|Title||Instructors||Location||Time||Description||Cross listings||Fulfills||Registration notes||Major Concentrations||Major/Minor Requirements Fulfilled|
|HIST 230-301||Capitalism and Charity: the Long, Complicated Connection||Thomas M. Safley||COLL 315A||T 01:30 PM-04:30 PM||Capitalism and charity seldom appear in the same sentence, much less the same title. They seem diametrically opposed. While capitalism is commonly understood as “an economic system based on the private ownership of the means of production and their operation for profit”, according to Merriam-Webster, charity refers to “generosity and helpfulness especially toward the needy or suffering, also aid given to those in need”. The former implies self-interest, while the other breathes common interest. Yet, the two are closely, dynamically connected. As capitalism has emerged and evolved historically, so has charity changed to meet new circumstances and find new legitimations. From simple charity in the form of indiscriminate alms-giving have emerged “poor relief”, “work relief”, “social welfare” and, more recently “effective altruism” to name but a few permutations. Charity as a personal, face-to-face interaction between rich and poor has become cloaked in varieties of impersonal programs and institutions. This research seminar will explore the tensions (and synergies) between capitalism and charity over time. Through readings and discussions of primary sources, students will come to understand something of this historical dynamic. By completing independent research projects, they will contribute to that understanding as well.||https://pennintouchdaemon.apps.upenn.edu/pennInTouchProdDaemon/jsp/fast.do?webService=syllabus&term=2020A&course=HIST230301||Economic, European||Europe, Research, Seminar|
|HIST 230-401||Foodways and Diet in Early Europe: Farm To Table in the Renaissance||Ann Elizabeth Moyer||COLL 217||T 01:30 PM-04:30 PM||What did medieval and Renaissance Europeans choose to eat? What did they have to eat?
What did good nutrition and a balanced diet mean in an era when most medicines were plant-based?
How did fasting or limiting food serve as an act of religious piety?
In this course we will examine food, foodways, and diet in European culture, thought, and society with a focus on the later Middle Ages and Renaissance, with a mix of primary sources and modern scholarship
|ITAL230401||https://pennintouchdaemon.apps.upenn.edu/pennInTouchProdDaemon/jsp/fast.do?webService=syllabus&term=2020A&course=HIST230401||European, Intellectual||Europe, pre-1800, Seminar|
|HIST 231-301||Liberalism in the Twentieth Century||Randall B Cebul||COLL 314||T 01:30 PM-04:30 PM||At a moment when American liberalism is embattled and in a profound state of flux, this research seminar explores the development of the political ideology of the Democratic Party since its first modern articulation in Franklin Roosevelt’s New Deal. In addition to examining key moments of reform, expansion, and reimagining through the Cold War, Lyndon Johnson’s Great Society, and under Bill Clinton’s New Democrats, students will explore the ways in which liberals and liberalism have both succeeded and often failed to meaningfully incorporate the interests of a diverse array of Americans including women, organized labor, African Americans, immigrants, rural constituencies, immigrants, and LGBTQ citizens. Over the course of the semester, students will develop a significant piece of original, primary source-based, historical research on a theme of their choosing within the modern history of liberalism, broadly construed.||https://pennintouchdaemon.apps.upenn.edu/pennInTouchProdDaemon/jsp/fast.do?webService=syllabus&term=2020A&course=HIST231301||American||Research, Seminar, US|
|HIST 231-302||Deportation Nation: Exclusion and Removal in US History||Evan M Taparata||JAFF 113||TR 12:00 PM-01:30 PM||This course examines the history of deportation in the United States. A Supreme Court decision in 1893 established the US government’s right to deport immigrants from the country. Since then, a number of developments—including the expansion of exclusionary provisions in immigration law, the creation of “illegal” immigration, globalization and its impact on labor migration, the expansion of mass incarceration and the privatization of immigrant detention, the militarization of the US-Mexico border, and the conflation of immigration enforcement with national security after
9/11—have made deportation more and more common over the course of the 20th and 21st centuries. The practice of deportation, however, has roots that reach all the way back to colonial American history.
Students in this course will examine how and why the United States has been both a “nation of immigrants” and a “deportation nation” throughout its history. In addition to formal deportation, we will expand our conception of deportation to include other forms of exclusion, including the removal of Indigenous peoples from their homelands, the forced return of escaped slaves, “voluntary departures,” medical deportations, and more. Readings will include primary historical sources; poetry, literature, visual media, and other cultural texts; works of historical scholarship; and interdisciplinary works from critical race and ethnic studies, Native American and Indigenous Studies, sociology, anthropology, social and political theory, and law. Our aim will be to not only consider the various means through which the United States has excluded immigrants and other marginalized groups throughout its history, but
also to ask whether a nation that can deport immigrants should deport immigrants. We will stay on the pulse of current events related to immigration policy throughout the course. At the end of the semester, students will be able to understand with greater historical depth the most recent developments in US immigration and deportation
policy, at the southern border and beyond.
|HIST 233-401||From Coca To Cocaine||Ann C. Farnsworth-Alvear||COLL 315A||F 01:00 PM-04:00 PM||This seminar compares practices that center on coca leaf production in indigenous communities, where coca cultivation has been sustained over millennia, on the one hand, with practices linked to the post 1961 “drug war” in the Americas, on the other. Participants will read scholarly work in history and anthropology, support one another through a research process, and explore what historians and other scholars might contribute to discussions about drug policy. Case studies we'll explore include Peruvian Quechua-speakers' ritual use of leaf, the history of Coca-Cola, patterns of violence in Medellín and Northern Mexico, and the evolution of money laundering in 1980-2010. Students will also have the opportunity to define a topic of interest to them and prepare an in-depth literature review.||LALS233401||https://pennintouchdaemon.apps.upenn.edu/pennInTouchProdDaemon/jsp/fast.do?webService=syllabus&term=2020A&course=HIST233401||World||Latin America/Caribbean, Seminar|
|HIST 233-402||Taking Off: How Some Economies Get Rich||Melissa Teixeira||MCES 105||W 03:30 PM-06:30 PM||What makes an economy grow? This question has been asked – and answered – many times over in the modern era. From Adam Smith’s classic Wealth of Nations (1776) to today’s political leaders, many have debated the ingredients necessary for a nation to prosper, or policies to promote growth. Some point to the need for fiscal responsibility, others an educated labor force, or to tariffs, natural resources, and the right laws. This seminar explores the deep history of this problem of economic growth. Students will read works by economists, social scientists, and historians that present different theories for why some nations develop faster than others. With case studies from across the globe, we will tackle topics like why Europe industrialized first, or the paradox of why the abundance of natural resources does not necessarily contribute to long-lasting economic development. This course also asks students to think critically about the metrics used to measure “success” and “failure” across nations, as well as how such comparisons between societies have been mobilized to legitimize imperial expansion, human exploitation, environmental destruction, or political repression. By discussing how governments, corporate interests, and individual actors have implemented strategies to increase national wealth, students will also be asked to grapple with some of the consequences of economic growth for the environment, human welfare, and social inequality. *Students may fulfill one geographic requirement for the History major or minor with this course. The specific requirement fulfilled will be determined by the topic of the research paper.||LALS233402||Permission Needed From Instructor||https://pennintouchdaemon.apps.upenn.edu/pennInTouchProdDaemon/jsp/fast.do?webService=syllabus&term=2020A&course=HIST233402||Economic||Research, Seminar|
|HIST 233-403||Animal,Vegetable,Mineral:Culture, Tech, & the Columbian Exchange, 1450-1750||Marcia Susan Norton||VANP 626||W 02:00 PM-05:00 PM||In this course we will explore how Native American technologies shaped the early modern Atlantic World in order to understand the role of culture in what is often called the "Columbian Exchange.” Technologies, for the purpose of this course, include animal practices (such as hunting and taming techniques), foraged and domesticated plants (such as maize, potatoes, and annatto), foods (such as cassava and chocolate), drugs (such as tobacco, quinine and coca), textiles (such as hammocks and featherworks), and precious metals and gemstones (such as pearls, emeralds and gold). We will explore technologies' relationships to other aspects of art and culture, and focus particularly on how and why certain technologies - and not others - moved beyond colonial Latin America in the sixteenth and seventeenth centuries. We will read intensively in both primary and secondary sources.||LALS233403||Objects-Based Learning Course||https://pennintouchdaemon.apps.upenn.edu/pennInTouchProdDaemon/jsp/fast.do?webService=syllabus&term=2020A&course=HIST233403||World||Latin America/Caribbean, pre-1800, Seminar|
|HIST 233-404||Abolitionism: A Global History||Roquinaldo Ferreira||VANP 305||R 01:30 PM-04:30 PM||This class develops a transnational and global approach to the rise of abolitionism in the nineteenth century. In a comparative framework, the class traces the rise of abolitionism in Europe, the Americas, Africa, and Asia, examining the suppression of the transatlantic slave trade, the rise of colonialism in Africa, and the growth of forced labor in the wake of transatlantic slave trade. We will deal with key debates in the literature of African, Atlantic and Global histories, including the causes and motivations of abolitionism, the relationship between the suppression of the slave trade and the growth of forced labor in Africa, the historical ties between abolitionism and the early stages of colonialism in Africa, the flow of indentured laborers from Asia to the Americas in the wake of the slave trade. This class is primarily geared towards the production of a research paper. *Depending on the research paper topic, History Majors and Minors can use this course to fulfill the US, Europe, Latin America or Africa requirement.*||LALS233404, AFRC234404||World||Research, Seminar|
|HIST 234-301||Wastes of War: A Century of Destruction||Anne K Berg||COLL 217||W 02:00 PM-05:00 PM||This seminar examines the human and environmental consequences of violent conflict from the South African War at the beginning of the 20th century to the War on Terror. War violently transforms the social and physical environment. War reshuffles ideologies, reimagines futures and reshapes alliances, destroys bodies, spaces, societies, habitats, ecosystems and cultures. And of course, there’s no war that doesn’t produce a whole host of wastes, and as a result, inspires a multitude of strategies to combat and eradicate them. In this course, we approach war as an engine of destruction and transformation rather than as politics gone awry. The wastes of war will serve as our focal point as we study the new worlds (technological, social and environmental) that war not merely leaves in its wake but systematically generates. Critically examining two key categories – “waste” and “war” in tandem, we discover how together they fundamentally restructure our social, cultural and natural worlds in unexpected ways.||https://pennintouchdaemon.apps.upenn.edu/pennInTouchProdDaemon/jsp/fast.do?webService=syllabus&term=2020A&course=HIST234301||European||Europe, Seminar|
|HIST 234-302||The Horse in World Hist||Oscar Aguirre Mandujano||TR 12:00 PM-01:30 PM||Around 8000 years ago, communities in the western part of the Eurasian steppe began to breed and ride horses. This process of domestication made horses central participants in human history. The domestication of the horse transformed military tactics, human mobility and communication, agriculture, and entertainment. Humans have transformed the horse as well, producing about 200 breeds with unique characteristics matched to human goals. This course traces the history of equine-human relations across the globe, using the horse as a focal point to think about animal-human relations in societies ranging from prehistoric Europe to the Spanish conquests of Latin America. Our inquiry will address not only the place of horses in these particular phases of world history, but also by extension the debates about human-animal relations in our society today. *Students can opt to write a large research paper for this class to fulfill the History Major Research Requirement.*||World||pre-1800, Seminar|
|HIST 234-303||Uses and Abuses of History||Lee V Cassanelli||BENN 323||W 03:30 PM-06:30 PM||This course is designed for junior and senior history majors in any regional or thematic concentrations. Using case studies from around the world, it will explore the roles of history and historians in shaping national and ‘ethnic’ outlooks and identities; in offering ‘lessons’ to guide policy makers in a variety of diplomatic, political, and social contexts; and in contributing to the numerous controversies surrounding the most appropriate ways to remember and represent painful events in a society’s past.
Because nations, regimes, and interest groups invariably want to believe that ‘history is on their side,’ they typically produce partisan narratives which use historical evidence selectively and subjectively. How effective have historians been—or can they be—in countering egregious ‘myths’ about the past, in uncovering ‘silences’ in the historical record, and in acknowledging that the same ‘objective’ events can leave different memories and carry different meanings for the various parties involved. Does fuller knowledge of the past constrain or empower our capacities to deal with challenges in the present and future?
In examining these and other ‘meta-questions’ through a series of specific case studies, you will almost certainly learn something about contested histories in parts of the world you may not be familiar with, but which should help you situate your own regional interests in a wider comparative framework. During the last five weeks of the course, students will have an opportunity to research a topic of their choice and to present their findings to the class.
|HIST 234-304||Trade, Travel, and War in the Modern Mediterranean||Alex Chase-Levenson||COLL 315A||W 02:00 PM-05:00 PM||The Mediterranean Sea links together many societies, cultures, cuisines, and economies. Long after the Roman Empire and the Italian Renaissance, the Middle Sea continued to function as a cohesive geographic and cultural space. Contacts and conflicts in the Mediterranean shed light on the major themes of modern history: relations between East and West, encounters among Christians, Muslims, and Jews, brutal wars of imperial expansion, economic migration, catastrophic epidemic disease, and the birth of a globalized economy. We’ll read travel narratives by French scholars who helped Napoleon invade Egypt, and we’ll investigate how the Egyptians responded. We’ll study how Mediterranean nationalism began the First World War. We’ll look at the first massive Mediterranean migrant crises and compare them with the news we’re hearing today. Studying trade, travel, and war in the modern Mediterranean will provide students with a unique lens on European, Middle Eastern, North African, and Global history. **Students can get credit for the Europe or Africa/Middle East requirement depending upon their research paper topic.**||https://pennintouchdaemon.apps.upenn.edu/pennInTouchProdDaemon/jsp/fast.do?webService=syllabus&term=2020A&course=HIST234304||Diplomatic, Economic, European, World||Africa/Middle East, Europe, Research, Seminar|
|HIST 241-401||Performing History||Robert St.George||COLL 311A||R 01:30 PM-04:30 PM||This seminar concentrates on the ways that various peoples in the world make their history by means other than relying on written texts alone. Over the course of the semester, we therefore may be examining such different public events and civic rituals as parades, political and religious processions, local historical pageants, carnivals, historic preservation, museums, military reenactments, and history theme parks. The emphasis in each of these forms, places, and semiotic processes will be on their identity and function as key performances that transform consciousness, shift individuals alternately into both actors and spectators, reframe the everyday as the metaphysical, and intensify the status of cultural values in the histories they present to view. Course requirements: a seminar paper, the topic of which you will discuss with me no later than week five of the course; and a working annotated bibliography and statement of your paper's main thesis. I will say more about these assignments as they approach.||ANTH241401, ARTH395401||American||Research, Seminar, US|
|HIST 273-401||Penn Slavery Project Res||Alexis Neumann
Kathleen M Brown
|MCES 105||R 01:30 PM-04:30 PM||This research seminar provides students with instruction in basic historical methods and an opportunity to conduct collaborative primary source research into the University of Pennsylvania's historic connections to slavery. After an initial orientation to archival research, students will plunge in to doing actual research at the Kislak Center, the University Archives, the Historical Society of Pennsylvania, the American Philosophical Society, the Library Company, and various online sources. During the final month of the semester, students will begin drafting research reports and preparing for a public presentation of the work. During the semester, there will be opportunities to collaborate with a certified genealogist, a data management and website expert, a consultant on public programming, and a Penn graduate whose research has been integral to the Penn Slavery Project.
Please see the Penn Slavery Project's website here: http://pennandslaveryproject.org/
|AFRC277401||American||Research, Seminar, US|
|HIST 347-401||Gender Hist & Amer Film||Kathy Peiss||VANP 425||T 01:30 PM-04:30 PM||More than any other medium, the motion pictures fostered new ideals and images of modern womanhood and manhood in the United States. Throughout the twentieth century, gender representations on the screen bore a complex relationship to the social, economic, and political transformations marking the lives and consciousness of American men and women. This course explores the history of American gender through film. It treats the motion pictures as a primary source that, juxtaposed with other kinds of historical evidence, opens a window onto gendered work, leisure, sexuality, family life, and politics. We will view a wide range of Hollywood motion pictures since 1900, as well as films by blacklisted artists, feminists, and independent producers.||GSWS347401, CIMS347401||https://pennintouchdaemon.apps.upenn.edu/pennInTouchProdDaemon/jsp/fast.do?webService=syllabus&term=2020A&course=HIST347401||American, Gender||Seminar, US|
|HIST 398-301||Junior Honors in History||Warren G. Breckman||VANP 625||M 02:00 PM-05:00 PM||Open to junior honors candidates in history. Introduction to the study and analysis of historical phenomena. Emphasis on theoretical approaches to historical knowledge, problems of methodology, and introduction to research design and strategy. Objective of this seminar is the development of honors thesis proposal.||Permission Needed From Instructor
|HIST 411-401||Introduction To Written Culture in the West||Peter Stallybrass
|VANP 627||M 02:00 PM-05:00 PM||This course will examine the writing, printing, dissemination, and interpretation of some fundamental works specific and also of words, commonplaces, and proverbs in early modern England, France, Italy, Spain and the Americas. We will analyze both the persistence and changing significance of ancient words and concepts (e.g. “barbarian,” the world turned upside down) and the emergence of new words and concepts (e.g. “cannibal,” “sprezzatura”). Among the texts that we will read will be works by Montaigne, Las Casas, Shakespeare, Castiglione, and Lope de Vega. All the texts will be available in English but we will pay particular attention to the massive range of translations from the period. We will draw wherever possible on the exceptional collections at Penn and in Philadelphia, including early manuscripts, illustrated books, plays marked up for performance and examples of censored books.||ENGL234401||https://pennintouchdaemon.apps.upenn.edu/pennInTouchProdDaemon/jsp/fast.do?webService=syllabus&term=2020A&course=HIST411401||American, European, Intellectual||Europe, pre-1800, Seminar, US|
|HIST 412-401||Readings On Asia: Literature and History||Arthur Waldron||COLL 217||R 01:30 PM-04:30 PM||EALC442401||World||East/South Asia, Seminar|