change over time? Who held the reins of power? How was society structured and how did social classes relate to one another? How and why did ordinary people rebel against governments and the privileged classes? What results did these rebellions have? What role did formal religion and other beliefs play in people's lives? Was witchcraft a major force in society? These and other questions will shape the lectures, readings, and discussions in the course. Whether the readings deal with family and sexual behavior, farming, manufacturing, buying and selling goods, seafaring, religion, culture, or other topics, all of the authors discuss how interpretations have changed over time and offer their own revised interpretations of daily life in the past, based on an expanding body of documentary evidence. The class therefore introduces students, not only to the history of daily life in the early modern period, but also to the ways that historians interpret it, and the ways that they, as critical thinkers, can assess the interpretations of those historians.
Class Time: 80% Lecture, 20% Small Group Activities.
Work Load: 75-100 pages reading per week, ABOUT 20 pages writing per term, 2 exams, 3 papers, 1 presentations.
Grade: 20% mid exam, 40% final exam, 30% reports/papers, 10% class participation. Class participation includes attendance, discussion groups, and informal presentations. Students must complete all of the graded assignments in order to receive a grade for the course. Unexcused late work is penalized.
Exam Format: Essays, both short and long, plus a map on the mid-term. Students will know the questions for the final examination in advance.
Instructor:
Phillips,Carla Rahn
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Instructor Bio
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Description: This course is an examination of the emergence of modern communications systems used today in everyday life. It takes up themes and concepts that have been crucial in modern history, including the public sphere, print culture, the invention of journalism, and rational-critical discourse, and asks students to apply them to current issues and debates around contemporary media, including TV, radio, and the internet. Readings will range from Enlightenment classics-works by Kant, Condorcet, and Hume-to Wired Magazine.
Class Time: 25% Lecture, 75% Discussion.
Work Load: 50-100 pages reading per week, 25 pages writing per term, 0 exams, 3 papers.
Grade: 50% reports/papers, 25% in-class presentation, 25% class participation.
Instructor: Wolfe,Thomas C
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Description: This course will introduce you to the diverse ways in which the making of art and the making of scientific knowledge intersected in early modern Europe. We will explore connections between scientific curiosity and the visual arts by considering major artists (van Eyck, da Vinci, Durer, Vermeer, Rembrandt, etc). We will also consider the artfulness of visual materials we tend to classify as "scientific," including scientific imagery and diagrams, geographical maps, cabinets of curiosities, and new visual technologies such as the telescope and microscope. In this way the course will cut across the famous "two cultures" divide that allegedly divides the arts and humanities from the sciences by exploring the interpenetration of art and science in Europe at their moment of initial modernization.
Instructor: Shank,JB
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Description: Student may contact the instructor or department for information.
Instructor: Windel,Aaron Matthew
Grading basis/credits:
Description: What happens to women in times of revolution and war? How is war gendered? This course will seek to answer these questions by examining the involvement and reactions of European women to 20th century wars and revolutions. The conflicts covered will be the two World Wars, the Russian Revolution, the Spanish Civil War, the Algerian War of Independence and the wars following the break-up of Yugoslavia. An introductory lecture will precede each week's theme, but the emphasis of the course will be on reading and class interaction. Through primary and secondary source readings, class presentations and, above all, class discussions, we will look at the ways in which women contributed, resisted or merely submitted to twentieth century conflicts and assess the short and long-terms impact of these conflicts on their lives. Gender and gendering in situations of conflict will be constant themes throughout the course. The Assignments will include three 6-8 page papers, one of which will be a re-write, and a class presentation, as part of a group the size of which will depend on class size.
Instructor: Lorcin,Patricia M E
Grading basis/credits:
Equivalencies:
Description:
Instructor: Snyder,Edward N
Grading basis/credits:
Description: History 3729 examines the Nazi dictatorship in all its complex dimensions, from the early life of Adolf Hitler to total war and genocide. Students explore how the Nazi movement arose in the context of modern German and European history, and how the Nazis were able to win the support of significant segments of the Geman population. We study the Nazis' massive project of social and biological engineering--pronatalism, forced sterilization, extermination of "social and biological deviants," and, ultimately, the genocide of the Jews. Through memoirs, state documents, and historical accounts, the class examines life from the vantage point of perpetrators, accommodators, victims, and resisters. While learning about the many facets of the history of the Third Reich, students also develop an understanding of how historians interpret the evidence that they gather and reconstruct the past.
Class Time: Class is run in an active lecture format, meaning that lectures are interspersed with descussions and debates
Work Load: 100 pages reading per week, 2 exams, 2 papers. papers are 4-7 pages each one of which will involve library work
Grade: 20% mid exam, 30% final exam, 35% reports/papers, 5% class participation, 10% other evaluation. Film review
Instructor: Weitz,Eric D
Grading basis/credits:
Description: Over the course of 202 years, the French state reconfigured ideas of Citizenship and Government to fit the needs of an ever-changing political and social milieu. This course will examine the ways in which France?s government and its people negotiated what it meant to be French in a variety of political and social contexts from the Bourbon Monarchs to the Fifth Republic. Some of the key topics we will consider include Colonialism, Collaboration, Suffrage, Public Information and Propaganda, Violence, and Resistance. Readings include primary sources, historical arguments, as well as the interpretation of audiovisual media.
Class Time: 40% Lecture, 60% Discussion.
Work Load: 100 pages reading per week, 15-20 pages writing per term, 2 exams, 2 papers. The papers are divided between a smaller reflection paper and a larger research paper.
Grade: 20% mid exam, 20% final exam, 20% reports/papers, 20% reflection paper, 20% class participation.
Exam Format: Essays and Short Answer Questions
Instructor: Trutor,Jonathan William
Grading basis/credits:
Description: Student may contact the instructor or department for information.
Instructor:
Stavrou,Theofanis G
(Morse Alumni Award; CLA Distinguished Tchg Awd)
Grading basis/credits:
Description: A multicultural survey of early North America, from the beginning of the English invasion to the American Revolution.
Class Time: 70% Lecture, 30% Discussion.
Work Load: 75 pages reading per week, 1 exams, 2 papers.
Grade: 33% final exam, 67% reports/papers.
Exam Format: essay; TAKE-HOME
Instructor: Menard,Russell R
Grading basis/credits:
Description: The subtitle of this course is "Disunion" and it explores the paradox of the ideal of "the Union" in American public life, especially in the causes, settlement and legacy of the Civil War. The course is divided into three segments of unequal length; roads to disunion, disunion and union(?) with each segment introducing and examining persons and themes that are representative of the era. While it is not primarily a military history course, the military component will not be neglected and several key battles such as Fredericksburg, Antietam, and Gettysburg, and minor ones such as Pea Ridge will be examined in some depth. The course will also deal with changes in medicine, transportation and communication as well as law and moral philosophy. Finally, the course is about the people who lived through the era and those who live in the legacy of that time.
Class Time: 75% Lecture, 15% Discussion.
Work Load: 100-150 pages reading per week, 25 pages writing per term, 2 exams, 2 papers.
Grade: 20% mid exam, 25% final exam, 45% reports/papers, 10% class participation.
Exam Format: mixed
Instructor: Stone,Paul Clois
Grading basis/credits:
Description: This course begins with the United States' decision to drop atomic bombs on Hiroshima and Nagasaki in August 1945. These events ended the war and shaped an atomic age at home and abroad. In the wake of a war that devastated Europe and Russia, the United States emerged as a superpower. In these hopeful decades, the United States? military and economic superiority was undisputed, but there was little consensus about how they should use their military might as the Cold War heated up or about the larger impact of affluence, consumption, and rights consciousness upon the Baby Boom generation. While the prosperity and vision of the nation seemed boundless, internal struggles about the rights of blacks, Latinos/as, Asian Americans, women, and workers both challenged the enduring narrative of the American Dream and evinced the possibility that such a dream might finally be accessible to the vast majority of Americans for the first time in the nation's history. The optimism of the postwar period was shaken by a series of crises from the brutalities of racial oppression, and the tragedies of the Vietnam Wars, to the eventual resignation of President Nixon, and the energy crises and economic recessions that plagued the 1970s. Notwithstanding the post-1975 perception that the nation was in decline, evidence of economic, social, and cultural progress was as readily available as were signs of stagnation. Growth in the West and the South and suburban and exurban expansion put the American Dream within reach of a new generation even as the Rust Belt and the growth of a segregated urban underclass in the North evinced continuing inequities. The Cold War ended with little violence and the United States retained its military superiority. Yet the lessons learned from Vietnam complicated U.S. foreign policy, encouraging an isolationism that offered little in the way of international leadership in the face of a series of brutal civil wars. Globalization opened new marketplaces and the nation?s imports and exports expanded as did legal and illegal immigration, but low wages also proliferated. This course examines the tensions between the complicated perceptions and realities of postwar U.S. history through an examination of the political, cultural, racial, gender, and class cleavages and convergences of the post-war period; the impact of hot and cold wars on domestic and foreign relations; the development and deployment of anti-communism; the Civil Rights, Black Power, New Left, American Indian, Chicano, Asian American, Women's Liberation and Gay Liberation movements; the Vietnam Wars; post-1965 immigration and the role of the United States in the global marketplace; the rise of the New Right and Evangelical politics; the culture wars; and the role of the United States in the Middle East from the CIA?s participation in the 1953 coup in Iran and the oil crises to the advent of the War on Terror.
Class Time: 75% Lecture, 10% Film/Video, 15% Discussion.
Work Load: 100 pages reading per week, 10 pages writing per term, 2 exams, 2 papers.
Grade: 20% mid exam, 30% final exam, 50% reports/papers.
Instructor: Lindquist,Malinda A
Grading basis/credits:
Description: This course is the second half of a two semester undergraduate survey of American legal and constitutional history. In the first half of the course we focus on the colonial era through the Civil War. In the second half (this course), we focus on the period from the end of the Civil War to the present. Though designed to complement one another, each half of the course may be taken independently. The topics we will address this term include the drafting, ratification, and interpretation of the "Reconstruction Amendments" to the Constitution (13th, 14th, and 15th Amdmts); the roots and expansion of the federal administrative state; the origins of civil liberties; law and the welfare state; the civil rights revolutions of the 1950s, '60s, and '70s, including the Civil Rights, women's, gay liberation, environmental and consumer movements; the development of mass tort litigation; and the relationship between terrorism and the expansion of executive power. We will be focus on several themes, including the paradox of the simultaneous centralization of state power and the rise of individual rights; the increasing constitutionalization of American law; the inseparability of racial and gender justice from broader issues of economy; and the rhetoric of rights and injury as the foundation for individual demands on the state
Class Time: 60% Lecture, 5% Film/Video, 30% Discussion, 5% Small Group Activities. The vast majority of our classes will combine lecture and discussion. I will also be incorporating film and audio (e.g., oral arguments before the U. S. Supreme Court) in some classes and we will occasionally work through primary documents in small
Work Load: 100 pages reading per week, 10 pages writing per term, 2 exams, 1 papers, 15 quizzes. Our readings will be a mix of primary legal documents (judicial opinions, statutes, regulations, etc.) and scholarly articles and books. The paper will be a research paper focused around a single primary legal document selected by the student with f
Grade: 25% mid exam, 30% final exam, 30% reports/papers, 15% quizzes. In addition to the above, students may improve their grade by up to 1/3 letter grade (e.g., B to B+) through regular attendance and active participation indicating careful, complete reading of assigned readings.
Exam Format: The exams will be in-class and a combination of essay and short answer. I will distribute a review sheet one-week in advance of the exam. The quizzes will be short, generally including only 1-2 questions on assigned reading. I have a no make-up po
Instructor:
Welke,Barbara Young
(Morse Alumni Award)
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Instructor Bio
Grading basis/credits:
Description: Covers topics on American economic development since 1870s: farm problems in the 19th century, rise of big business and finance capitalism, the 1920s economy and the causes of the great depression, postwar capitalism and government policies for stability and growth. Students read diverse articles and write a paper on each topic before discussion begins. There are no exams. The course is open to all undergraduates, but is most often taken by History and other social science majors.
Class Time: 20% Lecture, 80% Discussion.
Work Load: 90 pages reading per week, 25 pages writing per term, 4 papers.
Grade: 80% reports/papers, 20% class participation.
Instructor:
Green,George David
(Morse Alumni Award)
Grading basis/credits:
Equivalencies:
Description: This course explores the period between Reconstruction and the meaning of black freedom after the Civil War to contemporary issues such as reparations and racial profiling. Afro 3865 begins by examining how the Civil War culminated in the liberation of four million slaves and the attempt by constitutional amendments to right the wrongs of the previous period of enslavement.Though constitutionally free, Reconstruction ended in failure, stripping African-Americans of their newfound citizenship and ushering in the period of Jim-Crow segregation.The course will detail black life under Jim Crow, but highlight African-American agency in the the realm of politics, labor, sports, music, and intellectual life. The course turns a crucial corner during the New Deal period and discusses how the 1930s and early 1940s set the stage for the modern civil rights struggle. With the Supreme Court's decree directly challenging Jim Crow in 1954, African-Americans entered a new phase in their history where protesting for black rights became a defining feature in American culture during the 1960s and 1970s.New leaders and organizations emerged along with novel cultural forms and expressions.The course ends in the contemporary period.What are we to make of the modern day black struggle around race, class, and gender?How are we to interpret the demand for reparations in the age of dismantling affirmative action?What about heightened incidences of police brutality?How do they all connect to the past?
Instructor: Mayes,Keith A
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Description: How is it that a casino belonging to an "extinct" nation of American Indians currently grosses more than $400 million annually? In 1638, as the result of colonial aspirations, the Pequot nation was declared extinct after being massacred by English colonists, yet they have resisted attempts to extinguish their land rights and culture, as illustrated by their recent economic success. This is a familiar theme throughout early American Indian history. This course will explore the conflicts caused by colonial expansion in North America and the various indigenous responses to it, but will focus on the lived experiences of Indian peoples from pre-contact to 1830 as they struggled to maintain their cultures and sovereignty while encountering tremendous change. We will consider questions ranging from what kinds of cross-cultural encounters occurred to the concept of history itself. How can we know about Native peoples and how they lived before contact? Given the diversity of American Indian peoples, how did they define themselves and what were intertribal relations like? How did they interact with Europeans and Africans? In what ways did they resist aspects of colonial society while incorporating others? How can we understand issues of sovereignty in this period? In addition to these questions, we will also explore a number of topics, including construction of gender, issues surrounding archeology, treaties, violence and conflict, pan-Indian movements, and intertribal and European alliances.
Class Time: 50% Lecture, 20% Film/Video, 30% Discussion.
Work Load: 100-120 pages reading per week.
Grade: 25% mid exam, 45% reports/papers, 30% class participation.
Instructor: Williams,Kate
Grading basis/credits:
Description: This course will explore the various meanings of ?race? and ?ethnicity? in the United States through the close reading of historical texts which will give us a sense of how such categories were created and used. We will pay close attention to the roles of power and nation in the racial and ethnic experiences of various groups (European immigrants, African Americans and more recent African immigrants, Asians/Pacific Islanders, Latinos, Native people, Middle Eastern immigrants, etc.) as well as examine the ways each group negotiated their own racial and ethnic identities amongst themselves and in relation to others.
Instructor: Thompson,Wendy Marie
Grading basis/credits:
Description: Asian immigrants began to arrive in the United States in the mid 19th century. Today, about half of the people immigrating today are from Asia. This course is a broad and comparative survey of Asian Americans (Chinese, Japanese, Korean, Filipino, South Asian, and southeast Asian Americans, particularly Hmong and Vietnamese) from 1850 to the present. Topics include: immigration, anti-Asian discrimination and exclusion, labor, women, family, and communities, World War II and Asian America, including the internment of Japanese Amercians, "new" immigration from Asia after 1965, war in Southeast Asia and refugee migration and communities in the U.S., the Asian American movement and the struggle for equality, and contemporary issues related to Asian Americans. This course is open to undergraduate majors and non-majors. Reading assignments will include texts, articles, and autobiographies. We will view films and use the internet to compliment lectures and class discussions.
Class URL: http://www.hist.umn.edu/~erikalee/aahist.html
Class Time: 70% Lecture, 30% Discussion.
Work Load: 100 pages reading per week, 2 exams, 1 papers.
Grade: 25% mid exam, 35% final exam, 20% reports/papers, 20% class participation.
Exam Format: Essay
Instructor: Lee,Erika
Grading basis/credits:
Prereq: History major or dept consent
Description: Everything that happened in the past led to where we are today, but how do we go about understanding that past human experience? This course aims to prepare you to be a good consumer and producer of history, whether you are writing a senior paper in the History Department or simply learning what history is about, so you can better understand the complex world we live in. You will be introduced to the ways that historians investigate, interpret, and write about the past, as well as learning how to think critically about sources of historical information. You will read, discuss, and write about various historical sources and learn how to evaluate them. You will also be introduced to the rich collections of historical sources at the University of Minnesota and in the Twin Cities.
Co-Instructor: Phillips Jr,William D
Co-Instructor:
Phillips,Carla Rahn
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Instructor Photo
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Instructor Bio
Grading basis/credits:
Prereq: History major or dept consent
Description: Everything that happened in the past led to where we are today, but how do we go about understanding that past human experience? This course aims to prepare you to be a good consumer and producer of history, whether you are writing a senior paper in the History Department or simply learning what history is about, so you can better understand the complex world we live in. You will be introduced to the ways that historians investigate, interpret, and write about the past, as well as learning how to think critically about sources of historical information. You will read, discuss, and write about various historical sources and learn how to evaluate them. You will also be introduced to the rich collections of historical sources at the University of Minnesota and in the Twin Cities.
Co-Instructor:
Phillips,Carla Rahn
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Instructor Photo
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Instructor Bio
Co-Instructor: Phillips Jr,William D
Grading basis/credits:
Prereq: History major or dept consent
Description: Everything that happened in the past led to where we are today, but how do we go about understanding that past human experience? This course aims to prepare you to be a good consumer and producer of history, whether you are writing a senior paper in the History Department or simply learning what history is about, so you can better understand the complex world we live in. You will be introduced to the ways that historians investigate, interpret, and write about the past, as well as learning how to think critically about sources of historical information. You will read, discuss, and write about various historical sources and learn how to evaluate them. You will also be introduced to the rich collections of historical sources at the University of Minnesota and in the Twin Cities.
Co-Instructor: Phillips Jr,William D
Co-Instructor:
Phillips,Carla Rahn
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Instructor Photo
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Instructor Bio
Grading basis/credits:
Prereq: History major or dept consent
Description: Everything that happened in the past led to where we are today, but how do we go about understanding that past human experience? This course aims to prepare you to be a good consumer and producer of history, whether you are writing a senior paper in the History Department or simply learning what history is about, so you can better understand the complex world we live in. You will be introduced to the ways that historians investigate, interpret, and write about the past, as well as learning how to think critically about sources of historical information. You will read, discuss, and write about various historical sources and learn how to evaluate them. You will also be introduced to the rich collections of historical sources at the University of Minnesota and in the Twin Cities.
Co-Instructor:
Phillips,Carla Rahn
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Instructor Photo
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Instructor Bio
Co-Instructor: Phillips Jr,William D
Grading basis/credits:
Prereq: Jr or sr or instr consent
Description: Statistical reports indicate that children who are often ethnic/racial minorities often perform less well in schools. For as long as researchers have been counting a performance gap has remained consistent and sustained along racial, ethnic, and socio-economic categories of identification. For example, in 2005, 11.8% of African American and 23.8% of Latino students dropped out of U.S. schools as compared to only 6.8% of their White counterparts (Snyder, Tan, and Hoffman, 2006). What accounts for the high levels of school dropout among ethnic and minority students? Why do ethnic and minority students consistently perform less well than their white counterparts? Why do factors like race and class continue to be strong predictors of achievement? This course examines theories of minority academic achievement. Our goals are: 1) to gain an overview of how minority academic performance has been theorized by researchers; 2) to resituate theories of academic failure as "social" products of their political and cultural contexts; and 3) to identify implications or contributions the theories have for ethnic minority populations and their schooling today. While we draw from research conducted in the Latino, African American, and Asian American community, to focus our analysis, we will draw upon research conducted in the Hmong American community. Selected course materials include: Trueba, Henry (1990) Cultural Conflict and Adaptation: The Case of Hmong Children in American Society. Lee, Stacey (2005) Up Against Whiteness: Race, School, and Immigrant Youth Walker-Moffat, Wendy (1995) The Other Side of the Asian American Success Story
Class Time: 15% Lecture, 10% Film/Video, 55% Discussion, 10% Small Group Activities, 10% Student Presentation.
Work Load: 30-50 pages reading per week, 25 pages writing per term, 2 papers, 1 presentations.
Instructor: Lee,Mai Na M.
Grading basis/credits:
Prereq: Jr or sr or instr consent
Description: War in Asia in the 1930s and 1940s was a major cause of the end of the Japanese, British, French and Dutch colonial empires, a communist state in China, the division of Korea, and a great expansion of American power in the Pacific. Names for that war, or parts of it, indicate how extensive and complicated it was. For some, it is the Pacific War, or WWII in Asia, which began with Japanese attacks on December 7 and 8, 1941. For others it begins as the Sino-Japanese War in 1937, and for still others it?s the Fifteen Years War, that begins with the Japanese takeover of Manchuria in 1931. We will examine the war in Asia and the Pacific from the beginning of the 1930s to its aftermath following the Japanese surrender. We will use a variety of written and graphic materials, including films, to look at some of its military, political, economic, social and cultural consequences. Our object is to understand how the war came about and developed as it did, and what those consequences have been.
Instructor: Tucker,David Vance
Grading basis/credits:
Prereq: Jr or sr or instr consent
Description: From the philosopher Friedrich Nietzsche to Hitler, music had a profound influence on German politics and society. This course examines seminal musical works from the 19th and 20th centuries in the context of literary texts (Oscar Wilde, Thomas Mann, and Bertolt Brecht), ideologies (nationalism, anti-Semitism, socialism, and fascism), and political contexts (the 1848 revolutions, World War I, World War II, and the Holocaust). The repertoire studied includes symphonies by Beethoven, Bruckner, and Mahler, as well as dramatic and theatrical works by Wagner, Richard Strauss, Alban Berg, Kurt Weill, and Carl Orff). Why was Hitler obsessed with Wagner? How did music serve to torture and console in the Nazi death campus? How did music function as propaganda, and how does this affect the interpretation of this music today? No musical background necessary.
Instructor: Painter PhD,Karen
Grading basis/credits:
Prereq: instr consent; must take a 3-cr 3xxx or 5xxx course taken concurrently
Description: With the permission of the instructor of a history course, a student may add this one-credit independent study in order to make the course writing intensive. The student would then be expected to do additional written work, including the revision of at least one paper.
Instructor: STAFF
Grading basis/credits:
Prereq: instr consent
Description: Student may contact the instructor or department for information.
Instructor: Hoogland,Tim
Grading basis/credits:
Prereq: An appropriate introductory course is recommended
Description: This course is devoted to one of the classic issues of historical interpretation-- the decline and fall of the Roman Empire. It is examined from a cultural, political, socio-economic, and military perspective. Students may obtain a recent syllabus for this course from http://www.tc.umn.edu/~evans002/. Although dates differ from one year to the nexxt, the course structure, exam format, and required readings remain the same.
Class Time: 100% Lecture.
Work Load: 100 pages reading per week, 2 exams.
Grade: 33% mid exam, 67% final exam.
Exam Format: take-home essay
Instructor: Evans,John Karl
Grading basis/credits:
Prereq: dept consent , instr consent ; sign up in Undergraduate Studies Office two sem in advance
Description: Student may contact the instructor or department for information.
Instructor: Menard,Russell R
Grading basis/credits:
Prereq: dept consent , instr consent ; sign up in Undergraduate Studies Office two sem in advance
Description: Student may contact the instructor or department for information.
Instructor: Reyerson,Kathryn L
Grading basis/credits:
Prereq: dept consent , instr consent ; sign up in Undergraduate Studies Office two sem in advance
Description: Student may contact the instructor or department for information.
Instructor: Lorcin,Patricia M E
Grading basis/credits:
Prereq: dept consent , instr consent ; sign up in Undergraduate Studies Office two sem in advance
Description: Student may contact the instructor or department for information.
Instructor: Hakim,Carol
Grading basis/credits:
Prereq: dept consent , instr consent ; sign up in Undergraduate Studies Office two sem in advance
Description: Student may contact the instructor or department for information.
Instructor: Mathieu,Saje M
Grading basis/credits:
Prereq: dept consent, instr consent; sign up in Undergraduate Studies Office two sem in advance
Description: Student may contact the instructor or department for information.
Instructor: Menard,Russell R
Grading basis/credits:
Prereq: dept consent, instr consent; sign up in Undergraduate Studies Office two sem in advance
Description: This course combines an introduction to historical research with the actual research experience of writing the senior paper in History. The first weeks will be devoted to an exploration of the use of documents and the varieties of historical writing. The research paper will focus on a topic of the student's choice and will be based on the investigation of primary sources (printed documents, memoirs, literature, etc.).
Class Time: 100% Discussion.
Work Load: 50 pages reading per week, 40 pages writing per term, 1 papers. Paper plan, bibliography and other exercises
Grade: 90% reports/papers, 10% class participation.
Instructor: Reyerson,Kathryn L
Grading basis/credits:
Prereq: dept consent, instr consent; sign up in Undergraduate Studies Office two sem in advance
Description: Student may contact the instructor or department for information.
Instructor: Lorcin,Patricia M E
Grading basis/credits:
Prereq: dept consent, instr consent; sign up in Undergraduate Studies Office two sem in advance
Description: Student may contact the instructor or department for information.
Instructor: Hakim,Carol
Grading basis/credits:
Prereq: dept consent, instr consent; sign up in Undergraduate Studies Office two sem in advance
Description: Student may contact the instructor or department for information.
Instructor: Mathieu,Saje M
Grading basis/credits:
Description: Student may contact the instructor or department for information.
Instructor: Hoogland,Tim
Grading basis/credits:
Description: Student may contact the instructor or department for information.
Instructor:
Stavrou,Theofanis G
(Morse Alumni Award; CLA Distinguished Tchg Awd)
Grading basis/credits:
Prereq: [5611, grad student] or instr consent
Description: Student may contact the instructor or department for information.
Instructor: Phillips Jr,William D
Grading basis/credits:
Prereq: Grad student or instr consent
Description:
Instructor: Karras,Ruth Mazo
Grading basis/credits:
Prereq: Grad or [advanced undergrad with instr consent ]
Description: This course explores the complex contours of Muslim-Christian interaction across a broad sweep of history, from the birth of Islam as a world religion 1300 years ago to the dawn of the modern period in the 17th and 18th centuries. Themes to be addressed include intellectual exchange, co-existence and competition in the social sphere, conversion and religious syncretism, slavery, and holy war. Chronological units will focus on early Islam, the Crusader states, late medieval Anatolia and North Africa, and the early modern eastern Mediterranean. Class meetings will alternately consist of group discussions of common readings, and of in-class presentation of individually assigned readings on thematic topics.
Class Time: 100% Discussion.
Work Load: 100-200 pages reading per week, 20-30 pages writing per term, 1 papers, 11 homework assignments.
Grade: 50% reports/papers, 50% class participation.
Co-Instructor: Lower,Michael T
Co-Instructor: Casale,Giancarlo
Grading basis/credits:
Prereq: Grad or [advanced undergrad with instr consent ]
Description: Student may contact the instructor or department for information.
Instructor: Cohen,Gary B.
Grading basis/credits:
Prereq: instr consent
Description: This pro-seminar for graduate students will focus on the historiography of Colonial Latin America. The class will be entirely discussion of readings, and students will take a turn leading discussion. Possible topics to be covered include: pre-columbian societies, the conquest, religion, gender, the economy, and independence movements. Students will write 2-3 book reviews and a longer final paper. The grading will be based upon approximately 60% written work and 40% class participation. The course will not be web enhanced, but may have a listserv for discussion.
Instructor: Chambers,Sarah C
Grading basis/credits:
Prereq: Grad or advanced undergrad student with instr consent
Description: Students will explore the politics of history by reading in American Indian, Hawaiian, and African American interventions on the meaning of colonialism and race. The course centers on cultural and intellectual history and politics, but because these are fields of inquiry that are best studied in broadly interdisciplinary ways, it incorporates readings in theory and cultural studies, as well as foundational documents by nineteenth-century American Indian, Hawaiian, and African American intellectuals.
Instructor: Chang,David Anthony
Grading basis/credits:
Prereq: Grad or instr consent
Description: Student may contact the instructor or department for information.
Instructor: Pohlandt-McCormick,Helena
Grading basis/credits:
Prereq: Grad or advanced undergrad with instr consent
Description: Student may contact the instructor or department for information.
Instructor:
McNamara,Patrick J
(Arthur Motley Exemplary Tch Aw)
Grading basis/credits:
Prereq: instr consent
Description: Student may contact the instructor or department for information.
Instructor: Gabaccia,Donna
Grading basis/credits:
Description: Student may contact the instructor or department for information.
Instructor: Weitz,Eric D
Grading basis/credits:
Description: In the last two decades, there has been an explosion of historical scholarship on citizenship. Law, Citizenship and State-Building focuses on this scholarship with particular reference to the U. S. from the founding era through the 20th century. Our readings will include theoretical work on law, citizenship and the state and recent monographs, including Mark Graber, Dred Scott and the Problem of Constitutional Evil; Peggy Pascoe, What Comes Naturally: Miscegenation Law and the Making of Race in America; Mae Ngai, Impossible Subjects: Illegal Aliens and the Making of Modern America; Christopher Capozzola, Uncle Sam Wants You: World War I and the Making of Modern American Citizen and others. Topics will include constitutional structure; territoriality; the relationship between legal personhood and citizenship; gender, race, and sexuality; rights vs. obligations of citizenship; consumer and economic rights and citizenship; and immigration and naturalization. This is a research seminar. Roughly half our time will be spent in discussing shared readings and the other half in students writing either a major research or historiographic paper. I welcome students working in other fields of history and will work with them to develop a comparative reading list that they would do instead of the assigned readings. This comparative focus will strengthen our discussions.
Instructor:
Welke,Barbara Young
(Morse Alumni Award)
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Instructor Bio
Grading basis/credits:
Description: This course explores the complex contours of Muslim-Christian interaction across a broad sweep of history, from the birth of Islam as a world religion 1300 years ago to the dawn of the modern period in the 17th and 18th centuries. Themes to be addressed include intellectual exchange, co-existence and competition in the social sphere, conversion and religious syncretism, slavery, and holy war. Chronological units will focus on early Islam, the Crusader states, late medieval Anatolia and North Africa, and the early modern eastern Mediterranean. Class meetings will alternately consist of group discussions of common readings, and of in-class presentation of individually assigned readings on thematic topics.
Class Time: 100% Discussion.
Work Load: 100-200 pages reading per week, 20-30 pages writing per term, 1 papers, 11 homework assignments.
Grade: 50% reports/papers, 50% class participation.
Co-Instructor: Lower,Michael T
Co-Instructor: Casale,Giancarlo
Grading basis/credits:
Description: Student may contact the instructor or department for information.
Instructor: Karras,Ruth Mazo
Grading basis/credits:
Description: Student may contact the instructor or department for information.
Instructor: Cohen,Gary B.
Grading basis/credits:
Description: This research seminar investigates fascinating and complex moments of cultural encounter among different peoples in various places in early North America and the Caribbean. "Encounter" is a purposely generic and capacious term, one that includes everything from mutually beneficial trade relations to the cruelest forms of violence and exploitation. We will explore a range of experiences of contact and be attentive to the perspectives from which those experiences are narrated. Most of the assigned books are recently published works that offer state-of-the-art thinking about the interactions of Native Americans, Africans, and Europeans in the centuries before about 1800. (For a tentative reading list, contact kfischer@umn.edu.) Students will write two response papers to the assigned readings and one research paper based on the extraordinary holdings of the James Ford Bell Library, which houses the world's largest collection of sixteenth-, seventeenth-, and eighteenth-century travel literature: more than 25,000 items in the form of books, maps, manuscripts, pamphlets, broadsides, and assorted printed documents. The library's collection mostly presents a European perspective, although it is sometimes possible to read the sources against the grain for the experiences and perspectives of non-Europeans. For that reason, we will begin by reading critical analyses of European ideologies of empire and conquest. These books will introduce you to various methodological approaches and angles of analysis that will help you identify sources and themes for your research paper. Then we will move on to works that study actual encounters among Africans, Native Americans, and Europeans, and the complex range of conflicts, accommodations, adaptations, and struggles that ensued.
Instructor:
Fischer,Kirsten
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Description: This seminar examines the variety of ways that ?public history? is produced both within and outside the academy and explores interdisciplinary approaches to the critical analysis of public history projects and historical memory. Students will discuss recent scholarship by historians, communication studies scholars, and cultural studies scholars, among others (below is a partial and tentative list of texts), and will also work collaboratively to develop public history projects based on primary research. The final syllabus for this course will be developed collaboratively with students. Please notify the instructor (kpmurphy@umn.edu) of your interest in this course so that you might be included in this process. Lisa Maya Knauer and Daniel J. Walkowitz, Contested Histories in Public Space: Memory, Race, and Nation (Duke, 2009). Marita Sturken, Tourists of History: Memory, Kitsch, and Consumerism from Oklahoma City to Ground Zero (Duke, 2007) Michael A. Elliott, Custerology: The Enduring Legacy of the Indian Wars and George Armstrong Custer (Chicago, 2007). Anne Cvetkovich, ?In the Archives of Lesbian Feelings: Documentary and Public Culture,? Camera Obscura 49(2002), Volume 17, Number 1. Annie E. Coombes, History after Apartheid: Visual Culture and Public Memory in a Democratic South Africa (Duke, 2003).
Instructor: Murphy,Kevin P.
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Description: Students will explore the politics of history by reading in American Indian, Hawaiian, and African American interventions on the meaning of colonialism and race. The course centers on cultural and intellectual history and politics, but because these are fields of inquiry that are best studied in broadly interdisciplinary ways, it incorporates readings in theory and cultural studies, as well as foundational documents by nineteenth-century American Indian, Hawaiian, and African American intellectuals.
Instructor: Chang,David Anthony
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Description: Student may contact the instructor or department for information.
Instructor: Pohlandt-McCormick,Helena
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Description: Student may contact the instructor or department for information.
Instructor: Chambers,Sarah C
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Description: Student may contact the instructor or department for information.
Instructor:
McNamara,Patrick J
(Arthur Motley Exemplary Tch Aw)
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Description: It is a longstanding tradition in many disciplines -- especially in the arts, humanities, and certain social sciences -- that dissertations take a narrative form, which necessarily tracks a change or transformation. Whether the basis of this change is concrete or abstract, whether it pursues the transformation of an idea or that of a physical mutation, implicit is the claim that the dissertation studies a transformation over time. In what ways does our scholarship depend on notions of temporally conditioned change? How do we translate our understanding of change into written narratives, and what are the available paradigms to do so? In this seminar, we hope to gather dissertators working on projects that take the concept of change -- or history, narrative, transformation, evolution, progress -- and have a productive discussion about the limits and possibilities of temporal change. We will read selected theoretical discussions on these ideas (from historians of science, historiographers, literary theorists, and philosophers on such topics as positivism, causality, agency, quantification and interpretation), share our disciplinary paradigms and assumptions about the role of change over time, distribute our writing for comment and review, and discuss the writing process together. Dissertators and Ph.D. students at other stages are welcome; we will determine appropriate writing goals for everyone. While this seminar is organized by faculty from History and Literature, graduate students are welcome from any discipline whose work engages with these topics. N.B. Readings for the first class session will be distributed by email to registered students before the semester begins.
Co-Instructor:
Cherbuliez,Juliette
(Arthur Motley Exemplary Tch Aw)
Co-Instructor: Shank,JB
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Description: Student may contact the instructor or department for information.
Instructor: Wolfe,Thomas C
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Description: Student may contact the instructor or department for information.
Instructor: Gabaccia,Donna
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Description: This course examines the event of the Holocaust in France through early testimonies of survivors written in French to contemporary debates surrounding the interpretation of this event and of its representation in literature, art and film. Modern France has a vexed history with regard to the Jews?a history that culminates with the Vichy regime and with what can be seen a civil war between Resistance and Collaboration. How does this history affects the reception of testimonies, the writing of fiction, the making of films and, ultimately, the heated debates about the ways of talking and representing the Holocaust?More than a course on the Holocaust itself, this seminar deals with the history of its remembrance. Corpus includes but is not limited to Elie Wiesel, David Rousset, Robert Antelme, Charlotte Delbo, Claude Lanzmann, Alain Resnais, Patrick Modiano, Georges Perec, Maurice Blanchot, Marguerite Duras, Georges Didi-Huberman. Readings will be in English or French. Lectures and discussions will be in English.
Instructor: chaouat,bruno